M&G5.3 Students access / interact with a clock.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.5 Sequences events and uses everyday language to describe the duration of activities. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)


Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-13MG Sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks.

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-24MG Organises personal time and manages scheduled activities.


HSC Life Skills 11-12 Outcomes 2007

3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon.

3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments.

3.3 Demonstrates an understanding of weekday and weekend activities.

3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years.

3.5 Demonstrates knowledge and understanding of seconds, minutes and hours.

3.6 Reads time in different formats.

3.7 Estimates and calculates with time.

3.8 Reads and understands calendars and plan events.

3.9 Reads and interprets timetables.

3.10 Priorities personal time and manages scheduled activities.

Framework Indicators


  • Makes eye contact with a clock.
  • Reaches for a clock.
  • Makes physical contact with a clock.
  • Explores a clock with senses.
  • WM Explores clocks with senses.

Teacher Language


Give an instruction

‘Look at the clock.’.

‘Listen to the clock.’.


Make a statement

‘This is a clock’.

‘You are looking at the clock.’.

‘You are touching the clock’.

‘SN has the clock’.

‘You are listening to the clock’.

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.


There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.


Makes eye contact with a clock

Place a clock directly in the student’s eyesight and state ‘SN this is a clock. Look at the clock.’  Once the student makes eye contact with the clock teacher states ‘You are looking at the clock’. Immediately reinforce the student for looking at the clock even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze so that the clock is in front of the student’s eyes.


Reaches for, makes physical contact and explores a clock with senses

Repeat the above activity with a focus on encouraging the student to reach for and interact with the clock and state ‘SN, you are touching a clock’. Once the student touches the clock, reinforce them immediately by saying ‘SN has the clock’. If the student does not reach for the clock, use the lowest level of support required to assist to make physical contact.

Sound: Provide the student with opportunities to listen and respond to the ticking sounds of a clock using the teacher language above. 



The following websites could be used to support the teaching of time concepts.

Suggested Apps


Bright Ninja tells time
Fun Clock for Kids - Learn