{"id":6182,"date":"2026-04-24T09:58:50","date_gmt":"2026-04-24T08:58:50","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/?p=6182"},"modified":"2026-04-24T09:58:50","modified_gmt":"2026-04-24T08:58:50","slug":"%e2%8f%b1%ef%b8%8f%f0%9f%8e%b2-time-investigations-learning-through-play","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/?p=6182","title":{"rendered":"\u23f1\ufe0f\ud83c\udfb2 Time Investigations \u2013 Learning Through Play!"},"content":{"rendered":"\n

We had a fantastic enquiry-based, classroom learning experience this week, all centred around time<\/strong> \u2013 and what a fun and engaging lesson it was! \u23f3\u2728<\/p>\n\n\n\n

Pupils explored different units and aspects of time<\/strong> through a series of interactive, play-based activities. Working in groups and leading their own learning, they embraced new challenges, developed their understanding, and\u2014most importantly\u2014had great fun along the way!<\/p>\n\n\n\n

\ud83d\udd04 Rotational Grouping Approach
We used a rotational grouping approach<\/strong>, where pupils worked in groups and moved between three different classroom-based learning stations.<\/p>\n\n\n\n

This ensured that all learners stayed engaged, supported one another, and experienced a variety of approaches to understanding time. Each activity focused on a different aspect of time:<\/p>\n\n\n\n

\u2022 \u23f1\ufe0f Timer Challenge (Units of Time)<\/strong>
\u2022 \ud83c\udfb2 Connect Four Time Game (Analogue to 24-Hour Conversion)<\/strong>
\u2022 \ud83e\udde0 Time Duration Challenge (Problem Solving & Strategy)<\/strong><\/p>\n\n\n\n

Transitions between activities were smooth, and pupils built on their learning as they progressed through each station.<\/p>\n\n\n\n

\ud83c\udfaf Enquiry-Based Play in Action
This lesson was designed around play, challenge, and exploration<\/strong>, allowing pupils to actively investigate time concepts in meaningful ways:<\/p>\n\n\n\n

\u2022 Activity 1 \u2013 Beat the Timer!<\/strong> \u23f1\ufe0f
Pupils took part in timed challenges where they had to complete tasks within a set timeframe. They then reflected on whether they could improve their speed and accuracy.
\u27a1\ufe0f This helped develop awareness of different units of time<\/strong> and how time can be measured.<\/p>\n\n\n\n

\u2022 Activity 2 \u2013 Connect Four Time Edition<\/strong> \ud83c\udfb2
Inspired by the classic game, pupils converted analogue times into 24-hour digital times<\/strong>.
\u2714\ufe0f Correct answers allowed them to place a counter on the board
\ud83c\udfc6 The first to connect four counters in a row won!
\u27a1\ufe0f This reinforced understanding of time conversion<\/strong> in a fun, competitive way.<\/p>\n\n\n\n

\u2022 Activity 3 \u2013 Time Duration Challenge<\/strong> \ud83e\udde0
Using challenge cards, pupils solved time duration problems<\/strong> on whiteboards, applying the jump <\/strong>strategy<\/strong> to calculate answers.
\u2714\ufe0f Correct answers allowed movement along the board
\ud83c\udfc1 The first to reach the finish line was the winner!
\u27a1\ufe0f This supported problem-solving skills and deeper understanding of elapsed time<\/strong>.<\/p>\n\n\n\n

\ud83c\udf1f Learning Through Play
The classroom was full of energy, collaboration, and excitement. Pupils:<\/p>\n\n\n\n

\u2022 Worked together to solve problems and share ideas
\u2022 Developed confidence in using different time strategies
\u2022 Challenged themselves to improve accuracy and speed
\u2022 Learned through hands-on, engaging play experiences<\/p>\n\n\n\n

It was wonderful to see learners taking ownership of their learning and embracing new challenges with enthusiasm \ud83d\ude0a<\/p>\n\n\n\n

\ud83d\udcac What We Learned
By the end of the lesson, pupils could:<\/p>\n\n\n\n

\u2022 Identify and use different units of time<\/strong>
\u2022 Convert analogue times into 24-hour digital times<\/strong>
\u2022 Calculate time durations<\/strong> using effective strategies
\u2022 Apply their knowledge in fun, practical contexts<\/p>\n\n\n\n

\u2b50 A Brilliant Example of Play-Based Learning
This lesson highlighted how enquiry-based, play-led learning<\/strong> can create meaningful and enjoyable experiences in the classroom.<\/p>\n\n\n\n

Pupils not only developed key numeracy skills but also built confidence, resilience, and teamwork through engaging challenges.<\/p>\n\n\n\n

Well done everyone for your fantastic effort and enthusiasm! \ud83d\udc4f\u2728<\/p>\n\n\n\n

\ud83c\udf0d UNCRC Links
\u2022 Article 28<\/strong>: Every child has the right to an education.
\u2022 Article 29<\/strong>: Education should develop each child\u2019s talents and abilities.
\u2022 Article 12<\/strong>: Every child has the right to express their views and take part in learning.<\/p>\n\n\n\n

\ud83c\udf31 Sustainable Development Goals (SDGs)
\u2022 SDG 4: Quality Education<\/strong> \u2013 Developing numeracy skills through engaging and inclusive learning experiences.<\/p>\n\n\n\n

\ud83d\udc9a Wellbeing Indicators
\u2022 Achieving<\/strong>: Developing confidence and accuracy in time concepts.
\u2022 Included<\/strong>: All learners supported through group work and play-based learning.
\u2022 Active<\/strong>: Engaging in hands-on, interactive challenges.
\u2022 Confident<\/strong>: Building self-belief through success and participation.<\/p>\n\n\n\n

\ud83d\udca1 Meta-skills
Learners developed a range of meta-skills, including:
\u2022 Collaborating<\/strong> \u2013 working effectively in groups
\u2022 Adapting<\/strong> \u2013 trying new strategies and approaches
\u2022 Focusing<\/strong> \u2013 completing timed challenges
\u2022 Initiating<\/strong> \u2013 taking ownership of tasks and decisions<\/p>\n\n\n\n

\ud83c\udf1f The Four Capacities
\u2022 Successful Learners<\/strong>: Applying knowledge of time in practical contexts
\u2022 Confident Individuals<\/strong>: Taking on challenges and sharing ideas
\u2022 Responsible Citizens<\/strong>: Supporting peers and respecting group roles
\u2022 Effective Contributors<\/strong>: Working collaboratively to solve problems<\/p>\n\n\n\n

\u271d\ufe0f Strands of Faith
\u2022 In the Image of God<\/strong>: Valuing each individual\u2019s contribution and effort
\u2022 Reign of God<\/strong>: Encouraging fairness, teamwork, and mutual support
\u2022 Signs of God<\/strong>: Recognising joy, perseverance, and achievement in learning<\/p>\n\n\n\n

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<\/p>\n","protected":false},"excerpt":{"rendered":"

We had a fantastic enquiry-based, classroom learning experience this week, all centred around time \u2013 and what a fun and engaging lesson it was! \u23f3\u2728 Pupils explored different units and aspects of time through a series of interactive, play-based activities. Working in groups and leading their own learning, they embraced new challenges, developed their understanding, and\u2014most importantly\u2014had great fun along the way! \ud83d\udd04 Rotational Grouping ApproachWe used a rotational grouping<\/p>\n

Read More<\/a><\/p>\n","protected":false},"author":13002,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-6182","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/posts\/6182","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/users\/13002"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6182"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/posts\/6182\/revisions"}],"predecessor-version":[{"id":6193,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=\/wp\/v2\/posts\/6182\/revisions\/6193"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/stjosephsprimary\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}