Display a clock face showing 3 o'clock as pupils settle. Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time before any hands go up.

You are listening for the idea that the long hand moves fast (a full lap in an hour) and the short hand moves slowly and tells the hour. Don't confirm yet — that is what Watch and Notice unpacks.

Walk each clock aloud, one at a time, pointing at the long hand first, then the short hand. After each clock, take the on-screen Quick check question with two hands-up answers so the room stays with you rather than watching four in a row in silence.

• 2 o'clock — emphasise the long hand straight up; the short hand sits exactly on the hour.
• half past 4 — the short hand is no longer ON the 4; it has crept halfway towards the 5. Say 'it is between, not on'.
• quarter past 6 — long hand on the 3, a quarter of the way round. After this one, do a quick turn-and-name: pupils tell the person beside them how far round the long hand has gone.
• quarter to 9 — long hand on the 9; the short hand is almost at the 9. The hour we say is the one we are heading to.

The quarter to case is the one pupils most often misread — they say the hour the short hand has just left, not the one it is reaching.

No-IWB fallback: if the digital tool is unavailable, set each of these four times on a geared demonstration clock and hold it up, or show pre-set printed clock faces in the same order.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud. The same explore clock is re-dragged for all four times, so reset it between each.

Call a landmark time, then send one pupil to the board to drag the hands. Before they finish, ask the class aloud: 'where should the long hand point? where should the short hand sit?'

Rotate four pupils across the four times. Watch for the half-past slip where pupils leave the short hand exactly on the hour number instead of halfway to the next.

No-IWB fallback: pupils set a geared demonstration clock at the front, or each shows the called time on a printed clock face with split-pin hands.

This round is the practice bank — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

For each time, ask aloud the check question now shown on screen: 'is the short hand exactly on the number, or has it moved past it?' The half-past and quarter-to cases are where the short hand sits between numbers. Press Check after each so the class sees the ✓.

No-IWB fallback: call each time and have pupils set it on a geared demonstration clock or a printed clock face, with the class confirming yes or no.

Pupils now move to the Activity Book page for 10–15 minutes of pencil-and-paper practice while you circulate.