Teaching Time with Aramazu  – Teacher Testimonials

 

Teach the Time Primary Review

aramazuteach-prim-review1

“Quite simply, if you are in doubt then try it. It just works!”

Teaching time…often a problematic area of the maths curriculum for teachers and children alike. The terminology can confuse and often with no concrete concepts to fall back on, the children find it notoriously difficult. Having taught for the last four years in Years 5 and 6, I recently made the move to Year 1 (where language precision is even more essential). So, as I set out to plan the weeks’ lessons on time I wanted something that would not only grasp their imagination and ‘hook’ them in but also something with simplicity and repetition of language. The answer was Aramazu. Aramazu (for those who have not yet discovered it like many of my colleagues in school) is quite simply brilliant! After only four lessons, 96% of the children in my class could tell the time to the hour and half past and draw these on clock faces (as per the Year 1 expected level). Further to this, the vast majority of the class could tell the time to five minute intervals and some could do so to minute intervals. After 4 lessons! How..? We followed the Aramazu interactive stories, pausing to reinforce key points such as the number of seconds in a minute and minutes in an hour. Aramazu also teaches the children to tell the time using a variety of clock faces, starting with a horizontal clock (like a time-line), moving to a clock with just the hour hand and finally introducing the minute hand. However, what it does so well is put the numbers round the clock face into context. Innovatively, the facts are delivered through a story that MAKES SENSE. The children just ‘got it’ and made the lessons so enjoyable. To see children tell the time (often for the first time) filled them and me with a real sense of achievement.
As a result of the success of the lessons, our school is in the process of having all time lessons modified to utilise the Aramazu interactive resources and traditional class clocks are to be replaced with differentiated ‘Aramazu clocks’, building upon our success. Quite simply, if you’re in doubt then try it. It just works!
Philip Boardman, Warren Wood Primary School

“At the end of the week all children could tell the time to the hour and most to half past. We went on a whole class tour of the school showing off our learning and challenging some of the older children to race us, the year one’s kept winning”
K. M. Suffolk

“It has made teaching the time so much easier and much more fun. Usually we would hope that all children were secure with o’clock and half past by this stage and some with quarter to/past, but I have found that the majority of my class are able to tell the time whatever it says!”
J.S Year 1 Teacher Hurstpierpoint Pre-Prep

“I have now completed my four Maths Subject Leader training events across Somerset and have a large number of teachers who are interested in purchasing some Aramazu resources.”
JC Mathstopia Somerset

“We have found Aramazu to be an innovative and very effective way to teach young children how to tell the time.”
N B, Head Teacher, Tibberton Community Primary School.

“I just started using Aramazu in my Special Education classroom. My students love the clocks and are using the mountains to understand the placement of the hour hand. We made more progress in one Aramazu lesson than we made in an entire week of traditional time instruction.”
Laura Thomas Kelley Elementary Oklahoma

“I have had such a good time using Aramazu with my class!
They have loved it and learn so much from it! Thank you so much.”
A.L Gloucestershire

“…..I have used it to teach telling the time to several of my pupils, who I support individually at a Special School for boys 11 to 16 with language and communication difficulties. It is utterly brilliant. I rarely have to do more than read the book with them, practice one or two examples and they are off. They are able very quickly, as if by magic, to understand the quarters too. And this is with pupils who have ‘failed’ to be able to tell the time all through Primary school and who have difficulties with concepts about time.”
Tina Neate – Teacher

“I have taught one lesson to a Y2 class and many were reading to the five minutes at the end of it, which is better than many in our Y3 class!”
AM West Yorkshire

“At Tibberton our joint activity with Aramazu has been both fun for our pupils and noticed by Ofsted as a hugely beneficial relationship.  We have found Aramazu to be an innovative and very effective way to teach young children how to tell the time.  Children throughout the school from Y1-Y6 have enjoyed using and evaluating the scheme..” Nigel Brown, Head Teacher, Tibberton Community Primary School.

“We used the Aramazu materials with a mixed Year 1/2 class with very positive results. The children loved the stories and found the concept of time mountains very easy to understand. It really felt like time made sense to them! The practical activities were particularly useful.  We have also found the resources very useful for supporting misconceptions in older pupils. We will certainly be using the Aramazu materials as our primary means of teaching time in the future.”
Mrs Sally Ford Head Teacher,Ford First School Northumberland

“Because of the freshness of approach and the children’s enthusiasm, I spent more time on learning the time during the trial week than I usually would. That said the results were amazing, at the end of the week all children could tell the time to the hour and most to half past. We went on a whole class tour of the school showing off our learning and challenging some of the older children to race us, the year one’s kept winning. About two months has passed now since I took the trial and about three quarters of the class have retained instant recognition of half past and o’clock times.”
Karen Mair, Rendlesham Community Primary School Suffolk

“The children absolutely loved watching the videos about Aramazu and they were all very engaged by the story.  The teaching method is extremely creative and fun.  It gives the children a more visual and practical way of learning to tell the time.”
Henrietta Mercer, Eaton House School London

“I am an elementary math specialist for grades 1-4, yet teaching young children how to tell time has bedeviled me (and probably every other teacher of young children since clocks were invented).  I teach twelve separate sections of second or third graders, and each time I read out loud your storybook, at least one or two kids would say out loud, “Oooh, now I get it!”.  The story and illustrations are funny, appealing, and memorable to kids.  I’ve been raving about Aramazu to colleagues and parents.
Daley Chan, Lower School Math Lab Teacher
The Latin School of Chicago