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NSW|Early Stage 1 | MAE-NSM-02 – Mathematics | Sequences events and reads hour time on clocks. | Create the layout of an analogue clock. Read analogue and digital clocks to the hour using the term ‘o'clock’. Describe the position of the hour and minute hands on an analogue clock when reading hour time. | Students create and use their own clock model to recognise the positions of the hour and minute hands, supporting early understanding of telling time.

NSW|Stage 1 | MA1-NSM-02 – Mathematics | Describes, compares and orders durations of events, and reads half- and quarter-hour time. | Read analogue clocks to the half-hour using the terms ‘o'clock’ and ‘half past’. Describe the position of the hands on a clock for the half-hour. Connect the use of half turns to the turn of the minute hand for the passing of the half-hour. | Making and using the flower clock helps students explore the relationship between the movement of hands and the passing of time, consolidating half-hour reading skills.

NSW|Stage 2 | MA2-NSM-02 – Mathematics | Represents and interprets analogue and digital time in hours, minutes and seconds. | Recognise that 5-minute intervals (corresponding to the hour markers) are used as benchmarks to read time on an analogue clock. Read time as past the hour to half-past and then towards the hour. Read analogue clocks to the minute. | Students can use their constructed flower clock to practise reading time to the minute and understand 5-minute intervals, building towards the full Stage 2 understanding of hours, minutes and seconds. VIC|Foundation|VC2MFM02 - Mathematics|Sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions.|Ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time.|Students relate clock times to familiar daily events, connecting the movement of the clock hands to parts of the day.
VIC|Levels 1 and 2|VC2M1M03 - Mathematics|Describe the duration and sequence of events using years, months, weeks, days and hours.|Discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but less than an hour for me to walk to school.|Learners explore hours and minutes through making and manipulating their clock, helping them grasp how time is measured.
VIC|Levels 3 and 4|VC2M2M03 - Mathematics|Tell time to the minute and investigate the relationship between units of time.|Reading time on analogue clocks to the minute and matching to digital times; exploring the relationship between minutes and hours by timing events.|Making a clock model allows students to visualise how the hands move to show minutes and hours, reinforcing relationships between units of time.

WA|Pre-primary|ACMMG007 - Mathematics|Compare and order duration of events using everyday language of time.|Knowing and identifying the days of the week and linking everyday events to those days.|Students discuss daily routines while setting their Flower Clock to show morning, lunchtime, or bedtime, linking familiar events to time concepts.
WA|Year 1|ACMMG020 - Mathematics|Tell time to the half-hour.|Reading time on analogue and digital clocks and stating the time to the half-hour.|Students move their Flower Clock hands to show “half past” times, reading and saying them aloud to build early analogue time recognition.
WA|Year 2|ACMMG039 - Mathematics|Tell time to the quarter-hour, using the language of “past” and “to”.|Describing the characteristics of quarter-past and quarter-to times and showing them on analogue clocks.|Students use their Flower Clock to show and compare “quarter past” and “quarter to” times, reinforcing understanding through movement and discussion.
WA|Year 3|ACMMG062 - Mathematics|Tell time to the minute and investigate the relationship between units of time.|Recognising there are 60 minutes in an hour and 60 seconds in a minute.|Students count minute intervals on their Flower Clock and practise reading exact times, linking clock movement to time measurement.

QLD|Year 1|AC9M1M03 - Mathematics|Describe the duration and sequence of events using years, months, weeks, days and hours.|Naming, listing and using familiar units of time, such as hours, days, weeks, years.|Students use the Flower Clock to connect the hour hand to familiar daily time divisions (hours and parts of the day), reinforcing their understanding of time duration and sequence.

QLD|Year 2|AC9M2M04 - Mathematics|Recognise and read the time represented on an analogue clock to the hour, half-hour and quarter-hour.|Creating an analogue clock from a paper plate, showing the placement of the numbers and the two hands; explaining how long it takes for the two hands to move around the clock face and what time unit each is showing.|This hands-on craft perfectly matches this content — students assemble and decorate their own analogue clock to learn about hours and minutes.

QLD|Year 3|AC9M3M04 - Mathematics|Describe the relationship between the hours and minutes on analogue and digital clocks, and read the time to the nearest minute.|Representing and reading the time on an analogue clock using the markings and the positions of the hands, to the nearest minute mark or five-minute interval.|Students can extend their understanding by using the Flower Clock to practise reading exact minutes and connecting analogue and digital time displays.


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