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An educators guide to visual timetables
An Educators Guide To: Visual Timetables
What is a visual timetable? It is the following:
- A clear, visual, daily plan that is shared with all of the children at the start of the day, usually straight after registration
- Usually a collection of labelled image cards and a board/card/’washing line’ on which to Velcro, Blu-tac or peg them
- A useful tool to help communicate what is happening at each stage of that day
- A visual way of explaining tasks to be undertaken
- A reminder of ‘what happens when’ for the whole class, without the need for repeatedly asking the adult
Why use visual timetables?
Visual timetables can:
- Help establish a consistent daily routine for all
- Develop independence in children
- Provide opportunities to reinforce learning, especially of the abstract, such as time (analogue clock faces could be used)
- Allow prepositional language to be used in meaningful ways – first, next, before, after
- Provide predictability and therefore reduce anxiety to all
- Be a useful tool to help communicate tasks that otherwise might not be understood by every child. For children with SEND, such as those who require extra processing time, having a visual as a reference can help them focus or refocus on the task at hand. For some children with ASC, a visual timetable can provide reliability and reassurance about routine, and also help when explaining that things have to change for some reason.
Best Practice
To be effective, it is important to involve the children in the use of the timetable and repeat it daily at the same time of the day, so that it becomes part of the class routine.
Where possible, use the visual timetable as an interactive tool and involve the children. If appropriate, allow the class the opportunity to input into the timetable. For example, the teacher might ask: ‘Is there anything I need to add to the visual timetable today? Does anybody have any appointments they would like to add? Are there any sporting events or clubs? Are we expecting any visitors?’ etc. Groups of children leaving the classroom, for example, for an intervention, could also be added at the relevant time. It is important to be mindful of children who would prefer not to have personal appointments added. It is also beneficial to allocate particular roles to the children eg it could be a child’s job to keep the image cards in order and pin on the timetable as the teacher explains the day, thus encouraging responsibility. Children could also be instrumental in creating the cards (eg using the school camera and IT resources to create them).
When creating the timetable, it is preferable for the visuals to be real images (photographs rather than cartoons) to ensure clarity. They should include simple printed words that encourage the children to read, therefore building on their growing understanding of the language and recognition of key words relevant to their day.
It is recommended that you use the same format, therefore easing transition between classes. They will not be identical (each class routine is different and activities develop through key stages) but will be recognisable.
Download our FREE visual timetable template
Included in this free guide:
- Over 72 graphics to support you in building your visual timetable
- 8 Pages of visual icons categorised by activity. You can choose from a range of graphics that represent the chosen activity be it lunch time, PE, or home time
Nurturing Surrey
Nurturing Surrey
Thousands of pupils in Surrey are to be given support with their wellbeing thanks to a vital new programme.
The Surrey Nurturing Schools Programme will be rolled out in 100 settings by the Schools Alliance for Excellence (SAfE) in partnership with ourselves, nurtureuk.
Teaching staff will be trained to use nurture - a practice that helps children develop their social and emotional skills and has been shown to improve behaviour, attendance and attainment, and reduce exclusions.
There has been an almost 50% increase in the number of primary-aged pupils in Surrey suffering social, emotional and mental health (SEMH) challenges.
In 22/23 the number of pupils with SEMH challenges who were suspended increased by 68% on the same period in 21/22, and the number of those excluded has increased by 133 per cent.
Schools are also reporting a substantial increase in the number of pupils presenting with distressing behaviour.
The new programme will start in April and is being funded by the Mental Health Investment Fund.
Arti Sharma, nurtureuk CEO, said: “As mental health difficulties among children and young people reach record levels, and school absences rocket, a nurturing approach in education is more essential than ever. Children and teachers must be equipped with the tools they need to succeed and this programme will ensure pupils are ready and able to learn. We’re delighted to bring nurture to Surrey and we’re looking forward to making a real difference to children’s lives by helping them flourish in school.”
Maria Dawes, SAfE CEO, said: “Children and young people’s mental health and wellbeing has never been so important. We recognise that nurturing approaches, with their rigorous evidence base, are a great investment to support inclusion and improvements to both wellbeing and learning in Surrey schools. We are really excited to be working with nurtureuk to help every child able to thrive and learn.”