Inclusive Learning: The power of the visual timetable
As teachers, we plan what is going to happen each day, lesson by lesson. Our students, on the other hand, move through their day with no anchor for what is going to happen except for headlines of Maths, English, Art, Physics, Chemistry etc.
Do you think that feels liberating or unnerving?
For all our students, but particularly neurodivergent learners, this lack of anchoring can feel destabilising and make the weight of the day harder to manage.
Every teacher can make one tiny tweak to relieve this unpredictability: including a visual timetable of the lesson.
What is a visual timetable?
If you teach primary or specialist SEN groups, visual timetables are likely second nature. In mainstream secondary schools; however, they are rarely discussed.
A visual timetable breaks down the sequence of a lesson or day using clear steps and visual cues (images, icons, or simple written agendas).
Why is it effective?
Reduces cognitive load
Pictures are a particularly important part of this process if you have students who struggle with the nuances of verbal language or who process language slower than spoken words. A visual timetable reduces cognitive load and sets routines and predictability. For those students who have slower processing skills, this can support them in processing what will happen and therefore they may be able to structure the lesson or day more clearly in their mind.
Builds executive functioning
We know that many neurodiverse students need support with executive functioning. Skills such as planning, predicting, monitoring and understanding timings can be delayed or developing at a different rate to their peers. A clear visual timetable for how a day or lesson will be structured can support the development of these skills.
Provides psychological safety
A visual timetable adds a layer of security to students who can feel disorientated, panicked or distressed without a clear structure. The more routine and predictable your lessons are, the safer all students will feel as they navigate their day.
What does this look like in practice?
What this looks like depends on the needs of your students. The aim is to have a way to demonstrate to students what will happen each lesson and in what order. If they are still developing their literacy skills or struggle with language comprehension, pictures will be important.
If they are able to read confidently, a written timetable may be appropriate, such as a slide that you refer to throughout the lesson. An easy structure is Now, Next, Then. If you have a quick internet search you will find lots of different ways for this to look and work.
An important part of the process is returning to the structure and removing or ticking off completed actions/activities so that the students can see where they are within the journey.
How does this work in my lessons?
I try my hardest to have exactly the same routine to all of my lessons to ensure consistency of routine and predictability. This is as useful for behaviour management as it is supporting neurodiverse students.
Students line up at the door, I greet them and remind them that they need to collect their book from the table by the door, get their pencil case out and start the Do Now task on the board.
Once I have done the register, we then turn to the slide which shows the breakdown of the lesson and I explain it to them step by step.
As we move through the lesson, I refer back to the structure of the lesson and explain when we are moving on. I always try to aim for four or five steps of what we are going to do so it is simple, clear and manageable.
Adding a visual timetable takes less than two minutes during planning, but the calm and structure it brings to your classroom lasts all hour.
Do you use a visual timetable? What tips and tricks can you share? Do you feel it makes a difference?
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