subject: Using Visual Timetables In The Primary Classroom [print this page] It is surprising how much of a positive impact such a simple tool as a Visual Timetable can have on young children starting school. We have used a visual timetable for several years in our Reception classes. Every day, at the children's eye level and in a prominent place in the classroom, we display pictures representing each of the day's activities in sequence from left to right.
Initially we spend a few minutes each morning talking through the sequence of events for that day, familiarising the children with the pictures and reinforcing any significant points relevant to each activity.
Eventually it becomes unnecessary to talk through the images as the children will be familiar with the pictures and use the timetable independently. Once after talking to some parents at the beginning of the day I turned around to find most of my class changed into their PE kits as I had forgotten to change the timetable from the previous day.
A Visual Timetable presents the abstract concept of time in a tangible way. The timetable builds upon children's strengths as visual learners. It helps to build confidence and alleviate anxiety by clearly communicating to the child what events, activities will take place and what will come next in an uncomplicated way.
Using a Visual Timetable is generally regarded as good practice for EAL children, children with language and communication difficulties or those on the Autistic Spectrum but clearly provides a reassuring structure for all children.
In some cases a smaller, more transportable version of your Visual Timetable can be used as an Individual Planner to support a child with specific needs. Often used with children on the Autistic Spectrum, an Individual Planner may be useful supporting a child within an EYFS setting needing additional input selecting or completing activities or to encourage a variety of experience for a child with one particular obsession.
Individual planners help children begin to make simple choices; the child may choose the order in which activities take place or participate in the creation of their timetable by selecting some of their favourite activities.
With one particular cohort, we used an Individual Planner for a small group of children with additional needs to support their integration into mainstream school. Initially we invested quality time each morning by separating the children briefly to prepare them for the day's events and activities through their own Visual Timetable. Eventually individuals from the group began joining the whole class morning routine with the reassurance of their individual planner which they could use independently.
An Individual Planner can be displayed on a small board that can be carried around or based at a child's individual work station. Children can be encouraged to remove each picture after the activity is complete giving a sense of achievement and progress.
