Personalised school timetables that are engaging for both parents and children
Personalised Timetables highlight after school activities whilst pictorial representation ensures the activity is relatable to children.
Why use visual school timetables?
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Encourages independence
Allows children to know where they should be and what they should be doing at a given time, without having to ask first.
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Establishes expectations
Clear guidelines help children concentrate on tasks, as they understand what they need to achieve.
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Improves task transitioning
Helps children develop time management skills, preparing them for future responsibilities.
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Highlights routines
Consistent routines create a sense of structure, making it easier for children to develop good habits.
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Clarity and predictability
Helps children with ASD (Autism Spectrum Disorder) by providing clarity and predictability to reduce surprises and help them feel less anxious about their day.
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Tangible reminder
Acts as a tangible reminder by the use of vibrant colours and pictures and encourages them to refer back to the schedule.
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Reduces anxiety (e.g. ADHD, Autism)
Allows children to know exactly what is expected of them. Minimises arguments as everything has already been agreed to beforehand.
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Encourages good habits
Sets a good example for children to organise their day and develop useful life skills early on to avoid procrastination and stress in the future.
Partnering with schools to support education and early childhood development
Our personalised visual timetables are designed to support child development, offering a tailored approach that enhances learning and organisation.
School Timetable partners with schools to ensure the visual curriculum timetable produced is appropriate for each year group.
What’s even better is that every timetable bought helps fund valuable resources and programs for your school, making a direct and positive impact on your child's educational experience.
To find out more, contact us below.
“You cannot make people learn. You can only provide the right conditions for learning to happen”