Visual Timetables, Checklists and Clear Instructions for Dyslexia
Updated: Oct 28
Organisation is not a diagnostic sign on its own
A child who forgets PE kit or misses homework deadlines is not necessarily dyslexic. Organisational difficulties may occur alongside dyslexia, but can also reflect age, stress, attention, sleep or other factors.
The useful question is which part of the routine breaks down. Is the pupil forgetting the instruction, struggling to read the timetable, underestimating the time needed, or finding it hard to switch tasks? Each problem suggests a different adjustment.
Start with one predictable routine
For a Year 7 pupil moving between classrooms, a small timetable showing the next lesson, room and required equipment may be more useful than a complex planner. Some pupils prefer colour-coded subjects; others find colour alone confusing and need written labels.
Use accessible text and consistent symbols, not decorative icons that require guessing. At home, a short evening checklist might cover packing the bag, checking tomorrow's lessons and charging a device. Place it where the task happens rather than somewhere it will be forgotten.
Write instructions that can be acted upon
Compare 'Get organised for tomorrow' with 'Put maths book and calculator in your bag; check PE day; place homework in the front pocket'. The second version describes observable actions. For classwork, numbered steps and a clear example reduce uncertainty.
Avoid squeezing several unrelated instructions into one sentence. For younger children, photographs of actual equipment may be more useful than abstract symbols. For teenagers, a phone reminder or calendar may be more acceptable than a laminated chart.
Teach the system instead of merely providing it
Adults sometimes create excellent-looking planners that pupils never use. Demonstrate how to check the timetable at the end of each lesson and how to mark a completed task. Practise for a week with prompts, then reduce support.
A child should not be criticised for forgetting to use a system that has never become part of their routine. If a checklist grows too long, it becomes another reading and memory task; remove steps that are already automatic.
Use reminders thoughtfully
Digital reminders can help with deadlines, but too many alerts become background noise. One reminder at the right time, with a clear action, is usually more useful than repeated vague notifications.
Some pupils need a paper copy because phones are not available during school; others benefit from a synchronised digital calendar. Agree a backup plan for days when the device is unavailable. Check the school's policies before assuming pupils can use phones in lessons.
Review independence, not just compliance
A useful measure is whether the pupil is increasingly able to arrive prepared, begin work and meet deadlines without an adult repeatedly intervening. If the system fails, ask why.
Perhaps the text is too small, the pupil cannot locate the information quickly, or the reminder arrives after they have left home. Change one feature and test again. Parents and school can agree the same key routine while allowing the pupil to choose a format they are comfortable using.
The main principle
Good organisational support makes the next action obvious. It should reduce frustration and build independence, not become another elaborate task the pupil must remember to complete.