Planning canvas · Classroom routines

Design one routine learners can use

Choose one recurring classroom moment, such as entering, changing activity, asking for help or finishing. Use one canvas for one routine.

RoutineThe recurring moment and three to five visible actions.
PurposeWhat the routine protects or enables for learning, participation or safety.
Review ownerThe person responsible for checking the routine and improving it.

A rule states the expectation. A routine gives learners the repeatable steps for meeting it.

The test: Does this sequence improve access to learning, participation or safety? Remove steps that only police appearance.

How to use the canvas

  1. Choose one repeated classroom moment.
  2. Name the cue and write three to five actions learners can see or do.
  3. Plan how adults will model, rehearse, adapt and repair the sequence.
  4. Review it with learners after one week and change what creates a barrier.

  1. Name the moment and outcome. What does it protect or enable? Who will review it?

  2. When does it begin? What stable cue starts three to five visible actions?

  3. What example and near-miss will adults show? When will learners practise?

  4. What alternatives support communication, movement, sensory processing, language or memory?

  5. What will adults say or do consistently? Where is adaptation expected?

  6. What private, specific response helps a learner return to the learning?

  7. What shows the routine is useful? What will learners be asked about clarity and fairness?

  8. When will you review it? What would trigger re-teaching? Which prompts could later fade?

Worked example · Year 6 entry routine

Entry and begin

This example shows the level of detail. Adapt the sequence with learners and remove any step that does not serve learning, access or safety.

1. Routine name, purpose and review owner

Entry and begin. It helps learners settle and start the retrieval task within three minutes. The Year 6 teacher is the review owner.

2. Context, cue and learner sequence

After break, the open door and starter card are the cue. Bag away. Collect book and pencil. Read the starter. Begin or show the help card.

3. Model and guided rehearsal

Model once, then show a near-miss: waiting without opening the book. Rehearse on Monday after break and again after holidays.

4. Access routes

Use a desk visual with steps 1 to 4, a wider route to trays, a help card instead of public speech and extra processing time.

5. Adult actions and shared language

At the door: “Bag, book, read, begin.” Adults point to the same visual. They adapt the route and response mode when needed.

6. Feedback, repair and re-entry

Private prompt: “Check step 2.” The learner shows the help card and starts the part they can do. They rejoin at the next step.

7. Evidence and learner voice

Most learners start with one prompt or fewer. Ask: “Which step is unclear?” and “What would make the start easier?”

8. Review and re-teach

Review on Friday 25 September. Re-teach if three learners wait at the same step for two lessons. Fade the timer after two settled weeks.

This example is informed by AERO entrance-routine guidance and the IRIS Center classroom-procedure guidance.