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www.pdst.ie© P D S T 2 0 1 6
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
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Timetabling Preparing the Timetable for 2017/18
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Aims of the Session
To introduce practical approaches to timetable design
Data gathering (Curriculum & Teachers)Planning Matrices (Nuts & bolts)
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Pre Planning Information
• Configuration of School Day• Grouping of Students -- streamimg, setting
etc.• ‘Blocking’ and ‘Setting’ of Subjects• Teacher allocation -- DES• Continuity/rotation of teachers?• Time Allocation (For Teachers; For Subjects)• Subject Sampling• Constraints: Job-Sharing; Career Breaks;
Practical Subjects• Concessions to Teachers?
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Towards Timetabling 2017-18
1.Curriculum demands, programmes offered TY, LCA, LCVP etc…
2. Teacher Demands
3. Subject demands – department meetings
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Curriculum Data GatheringLast years timetableCurriculum Demands
– Options – 1st, 2nd , 5th.– T/Y Programme– LCA + LCVP demands– 1st Year classes sorted– DES Requirements– JCT Templates
Subject/Dept. Demands– Banding/Setting
Teacher Demands
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Last Years TT• Issues which arose during the year
and can now be amended• Any issues from inspectorate?• Extra teacher on band?
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• Data gathering tool• Discussion(Rem: cultural practice in your school)
Subject Dept. Demands
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• Human Element Handout• Discussion(Rem: cultural practice in your school)
Teacher Requests
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Moving UpKeep core of time table from this year.Clear timetable but keep structure for:
• 1st 2nd • 2nd 3rd • 5th 6th • All these year groups are moving up a
year and will mirror closely what existed in this current year i.e. class/teacher/opt group etc.
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ieGetting to the Nuts & Bolts of Timetable planning
• Pen & Paper• Planning Matrices
• Year Curriculum (Teaching Groups)
• Teacher Hours• Can be done on computer package –
easier initially on paper
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Year Curriculum
1. Assigning teachers to each class2. One sheet per year
(Two versions follow)
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Planning Matrices
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Planning Matrices
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Planning MatricesSixth Year (XX)
A B C D W X YReligion 3 MK WH FR SS RM Irish 6 KS JJ SD FP WD English 5 AA JG BB (O) SS RM Maths 6 BC FP WD GN EE Opt 1 6 Fre (o) Fre Ger Span Span
SP BE GC GA GG Opt 2 5 H Econ Music Geog Chem Biol
EE LP HG MM BM Opt 3 5 Biol Biol H Econ Physics Art Bus
MM ML CC YF PQ RS Opt 4 5 Ag Sc Hist Biol Acc Music Geog
SC MA HH GN HG FH
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Planning for teachers
Ensure teachers are fully utilised
(Two approaches follow)
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Planning Matrices
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Planning Matrices
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Planning Matrices
Counting class periods (Hrs) assigned to each teacher
Teacher A
6IR 6
5IR5
TY Ir3
2IR5
1Dara Ir4
3Orla His3
3Orla PC1
TY Photog(2) 4
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Computer Package• Promote the curriculum• Create dummy classes• Create new teachers• Enter the additional curriculum• Specialist rooms need to go in now• Check against planning sheets• Packages have planning matrices
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Computer Package • Some items may need to be fixed in
place manually before pressing ‘go’! • Outside teachers• LCA/TY (Work exp/community work)• Meetings • Sharing subjects with another school• Facility restriction e.g. gym, kitchen etc.• Team teaching
• Teacher restrictions
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Running the TT• All planning and inputting done• Check that you have allocated the
teachers to each class correctly.• Check feasibility – 100%• Ensure specialist rooms allocated. • Follow programme instructions • Run time table without restrictions• Select where to start
– Yr group, doubles, blocks, tricky subject• An intense few days!
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Running the TT• Keep an eye on
– Spread of classes throughout timetable.– Doubles – Spread of core throughout week – Spread of options
• Check 21hrs 20mins contact time• Job Sharers
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ieAssessing the Timetable: Jim Lyons (2000)
• Does the timetable represent the educational philosophy of the school?
• Are subjects satisfactorily distributed through the timetable cycle?
• Are subjects treated fairly, by all having a fair distribution of lessons throughout the day?
• Are specialist rooms and other resources used to the best advantage?
• Is gender equity observed?
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ieAssessing the Timetable: Jim Lyons (2000)
• Has movement been kept to a minimum?• Is the staff non-teaching time reasonably
spread?• Does the timetable facilitate curriculum
continuity for the following year – and the year after?
• Is the timetable presented as simply as possible?
• Are class timetables balanced and do all classes have a fair share of experienced staff?
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RememberResource Hours must be allocated to individual studentsLearning support is within the timetable but must be used appropriatelyKeep an eye on 21hrs 20minsTeacher allocationLabel timetable “Draft” until sure it’s right
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