Embedded Files
EF Support Across the School Day
Morning / Period 1
Students arrive with varying readiness. Morning routines reduce cognitive load and set up for success.
Display a predictable start routine on the board every day
Use a "landing task" — low-stakes activity they can begin independently
Check in briefly with students who find transitions from home challenging
Outline the day's structure visually (especially for Year 7–8)
Mid-Morning / Core Learning
Peak demand on working memory, planning, and cognitive flexibility. Be intentional with scaffolding.
Chunk instructions into 2–3 steps max, displayed visually
Provide graphic organisers for complex tasks
Build in movement breaks every 20–25 minutes
Use "think-pair-share" to support working memory processing
Break Times & Transitions
Transitions demand high EF — shifting context, managing emotions, self-regulating. Support explicitly.
Give 2-minute warnings before transitions
Provide a calm space for students who find social times overwhelming
Use consistent routines for entering and leaving class
Allow fidget tools or movement for self-regulation
Afternoon / Later Periods
EF fatigue is real. Capacity for self-regulation decreases throughout the day.
Reduce cognitive load — shorter tasks, more scaffolding
Use collaborative or hands-on activities
Avoid introducing new complex concepts if possible
End with a brief plenary — "What's one thing you'll remember?"
End of Day / Homework
Planning, organisation, and task initiation are needed for homework — often when EF is at its lowest.
Write homework on the board at the START of the lesson
Allow time to record tasks in planners before the bell
Keep homework instructions clear and self-contained
Consider whether homework is truly necessary for learning
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