UNIT 2 TIME TABLING AND SCHOOL

CALENDAR
Structure
2.1 Introduction

2.2 Objectives

2.3 Need and Importance of the Timetable

2.4 Types of Timetable

2.4.1 School Calendar

2.5 Principles of Timetable Construction

2.6 Constraints of Timetable

2.7 Timetable Design in Primary Schools

2.7.1 Responsibilities of the Head Teacher

2.8 Timetable Preparation in Secondary Schools

2.9 Timetable Preparation in Senior Secondary Schools

2.9.1 The Time Frame
2.9.2 Timetabling Devices for Alternative Pupil Grouping: Blocking and Setting
2.9.3 Role of School Head
2.10 Let Us Sum Up

2.11 Unit-endExercises

Timetabling is the method by which the curriculu~nis brought to the pupils in the
school. The school timetable is a methodical and a pre-arranged scheme of studies
and activities. It is a plan, showing the daily allotment of time among the various
subjects, activities and classes. It shows the hours of schoolwork, the time allowed
to different items of this work, the teaching load of each teacher, the length of each
period and the time of interval. Atimetable, in fact, is the second school clock, in the
face of which are shown the intervals, the hours of the day between which lessons
are given, the kind of activity in progress in each class, like recreation interval as
well as the time for assembly and dismissal. It also shows art, craft, community,
social service and sports activities which, though recurring regularly, do not rank as
ordinary scholastic lessons in the classroom. The head of a school has a number of
resources at hislher command - teachers, teaching areas, finance and time. A
timetable is the I?.eans by which these resources are marshalled to provide the
greatest possible educational opportunities and alternatives for pupils in the most
cost-effective manner.
In the developing world the emphasis on cost-effectiveness cannot be overstated.
The more efficiently resources are utilized the better the education for the
greater number of children. Decisions expressed by the timetable affect the
entire school population and reflect the educational programme and philosophy
of the school.
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Time Tabling and
2.2 OBJECTIVES School Calendar

After reading this unit you will be able to:

discuss the need and importance of Timetable;
i list the various types of Timetable;

1 explain the principles ofTimetable construction;

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i appreciate the constraints of Timetable;

discuss timetabling at Primary, Secondary and Senidr Secondary stages;
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I trace the steps involved in timetable preparation at the three stages;

I1 appreciate the role of Head Teachers in Timetable design; and

learn to manage timetabling as Head of the School in an effective manner.

2.3 NEED AND IMPORTANCE OF'THE

I
I TIMETABLE
'The timetable is a necessary tool for the efficient workiqg of a school. It is really a
mirror that reflects the entire educational programme ofthe school. "It is the timetable
that supplies the framework within which the work of thb school proceeds. It is the
instrument through which the purpose of the school is to fhnction." The values ofthe
school timetable may be enumerated as follows:
It ensures smooth and orderly working of the school: The major
achievement oftimetable is that everything is plannedin advance.All the teachers
and students know their jobs as well as the time they are to devote to each
activity. It is due to the timetable that smooth, ordetly and regular work in the
scl~oolgoes on even in the absence of the Head Teacher or any one of the
teachers. If there is no timetable in the school, thme is always the danger of
negligence of duty, duplication of effort and repetitian of unnecessary items and
activities. The timetable places proper persons at their proper places, at the proper
time and in the proper manner.

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It prevents wastage of time and energy: The tidetable shows exactly what
is to be done at a particular time. It, thus, directs the attention of both the pupil
and the teacher to one thing at a time. Thus one's enegy is automaticallydirected
in a particular direction and this prevents a lot of wastage of time and energy. It
also prevents confusion, duplication, overlapping and unnecessary repetition on
the part of the pupil and the teacher. I

It ensures equitable distribution of work among teachers: With the help

of the timetable, the Head Teacher can keep track of the quantum of work load
assigned to each teacher working under hirnlher. Thd timetable gives a summary
of the work allotted to each teacher. The Head Teacher, or 'another superior
off~cer,can know at a glance the amount of work that every teacher is expected
to do. Thus, the timetable helps in avoiding the allotment of too much or too little
work to,one teacher. This prevents heart burning among the teachers and so
unnecessary tension to the Head Teacher on this account. ~ f t e all,r the Head
Teacher has to have a congenial atmosphere in the school for optimal eficiency
as well as efficacy.
It ensures equitable distribution of time to different subjects and activities:
The timetable gives due place, extension and emphasis to various subjects and
activities in the school, according to their relative imqortance or difficulty. This is
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Planning and Organizing very essential for the all round development ofthe pupils. This ensures that while
Curriculum
the more important subjects and activities get more attention and time, the less
important ones are not neglected.
0 It helps in adjusting schoolwork according to the needs of pupils: The
timetable helps the school authorities to adjust schoolwork according to the
physiological needs of pupils. Fatigue, interest and freshness of mind and body
are given due consideration at the time of constructing a timetable. As the Head,
you should see to it that ample time is provided in the timetable for the teachers
to check the pupils' notebooks and also to prepare for their lessons. As far as the
pupils are concerned, the Head must ensure that co-curricular activities like sports,
music, art and craft, library and other such activities get adequate time. This is
very important for the all round development ofthe pupils.
0 It helps in the formulation of good habits: A good timetable is very helpful in
inculcating the habits of orderliness, punctuality and steadiness of purpose, both
in the teachers and the students. It ensures regularity and even progress by
preventing laxity. It develops a methodical attitude towards work among pupils
and teachers in the school. Such adherence to a pre-arranged plan of work is the
secret of success of all persons connected with the school.
0 It helps in school discipline:The school timetable directly aids discipline in the
school to a great extent. It prevents confusion and duplication of work and lessens
the need ofpunishment by keeping pupils busy in desirable activities. Everything
appears to be in perfect harmony, smoothness and concord. In the absence of
such a plan, the school is sure to go topsy-turvy and create administrative problems
for the Head. \i

Thus a good timetable not only facilitates work, but also adds efficacy in various
spheres. A timetable is, therefore, an absolute necessity for every type of school and
its vital importance cannot be denied. Of course, there should be flexibility in the time-
table; rigidity may cause problems. The time-table has to be relaxed at times as per
needs and circumstances, e.g., absenteeism of teacherls.
While preparing a timetable certain aspects should be kept in mind to make a well
balanced one. It should not be rigid and allow certain flexibility in it as well as in the
mind of the teachers and Head. This is important if we want to achieve the aims and
objectives, the vision that we have in mind for the school. The time-table should be
prepared in such a manner that it can be moulded according to our needs and
requirements without upsetting the other programmes. Teacher absenteeism is a
common and recurring problem faced by all School Heads. This aspect should be kept
in mind as substitute teachers are needed to work in place of absent teachers.

2.4 TYPES OF TIMETABLE

A good timetable clearly indicates what types of curricular and co-curricular activities
are being carried on in the school at particular places and hours. It also shows under
whose supervision and guidance those activities are being carried out. All this
information may be contained in one timetable. But the more the number and variety
of activities, the more the types of timetables. Only one timetable, with all types of
information, does not serve the purpose. It is, therefore, desirable for the efficient
working of the school programme to have the following types of timetable:
0 Consolidated timetable for the whole school: This is also known as the
general timetable. This timetable is a complete picture of the entire school
programme per day. It is not only a sum total of all the class timetables in a
concise form, but is also a record of every teacher's daily work. It shows the
details of work of every individual teacher, with regard to his curricular and co-
curricular activities in the school as also the vacant periods allotted to him. This
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timetable is generally meant for the headmaster. It$ copies should be available to Time Tabling and
School Calendar
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all the teachers and also be put up in the staff roo and students' notice board.

Class timetable: It is a timetable of each class and of sections thereof. It shows

the distribution of subjects in each class along-with teachers for each period. It
also indicates the breaks in between the teaching periods along with recess, and
the periods for games and other co-curricular activities. All the sections and
classes in a school follow their respective class timetable and have a copy of it in
their classroom; the class teacher, all the concerned teachers as well as every
student should have a copy.
Teacher's timetable: Every teacher has got a dopy of his own programme,
showing the details of his academic and non-academic work. A consolidated
timetable, containing the programme of all the teachers in the school, is also
prepared for the guidance and supervision of the Headmaster. A copy of this
timetable is placed in the staff room and another copy in the Head's office.
Vacant periods timetable. A special timetable showing the vacant periods of
all the teachers is also prepared. This is helpful in allotting work when some
teacher is absent. So if on a particular day, one or more teachers are absent, the
Headmaster must keep their classes busy in one way or the other. And the best
way of doing this job is to consult the vacant periods timetable and send those
teachers to their classes who are free in those periods. A copy of this timetable
is always available in the Headmaster's ofice.
Games timetable:This timetable shows which particular group is engaged in a
particular game at a particular time. Groups for games are not organized on the
basis of sections or classes. These are organized on the basis of age and
proficiency in games. So the need for a games timetable is obvious. In this timetable
is also shown the number of the playground which is being used by a particular
group in the case of a particular game. This will indicate which classes are in the
playground at a given time so that it can be checked that too many classes are
not there at the same time. This is very essential fdr the School Head to note as
the playground is the place where accidents may occur. Any stray ball or push
from another student can cause serious injury. Besides, if too many classes are
there at a time, it can cause indiscipline if they are not properly supervised.
Co-curricular activities timetable: In addition to games, a variety of co-
curricular activities are also organized in every good school. Their importance in
the field of education cannot be minimized. Aregular timetable of all such activities
is prepared in the beginning of each session showing the different types of activities
in the school, the names of the teachers in charge of those activities, the place
where they are to be held and the time when they are to be undertaken. It saves
a lot of duplication as well as overlapping and facilitates the formation of groups
ofpupils participating in the activities oftheir own choice and liking.
Homework timetable: In every school, some home- work is daily assigned to
pupils in various subjects. But in order to see that this home- work does not
become a mental strain on the average pupil, a horn&-work timetable is prepared
beforehand by each section and class. It shows the amount of home task, to be
set by each teacher for the class or classes in his or her own subject, during a
week. In this way home- work is adjusted among the various teachers teaching
the class and then no teacher can unnecessarily overburden the pupils with work
in his own subject without caring for the homework by other teachers. A copy of
this timetable is put up in each class or section and the monitor is to see that the
teachers concerned have assigned the homework for the day. It is also advisable
to send a copy of the home- work timetable to parents to secure their cooperation
in this direction. In some schools a home tasks 'exercise book' is introduced in
middle and higher classes and every pupil is required to keep a copy thereof. In
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Planning and Organizing this exercise book, the home task assigned to the pupil in various subjects is
Curriculum
entered by the teachers concerned each day for the information of the pupil's
parent's or guardian's and the is required to get his parent or guardian's
signatures with date, after he has done the home task. assigned to him on that
particular day. Such a practice inculcates in pupils the good habit of revision and
independent work, even after school hours.

2.4.1 School Calendar

The School Calendar is a timetable of another kind. The calendar is not for the periods
in a day as an ordinary timetable is. The calendar gives the schedule for the academic
session day-wise and month-wise. It spells out the working days and holidays. It tells
when there will be a vacation like at Christmas or during the summer. If the school
follows the semester system, then the calendar will show when a semester begins and
when it ends. The calendar will indicate when the class periodical tests and the term-
end or semester-end tests/examinations will be held. The calendar will also speak
about the co-curricular activities schedule - when the various school functions like the
annual function, exhibitions, competitions, sports days and other celebrations like festivals
and important days (National Day, UN Day, Human Rights Day, Literacy Day, Mother's
Day, etc.) will be celebrated.
Preparing and organizing a school calendar is one of the most important tasks of a
school Head. It is a well planned school calendar that brings in the School Head's
vision, knowledge, experience and capability to make the entire school pulsating with
life. The purpose of administering or management in general, as well as in school, is to
get things done efficiently as well as effectively. This helps in the process of keeping
things going. But we all know that things can go on only ifthings are done in a properly
planned manner. This also implies effectively built-in mechanisms for monitoring and
evaluating the plan. According to J.P.Naik, educational planning implies taking decisions
for future action with a view to achieving pre-determined objectives through the
optimum use of scarce resources. It is obvious that the planning is put down in black
and white on the school calendar. Therefore, its need and importance can never be
overstated.

Check Your Progress 1

Note: Write your answers in the space given below.
1. Mention four points that show the need and importance of timetable.
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2. Mention and describe different types of timetable.
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3. Write a note on School Calendar.
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 I
Time Tabling and
2.5 PRINCIPLES OF TIMETABL~ School Calendar

CONSTRUCTION I

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Preparing a good timetable is really a complicated piece f work because a number or
factors and conditions that change from school to school etermine it. Its construction,
therefore, requires thorough concentration and ce of mind. While
constructing a good timetable, the following should always be
kept in view:

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Type of school: Its type determines the nature of curric lar and co-curricular
activities to be organized in a school. Activities organ zed in a junior basic
scliool will differ from those in a secondary or higher secondary school. Similarly

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rural schools will differ to a great extent from urban sc 001s. Single teacher
and double - shift scliools have their own specific pro lems which must be

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solved through tlie timetable. It is, therefore, impoflant t at while constructing
a timetable, tlie specific needs of the school for hhich i it is meant is always
kept in mind.

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Departmental regulations: Generally, the State Dep rtment of Education
prescribes the length ofthe school year, the duration dfthe s hool day, the duration
of each of teaching periods and even the number of perio s for each subject. It,
therefore, becomes essential that the school timetable be agreement with the
government policy.
Amount of time available: As we have stated above, th/e allotment of time to
dit'ferent subjects and activities is done on the basis ofthe oftime available.
In some states, the duration of time to be allotted ta has been fixed
by the Department of Education, both for summer as
will, therefore, be formed in accordance with
case of double-shift schools, the duration of
therefore, necessitate several changes in the
Relative importance and difficulty of subjects: The tribution of time and
periods among the various school subjects is a matter
subject should be provided in the timetable according which, of
course, is determilied by academic, social, economic
as well as by the future needs of the pupils.
There is(also the consideration of the relative difficulty subjects. Thus, more
time in secondary schools is given to Mathematics and lish, not because they
are more important but because they are considered difficult. In junior
basic schools, more time is devoted to reading, and Craft
because of their difficult nature, as compared
Science.
Sirnilarly,the number of subjects, combination of subjects and the number
of elective groups introduced in a particular higher
be taken into consideration while framing a suitable
The element of fatigue: Fatigue, in reality, is the state inability to continue
work after a prolonged activity of certain parts ofthe It is oftwokinds: (a)
Physical or muscular and (b) Mental or nervous.
When any part of our body works for a long time, a sod of chemical action is
produced with the blood in that part. As this action is too &eat, the waste product

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in the body is produced to such an extent that it is too m ch to be carried easily
by tlie blood. So we feel a sort of Loss of energy, *ich i called fatigue.
Fatigue weakens attention and perception and diminishe/s the power of insight
and initiation. Hence the work rate is also diminished. 1n thk school, some subjects
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Planning and Organizing are more fatiguing than others. They involve a heavy mental strain and effort.
Curriculum
Such subjects should be taught during early hours when the brain is fresh.
It has been noted psychologically that the second and the third periods on a
school day are the best when the work curve reaches its highest point. Similarly
the second and the third days of the week are the best, when momentum is the
highest.
Monday is only the warmingup day and Saturday is perhaps the worst. So subjects
like English, regional languages and Mathematics should be taught during the
best periods ofthe day. Similarly subjects like arts, crafts, writing, science practicals
and manual work, etc., that require less energy should be pursued in the last
periods.
Lastly, the duration of periods must change according to age, physical condition
and season. In summer, periods should be of shorter duration as compared to
winter. Simi1arly;in the case of primary classes, periods should not be very long.
Small children get fatigued very soon and,so they need frequent changes in
activities and occupations.
Variety: The timetable should be constructed in a manner that it allows frequent
change of places and posture to pupils. The same subject should not be taught
continuously for many periods, nor should the same class sit in a particular room
for the whole day. Change of seat, room and posture is the best remedy against
fatigue. Similarly, easy and difficult subjects and lessons should be provided
alternatively in the timetable for the sake of variety. If a subject is to be taught
for two or three periods in a week, it should not be provided on consecutive days.
It should, rather, be fixed in the timetable after regular intervals.
Elasticity: As already stated, the timetable is an instrument to help us in carrying
out the schoolwork smoothly and efficiently. It should, therefore, be not rigid and
fixed. It should rather be made as flexible and elastic as possible. However, it
should be adhered to unless there are special situations. There must be ample
scope for adjustments and changes to meet the specific needs of certain categories
of pupils.
Change may also be necessary because of the transfer or absenteeism of some
teachers. It should, however, be remembered that the timetable should not become
our master because of its rigidity. It should always act as a faithful servant.
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Staff, equipment and building: While constructing a good timetable, the

number and qualifications of teachers, and the number and size of classes and
classrooms and equipment should always be kept in view. Again in case of a
school where one room is used for two classes, the timetable will be arranged in
a different manner as compared to a school having a spacious building.
Equipment and furniture available in the school also determine the construction
of the timetable to a certain extent.
Pupil-centred: In essence a timetable should be pupil-centred to maximize
learning opportunities, arranged with a variety of activities, with subjects spaced
to sustain the children's interests and motivation, and taking into account age,
concentration span, ability range, single grouping, class sizes and pupil career
ambitions.
Vertical as well as horizontal deployment of teachers: Staff should be
deployed vertically and horizontally across the timetable. This means that teachers
with different as well as experience should teach at different levels.
Along with this, their interest should also be kept in mind as teachers like to teach
those subjects that they find interesting and have studied.
Balance: There should be a balance in the timetable in the sense that not too
many double periods or practical subjects should follow one after the other.
 Efficient deployment of teachers: The best and molt effiiient deployment of Time Tabling and
School Calendar
teachers can be achieved if: I

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the teachers have been selected with proper qualificati ns and experience,
i.e. ifthe teacher has to teach the senior class, than her is qualification and
experience must be according to that. If a teacher is a postgraduate in a
subject and is sent to teach pupils of class I, then
wasted. It also does not benefit the class to which
her qualification is
e is sent. However,
if the postgraduate teacher is fond ofyounger let him teach lower
classes too. .

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all the subjects are fully covered
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there is a staffing equilibrium in terms of experience, bex and age
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P the frequency of transfer of teachers is minimized

P teaching loads are balanced across the timetable.

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Allowance has to be made within the timetable organization, i cluding non-teaching

time for:

P Pupil registration, assemblies, time between periods o change books and

materials, pupil guidance and welfare

P Staff development including departmental meetings, hff meetings and in-

service workshops. 1
Case Study

As usual, the timetable for the whole school had been

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Three classes -one

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each from the Junior section, Middle section and the Senibr sect on - were sent to the
play field during a particular period. This created a problem on t field. A pupil of the
Junior section got hit by a stray ball as the senior class was play ng cricket. The child
was badly hurt. The School Head had a problem facing the pare ts. She was thinking
how to avoid such accidents. She analyzed the timetable Of all t e three sections. She

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got them modified in such a manner that only one class could b on the play field in a
particular period. But this was not possible for all the periods Now she called the
Physical Education teachers of all the three sections.
them and it was decided that if more than one class is on in a period, then
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the Physical Education teachers will co-ordinate and
are in separate parts of the field, with one group practising a or Aerobics, while
another group is playing on the field; the third group, if any, involved in indoor
games or some other activity. The School realized the of co-ordination
between the three sections while preparii~gthe timetable.
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CONSTRAINTS OF TIMETABLE 1

Time: 'Restricted time' is time determined

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Spme factors that limit freedom in the design of school timetab e are:

over which
the head has no control. For example, the
of periods per subject, the length of a
'Disposable time' is controlied by the the timetable, such
as when a subject is taught, when registration ength of formal study
time, the allocation of non-teaching time, and ouble, single or triple
I periods.
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Teacher availability: This can seriously affect a timeta le, determining class
sizes, subject choice and the quality of education offered.1
Planning and Organizing
Curriculum
School building: The design, type and number of rooms in the school building
directly affect the timetable in the number and variety of subjects offered, the
number of classes, the size of classes, the size of the school, the quality of study
opportunity, library and usage, and teacherlpupil ratios.

Traditional attitudes:These can militate against the innovative use of resources

that would add to the school's efficiency, such as how the school hall is used, and
the time of registration and assembly.
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Lack of public utilities:This can restrict the timetable, for example, no electricity
can mean no evening work; a lack of water supply can affect Art, Science,
Agriculture and Home Economics.

The timing of the school day: This is related to the size of the school's catchment
area. The greater the walking distance for pupils, the shorter the school day.

Adhering to the timetable: If teachers do not adhere to the timetable, it will

affect the functioning of the school as the curriculum will not be completed on
time. Parents will be agitated, pupils will be overburdened as teachers will try
and finish their work in the little time available. This will affect the performance
of the students in the examination.

Case Study

The Head of a school had a problem. Class Xth, which was the seniormost class, had
to appear for the Board examination. The class was facing great difficulty in
Mathematics. The Mathematics teacher wanted to take extraclasses within the school
timings. But the timetable was very tight and the other teachers were not willing to
give their periods as they also had to complete their courses. The School Head was
being pressed by the Mathematics teacher for adjustment of extra classes within the
timetable. She was in a quandary. She looked at the timetable closely. She also looked
at the absentee pattern.

After great deal of speculation, she hit upon a solution. She observed that every day
one teacher or the other of that class was on leave. The Head decided to give the
period of the teacher on leave to the Mathematics teacher, who was happy to accept
it. The other teachers were also happy as they did not have to part with their classes.
The problem of the vacant class due to an absent teacher was also solved. The School
Head succeeded in solving the problem because she focussed on it and thought of a
solution.

Check Your Progress 2

Note: Write your answers in the space given below.
1. Explain the principle ofvariety in Timetable construction.
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2. Mention 4 constraints in the preparation of a Timetable.
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 Time Tabling and
TIMETABLE DESIGN IN P R I ~ A * SCHOOLS School Calendar

."t
At the Primary stage, generally there is one classroonl or te ching area, and one
teacher for each class. It is quite common in lower classeb fort achers to draw up the
timetable themselves, adopting a flexible approach to thd day's activities, whereas in
the remaining classes teachers follow a formal timetabld. The teps involved in this
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process are: * I I
Step 1: While designing the timetable the School Head khould have all the relevant
directives of the competent authority with
allocations. It is inlportant to ensure that the
of these directives.
Step 2: The School Head should have the list of all the teachin areas in the school.
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Classrooms
Science room and activity rooms
I1 I,I
Library
Hall 1
Playing fields
Garden/Lawn
Other spaces I
This data available with the School Head will help hidher in ny ways. It will tell
how many classes may be accommodated in the school at one It should be noted
that a class working for a period of time in the school the playing field
may be regarded as accommodated for that period. to which it is

I necessary to plan the full use of every space will

Step 3: The School Head should also know the exact number teachers available.
Allocate teachers and classes to classrooms or teaching spaces
Step 4: Special education teachers, if available, will have to be etabled separately
to serve the needs of pupils with special needs whilst they ate class. Individual
class timetables will have to be consulted and possibly classes. For
doingthis all the i~ifor~nationshould be available with
Double SessionIShift: I11 some schools it has been found that
studying is more than can be seated comfortably. In these double session
arrangements have to be planned because the pupil strength i
of the school building. Then it becomes necessary to maxinii
space and facilities by operating the school in two sessions.
the two sessions overlap due to various reasons. Two se
schools; one head is in charge of the school for both sessi
curricular activities are reduced, but can exist for each s
timetabl ing plan to make use of the recreational and game
and library. Without such timetables (one for each session
learning will remain the sole means of education and
schooling wi I I be lost.

2.7.1 Responsibilities of the Head Teacher

111 the lower classes of primary schools, timetabliilg is often an part of the
classroom teachers' duties. The head approves the timetable an
general timetable for the school.
Planning and Organizing The overall responsibilities of the head are to ensure that:
Curriculum
1. Directives and policies are followed.
2. Every teacher makes the optimum use of school resources.
3. Clashes between individual teachers' timetabling demands are resolved amicably
and fairly.
4. Special education teachers are allocated classes appropriately.

During your rounds in the school as Head, you find some classes getting restless
towards the end of the day. You understand that one solution to the problem could
be in readju'sting the sequencing of subjects in the timetable. Of course, there are
other reasons, too. Ask your teachers to conduct an action research to find out the
reasons for this restlessness and also solutions to the problem, particularly relating it
to the timetable. -

Check Your Progress 3

Note: Write your answers in the space given below.
1. Give the steps involved in timetable preparation at the Primary stage.
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2. Write a note on the responsibility of the Head in timetable design at the
Primary stage.
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2.8 TIMETABLE PREPARATION IN SECONDARY

SCHOOLS
A secondary school timetable consists of three major components which themselves
can be the bases of separate timetables, namely: teachers, classes or teaching groups,
and classrooms. At this stage, there are different subject teachers teaching each class.
Therefore, there has to be a formal timetable for all the three components, i.e., the
teachers, the classes and the classrooms. The steps involved will be:
Step 1: List the number of teaching rooms, etc. in the school.
NUMBER LIMITING FACTORS
C lassrooins
Laboratories
Workshops
Outdoor teaching areas
Gymnasium
Library (if classes are held there)
School garden
School hall
Step 2: Note any limiting factors, e.g. the teaching bnly accommodate half Time Tabling and
School Calendar
a class, cannot be used for academic work or br call only be used for
certain types of lessons.
i
Step 3: List the number of teaching subjects and identify ach as either 'core' or
'optional'.

A core subject is one that all pupils must study; an optional sdbject is one that a pupil
can opt to study.

SUBJECT CORE OPTIONAL

Step 4: Ensure that the time allotments prescribed by the are adhered to.
Perhaps the most common pattern is 40-minute teaching
and a five-day week with each covering 40 periods a

1
Step 5: List your teachers by name and subject. Include the c asses to be covered and
the expected teaching loads. Note any teacher's shortages o surpluses.

NAME TEACHING SUBJECTS LAS~ES LOAD

Planning and Organizing Step 7: Using the 'above information, adjust your optional subject programme to
Curriculum
ease the teacher shortage if this is possible. If not, there are alternative methods
that could be used to ensure that as many options are available as possible. For
example, you could reduce the number of weekly teaching periods or combine classes
if possible.

Step 8: Meet subject department heads to find their timetabling needs with regard to:

1. Preferred teaching time during the day

2. Subject weekly timetable distribution

3. Single, double, or triple periods

4. Study time requirements

5. Departmental meeting time requirements.

Remember to involve all the teachers in timetable compilation whenever possible.

In some countries the junior secondary programme takes place in schools specifically
designed and built for this level of education. Each school has a standard number of
buildings determined by the size ofthe school pupil population, and acommon academic
programme over two or three years. A major difference between schools is in staffing.
Some teachers are qualified to teach two subjects, others are not. The permutation of
teaching subjects offered often varies a lot and this distinguishes one junior secondary
school from the next.

Step 9: Identify the amount of non- teaching time that should be timetabled, to allow
for registration or extended registration, for student welfare and guidance, for assemblies
and for meals.

Step 10: There are several ways of presenting a timetable, for example a large sheet
of paper using colour coding, magnetic board, peg board, pin board. Choose the most
convenient way for your situation. You must keep the following points in mind:

Keep in view the reasons for timetabling subjects with specialist rooms and a
large number of periods, such as science, before any other subject.

If the school is new, or for some reason its facilities are under-utilized, then it
might be best to timetable first a teacher teaching two subjects, or a subject
which has the greatest number of teaching periods.

Work across the timetable entering three pieces of information at the same time:
'subject', 'teacher' and 'room'.

Do not try to complete one day and then move on to the next - such an approach
will lead to chaos!

After entering a subject across the timetable, check teacher and room timetables
to ensure that all the information matches.

In making entries think both laterally and vertically so that the final entries will
cause fewer problems.
Determine the order h which information is going to be entered on the timetable.
Priorities will have to be fixed. If there is a great demand on specialist teaching
facilities, then the subjects, teachers and classes using these rooms should be
entered first.

The teacher timetables and room timetables should be compiled simultaneously.

 Time Tabling and
TIMETABLE PREPARATION IN $ENIOR School Calendar

SECONDARY SCHOOLS

I
The scnior sccondary coLlrse is usually either atwo-year or a
In a three-year programme the first year could be an
are introduced to a wide spectrum of subjects in
and abilities that can then be translated into
years.

e
A typical lirsr year programme, on a 40-period cycle, may e built up of English
(Language and Literature) 8, Mathematics 6, Mother Tongue , Science 6, History 3,

1
Geography 3, CarcersIGuidance 2, Agriculture 3, and Techni all Home Economics1
Art 4.

s~lb-ject
I
The elerncnt of subject rotation arises in Technical1 Art1 Ho lie Economics where
roration between these subjects may take place to enable pup'ls to experience each
and decide (with guidance) which subject to study in de th. Rotation may take
place throughout the course or for a limited period of time in first few weeks in
these partic~llarsubject areas.

At the end of the first year, pupils, with guidance, opt forthe C
will study. Pupil choice, within the other parameters that have
to determine the character of the timetable.

In a two-year senior secondary scliool programme pupils enter he final stage oftheir
senior secondary course immediately. Subject choice would t be determined by
the following factors:
e Secondary school results
I
External examination requirements
I
e I,ocal regulations

Availability of staff and specialist rooms

e Pupil needs, attitude and interests.

time and length of teaching day have to be justified.

Planning and Organizing
Curriculum
2.9.1 The Time Frame
Length of Periods: The 40-minute period fits well with .recent research that the
attention span of the average secondary pupil begins to decline after 30140 minutes.
Double periods of 80 minutes'reduce the amount of work for timetable framers but
their desirability must be carefully considered, taking into account the amount of project
and practical work in a subject. Multiple periods suit practical subjects but create
problems when dealing with theoretical subjects.

Length of DayNumber of Periods per Day: Usually the morning hours are
timetabled for teaching and learning with the afternoons devoted to individual study
and co-curricular activities. Climatic conditions are a major factor in deciding this
arrangement. Eight 40-minute periods fit well into the morning session. However, a
timetable based on nine 35-minute periods gives greater flexibility for the timetable
f rainer.
Length Cycle: Instead of the conventional five.-day week, it is possible to have six-
day or even seven-day weeks, an arrangement which gives more flexibility in subject/
period allocations, and also means that teachers/pupils are not tied to a particular
subject for the same days in a week throughout the term or.year.

2.9.2 Timetabling Devices for Alternative Pupil Grouping:

Blocking and Setting
Blocking: This occurs where certain classes are timetabled together throughout the
timetable for key subjects such as Mathematics or English. The number of groups
created depends on the number of subject teachers available. Given this arrangement
it is possible to:
1. Form ability groups or mixed ability groups of different sizes
2. Change teachers according to the topic being taught
3. Cover for absent teachers with the minimum disruption
4. Form smaller or larger groups according to teacher availability.
This device can only be used in larger schools where there are sufficient classes in the
same year and sufficient subject teachers.
Example of Blocking:

MONDAY TUESDAY WEDNESDAY

I

(E = English; M = Mathematics)
Mathematics and English have been blocked on the timetable for Monday, Tuesday
and Wednesday.
Setting: This device is used to provide alternatives for pupils within the slot on the
timetable. It is essential where classes have to be half the normal size, for example,
Design and Technology, Art, Home Economics. A number of classes within the same
C
year can be timetabled together one from the selection Time Tabling and
School Calendar
There is no reason why the same option group cannot be
affording the pupils a second alternative. Option
than the nominal number of classes having
small classes in certain practical subjects
Adjustments can be made from year to
Thus if the demand for Geography
Geography can be replaced in part
teacher capability.
Exa~np
le of Setting
MONDAY MONDAY
' I MONDAY
i

Desigli and Technology (D & T) is set against Home with half the
class taking one subject and half the other. Geography
Studies (DS) and History (H). i
Both blocking and setting are infinitely better than streami e whole classes are
decided on the ability levels of pupils.

2.9.3 Role of School Head I

'I'he Head should ensure that the school timetable gives full i in three distinct
areas. namely: teaching stations. teaching staff and class
taught at certain times for each teaching day.
111order to compile a meaningful timetable the school head s ould Lonsult others so as
to make full preparations and collect all the relevant d ta. A standing timetable
committee of tcacliers with at least one timetable expert te cher
constituted at the beginning of a session every year. Helshe ust
I!'
to dircct the productio~~ of a timetable that will serve th ne
intcl lects and aptitudes among the school's pupils. Finally, tye H
I'
able to apply sucli timetable devices as blocking, setting, th e
and double sessions, in order to meet the special circumsta c
the school. 4 I
Planning and Organizing
Curriculum Check Your Progress 4
Note: Write your answers in the space given below.
1. What are the steps involved in timetable design at the Secondary and
Senior Secondary stage?
................................................................................................................
................................................................................................................
................................................................................................................
2. Explain Setting.
................................................................................................................
................................................................................................................
................................................................................................................

2.10 LET US SUM UP

In this Unit, we have focussed on the timetable in school. We discussed the need and
importance ofTimetable. The different types oftimetables were listed. We went on to
explain the principles of timetable construction as also the constraints of timetable.
Timetable designs at various stages of school - Primary, Secondary and Senior
Secondary- were discussed, tracing the steps involved in the process. The role ofthe
Head Teacher as leader in the school was brought out at appropriate points. Timetabling
devices like Blocking and Setting were also explained. The time franie in terms of
periods and period cycle are important factors in timetabling that were discussed.
The need and importance oftimetable cannot be overstated. Atimetable is the guideline
for the teachers to do their work systematically and in a disciplined manner. This can
be thought of as the tool in the hands of the Head to maintain discipline and to ensure
smooth functioning ofthe school, utilizing the services of the teachers optimally. It is
the plan .in the Head's hand for conducting the school activities in a well-organized
manner.

2.11 UNIT-END EXERCISES

1. Write an essay on the need and importance of timetable.
2. What is the need for different types oftimetable? Explain bringing out the various
types of timetable.
3. Discuss the Principles ofTimetable Construction.
4. Discuss timetable construction at i) Primary and ii) Secondary stages.

5. Discuss the role of the Head Teacher in managing the timetable.