Some secondary pupils find it harder to plan, start and keep track of assignments. Before grouping them, identify a sufficiently similar difficulty with starting, sequencing, monitoring or adjusting assignments.

A generic organisation course is unlikely to transfer unless pupils practise with real curriculum demands.

Establish the baseline

Use an upcoming assignment or revision task. Check whether each pupil can:

• define the finished outcome;

• work backwards from the deadline;

• identify and order actions;

• estimate time;

• record checkpoints;

• notice when the plan slips;

• revise the plan and continue.

Review the school's existing planner or digital platform. Difficulty may arise because the system has not been explicitly taught, is used inconsistently or does not make the next action clear.

Teach the planning process

Model one real assignment by thinking aloud:

1. define the outcome and deadline;

2. divide it into meaningful stages;

3. add interim dates and required materials;

4. record the next action in the school's system;

5. review progress at a checkpoint;

6. revise the plan when circumstances change.

Pupils should then create and use their own plans for real work. Staff can vary the amount of modelling, number of stages and frequency of checkpoints without changing the core routine.

Coordinate provision

Record the target, baseline, delivery pattern, subject links, responsible staff, review date and exit criteria. A typical pattern is four to six pupils, one 30-minute session a week built around a live assignment, plus a five-minute check-in before each checkpoint. Keep it going for as long as the pupils need it; the school decides where it fits and when to review progress (many schools review after six to eight weeks). Agree how teachers will reinforce the routine. Do not introduce multiple planners unless the school's existing system is inaccessible.

Monitor independence

Track interim deadlines, materials, task starts, plan revisions and adult prompts. Review whether use transfers across subjects and to homework where appropriate.

If persistent difficulty remains despite consistent strategy teaching, gather broader evidence about working memory, attention, language, wellbeing and understanding of the task.

Guidance and resources

• EEF: Metacognition and Self-Regulated Learning: free guidance on teaching pupils to plan, monitor and evaluate their work.

• SEND guide for schools: DfE guidance on the graduated approach to support.

A branded programme is not automatically required. Provision should use the school's real systems and observable outcomes.