A graphic organiser is useful when it makes the thinking structure of a task visible. It is not simply information presented attractively. Choose the organiser from the relationship pupils need to work with.

Match the organiser to the thinking

Examples include:

• a story map for sequence and narrative structure;

• a part-whole diagram for components within a whole;

• a comparison grid for similarities and differences;

• a cause-and-consequence chain;

• a process or cycle diagram;

• a timeline;

• an essay plan showing claim, evidence and explanation.

Do not impose a comparison grid on a causal task or a timeline where the key relationship is conceptual rather than chronological.

Model the structure

Explain what each section represents and complete the first part using subject content.

For example, in Primary history, model the first link in a cause-and-effect chart about the Great Fire of London (houses were built of wood and close together, so the fire spread quickly), then ask the pupil to add another cause and its consequence. In Secondary science, model the first two stages of a process diagram, such as digestion, and say what the arrow between them means. For an essay, show how the organiser prepares a complete argument rather than replacing it.

Ask the pupil to explain how the sections relate. This checks that the template is supporting thought rather than becoming a copying exercise.

Use familiar formats selectively

Reuse the same organiser when the reasoning structure returns. Familiarity can reduce incidental demand. Avoid maintaining a large collection of near-identical templates across subjects.

The completed organiser should usually lead into the expected spoken, written or practical outcome.

Fade the scaffold

Begin with a partially completed model. Next, provide the blank structure. Then ask the pupil to select or sketch the appropriate structure independently.

Remove or simplify the organiser once the pupil can organise the response without it. The aim is independent control of the structure, not permanent template dependence.

Further reading

The EEF guidance on scaffolding for independent learning explains how visual, verbal and written supports should be adjusted and faded as pupils become more independent.