Morning Routine Focus

Year: Prep (Foundation)

Duration:

30 minutes
Class size: 6 students (neurodivergent)

Learning Area:

Other — Morning Routine & Classroom Expectations
(Aligns with Australian Curriculum v9: Social and emotional learning, classroom routines, self-management)

Lesson Overview

This 30-minute lesson is designed to support neurodivergent Prep students to successfully settle into their school day by practising a clear, structured morning routine. The focus is on supporting independence in placing their drink bottle, lunchbox, and bags away, followed by sitting at the table and understanding classroom expectations. The lesson promotes self-regulation, emotional safety, and respectful behaviour in a small class environment.

Australian Curriculum (v9) Alignment

While the curriculum does not explicitly prescribe morning routines, this lesson aligns closely with competencies in:

Personal and Social Capability (ACARA General Capabilities)
Foundation Year Achievement Standard: Students develop confidence and self-regulation to manage their learning environment and routines effectively.

Specifically:

Personal and Social Capability: Develop self-awareness and self-management strategies to collaborate and communicate effectively within the classroom context.
Developing independence in everyday routines and tasks, following classroom rules, and participating cooperatively within groups.
Supporting executive function skills: planning, sequencing, and maintaining focus during tasks.

Lesson Objectives

By the end of this lesson, students will be able to:

Follow the morning routine sequence independently: putting away their drink bottle, lunchbox, and bags in designated places.
Transition calmly and safely to sit at the table ready for the school day.
Recall and follow simple classroom expectations regarding behaviour and sitting at the table.
Demonstrate respect for self and peers by sitting appropriately and listening during morning routines.

Resources Required

Visual schedule cards or pictorial cues for each step (drink bottle, lunchbox, bag, sitting down)
Clearly labelled storage spaces for drink bottles, lunchboxes, and bags
A quiet, consistent table space with six chairs
Emotion cards or calm-down visuals (optional, for self-regulation support)
Simple classroom expectation posters with visuals

Lesson Plan Breakdown

Time	Activity	Description	Learning Focus	Support Strategies
0-5 mins	Welcome and Introduction	Warm greeting; show visual timetable of morning routine; explain sequence	Builds routine familiarity, reduces anxiety	Use calm voice, visual schedule, clear gestures
5-10 mins	Drink Bottle and Lunchbox Placement	Teacher models placing own imaginary items away; students are invited one-by-one to place theirs	Independence and sequencing of tasks	Step-by-step verbal prompts, physical guidance if needed
10-15 mins	Bag Storage	Repeat with bags; reinforce correct labelled spots for ownership	Spatial awareness and organisation	Labelled spots with student names; visual cues
15-20 mins	Sitting at the Table	Guide students to move to the seated area; remind about safe walking	Transition skills, self-regulation	Use ‘walking feet’ reminders, positive reinforcement
20-25 mins	Classroom Expectations Discussion	Play a short circle time game to discuss expectations (e.g., listen, hands down, sitting properly) with visuals	Social skills, respecting space and others	Use simple, clear language and visual supports
25-30 mins	Reflection and Calm Ready	Students demonstrate sitting quietly; teacher highlights who followed expectations; prepare for next lesson	Self-awareness and readiness	Use emotion cards if needed; offer praise or sticker rewards

Teaching Strategies for Neurodivergent Learners

Visual supports dominant: Use picture cues + consistent environment
Clear, explicit instructions with repetition and demonstration
Predictable routine to minimise cognitive overload
Encourage positive reinforcement and immediate feedback
Be flexible & patient: allow extra time per step as needed
Provide space for movement if students become restless, then refocus

Differentiation and Individual Support

For students needing more support, provide one-on-one guidance and use physical prompts.
Use preferred sensory tools or calming objects if a student feels overwhelmed.
Allow extra processing time and check comprehension with simple yes/no or choice questions.

Assessment

Assessment is formative and observational: Teachers will observe and record (informally) if each student can:

Complete the routine steps with increasing independence over time
Follow the instructions to sit at the table in an appropriate manner
Demonstrate awareness and adherence to classroom expectations

Notes for ongoing planning: Adjust prompts and visual supports as students develop independence and self-regulation skills.

Extension Ideas for Educators

Develop a visual "morning routine chart" that the students can interact with, moving a marker after each completed step.
Use simple social stories illustrating classroom expectations for students who benefit from narrative support.
Incorporate role-play games that simulate putting items away and sitting ready, making it fun and engaging.
Gradually build morning routines to include additional self-care or organisational tasks, strengthening autonomy.

This lesson plan equips neurodivergent Prep students with vital early school life skills embedded in the Australian Curriculum's developmental expectations for their age. It fosters independence, social understanding, and classroom readiness in an accessible, gentle way designed for a small supportive class setting.

Teachers will see benefits in smoother classroom transitions and more confident students sensitive to the unique needs of neurodivergent learners.

If helpful, I can also provide sample visual aids or social story text to complement this plan!

Teaching Instructions