In Term 3 we focused on Time Tracking and Executive Functioning (EF), utilising key lessons, strategies and tools from the internationally recognised Time Tracker Program by Sarah Ward and Kristen Jacobson.
The goal was to help our young people develop an internal sense of time—a fundamental skill for independence, organisation, and reducing anxiety about deadlines and transitions.
Here is a summary of the key skills and concepts we explored in Term 3 and continue to discuss and build upon in Term 4.
Fixed, Flexible, and Fixed-but-Flexible
We began by defining the timing of a task. This is the first step in planning, as you can’t schedule something if you don’t know when it can actually happen!
- Fixed Tasks: Have a non-negotiable start and end time (e.g., a film showing).
- Flexible Tasks: Can be done at any time (e.g., walking the dog on the weekend).
- Fixed-but-Flexible : Have a rough time frame but might run over (e.g., cooking a meal, a play rehearsal).
Understanding these differences helps participants allocate time appropriately and avoid the stress of misjudging a task’s temporal demands.
Visualising the Goal
Before you start any task, you have to see the finish line! We introduced the concept of MIME —essentially, running a mental dress rehearsal of the task.
Participants practised using MIME to visualise the steps of an activity and the final, finished product. This ability to “see the future” helps them:
- Judge how long an action might take.
- Clearly understand the steps needed to achieve their goal.
Shade/Mark/Check
This is a foundational visual tool for managing time. Participants learned to:
- SHADE the total time available for a task on a visual clock.
- MARK a clear start time, end time, and a Mid Point Check.
- CHECK in at that midpoint to see if they’re on pace.
Then we turned to identifying Time Bandits—the distractions or impulses that steal time away from the primary goal.
Plan A / Plan B
We taught participants that even the best plans need a backup. This session focused on reducing the anxiety of unexpected changes by preparing for complications ahead of time.
- Plan A is the ideal, initial plan.
- Plan B is the alternative, developed by using MIME visualisation to anticipate problems (the glitches). We asked: “What could go wrong? Will I have enough energy? How might other people affect my plan?”
Participants learned “if X happens, then I do Y” thinking, often using Self-Talk Cards to navigate changes smoothly.
The Mid Point Check
The Mid Point Check encourages breaking a large task into smaller chunks. Participants use a structured check-in process to assess their pace and get back on track by identifying Time Bandits and Time Saver
Time Bandits and Time Savers
- We categorised different types of Time Bandits (Internal, External, Technological) and used MIME to predict their arrival.
- We then introduced Time Savers—tools or strategies that help mitigate time loss.
- The overall strategy became “Identify (your Time Bandits), Remove (them with Time Savers), and Replan (your goals).” We discussed how even a helpful strategy (a Time Saver) can sometimes become a Time Bandit if it takes up too much focus.
Supporting the Learning at Home 💡
These weekly sessions build crucial skills for self-management and planning. To help your young person solidify this learning, we encourage you to check out the displayed information and resources in the foyer at Knights of the Shed!
We always display key concepts and visual aids related to our current curriculum. Looking at this information can give you a clear idea of what we’re currently focusing on and provide a perfect opportunity to talk with your young person about what they’ve been learning this term. Ask them to MIME out a Plan B for their next activity or to identify their biggest Time Bandit!