Key takeaways
- Generation works from the staffed, feasibility-checked structure built during year planning.
- The scheduler can be manual, automatic, or mixed.
- Place the most-constrained items first, then core subjects, then electives.
- Review solver feedback before applying changes.
What does generation place?
Generation takes the staffed curriculum structure and places lessons into available periods. The inputs are the agreed classes, staff assignments, rooms, and constraints from planning. If that structure has not passed feasibility checks, the timetable may fail for reasons the solver cannot repair.
Which items go first?
Put the hardest items into the grid while the grid still has space.
- Singletons and other lessons with very few possible periods
- Core subjects that many students must attend
- Elective or option lessons after the tight commitments
- Lessons with special rooms, shared equipment, or limited staff availability
- Fixed points the planner has already locked
- Lower-risk lessons that can move more easily near the end
How does a generation run proceed?
Keep the sequence clear enough to explain to departments.
- Confirm the year-planning structure is staffed and feasibility-checked.
- Choose manual, automatic, or mixed scheduling.
- Place fixed points and the most-constrained items first.
- Generate or continue placement for core subjects and electives.
- Review solver feedback before accepting changes.
- Send conflicts to validation or conflict resolution instead of guessing at the grid.
Where does planner judgment remain?
The planner decides which commitments are fixed, which scheduling method to use, and whether solver feedback is acceptable. The solver can surface a clash before a change is applied, but it should not make policy decisions for the school.
What should be ready before generation?
Use this as a readiness check before placement starts.
- Staffed classes from the year-planning structure
- Checked blocks, bands, sets, and option patterns where the school uses them
- Known fixed points and lessons the planner will lock
- Teacher availability and room requirements ready for validation
- A decision on manual, automatic, or mixed scheduling
- A process for reviewing solver feedback before changes are applied
Questions planners ask before generation
Can generation fix an unfinished curriculum plan?
No. Generation places agreed classes into periods. If staffing, blocks, or class structures are not feasible, fix that structure before placement.
Should everything be automatic?
Not always. Some plans are built manually, some automatically, and many use a mixed approach where the solver places lessons and the planner reviews exceptions.
What should be scheduled first?
Start with the most-constrained items, often singletons. Then place core subjects and electives while the grid still has space.