Learning Tracks is an assessment tool to support the planning and assessment of learning for children and young people with severe and complex learning disabilities (SCLD). It was designed by Lindy Furby and Jilly Catlow while teaching at St Crispin's School for children and young people with severe and complex learning disabilities.
At the very early stages of learning, the steps that children and young people make can be small but incredibly significant for them and those who teach them. However, it can be problematic to evidence and formally recognise these achievements and plan next steps. Learning Tracks presents a framework to recognise achievement at these early levels and plan for progression through challenge, breadth and application. The Learning Tracks framework for recognising achievement at very early levels of learning:
Can help teachers understand the way their children may be learning
Offers a vocabulary for describing the learning
Offers a structure for planning the learning
When you purchase Learning Tracks, you receive the book that introduces you to the framework and theories underpinning Learning Tracks, describes the curriculum included and demonstrates how it can be implemented in your setting. In addition to this book you will also receive access to the complete ready-made Learning Tracks assessment tool that can be downloaded online. This is available as a PDF with editable elements and a template you can personalise it to suit your individual needs.
Lindy Furby has had a long and interesting career in education. She taught in two primary schools in Brixton London. She then became a primary maths consultant for the Inner London Education Authority; her job was to encourage enthusiastic mathematics teaching. To facilitate her work she took an OU degree in mathematics (and cried her way through summer school - she is not a natural mathematician). Next she moved to Bradford to become a senior lecturer in maths and mathematics education and gained a Masters degree in Maths and Maths Education. After twelve years another move north took her to Edinburgh where she briefly taught in an infant school and then started work at St Crispin's special school. She found the work enjoyable but very challenging and went on many courses including a Diploma in Autism and Forest School Leadership in her effort to improve the outcomes of her teaching. Now she has retired and spends her time skiing, mountaineering, ski touring, painting, printmaking, travelling and recently writing a book. Jilly Catlow has been teaching in special education for 8 years. As a trained primary teacher, she always knew that she wanted to work in special education, originally with children with social, emotional and behavioural difficulties and autism. Learning disability was something that Jilly was first introduced to in her first mainstream class with a little girl with moderate learning disabilities. This interest grew quickly and Jilly began working at St. Crispin's two years later. As a relatively inexperienced teacher, especially with severe and complex learning disabilities, Jilly was lucky enough to have Lindy in the classroom next door. They formed a fast friendship and a fantastic working relationship which they supported and challenged each other to learn and develop. To extend her understanding, Jilly undertook a Post Graduate Certificate in Child and Young People's Mental Health and Psychological Practice, with qualifications in child development, learning disability and challenging behaviour. Over the time at St. Crispin's, Jilly has specialised in communication and positive behavioural support and is now one of the school's Principal Teachers.
Part 1: The Theoretical Foundations of Learning Tracks Chapter 1: Learning and Memory Chapter 2: Learning and Teaching Theories Chapter 3: Standards and Expectations Part 2: The Curricular Content of Learning Tracks Chapter 4: Communications, Language and Literacy Chapter 5: Health and Wellbeing Chapter 6: Mathematics Part 3: Using Learning Tracks Chapter 7: The Framework for Recognising Achievement Chapter 8: Adapting Learning Tracks