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.
Inhoudsopgave
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
Over de auteur
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.
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