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Learning Tracks
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Table of Contents

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

About the Author

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.

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