Footprints teaches KS2 children the skills to steer the road of early adolescence

Footprints is the sister curriculum to AS Tracking designed to teach the psychological constructs which AS Tracking measures. It is a two stage, 12 lesson character-based curriculum for KS2 pupils, designed for PSHCE lessons. Through Footprints, children can learn to manage their own feelings and their social friendships.


When is Footprints taught?

Footprints is taught by AS Tracking schools in KS2 within a PSHCE context. Footprints teaches the psychological constructs which AS Tracking measures in an age-appropriate way. It can be taught from Y3-7 and has also been successfully used for specialist teaching across K3.


'Footprints has given our class a language to talk about ourselves and others’ needs which all the children understand. It’s brilliant.'


How does Footprints work?

Footprints takes the four AS Tracking biases and teaches them to children through a visual, kinaesthetic language. For example, Trust of Self- a key AS Tracking construct- is taught as a component of one’s ‘SPACE’. Seeking Change, another key AS Tracking construct- is taught as a component of one’s ‘FOOTPRINT’.

STAGE ONE FOOTPRINTS teaches children about their social impact on others through four coloured Footprints- Blue Footprints, Yellow Footprints, Orange Footprints and Green Footprints.

Children learn about how they may currently impact on other pupils, as well as learning how they can have other, positive impacts, through using different footprints.

STAGE TWO FOOTPRINTS teaches children about self-awareness and emotional development. Through the language of four spaces, children learn how to develop and cultivate all aspects of themselves as a person- their Succeeding Space, their Pleasing Space, their Protecting Space and their Relaxing Space.

'Together, Footprints and AS Tracking have provided our school with tools to not just signpost our pupils, but to equip those pupils themselves to steer for themselves.'


Core features

Links to AS Tracking

Teaches the concepts of AS Tracking in accessible language for KS2

Builds self-understanding

Builds self-understanding through powerful activities, characters and displays

Develops strong relationships

Teaches a shared school language to foster healthy, kind, positive relationships

Develops emotional literacy

Equips children with skills to manage their own emotions and cope with pressure



How do pupils experience Footprints?


'I normally use Orange Footprints, but am learning to use Blue Footprints too now'

Year 4 pupil

'You can talk to Footprints when you want to say something'

Year 5 pupil

'Footprints helps me with my friendships and my feelings'

Year 4 pupil


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Testimonials

  • Surpassing Expectations

    AS tracking has surpassed the ambitious expectations we had of it. It provides objective, incisive, intelligent analysis in digestible form and tangible action plans. We couldn’t imagine being without this extra, invaluable set of pastoral eyes.

    • Emma Trelawny-Vernon
    • St Ronan's, Tatler Prep School of the Year 2017
  • Being ahead of the game

    If you claim that pastoral care is one of your USPs but you are not using AS Tracking then you are behind the game.

    • Jonathan Harris
    • Dean Close
  • Individual pupil needs met

    AS Tracking has enabled me to prioritise what strategies to deploy with each pupil.

    • Head of Year
  • Accuracy

    It is very striking how AS Tracking works to identify the right children…

    • Senior Master
View more
  • Surpassing Expectations

    AS tracking has surpassed the ambitious expectations we had of it. It provides objective, incisive, intelligent analysis in digestible form and tangible action plans. We couldn’t imagine being without this extra, invaluable set of pastoral eyes.

    • Emma Trelawny-Vernon
    • St Ronan's, Tatler Prep School of the Year 2017
  • Being ahead of the game

    If you claim that pastoral care is one of your USPs but you are not using AS Tracking then you are behind the game.

    • Jonathan Harris
    • Dean Close
  • Individual pupil needs met

    AS Tracking has enabled me to prioritise what strategies to deploy with each pupil.

    • Head of Year
  • Accuracy

    It is very striking how AS Tracking works to identify the right children…

    • Senior Master
  • Unlocking potential

    A technology like AS Tracking has great power for unlocking the potential of our children.

    • Professor John Bargh
    • Yale
  • Real data

    AS Tracking has given me a framework based on hard data, rather than just on a gut feeling…

    • Senior House Master
  • Confidence in pastoral care

    The accuracy and focus that AS Tracking brings to pastoral care means that we, as a Board, have huge confidence that we are discharging our duty effectively.

    • School Governor
  • Supporting Staff

    AS Tracking provides us with the data to support the new ISI inspection requirement.

    • Head and ISI inspector
  • Pupil wellbeing

    As a clinician I have no doubt that these AS Tracking action plans are likely to achieve a better health outcome for the child.

    • GP and local school doctor
  • Pupil focused

    AS Tracking has enabled us to develop highly detailed and well-focused targets for our pupils.

    • Academy Head Teacher
  • Better support

    AS Tracking has significantly reduced the number of our pupils in need of critical pastoral support.

    • Head of Welfare
    • Monkton Combe school
  • Pre-emptive

    I am so impressed by the pre-emptive aspect of AS Tracking. It is fantastic!

    • Parent
  • Better communication

    I have found AS Tracking particularly helpful in communicating with our families in Hong Kong and mainland China.

    • School Principal
  • Understanding needs

    AS Tracking offers the opportunity to track and better understand the needs of individual pupils and be more likely to perform to the maximum of their academic potential.

    • Chair
    • HMC 2017
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