AU2011265451B1 - Method of teaching handwriting and tracking tool - Google Patents

Abstract

The invention relates to a method of teaching handwriting to a person, the method including providing the person with a tracking tool and a coloured sequence of graphically represented prompts. The person is taught the instruction each prompts denotes, a plurality of different prompts being included, including a stop prompt and a start prompt, each prompt denoting an instruction mimicking an action taken during handwriting. By tracking with the tracking tool from one prompt of the sequence to another prompt in accordance with the taught instructions, and coloured sequence the person can produce a visible line. In this way different sequences of prompts can be used to produce different visible lines, to teach handwriting without the need for further instructions. specPA2037111amend12

Description

1 PATENTS ACT 1990 Section 29 Standard Patent Applicant: Helen Mary Ruddy 43 Zelma Street Grasstree Beach Queensland 4740 Inventor: Helen Mary Ruddy 43 Zelma Street Grasstree Beach Queensland 4740 Title of Invention: METHOD OF TEACHING HANDWRITING AND TRACKING TOOL The applicant applies for the grant of a patent for the invention described in the accompanying complete patent specification: The following is a full description of the invention including the best method of performing the invention, known to us: IP Australia specPA2037111amend12 27 AUG 2012

RECEIVED

2 METHOD OF TEACHING HANDWRITING AND TRACKING TOOL [0001] The present invention relates to a method of teaching handwriting and to a tracking tool for use with the method BACKGROUND TO THE INVENTION [0002] Learning to write is an important part of every education, but writing is not easy to learn or to teach. When learning to write, a child needs to learn to hold the writing instrument properly, and to move it through complex and bewildering movements to produce a recognisable letter. Each of the 26 letters of the alphabet needs to be learnt separately, in both lower and upper case, a significant challenge for a young child to undertake. [0003] Standard methods of teaching handwriting include copying of completed letters of the alphabet many times to try to teach a child how to recreate the letter. It is often not apparent to a child how the letter should be written, where is the start, the middle or the end of the letter? At what point should the writing instrument be lifted up and put down? It is not at all clear, if you look at a completed letter of the alphabet, where the start should be made or what movements should be made to recreate the letter. For example, with a lower case letter "t" although it is automatic for us to make the vertical stroke first followed by the horizontal, a person learning to write has no such experience and no reason to have such a preconception. Therefore, errors and difficulties in recreating the letters from copying occur. Difficulties may cause the person to be despondent about learning to write, slowing learning and progress in this important skill. [0004] It is highly desirable to have an improved method of teaching handwriting that teaches the method of producing the strokes of the letter in order. It is also desirable for there to be a tracking tool for use with the method. specPA2037111amend12 3 [0005] Throughout the specification and claims the invention is discussed with reference to use of the Latin alphabet; clearly the invention is not limited to use to teach letters of the Latin alphabet. The invention can be adapted for use to teach any different alphabet, numbers, symbols, or strokes as required. [0006] For clarity, any prior art referred to herein, does not constitute an admission that the prior art forms part of the common general knowledge, in Australia or elsewhere. [0007] It is an object of the present invention to provide a method of teaching handwriting that at least ameliorates one or more of the aforementioned problems of the prior art. It is another object of the present invention to provide a tracking tool that at least ameliorates one or more of the aforementioned problems of the prior art. SUMMARY OF THE INVENTION [0008] Accordingly, the present invention provides a method of teaching handwriting to a person, the method including: a) providing the person with a tracking tool; b) providing the person with a sequence of graphically represented prompts including a colour sequence of at least three colours, a first colour at the start, a second colour in the middle and a third colour at the end, a plurality of different prompts being included, including a start prompt including the first colour, a stop prompt including the third colour and one or more prompts between the start prompt and the stop prompt including the second colour; c) teaching the person the instruction each prompts denotes, a each prompt denoting an instruction mimicking an action taken during handwriting, and the teaching including teaching the person to start tracking at the start prompt and follow the colour sequence through the prompts including the first colour, followed by the prompts specPA2037111amendl2 4 including the second colour and then the prompts including the third colour until the stop prompt is reached; d) tracking with the tracking tool from one prompt of the sequence to another prompt in accordance with the taught instructions, to produce a visible line with the tracking tool; and e) repeating steps b)-d) for different sequences of prompts to produce different visible lines, to teach handwriting such that once the prompts have been taught visible lines can be drawn by the person without the need for additional instructions. [0009 Preferably, the handwriting being taught uses the Latin alphabet. The handwriting may include lower case and upper case writing. The handwriting may include cursive writing. In an alternative form of the invention the handwriting may include any strokes, lines, symbols. The handwriting may be writing in any script. The handwriting may include numbers. The handwriting may be performed in any suitable fashion, including on the floor, paper, electronic display, on a computer, for example. [0010] The person may be any person who wishes or needs to learn to handwriting. Preferably, the person is a child. Alternatively, the person may be an adult learning to write for the first time or learning to write a new script or alphabet. The method may be used to teach a person scripts other than Latin handwriting and in this case the person may be any person who wishes to learn said script. [0011] The tracking tool can be provided to the person by any suitable means. The tracking tool may be handed to the person. The tracking tool may be made available to the person as is suitable to the particular tracking tool. [0012] The tracking tool may take any suitable form for forming a visible line. specPA2037111amend12 5 [00131 Preferably, in one form of the invention the tracking tool is adapted for use on the floor. In this form of the invention the tracking tool may include means to leave a trail of a flowable material. The tracking tool in this form of the invention may alternatively be used with cards, floor mats or other medium bearing the sequence of prompts according to the method of the invention. The flowable material may include a liquid or powder. The liquid may be water. The flowable material may be sand. The flowable material may be coloured or included coloured material. The flowable material may be paint. The tracking tool may include one or more wheel to facilitate movement. [0014] One or more stopper means may be included to retain the flowable material in the tracker when not tracking. Preferably, the stopper means retains the flowable material in the body of the tracker when not tracking. The or each stopper means may take any suitable form. Preferably, a stopper means is included to prevent flowable material leaving the body of the tracker until activation of a release means. Preferably, the tracking tool incudes a means for causing release of the flowable material from a reservoir and for causing the flow of flowable material to cease. The release means take any suitable form. A release means may be included, the release means being chosen from the group: button; switch; lever; throttle; or the like. Preferably, a release means is activated when tracking to cause a stopper means to open and flowable material leaves the tracker in a visible line and when the release means is deactivated the stopper means is caused to close and the flow of flowable material ceases. The flowable material may flow under gravity. The flowable material may be pumped or otherwise assisted to leave the body. [0015] A single large wheel may be included and tracking may occur by moving the tracking tool along by the large single wheel. [0016] Preferably, in this form of the invention the release means is a throttle for moving a stopper means between a first position where flowable material is allowed to flow and a second position where flowable material is prevented from specPA2037111amend12 6 flowing. Preferably, the throttle is attached to a throttle cable and activation of the throttle causes the throttle cable to move a stopper means to an open position and reactivation of the throttle causes the throttle cable to return the stopper means to a closed position. The throttle cable may shorten on activation of the throttle and lengthen on deactivation of the throttle. Preferably, the shortening of the throttle cable causes a stopper means to be moved away so as to no longer retain the flowable material within the body. Preferably, the lengthening of the throttle cable causes a stopper means to prevent flowable material leaving the body. A spring means may be included to bias the stopper means closed unless the throttle is activated. A bar may be included across the stopper means and activation of the throttle may cause the bar to be pulled away so the stopper means no longer prevents flowable material contained within from flowing. The throttle may enable the release of containment of the flowable material in any suitable manner. The release means may be any suitable means to allow release and stopping of a flowable material. The tracking tool may include one or more reservoir for containing the flowable material. Preferably, in this form of the invention the flowable material is sand. Alternatively, the tracking tool may include another means of creating a visible line, such as a pen, pencil, crayon or paint roller. [0017] Alternatively, a release means is included to cause pumping of flowable material. In this form of the invention the release means may be a button which completes an electrical circuit with a battery to activate a pump to pump flowable material from the reservoir to leave the tracker in a visible line. In this form of the invention the stopper means may be omitted. Preferably, a directing part is included attached to the pump to receive flowable material from the pump to direct the flowable material to create a visible line when tracking. [0018] Most preferably, the tracking tool can contain two different types of flowable material. Preferably, the tracker includes a two part body, one part for containing one flowable material and the other part for containing another specPA203711amend12 7 flowable material. Preferably, one flowable material is sand and the other flowable material is water. A container may be supplied with the tracker marked to show the correct volume of flowable material to be filled in the body. Preferably, the sand is prevented from leaving the body of the tracking tool by a stopper means and a throttle is included and activation of the throttle causes a throttle cable to cause a stopper means to move to an open position so as to allow the sand to leave the tracker in a visible line and pressing of a button causes pumping of water by completing an electrical circuit with a battery to activate a pump to pump water from the body to leave the tracker in a visible line. Water and sand can be tracked together. Preferably, water and sand can be tracked separately. [0019] In alternative forms of the invention other means may be used to release or maintain the flowable material in the body of the tracker, for example, solenoid, hydraulics or electrically released door. [0020] Preferably, the tracking tool may be shaped as a toy or fun plaything that children will enjoy to use. Preferably, the tracking tool can include a decorative plate for attachment. The decorative plate may enable the tracking tool to look like a vehicle, for example a police vehicle. The decorate plate may enable the tracking tool to look like a car, van, truck, ambulance, helicopter, boat or aeroplane, for example. A plurality of decorative plates may be included for interchange to convert the look of the tracking tool into one of a number of vehicles. The decorative plate may alternatively change the appearance of the tracking tool into a story book character, person, animal or the like. [00211 Alternatively, the tracking tool in this form of the invention may be used on cards, charts, or other means of graphically representing the sequence of prompts, rather than the floor. specPA2037111amend12 8 [0022] The tracking tool may be made of any suitable materials or combination of materials including wood, plastic, biomaterials and metal. Preferably, the tracking tool is mostly made of plastics. [0023] In another form of the tracking tool the tracking tool is adapted for use on a chart or card or the like. Preferably, the means of moving the tracking tool is the moving of the handhold and the means of creating a visible line together over the chart or card or the like. In this form of the invention the tracking tool may include a grip means. Preferably, the grip means is adapted to assist the person to make the correct finger hold as if holding a writing instrument. Most preferably, the grip means can only be used in the correct position for holding a writing instrument. Preferably, the grip means encourages use of the dynamic tripod grip. Preferably, the grip means includes shaping to encourage the correct position of the index finger. The shaping may be an indentation, bulge, or combination thereof. Preferably, the grip means includes shaping to encourage the correct position of the thumb. The shaping may be an indentation, bulge, or combination thereof. The grip may include a suitable grip for both a right-handed and left handed person. The correct position for either the right-handed or left handed person may be differentiated by use of different coloured parts to the grip. Alternatively, different grip means may be used one adapted for use by a right handed person, and one adapted for use by a left-handed person. Preferably, the grip means is made of a suitable plastic material. The plastic material may be rubber or plastic. [0024] Preferably, the tracker tool includes a marking means for making the visible line. The marking means may be chose from the group: pen; pencil; crayon; paint brush; roller ball or similar. Preferably, the grip includes a substantially cylindrical bore through which a marking means is passed. Preferably, a paint brush, pen or pencil is used with the grip means by passing through the substantially cylindrical bore to form the tracking tool. specPA2037111amend12 9 [0025] Preferably, the tracker tool looks like a story book character, person, animal or similar. Alternatively, the tracker tool may look like a vehicle. The vehicle may be a car, van, truck, boat, helicopter or aeroplane or the like. [0026] Alternatively, the tracking tool in this form of the invention may be used on the floor. [0027] The tracking tool may be in the form of a toy, such as a vehicle, and tracking can occur by moving the vehicle. Other forms of the tracker such as a roller ball in the form of a toy or animal are also envisaged. [0028] The sequence of graphically represented prompts can be provided in any suitable manner. The sequence of graphically represented prompts can be provided by putting a floor mat on the floor bearing the graphically represented prompts. One or more card may be provided containing a sequence of graphically represented prompts. Preferably, the or each card provides a sequence of graphically represented prompts which when tracked create a visible line of a letter of the alphabet. A sequence of cards can be provided each bearing one or more prompts for arrangement into a desired sequence. The sequence of graphically represented prompts can be provided as a number of floor mats or cards arranged together. The sequence of prompts can be provided on any suitable means chosen from the group: a chart; a card; a floor mat; an electronic display; a touch screen display; a tablet computer; a mobile phone; or the like. [0029] The method may include the additional step of: arranging a plurality of cards, charts, mats or similar each bearing one or more graphically represented prompt into a sequence. [0030] Preferably, the sequence is a sequence to draw one or more letter of the alphabet. specPA2037111amend12 10 [0031] There may be provided one or more additional prompt, not part of the sequence that also denote instructions to the person. The additional prompts may take any suitable form. The additional prompts may denote any instruction useful in handwriting. Alternatively, the additional prompts may give any suitable instruction. The or each additional prompt may alternatively be included in the sequence. Preferably, the or each additional prompt denote the nature of the letter to be written. There may be provided a hanging prompt to indicate that the letter to be written includes a part that hangs down. A reaching prompt may be provided to indicate that at least part of the letter has a part that extends upward. A hanging and reaching prompt may be included to indicate that at least part of the letter has a part that extends upward and that at least part of the letter to be written includes a part that hangs down. A sitting prompt may be provided to indicate that there are no hanging or reaching parts to the letter to be written. Preferably, the or each additional prompt are provided with the sequence of graphically represented prompts to provide additional instruction to the person. Preferably, the or each additional prompt are in the form of a character. Preferably, the or each additional prompt is in the form of a "traffic light man" character. The person can be taught the meaning of the additional prompts at the same time as the other prompts or at a later stage. Preferably, the additional prompt is one or more additional prompt chosen from the following group: a hanging prompt to indicate that the letter to be written includes a part that hangs down; and or a reaching prompt to indicate that at least part of the letter has a part that extends upward; or a sitting prompt to indicate that there are no hanging or reaching parts to the letter to be written. [0032] The sequence of graphically represented prompts, preferably include a plurality of different prompts denoting different actions mimicking actions of handwriting. Preferably, the line is tracked on or over the sequence of prompts. specPA2037111amend12 11 Alternatively, the line may be tracked below, above, or proximal to the sequence of prompts. Preferably, several prompts are indicated together to give more than one instruction at a single point on the sequence. The format of the prompts can be varied to suit the particular audience or handwriting to be taught. [0033] Preferably, the coloured sequence is a "traffic light" sequence, of green, yellow and red. Any suitable alternative sequence of colours can be used to teach the meaning of each colour. For example, shades of a single colour may be used with the darkest shade indicating the start, the middle shade the middle, and the lightest shade the end of the line to be tracked. Alternatively, symbols may replace the coloured or traffic light sequence so as to be suitable for colour blind individuals. Preferably, prompts of green denote the start and beginning section of a line to be tracked. Preferably, the person is taught to find the green prompt and to track with the tracking tool following from one green prompt to another green prompt to form a line. Preferably, prompts of yellow denote the middle section of a line to be tracked following a green prompt. Preferably, the person is taught to follow from one yellow prompt to another with the tracking tool until the end of the yellow prompts is reached. Preferably, prompts of red denote the end section and end of a line to be tracked, and follow on from the yellow prompts. Preferably, a person is taught to track from red prompt to red prompt to the last red prompt at the end of the line to be tracked. Preferably, the person is taught to find the green prompt and to track with the tracking tool following from one green prompt to another green prompt to form a line and at the end of the green prompts to track to a yellow prompt and from one yellow prompt to another with the tracking tool until the end of the yellow prompts is reached and from the yellow prompt to a red prompt and from red prompt to red prompt to the end of the red prompts and tracking of the line. By learning the sequence of coloured prompts the start, middle progression and end of a line to be tracked can be readily followed. Preferably, a person is taught that the green, yellow and red prompts instruct the start, middle and end of a line to be tracked and these specPA2037111amend12 12 coloured prompts should be followed in order to correctly track the line. Use of the colour sequence enables clear instructions to be given to track any given line. [0034] The start prompt may take any suitable form. Preferably, the start prompt is a start star. Most preferably, the start prompt is included with a green prompt to indicate the start of the line. Preferably, the person is taught to look for the start prompt first, to find where to start tracking the line. [0035] The stop prompt may take any suitable form. Preferably, the stop prompt is a stop dot. Most preferably, the stop prompt is included with a red prompt to indicate the end of the line. Preferably, the person is taught that the stop prompt denotes that tracking should stop and that the stop prompt indicates the end of the line to be tracked. [0036] Preferably, a lift prompt is included. Preferably, the lift prompt denotes that the tracking tool should be lifted up or stopped from tracking. The lift prompt may take any suitable form. Preferably, the lift prompt is a symbol that can readily be remembered as one to indicate that a lift is required. Preferably, the lift prompt is formed of two lines, one substantially horizontal the other joined at one end to the first line and extending at substantially 45 degrees to the horizontal. Preferably, the lift prompt is included with a yellow or red prompt. Alternatively, the lift prompt may be included with a green prompt. Preferably, the person is taught to lift the tracking tool up when a lift prompt is encountered when tracking. The lift prompt is an important action to learn in order to learn the skills of handwriting. Without knowing when to lift up the tracking tool, only continuous lines can be tracked. Inclusion of the lift prompt enables complex lines to be drawn with lifts to enable crossed lines to be drawn. In this way complex letters can be drawn without the need for lengthy written instructions, or verbal instructions which may confuse a child or simply not be understood, for example. The step by step nature of the prompts allows a person to follow the tracking of the letter from an individual prompt to another processing each instruction individually. The person or child specPA2037111amend12 13 may not even be aware of the process of writing that is occurring as they track. With practice and experience the tracking process becomes quicker and more natural until handwriting is taught. [0037] Preferably, a drop prompt is included. Preferably, the drop prompt denotes that the tracking tool should be put down to start tracking again. The drop prompt may take any suitable form. Preferably, the drop prompt is formed of an arched arrow. Preferably, the drop prompt is included with a yellow or red prompt. Alternatively, the drop prompt may be included with a green prompt. The drop prompt may be referred to as a drop rocket. Preferably, the person is taught to look for the drop prompt after lifting on instruction from a lift prompt and to put the tracking tool down on the drop prompt and start tracking again. [0038 Preferably, a drop and stop prompt is included. Preferably, the drop and stop prompt denotes that the tracking tool should be put down to tracking a dot. For example, the drop and stop prompt will be used to draw the dot of an "i". The drop and stop prompt may take any suitable form. Preferably, the drop and stop prompt is formed of an arched arrow with a dot underneath. Preferably, the drop and stop prompt is a combination of the drop prompt and the stop prompt. Preferably, the drop prompt is included with a red prompt. Preferably, the person is taught to look for a drop and stop prompt after a lift prompt. The drop and stop prompt is usually the last prompt in a sequence. [0039] One or more additional prompt may be included to give an additional instruction. The or each additional prompt may be provided with or separate to the sequence of prompts. [0040 The teaching may take any suitable form. The teaching may be in the form of play. The teaching may be in the form of storytelling. The teaching may occur before, during or after tracking of the visible line. Different prompts may be taught in different ways. The teaching of the prompts may be gradual, teaching the main specPA2037111amend12 14 prompts first before moving on to the more complex instructions. The teaching may be verbal, or through use of play, role play or otherwise. An educational aid may be used. The educational aid may assist in the teaching of the meaning of the prompts. The educational aid may assist to teach the traffic light sequence. The educational aid may assist to teach the "traffic light man" prompts denoting reaching, sitting and hanging. Preferably, the educational aid assists to teach a "traffic light" sequence of prompts and or the "traffic light man" prompts denoting reaching, sifting, reaching and hanging, and hanging. The educational aid may be in the form of a traffic light man. The traffic light man may include a coloured sequence of green, yellow and red prompts to assist in teaching the instructions that each of the coloured prompts denotes. The traffic light man may have arms and legs so that the additional prompts of hanging, reaching and sifting can be recreated and taught. The educational aid may be used to teach other prompts. The educational aid may also be used to store items. The educational aid may take any suitable form and in these alternative forms alternative prompts and additional prompts may be displayed and taught. [0041] Order of the steps of the method may be changed. For example, the sequence of graphically represented prompts may be provided before the provision of the tracking tool. [0042] The method may include the additional step of: providing one or more graphically represented additional prompt. [0043] Preferably, the visible line is a line of ink, paint, crayon or the like. Preferably, the visible line is a desired practice line or letter of the alphabet. Upper and lower case letters of the alphabet may be taught in this was as well as numbers or other symbols. specPA2037111amend12 15 [00441 The tracking tool may be replaced by a finger or thumb of the person while teaching the early stages of handwriting. The tracking tool may be replaced by a pen, pencil or the like in the advanced stages of teaching handwriting. [0045] The sequence of graphically represented prompts may teach an individual letter or a whole word. Where a word is provided, cursive handwriting may be taught. [0046] The method may be provided on a computer, electronic device, display, touch screen display, tablet computer, mobile phone or the like. In this form of the invention the provision of the graphically represented prompts may be on an electronic display. The tracking tool may be a mouse, stylus, of the finger if used on a touch screen display. [0047] Preferably, at least two types of prompts are included a sequence and specific prompts denoting specific instructions. Most preferably, at least three types of prompts are included a sequence and specific prompts denoting specific instructions on the sequence and additional prompts that give an overall instruction about the visible line to be drawn. [0048] According to the invention a tracking tool for teaching a person handwriting is provided, the tracking tool including: a handhold to be held by the person; a means to create a visible line connected or connectable to the handhold and a means to move from one position to another position while holding the handhold and creating the visible line, wherein, in use, the person can create a visible line by moving the tracking tool and following a sequence of graphically provided prompts, each prompt denoting an instruction mimicking an action taken during handwriting, and moving the specPA2037111amend12 16 tracking tool from one prompt to another in accordance with the instructions to produce the visible line. [0049] Preferably, a means for causing release of flowable material from a body of the tracking tool and for causing the flow of flowable material to cease. [0050] Preferably, one or more stopper means is included to retain the flowable material in the tracker when not tracking. Preferably, the stopper means is included to prevent flowable material leaving the body of the tracker until activation of a release means. Preferably, a release means is included, the release means being chosen from the group: button; switch; lever; throttle; or the like. Preferably, a release means is activated when tracking to cause a stopper means to open and flowable material leave the tracker in a visible line and when the release means is deactivated the stopper means is caused to close and the flow of flowable material ceases. [0051] Preferably, the flowable material flows under gravity. Preferably, the flowable material is to be pumped or otherwise assisted to leave the body. Preferably, the release means is a throttle for moving a stopper means between a first position where flowable material is allowed to flow and a second position where flowable material is prevented from flowing. Preferably, the throttle is attached to a throttle cable and activation of the throttle causes the throttle cable to move a stopper means to an open position and reactivation of the throttle causes the throttle cable to return the stopper means to a closed position. Preferably, the throttle cable is shortened on activation of the throttle and lengthened on deactivation of the throttle and the shortening of the throttle cable causes a stopper means to be moved away so as to no longer retain the flowable material within the body and the lengthening of the throttle cable cause a stopper means to prevent flowable material leaving the body. A spring means may be included to bias the stopper means closed unless the throttle is activated. A bar may be included across the stopper means and activation of the throttle causes specPA2037111amend12 17 the bar to be pulled away so the stopper means no longer prevents flowable material contained within from flowing. [0052] Preferably, the tracking tool includes one or more reservoir for containing the flowable material. [0053] Preferably, in one form of the invention a release means is included to cause pumping of flowable material. A button means may be included which completes an electrical circuit with a battery to activate a pump to pump flowable material from the reservoir to leave the tracker in a visible line. A directing part may be included attached to the pump to receive flowable material from the pump to direct the flowable material to create a visible line when tracking. [0054] Preferably, the tracker including a two part body, one part for containing one flowable material and the other part for containing another flowable material. Preferably, one flowable material is sand and the other flowable material is water. Preferably, the sand is prevented from leaving the body of the tracking tool by a stopper means and a throttle is included and activation of the throttle causes a throttle cable to cause a stopper means to move to an open position so as to allow the sand to leave the tracker in a visible line and pressing of a button causes pumping of water by completing an electrical circuit with a battery to activate a pump to pump water from the body to leave the tracker in a visible line. [0055] Preferably, the tracking tool is shaped as a toy or fun plaything that children will enjoy to use. The tracking tool may include a decorative plate for attachment to enable the tracking tool to look like a vehicle, or story book character, person, animal or the like. [0056] Preferably, the tracking tool is adapted for use on a chart or card or the like. Preferably, the means of moving the tracking tool is the moving of the handhold and the means of creating a visible line together over the chart or card. specPA2037111amend12 18 [0057] Preferably, the tracking tool includes a grip means the grip means being adapted to assist the person to make the correct finger hold as if holding a writing instrument. Preferably, the grip means encourages use of the dynamic tripod grip. Preferably, the grip means includes shaping to encourage the correct position of the index finger. Preferably, the grip means in includes shaping to encourage the correct position of the thumb. Preferably, the shaping is an indentation, bulge, or combination thereof. Preferably, the grip may include a suitable grip for both a right-handed and left-handed person. [0058] Preferably, the tracking tool includes a marking means for making the visible line, the marking means chosen from the group: pen; pencil; crayon; paint brush; roller ball or similar. Preferably, the grip includes a substantially cylindrical bore through which the marking means is passed. [0059] Preferably, the tracking tool looks like a story book character, person, animal or similar or the tracking tool looks like a vehicle. [0060] The means to create a visible line may take any suitable form. Preferably, the visible line is drawn in ink, paint, pencil or similar. Alternatively, flowable material such as water or sand may be used to create a visible line. [0061] In one form of the invention the tracking tool includes a handhold that is a handle. The handle may be used to activate flowable material. The handhold is preferably one suitable for holding a writing instrument. Preferably, the handhold is grip means adapted to teach the person to hold a writing instrument. Most preferably, the handhold only allows the tracking tool to be held in the correct position for handwriting. [0062] Preferably, a coloured sequence of prompts is included to denote that tracking is to occur in a particular order. The first colour and the second colour may be different shades of the same colour. Preferably, a "traffic light" sequence of prompts is included to denote that tracking should occur for the green prompts specPA2037111amend12 19 first, then yellow prompts and finally the red prompts. Preferably, multiple prompts are provided together to give a combination of instructions when tracking. A start prompt may be included. The start prompt may take any suitable form. Preferably, the start prompt is in the form of the start star. A stop prompt may be included. The stop prompt may take any suitable form. Preferably, the stop prompt is a stop dot. A lift prompt may be included to denote that the tracking tool should be lifted up or stop tracking so that there is a gap in the visible line. The lift prompt may take any suitable form. Preferably, the lift prompt is in the form two lines joined at 45 degrees. A drop prompt is preferably included to denote that after lifting the tracking tool is to be replaced and tracking recommence to continue the visible line. The drop prompt may take any suitable form. The drop prompt may be a drop rocket in the form of an arc with an arrow head at one end. A drop and stop prompt may be included to indicate the drawing of a dot. The drop and stop prompt may take any suitable form. The drop and stop prompt may be a combination of the drop prompt and the stop prompt. Preferably, the drop and stop prompt is in the form of a dot with an arc over the top with an arrow head at one end. Additional prompts may be included. Preferably, additional prompts are included to denote that a letter to written is one that hangs down, reaches up or sits on a line. The additional prompts may be the additional prompts as described above for the method of the invention. [0063] Preferably, the sequence of prompts is provided on a mat, floor mat, card, chart or similar, or an electronic display including a computer, tablet PC, mobile phone or the like. [0064] Preferably, the graphically represented prompts are any one or more of the prompts or additional prompts of the method. [0065] Preferably, the tracking tool is used with the method of the invention in any of its forms or aspects. specPA2037111amend12 20 [0066] Preferably, the tracking tool is the tracking tool of the method described above in any of its forms or aspects. [0067] Preferably the visible line is a practice line or line to create a letter of the alphabet. The letter of the alphabet may be a single letter or several letters forming a word. Alternatively, other symbols or numbers may be formed by the visible line. BRIEF DESCRIPTION OF THE DRAWINGS [0068] The invention will now be described in connection with non-limiting preferred embodiments with reference to the accompanying drawings and diagrams, in which: [0069] Figure la is a front perspective view of a tracking tool according to a first preferred embodiment of the invention, with the battery and cables omitted for clarity of illustration; [0070] Figure 1b is a rear perspective view of the wheel section of the tracking tool of Figure 1a illustrating the release mechanism for the water; [0071] Figure 1c is a perspective view from below of the tracking tool of Figures 1a and 1b with the battery and cables included illustrating the stopper for the sand; [0072] Figure 1 d is a view from above of the tracking tool of Figure 1 a, 1b and 1 c; [0073] Figure 2 is a front view of a decorative plate for use with the tracking tool of Figure 1a, 1b, 1c and 1d; [0074] Figure 3 is a perspective view of a person holding a pencil in a correct manner for handwriting, using the dynamic tripod grip; specPA2037111amend12 21 [0075] Figure 4 is a perspective view of a person holding a tracking tool according to a second preferred embodiment of the invention; [0076] Figure 5a is a perspective view of a person holding a tracking tool according to a third preferred embodiment of the invention; [0077] Figure 5b is a rear perspective view of the grip of Figure 5a with the pencil removed; [0078] Figure 5c is a rear perspective view of the grip of Figure 5a and 5b with the pencil in place and the person about to position his or her fingers in the correct position for handwriting; [0079] Figure 6 is a front perspective view of an educational aid for use with the tracking tool and method of the invention; [0080] Figure 7 is a rear perspective view of the educational aid of Figure 6; [0081] Figure 8 is a representation of a first prompt of the invention, a start star; [0082] Figure 9 is a representation of a second prompt of the invention, a stop dot; [0083] Figure 10 is a representation of a third prompt of the invention, a lift prompt; [0084] Figure 11 is representation of a fourth prompt of the invention, a drop prompt; [0085] Figure 12 is a representation of a fifth prompt of the invention, a drop and stop prompt; specPA20371lamend12 22 [0086] Figure 13 is a perspective view from above of a first floor mat including a sequence of prompts used to produce a first practice shape with the tracking device according to the first embodiment; [0087] Figure 14 is a perspective view from above of a second floor mat including a sequence of prompts used to produce a second practice shape with the tracking device of the first embodiment; [0088] Figure 15 is a perspective view from above of a third floor mat including a sequence of prompts used to produce a third practice shape with the tracking device of the first embodiment; [0089] Figure 16 is a perspective view from above of a fourth floor mat including a sequence of prompts used to produce a fourth practice shape with the tracking device of the first embodiment; [0090] Figure 17 is a perspective view from above of a fifth floor mat including a sequence of prompts used to produce a fifth practice shape with the tracking device of the first embodiment; [0091] Figure 18 is a perspective view from above of a first card including a sequence of prompts used to produce a lower case letter "a" with the tracking device of the second or third embodiment; [0092] Figure 19 is a perspective view from above of a second card including a sequence of prompts used to produce a lower case letter "b" with the tracking device of the second or third embodiment; [0093] Figure 20 is a perspective view from above of a third card including a sequence of prompts used to produce a upper case letter "E" with the tracking device of the second or third embodiment; specPA2037111amend12 23 [0094 Figure 21 is a perspective view from above of a fourth card including a sequence of prompts used to produce the name "Charlotte" with the tracking device of the second or third embodiment; [0095] Figure 22 is a perspective view from above of a fifth card including a sequence of prompts used to produce a lower case letter "e" with the tracking device of the second or third embodiment; [0096] Figure 23 is a perspective view from above of a sixth card including a sequence of prompts used to produce a lower case letter "g" with the tracking device of the second or third embodiment; [0097] Figure 24 is a perspective view from above of a seventh card including a sequence of prompts used to produce a lower case letter "k", and a card showing the reaching traffic light man prompt, for use with the tracking device of the second or third embodiment; [0098] Figure 25 is a perspective view from above of a eighth card including a sequence of prompts used to produce a lower case letter "j", and a card showing the hanging traffic light man prompt, for use with the tracking device of the second or third embodiment; [0099] Figure 26 is a perspective view from above of a ninth card including a sequence of prompts used to produce a lower case letter "t" with the tracking device of the second or third embodiment; [00100] Figure 27 is a perspective view from above of a tenth card including a sequence of prompts used to produce a lower case letter "x", and a card showing the sitting traffic light man prompt, for use with the tracking device of the second or third embodiment; specPA2037111amend12 24 [00101] Figure 28 is a perspective view from above of a eleventh card including a sequence of prompts used to produce a upper case letter "R" with the tracking device of the second or third embodiment; [00102] Figure 29 is a perspective view from above of a twelfth card including a sequence of prompts used to produce a upper case letter "K" with the tracking device of the second or third embodiment; [00103] Figure 30 is a perspective view from above of a thirteenth card including a sequence of prompts used to produce a upper case letter "J" with the tracking device of the second or third embodiment; [00104] Figure 31 is a perspective view from above of a fourteenth card including a sequence of prompts used to produce a upper case letter "H" with the tracking device of the second or third embodiment; [00105] Figure 32 is a perspective view from above of a fifteenth card including a sequence of prompts used to produce a upper case letter "B" with the tracking device of the second or third embodiment; [00106] Figure 33 is a representation of a sixth prompt of the invention, a reaching traffic light man prompt; [00107] Figure 34 is a representation of a seventh prompt of the invention, a hanging traffic light man prompt; [00108] Figure 35 is a representation of a eighth prompt of the invention, a sitting traffic light man prompt; [00109] Figure 35a is a representation of a ninth prompt of the invention, a reaching and hanging traffic light man prompt; [00110] specPA2037111amend12 25 [00111] Figure 36 is a diagram illustrating the method of use of the floor mats of Figures 13 to 17; [00112]Figure 37 is a diagram illustrating the method of use of the cards of Figures 18 to 20 and 22 to 35 and 35a; [00113] Figure 38 is a diagram illustrating the method of use of a plurality of the cards of Figures 18 to 20 and 22 to 3 and 35a; and [00114] Figure 39 is a diagram illustrating the method of use of creating a sequence of prompts from a set of prompt cards. DETAILED DESCRIPTION OF THE DRAWINGS INCLUDING A BEST METHOD [00115] Referring to Figures 1a, 1b, 1c, 1d, 2 to 4, 5a, 5b, 5c, 6 to 35, 35a, and 36 to 39 three embodiments of the tracking tool of the invention will be described together with an educational tool, five floor mats and 18 cards. The floor mats and cards all bear sequences of prompts, or additional prompts to be tracked according to the described method of the invention. [00116] Referring to Figures 1a, 1b, 1c, 1d and 2 in particular, tracker 10 according to a first embodiment of the invention is illustrated, including wheel 12, body parts 14 and 15, and handles 16 and 18, respectively. Each of wheel 12, body parts 14 and 15, and handles 16 and 18 are illustrated made of plastics. Metal or other alternatives or combinations of alternative materials may be used instead. [00117] Body part 14 includes removable top 14a and body part 15 includes removable top 15a each allowing access to the internal reservoirs of body part 14 and body part 15, respectively. specPA203711lamend12 26 [00118] With respect to sand tracking first, body part 14 is filled with sand (not shown) a body part 14 including an internal reservoir suitable for containment of the sand. Several litres of sand can be filled into body part 14; in another version of the invention and an extra tank to carry additional sand may be included. The sand may be replaced with any flowable material. Stopper 19 at the base of body part 14 prevents sand leaving body part 14. Stopper 19 is made of the same material is body part 14, plastic but could be made of alternative materials. Before tracking commences wheel 12 can be pushed along the ground or on a mat without any sand leaving tracker 10. When tracking is to commence throttle 20 on handle 16 is turned and this in turn shorten or lengthens throttle cable 21. Throttle cable 21 runs from throttle 20 down the front of body part 14 to stopper 19. Throttle 20 is shown made of plastic and throttle cable 21 is shown as a plastic covered metal cable; alternative materials may be used. Throttle cable 21 runs through several supports (not shown) one towards the top and one at the bend in body part 14 to maintain throttle cable 21 in position. Referring in particular to Figure 1c, end cable 21a can be seen attached to throttle cable bar 21b. End cable 21a is a metal cable and throttle cable bar 21b is a strong plastic bar; alternative materials could be used. As throttle 20 is turned away from stopper 19, throttle cable 21 is pulled up such that end cable 21a is moved upwards too and throttle cable bar 21b is also pulled upwards. The upward movement on the end of throttle cable bar 21b causes the other end of throttle cable bar 21b attached to stopper 19 to move downwards opening stopper 19. Any sand in body part 14 is now free to fall under gravity out of the bottom of body 14. A spring, not shown biases stopper 19 and throttle cable bar 21b upwards so that as soon as throttle 20 is deactivated, stopper 19 is replaced over the opening and sand is prevented from leaving body part 14. In this manner tracking using sand can be readily controlled by the use so that a visible line can be tracked from one point to another, and then tracking can be stopped. Once the visible line has been drawn a consideration of the line can be made, and advice from the teacher given. specPA2037111amend12 27 [00119] Similarly, body part 15 is filled with water into the internal reservoir to a desired level. Several litres of water can be fitted into body part 15 and a container marked to show the correct volume of water is supplied with the invention. The container could also be used to measure the sand into body part 14. In alternative versions of the invention an extra tank may be included to allow more water to be carried. Handle 18 includes water activation button 22 (refer to Figure Id in particular) which once depressed completes an electrical circuit between battery 23 with wires 24 and pump 25. Water activation button 22 is a plastic button covering an electrical switch of a familiar form connected to battery 23 which as illustrated is a 6 volt battery. Other voltage batteries, different batteries or another power source could be used instead. Plastic water suction pipe 25a of pump 25 is activated when the circuit is complete due to depression of button 22. Spring pressure valve 25b prevents water syphoning out when pump 25 is not activated. When pump 25 is activated it spins, powered by battery 23 to push water from the reservoir in body part 15 past spring pressure valve 25b to exit through water outlet pipe 25c. Water exits in a fine line through water outlet pipe 25c so that a discernible line is created. The line can be created on the ground or on a mat, or on paper. Pump 25 is similar in action to a windscreen washer pump. When button 22 is not activated, that is not held, down the circuit is broken and no water is pumped from the reservoir and tracking ceases. The water can be coloured to facilitate being able to see the line tracked. Adaptations to the tracker could be made to enable an ink or similar material to be used, although it is preferable to use a basic resource such as water. [00120]In an alternative form of the invention a solenoid arrangement could be used to release the water. [00121] Tracker 10 can be incorporated into various storytelling or other scenarios in particular with use of decorative plate 26. As illustrated in Figure 2 decorative plate 26 turns tracker 10 into a police vehicle. A flashing light, horn, siren or other additions may also be used to assist to make the learning experience fun. specPA2037111amend12 28 Decorative plate 26 could be replaced by other decorative plates to represent other vehicles, cars, trucks, ambulance, fire-truck, airplane or boat, for example, or other things, perhaps, animals or fun characters. [00122] Figure 3 illustrates the correct holding of a pencil and Figures 4 and 5a, 5b and 5c illustrate use two other embodiments of tracking tool according to the invention as described further below. Figures 6 and 7 illustrate an education tool also as described further below. The educational tool itself may be used as a tracking tool by following a sequence of prompts such as on a floor mat in the same was as described for tracker 10. [00123] Referring to Figures 8 to 12 prompts are illustrated each denoting an instruction mimicking actions taken during handwriting. Figure 8 illustrates the starting star, Figure 9 the stop dot, Figure 10, the lift prompt, Figure 11 the drop rocket and Figure 12 the drop and stop as described in more detail below. The person is taught the meaning of each prompt used in a sequence before commencing the tracking. The meaning of the prompts can also be taught, reinforced and or repeated during tracking. Each of these prompts is a vital instruction in learning handwriting, to illustrate the start, lifts, drops and ends of a letter. These complex instructions cannot be discerned by a person from merely reading and attempting to copy already completed letters. The person would not know where to start, when to lift, when to make a continuous shape and so on. The prompts have been developed through careful consideration and research by the inventor into a sophisticated system that can be readily understood and followed with the tracking device to produce a visible line. [00124] Figures 13 to 17 illustrate floor mats each bearing a sequence of prompts for teaching handwriting according to the method of the invention. Referring to Figure 13, person 27 starts by finding starting star 28 of floor mat 29, and positioning tracker 10 on starting star 28 ready to start tracking; tracker 10 (refer Figures 1 and 2) is not shown for ease of illustration. Instruction has occurred to specPA2037111amend12 29 teach person 27 what starting star 28 looks like and how this prompt should be looked for as the place to start tracking. Throttle 20 (refer Figures 1) is activated, for example, so sand starts to flow out of the bottom of tracker 10, so that as tracker 10 is moved a path is formed. Start star prompt 28 is on a green circle 30, green circle 30 being a second prompt with a meaning in its own right. Green circle 30 indicates a starting section of a line or shape to be drawn. Start star prompt 28 will always be found together with green circle 30 indicating the start of the shape to be drawn, in this form of the invention. Green circle 30 denotes that tracker 10 should be moved from that particular green circle 30 to the next green circle 30 in the sequence, and then to the next green circle 30 until there are no more green circles 30. In the illustrated sequence of Figure 13 there are four further green circles 30, five in total. The further green circles 30 do not contain any additional prompts, to denote moving of tracker 10 forward along the path of green circles 30, from one to another. As illustrated, 6 yellow circles 32 follow green circles 30 snaking around a winding path, followed by 4 red circles 34. Person 27 is taught the "traffic light" sequence of coloured prompts 30, 32 and 34 green, yellow and red. Person 27 is taught the overarching instructions of looking for green prompts 30 first, track through yellow prompts 32 and that the shape or line to be drawn terminates with red prompts 34. Therefore person 27 tracks moving through green prompts 30 first, then yellow prompts 32 and finally red prompts 34 until coming to a stop. The traffic light sequence can be taught to young children before learning to write as a fun learning game, which can then be a useful tool in teaching handwriting. The traffic light sequence may be taught including using the educational aid as described below. [00125] Tracking device 10 is moved from one green circle 30 to another until there are no more green circles 30 and then to yellow circles 32 until there are no more yellow circles 32 and then to red circles 34. Finally additional prompt stop dot 36 is encountered on the final red circle 34. Person 27 has been taught that the end of the line has been reached and that tracking tool 10 should stop tracking. Stop dot 36 is only ever found with red circle prompt 34, prompting that the line is specPA2037111amend12 30 ending. Throttle 20 is therefore used again to stop the sand from flowing out. By looking back at the visible line made the person can see if they have followed the prompts and made the correct line, with advice from the instructor. Floor mat 29 used with tracker 10 is a useful and fun way in which to start to teach some of the prompts of the method before moving on to the finer hand movements, necessary to learn handwriting. Use of tracker 10 allows the prompts to be learned while making the path in a larger scale that is fun and can be shared by a group of children. Storytelling and play can form a significant part of teaching the early stages of learning the prompts and their various instructions. [00126] Referring to Figure 14 a second floor mat 37 is illustrated to draw a different line. Again person 27 finds start star 28, on green circle 30, indicating the start of the line and puts tracker 10 (refer Figures 1 and 2) on star 28 ready to start tracking. Throttle 20 (refer Figures 1 and 2) is activated to start to drop sand to create a visible path moving tracker 10 forward by use of wheel 12 in a smooth line. Alternatively water or both water and sand could be used to track a visible path. Tracker 10 is used to follow from one prompt to another, through all green circles 30, then yellow circles 32 which double back somewhat on the line of green prompts 30 terminating by red circles 34, ending at stop dot 36. Stop dot 36 prompts activation of throttle 20 again to terminate the flow of sand. A visible line of the predetermined path is thereby created including a retracing action teaching the building blocks of forming letters of the alphabet. More floor mats can be used and by following the instructions of the prompts lines created by use of tracker 10. Alternative trackers could be used instead or person 27 may walk the path initially to get the idea of following the prompts. After the basic prompt instructions have been learned and practised the more complex prompts can be introduced, including lift prompt 38. [00127] Referring to Figure 15 a third floor mat 37a is illustrated to draw a different line. Again person 27 (not shown) finds start star 28, on green circle 30, indicating the start of the line and puts tracker 10 (refer Figures 1 and 2) on star specPA2037111amend12 31 28 ready to start tracking. Throttle 20 (refer Figures 1 and 2) or handle 18 is activated to start to drop sand or water to create a visible path. Tracker 10 is used to follow from one prompt to another, through all green circles 30, then yellow circles 32. The final yellow prompt 32 also includes lift prompt 38 and person 27 has been taught that lift prompt 38 instructs that tracker 10 (or other tracking tool) is to be lifted or otherwise stop tracking. It can be seen that there is gap between prompt 38 and first red prompt 34 of the sequence. A drop prompt 40 is also included to instruct where tracking is to recommence, that is by putting down the tracking tool or by recommencing tracking of tracker 10 at the position where drop prompt 40 is found. Tracking then continues from one red circle 34 to another ending at stop dot 36. Stop dot 36 prompts activation of throttle 20 again to terminate the flow of sand or the handle 18 to stop the flow of water. [00128] Referring to Figure 16 a fourth floor mat 37b is illustrated to draw a different line to help learn the skills needed for handwriting. Again person 27 (not shown) finds start star 28, on green circle 30, indicating the start of the line and puts tracker 10 (refer Figures 1 and 2) on star 28 ready to start tracking. Tracker 10 is used to follow from one prompt to another, through all green circles 30, then yellow circles 32. The final yellow prompt 32 also includes lift prompt 38 indicating a lift is required or otherwise stop tracking. A drop prompt 40 is found together with the first yellow circle prompt 32 instructing where to put down the tracking tool or recommencing tracking. Tracking then continues from one red circle 34 to another crossing over the already drawn line ending at stop dot 36. [00129] Referring to Figure 17 a fifth floor mat 37c is illustrated to draw another line and in particular to teach drop and stop prompt 41. Person 27 finds start star 28, on green circle 30, indicating the start of the line and puts tracker 10 (refer Figure 1) on star 28 ready to start tracking. Tracker 10 is used to follow from one prompt to another, through all green circles 30, then yellow circles 32. The final yellow prompt 32 also includes lift prompt 38 indicating a lift is required or otherwise stop tracking. Drop and stop prompt 40 is found together with the one and only specPA2037111amend12 32 red circle prompt 34 instructing that a dot is to be formed, e.g. tracking is to start and immediately stop again once a dot is formed. [00130] Floor mats 29 and 37, 37a, 37b and 37c are illustrated made of a plastics material that is easily washed and rolled up for storage. Floor mats 29 and 37, 37a, 37b and 37c are made tough so that they can be walked on and be resilient to repeated use. Alternative materials may be used, such a cloth or wood for a more permanent floor structure, or a disposable, one use version may be used. The sequence of prompts shown on floor mats 29 and 37, 37a, 37b and 37c could alternatively be provided on cards, charts or in other forms suitable for tracking with a handheld tracking tool or alternatively on an electronic display for use with different forms of tracker. [00131] Once the basic prompt instructions have been mastered, person 27 can move on to learning to write the letters of the alphabet. Following of the prompts in sequence can be taught to be followed using a finger dipped in paint to move through the motions of the shape. The next stage having started to learn the prompts for making the actions of handwriting is to hold a writing instrument. A common problem with children learning to write is that the child is struggling to hold the pencil correctly and ends up with the pencil balled in the fist. The fine motor movements required to write are not possible unless the writing instrument is held properly. Yet it is difficult to learn the correct finger and hand position while also trying to learn the writing movements. [001321 Referring to Figure 3 the correct position for holding a pencil 44 in the hand 45 of person 27 when learning to write is illustrated. The correct way of holding a writing instrument is an important stage of learning handwriting. The illustrated position is the "dynamic tripod grip". When learning to write the child is bombarded with a plethora of different skills to quickly acquire. By breaking down each of the tasks into separate parts each part can be taught separately and then practised autonomously. To hold a writing tool properly the pointer finger rests on the top of the writing instrument, while the writing instrument is gripped between specPA2037111amend12 33 the thumb tip and pointer finger. The writing instrument rests on the first knuckle of the index finger, while the little finger and rest of the hand are supporting the point, refer Figure 3. [00133] Referring to Figure 4 paint brush 46 replaces pencil 44 in hand 45 of the person but the hold mimics those required for handwriting. Grip 48 with paintbrush 46 together make tracker 50a for use to follow prompts in order to produce a visible line, to create letters of the alphabet. Paintbrush 46 could be replaced by a pen or crayon or other writing instrument to form tracker 50a with grip 48 to enable the person to trace a path. [00134] Grip 48 of tracker 50a is specially designed made of moulded rubber so that hand 45 of the person must form the correct finger position to hold grip 48, as described above. The shaping of grip 48 is important as it is moulded to position the fingers correctly around paintbrush 46. It is not possible to use tracker 50a properly unless the fingers and thumb are positioned in the correct position for handwriting as defined by the internal shape of grip 48 and handle 47 of paintbrush 46. The internal shaping is described further below with respect to Figures 5a, 5b and 5c. Tracker 50a as illustrated is in the form of a rat with brush 51 of paintbrush 46 forming the nose. As the person follows the prompts on cards described below (or floor mats as described above) brush 51 dipped in paint (not shown) can track from start star 28 through green circles 30, yellow circles 32, red circles 34 to stop dot 36 painting a line of a predetermined shape. Where lifts and drops are indicated brush 51 is lifted off the card so as to no longer paint a line and then put back down where drop rocket 40 (or drop and stop prompt 41). [00135] In Figure 5 tracker 50b is formed of grip 48 with pencil 44, and used in the same manner as for the tracker 50a formed of grip 48 with paintbrush 46. Grip 48 of tracker 50b is moulded to position the fingers and thumb correctly around pencil 44 as can be seen in Figures 5b and 5c in particular. Figure 5b illustrates aperture 52 into which pencil is passed to create tracker 50b. Aperture 52 is specPA2037111amend12 34 sized so that the end (not labelled) of pencil 44 slides in easily but fits in a tight fit. End of pencil 44 is slide through aperture 52 so as to extend out ready for tracking. Index finger 45a of hand 45 follows pencil 44 and fits into the inside of grip 48. Index finger 45a sits inside grip 48 on area 53 (refer Figure 5b) and thumb 45b sits on depression 53a (not labelled). Depression 53a is important in establishing the dynamic trip grip as referred to above. The person is encouraged to naturally to put index finger 45a and thumb 45b in the respective correct positions to form the tripod position. On the other side of grip 48 opposite to depression 52 is another depression into which fits the middle finger of hand 45 in the correct supporting position. [00136] Tracker 50b as illustrated is in the form of a rat with the pencil lead (not labelled) of pencil 44 forming the nose. Again as person 27 follows the sequence of prompts the pencil lead can track from start star 28 through green circles 30, yellow circles 32, red circles 34 to stop dot 36 drawing a line. Where lifts and drops are indicated the pencil tip is lifted off the card or mat so as to no longer draw a line and then put back down where drop rocket 40 (or drop and stop prompt 41). [00137] Grip 48 is made of a rubber material but alternatively materials may be used such as plastic. [00138 Referring to Figures 18 to 32, cards 42a, 42b, 42c, 42d, 42e, 42f, 42g, 42h, 42i, 42j, 42k, 421, 42m, 42n and 42o are illustrated, each for drawing a different letter of the alphabet or the name "Charlotte" in the case of 42d. Each card as illustrated can be seen to include a sequence of prompts using the traffic light and other prompts to instruct in handwriting. [00139] Referring to Figure 18 instruction card 42a is illustrated for writing a lower case letter "a". Using tracker 50 with paintbrush 46 person 27 starts placing the tip 54 of brush 51 on start star 28, having first dipped it in paint, and traces a path following the instructions of the prompts. Person 27 and tracker 50 including specPA2037111amend12 35 paintbrush 46 are not shown, for ease of illustration. From start star 28 person 27 follows all green circles 30 one after another to form the front bulge of the letter "a", until yellow circles 32 are reached and take the line up to re-join start star 28. Red circles 34 are then followed from prompt to prompt to terminate at stop dot 36, ending by picking up tip 54 of brush 51. By following each prompt and the instructions each prompt denotes the person can create a lower case letter "a" without the need to guess where to start or stop. Practice will lead to a smoother motion and an understanding of writing a letter of the alphabet. [00140] Referring to Figure 19 card 42b is illustrated to teach the drawing of a lower case letter "b". Again using tracker 50 with tip 54 of brush 51 dipped in paint (not shown) the same process can be repeated from start star 28. Prompts of green circles 30, though to yellow circles 32 draw the straight line of the "b" before going up and around to finish with red circles 34 terminating in stop dot 36. Without use of the multiple type of prompt it would not be at all easy to determine where to start drawing the letter. There would be a question in the mind of the person, do I draw the loop or the straight line first, are they separate or continuous, which way to I draw the loop? Use of the two levels of prompts, the start, lift, drop and stop prompts, and the progressive "traffic light" prompts enables a person to know exactly not only the actions to be taken but also the order and direction each part of the letter is to be completed. A progression is moved through with the traffic light colours of the green, yellow and red prompts 30, 32 and 34 from start to finish of the letter to be drawn. A lower case letter "b" is therefore drawn, by tracker 50, combining the perfectly held tool and the instructions of the prompts of card 42b. [00141] Referring to Figure 20 card 42c is illustrated to teach the writing of an example of a more complex letter, an upper case letter "E". Again placing the tip 54 of brush 51 on start star 28, having first dipped in paint, person 27 follows all green circles 30 to create a straight line that forms the backbone of the letter "E". Lift prompt 38 on the last green circle 30 instructs that tracker 50 be lifted and specPA203711lamend12 36 replaced on drop rocket 40 to draw the top horizontal of the letter "E". It can be discerned that the top horizontal line should be drawn first as it is entirely formed of yellow circles 32, whereas the next horizontal to be drawn, the middle horizontal ends in red circle 34. These multiple prompts enable sophisticated instructions to be given that are readily seen and understood. At the end of the top horizontal, having followed yellow circles 32 one to another, lift prompt 38 is found to indicate lifting of tracker 50 to be placed back down on drop rocket 40 on yellow circle 32 at the middle horizontal. The middle horizontal line is then drawn following across from one yellow circle 32 to another towards red circles 34, following the "traffic light" instructions. In this way the middle horizontal is drawn, lifting tracker 50 up on lift prompt 40 to drop tracker 50 down on drop rocket 40 for the lower horizontal on red circles 34. Following red circles 34 through to stop dot 36 the letter "E" is completed, and tracker 50 lifted off card 42c. [00142] The invention includes cards for each lower case and upper case letters, each of which can be completed separately as the person learns, further examples described below. After sufficient practice at each of the letters of the alphabet words can be created by use of the same method and tracker 50. [00143] Figure 21 illustrates card 42d including prompts to write the example word "Charlotte". Again tracker 50 is used to follow prompts to start, lift, drop, and stop through green, yellow and red circle prompts so as to write the letters of the word "Charlotte". Cards with alternative words or arrangements of cards each bearing letters of the alphabet can be used to make any words that it is desired to learn to write. In one form of the invention sets of letters in upper and lower case and numbers can be provided so that all the different letters and numbers can be practiced. Sets may include multiples of letters, in particular vowels so that different words can be formed. Sets of letters may be provided in any suitable form, such as on cards, charts or on a computer screen as part of a software package. Alternative forms of tracking can be used as is suitable. For example a specPA2037111amend12 37 roller for paint may be used. Where the sequence is displayed on an electronic display or the like a suitable stylus can be used. [00144] Referring to Figure 22 card 42e is illustrated to teach the drawing of a lower case letter "e". Again using tracker 50 this time with pencil 44 is positioned with the tip on start star 28 as taught. Prompts of green circles 30, through to yellow circles 32 and red circles 34 and followed through to stop dot 36. [00145] Referring to Figure 23 card 42f is illustrated to teach the drawing of a lower case letter "g". Again using tracker 50 with pencil 44 is positioned with the tip on start star 28 and a line drawn following green circle prompts 30 around the front bulge. Prompts of yellow circles 32 indicate that tracking should go back up close to start star 28. Red circles 34 indicate that the line should drop down and curve around to stop dot 36 to form the tail of the letter "g". [00146] Referring to Figures 24, 25 and 27 three additional prompts are illustrated as also shown individually in Figures 33, 34 and 35 with further additional prompt 35a. These additional prompts are extremely helpful in giving further instruction to person 27 learning handwriting. By use of the traffic light sequence, prompts such as the start star and stop dot and the additional prompts of Figures 33, 34,35 and 35a multiple layers and permutations of instructions can be given to teach handwriting. Sixth prompt 55 of Figure 33 is also illustrated in Figure 24 as is a reaching "traffic light man" prompt. Sixth prompt 55 is applied on a card so as to give a further instruction that when the letter is being written, that the letter is a letter that reaches up. If the letter was written between two rules lines part of the letter would extend up to the upper line, and this is indicated by inclusion of reaching "traffic light man" prompt 55. The letters where reaching "traffic light man" prompt 55 may be included are b, d, f, h, k, I, and t. [00147] Seventh prompt 56 of Figure 34 is also illustrated in Figure 25 is a hanging "traffic light man" prompt. Seventh prompt 56 features on some cards so as to specPA2037111amend12 38 give a further instruction that when the letter is being written, that the letter is a letter that hangs down. If the letter was written on a ruled line part of the letter would hang below the lower line, and this is indicated by inclusion of hanging "traffic light man" prompt 56. Hanging "traffic light man" prompt 56 may be included for the letters g, j, p, q, and y. [00148] Eighth prompt 57 of Figure 35 is also illustrated in Figure 27 is a sitting "traffic light man" prompt. Eighth prompt 57 is applied on a card so as to give a further instruction that when the letter is being written, that the letter is a letter that sits. By sitting it is meant that if the letter was written between two rules lines the letter would sit between the lines with no parts extending up to the upper line, as in the reaching prompt 55 or hanging below the lower line as in hanging prompt 56. Sitting prompt 57 can be included on cards to instruct the writing of letters a, c, e, i, m, n, o, r, s, u, v, w, x, and z. In this way layers of subtle instructions are built while handwriting is taught in a manner that can readily be understood by a person who probably cannot read well. [00149] Further additional prompt 35a is a reaching and hanging "traffic light man" prompt. Additional prompt 35a is used to indicate that the letter to be completed is to reach to the top of the line and to hang down to the line below. For example, a cursive lower case letter "f" extends up to the top of the line above and down to the line below. [00150] Figure 24 illustrates card 42g teaching the drawing of a lower case letter "k". Reaching "traffic light man" prompt 55 gives the instruction that this letter includes a part reaching upwards, as described above. Again using tracker 50 with pencil 44 the tip is positioned on start star 28 and a line drawn following green circle prompts 30, yellow circle prompts 32 and red circle prompts with stop dot terminating tracking. [00151] Figure 25 illustrates card 42h teaching the drawing of a lower case letter "j" and in particular the use of drop and stop prompt 41 and hanging "traffic light specPA2037111amend12 39 man" prompt 56. Hanging "traffic light man" gives the instruction that this letter includes a part hanging down, as described above. Again using tracker 50 with pencil 44 the tip is positioned on start star 28 and a line drawn following green circle prompts 30 down the main line of the letter followed by prompts of yellow circles 32. On the final yellow prompt 32 lift prompt 38 can be seen to indicate that tracker 50 should be lifted up, e.g. the pencil tip should be lifted up and put down on red circle 34 with drop and stop prompt 41. In this way a dot is applied to the "j". [00152] Figure 26 illustrates card 42i teaching the drawing of a lower case letter "t". Again using tracker 50 with pencil 44 the tip is positioned on start star 28 and a straight line drawn following green circle prompts 30. At lift prompt 38 tracker 50 is lifted up and put down on drop rocket 40 following through to stop prompt 36 on red circle 34 to cross the "t". [00153] Figure 27 illustrates card 42j teaching the drawing of a lower case letter "A x". Sitting "traffic light man" prompt 57 gives the instruction that this letter sits on the line neither reaching up nor hanging down, as described above. Again using tracker 50 with pencil 44 the tip is positioned on start star 28 and a line drawn following green circle prompts 30 to draw the first line of the "x". Lift prompt 38 instructs that tracker 50 be lifted up and replaced on drop rocket 40 to draw the crossing line down to stop dot 36 on terminating red circle. [00154] Figure 28 illustrates card 42k teaching the drawing of an upper case letter "R". Tracker 50 with pencil 44 the tip is positioned on start star 28 and a straight line drawn until lift prompt 38 is encountered. Drop rocket 40 lies next to start star 28 on yellow prompts 32 that lead in sequence around the bulging body of the letter. Finally the last part of the letter is drawn in a straight line on red circles 34 terminating in stop dot 36. [00155] Figure 29 illustrates card 421 teaching the drawing of an upper case letter "K" following the same instructions as previously. The tracking tool is tracked specPA2037111amend12 40 from start star 28, through all green circles 30, yellow circles 32 and red circles 34 to stop dot 36. Lift prompt 38 and drop rocket 40 also feature in this letter at the base of the first straight line to lift up the tracker to draw the arrow shaped part. [00156] Figure 30 illustrates card 42m teaching the drawing of an upper case letter "J" again in the same manner following from start star 28, through green circles 30, yellow circles 32 and red circles 34 to stop dot 36. Again lift prompt 38 denotes that the tracker is to be lifted up and put back down on drop rocket 40, before the top line of the letter is drawn. [00157] Figure 31 illustrates card 42n teaching the drawing of an upper case letter "H". Again in the same manner following from start star 28, through green circles 30, yellow circles 32 and red circles 34 to stop dot 36. Again lift prompt 38 denotes that the tracker is to be lifted up and put back down on drop rocket 40, to draw the second vertical line before the horizontal line is drawn terminating in stop dot 36. [00158] Figure 32 illustrates card 42o teaching the drawing of an upper case letter "B". Again in the same manner following from start star 28, through green circles 30, yellow circles 32 and red circles 34 to stop dot 36. Again lift prompt 38 denotes that the tracker is to be lifted up and put back down on drop rocket 40 after the first vertical is drawn. Two bulging body parts are drawn terminating in stop dot 36. [00159] Cards 42a-42o and the like can be washable cards so multiple attempts at completing the shape can be made. Alternatively, cards 42a-42o may be disposable, for disposal after use to draw a line. Use of tracker 50 enables finer motor skills to be taught using the sequence of prompts to draw a line of a predetermined form, with person 27 not knowing in particular that they are leading handwriting. specPA2037111amend12 41 [00160] Cards 42a-42o are illustrated as printed cards affixed to a board. Alternative forms of cards 42a-42o can be use such formed on metal, wood, plastic or the like. Cards 42a-42o may take alternative forms for displaying the sequence of prompts for tracking. [00161] Referring to Figures 6 and 7 educational aid 58 is illustrated for use with the method and tracking tool of the invention. Educational aid 58 can be seen to include red, yellow and green lights 59, 60 and 61 respectively at front and back operated by switches 62. These lights can be operated by use of the appropriate switch 62 so as to light up either red, yellow or green light 59, 60 and 61. Use of the lights is useful when teaching the different prompts as part of the traffic light prompt sequence. Use of the lights reinforces the teaching of these prompts for when tracking the sequence according to the invention, and can be used during the instruction phase of teaching. Educational aid 58, in the example, is shown as "traffic light man" with arms, legs and a face (not labelled). The traffic light man is a character that can be incorporated into storytelling and play activities when teaching handwriting. The arms legs and general arrangement of the education aid may be used to teach use of the additional prompts to denote, hanging, reaching and sitting. Educational aid 58 includes body 64, shelves 66, and base 68 on 4 rollers 70. Rollers 70 enable educational aid 58 to be readily moved across a floor or around a classroom, for example. Body 64 can take alternative forms and in fact educational aid 58 could be configured as other characters or as a plain box if preferred. Inclusion of the traffic light sequence and the traffic light man is particularly helpful to teach the traffic light prompt sequence of green, yellow and red. Shelves 66 can be used to store trackers, floor mats, charts, cards and other items used. Storage of other forms could alternatively be used. [001621 Repeating the task of tracking through following the prompts teaches a person to write without them consciously knowing that they are doing so. The specPA2037 1lamend12 42 prompts teach the person the correct actions of writing the letters together with the tracker keeping the hand in the correct position for handwriting. [00163] In one alternative preferred form of the invention, sequences of prompts are displayed on a computer screen, tablet PC or other electronic display, such as a classroom screen. In this form of the invention a suitable electronic tracker, or stylus can be used to track following the instructions denoted by the prompt on the screen. A finger may be used for tracking on a touch screen for example. In this form of the invention the path drawn may be displayed individually to the child to show if they have completed the task correctly. [00164] Figure 36 is a flow diagram illustrating an example of the steps in the method of teaching handwriting using any one of the floor charts of Figures 13 to 17. [00165] Figure 37 is a flow diagram illustrating an example of the steps in the method of teaching handwriting using any of the cards of 42a-42o. [00166] Figure 38 is a flow diagram illustrating an example of the steps in the method of teaching handwriting using a plurality of any of the cards of 42a-42o, or other letters to form words. [00167] Figure 39 is a flow diagram illustrating an example of using a sequence of prompts provided on separate cards for use for teaching handwriting. In this form of the invention one or more prompt may be included on a card of the like so that the cards can be placed out to create a letter or any line or sequence of prompts to be followed as part of teaching handwriting. The sequence of prompts can then be tracked as previously described. [00168] The diagrams are illustrative of the order and manner in which the method may be undertaken. The order of some of the steps may be readily reordered. For example, the teaching of the prompts may occur first, or during the tracking. specPA2037111amend12 43 The tracker may be provided to the person at any suitable time during the teaching. [00169] The inventor has developed a sophisticated, multi-faceted teaching method and tracking tool invention that is easy to teach and learn, but teaches the exact, correct movements of handwriting. The manner of the teaching can be varied so as to be incorporated into fun exercises such as storytelling and other play based activities. [001701 It will be apparent to a person skilled in the art that changes may be made to the embodiments disclosed herein without departing from the spirit and scope of the invention, in its various aspects. INDUSTRIAL APPLICABILITY [00171]The tracking tool, in each or any of its various forms can readily be manufactured and sold through retail outlets, as can the floor mats, cards or other medium bearing the sequence of prompts according of the invention. It is envisioned that schools, parents and other learning centres will be keen to purchase the mats, cards and other medium bearing the sequence of prompts as well as the trackers in their various forms to enable easier and better teaching of handwriting through use of the method of the invention. specPA2037111amend12 44 REFERENCE SIGNS LIST: 10 Tracker (embodiment 1) 42a-42o Cards 12 Wheel 44 Pencil 14 Body part left (sand) 45 Hand 45a Index finger 45b thumb 15 Body part right (water) 46 Paintbrush 16 Handle left of 14 47 Handle of paintbrush 18 Handle right of 15 48 Grip 19 Stopper 20 Throttle 50a Tracker (brush) 21 Throttle cable 50b Tracker (pencil) 21a End cable (throttle) 21b Throttle cable bar 22 Water activation button 51 Brush of paintbrush 23 Battery 52 Aperture 53 Area for index finger 53a Area for thumb 24 Wires 54 Tip of brush 51 25a Water suction pipe 25b Spring pressure valve 25c Water outlet pipe 26 Decorative plate 55 Reaching traffic light man 27 Person 56 Hanging traffic light man 28 Starting star 57 Sitting traffic light man 29 Floor mat 1 58 Educational Aid 30 Green circles 59 red light 32 Yellow circles 60 Yellow light 34 Red circles 61 green light 36 Stop dot 62 Switches 37 Floor mat 2 64 Body 37a Floor mat 3 66 Shelves 37b Floor mat 4 68 Base 37c Floor mat 5 70 Rollers 38 The lift prompt 40 Drop rocket 41 Drop and Stop specPA2037111amend12

Claims (20)

1. A method of teaching handwriting to a person, the method including: a) providing the person with a tracking tool; b) providing the person with a sequence of graphically represented prompts including a colour sequence of at least three colours, a first colour at the start, a second colour in the middle and a third colour at the end, a plurality of different prompts being included, including a start prompt including the first colour, a stop prompt including the third colour and one or more prompts between the start prompt and the stop prompt including the second colour; c) teaching the person the instruction each prompts denotes, each prompt denoting an instruction mimicking an action taken during handwriting, and the teaching including teaching the person to start tracking at the start prompt and follow the colour sequence through the prompts including the first colour, followed by the prompts including the second colour and then the prompts including the third colour until the stop prompt is reached; d) tracking with the tracking tool from one prompt of the sequence to another prompt in accordance with the taught instructions, to produce a visible line with the tracking tool; and e) repeating steps b)-d) for different sequences of prompts to produce different visible lines, to teach handwriting such that once the prompts have been taught visible lines can be drawn by the person without the need for additional instructions

2. The method of claim 1, wherein the tracking tool is adapted for use on the floor and the tracking tool includes means to leave a trail of a flowable material. specPA2037111amend12 46

3. The method according to of claim 2, wherein the tracking tool includes a means for causing release of the flowable material from a reservoir and for causing the flow of flowable material to cease.

4. The method according to claim 3, wherein one or more stopper means is included to retain the flowable material in the tracker when not tracking and the release means is activated when tracking to cause the stopper means to open and the flowable material to leave the tracker in a visible line and when the release means is deactivated the stopper means is caused to close the flow of flowable material ceases..

5. The method of claim 4, wherein the release means is a throttle for moving the stopper means between a first position where flowable material is allowed to flow and a second position where flowable material is prevented from flowing and the throttle is attached to a throttle cable and activation of the throttle causes the throttle cable to move the stopper means to an open position and reactivation of the throttle causes the throttle cable to return the stopper means to a closed position.

6. The method of claim 5, wherein the throttle cable is shortened on activation of the throttle and lengthened on deactivation of the throttle and the shortening of the throttle cable causes the stopper means to be moved away so as to no longer retain the flowable material within the body and the lengthening of the throttle cable cause the stopper means to prevent flowable material leaving the body.

7. The method of claim 6, wherein a spring means is included to bias the stopper means closed unless the throttle is activated.

8. The method of claim 3, wherein the release means can cause pumping of flowable material and the release means is a button which completes an specPA2037111amend12 47 electrical circuit with a battery to activate a pump to pump flowable material from the reservoir to leave the tracker in a visible line.

9. The method of claim 8, wherein a directing part is included attached to the pump to receive flowable material from the pump to direct the flowable material to create a visible line when tracking.

10. The method according of to any one of claims 1 to 9, wherein the tracking tool can contain two different types of flowable material, the tracker including a two part body, one part for containing one flowable material and the other part for containing another flowable material and one flowable material is sand and the other flowable material is water.

11. The method according to any one of claims 1 to 10, wherein the tracking tool includes a grip means the grip means being adapted to assist the person to make the correct finger hold as if holding a writing instrument and the grip means encourages use of the dynamic tripod grip.

12. The method according any one of claims 1 to 11 wherein, the sequence of prompts is provided on any suitable means chosen from the following: a chart; a card; a floor mat; an electronic display; a touch screen display; a tablet computer; a mobile phone; or the like.

13. The method according any one of claims 1 to 12 wherein, one or more card is provided containing a sequence of graphically represented prompts and the or each card provides a sequence of graphically represented prompts which when tracked creates a visible line of a letter of the alphabet.

14. The method according any one of claims 1 to 13 wherein, one or more additional prompts, not part of the sequence, are provided, that also denote instructions to the person to denote the nature of the letter to be written. specPA2037111amend12 48

15. The method of claim 14 wherein, the additional prompt is one or more additional prompt chosen from the following group: a hanging prompt to indicate that the letter to be written includes a part that hangs down; and or a reaching prompt to indicate that at least part of the letter has a part that extends upward; or a sitting prompt to indicate that there are no hanging or reaching parts to the letter to be written.

16. The method according any one of claims 1 to 15 wherein, the first colour and second colour are different shades of the same colour

17. The method according to any one of claims 1 to 15, wherein, the coloured sequence is a "traffic light" sequence, of green, yellow and red, prompts of green denote the start and beginning section of a line to be tracked, prompts of yellow denote the middle section of a line to be tracked following a green prompt and red prompts, following the yellow prompts, denote the end of the line to be tracked and the person is taught to find the green prompt and to track with the tracking tool following from one green prompt to another green prompt to form a line and at the end of the green prompts to track to a yellow prompt and from one yellow prompt to another with the tracking tool until the end of the yellow prompts is reached and from the yellow prompt to a red prompt and from red prompt to red prompt to the end of the red prompts and tracking of the line.

18. The method according any one of claim 1 to 17 wherein, a drop prompt is included to denote that the tracking tool should be put down to start tracking.

19. The method according any one of claims 1 to 18 wherein, a lift prompt is included to denote that the tracking tool should be lifted up or stopped from tracking. specPA2037111amend12 49

20. The method of claim 19 wherein, the lift prompt is included with a yellow prompt or red prompt and or the drop prompt is included with a yellow prompt or red prompt. Dated this day 22 December 2011 Helen Mary Ruddy By her Patent Attorney TJ IP Patents, Trade Marks & Designs specPA2037111amend12