The curriculum for pupils with PMLD reflects the cross curricular and multidisciplinary nature of the work that we do. The curriculum is divided into three strands within which all of our sessions are embedded. The three strands of the curriculum are: Sensory exploration, Physical exploration and Communication.

We have an interactive, consistent and repetitive approach. This is reflected in the time table which incorporates the use of daily cues, rhythmic intention, the principles of conductive education and intensive interaction.

Highly structured and fully modified class programmes are provided by an integrated team of teaching staff, therapists and learning support workers. The focus is very much a β€˜needs’ led programme with an emphasis on multi-sensory approaches and experiences. Tasks are structured carefully in order that they are relevant and purposeful for each pupil to maximise motivation and enable learners to make sense of the world around them.

The complexity of our children highlights the need for a high level of therapeutic input . The Speech and Language Therapy team provide input in relation to alternate communication methods such as switch access, use of photographs, symbols, signs and daily cues. Physiotherapy (NHS) and Occupational Therapy teams work together to deliver programmes include both passive stretching sessions in class, individual and whole group movement programmes which aim to maximise purposeful movement within a set of motivational tasks that are verbal, aural and physically stimulating.

Due to the complex needs of our pupils we ensure that what we teach is fit for purpose. Therefore, all teaching must be meaningful to the needs of our PMLD pupils with curriculum content carefully selected in order to provide relevance, coherence and breadth and delivered at a suitable and appropriate pace. Needs led multi-sensory teaching and learning is utilised throughout which aims to provide a wealth of varied sensory experiences for our pupils within an active learning environment thus enabling them to:

  • be provided with motivation to reach outside themselves
  • develop preferences
  • develop anticipatory skills
  • develop early concepts e.g. object permanence
  • begin to gain an early awareness of conceptual elements
  • develop tactual skills – as hearing and vision may be fragmented for our pupils tactual learning can be used as a connecting strategy. Through hand skills pupils learn to reach, hold, manipulate and explore with either hand or both hands together.

A three year rolling programme has been devised for the PMLD cohort which will be differentiated depending on the class group learning needs. The rolling programme provides teachers with a framework for planning what is to be taught within their class group. An element of flexibility exists whereby what is taught can be modified in order to meet the individual needs of the pupils. This may include covering a specific topic but differentiating the topic content and the pace in which it is delivered in order that it is appropriate for individual pupils.

Please click on these links for further information:

The Engagement Model