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Kingsland Primary School

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CLDD Curriculum

Kingsland Curriculum for Children with CLDD /PMLD September 2014

 

Rationale:

At Kingsland School our pupil attainments span the full range covered by P scales and into National Curriculum level 1. By implementing and designing our own Curriculum Framework we want to ensure that our pupils can access a curriculum that is inclusive, accessible and relevant for them. The challenge to scrutinise our curriculum for CLDD/PMLD pupils was driven by current practice and a desire to meet individual educational needs even more effectively. We felt that clarification of the rationale behind our practice, the formalisation of its structure and the content of our curriculum, will improve our teaching and pupils’ learning. This document focusses on curriculum content, delivery and assessment for pupils at the “Developmental Level’. The CLDD curriculum is a ‘work in progress’.

 

Definitions – What do we mean by PMLD/CLDD?

 

Pupils who are learning at a ‘Developmental Level’ experience significant barriers to their learning. They have profound and multiple learning difficulties and additional impairments which can challenge their learning due to their    

  • sensory abilities    
  • physical abilities    
  • communication    
  • behaviour    
  • significant health care

 

Educational Needs

 

  • Pupils require a high level of multiagency adult support, both for their learning needs and also for their personal care.
  • They are likely to need sensory stimulation, and a curriculum broken down into very small steps.  
  • Their attainments are likely to remain in the early P scale range throughout school.
  • a high level of special resources
  • Therefore we recognise that this group of pupils have conditions that co-exist and require highly individual learning pathways
  • Our individualised curriculum is constructed from an in depth understanding of each pupil.
  • Although the CLDD curriculum document focuses on students whose attainment is P1-P4, it is also relevant for those working at P5 and above who have complex needs.

 

Curriculum Requirements

 

At Kingsland School teaching and learning of CLDD pupils relies on the following essential features:

  • Individuality
  • Motivation
  • Delivery
  • Partnerships Quality

 

The programmes of Learning

 

At Kingsland School the CLDD curriculum is divided into 5 Programmes of Learning:

  • Communication and Language
  • Social and Emotional
  • Cognition and Thinking
  • Orientation, motor and ,mobility (Physical)
  • Expressive Arts

 

A breakdown of the aims in the 5 Programmes of Learning…….....

 

Communication & Language

 

Developmental Steps

1. Gaze

2. Imitation

3. Turn-taking/social interaction

4. Social organisation/social skills

5. Receptive language

6. Expressive language

7. Emergent reading

8. Emergent writing

 

Social and Emotional

 

Developmental steps.

1. Confidence and self-belief

2. Building effective relationships

3. Belonging to our community

4. Self-care awareness and skills

 

Cognition and Thinking

 

Developmental Steps

1. Develop Awareness

2. Develop Exploration

3. Develop Control

4. Develop sense of Time, Sequence and Pattern

5. Develop sense of self in different environments

 

Physical

 

(Orientation, Motor and Mobility)

 

Developmental Steps

1. Developing and maintaining control and mobility

2. Enjoying physical activity

3. Practising a Healthy Lifestyle

 

Expressive Arts

 

Creating art and design

 

1. Explore creative materials

2. Create an ‘end product’ through interactions with an adult

3. Use a range of tools and media to create different effects

 

Enjoying music

 

1. Listen and respond to music

2. Interact with an adult via music

3. Share the experience of making music as part of a group

4. Use music for self-occupation

 

Responding to dance and drama

 

1. Experience dance and drama productions

2. Interact with others via drama and dance

 

Baseline Assessment
 

Pupils are base lined using ‘Quest for Learning’ (Council for Curriculum, Examinations and Assessment, Northern Ireland Curriculum, 2006)
www.nicurriculum.org.uk/inclusion_and_sen/assessment/pmld.asp


Quest for Learning (QfL)
 
  • Considers the complex interaction between sensory impairments, motor disabilities, medical problems and cognitive processing difficulties the child experiences.
  • Takes a holistic view of learners by focusing on how they learn.
  • Takes account of preferred sensory and learning channels and individual ways of processing information.
  • Focuses on the early communication, cognitive and sensory skills that are the foundation of all future learning.
  • Supports learner-centred approaches and the focus on emotional well-being.
  • Celebrates the different abilities of learners with the most complex needs.
  • Recognises interactions in new settings and situations as valid progress
  The Format of Quest for Learning
 

Focuses on the key learning priorities:

  • Early cognitive development; and
  • Social interaction

Communication underpins and is integral to both key learning priorities

 

Quest for Learning uses Key Milestones

 

  • Key Milestones are major junctions in early development.
  • Each key milestone is a stage of development that the learner should reach before moving on to the next.
  • Not all learners develop in the same way. They may take different routes to reach a key milestone.

 

Quest Assessment Maps

 

Quest assessment maps cover all 43 developmental milestones and provide supporting material.

 

  • Assessment activities – supports you in seeking evidence of learner’s skills, knowledge and understanding. Helps you to focus on priorities for future learning, based on current level of understanding.
  • Assessment outcomes – things to look for when assessing. Helps pinpoint variations in their performance.
  • Reinforcement and extension strategies – ideas and suggestions that you can incorporate into planning

Quest Maps are used to:

  • Identify a key milestone within the learner’s capability
  • check whether the next milestone is beyond the learner’s ability. If so, it is reasonable to assume the learner is working between these two key milestones.
  • Look at the milestones in between the two green key milestones and choose a starting point.
  • Set up appropriate assessment activities to check your judgement.

 

Quest for Learning is an assessment tool and NOT the curriculum

 

Assessment for learning (formative assessment) takes place during learning, working with the learner to identify what the next steps should be.

The curriculum is the vehicle that teachers use to provide opportunities for their learners to:

  • Acquire, practise and develop skills, and
  • Meet the targets specified in their Individual Learning Plans.
  The baseline assessment then enables teachers to develop Individual Learning Plans (ILPs)
 

Initially pupils will have ILPs for the four areas:

  • Communication and Language
  • Social and Emotional
  • Cognition and Thinking
  • Physical skills
 

Delivery

ILPs are delivered across the curriculum. Pupils in the CLDD classes follow the theme planning and science planning for their key stage – Key Stage 1, Lower key Stage 2, Upper Key Stage 2.

Programs of Learning

 

Programmes of Learning are taught through different activities, e.g.

Intensive Interaction

Songs for Interaction

Sensory stories

TAC PAC

Resonance board

Swimming

Physiotherapy and movement programmes

Visual programmes

Food technology

Daily living: break time, dinner time, personal care

Exploratory activities

Community visits…….

 

Pupils’ learning is supported by the use of

  • Physical prompts: cues, Body Signing, Object of Reference
  • Visual prompts: cues, symbols
  • Verbal prompts
  • Assistive technology
  • Guidance, support, assistance, supervision

Teaching and learning is delivered at the right pace through all senses.

  Recording and Assessment
 

Pupils’ progress is documented using both linear and lateral assessment

Methods of Recording:

Learning journeys, learning logs, memory books/CDs/video, observation and photo commentary

Planning and assessment files

ILP record sheets

Cumulative ILP target summaries

BSquaredassessment

The students’ next steps are formulated by using the broad evidence of learning.

 

Acknowledgements

 
  • ‘Quest for Learning’ – Northern Ireland Curriculum, guidance and assessment resource
  • ‘Routes for Learning’ :assessment booklet, Learning Wales.
  • Birkett House School CLDD Curriculum – the basis for our curriculum. With particular reference to the BHS CLDD progression tables and Appendices ‘M’ (Quest for Learning and P-scales MAP) and ‘N’ (Developmental Steps – examples).

Kingsland Primary School

Stanley Site

Aberford Road, Stanley, Wakefield, WF3 4BA

01924 828990

Castleford Site

Poplar Avenue, Townville, Castleford, WF10 3QJ

01977 513769
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