CLDD Curriculum Pathway
Kingsland Curriculum for Children with CLDD /PMLD September 2014
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
At Kingsland School teaching and learning of CLDD pupils relies on the following essential features:
The programmes of Learning
At Kingsland School the CLDD curriculum is divided into 5 Programmes of Learning:
A breakdown of the aims in the 5 Programmes of Learning…….....
Communication & Language
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
1. Confidence and self-belief
2. Building effective relationships
3. Belonging to our community
4. Self-care awareness and skills
Cognition and Thinking
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
(Orientation, Motor and Mobility)
1. Developing and maintaining control and mobility
2. Enjoying physical activity
3. Practising a Healthy Lifestyle
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
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
Pupils are base lined using ‘Quest for Learning’ (Council for Curriculum, Examinations and Assessment, Northern Ireland Curriculum, 2006)
Quest for Learning (QfL)
The Format of Quest for Learning
Focuses on the key learning priorities:
Communication underpins and is integral to both key learning priorities
Quest for Learning uses Key Milestones
Quest Assessment Maps
Quest assessment maps cover all 43 developmental milestones and provide supporting material.
Quest Maps are used to:
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:
The baseline assessment then enables teachers to develop Individual Learning Plans (ILPs)
Initially pupils will have ILPs for the four areas:
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.
Songs for Interaction
Physiotherapy and movement programmes
Daily living: break time, dinner time, personal care
Pupils’ learning is supported by the use of
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
The students’ next steps are formulated by using the broad evidence of learning.
- ‘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).