Sensory Curriculum

INTRODUCTIONThe Official DfE definition of pupils with PMLD is: Pupils with profound and multiple learning difficulties have complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairments or severe medical conditions. Pupils require a high level of adult support, both for their learning needs and also for their personal care.

AIMS AND OBJECTIVES – To ensure that pupils are accessing a curriculum that meets their individual and unique needs through a Multi-Sensory Curriculum ‘which puts the senses together to make sense of the world’.  It is a curriculum which aims to encourage and promote learning and development through the stimulation of all the senses.

CONTENT – The primary sensory strand is divided into four equally weighted strands that are each taught every day.  Pupils with PMLD are at very early stages of development and it is more appropriate for them to access a more focused curriculum starting with their individual needs.

My Communication – Pupils work in a total communication environment, where they are developing communication at a pre-formal stage which includes responding, interacting and communicating. This is achieved through the use of routines, sensory stories, and intensive interaction. Each child has a communication profiles outlining individual strategies for communication which may include Makaton signing, objects of reference, Tassels (on body signing) and the use of low tech AAC. Routes for Learning assessment offers a clear focus for learning communication skills by following the skill primarily on the left side of the route map.

My Cognition – Pupils are at an early stage of development and need to explore their environment in order to begin to make sense of the world. They need to experience the same activities many times before they are able to learn from them. Pupils will experience cognition through four areas:  Awareness, Exploration, Control and early problem solving and Sequencing and patterns. Routes for learning assessment offers a clear focus for learning cognition skills by following the skill primarily on the right side of the route map.

Physical  – Pupils with physical impairments require lots of opportunities to move around both with support and freely. They may require a range of equipment to support them such as standing frames, wedges and walkers. The learning is divided into four areas Body awareness through TAC Pac, Rebound Therapy and Massage. Fine Motor through hand massage, grasp and release and manipulation. Gross motor movements through Soft Play, Body awareness and Dance massage. Mobility through Sensory swimming, Indoor mobility, PE and Outdoor mobility on bikes or in their wheelchairs to move over a range of surfaces and to have access to the adventure playground.

Self Help & Independence – This area is divided into 5 areas of learning Eating and Drinking, Dressing and Undressing which is discretely delivered through activities such as swimming and TAC Pac. Pupils with a physical disability are always likely to require support in this area but should have opportunities to show an awareness of being dressed and undressed. Using the toilet –Pupils to show an awareness of being changed. Cleaning teeth –delivered as part of pre-feeding programme. Washing and Showering –Show an awareness of being washed and dried after swimming, pupils are supported to wash hands and face before and after lunch.

 Me and my Community – Weekly trips and visits to local venues, such as Garden centres and Supermarkets, offer opportunities for our pupils to enjoy social interactions with members of the public and gain experience in a variety of social situations.

Sixth form students who require a sensory style of curriculum complete units from ASDAN Personal Progress and are assessed on the Achievement Continuum scale from 1 to 10.

ACCREDITATION ROUTES at sixth form – ASDAN Personal Progress Qualification.



Subject Areas