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PMLD Curriculum Overview

PMLD Curriculum and Assessment




The PMLD Curriculum at Welcombe Hills has been adapted from the ‘Profound Education Curriculum’ from the ‘School for Profound Education’.  The document also includes elements from Castle Woods School PMLD curriculum, Whitefields School and Centre PMLD resources, Routes for Learning and the Huddersfield Functional Index from Winstrada Awards for Rebound Therapy.  The curriculum encompasses the following areas:


  • Sensory Cognitive Skills
  • Communication Skills
  • Social Skills
  • Motor Skills
  • Life Skills





Classes follow the termly topics from the relevant Key Stage Long Term Plan, creating sensory activities linked to the topic.  The lesson objectives will be largely taken from the PMLD curriculum document, with some linked to additional IEP or relevant pupil specific targets (e.g. a physiotherapy programme). 


Lessons may fall broadly under one subject area but will probably include elements from other areas in addition to the main focus, e.g. a story session could fall under the main subject area of Communication Skills but may also include the pupils working on bench sitting (Motor Skills), interacting with a peer (Social Skills) and visual tracking (Sensory Cognitive Skills).


PMLD Curriculum is taught through activities such as the Sensology workout, massage stories, dance massage, TacPac, resonance board work, parachute activities, object exploration and object permanence, and use of technologies such as iPads, floor projectors, switches and eye gaze. 





The curriculum is assessed on a daily/ ongoing basis using lesson record sheets.  Targets are assessed as one of the following:


W –     Working towards

E –      Emerging skills

A –      Achieving in specific contexts

G –      Generalised


Class teachers input data into a spread sheet at the end of each term and progress is monitored during termly pupil progress meetings.



Arts Department:


Planning and assessment for art, music and drama now incorporates the PMLD curriculum.  Class teachers provide the arts department with objectives currently being worked on from the Sensory Cognitive and Communication areas of the curriculum for each pupil at the start of term.  Progress made on these objectives are fed back to the class teachers towards the end of the term, the class teachers then include these when updating pupils’ assessments.