For students with complex, profound and multiple learning difficulties to:

  • increase awareness of their learning intention

  • increase awareness of their next learning step

  • show  interest and curiosity in their learning

  • experience some ownership over their learning
  • generalise their learning

"Personalisation in learning is about ensuring that the curriculum is adapted to fit the child and not the child adapted to fit the curriculum". (Imray & Hinchcliffe, p45). Personalised learning is about spending quality time on things that really matter for each student.
"Assessment tools are chosen that are fit for purpose. Assessment informs planning and planning starts from the basis of needs, interests, aptitudes and the achievements of the learners’"(SCAA, 1996). Assessment should celebrate the different abilities of learners with the most complex needs, rather than trying to fit them into an existing framework not developed with these needs in mind ..."Providing equal opportunities is about meeting individual needs - not treating everybody the same way".  (WAG, 2006, p.3).

In order to enhance the relevance of new learning planning needs to be integrated and meaningful.


"Learners will not be able to make sense of a fragmented curriculum, divided somewhat arbitrarily into subject  categories.  Tasks must be relevant and purposeful to maximise motivation to help learners make sense of the world around them.  Curriculum experiences need to be carefully mediated as unco-ordinated approaches, particularly those using different sensory pathways, can lead to a range of experiences that carry little meaning for the learner". (WAG, 2006, p.11).

"Teaching and learning for those with PMLD will probably mainly be processed - based and the successful teaching of specific skills will always need to be contextualised". (Imray & Hinchcliffe, p.34)

Effective practice ensures:

  • Use of a range of relevant assessment tools, e.g. P-Levels; B Squared; CRSSAC Expanded Frameworks; Quest for Learning; Routes for Learning; Key Competency Pathway; Affective Communication Assessment, Narrative Assessment are used effectively

  • Structured, comprehensive data collection; use of video and photos

  • SCRUFFY (Student-led, Creative, Relevant, Unspecified, Fun, For youngsters) Targets (Lacey, 1996)

  • Personalised learning

  • Students are given structured opportunities to develop experiences (sensory stimulus; objects; within stories/drama) - repetition with variety

  • Process based teaching, including establishing order, structure, routine and certainty

  • Kinesthetic learning (the learner is an essential part of the physical activity)