Objectives
 consider the purposes of assessment
 become familiar with the updated Quest for
learning assessment file
 use the Quest DVD to support judgements
about learners with PMLD
 consider key points for working with pupils
with PMLD
Purposes of Assessment
Purposes of Assessment
 Do you assess and how often?
 What assessment practices are you using?
 How are you recording assessment?
 How do you report progress to parents?
 How do you use assessment to inform future
planning?
Purposes of Assessment
 monitor pupils’
understanding
 provide information about
pupils’ achievements
 enable you to evaluate and
improve educational
provision
 inform future planning
 improve teaching and
learning opportunities
Quest for learning

launched in 2007 for learners
aged 3 – 19 years with PMLD

developed by teachers for
teachers

non-statutory assessment
materials and guidance

extensive training programme
provided for special schools

online recording format
developed and widely used

available for download at
www.nicurriculum.org.uk
The Principles of Quest
Quest for learning:

considers the complex interaction between the sensory impairments,
motor disabilities, medical problems and cognitive processing
difficulties the learner experiences;

takes a holistic view of learners by:
 focusing on how they learn; and
 acknowledging their different abilities and achievements

takes account of learners’ preferred sensory and learning channels and
their ways of processing information;

focuses on the early communication, cognitive and sensory skills that
are the foundation of all future learning and crucial to an improved
quality of life;
The Principles of Quest

supports the development of learner-centred approaches and the focus
on emotional well-being from the Foundation Stage through to Key
Stage 4;

celebrates the different abilities of learners with the most complex
needs (it does not try to fit them into an existing framework that was
not developed with their needs in mind);

recognises interactions in new settings and situations as valid progress,
similar to the learners’ development of new skills;

is aware of atypical patterns of PMLD development that impact on:





how new information and stimuli are processed;
how new experiences are accommodated into existing schemes;
learners’ approaches to problem-solving situations; and
their ability to form attachments and interact socially; and
recognises external environmental factors/family circumstances
An Assessment Continuum
 Quest (PMLD)
Important to remember that Quest is an
assessment tool and not the curriculum.
It is the beginning of a continuum of assessment
tracking progress of learners from the very
earliest stages of cognitive development through
to post 16 mainstream
Content
Quest for Learning in Practice
Assessment
Quest for learning focuses on key learning
priorities:
 early cognitive development
 social interaction
 communication underpins and is integral to both key learning
priorities
Assessment: Quest map
 Arranged into 43 milestones
Green – key milestones that learners
pass through in sequence
Key milestones (p. 21)
 Blue – social interaction
 Yellow – cognitive development
 Learners do not need to visit every
milestone or visit milestones in
sequence.
 Many different pathways are possible
Quest map (p. 17)
Quest map examples (p. 19)
Assessment Maps
The Quest assessment
maps provide:
 details of the
milestones
 assessment activities
 assessment outcomes
 reinforcement and
extension strategies
Assessment Maps
How to Use the Maps (p.24)
1. Make sure you are familiar with the seven
key milestones (green).
2. Focus on a learner and identify a key
milestone.
3. Check which is the next milestone. If beyond
learner’s ability assume learner is working
between two key milestones.
4. Refer to the milestones in between key
milestones and select starting point.
5. Set up appropriate assessment activities.
6. Record observations.
Progress & Evidence
Gathering Evidence
 Observations
 Quest online
 Multimedia
 Record keeping
 IEPs
 monitoring records
 Photographs
Assessing Using Quest
Watch each of the following videos carefully
and consider:
 What is the purpose and direction of the
activity?
 What milestone do you think the pupil is
working at?
 What observations would you make?
 How would you plan for pupil progress?
 How would you report progress to parents?
Video 1
Video unavailable due to copyright issues.
During staff training it is more
meaningful to use a video from your own
school.
Video 2
Video unavailable due to copyright issues.
During staff training it is more
meaningful to use a video from your own
school.
Video 3
Video unavailable due to copyright issues.
During staff training it is more
meaningful to use a video from your own
school.
Quest Online
Why go on-line with Quest?
A living record of the pupils learning,
experiences and encounters that can travel
with them through school.
An easy reference to see pupils best learning
environments. Activities recorded, previous
skills that may have been lost, gradual
progress that is being made or a skill retained
over the years.
A genuine reflection of a genuine learner.
Individuality
 Quest allows the
skills and learning
of our very
special learners to
be acknowledged
INDIVIDUALLY.
 Each map
highlights the
diversity of our
pupils abilities
Essential Addresses
 www.nicurriculum.or.uk click Inclusion & SEN
and then click Profound and Multiple Learning
Difficulties
Online address to access maps
 sdoran@ccea.org.uk
Stephanie (programme designer) can solve
technical problems
 hmiskelly@ccea.org.uk
Oversees the Quest project and can organise
training and information
Accessing on-line
www.nicurriculum.org.uk
Click Profound & Multiple LD
Enter name & password – case
sensitive
Home Page
Where to begin….
Users - Add Teachers
Allocate Classes
Add Students
View Students
Exploring the milestones
Quest Map – Criteria etc…
Get Mapping
Watch Video & Assess
Milestone
Current
Focus
Description
Evaluation
Video 4
Video unavailable due to copyright issues.
During staff training it is more
meaningful to use a video from your own
school.
 What can we tell from watching the video?
 Response to obvious stimulus
 Consistency of response
 Anticipation
 Objection to the end of an activity
 Where could we go from here?
 Look for these positive responses in other activities –
generalising this skill
 Wait, to encourage ‘asking for more’.
Questions & feedback so far
Content
General Guidance
General Guidance
Advice and
suggestions for:
 creating an
effective learning
environment
 communication
 intensive
interaction
strategies
 teaching strategies
Key Points to Remember
Waiting Time/ Pausing
 take into account learners’ processing
difficulties
 build ‘pauses’ into familiar routines and
activities
 if giving verbal commands remember the 10
second rule
 give short, simple instruction
 allow pupil time to respond (10 seconds)
 if pupil does not respond, repeat instruction using same
words, same tone and same tempo
 allow further processing time
 support with prompting if necessary
Key Points to Remember
Intensive Interaction
 touch, rock or hold the learner
 have a conversation at the learner’s level of
understanding
 use games and routines
 watch for signs of interest or enjoyment
 imitate and join in with facial expressions and
noises
 follow the learner’s pace
 take turns
Key Points to Remember
Prompt or Cues
 can use natural cues to increase
awareness
 pair cues with key words
 use cues that corresponds with
learners’ cognitive development
 use co-active signs if appropriate
 must have a clear purpose and be
meaningful to the learner
 objects of reference to
symbolise a routine or activity
Curriculum Planning and Quest
Assessment
Starting to Plan
Things to consider when starting to plan
for your pupils
•
the individuality of each child and
class!
•
the statutory requirements and
other recommendations of the NI
Curriculum.
•
the learning, teaching and
assessment cycle.
•
your school policy on planning,
assessment, recordkeeping etc.
•
school policies and practices on child
protection, manual handling, medical
needs etc.
“Understanding the Foundation Stage” CCEA 2006
planning:
long/medium/
short/ IEPs
Assessment of
Learning (Quest)
evaluate IEP
targets
NI Curriculum
learning activity
or learning
opportunities:
group or
individual
work
Planning & Assessing for All
Consider 3 different learners who are all at different stages of
development and differentiate planning accordingly:
 Learner A working between Key Milestone 1 and Key
Milestone 9
 Learner B working between Key Milestone 26 and Key
Milestone 34.
 Learner C working between Key Milestone 36 and Key
Milestone 43.
All being taught the same topic with differentiated planning.
All assessed using Quest for learning.
us
or
ht
Long Term Planning
PMLD Classes – Long Term Planner
Term
Autumn 1
Spring 1
Topics
Autumn
Cross Curricular
Skills
All about Me
Communication



Spring 1
Spring 2
Our School
Whole curriculum
skills and
capabilities
Autumn 2
Using
Mathematics
Using ICT
My Family
&
Thinking Skills and
Personal
Friends
Capabilities
(1)Thinking, Problem
Solving and Decision
Making
(2) Self Management
(3) Working with
Others
People who help us
Christmas and/ or
Festivals of Light
All about Me
My Family &
Friends
Animals or Pets
At the Farm
Spring 2
Summer
Summer
Animals or Pets
At the Farm
The Sea
Holidays
At the Seaside
The Sea
Holidays
At the Seaside
Medium Term Planning
The Arts & Sensory
Religion Education & PSE
Physical Development and Movement
NI Curriculum allows flexibility to take into
account pupils’ individual experiences and
personal interests in order to provide
stimulating and familiar
learning experiences.
Pets
Art – Pet Pictures (Colour Magic) & i pad apps
Paw prints/Sponge prints
Other animal textures and patterns
Music – Recognise and anticipate animal sounds and
songs, “How much is that doggy” .…”Old
McDonald”….
The World Around Us – Interdependence &
Movement & Energy
Assemblies – Pets (a visit from the vet ?)
Story of Creation, Noah’s Ark
Prayers for animals and those who work with them
Appropriate hymns and children’s choruses
– All things bright and beautiful
INDIVIDUAL PROGRAMMES
Behaviour and Self Control
Care of Living Things
PDMU
(Dogs)
o
Form positive relationships with adults/
animals: tolerate different social activities
Focus attention and develop concentration
Develop ways of expressing how they feel
Develop ways of identifying their likes
and dislikes
Even though the topic is ‘Pets’ we could focus
on ‘Dogs’ based on information we know about
pupils e.g. pets at home.

show curiosity about living things
Language & Literacy
Listening, attending and responding to –
 Sensory Story – Do your ears hang low?
 Interacting with others in the class
Developing phonological awareness by Responding to a steady beat in animal songs an
rhymes
 Identifying words and phrases, rhymes
Developing social use of language and introduce/
extend recognised vocabulary –
 Observing modelled behaviours
 Understanding non-verbal signs
Mathematics and Numeracy
Shape & Space
 Experience positional words “sit”, “lie down”
Money
 shopping in the pet shop
Measures
 significant times on the clock
Continue to
 develop object permanence
 sequencing
 memory
o
o
o
Play and Sensory
- Supervised visits from real dogs
- Animal sounds tapes/cds
- Toy dogs/animals
- The Vet’s Corner
- Play items for sand/ water
Switch It Programmes
ICT- Projector Wheels
Nintendogs
Ipad apps – Talking Ben the Dog
ICT –
Group lesson for pupils with
PMLD
Preparation: Photos of pupils’ dogs
Future Activities:
Tactile – wet nose
Warm up activity:
 Mechanical moving dog
 Pupils’ encouraged to feel fur
Development:
 Photos of pupils’ dogs on whiteboard/
touch-screen plasma
 Cause and effect – press switch or
touch screen to move to next picture
Conclusion:
 Song –One man and his dog
rough tongue
sharp claws
tail
water
Smell -
dog food
dog biscuits
ICT -
talking notebook
Music -
Clifford the big red dog
theme tune
B.I.N.G.O.
How much is that doggy
in the window?
Do your ears hang low?
Learner A
This pupil is working between Key Milestone 1 and Key Milestone 9.
Previous assessment:
• He notices stimuli (Key Milestone 1).
• He responds to a very obvious stimuli (Milestone 3).
Current Focus:
• To develop response to a range of stimuli (Milestone 6). These will be
tactile, visual and auditory.
IEP target:
• To encounter a range and variety of stimuli.
Context: touch fur, look at photos of pupils’ dogs, listen to songs
Learner B
This pupil is working between Key Milestone 26 and Key Milestone 34.
Previous assessment:
 Achieved contingency awareness (Key Milestone 26).
 Can communicate ‘more’ (Milestone 28)
Current Focus:
 Repeats an action when the first attempt is unsuccessful (Milestone
31).
IEP target:
 To use a palmer grip to pull a lever switch.
Context: to change pictures of pupils’ dogs on a plasma screen
Learner B (responses)
Learner C
This pupil is working between Key Milestone 36 and Key Milestone 43.
Previous assessment:
 Selects from two or more items (Key Milestone 36).
 Communicates choice to an attentive adult (Milestone 37).
Current Focus:
 Express items for items not present via symbolic means (Milestone 41).
IEP target:
 To communicate choice through picture representation
Context: photograph of mechanical dog or CD player (both out of sight)
Assessment
 Share targets with classroom assistants
 Assessment maps e.g. be familiar with
assessment outcomes
 Observation notes e.g. use post it notes,
monthly diary sheets, involve whole class
team/ therapists
 Gather evidence e.g. photographs, video clips,
samples of work
 Evaluate IEP targets
If target not achieved consider reinforcement and
extension strategies
 If target achieved start to plan for pupil progress

The Way Forward
 More guidance materials
 DVD
 Support for schools
 Support each other within schools
 Minor improvements on Quest online
 Prerequisite Skills (Q Skills)
Questions or Comments