A problem-solving and thinking curriculum for pupils with severe learning difficulties

In a conventional mainstream curriculum model, cognition (thinking and understanding), problem solving (acting upon understanding) and even metacognition (thinking about thinking) would be placed within the general framework and context of everyday lessons. In good and outstanding schools much thought is put into strategies such as Bloom’s Taxonomy (of learning objectives) (Bloom et al., 1956) so the pupil is constantly steered towards deep and meaningful learning, as opposed to a shallow and superficial memory for facts.