Curriculum Implementation
| Explore Pathway | Connect Pathway | Evolve Pathway | |
| Learning focus | Sensory exploration, cause and effect, shared attention and early engagement with people and materials | Developing and transferring routines, concepts and learning through structured interaction and repetition | Extending and applying skills more independently across a range of contexts |
| Communication | Pre-intentional or emerging intentional communication supported through responsive adults (Intensive Interaction) and AAC | Intentional and functional communication using consistent AAC systems, symbols or emerging spoken language | Purposeful, contextual communication with increasing expressive language and independence supported through AAC and interventions such as Lego Therapy |
| Waiting & attention | Very brief moments of focus; learning shaped around regulation, readiness and sensory needs | Increasing tolerance for waiting, turn-taking and adult-led activities with scaffolding and visual support through methods such as Attention Autism and TEACCH | Sustained attention to activities with reduced adult prompting and increasing self-regulation |
| Adult support & resources | High levels of adult support; sensory-rich, highly adapted and individualised resources | Scaffolded adult support; structured routines, visuals and concrete learning resources. | Strategic adult support; reduced visuals and more functional, real-world resources |
| Assessment lens | A focus on engagement, regulation and responsiveness through the Engagement Model; supported by Evidence for Learning | Targeted skill tracking and transferring of knowledge across contexts; supported by Evidence for Learning | Application, independence and generalisation of skills demonstrated across contexts; supported by Evidence for Learning |
