Curriculum Pathways

expanders

expanders

  • Streams Pathway

    For learners with complex learning needs who require high levels of support.

     

    Core Purpose

    This pathway focuses on early developmental skills rather than traditional academic outcomes. The emphasis is on engagement, sensory regulation, communication, and building the foundations for interaction and learning.

     

    Key Features
    • Sensory‑based curriculum Activities are designed around sensory exploration, cause‑and‑effect experiences, and regulation strategies.
    • Intensive communication support Use of AAC (e.g., symbols, objects of reference, communication apps), co‑regulation, and highly structured routines.
    • Highly personalised learning Goals are based on individual EHCP outcomes, therapy plans, and developmental profiles.
    • Holistic, multidisciplinary approach Close collaboration with speech therapists, occupational therapists, and other professionals.
    • Focus on engagement and wellbeing Learning is measured through levels of engagement, responsiveness, and participation rather than academic attainment.

     

     Skill Areas
    • Sensory processing and regulation
    • Early communication and interaction
    • Motor development
    • Emotional regulation
    • Building tolerance for routines and transitions

     

    Intended Outcomes
    • Improved self‑regulation
    • Increased ability to communicate needs and preferences
    • Greater engagement with people and the environment
    • Foundations for functional learning

  • Rivers Pathway

    For learners with moderate learning needs who benefit from structure and can engage in adapted academic and functional learning.

     

    Core Purpose

    This pathway blends functional academics with life‑skills development. It supports learners who can access elements of traditional subject based learning and problem‑solving at a lower stage than their chronological age, when presented in a highly structured, scaffolded way.

     

    Key Characteristics
    • Structured teaching approaches Visual schedules, task systems, high level of modelling and scaffolding by teaching staff and predictable routines.
    • Functional academics Development of functional literacy and numeracy, e.g. reading signs, using money, following recipes, measuring ingredients, and understanding time.
    • Communication and social development learning through social stories, role‑play, real life experiences and explicit teaching of interaction skills.
    • Life‑skills integration Cooking, personal care, community access, and basic vocational tasks.
    • Flexible grouping  Learners work 1:1, in small groups, or independently depending on the task.

     

    Skill Areas
    • Functional literacy and numeracy
    • Social communication
    • Problem‑solving
    • Functional life skills
    • Emotional regulation

     

    Outcomes
    • Ability to apply academic skills in everyday contexts
    • Increased independence in personal and community settings
    • Improved communication and social understanding
    • Readiness for vocational or formal learning pathways

  • Oceans Pathway

    For learners with mild learning needs who can access a more traditional academic or vocational curriculum.

    Purpose

    This pathway prepares learners for accreditation, further education, employment, and independent living. It maintains academic expectations while embedding autism‑friendly supports.

    Key Characteristics
    • Accredited learning Entry Level Certificates, Functional Skills up to L2, ASDAN programmes, or equivalent.
    • Vocational preparation Work placements, enterprise projects, job‑readiness training, and sector‑specific skills (e.g., horticulture, hospitality, digital skills).
    • Executive functioning support Visual planners, task breakdowns, organisational coaching, and structured independence.
    • Social and emotional learning Self‑advocacy, workplace behaviour, community participation, and personal safety.
    • Flexible pathways Learners may specialise in areas aligned with their strengths and interests.

     

    Core Skill Areas
    • Functional Maths and English
    • Workplace communication
    • Independent travel and community navigation
    • Vocational competencies
    • Self‑advocacy

     

    Outcomes
    • Achievement of recognised qualifications
    • Transition to college, supported internships, apprenticeships or employment
    • Increased independence and confidence
    • Meaningful participation in community life