Blackpool Skills Academy

Extended Curriculum

Five-Strand 39-Week Spiral Curriculum with Stage Progression and NOCN Business Pathway

Life Skills and Careers News, Current Affairs and PSHE Science Business Humanities

Part of our wider academy offer

Personal Development at Blackpool Skills Academy

Our Extended Curriculum works alongside the academy’s wider Personal Development programme. Together, they help students develop confidence, character, relationships, safety awareness, career readiness and the practical knowledge needed for adult life.

Visit our Personal Development page
01

Our curriculum model

A coherent curriculum beyond the core

Five connected subject strands

The Extended Curriculum is delivered through five distinct subjects. Each strand has its own disciplinary knowledge, teaching approach and assessment model while contributing to shared themes including identity, safety, rights, community, work and responsible decision-making.

Careers is woven through Life Skills because it is a personal-development entitlement rather than a separate qualification.

1

Life Skills and Careers

Character, self-management, relationships, careers education, community and independent living.

2

News, Current Affairs and PSHE

Media literacy, relationships, health, citizenship, British Values, safeguarding and informed participation.

3

Science

Biology, chemistry, physics and working scientifically through explanation, modelling, research and data.

4

Business and Customer Service

Business knowledge, professional communication, customer service and an optional NOCN qualification pathway.

5

Humanities

Project-based historical, geographical and civic enquiry organised around meaningful big questions.

02

How learning develops

Shared Spiral Principles

Revisit

Essential themes return across different subjects and terms.

Deepen

Learning moves from recognition and description towards application, analysis, evaluation and leadership.

Apply

Students use knowledge in realistic scenarios, projects, writing, discussion and community contexts.

Personalise

Stages describe the level of demand and independence rather than a student’s age or fixed ability.

Safeguard

Sensitive content is taught through clear ground rules, accurate information and visible support routes.

Respond

Current stories may be selected where they strengthen the intended News and PSHE learning.

03

The learning journey

Progression Through Stages

1

Stage 1

Recognise

Engage with supported examples and identify a safe or appropriate response.

2

Stage 2

Describe

Explain ideas in familiar contexts and contribute with prompts.

3

Stage 3

Apply

Use learning independently and justify choices with relevant evidence.

4

Stage 4

Analyse and Evaluate

Compare perspectives and consequences and adapt responses to complexity.

5

Stage 5

Lead and Influence

Synthesise evidence, mentor, advocate and create positive impact.

04

Explore each subject

Extended Curriculum Subject Plans

Select a subject below to reveal its curriculum content and 39-week learning journey.

01 Life Skills and Careers Character, relationships, career readiness and independent living

Life Skills and Careers

This strand develops the character, careers knowledge, spiritual, moral, social and cultural understanding, and practical habits students need for school, employment, relationships and community life.

Learning moves from self-awareness and personal strengths through pathway exploration, professional behaviour, applications, interviews and practical transition planning.

Assessment includes: Baseline activities, scenario responses, observation, careers portfolio evidence, pathway research, CV and application evidence, interview practice, community action and transition planning.
Week Lesson or Enquiry Core Learning Outcome
Autumn 1 – Self-Awareness, Confidence and Career Identity
1 Who Am I? Life and Career Baseline Identify personal strengths, needs, interests and aspirations and establish starting points for life skills and careers.
2 Confidence, Interests and Values Recognise interests and values and explain how they shape confidence and preferred environments.
3 Strengths, Skills and Resilience Identify transferable skills, evidence strengths through experience and respond constructively to setbacks.
4 Emotional Regulation at School and Work Recognise triggers and select regulation strategies suitable for learning, relationships and workplaces.
5 Barriers, Support and Consequences Identify barriers to progression, select realistic support and connect choices with consequences.
6 Working Preferences and Career Families Identify preferred working conditions and connect strengths and values to different career families.
Autumn 2 – Identity, Choices and Post-16 Pathways
7 Belonging, Identity and Personal Profile Explain how identity shapes choices and summarise interests, strengths and support needs.
8 Peer Influence and Independent Choices Recognise influence and use assertive strategies to make independent and safe choices.
9 Decision-Making and Career Sectors Use a structured decision-making process and recognise roles across major employment sectors.
10 Risk, Reward and Local Opportunities Assess risk proportionately and use local labour-market information to recognise opportunities.
11 Digital Character and Professional Reputation Understand how online choices affect wellbeing, relationships and employability.
12 Post-16 Routes and Independent Choices Compare college, apprenticeships, training and employment using personal and practical criteria.
13 Autumn Review and Pathway Presentation Present an emerging pathway choice and identify a measurable next action.
Spring 1 – Professional Behaviour and Relationships
14 Respect and Professional Behaviour Recognise respectful conduct and explain how behaviour affects colleagues, customers and reputation.
15 Diversity, Inclusion and Workplace Equality Value difference and recognise exclusion, stereotyping, bias and inclusive practice.
16 Communication for Life and Work Adapt tone, listening, clarity and communication method to personal and workplace situations.
17 Teamwork and Contribution Negotiate roles, communicate reliably and evaluate personal contribution.
18 Healthy Relationships and Boundaries at Work Identify trust, equality, respect and appropriate boundaries across relationships and workplaces.
19 Attendance, Punctuality and Time Management Explain why reliability matters and use planning strategies to meet a deadline.
Spring 2 – Employability, CVs and Community Action
20 Rights, Responsibilities and Workplace Safety Connect rights with responsibilities and recognise how to report a concern safely.
21 Leadership and CV Foundations Recognise leadership qualities and understand how strengths and experience are presented in a CV.
22 Teamwork Evidence for a CV Turn participation and responsibilities into concise evidence of transferable skills.
23 Service, Volunteering and Experience Explain the value of service and record projects, responsibilities and volunteering as experience.
24 Community Action and Applications: Plan Plan a manageable social-action activity and write an evidence-led supporting response.
25 Community Action: Deliver Work responsibly to deliver an agreed action and collect evidence of employability skills.
26 Spring Review and Professional Communication Evaluate contribution and produce an appropriate professional email or covering message.
Summer 1 – Wellbeing, Safety and Interview Readiness
27 Physical Wellbeing and Work Readiness Explain how wellbeing supports attendance, concentration and workplace performance.
28 Mental Wellbeing and Interview Confidence Recognise changes in wellbeing and prepare confidence and support strategies.
29 Managing Pressure and Interview Answers Apply pressure-management strategies and structure an evidence-based interview response.
30 Personal Safety and First Impressions Use awareness and boundaries while practising suitable voice, posture and presentation.
31 Emergency Confidence and Mock Interview Communicate essential information calmly and participate in a short structured interview.
32 Supporting Others and Work Experience Readiness Offer safe support, recognise personal limits and understand expectations and reporting routes on placement.
Summer 2 – Independence and Transition
33 Independence and My Next Step Connect independence routines with a realistic education, training or employment step.
34 Time Management and SMART Career Goals Prioritise tasks and break a longer-term career aim into measurable actions.
35 Problem-Solving, Support and Provider Contacts Solve practical problems and identify people or services that can support progression.
36 Self-Advocacy and Practical Transition Planning Communicate needs respectfully and plan travel, equipment, money, time and support.
37 Future Self, Barriers and Backup Plans Connect current habits to future goals and prepare realistic contingency routes.
38 Character Portfolio and Transition Plan Select evidence of growth and combine goals, deadlines, support and practical arrangements.
39 Final Review, Presentation and Handover Evaluate progress, present the chosen next step and confirm immediate actions.
02 News, Current Affairs and PSHE Media literacy, relationships, health, citizenship and safeguarding

News, Current Affairs and PSHE

This strand combines current-affairs and media literacy with sequenced personal, social, health, relationships and citizenship education.

Live or recent stories provide meaningful contexts where appropriate, while fixed PSHE outcomes ensure that statutory and safeguarding education is not determined by the news cycle.

Planning and safeguarding: Lessons use clear ground rules, age-appropriate sources, distanced scenarios, no requirement for personal disclosure and visible academy and external support routes.
Week Lesson or Enquiry Core Learning Outcome
Autumn 1 – News Literacy and Responsible Reporting
1 Safe Discussion and the News Use discussion ground rules, understand confidentiality limits and distinguish news from opinion.
2 Local News, Identity and Belonging Explain how local stories can affect identity, belonging and different community groups.
3 Fact, Opinion and Emotional Responses Separate evidence from opinion and recognise how news can affect emotions.
4 Bias, Stereotypes and Representation Identify loaded language, missing voices and stereotypes in media coverage.
5 Wellbeing in the Headlines Evaluate a health or wellbeing claim and identify reliable sources of support.
6 Autumn Newsroom: Responsible Reporting Select, verify and present a story without causing avoidable harm.
Autumn 2 – Digital Life, Relationships and Safety
7 Algorithms, Influence and Choice Explain how online feeds and peer influence shape what people see and believe.
8 Misinformation, AI and Deepfakes Use verification checks and respond safely to uncertain or manipulated content.
9 Online Relationships and Digital Boundaries Recognise healthy online behaviour, coercion, grooming and reporting routes.
10 Consent in the News and Everyday Life Understand that consent is freely given, informed, specific and reversible.
11 Bullying, Harassment and Hate Distinguish conflict from repeated harm and evaluate safe bystander choices.
12 Privacy, Sharing and Reputation Explain how sharing choices affect privacy, safety, relationships and future opportunities.
13 Digital Life Review Apply news-literacy and safeguarding knowledge to unfamiliar online situations.
Spring 1 – Rights, Health and Society
14 British Values in Current Affairs Recognise democracy, rule of law, liberty, respect and tolerance in current contexts.
15 Human Rights and Equality Connect a current story to protected rights, equality and competing responsibilities.
16 Health Information and Public Decisions Judge health claims cautiously and explain why reliable expertise matters.
17 Mental Health, Language and Stigma Recognise harmful language, challenge stigma and identify appropriate help-seeking routes.
18 Money, Poverty and Cost of Living Explain how economic news affects wellbeing, choices and communities.
19 Society and Wellbeing Newsroom Present a balanced story involving rights, health or inequality.
Spring 2 – Democracy, Law and Safety
20 Democracy and Participation Track how a public decision is made and identify lawful ways to influence it.
21 Politics Without Party Promotion Explain a policy issue neutrally and recognise persuasive political communication.
22 Law, Justice and Fair Reporting Separate allegation, evidence and outcome and understand the presumption of innocence.
23 Crime, Safety and Risk Evaluate how crime reporting can distort risk and identify proportionate safety responses.
24 Extremism, Radicalisation and Online Influence Recognise manipulative narratives and understand how to seek help safely.
25 Conflict, Peace and Humanitarian Reporting Use careful language to explain conflict, perspectives and human impact.
26 Democracy, Law and Safety Review Apply critical reading, British Values and safeguarding knowledge to a complex issue.
Summer 1 – Health, Relationships, Finance and Climate
27 Healthy Lifestyles in the Media Evaluate claims about sleep, food, exercise and body image.
28 Substances, Risk and the Law Understand health, legal and social risks relating to alcohol, nicotine and drugs.
29 Relationships, Sexual Health and Reliable Information Recognise reliable information and understand responsibility, consent and health protection.
30 Consumer News, Scams and Pressure Recognise misleading offers, scams and pressure-based selling.
31 Climate News and Personal Responsibility Evaluate environmental claims and distinguish individual, business and government action.
32 Solutions Journalism and Hope Assess whether a proposed response has evidence of impact and realistic limitations.
Summer 2 – Future Society and Independent Enquiry
33 Future Work, Technology and Change Connect labour-market news to personal strengths, skills and wellbeing.
34 Money, Gambling and Online Influence Recognise gambling-like design, financial risk and routes to support.
35 Global Awareness and Respect Use news about another place without stereotyping people or cultures.
36 Independent Investigation: Question and Sources Frame a focused enquiry about a current social, health or citizenship issue.
37 Independent Investigation: Analysis Compare evidence, viewpoints and implications while managing sensitive content responsibly.
38 Independent Investigation: Production Create an accurate, balanced and audience-appropriate current-affairs product.
39 Showcase and Final Review Present a reasoned conclusion and demonstrate responsible engagement with news and personal development.
03 Science Biology, chemistry, physics and working scientifically

Science

This strand follows national curriculum concepts in biology, chemistry and physics while embedding working scientifically throughout.

Students develop knowledge through explicit teaching, diagrams, conceptual models, virtual resources, supplied results, secondary data, research, calculation and evaluation. No specialist practical equipment is required.

Assessment includes: Retrieval, vocabulary checks, model interpretation, data analysis, scaffolded calculations, scientific claim evaluation and independent secondary research.
Week Lesson or Enquiry Core Learning Outcome
Autumn 1 – Foundations of Scientific Knowledge
1 How Science Builds Knowledge Explain how evidence, models, peer review and revision contribute to scientific knowledge.
2 Cells: The Basic Unit of Life Describe animal and plant cells and connect key structures to their functions.
3 Particles and States of Matter Use the particle model to explain solids, liquids, gases and changes of state.
4 Forces and Motion Describe contact and non-contact forces and interpret simple distance-time information.
5 Body Systems Explain how cells, tissues, organs and body systems work together.
6 Scientific Enquiry Review Form a question, prediction and fair method from a non-practical scenario.
Autumn 2 – Chemistry and Materials
7 Atoms, Elements and the Periodic Table Distinguish atoms, elements and compounds and identify patterns in the periodic table.
8 Mixtures and Separation Explain mixtures, solutions and separation methods using particle ideas.
9 Chemical Reactions Recognise evidence of chemical change and represent reactions using word equations.
10 Acids, Alkalis and Neutralisation Use the pH scale and explain neutralisation and everyday applications.
11 Materials and Their Properties Connect the properties of materials to suitable uses.
12 Earth Materials and Resources Explain how rocks, fuels and raw materials form and consider sustainable use.
13 Chemistry Review and Application Apply particle, reaction and materials knowledge to an unfamiliar product or process.
Spring 1 – Energy, Electricity and Waves
14 Energy Stores and Transfers Identify energy stores and describe pathways of energy transfer.
15 Work, Power and Efficiency Use simple relationships involving work, power and efficiency.
16 Electricity and Circuits Describe current, potential difference and resistance in series and parallel circuits.
17 Waves: Sound and Light Describe wave properties and explain reflection, refraction and sound transmission.
18 Electromagnetic Spectrum Order the electromagnetic spectrum and evaluate its uses and risks.
19 Pressure and Moments Explain pressure in fluids and turning effects in everyday systems.
Spring 2 – Biology, Genetics and Ecosystems
20 Physics Review: Evidence and Models Use models, equations and data to explain a physical system.
21 Reproduction and Development Describe human reproduction and development using accurate and respectful scientific language.
22 Genetics and Inheritance Explain genes, chromosomes and simple patterns of inheritance.
23 Variation and Natural Selection Explain variation, adaptation, natural selection and extinction.
24 Ecosystems and Interdependence Explain feeding relationships, competition and population change.
25 Photosynthesis and Respiration Compare photosynthesis and respiration and explain their importance to living systems.
26 Health, Disease and Immunity Distinguish communicable and non-communicable disease and explain basic immune responses.
Summer 1 – Earth, Climate and Space
27 Biology Review and Health Decisions Apply biological knowledge to evaluate a health or environmental claim.
28 Earth’s Structure and Plate Tectonics Describe the structure of Earth and explain earthquakes and volcanoes through plate movement.
29 Atmosphere and Climate Explain the greenhouse effect, distinguish weather from climate and interpret trend data.
30 Carbon Cycle and Human Impact Describe the carbon cycle and explain how human activity changes atmospheric balance.
31 Space: Solar System and Gravity Describe the solar system and explain orbital motion through gravity.
32 Stars and the Universe Outline stellar life cycles and explain how evidence supports ideas about the universe.
Summer 2 – Scientific Claims and Independent Enquiry
33 Earth and Space Review Connect geological, atmospheric and astronomical evidence to scientific explanations.
34 Science, Technology and Society Evaluate benefits, risks and ethical questions arising from scientific development.
35 Evaluating Scientific Claims Judge reliability by examining method, sample, variables, uncertainty and peer review.
36 Using Data in Science Select suitable tables and graphs and identify patterns, anomalies and limitations.
37 Independent Science Enquiry: Research Develop a focused question and gather reliable secondary evidence.
38 Independent Science Enquiry: Explanation Use evidence, models and scientific vocabulary to construct an explanation.
39 Science Showcase and Cumulative Review Demonstrate connected understanding across biology, chemistry, physics and working scientifically.
04 Business and Customer Service Business knowledge, professional communication and optional NOCN qualification

Business and Customer Service

This strand develops knowledge of businesses, their purposes, roles and activities, alongside professional communication and customer-service skills.

Every student receives the core one-hour lesson. Students choosing the NOCN qualification study the same curriculum at qualification depth through additional supervised teaching, practice and portfolio development.

Optional qualification pathway

60 Guided Learning Hours

26 hours Core Extended Curriculum lessons
26 hours Thursday enrichment lessons
8 hours Supervised assessment-window projects
Week Core Lesson Core Learning
Autumn 1 – Business Basics and Communication
1 Induction, Baseline and Professional Communication Identify expectations for responsible business communication and complete an initial baseline.
2 What Is a Business? Identify that a business provides goods or services to meet customer needs.
3 Examples of Businesses Identify real businesses and respond appropriately to a peer’s explanation.
4 Goods, Services or Both? Distinguish goods from services and classify what named businesses provide.
5 A Business and What It Provides Describe a business and ask for clarification when task information is incomplete.
6 Why Clear Communication Matters Explain why clear communication matters for tasks, safety and customers.
Autumn 2 – Business Types and Local Enterprise
7 Business Basics Review Consolidate the meaning, examples and outputs of businesses.
8 Types of Businesses Recognise retail, service and manufacturing businesses.
9 Businesses Across Sectors Recognise that businesses operate in different sectors.
10 Businesses in the Local Community Identify a local business and the community need it helps to meet.
11 Local Goods, Services and Both Use evidence to justify whether a local business provides goods, services or both.
12 Match Businesses to What They Provide Match businesses to goods and services while following instructions accurately.
13 Digital Local Business Profile Communicate information about a local business in writing and through a digital format.
Spring 1 – Business Purpose and Customer Needs
14 Business Types Review Demonstrate understanding of business types and organise valid portfolio evidence.
15 Why Businesses Exist Recognise provision, profit, employment and economic contribution as business purposes.
16 Profit, Service and Community Purpose Compare businesses with different purposes and respond appropriately to contrasting views.
17 Identifying Customer Needs Identify a customer need and match an appropriate business response.
18 How Businesses Meet Needs Explain how a named business meets a customer need.
19 A Simple Reason a Business Exists Give a concise and business-appropriate explanation of why a business exists.
Spring 2 – Business Roles and Activities
20 Business Purpose Review Apply understanding of business purpose and improve evidence using feedback.
21 Roles Within a Business Identify business roles and recognise that different roles have different responsibilities.
22 Responsibilities and Customer-Facing Roles Connect responsibilities to customer-facing and support roles.
23 Daily Business Activities Identify daily activities and explain how they support business operations.
24 Administrative and Customer Service Activities Classify activities and work responsibly with simple business information.
25 Match Roles to Activities Match business roles to suitable activities and follow an accurate procedure.
26 Business Roles and Activities Review Apply knowledge of businesses, purposes, roles and activities through a synoptic task.
Summer 1 – Customers and Service
27 Who Are Customers? Identify who customers are within different business environments.
28 Types of Customers Recognise internal, external, individual and organisational customers.
29 Why Customers Matter Connect customer relationships to reputation, repeat business, income and employment.
30 Routine Service Situations Recognise face-to-face, telephone and online customer interactions.
31 Purpose of Good Customer Service Connect good service with customer satisfaction, loyalty, reputation and success.
32 Customer Service Review Explain how positive and poor service can affect customer feelings and future choices.
Summer 2 – Customer Communication and Problem Solving
33 Appropriate Customer Behaviour Use respectful, calm and helpful verbal and non-verbal behaviour.
34 Polite and Clear Customer Communication Listen, provide accurate information and check customer understanding.
35 Following Service Procedures Follow a simple customer-service procedure using the correct sequence and channel.
36 Simple Problems and Requests Distinguish requests, routine problems and more complex issues.
37 Actions, Clarification and Escalation Choose an appropriate action and recognise when clarification, help or escalation is required.
38 Written and Digital Service Communication Produce a simple written or digital business communication using an appropriate tone.
39 Business and Customer Service Review Respond appropriately to a routine customer situation and complete a final portfolio audit.
05 Humanities Project-based history, geography and civic enquiry

Humanities

Humanities is organised around six substantial enquiries. Each half term begins with a big question and culminates in a purposeful public-facing product.

Historical and geographical knowledge is taught explicitly so that projects are evidence-rich rather than activity-led.

Project integrity: Every group product is supported by identifiable individual evidence. Holocaust education uses reputable sources, avoids simulation and retains the historical specificity of the Holocaust.
Autumn 1

Natural Disasters

Why do natural hazards become disasters?

Autumn 2

Blackpool Through Time

How and why has Blackpool changed?

Spring 1

The Holocaust

How did persecution develop and why must it be remembered?

Spring 2

Migration and Movement

Why do people move and how does migration shape Britain?

Summer 1

Climate and Our Coast

How is climate change affecting coasts and communities?

Summer 2

Power, Protest and Change

How have ordinary people created change?

Week Lesson or Enquiry Core Learning Outcome
Autumn 1 – Natural Disasters
1 Natural Disasters: Project Launch Frame the enquiry: why do natural hazards become disasters?
2 Earthquakes and Tectonics Explain plate movement and locate major hazard zones.
3 Volcanoes Explain causes and impacts and consider why people live near volcanoes.
4 Weather Hazards and Flooding Compare atmospheric and hydrological hazards.
5 Vulnerability and Response Explain how wealth, infrastructure and preparation affect impact.
6 Natural Disasters Showcase Answer the enquiry using relevant geographical evidence.
Autumn 2 – Blackpool Through Time
7 Blackpool Through Time: Launch Frame the enquiry: how and why has Blackpool changed?
8 From Settlement to Resort Explain how transport, leisure and industrial change drove Blackpool’s growth.
9 The Tower, Pleasure Beach and Tourism Assess how major landmarks shaped identity and the local economy.
10 Work, Housing and Communities Explore everyday life and change for different residents.
11 Blackpool at War Understand local contributions and wartime change.
12 Blackpool Today and Tomorrow Evaluate continuity, change and regeneration.
13 Local History Showcase Communicate an evidence-based response to the project enquiry.
Spring 1 – Holocaust Enquiry
14 Holocaust: Enquiry Launch Frame the enquiry and establish respectful ground rules and chronology.
15 Jewish Life Before the Holocaust Recognise the diversity and humanity of Jewish lives and communities.
16 From Prejudice to Persecution Trace how propaganda, law and dehumanisation escalated persecution.
17 Choices and Responsibilities Examine the roles of perpetrators, collaborators, bystanders and rescuers carefully.
18 Testimony, Memory and Holocaust Memorial Day Understand the value and limitations of testimony and commemoration.
19 Holocaust Enquiry Outcome Use precise historical evidence to explain significance and remembrance.
Spring 2 – Migration and Movement
20 Migration and Movement: Launch Frame the enquiry: why do people move and how does migration shape Britain?
21 Migration Through British History Identify continuity and change across different periods of migration.
22 Empire, Commonwealth and Windrush Explain historical connections, migrant experiences, contribution and discrimination.
23 Refugees and Asylum Distinguish key terms and understand forced migration.
24 Migration, Culture and Place Evaluate how migration shapes language, food, music, work and communities.
25 Migration Debate and Product Use evidence to address misconceptions and competing viewpoints.
26 Migration Project Review Answer the enquiry and evaluate source use and personal contribution.
Summer 1 – Climate and Our Coast
27 Climate and Our Coast: Launch Frame the enquiry: how is climate change affecting coasts and communities?
28 Weather, Climate and Evidence Distinguish weather from climate and interpret long-term evidence.
29 Coastal Processes and Flood Risk Explain erosion, deposition, storms and coastal flooding.
30 Human Impact and Inequality Explain causes of climate change and unequal impacts.
31 Managing the Coast Evaluate hard engineering, soft engineering and adaptation choices.
32 Climate Project Outcome Recommend and justify a response for a coastal community.
Summer 2 – Power, Protest and Change
33 Power, Protest and Change: Launch Frame the enquiry: how have ordinary people created change?
34 Democracy and Protest Understand lawful participation, protest and changing political rights.
35 Civil Rights Case Study Explain the aims, actions, opposition and impact of a selected movement.
36 British Social Change Explore a UK campaign and evaluate its historical significance.
37 Local Voices and Community Change Investigate a local issue and realistic participation routes.
38 Humanities Exhibition Create a rigorous public-facing account of power and change.
39 Final Humanities Review Connect geography, history and citizenship enquiries across the year.
05

What progress looks like

Progression Expectations Across the Year

Autumn 1

Establishing Starting Points

Students apply baseline knowledge to familiar personal, local and classroom contexts with structured support.

Autumn 2

Securing Core Concepts

Students compare options, justify decisions with simple evidence and complete guided research.

Spring 1

Applying Knowledge Carefully

Students use evidence and precise language in increasingly sensitive and complex contexts.

Spring 2

Analysing Consequences

Students analyse perspectives, rights, responsibilities and community impact.

Summer 1

Evaluating and Recommending

Students recommend actions and defend decisions with increasing accuracy and audience awareness.

Summer 2

Independent Enquiry and Transition

Students plan, produce, present and reflect with minimal prompting and lead where appropriate.

The purpose of the programme

Curriculum Intent

The Extended Curriculum ensures that every student at Blackpool Skills Academy receives a coherent, ambitious and relevant programme beyond English, mathematics and vocational education.

Across five subject strands, students develop personal and career readiness, scientific understanding, critical engagement with news and society, business knowledge and a grounded understanding of people, place and the past.

The spiral model allows identity, evidence, rights, safety, community, work, scientific explanation and informed choice to be revisited through different disciplinary lenses.

Implementation combines explicit teaching, retrieval, discussion, source and data analysis, conceptual modelling, workplace scenarios, social action and project-based learning. Assessment values secure knowledge, careful application, independence, communication and the ability to justify conclusions using evidence.