Blackpool Skills Academy
Life Skills and Careers Curriculum Overview
39-Week Spiral Curriculum with Five-Stage Progression
Life skills in the workplace
Core values shape the choices we make
Core values are the principles that guide how we behave, make decisions and work with other people.
They influence what matters to us, how we respond when something goes wrong and the standards we expect from ourselves. In employment, values also shape workplace culture, customer relationships and the way organisations treat their staff and communities.
This Coca-Cola video introduces core values in a real employer context, helping students consider how values move beyond words and become visible through everyday actions.
Watch the video and consider which values matter to you and how an employer might recognise them through your behaviour.
Our curriculum model
How the spiral curriculum works
Learning for life, work and the future
The curriculum develops the character, careers knowledge, spiritual, moral, social and cultural understanding, and practical habits students need for school, employment, relationships and community life.
Careers education is taught through authentic life-skills contexts. Learning moves from self-awareness and personal strengths towards pathway exploration, professional behaviour, applications, interviews and transition planning.
- Confidence and self-awareness
- Character and personal values
- Emotional regulation
- Decision-making
- Relationships and boundaries
- Communication and teamwork
- Professional behaviour
- Careers and post-16 pathways
- Applications and interviews
- Independent living and transition
Students revisit important themes throughout the year. The situations become more complex, the evidence expected becomes stronger and students take increasing responsibility for their choices, communication and future planning.
The stages describe the level of demand and independence within a task. They do not represent a student’s age, year group or fixed ability.
The learning journey
Progression Through Stages
Stage 1
Recognise
Identify feelings, strengths, interests, rules, risks and sources of support.
Supported learningStage 2
Describe
Explain choices and practise strategies in familiar situations.
Guided applicationStage 3
Apply
Manage familiar life situations and career-related tasks with growing independence.
Independent applicationStage 4
Analyse and Evaluate
Compare options, behaviour, pathways and likely consequences.
Critical decision-makingStage 5
Lead and Influence
Model positive character, plan confidently and support others safely.
Leadership and transitionThe 39-week programme
Curriculum Overview
Autumn 1
Self-Awareness, Confidence and Career Identity
How can understanding yourself help you make positive decisions about your future, relationships and career?
During the autumn term, students explore who they are, what they value and how they can develop the confidence, resilience and decision-making skills needed for adult life. Through practical activities, discussion and careers education, they learn how their strengths, interests and behaviours influence future opportunities whilst developing the personal qualities expected in education, employment and the wider community.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Who Am I? Life and Career Baseline | Identify personal strengths, interests, support needs and future aspirations through self-reflection activities. | Explain how personal qualities, interests and experiences influence confidence and career aspirations. | Complete a personal profile independently, identifying strengths and realistic development targets. | Evaluate personal skills using feedback, evidence and self-reflection to prioritise future development. | Produce a professional learner profile that demonstrates self-awareness, ambition and a clear personal development plan. |
| 2 | Confidence, Interests and Values | Identify personal interests and values and recognise how they influence everyday choices. | Explain how confidence develops and describe how values affect behaviour, relationships and work preferences. | Apply knowledge of personal interests and values when exploring suitable education and career pathways. | Evaluate how personal values influence decision making in different life and workplace situations. | Justify future aspirations by linking personal values, strengths and ambitions to realistic career pathways. |
| 3 | Strengths, Skills and Resilience | Recognise personal strengths, transferable skills and examples of resilience in everyday life. | Describe transferable skills using examples from school, home or hobbies and explain how resilience supports success. | Demonstrate resilience strategies when responding to setbacks and challenging situations independently. | Evaluate personal resilience, identifying strategies that improve confidence, wellbeing and future success. | Demonstrate resilience through leadership, supporting others and reflecting critically on personal growth and achievement. |
| 4 | Emotional Regulation at School and Work | Identify emotions, common triggers and simple strategies for staying calm and focused. | Explain how emotions influence behaviour, learning, relationships and workplace performance. | Apply regulation strategies independently in realistic school, social and workplace scenarios. | Evaluate different emotional regulation strategies, selecting those most appropriate for different situations. | Model emotional intelligence by managing emotions effectively whilst supporting others appropriately in challenging situations. |
| 5 | Barriers, Support and Consequences | Identify barriers that can affect learning, wellbeing and future success. | Describe appropriate sources of support and explain how positive choices influence outcomes. | Apply problem-solving strategies to overcome barriers using appropriate support networks. | Evaluate the consequences of different decisions by considering short and long-term outcomes. | Produce a realistic action plan that removes barriers, builds resilience and supports successful progression. |
| 6 | Working Preferences and Career Families | Identify preferred working environments and recognise different career families. | Explain how personal strengths and interests relate to different industries and occupations. | Match personal skills, interests and values to a range of realistic career pathways. | Evaluate different career options using labour market information, entry routes and future opportunities. | Justify career choices confidently by combining self-awareness, research and knowledge of employment sectors. |
Autumn 2
Identity, Choices and Post-16 Pathways
How can understanding yourself help you make positive decisions about your future, relationships and career?
During the autumn term, students explore who they are, what they value and how they can develop the confidence, resilience and decision-making skills needed for adult life. Through practical activities, discussion and careers education, they learn how their strengths, interests and behaviours influence future opportunities whilst developing the personal qualities expected in education, employment and the wider community.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Belonging, Identity and Personal Profile | Recognise the factors that contribute to personal identity, belonging and self-image. | Explain how identity, culture and experiences influence choices and relationships. | Produce a personal profile independently that summarises strengths, interests, aspirations and support needs. | Evaluate how identity influences opportunities, wellbeing and future decision making. | Present a professional personal profile suitable for applications, interviews or transition planning. |
| 8 | Peer Influence and Independent Choices | Recognise positive and negative influences from friends, family, social media and wider society. | Explain strategies for resisting pressure and making safe, independent decisions. | Apply assertiveness and decision-making skills confidently in realistic scenarios involving peer influence. | Evaluate different responses to challenging situations by considering consequences and personal values. | Demonstrate independent judgement and positive leadership by influencing others to make safe and responsible choices. |
| 9 | Decision-Making and Career Sectors | Identify the steps involved in making informed decisions and recognise different employment sectors. | Explain how structured decision-making supports education, careers and everyday life choices. | Apply a decision-making model independently when comparing education, training and employment options. | Evaluate different career pathways using evidence, labour market information and personal priorities. | Produce well-justified career decisions supported by research, reflection and realistic progression planning. |
| 10 | Risk, Reward and Local Opportunities | Recognise examples of risk and opportunity in everyday life and employment. | Explain how balanced risk-taking can create positive opportunities whilst reducing unnecessary harm. | Apply simple risk assessment skills when considering local education, employment and community opportunities. | Evaluate opportunities by considering risk, reward, personal circumstances and local labour market information. | Make informed decisions that balance ambition with sensible risk management and long-term planning. |
| 11 | Digital Character and Professional Reputation | Recognise how online behaviour contributes to a digital footprint and personal reputation. | Explain why responsible online communication is important for education, employment and relationships. | Apply professional standards when communicating online and managing digital content independently. | Evaluate how online behaviour can affect future opportunities, employment and personal wellbeing. | Demonstrate professional digital citizenship by modelling safe, respectful and responsible online behaviour. |
| 12 | Post-16 Routes and Independent Choices | Identify different education, apprenticeship, employment and training pathways available after Year 11. | Describe the advantages and expectations of different progression routes. | Compare post-16 options independently using entry requirements, interests and future goals. | Evaluate progression pathways using labour market information, personal strengths and long-term aspirations. | Produce a realistic transition plan supported by evidence, research and informed decision making. |
| 13 | Autumn Review and Pathway Presentation | Reflect on personal learning and identify achievements from the autumn term. | Summarise progress using evidence from learning activities, discussions and careers work. | Present personal development confidently, explaining strengths, targets and future aspirations. | Evaluate progress against personal goals, identifying priorities for continued improvement. | Deliver a professional presentation demonstrating self-awareness, confidence and clear plans for future education or employment. |
Spring 1
Professional Behaviour and Relationships
How can the knowledge, behaviours and relationships we develop today help us succeed in work, community life and adulthood?
During the spring term, students build on their understanding of themselves by developing the professional behaviours, communication skills and social responsibility expected in education, employment and the wider community. They explore equality, teamwork, leadership, volunteering and workplace expectations whilst applying these skills through authentic scenarios, community action and careers planning.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | Respect and Professional Behaviour | Recognise respectful behaviours, workplace expectations and appropriate conduct in different situations. | Explain why professionalism, respect and positive attitudes are valued in education and employment. | Demonstrate professional behaviour consistently during classroom, practical and workplace scenarios. | Evaluate how behaviour influences relationships, opportunities and workplace success. | Model exemplary professional behaviour whilst supporting others to maintain high standards. |
| 15 | Diversity, Inclusion and Workplace Equality | Identify protected characteristics and recognise the importance of treating everyone fairly and respectfully. | Explain how equality, diversity and inclusion create positive workplaces and communities. | Apply inclusive behaviours when working with people from different backgrounds and experiences. | Evaluate workplace scenarios involving discrimination or inequality, recommending appropriate responses. | Promote an inclusive culture by challenging discrimination respectfully and modelling equality in everyday situations. |
| 16 | Communication for Life and Work | Identify the characteristics of effective verbal and non-verbal communication. | Demonstrate appropriate communication skills during conversations, teamwork and workplace scenarios. | Adapt communication confidently for different audiences, situations and purposes. | Evaluate communication styles, identifying how they influence understanding, teamwork and relationships. | Demonstrate professional communication skills suitable for employment, leadership and customer interaction. |
| 17 | Teamwork and Contribution | Recognise the qualities of a good team member and contribute positively to simple group activities. | Explain different team roles and work cooperatively to achieve shared goals. | Take responsibility for an allocated role whilst supporting others during collaborative tasks. | Evaluate team performance and recommend ways to improve communication, organisation and outcomes. | Lead a team effectively by motivating others, resolving challenges and achieving agreed objectives. |
| 18 | Healthy Relationships and Boundaries at Work | Identify the characteristics of healthy relationships and appropriate personal boundaries. | Explain why boundaries, trust and respect are important in workplaces and everyday life. | Apply appropriate boundaries and communication skills during realistic workplace and social scenarios. | Evaluate situations involving conflict or inappropriate behaviour, selecting safe and professional responses. | Model respectful relationships whilst supporting others to maintain appropriate professional boundaries. |
| 19 | Attendance, Punctuality and Time Management | Recognise why attendance, punctuality and organisation are important in education and employment. | Explain how effective time management supports learning, work and wellbeing. | Apply planning strategies to meet deadlines, attend punctually and complete responsibilities independently. | Evaluate personal organisation, identifying improvements that increase reliability and productivity. | Demonstrate consistently professional attendance, punctuality and organisational skills whilst encouraging others to do the same. |
Spring 2
Employability, CVs and Community Action
How can the knowledge, behaviours and relationships we develop today help us succeed in work, community life and adulthood?
During the spring term, students build on their understanding of themselves by developing the professional behaviours, communication skills and social responsibility expected in education, employment and the wider community. They explore equality, teamwork, leadership, volunteering and workplace expectations whilst applying these skills through authentic scenarios, community action and careers planning.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 20 | Rights, Responsibilities and Workplace Safety | Identify basic workplace rights, responsibilities and health and safety expectations. | Explain why employers and employees share responsibility for maintaining safe workplaces. | Apply workplace rules and safe behaviours during practical and classroom activities. | Evaluate workplace scenarios involving rights, responsibilities and safety, recommending appropriate actions. | Demonstrate a professional understanding of workplace responsibilities by promoting safe and responsible practice. |
| 21 | Leadership and CV Foundations | Identify personal achievements, strengths and qualities suitable for a CV. | Explain the purpose of a CV and recognise the qualities of effective leaders. | Produce a structured CV that highlights personal skills, achievements and career aspirations. | Evaluate a CV against employer expectations, refining content to improve employability. | Produce a professional CV and demonstrate leadership qualities through initiative, responsibility and positive influence. |
| 22 | Teamwork Evidence for a CV | Recognise examples of teamwork from school, home and community activities. | Describe teamwork experiences using appropriate employability vocabulary. | Select evidence that demonstrates teamwork, reliability and contribution for inclusion within a CV. | Evaluate experiences, explaining how they demonstrate transferable workplace skills. | Present compelling evidence of teamwork and leadership that strengthens future applications and interviews. |
| 23 | Service, Volunteering and Experience | Identify ways people contribute positively through volunteering and community service. | Explain the personal and community benefits of volunteering and work experience. | Participate in planning or completing a volunteering or service activity responsibly. | Evaluate how volunteering develops employability skills, confidence and community awareness. | Demonstrate leadership through meaningful community contribution whilst reflecting on personal growth and future opportunities. |
| 24 | Community Action and Applications: Plan | Identify a community issue and contribute ideas for a simple action project. | Explain how planning supports successful community projects and applications. | Produce a realistic action plan with clear objectives, responsibilities and timescales. | Evaluate the strengths and potential challenges of the proposed community project. | Lead the planning of a community action project by coordinating ideas, responsibilities and expected outcomes. |
| 25 | Community Action: Deliver | Participate positively in a planned community activity whilst following instructions. | Complete allocated responsibilities reliably and work cooperatively with others. | Deliver agreed activities independently whilst adapting to minor challenges effectively. | Evaluate the impact of the community action using feedback and evidence. | Lead aspects of the community project whilst reflecting critically on outcomes and future improvements. |
| 26 | Spring Review and Professional Communication | Reflect on personal learning, achievements and participation during the spring term. | Summarise progress using examples from careers, teamwork and community activities. | Present evidence of personal development confidently through discussion or presentation. | Evaluate progress against personal goals and identify priorities for future improvement. | Deliver a professional review demonstrating confidence, self-awareness and readiness for future education, employment and community involvement. |
Summer 1
Wellbeing, Safety and Interview Readiness
How can I leave school with the confidence, independence and practical skills needed for further education, employment and adult life?
During the summer term, students consolidate the personal, social and employability skills developed throughout the year. They prepare for interviews, transition and independent living whilst strengthening resilience, communication and self-management. The term concludes with students producing a personal transition portfolio and presenting themselves as confident, work-ready young adults.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 27 | Physical Wellbeing and Work Readiness | Identify healthy routines that support attendance, learning and work. | Explain how sleep, nutrition, exercise and hygiene influence workplace performance and wellbeing. | Apply healthy daily routines independently to improve readiness for education, work and training. | Evaluate personal wellbeing habits, identifying changes that improve resilience and long-term health. | Develop and maintain a personalised wellbeing plan that supports sustained success in education, employment and adult life. |
| 28 | Mental Wellbeing and Interview Confidence | Recognise feelings associated with interviews and unfamiliar situations. | Describe practical strategies for managing anxiety, building confidence and preparing for interviews. | Demonstrate interview confidence through appropriate body language, preparation and verbal responses. | Evaluate interview performance using feedback to improve confidence, communication and presentation. | Demonstrate resilience and professionalism by adapting confidently to challenging interview situations. |
| 29 | Managing Pressure and Interview Answers | Respond to simple interview questions using complete sentences and appropriate language. | Structure interview answers using examples from school, work experience or personal achievements. | Deliver confident interview responses using evidence to demonstrate skills, strengths and suitability. | Evaluate different interview techniques and adapt responses to different employers and job roles. | Deliver professional interview answers that demonstrate self-awareness, reflection and strong employability skills. |
| 30 | Personal Safety and First Impressions | Recognise situations that require safe decision-making and identify how first impressions are formed. | Explain how appearance, communication and behaviour influence first impressions. | Apply personal safety strategies and present themselves appropriately in different educational, workplace and community settings. | Evaluate how first impressions influence relationships, opportunities and professional reputation. | Model safe, confident and professional behaviours whilst supporting others to make positive first impressions. |
| 31 | Emergency Confidence and Mock Interview | Recognise common emergency situations and know who to contact for help. | Explain appropriate responses to emergencies whilst demonstrating confidence during a mock interview. | Apply emergency procedures and complete a structured mock interview independently. | Evaluate performance in both emergency scenarios and interviews, identifying strengths and improvements. | Demonstrate calm decision-making, professional communication and confident interview performance under pressure. |
| 32 | Supporting Others and Work Experience Readiness | Identify ways to support colleagues, classmates and members of the public appropriately. | Explain the expectations of employers before, during and after work experience. | Demonstrate reliability, teamwork and communication expected during work experience placements. | Evaluate workplace behaviours using employer expectations and personal reflection. | Demonstrate work-ready professionalism by supporting others whilst consistently meeting employer expectations. |
Summer 2
Independence and Transition
How can I leave school with the confidence, independence and practical skills needed for further education, employment and adult life?
During the summer term, students consolidate the personal, social and employability skills developed throughout the year. They prepare for interviews, transition and independent living whilst strengthening resilience, communication and self-management. The term concludes with students producing a personal transition portfolio and presenting themselves as confident, work-ready young adults.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 33 | Independence and My Next Step | Identify the next stage of education, training or employment that interests them. | Explain the skills and qualifications needed to achieve personal goals. | Produce an individual progression plan with realistic actions and timescales. | Evaluate progression options using research, entry requirements and long-term aspirations. | Present a well-justified progression plan demonstrating ambition, preparation and informed decision-making. |
| 34 | Time Management and SMART Career Goals | Recognise the importance of planning time and setting achievable goals. | Write SMART goals linked to education, employment or personal development. | Apply planning tools to manage deadlines, appointments and personal responsibilities independently. | Evaluate progress towards goals, adapting plans when circumstances change. | Demonstrate excellent self-management by reviewing progress regularly and setting ambitious but realistic long-term goals. |
| 35 | Problem-Solving, Support and Provider Contacts | Identify common problems young people may face during transition and recognise available support services. | Explain when and how to access support from colleges, employers and community organisations. | Apply structured problem-solving strategies to realistic transition scenarios independently. | Evaluate different support options, selecting those most appropriate for individual circumstances. | Demonstrate confident self-advocacy by accessing appropriate support and helping others navigate transition successfully. |
| 36 | Self-Advocacy and Practical Transition Planning | Identify personal needs and recognise when it is appropriate to ask for support. | Explain personal strengths, support needs and aspirations confidently. | Develop a practical transition plan including transport, finance, communication and support arrangements. | Evaluate the effectiveness of the transition plan, refining it using feedback and realistic scenarios. | Present a comprehensive transition plan demonstrating independence, organisation and readiness for adult life. |
| 37 | Future Self, Barriers and Backup Plans | Identify possible barriers that could affect future plans. | Explain alternative options if plans change unexpectedly. | Develop contingency plans that maintain progress towards long-term goals. | Evaluate different future pathways by considering changing circumstances and available opportunities. | Demonstrate resilience and adaptability by producing realistic backup plans that support continued success. |
| 38 | Character Portfolio and Transition Plan | Gather evidence of achievements, skills and personal development throughout the year. | Organise evidence into a structured portfolio demonstrating progress and personal strengths. | Produce a professional portfolio including career plans, achievements and employability evidence. | Evaluate the portfolio against college, apprenticeship or employer expectations, refining it where necessary. | Present a high-quality transition portfolio demonstrating confidence, professionalism and readiness for the next stage. |
| 39 | Final Review, Presentation and Handover | Reflect on personal progress and identify key achievements from the year. | Summarise learning using examples from Life Skills, careers and personal development activities. | Deliver a confident presentation explaining personal growth, future plans and next steps. | Evaluate progress against long-term goals, identifying priorities for continued development. | Present themselves as an independent, resilient and employability-ready young person, demonstrating the knowledge, skills and behaviours needed for further education, apprenticeships and adult life. |
How progress is recognised
Assessment Approach
Starting Points
Life and career baseline activities, personal profiles and confidence reviews establish individual starting points.
Practical Application
Teachers assess discussion, role play, decision-making, teamwork and responses to realistic scenarios.
Careers Evidence
Students develop pathway research, CV material, applications, professional communication and interview evidence.
Character and Community
Character Award evidence, volunteering and community-action activity demonstrate contribution and personal development.
Reflection
Termly self-assessment and teacher review help students recognise progress and identify appropriate next steps.
Transition Readiness
Final portfolios and transition plans show how effectively students can prepare for education, training, employment and adult life.
What progress looks like
Progression Expectations
Stage 1
Students recognise their own strengths, interests and emotions whilst developing the confidence to participate positively in school, relationships and the wider community. They begin to understand personal responsibility, identify safe choices and recognise the support available to help them succeed in education and everyday life.
Stage 2
Students apply strategies that improve confidence, resilience, communication and organisation whilst making increasingly informed decisions about learning, relationships and future careers. They demonstrate growing independence, contribute positively to group activities and understand the behaviours expected in education and the workplace.
Stage 3
Students work independently to manage their wellbeing, relationships and personal development whilst demonstrating reliability, teamwork and effective communication. They make realistic decisions about education, careers and community involvement, applying transferable employability skills confidently across a range of situations.
Stage 4
Students evaluate their own behaviours, decisions and aspirations, adapting their approach to different situations whilst demonstrating professionalism, leadership and resilience. They justify career choices using evidence, communicate effectively in professional contexts and contribute positively to their school and wider community.
Stage 5
Students consistently demonstrate the knowledge, skills and behaviours expected of young people preparing for further education, apprenticeships and employment. They show independence, emotional maturity and professional conduct, communicate confidently in a wide range of situations, manage their own wellbeing and personal development effectively, support others positively and demonstrate the confidence, resilience and employability skills required to succeed in adult life.
The purpose of the programme
Curriculum Intent
The Life Skills curriculum prepares students for successful, independent and fulfilling adult lives by developing the knowledge, skills and personal qualities needed beyond the classroom.
Students follow a carefully sequenced programme that develops self-awareness, emotional wellbeing, resilience, communication, relationships, careers education, employability, independent living and preparation for adulthood. Learning is practical, discussion based and rooted in realistic situations, enabling students to apply new knowledge confidently within school, the workplace and the wider community.
Key themes including confidence, decision making, teamwork, leadership, workplace behaviour, community participation and transition planning are revisited throughout the year, allowing students to deepen their understanding whilst developing increasing independence and personal responsibility.
The curriculum places equal importance on character development and career readiness. Students learn to communicate professionally, solve problems, make informed decisions, manage their wellbeing, work effectively with others and prepare confidently for further education, apprenticeships and employment. By the end of the programme, students have developed the confidence, resilience and practical life skills needed to become responsible, employable and successful young adults who are ready for the next stage of their education and future careers.