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 learning

Stage 2

Describe

Explain choices and practise strategies in familiar situations.

Guided application

Stage 3

Apply

Manage familiar life situations and career-related tasks with growing independence.

Independent application

Stage 4

Analyse and Evaluate

Compare options, behaviour, pathways and likely consequences.

Critical decision-making

Stage 5

Lead and Influence

Model positive character, plan confidently and support others safely.

Leadership and transition

The 39-week programme

Curriculum Overview

Autumn 1

Self-Awareness, Confidence and Career Identity

Weeks 1 to 6

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
1	Who Am I? Life and Career Baseline	Recognise a personal interest, strength or support need.	Describe interests, strengths and one aspiration using prompts.	Create a personal profile linking strengths and interests to future choices.	Evaluate strengths, barriers and support needs against a realistic aspiration.	Present a considered profile and identify purposeful actions for progress.
2	Confidence, Interests and Values	Recognise activities they enjoy and values that matter.	Describe how an interest or value affects confidence.	Link personal values to a suitable learning or working environment.	Compare environments and evaluate personal suitability.	Explain how values can guide decisions and influence others positively.
3	Strengths, Skills and Resilience	Recognise a strength and identify a simple example.	Describe a skill demonstrated at school, home or in the community.	Explain how a transferable skill was used and what was learned.	Evaluate a response to difficulty and identify a stronger resilience strategy.	Model a constructive response and help others identify evidence of strengths.
4	Emotional Regulation at School and Work	Recognise an emotional trigger and a safe calming strategy.	Describe how emotions can affect behaviour and communication.	Select and apply an appropriate regulation strategy.	Analyse how different responses affect colleagues, customers or relationships.	Model calm behaviour and support others without taking inappropriate responsibility.
5	Barriers, Support and Consequences	Recognise a barrier and identify someone who could help.	Describe how a choice may lead to a positive or negative consequence.	Apply a suitable support strategy to a familiar barrier.	Evaluate possible responses and their likely consequences.	Create a realistic barrier and support plan and explain the value of early action.
6	Working Preferences and Career Families	Recognise preferred ways and places of working.	Describe a preferred environment and one suitable career area.	Link strengths and values to two possible career families.	Compare career families using working conditions, entry routes and suitability.	Present a reasoned career-family profile and explain how preferences may develop.

Autumn 2

Identity, Choices and Post-16 Pathways

Weeks 7 to 13

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
7	Belonging, Identity and Personal Profile	Recognise different aspects of identity and belonging.	Describe how identity can influence feelings and choices.	Create a profile communicating strengths, interests and support needs.	Analyse how identity may shape opportunities or barriers.	Present a balanced profile and challenge stereotypes respectfully.
8	Peer Influence and Independent Choices	Recognise when another person is influencing a choice.	Describe a safe way to refuse pressure.	Use assertive language in a familiar scenario.	Analyse direct, indirect and online influence.	Model respectful assertiveness and create guidance for others.
9	Decision-Making and Career Sectors	Recognise a choice and identify two possible options.	Describe an advantage and disadvantage of each option.	Apply a structured decision-making process.	Evaluate options using opportunities, risks and personal suitability.	Defend a reasoned decision while acknowledging alternatives.
10	Risk, Reward and Local Opportunities	Recognise a possible risk and reward.	Describe a local education, training or employment opportunity.	Apply a simple risk matrix to a realistic opportunity.	Evaluate likelihood, impact, support and long-term value.	Present an evidence-based recommendation while acknowledging uncertainty.
11	Digital Character and Professional Reputation	Recognise safe and unsafe online behaviour.	Describe how an online post could affect reputation.	Apply a responsible-sharing check to a digital scenario.	Analyse how a digital footprint affects wellbeing and employment.	Develop and promote a professional online code.
12	Post-16 Routes and Independent Choices	Recognise different post-16 routes.	Describe key features of college, training, apprenticeships and employment.	Compare two routes using entry requirements, support and preference.	Evaluate routes using travel, finance, qualifications and progression.	Present a justified preferred route and a credible alternative.
13	Autumn Review and Pathway Presentation	Identify one possible next step and one action.	Describe a preferred pathway using a structured prompt.	Deliver a short presentation explaining the pathway and next action.	Justify the choice using personal evidence and respond to questions.	Present a flexible pathway plan, evaluate feedback and set measurable actions.

Spring 1

Professional Behaviour and Relationships

Weeks 14 to 19

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
14	Respect and Professional Behaviour	Recognise respectful and disrespectful behaviour.	Describe how behaviour can affect another person.	Apply professional standards to a familiar scenario.	Analyse consequences for relationships, safety and reputation.	Model professional behaviour and promote shared expectations.
15	Diversity, Inclusion and Workplace Equality	Recognise difference and examples of fair treatment.	Describe how exclusion or stereotyping can affect people.	Apply inclusive behaviour in a familiar school or workplace situation.	Analyse bias, barriers and reasonable ways to improve inclusion.	Advocate respectfully for inclusive practice and challenge unfair behaviour safely.
16	Communication for Life and Work	Recognise clear listening and speaking behaviours.	Describe how tone and body language affect a message.	Adapt communication to a familiar audience and purpose.	Analyse a communication breakdown and recommend improvements.	Model confident communication and support a constructive group discussion.
17	Teamwork and Contribution	Recognise different team roles.	Describe how individuals contribute to a shared task.	Complete an agreed role and communicate progress reliably.	Evaluate team performance and personal contribution.	Coordinate roles, resolve difficulties and help others contribute.
18	Healthy Relationships and Boundaries at Work	Recognise respectful behaviour and personal boundaries.	Describe why trust, equality and consent matter.	Apply an appropriate boundary in a familiar scenario.	Analyse how power, pressure or unclear boundaries affect relationships.	Model respectful boundaries and identify safe support routes for others.
19	Attendance, Punctuality and Time Management	Recognise why being present and on time matters.	Describe a routine that supports punctuality.	Use a simple plan to meet a deadline.	Evaluate barriers to reliability and select workable solutions.	Create a realistic improvement plan and model dependable behaviour.

Spring 2

Employability, CVs and Community Action

Weeks 20 to 26

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
20	Rights, Responsibilities and Workplace Safety	Recognise a basic workplace right, responsibility or hazard.	Describe how a worker should respond to a concern.	Apply a reporting process to a familiar safety scenario.	Analyse how rights and responsibilities balance in a workplace.	Promote safe practice and explain when concerns must be escalated.
21	Leadership and CV Foundations	Recognise leadership qualities and basic CV sections.	Describe a personal quality suitable for a CV.	Write a concise example showing a strength or responsibility.	Evaluate the relevance and credibility of CV evidence.	Help refine evidence so it is accurate, specific and professionally presented.
22	Teamwork Evidence for a CV	Recognise an example of working with others.	Describe their role in a team activity.	Turn experience into a clear skills statement.	Analyse whether the evidence demonstrates impact and responsibility.	Coach others to strengthen evidence without exaggerating achievement.
23	Service, Volunteering and Experience	Recognise examples of service and volunteering.	Describe how an activity benefits others.	Record responsibilities and skills gained from experience.	Evaluate how experience supports personal and career development.	Plan a meaningful contribution and explain its potential community impact.
24	Community Action and Applications: Plan	Recognise a local need and a possible action.	Describe a simple project role and intended outcome.	Create a manageable action plan and supporting application response.	Evaluate feasibility, risks, resources and likely impact.	Coordinate planning and ensure roles are inclusive, safe and achievable.
25	Community Action: Deliver	Complete a supported project task.	Carry out an agreed role responsibly.	Work independently and collect evidence of contribution.	Respond to difficulties and evaluate the quality of delivery.	Lead agreed activity, support others and protect project standards.
26	Spring Review and Professional Communication	Recognise a suitable professional greeting and message.	Write a clear, polite email using a model.	Produce an appropriate professional message independently.	Evaluate tone, structure, accuracy and audience impact.	Produce a polished communication and use feedback to support others.

Summer 1

Wellbeing, Safety and Interview Readiness

Weeks 27 to 32

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
27	Physical Wellbeing and Work Readiness	Recognise habits that support physical wellbeing.	Describe how sleep, food, exercise and routines affect performance.	Create a realistic wellbeing routine for study or work.	Evaluate barriers and adapt a plan for different circumstances.	Promote balanced wellbeing without judging or directing others.
28	Mental Wellbeing and Interview Confidence	Recognise common signs of worry and a source of help.	Describe a strategy that could reduce interview anxiety.	Apply preparation and calming strategies before an interview task.	Evaluate which strategies work best and why.	Model healthy preparation and encourage appropriate help-seeking.
29	Managing Pressure and Interview Answers	Recognise a pressured situation and a safe response.	Describe an experience using a structured prompt.	Give an evidence-based interview answer using a clear structure.	Analyse the relevance, clarity and impact of an answer.	Adapt answers confidently and provide constructive feedback to others.
30	Personal Safety and First Impressions	Recognise basic personal safety and presentation expectations.	Describe how voice, posture and appearance affect first impressions.	Apply appropriate presentation and safety choices to a scenario.	Evaluate how context may change professional expectations.	Model confident, authentic presentation and challenge unsafe expectations appropriately.
31	Emergency Confidence and Mock Interview	Recognise essential information to give in an emergency.	Describe a situation clearly using prompts.	Communicate calmly and complete a short mock interview.	Evaluate performance and adapt communication under pressure.	Respond confidently, support the interview process and provide useful feedback.
32	Supporting Others and Work Experience Readiness	Recognise when someone may need help and who to tell.	Describe safe ways to support a peer or colleague.	Apply placement expectations and reporting routes to a scenario.	Analyse personal limits, confidentiality and safeguarding responsibilities.	Model safe support and help others prepare for placement expectations.

Summer 2

Independence and Transition

Weeks 33 to 39

Week	Lesson or Enquiry	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5
33	Independence and My Next Step	Recognise a routine needed for greater independence.	Describe a realistic education, training or employment step.	Connect personal routines to a chosen next step.	Evaluate current readiness and identify priority development areas.	Create a coherent independence plan linked to future progression.
34	Time Management and SMART Career Goals	Recognise an important task and deadline.	Describe a simple goal and first action.	Create a specific, measurable and realistic career goal.	Break a longer-term aim into prioritised actions and milestones.	Monitor progress, adapt deadlines and support others to set meaningful goals.
35	Problem-Solving, Support and Provider Contacts	Recognise a practical problem and a person who could help.	Describe possible solutions to a familiar problem.	Select a solution and contact an appropriate service or provider.	Evaluate possible solutions, consequences and support needs.	Create a clear support network and guide others towards appropriate contacts.
36	Self-Advocacy and Practical Transition Planning	Recognise a personal need and identify who to tell.	Describe a need or reasonable support request respectfully.	Communicate needs and plan travel, equipment, money and time.	Evaluate transition risks and negotiate suitable support.	Lead a detailed transition discussion and ensure plans remain realistic and person-centred.
37	Future Self, Barriers and Backup Plans	Recognise a future goal and possible barrier.	Describe one alternative if the first plan changes.	Create a preferred route and realistic backup option.	Evaluate how habits, barriers and external changes may affect progress.	Develop a flexible pathway strategy with clear decision points.
38	Character Portfolio and Transition Plan	Select an example showing personal progress.	Describe how an example demonstrates a positive quality.	Organise evidence and produce a practical transition plan.	Evaluate evidence against goals and identify remaining gaps.	Present a coherent portfolio and transition plan with clear next actions.
39	Final Review, Presentation and Handover	Identify a success and an immediate next action.	Describe progress and a chosen next step.	Present progress, plans and support needs clearly.	Evaluate development and respond thoughtfully to questions.	Deliver a confident handover presentation and confirm measurable actions.

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

Recognise feelings, interests and personal strengths.
Identify rules, risks and sources of support.
Select safe or appropriate responses from clear choices.

Stage 2

Explain choices in familiar situations.
Explore possible pathways and working environments.
Practise communication, regulation and decision-making strategies.

Stage 3

Manage familiar situations with growing independence.
Complete career-related tasks and justify choices.
Apply professional behaviours consistently.

Stage 4

Evaluate behaviour, needs, pathways and consequences.
Compare evidence and adapt responses to complexity.
Plan realistically for barriers and support.

Stage 5

Model positive character and professional behaviour.
Plan confidently for transition and independent life.
Mentor, advocate and support others safely.
Create a positive impact within the academy or community.

The purpose of the programme

Curriculum Intent

The Life Skills and Careers curriculum develops the personal qualities, practical habits and careers knowledge students need to participate successfully in school, employment, relationships and community life.

Learning begins with self-awareness. Students explore their interests, values, strengths, emotions and preferred ways of working before moving towards increasingly independent decision-making, professional behaviour, career planning, applications, interviews and transition.

Careers education is integrated with authentic life situations so students understand how confidence, communication, resilience, reliability, teamwork and personal responsibility influence future opportunities.

Through repeated reflection, practical application, community activity and career preparation, students develop the confidence and independence required for further education, training, apprenticeships, employment and adult life.