Blackpool Skills Academy
Science Curriculum Overview
A 39-week spiral curriculum developing scientific knowledge, enquiry, reasoning and confident application across biology, chemistry and physics.
Why science matters
Science helps us understand and shape our world
Science helps us explain what happens around us, from the way our bodies function and materials behave to the forces, energy and natural systems that shape everyday life.
It also helps people solve problems. Scientific knowledge supports medicine, engineering, construction, food safety, environmental protection, technology and almost every modern workplace.
This video introduces the importance of science and encourages students to consider how curiosity, evidence and careful investigation can lead to new ideas and better decisions.
Watch the video and consider where science influences your life, your vocational learning and the careers you may enter.
Our curriculum model
Understanding science through evidence and application
Science that connects with life and work
The curriculum follows the national curriculum disciplines of biology, chemistry and physics while embedding working scientifically throughout the year.
Students develop knowledge through explicit teaching, diagrams, conceptual models, demonstrations, virtual resources, calculations, secondary data, research and evaluation.
Scientific ideas are connected to everyday life and vocational areas including Construction, Hair and Beauty, and Catering and Hospitality.
- Scientific vocabulary
- Conceptual understanding
- Diagrams and models
- Investigation planning
- Data and graph interpretation
- Scientific calculation
- Evidence evaluation
- Critical thinking
- Vocational application
- Independent enquiry
Practical concepts may be explored through safe vocational activities, demonstrations, video, simulations, photographs, supplied results and investigation planning. Teachers make clear when students are interpreting secondary evidence rather than claiming first-hand practical experience.
Materials, forces and energy
Structural stability, electricity, insulation, friction, measurement, sustainability and safe working.
Biology, chemistry and hygiene
Hair and skin biology, microbiology, infection prevention, pH, chemical reactions and allergies.
Food, health and heat
Nutrition, digestion, microorganisms, food chemistry, allergens, energy transfer and food safety.
The learning journey
Progression Through Stages
Curriculum Level 1
Foundation
Recognise and describe key scientific ideas, follow safe instructions and make straightforward observations.
Supported practical learningCurriculum Level 2
Developing
Describe scientific processes, identify variables and interpret straightforward patterns with increasing confidence.
Guided scientific enquiryCurriculum Level 3
Secure
Explain cause and effect, plan fair tests and apply scientific principles independently to vocational problems.
Independent applicationCurriculum Level 4
Pre-Qualification
Plan and evaluate investigations, analyse complex evidence and justify scientific decisions.
Qualification preparationCurriculum Level 5
Qualification Pathway
Critically evaluate evidence and apply technical scientific knowledge confidently across unfamiliar contexts.
Progression readinessThe 39-week programme
Curriculum Overview
Autumn 1
Science at Work
How does science help us work safely, solve problems and make informed decisions in everyday life and the workplace?
During this half term, students develop the essential scientific knowledge and practical skills that underpin the rest of the curriculum. They learn how to work safely, make accurate observations, investigate materials, understand particles and chemical change, and apply scientific thinking to construction, catering and hair and beauty contexts. Students develop the skills of working scientifically by planning investigations, identifying variables, recording observations accurately and evaluating evidence whilst using increasingly precise scientific vocabulary.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Starting Points - Science Baseline Assessment | Complete a supported baseline assessment demonstrating existing knowledge of everyday science, laboratory safety, observation skills and basic scientific vocabulary. | Complete a structured assessment covering hazards, materials, living systems, forces and the accurate recording of scientific observations. | Demonstrate current understanding across biology, chemistry and physics by interpreting data, identifying variables and explaining scientific ideas using appropriate terminology. | Complete an independent baseline that includes scientific calculations, data analysis, practical planning and evidence-based reasoning. | Demonstrate readiness for qualification study by evaluating scientific evidence, interpreting unfamiliar vocational scenarios and applying scientific knowledge to workplace decision making. |
| 2 | Science at Blackpool Skills Academy - Hazards and Working Scientifically | Identify laboratory and workplace hazards, recognise hazard symbols, select appropriate PPE and follow simple practical instructions safely. | Distinguish clearly between a hazard and a risk, identify suitable control measures and record accurate scientific observations using simple tables. | Write a scientific method, identify independent, dependent and control variables, organise results systematically and explain why fair testing is important. | Plan and carry out a fair test independently, controlling variables, assessing risks and explaining how reliable methods improve scientific validity. | Critically evaluate scientific evidence, justify risk assessments, assess reliability and validity, and propose improvements to unfamiliar vocational investigations. |
| 3 | What Is Everything Made Of? - Particles and States | Identify solids, liquids and gases and represent each state using simple particle diagrams and appropriate scientific vocabulary. | Describe how particle arrangement, spacing and movement differ in solids, liquids and gases, explaining changes of state using the particle model. | Explain melting, freezing, evaporation and condensation by applying particle theory and understanding energy transfer during changes of state. | Apply particle theory to explain processes within concrete curing, hair products, food preparation and other vocational contexts. | Evaluate materials and industrial processes by applying particle theory, energy transfer and scientific evidence to justify material selection within unfamiliar vocational situations. |
| 4 | Choosing the Right Material - Properties and Uses | Identify common materials and describe observable physical properties including hardness, flexibility, transparency, absorbency and strength. | Compare materials through practical testing, recording observations accurately and identifying patterns within the results. | Explain how physical and mechanical properties influence the suitability of materials for different scientific and engineering applications. | Select appropriate materials for construction, salon equipment, packaging or catering applications by interpreting experimental evidence and performance data. | Evaluate competing material choices by balancing strength, durability, sustainability, safety, environmental impact and cost using scientific evidence to justify decisions. |
| 5 | Sorting It Out - Mixtures and Separation | Recognise mixtures and identify suitable separation techniques including sieving, filtration, evaporation and simple magnetic separation. | Select appropriate separation methods and explain the scientific principles behind each process using correct terminology. | Plan a sequence of separation techniques, explaining how differences in particle size, solubility and magnetism enable successful separation. | Apply separation techniques to aggregates, contaminated water, food preparation and product manufacture using scientific reasoning. | Evaluate separation methods by considering purity, yield, efficiency, sustainability and practical limitations, recommending improvements supported by scientific evidence. |
| 6 | Reactions at Work - Acids, Alkalis and Chemical Change | Identify acidic, neutral and alkaline substances, recognise hazard symbols and follow chemical safety procedures during practical work. | Use indicators and the pH scale to classify substances, describing observable evidence of chemical reactions accurately. | Explain neutralisation reactions, distinguish chemical change from physical change and describe how new substances are formed during reactions. | Apply knowledge of pH, neutralisation and chemical reactions to cement production, corrosion, hair treatments, cleaning products and food preparation. | Evaluate chemical processes by interpreting evidence, justifying safe working practices and recommending appropriate chemical choices within unfamiliar vocational scenarios. |
Autumn 2
Forces, Energy and Technology
How do forces, energy and electricity make the modern world work safely and efficiently?
During this half term, students investigate the scientific principles that allow machines, structures and technology to function. They explore forces, motion, pressure, energy, electricity and waves through practical investigations and vocational examples from construction, catering and hair and beauty. Students continue to develop their practical investigation skills by interpreting data, applying scientific models and evaluating evidence to explain how physics influences everyday life and the workplace.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Healthy Working - Cells, Body Systems and Occupational Health | Identify the basic structure of plant and animal cells, major organs and healthy working practices that protect the body within everyday and vocational environments. | Describe how specialised cells form tissues, organs and organ systems, explaining the role of body systems in maintaining health. | Explain how the digestive, respiratory, circulatory and integumentary systems work together to maintain the body's normal functions using accurate scientific vocabulary. | Apply biological knowledge to workplace hazards including dust inhalation, repetitive strain, skin exposure, posture and nutrition, explaining how these factors affect health. | Analyse occupational health scenarios by interpreting scientific evidence, assessing biological risks and recommending evidence-based preventative measures appropriate to vocational settings. |
| 8 | Invisible Risks - Microorganisms, Hygiene and Food Safety | Identify useful and harmful microorganisms and demonstrate effective handwashing, cleaning and personal hygiene procedures. | Describe the conditions required for microbial growth and explain how cross-contamination occurs in food preparation and salon environments. | Interpret simple microbiological data to explain how hygiene procedures reduce the spread of bacteria, fungi and viruses. | Apply microbiology to infection prevention within catering, hair and beauty and cleaning routines, explaining how hygiene controls minimise risk. | Evaluate hygiene procedures and outbreak scenarios by interpreting scientific evidence and recommending improvements based on microbiological principles and food safety legislation. |
| 9 | Push and Pull - Forces at Work | Identify pushes, pulls, gravity, friction and contact forces within everyday situations and vocational activities. | Describe balanced and unbalanced forces using force diagrams and explain how forces affect movement. | Explain resultant force, friction and Newtonian ideas when interpreting force diagrams and practical investigations. | Apply knowledge of forces to lifting equipment, construction tools, structural stability and safe workplace movement using scientific reasoning. | Evaluate the design of tools, equipment or structures by analysing forces, efficiency, safety and performance using scientific evidence. |
| 10 | Moving On - Speed, Distance and Time | Recognise speed, distance and time within familiar journeys and practical workplace activities. | Measure distance and time accurately before calculating speed using the appropriate mathematical relationship. | Interpret distance-time graphs to explain changes in speed, stationary periods and patterns of motion using scientific vocabulary. | Apply speed calculations to transport, deliveries, manufacturing processes and workplace efficiency, explaining scientific reasoning clearly. | Analyse unfamiliar motion data by interpreting graphs, evaluating evidence and recommending safe operational decisions within realistic vocational contexts. |
| 11 | Under Pressure - Pressure in Solids, Liquids and Gases | Identify examples of pressure in solids, liquids and gases using familiar objects and workplace equipment. | Describe how force, area and depth influence pressure, explaining observations from practical investigations. | Apply the scientific relationship between force, area and pressure to interpret experimental results and solve simple problems. | Explain pressure within building foundations, hydraulic systems, aerosol sprays and catering equipment using appropriate scientific vocabulary. | Evaluate pressure-related hazards by interpreting evidence, assessing workplace risks and recommending scientifically justified control measures. |
| 12 | Powering Work - Energy Stores and Transfers | Identify common energy stores and recognise useful and wasted energy within everyday appliances and equipment. | Describe energy transfers using appropriate scientific vocabulary and explain why some energy is dissipated to the surroundings. | Represent energy pathways using energy transfer diagrams and compare the efficiency of different systems. | Apply energy transfer principles to insulation, heating systems, electrical appliances and cooking equipment, explaining how efficiency can be improved. | Evaluate energy solutions by balancing efficiency, cost, sustainability and environmental impact using scientific evidence to justify conclusions. |
| 13 | Making Connections - Electricity and Circuits | Identify common circuit components, electrical hazards and safe working practices when using electrical equipment. | Construct or interpret simple series circuits, explaining the function of cells, switches, lamps and conductors. | Explain current, voltage and resistance using simple circuit models and interpret circuit diagrams confidently. | Apply electrical principles to power tools, salon equipment, catering appliances and workplace safety, explaining how circuits operate effectively. | Diagnose electrical faults by interpreting circuit behaviour, evaluating evidence and recommending safe, efficient engineering solutions using scientific reasoning. |
Spring 1
Living Systems
How do living organisms grow, survive and interact with the world around them?
During this half term, students explore the organisation of living systems from individual cells to complete ecosystems. They investigate how body systems work together to maintain life, how inheritance influences variation and how organisms depend upon one another within changing environments. Practical investigations, scientific models and vocational contexts help students apply biological knowledge to health, wellbeing, construction, catering and hair and beauty whilst strengthening scientific enquiry, analysis and evidence-based reasoning.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | Signals Around Us - Light, Sound and Waves | Identify natural and artificial sources of light and sound and recognise how they help us communicate and observe the world safely. | Describe reflection, shadows, pitch, loudness and the basic behaviour of light and sound waves using appropriate scientific vocabulary. | Explain wave properties including wavelength, frequency and amplitude, interpreting simple diagrams and relating these to light and sound behaviour. | Apply wave theory to mirrors, salon lighting, workplace acoustics, warning alarms and communication technologies, explaining how scientific principles improve safety and performance. | Evaluate workplace systems that rely on light, sound or wave technology by interpreting evidence, comparing alternative solutions and recommending scientifically justified improvements. |
| 15 | Building Life - Cells and Organisation | Identify plant and animal cells, recognising the nucleus, cell membrane, cytoplasm, cell wall, chloroplasts and vacuole using labelled diagrams. | Describe the function of major cell structures and explain how specialised cells are adapted to perform specific roles within living organisms. | Explain how cells form tissues, tissues form organs and organs work together within organ systems to maintain healthy body function. | Apply cell biology to tissue repair, skin health, hair growth, nutrition and wound healing within vocational and everyday contexts. | Interpret biological evidence from cell investigations and explain how cell structure and organisation influence health, disease and workplace wellbeing. |
| 16 | Support and Movement - Skeleton and Muscles | Identify the major bones, joints and muscle groups of the human body and recognise their role in movement and protection. | Describe how bones, muscles, tendons and ligaments work together to support movement and maintain posture. | Explain antagonistic muscle pairs, different joint types and the biomechanics involved in movement using appropriate scientific terminology. | Apply biomechanics to lifting techniques, manual handling, repetitive tasks, posture and injury prevention within vocational workplaces. | Analyse ergonomic problems using scientific evidence, evaluating workplace practices and recommending effective strategies to reduce musculoskeletal injury. |
| 17 | Fuel for the Body - Digestion and Nutrition | Identify the main food groups, digestive organs and the importance of healthy eating for growth and wellbeing. | Describe the digestive system, explaining how food is mechanically and chemically broken down before nutrients are absorbed. | Explain the role of enzymes, digestion, absorption and nutrient function in supplying energy, growth and repair. | Apply nutritional science to menu planning, physical performance, workplace wellbeing and healthy lifestyle choices using scientific evidence. | Evaluate dietary information critically by interpreting nutritional evidence, identifying misconceptions and justifying evidence-based dietary recommendations. |
| 18 | Breathing and Working - Respiration and Gas Exchange | Identify the lungs, trachea and other major respiratory organs, recognising how breathing changes during physical activity. | Describe gas exchange within the alveoli and explain how oxygen and carbon dioxide move between the lungs and bloodstream. | Explain aerobic respiration, energy release and the role of the circulatory and respiratory systems during exercise and everyday activities. | Apply respiratory science to workplace ventilation, dust exposure, fumes, exercise and occupational health, explaining how scientific knowledge reduces health risks. | Analyse respiratory evidence from workplace scenarios, evaluating hazards and recommending scientifically justified control measures to protect long-term health. |
| 19 | Growing and Changing - Reproduction and Development | Identify the stages of human growth and recognise the basic structures involved in human reproduction using appropriate scientific vocabulary. | Describe puberty, fertilisation, pregnancy and the major stages of human development accurately and sensitively. | Explain reproductive processes, foetal development and the biological changes that occur throughout human growth and development. | Apply scientific understanding to real-life health, wellbeing and relationship scenarios, communicating respectfully and using evidence-based information. | Evaluate health information from a range of scientific sources, distinguishing reliable evidence from opinion and presenting balanced, evidence-based conclusions. |
| 20 | Why We Are Different - Inheritance and Variation | Recognise that characteristics can be inherited or influenced by the environment, identifying simple examples of variation. | Describe genes, inherited characteristics and environmental influences using appropriate biological vocabulary. | Explain inheritance, adaptation, natural selection and variation, demonstrating how these processes influence the survival of organisms. | Apply genetic and evolutionary principles to health, agriculture, selective breeding, microorganisms and product development within vocational contexts. | Evaluate scientific evidence relating to inheritance and evolution, distinguishing between scientific explanation, misconception and unsupported claims using biological evidence. |
Spring 2
Chemistry of Our World
How do chemical reactions and Earth's resources influence the materials, products and environments we depend upon every day?
During this half term, students investigate the chemistry that underpins modern life by exploring elements, compounds, reactions, combustion, climate science and sustainability. They apply chemical knowledge to construction materials, catering processes, cleaning products, hair and beauty treatments and environmental issues. Students continue developing their practical investigation skills by interpreting evidence, evaluating scientific claims and making informed decisions using accurate chemical terminology.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 21 | Living Together - Ecosystems and Interdependence | Identify habitats, food chains and the basic needs of living organisms, recognising how plants and animals depend upon one another for survival. | Describe producers, consumers and decomposers, explaining how environmental changes affect organisms within simple food chains. | Explain food webs, interdependence, competition and population change using appropriate ecological vocabulary and scientific evidence. | Apply ecological principles to waste management, sustainable sourcing, biodiversity and local environmental issues within vocational contexts. | Evaluate environmental decisions by analysing ecological evidence, balancing environmental, social and economic factors and justifying sustainable recommendations. |
| 22 | Chemical Building Blocks - Elements and Compounds | Recognise atoms, elements and common chemical symbols, identifying examples of elements used in everyday life. | Distinguish clearly between elements, compounds and mixtures, explaining how substances differ using the particle model. | Interpret simple chemical formulae and use the periodic table to identify patterns in groups, periods and common elements. | Apply chemical classification to construction materials, salon products, cleaning chemicals and food ingredients using scientific evidence. | Interpret chemical information confidently, justifying material selection, safe handling procedures and chemical decisions within unfamiliar vocational scenarios. |
| 23 | Metals in Action - Reactivity and Corrosion | Identify common metals, recognise the signs of corrosion and describe simple methods used to protect metal objects. | Describe the reactivity of common metals and explain how corrosion occurs and can be prevented using appropriate scientific vocabulary. | Use the reactivity series to predict the outcome of simple reactions and explain why some metals react more readily than others. | Apply knowledge of reactivity and corrosion to buildings, construction materials, tools, catering equipment and workplace maintenance. | Evaluate material selection by interpreting scientific evidence relating to corrosion resistance, durability, safety, sustainability and long-term performance. |
| 24 | Burning Questions - Combustion and Energy Change | Identify common fuels, recognise the conditions needed for combustion and follow basic fire safety procedures. | Describe the reactants and products of combustion, explaining how burning releases energy and forms new substances. | Explain complete and incomplete combustion, energy transfer and the production of carbon dioxide, carbon monoxide and water using correct chemical terminology. | Apply combustion science to cooking, heating systems, engines and workplace fire safety, explaining how combustion is controlled safely. | Evaluate different fuels by considering efficiency, emissions, environmental impact, workplace safety and sustainability, using scientific evidence to justify conclusions. |
| 25 | Changing Atmosphere - Climate and the Carbon Cycle | Identify the difference between weather and climate and recognise common greenhouse gases including carbon dioxide and methane. | Describe the greenhouse effect, identifying natural and human sources of carbon emissions. | Explain the carbon cycle, evidence for climate change and the scientific processes influencing Earth's atmosphere. | Apply climate science to sustainable construction, energy efficiency, manufacturing, transport and food production using scientific reasoning. | Evaluate climate-related claims critically by interpreting scientific evidence and proposing realistic carbon reduction strategies supported by reliable data. |
| 26 | Using Earth Wisely - Resources and Sustainability | Identify renewable, non-renewable and recyclable resources used in everyday products and industries. | Describe how natural resources are extracted, processed, used, recycled and disposed of, recognising their environmental impact. | Compare the life cycles of different products by considering resource use, waste, energy consumption and environmental consequences. | Apply sustainability principles when selecting construction materials, packaging, catering ingredients and workplace processes. | Complete a balanced life-cycle evaluation by analysing environmental, economic and social evidence to justify sustainable decisions within vocational contexts. |
| 27 | Clean Water, Healthy Places - Water and Pollution | Identify natural water sources, recognise common pollutants and describe the stages of the water cycle using appropriate scientific vocabulary. | Describe water treatment processes and explain how pollutants affect rivers, lakes, oceans and drinking water supplies. | Explain how filtration, sedimentation, evaporation and other separation methods contribute to water treatment whilst describing the environmental effects of pollution. | Apply water science to drainage systems, hygiene, wastewater management, food preparation and workplace cleaning procedures using scientific reasoning. | Analyse water-quality evidence by interpreting environmental data, evaluating pollution risks and recommending scientifically justified actions to protect human health and ecosystems. |
Summer 1
Applied Vocational Science
How does science help professionals solve practical problems across construction, hair and beauty and catering?
During this half term, students apply their knowledge of biology, chemistry and physics to realistic vocational situations. They investigate how scientific principles influence the selection of materials, professional treatments, food preparation, measurement and experimental investigations. Students strengthen their ability to work scientifically by collecting reliable data, evaluating evidence and communicating conclusions using accurate scientific language that reflects industry practice.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 28 | Built to Last - Construction Science Project | Identify common construction materials and match them to simple building purposes, recognising basic properties such as strength, hardness and durability. | Compare the physical properties of construction materials using supplied data and simple practical investigations, recording observations accurately. | Explain how forces, material properties, insulation and chemical processes influence the selection of appropriate construction materials for different applications. | Develop a construction solution by selecting suitable materials, applying scientific principles relating to forces, energy transfer and chemistry whilst justifying decisions using evidence. | Evaluate construction designs by analysing performance, safety, sustainability, cost and scientific test data, recommending evidence-based improvements suitable for realistic workplace scenarios. |
| 29 | The Science of Style - Hair and Beauty Project | Identify common salon products, tools, hygiene procedures and safe working practices whilst recognising the importance of skin and hair health. | Describe how pH, temperature, product formulation and hygiene influence hair and beauty treatments, using appropriate scientific vocabulary. | Explain how heat, chemical reactions, microorganisms and the structure of hair and skin affect treatment outcomes and client safety. | Develop scientifically justified treatment recommendations by interpreting consultation findings, selecting appropriate products and applying biological and chemical knowledge. | Evaluate product claims, treatment choices, sustainability and potential risks by interpreting scientific evidence and recommending safe, effective professional practice. |
| 30 | Kitchen Chemistry - Catering Science Project | Identify common physical and chemical changes that occur during food preparation whilst following safe food hygiene procedures. | Describe the effects of heating, cooling, mixing, enzymes and microorganisms on food using appropriate scientific terminology. | Explain cooking reactions including protein denaturation, starch gelatinisation, enzymatic activity and temperature control, linking these processes to food quality and safety. | Develop a catering investigation by selecting variables, interpreting evidence and applying scientific knowledge to improve food preparation processes. | Evaluate catering procedures by balancing nutrition, food safety, quality, waste reduction, sustainability and scientific reliability to justify professional recommendations. |
| 31 | Measure It - Scientific Measurement and Data | Read measuring equipment accurately, record observations using correct scientific units and organise simple results into tables. | Select appropriate measuring equipment, record repeat measurements consistently and organise results systematically. | Calculate averages, identify patterns, anomalies and trends within scientific data using appropriate mathematical and scientific methods. | Present data using graphs, evaluate measurement uncertainty and interpret evidence to support scientific conclusions within vocational investigations. | Critically evaluate data quality by considering reliability, validity, precision and uncertainty, defending conclusions using robust scientific evidence. |
| 32 | Can We Trust It? - Fair Testing and Reliability | Follow a practical method carefully and identify what is being changed, measured and kept the same during an investigation. | Recognise independent, dependent and control variables whilst repeating measurements to improve reliability. | Plan and carry out fair tests independently, controlling variables, recording accurate observations and explaining how reliability can be improved. | Evaluate investigations by identifying sources of error, improving validity and refining methods to increase reliability and accuracy. | Critique experimental methods by evaluating uncertainty, validity, reproducibility and scientific evidence, proposing improvements that reflect professional laboratory and workplace practice. |
| 33 | Making Science Clear - Reports and Presentations | Record what was done during an investigation, describe observations clearly and use simple scientific vocabulary appropriately. | Organise scientific reports using clear methods, results and conclusions supported by labelled tables and diagrams. | Interpret data using accurate scientific terminology to explain findings and draw evidence-based conclusions. | Produce independent vocational science reports or presentations that communicate scientific methods, results and evaluations clearly to different audiences. | Present and defend scientific conclusions confidently by interpreting evidence critically, acknowledging limitations and responding to scientific questioning using precise technical language. |
Summer 2
Science Beyond the Classroom
How can scientific knowledge help us understand the wider universe and prepare for future study, employment and everyday life?
During this final half term, students consolidate the biology, chemistry and physics knowledge developed throughout the year whilst exploring scientific ideas beyond the classroom. They investigate space science, magnetism and electromagnetism before revisiting the fundamental concepts of chemistry, biology and physics through applied vocational scenarios. Students demonstrate their ability to interpret evidence, evaluate scientific claims and communicate scientific understanding confidently, preparing them for further study, employment and lifelong scientific literacy.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 34 | Beyond Earth - Space and the Universe | Identify the Sun, Earth, Moon and planets within the Solar System, recognising their basic characteristics and movements. | Describe the causes of day and night, the seasons and the structure of the Solar System using appropriate scientific vocabulary. | Explain gravity, orbital motion, the life cycle of stars and the relationships between celestial bodies using accepted scientific models. | Apply space science to satellites, GPS technology, communication systems and weather forecasting, explaining how scientific principles support modern life. | Evaluate evidence relating to space exploration, astronomical discoveries and scientific claims, distinguishing reliable evidence from misconception and unsupported opinion. |
| 35 | Forces You Cannot See - Magnetism and Electromagnets | Identify magnetic materials, magnetic poles and simple examples of magnets used in everyday life and the workplace. | Describe magnetic attraction, repulsion and magnetic fields, explaining how magnets interact using appropriate scientific terminology. | Explain how electromagnets are produced, identify the factors affecting magnetic strength and interpret simple magnetic investigations. | Apply electromagnetism to electric motors, relays, cranes, security systems, loudspeakers and industrial equipment, explaining how scientific principles enable these technologies to operate. | Evaluate electromagnetic designs by analysing efficiency, safety, reliability and performance, recommending scientifically justified improvements for vocational applications. |
| 36 | Matter Matters - Chemistry Consolidation | Recall the key properties of particles, materials, mixtures, states of matter and simple chemical reactions using correct scientific vocabulary. | Describe the relationships between states of matter, separation techniques, pH, acids, alkalis and chemical change through structured scientific explanations. | Explain how particle theory, reactions, reactivity and energy changes connect across a range of familiar chemistry topics and practical investigations. | Apply chemical knowledge confidently to construction materials, catering processes, hair and beauty products and environmental issues, interpreting scientific evidence accurately. | Solve unfamiliar chemistry problems by selecting appropriate scientific principles, evaluating evidence and justifying conclusions using accurate chemical terminology. |
| 37 | Living Well - Biology Consolidation | Recall key knowledge relating to cells, body systems, microorganisms, reproduction and ecosystems using appropriate biological vocabulary. | Describe important biological processes including digestion, respiration, circulation, inheritance and ecological relationships accurately. | Explain how body systems interact, how organisms respond to environmental change and how biological knowledge supports health and wellbeing. | Apply biological understanding confidently to workplace health, nutrition, hygiene, infection prevention and environmental management within vocational settings. | Analyse unfamiliar biological evidence by evaluating scientific information, interpreting data and recommending evidence-based actions that promote health and sustainability. |
| 38 | Making Things Work - Physics Consolidation | Recall key ideas relating to forces, energy, electricity, waves and measurement using appropriate scientific vocabulary. | Describe the relationships between force, motion, pressure, energy transfer, circuits and wave behaviour using accurate scientific explanations. | Interpret calculations, diagrams and experimental data to explain physical processes and solve practical scientific problems confidently. | Apply physics principles to construction, engineering, catering equipment, electrical systems and workplace technologies using scientific reasoning. | Solve unfamiliar physics problems by evaluating evidence, selecting efficient scientific methods and justifying solutions using precise scientific terminology and quantitative reasoning. |
| 39 | Science at Work - Applied End-of-Year Assessment and Progression | Complete a supported practical and written assessment demonstrating secure understanding of core scientific knowledge, safe working practices and personal progress. | Apply scientific knowledge confidently to familiar workplace scenarios, completing structured investigations, interpreting simple evidence and reviewing personal development. | Complete a multi-topic scientific investigation by applying biology, chemistry and physics knowledge to explain evidence and justify scientific decisions independently. | Plan, conduct and evaluate an independent vocational investigation demonstrating accurate scientific enquiry, reliable data analysis, evidence-based conclusions and pre-qualification scientific thinking. | Demonstrate qualification readiness by evaluating complex scientific evidence, presenting scientifically justified workplace recommendations, critically reflecting on progress and identifying clear next steps towards further education, apprenticeships or employment. |
How progress is recognised
Assessment Approach
Retrieval and Vocabulary
Frequent checks strengthen recall of essential concepts, terminology, symbols and scientific relationships.
Diagrams and Models
Students label, interpret, compare and critique scientific diagrams, representations and conceptual models.
Data and Calculation
Tables, graphs, supplied results and scaffolded calculations assess numerical and analytical understanding.
Scientific Enquiry
Students plan investigations, identify variables, consider risk and evaluate validity, reliability and limitations.
Claims and Evidence
Students judge whether conclusions are supported by methods, samples, data and appropriately cautious interpretation.
Cumulative Application
Reviews and independent enquiry require students to connect learning across biology, chemistry, physics and working scientifically.
What progress looks like
Progression Expectations
Curriculum Level 1 – Foundation
Students recognise and describe key scientific ideas across biology, chemistry and physics using everyday and developing scientific vocabulary. They follow practical instructions safely, identify hazards, use simple scientific equipment correctly and make straightforward observations. They begin to recognise patterns, record results and apply basic scientific knowledge to familiar situations encountered in construction, catering, hair and beauty and everyday life.
Curriculum Level 2 – Developing
Students describe scientific processes using appropriate scientific terminology whilst carrying out practical investigations with increasing confidence. They identify hazards and risks, select suitable equipment, recognise independent, dependent and control variables, record observations systematically and interpret straightforward patterns within results. Students apply developing scientific knowledge to familiar vocational and workplace contexts.
Curriculum Level 3 – Secure
Students explain scientific concepts accurately by linking cause and effect across biology, chemistry and physics. They plan fair tests, select appropriate methods, interpret experimental data and draw evidence-based conclusions using secure scientific vocabulary. Students confidently apply scientific principles to practical problems involving construction materials, human biology, food science, electrical systems, chemical processes and environmental issues.
Curriculum Level 4 – Pre-Qualification
Students independently plan, carry out and evaluate scientific investigations using accurate measurements, controlled variables and appropriate methods of data analysis. They apply scientific knowledge confidently to unfamiliar situations, evaluate reliability, validity and accuracy, interpret complex evidence and justify scientific decisions using accepted scientific models. Students demonstrate the investigative skills and scientific reasoning expected before beginning qualification-level study.
Curriculum Level 5 – Qualification Pathway
Students consistently demonstrate the scientific knowledge, practical competence and analytical skills required for successful progression into qualification study, further education, apprenticeships and employment. They critically evaluate evidence, assess risk, reliability and validity, compare alternative scientific solutions using safety, performance, sustainability and cost, and communicate well-reasoned scientific conclusions using accurate technical vocabulary across biology, chemistry and physics.
The purpose of the programme
Curriculum Intent
The Science curriculum develops scientifically literate learners who understand how biology, chemistry and physics explain the natural and manufactured world. Students follow a carefully sequenced spiral curriculum in which core scientific concepts are revisited throughout the year with increasing depth, precision and independence. Scientific knowledge is taught through meaningful vocational contexts including construction, hair and beauty, catering and everyday life, enabling students to recognise the relevance of science beyond the classroom.
Students develop the knowledge, practical skills and scientific thinking required to investigate questions, solve problems and make informed decisions. Through carefully planned practical activities, demonstrations, investigations and data analysis, they learn to observe systematically, identify variables, plan fair tests, measure accurately, evaluate evidence and communicate conclusions using increasingly precise scientific vocabulary. Working scientifically is embedded throughout every topic, ensuring that students develop confidence in practical enquiry alongside secure subject knowledge.
Knowledge and skills are revisited continuously across biology, chemistry and physics, allowing students to strengthen their understanding of particles, forces, energy, living systems, chemical reactions, Earth science and scientific investigation. Learning progresses from recognising scientific ideas and following structured practical methods to independently applying scientific models, interpreting evidence critically and evaluating complex scientific problems within unfamiliar vocational and workplace scenarios.
The curriculum prepares students for further education, apprenticeships and employment by emphasising scientific reasoning, health and safety, environmental responsibility and evidence-based decision making. By the end of the programme, students demonstrate the knowledge, practical competence and investigative skills expected of learners progressing towards qualification study. They confidently apply scientific understanding to workplace situations, evaluate competing scientific evidence and communicate accurate, well-reasoned conclusions that reflect the expectations of modern science and industry.