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
Stage 1
Recognise
Recognise key scientific vocabulary, features, patterns and familiar examples.
Supported observationStage 2
Describe
Describe scientific concepts using diagrams, examples and simple models.
Guided explanationStage 3
Apply
Apply scientific knowledge independently to familiar data, systems and phenomena.
Independent applicationStage 4
Analyse
Analyse evidence, relationships, linked systems, uncertainty and limitations.
Critical scientific reasoningStage 5
Evaluate and Explain
Evaluate claims and communicate independent scientific explanations using evidence.
Scientific judgementThe 39-week programme
Curriculum Overview
Autumn 1
Foundations of Scientific Knowledge
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | How Science Builds Knowledge | Recognise an observation, idea or piece of evidence. | Describe the difference between observation and explanation. | Use evidence to support or challenge a simple scientific claim. | Analyse how models, evidence and peer review improve explanations. | Evaluate a scientific claim and explain why knowledge may change when new evidence appears. |
| 2 | Cells: The Basic Unit of Life | Recognise major structures in animal and plant cells. | Describe the function of key cell structures. | Compare plant and animal cells using labelled diagrams. | Analyse how specialised structures support cell function. | Evaluate the usefulness and limitations of cell diagrams and scale images. |
| 3 | Particles and States of Matter | Recognise solids, liquids and gases. | Describe particle arrangement in each state. | Use the particle model to explain changes of state. | Analyse heating and cooling data using particle movement. | Evaluate a particle model and explain where it simplifies real behaviour. |
| 4 | Forces and Motion | Recognise contact and non-contact forces. | Describe how a force can change movement. | Interpret simple distance-time data and calculate speed. | Analyse motion by linking forces, speed and graph shape. | Evaluate evidence from a motion scenario and communicate a justified explanation. |
| 5 | Body Systems | Recognise cells, tissues, organs and systems. | Describe the role of a major body system. | Explain how two body systems work together. | Analyse relationships between digestive, breathing and circulatory systems. | Evaluate how disruption to one system may affect the whole organism. |
| 6 | Scientific Enquiry Review | Recognise a question, prediction and simple variable. | Describe the steps of a fair investigation. | Plan a method and identify variables, data and basic risks. | Analyse validity, reliability, limitations and possible improvements. | Evaluate an investigation plan and justify a rigorous method. |
Autumn 2
Chemistry and Materials
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Atoms, Elements and the Periodic Table | Recognise atoms, elements and familiar chemical symbols. | Describe the difference between an element and compound. | Use the periodic table to classify elements and identify patterns. | Analyse relationships between position, group and properties. | Evaluate how the periodic table organises evidence and supports prediction. |
| 8 | Mixtures and Separation | Recognise mixtures, solutions and pure substances. | Describe filtration, evaporation and chromatography. | Select a suitable separation method for a familiar mixture. | Analyse a multi-stage separation process using particle ideas. | Evaluate possible methods and justify the most effective sequence. |
| 9 | Chemical Reactions | Recognise signs that a chemical reaction may have occurred. | Describe the difference between physical and chemical change. | Complete and interpret straightforward word equations. | Analyse reactions using conservation of mass and particle rearrangement. | Evaluate evidence for chemical change and communicate a precise explanation. |
| 10 | Acids, Alkalis and Neutralisation | Recognise acids, alkalis and the pH scale. | Describe acidic, neutral and alkaline conditions. | Apply pH knowledge to familiar substances and neutralisation. | Analyse pH data and explain changes during neutralisation. | Evaluate the use of acids and alkalis in a vocational or environmental context. |
| 11 | Materials and Their Properties | Recognise common material properties. | Describe why a material suits a particular use. | Select materials using evidence about properties. | Analyse trade-offs involving strength, flexibility, cost and sustainability. | Evaluate and justify a material choice for a demanding application. |
| 12 | Earth Materials and Resources | Recognise rocks, fuels and natural resources. | Describe how selected Earth materials are formed or obtained. | Explain how resources are used and why some are finite. | Analyse environmental effects of extraction and use. | Evaluate sustainable alternatives using scientific and practical evidence. |
| 13 | Chemistry Review and Application | Recall key chemistry vocabulary and examples. | Describe particles, materials and reactions using a model. | Apply chemistry knowledge to an unfamiliar product or process. | Analyse linked chemical ideas and limitations in the evidence. | Produce an independent, evidence-based explanation of a chemical application. |
Spring 1
Energy, Electricity and Waves
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | Energy Stores and Transfers | Recognise common energy stores and transfer pathways. | Describe an energy transfer in an everyday system. | Construct an energy pathway for a familiar device. | Analyse useful and wasted energy transfers. | Evaluate energy efficiency and recommend justified improvements. |
| 15 | Work, Power and Efficiency | Recognise work, power and efficiency as scientific quantities. | Describe how power relates to energy transferred over time. | Use simple equations to calculate work, power or efficiency. | Analyse calculation results and compare system performance. | Evaluate performance data and justify a scientifically informed decision. |
| 16 | Electricity and Circuits | Recognise circuit symbols and basic components. | Describe current and potential difference in simple circuits. | Interpret series and parallel circuit diagrams. | Analyse relationships between current, resistance and potential difference. | Evaluate circuit evidence and explain safe, effective design choices. |
| 17 | Waves: Sound and Light | Recognise examples of sound and light waves. | Describe basic wave features and transmission. | Apply reflection and refraction ideas to familiar situations. | Analyse diagrams and data involving wave behaviour. | Evaluate a model or application and explain wave behaviour precisely. |
| 18 | Electromagnetic Spectrum | Recognise parts of the electromagnetic spectrum. | Describe a use or risk of selected radiation. | Match wavelength regions to appropriate applications. | Analyse relationships between wavelength, energy, use and risk. | Evaluate a technological or medical use by balancing evidence, benefit and risk. |
| 19 | Pressure and Moments | Recognise examples of pressure and turning forces. | Describe how area, force or distance affects an outcome. | Apply pressure or moment ideas to a familiar system. | Analyse calculations and linked forces in practical contexts. | Evaluate a design and justify changes using pressure and moment principles. |
| 20 | Physics Review: Evidence and Models | Recall key physics vocabulary and familiar examples. | Describe a physical system using a diagram or model. | Apply equations and evidence to a familiar system. | Analyse relationships, uncertainty and model limitations. | Produce an independent explanation supported by data, calculations and evaluation. |
Spring 2
Biology, Genetics and Ecosystems
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 21 | Reproduction and Development | Recognise major stages of human reproduction and development. | Describe key biological processes using accurate vocabulary. | Apply knowledge to sequence development and explain change. | Analyse how biological systems and hormones coordinate development. | Communicate an accurate, respectful and evidence-based scientific explanation. |
| 22 | Genetics and Inheritance | Recognise genes, chromosomes and inherited features. | Describe how genetic information passes between generations. | Apply a simple inheritance model to familiar examples. | Analyse genetic and environmental contributions to variation. | Evaluate the limits of simple genetic models and communicate uncertainty accurately. |
| 23 | Variation and Natural Selection | Recognise variation within a species. | Describe adaptation and survival. | Explain natural selection using a familiar example. | Analyse environmental pressure, reproduction and population change. | Evaluate evidence for evolutionary explanations and address misconceptions. |
| 24 | Ecosystems and Interdependence | Recognise organisms, habitats and simple food chains. | Describe feeding relationships and competition. | Apply ecosystem knowledge to predict a population change. | Analyse interdependence and the effects of changing one factor. | Evaluate evidence about ecosystem management and justify a response. |
| 25 | Photosynthesis and Respiration | Recognise photosynthesis and respiration as biological processes. | Describe their inputs, products and purposes. | Compare photosynthesis and respiration using equations or diagrams. | Analyse how the processes connect within organisms and ecosystems. | Evaluate data or claims about factors affecting either process. |
| 26 | Health, Disease and Immunity | Recognise communicable and non-communicable disease. | Describe transmission, prevention or basic immune response. | Apply health knowledge to a distanced prevention scenario. | Analyse risk factors, evidence and limitations in health information. | Evaluate a health claim and communicate a proportionate scientific conclusion. |
| 27 | Biology Review and Health Decisions | Recall key biology vocabulary and safe health choices. | Describe a biological process using a diagram or model. | Apply biological knowledge to a health or environmental decision. | Analyse evidence, linked systems and possible consequences. | Evaluate a claim and communicate an independent, evidence-led judgement. |
Summer 1
Earth, Climate and Space
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 28 | Earth’s Structure and Plate Tectonics | Recognise the main layers of Earth. | Describe plate movement and a related hazard. | Use a model to explain earthquakes or volcanoes. | Analyse patterns in geological data and plate boundaries. | Evaluate the usefulness and limitations of tectonic models and predictions. |
| 29 | Atmosphere and Climate | Recognise the difference between weather and climate. | Describe the natural greenhouse effect. | Interpret climate data and explain a trend. | Analyse evidence, variation, uncertainty and possible causes. | Evaluate a climate claim and communicate what the evidence does and does not show. |
| 30 | Carbon Cycle and Human Impact | Recognise major carbon stores and processes. | Describe how carbon moves through the cycle. | Explain how human activity changes carbon balance. | Analyse links between combustion, land use and atmospheric change. | Evaluate mitigation options using scientific, practical and environmental evidence. |
| 31 | Space: Solar System and Gravity | Recognise the Sun, planets, moons and other solar-system objects. | Describe the role of gravity in orbital motion. | Apply a model to explain day, year or orbit. | Analyse scale, motion and gravitational relationships. | Evaluate common models and communicate an accurate explanation of orbital behaviour. |
| 32 | Stars and the Universe | Recognise stars, galaxies and major stages in a star’s life. | Describe how stars form and change. | Sequence a stellar life cycle using mass as a factor. | Analyse evidence used to investigate distant objects and the universe. | Evaluate how observations support scientific explanations about stars and cosmic change. |
| 33 | Earth and Space Review | Recall key Earth, climate and space vocabulary. | Describe a geological, atmospheric or astronomical process. | Apply evidence and models to an unfamiliar example. | Analyse connected processes, evidence and limitations. | Construct an independent explanation that links evidence across Earth and space science. |
Summer 2
Scientific Claims and Independent Enquiry
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 34 | Science, Technology and Society | Recognise a benefit or risk arising from scientific development. | Describe how a development may affect people or the environment. | Compare evidence about benefits and risks. | Analyse scientific evidence alongside ethical and social considerations. | Evaluate a development and communicate a balanced, evidence-based judgement. |
| 35 | Evaluating Scientific Claims | Recognise a claim and the evidence offered to support it. | Describe why method, sample and variables matter. | Apply a reliability checklist to a study or headline. | Analyse uncertainty, limitations, peer review and possible bias. | Rewrite a claim so that it accurately reflects the strength of the evidence. |
| 36 | Using Data in Science | Recognise values, categories and simple patterns in data. | Describe a trend using a table or graph. | Select a suitable display and calculate a simple average. | Analyse patterns, anomalies, reliability and limitations. | Communicate a justified conclusion without overstating what the data proves. |
| 37 | Independent Science Enquiry: Research | Choose a supported scientific question and identify a source. | Describe what information is needed to answer the question. | Develop a focused question and gather reliable secondary evidence. | Analyse source quality, relevance, consistency and gaps. | Design a rigorous research approach with clear source checks and limitations. |
| 38 | Independent Science Enquiry: Explanation | Present key facts using supported scientific vocabulary. | Describe the answer using a diagram, model or structured paragraph. | Construct an explanation using evidence and scientific terminology. | Analyse evidence, alternative explanations and limitations. | Produce a coherent independent explanation with referenced evidence and justified conclusions. |
| 39 | Science Showcase and Cumulative Review | Identify important learning from biology, chemistry or physics. | Describe a scientific idea and supporting example. | Present an enquiry and answer straightforward questions. | Analyse connections across disciplines and evaluate the evidence used. | Defend an independent scientific explanation and reflect critically on its limitations. |
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
Stage 1
- Recognise key scientific vocabulary and symbols.
- Identify familiar scientific patterns and examples.
- Engage with supported diagrams, data and models.
Stage 2
- Describe concepts using accurate vocabulary.
- Use diagrams and simple models to communicate ideas.
- Explain straightforward patterns in familiar contexts.
Stage 3
- Apply knowledge independently to familiar phenomena.
- Interpret data and complete scientific calculations.
- Use evidence to support an explanation.
Stage 4
- Analyse evidence, relationships and linked systems.
- Identify uncertainty, anomalies and limitations.
- Compare models, methods and possible explanations.
Stage 5
- Evaluate scientific claims and quality of evidence.
- Synthesise evidence from several reliable sources.
- Communicate independent scientific explanations.
- Defend conclusions while acknowledging uncertainty and limitations.
The purpose of the programme
Curriculum Intent
The Science curriculum develops scientifically informed young people who can explain, apply and evaluate knowledge within everyday, environmental and vocational contexts.
Students build connected understanding across biology, chemistry and physics while learning how scientific knowledge is developed through observation, models, evidence, investigation, peer review and revision.
Scientific learning is contextualised through Construction, Hair and Beauty, Catering and Hospitality, health, technology and the environment. This enables students to understand not only scientific theory, but why it matters within modern life and employment.
Across the year, students progress from recognising vocabulary and patterns towards interpreting data, analysing systems, evaluating claims and communicating independent scientific explanations with confidence.