Languages & Cultures

Languages (French and German) Curriculum Overview

Intent
The aim of the French and German curriculum at HDHS is to equip students with the skills to communicate confidently and effectively in both languages, preparing them for the demands of the AQA GCSE syllabus. Students will develop proficiency in speaking, listening, reading, and writing while gaining a deep understanding of French and German cultures, including their history, values, and social customs. Key objectives include:

• Communication: Students will learn to express themselves fluently in both written and spoken forms.
• Cultural Understanding: Through the study of diverse cultural themes, students will appreciate the traditions, arts, and societal structures of French and German-speaking countries.
• Language Skills: Emphasis is placed on vocabulary acquisition, phonics, grammar, and syntax, ensuring students develop strong linguistic foundations.
• Critical Thinking: Students will critically analyse and interpret authentic materials, building awareness of how language and culture shape one another.

The curriculum structure revolves around thematic units, such as Family and Friends, Health and Fitness, Travel and Tourism, and Technology and Media. It promotes a spiral learning approach, revisiting and expanding on topics to deepen knowledge and increase linguistic sophistication as students progress.

Implementation
At Key Stage 3, students begin their journey with fundamental vocabulary and grammar, gradually building towards more complex topics. In Year 9, the curriculum revisits key areas from earlier years while introducing more challenging material to prepare for GCSE. At Key Stage 4, topics are explored in greater depth with a clear focus on progression. The curriculum is divided into Groundwork, Foundation, and Higher modules, ensuring that every student, regardless of ability, has access to age-appropriate learning while providing extension opportunities for higher achievers.

Lessons are structured using an inquiry-based approach, with a clear learning objective for each session. The curriculum integrates phonics, vocabulary, and grammar alongside cultural exploration, creating a balanced learning experience. Regular assessments, both formative and summative, ensure students are continually monitored and given feedback to guide their progress. Year 10 and 11 students benefit from targeted small group interventions and revision sessions to reinforce language skills and address any learning gaps.

Impact
The impact of our French and German curriculum is evident in the improvement of student outcomes, with regular feedback from students helping shape the course to meet their needs. Pupil voice surveys and focus groups provide valuable insight into student experiences, ensuring the curriculum remains engaging and relevant. Book studies and regular assessments track progress in listening, reading, speaking, and writing, informing teaching strategies and interventions. Disadvantaged students, in particular, receive tailored support to close attainment gaps and ensure equal opportunities for success.

Cultural capital is embedded throughout the curriculum, fostering not only linguistic competence but also critical thinking, empathy, and intercultural understanding. Through their study of French and German, students develop a broader global perspective, equipping them to engage effectively with people from different cultures both in and outside the classroom. The ultimate aim is for students to leave HDHS as confident, well-rounded individuals with the linguistic and cultural skills necessary for further study or employment, able to communicate and thrive in a globalised world.

PSHEECC Curriculum Overview

Intent

The intent of the Personal, Social, Health & Economic Education (PSHE) curriculum is to equip students with the knowledge, skills, and attributes needed to live safe, fulfilling, and responsible lives. PSHE helps students reflect on their values and beliefs, navigate complex social and ethical issues, and make informed decisions about relationships, health, and personal responsibility. It encourages students to be aspirational, make good choices, and understand what is required to succeed in their future careers. Through PSHE, students develop the resilience to thrive both personally and in society, contributing positively to their communities.

Implementation

The PSHE curriculum is structured around six core areas: diversity and equality, relationships and sex education, rights and responsibilities, staying safe (online and offline), health and wellbeing, and life beyond school. The curriculum follows a spiral approach, revisiting each theme across multiple years with increasing depth and complexity. This ensures that students build their understanding progressively, while the content is tailored to meet the needs of individual classes and students' prior knowledge.

The programme is responsive to current issues, with flexibility built in to address safeguarding, health, or wellbeing concerns that may arise throughout the year. PSHE lessons are designed to equip students with the necessary knowledge and skills to make safe and informed decisions. Emphasis is placed on reducing knowledge gaps and promoting aspiration, particularly for disadvantaged students, through targeted professional development in reading, assessment for learning, and higher-order thinking tasks.

Regular feedback is provided to students, allowing them to identify areas for improvement and track their progress. Formative assessments, such as knowledge checks and low-stakes assessments, are used to gauge understanding and refine teaching, ensuring all students are supported in their learning journey.

Impact

The impact of the PSHE curriculum is monitored through regular assessments and feedback. Half-termly extended writing tasks and diagnostic knowledge tests provide real-time data on student progress. This allows teachers and leaders to evaluate the effectiveness of the curriculum and make necessary adjustments. PSHE education is aligned with statutory content on drug education, financial literacy, sex and relationship education, and promoting a healthy lifestyle.

Students are encouraged to apply their learning to real-world contexts, ensuring they are mentally, emotionally, and physically prepared for further education, work, or training. The curriculum's focus on building well-informed, resilient individuals is reflected in the positive engagement and academic progress of students. The quality assurance programme ensures that the PSHE curriculum is continually refined to meet the needs of students, helping them grow into responsible, confident, and active members of society.

At Harwich and Dovercourt High School, we are committed to providing a well-rounded and evidence-informed Personal, Social, Health and Economic (PSHE) education that supports our students’ personal development, health, wellbeing, and preparation for life in modern Britain.

As part of the PSHE curriculum, we deliver Relationships and Sex Education (RSE) in line with the Department for Education’s statutory guidance. RSE is a vital part of a young person’s development, equipping them with the knowledge, skills and values to form healthy, respectful relationships, and make informed decisions about their bodies and their lives.

Topics Covered in PSHE this Academic Year

Over the course of this academic year, students will cover age-appropriate topics across the three core PSHE strands:

• Health and Wellbeing 
• Relationships & Sex Education
• Staying Safe Online
• Rights, Responsibilities & British Values
• Diversity & Equality
• Life Beyond School 

Below, you will find year-by-year ‘roadmaps’ of the PSHE curriculum, showing the topics that your child will study with us. You will also find a breakdown of specific RSE topics covered by year group. 

The Importance of RSE

There is strong and consistent evidence that high-quality and age-appropriate RSE helps keep children safe, supports their emotional wellbeing, and enhances their ability to navigate relationships and life choices responsibly. Studies show that RSE is most effective when delivered through a whole-school approach, embedded in the wider PSHE curriculum and supported by parents and carers.

We understand that some parents may have questions about the content and delivery of RSE. We welcome open conversations and encourage any parent with concerns to contact the school.

Requesting Withdrawal from Non-Statutory RSE Lessons

While much of RSE is now compulsory for all pupils, there are some non-statutory elements within the curriculum. Parents/carers have the right to request that their child be withdrawn from these specific non-statutory RSE lessons.

If you wish to explore this option, you must initially complete this Google Form, outlining your request.

Following this, a face-to-face meeting with the Headteacher or a Deputy Headteacher will be arranged to discuss the request and ensure clarity around the curriculum content and the implications of withdrawal.

Please note that, in accordance with statutory guidance, from three terms before a child’s 16th birthday, the final decision about participation in non-statutory RSE rests with the student, rather than the parent or carer. This respects the growing maturity and autonomy of young people as they approach adulthood.

We remain committed to working in partnership with you to support your child’s personal and social development. If you would like further information about the PSHE or RSE curriculum, please do not hesitate to contact Mr Ireland via admin@hdhs.school.

Thank you for your continued support.

Yours sincerely,
Mrs K Finch
Headteacher 

Harwich and Dovercourt High School

5 Year PSHE Curriculum Learning Journey

RSHE Year Overview

Below you will find sample parent copies of resources to show typical lessons,

-Sample-Lesson-Post-16-Options

-Sample-Lesson-Stress-and-Anxiety-2-Hours-Sample-Lesson-Types-of-Bullying-Sample-Lesson-What-is-Love-Sample-Work-Booklet-Exploring-British-Values