Health and wellbeing

Vision Statement:

Crickhowell High School Health & Wellbeing Area of Learning Experience (AoLE) will provide a holistic structure for developing knowledge of health and wellbeing whist developing the confidence in learners to navigate life’s opportunities and challenges.  Students will develop a better understanding of nutrition, physical health and development, mental health and emotional and social wellbeing whilst appreciating their impact on enabling successful learning.  Through enabling learns to manage risks, express ideas and emotions, develop and maintain healthy relationships, and take on different rolls and responsibilities, the learning experiences in this AoLE will support learners throughout their life and inspire them to continue this developmental journey beyond school.

AoLE Staff:

Catherine Gilbert: Director of Learning and Achievement

Natalie Armitti Oliver: Deputy Director of Learning and Achievement (Food and Health & Social Care)

Aled Treharne: Deputy Director of Learning and Achievement (PE and Sport)

Matthew Godfrey: BTEC Sport, PE and HWB

Evie Jones: PE, Health & Social Care and Food

Rhys Jones: PE, BTEC Sport and HWB

The Curriculum

Key Stage 3 Year 7 and 8

In Year 7 and 8, our learners will have the opportunity to explore, respond and reflect, and create across the disciplines in all areas of Health and Wellbeing:

  • Physical Education
  • Health and Wellbeing (HWB)
  • Food and Nutrition

Key Stage 3 Physical Education

In the first term students are given the opportunity to develop their skills and knowledge in a carousel of Gymnastics, Rugby and Netball.  In Year 7 this is done via games for understanding, with participation and fun being core to developing student interaction and confidence.  In Year 8 students are required to take more ownership of their activities and may begin to lead warm-ups and small side drills.

In the second term students move onto Football, Hockey and Badminton.  Year 7 will be developing their physical literacy via skills practices and small sided games.  Year 8 will move ton using a Sport Education Model where students will plan and lead peers adopting different roles in the lesson such as official, coach and team manager.

In the third term students will all participate in Health, Wellbeing and Fitness through physical activities where they will be given the opportunity to try out the school fitness suite and try out different forms of training and exercise.

The fourth term will involve Basketball, Outdoor and Adventurous Activities and Multi-sports (choices of activities on all weather pitch in small sided teams).  During this carousel students will further develop their confidence with leading and organising as they choose and take the lead with the activities they choose ins smaller groups.

In the fifth term we cover Athletics in preparation for Sports Day.  Students work independently to develop their skills using personal challenge-based activities.

Term six then involves Tennis, Volleyball and Striking & Fielding.  These activities are completed by all to start and then in the final term students can choose which one they would like to continue with.

The focus is to develop confident and healthy individuals who enjoy physical activity so where possible we develop skills then give freedom of choice.  For those that wish to specialise  there is a comprehensive extra-curricular sporting timetable where games and activities take place every lunchtime.

Key Stage 4 Core PE

Students will get to choose between a sport depending on the numbers of staff available.  We do request that once they have chosen a sport, they stick with that sport for the half term to enable progression.

Students taking part in GCSE PE should pick sports that they hope to be assessed in to ensure they develop their skills sufficiently in at least two sports for Short Course GCSE PE and 3 sports for Full Course GCSE PE.

Short Course GCSE PE

Every student in Year 10 is given the opportunity to complete Short Course GCSE PE.  This involves being practically assessed in an individual sport and a team sport.  Then in term 3 we begin theory sessions in preparation for the one-hour exam paper that is sat in May.

Health and Wellbeing (HWB)

Below is an overview for our Health and Wellbeing lessons.  By the end of the year all students will have covered the following topics.  This may change depending on learner feedback and what is happening in our Cynefin, local and international context:

Year 7 – Healthy lifestyles, puberty, objectification, transition in High School and dealing with change, aspirations, self-esteem, prejudice and discrimination, forming positive relationships, online safety, being kind, bullying, the importance of sleep, dealing with worry and stress, hate crime, loneliness and family.

Year 8 – Dangers of smoking/vaping/alcohol, drug laws, anger control, first aid, mental health and mindfulness, emotional literacy, self-confidence, personal target setting, managing own behaviours, body image, peer pressure, homophobia, consent, dangers of sexting, teenage pregnancy, domestic conflict and sexual harassment.

Year 9 – The Welsh Government approved ‘Added Power and Understanding in Sex Education’ (APAUSE) programme which deals with topics such as: sex, relationships, consent, contraception and sexual health, and also safety online/grooming and toxic relationships.  Other topics include hate crime, sexual harassment, safe sex, gender identity and consent.

Year 10 – Using a variety of resources we will discuss: relationships, consent, contraception and sexual health, and also safety online/grooming and toxic relationships.  Other topics include hate crime, sexual harassment, safe sex, gender identity, consent and drug & alcohol abuse.

Year 11 –  The importance of giving consent.  Other  topics will include hate crime, sexual harassment, safe sex and STIs (Sexually Transmitted Infections), gender identity, consent and drug & alcohol abuse.

We will deliver these areas through Health and Wellbeing lessons.  We also invite the school nurse, the police school liaison officer, local charities, organisations and inspirational speakers to deliver invaluable talks and training to both students and staff, covering a range of topics as mentioned above.  Assemblies on a variety of these topics will also be included within our programme.

Should you wish to discuss any aspect of the Relationships and Sex Education component of the Health and Wellbeing programme, do no hesitate to contact us.

Years 9, 10 and 11

Learners follow the WJEC GCSE specification in:

  • GCSE Food and Nutrition
  • GCSE Health & Social Care
  • GCSE Short Course PE
  • GCSE Full Course PE

Years 12 and 13

Learners will follow the WJEC GCSE specification in:

  • A level Food Science and Nutrition (see below)
  • A level Heath and Social Care (see below)
  • A level PE (WJEC)
  • BTEC Sport

BTEC Sport

Overview of the Course

The National Extended Certificate in Sport is a vocational qualification that is designed as a broad basis of student for the sport sector and will support progression to higher education when taken as part of a programme of study that includes other appropriate BTEC Nationals or A levels including PE.

The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education.  Employers and professional bodies have also been involved and consulted to confirm that the content is appropriate and consistent with current practice for learners who may choose to enter employment directly in the sport sector.

Modules include anatomy and physiology: fitness training and programming for health, sport and wellbeing; professional development in the sports industry; sport leadership.


Learners can progress to higher education at university or may choose to progress to a BTEC Higher National (HN) qualification.  Areas of employment include roles in coaching, fitness instruction, working with elite sport performers, and other related areas in the sport sector.

Key Stage 3 Food & Nutrition

Food is part of our daily lives and is essential for life.  As you become adults and have busy lives, it is easy to choose food which has been ready prepared, however, it is more nutritious and cheaper to cook simple, delicious food.  Learning how to cook is a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life.  The Key Stage 3 schemes of learning intend to instill a love of cooking in students which will open a door to one of the greatest expressions of human creativity as well as opportunities to job roles in the catering industry.

Students will develop their knowledge and understanding of science of food, nutrition, healthy eating, food preparation, hygiene, cooking techniques and sensory characteristics.  The schemes of learning are also designed to achieve the aims of the National Curriculum and develop the skills/knowledge needed for Key Stage 4 Food and Nutrition.  They also intend of foster a culture of deeper applied learning through sequential experiences within and across all end points so that students can intertwine academic knowledge, lifelong knowledge and skills in different contexts.

In Key Stage 3 Food and Nutrition we intend for students to learn about/be able to:

  • vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life.
  • the foods that surround them every day.
  • implications of recipes on the environment and their responsibility as a chef/cook.
  • knowledge of ingredients and their uses.
  • manufacturing/cooking skills and systems.
  • the tools to create innovative products.
  • principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they can feed themselves and others a healthy and varied diet.
  • become competent in a range of cooking techniques; for example, selecting and preparing ingredients; using utensils and electrical equipment, applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes.
  • understand the source, seasonality and characteristics of a broad range of ingredients.
  • develop and understanding of individuals with specific lifestyle needs to include vegetarians, lacto-ovo, lacto, vegan and those with religious beliefs that affect choice of diet.

WJEC Food and Nutrition GCSE

The WJEC GCSE in Food and Nutrition will equip you with the knowledge, understanding and skills required to cook and apply the principles of food, science, nutrition and healthy eating.  It encourages you to prepare cook and serve a range of dishes and will enable you to make informed decisions about food and nutrition.  It will allow you to acquire the knowledge and understanding in order to be able to feed yourselves and others affordable and nutritiously, now and later in life.

By studying food and nutrition you will be able to:

  • demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment.
  • develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
  • understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.
  • understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices.
  • demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
  • understand and explore a range of ingredients and processes from different culinary traditions (traditional Welsh, British and international) to inspire new ideas or modify existing recipes.

Certificate and Diploma in Food Science and Nutrition (Post 16)

An understanding of food science and nutrition is relevant to many industries and job roles.  Care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors.  Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that support healthy eating initiatives.  Many employment opportunities within the field of food science and nutrition are available to graduates.

This is an Applied General qualification.  This means it is designed to primarily support learners progressing to university.  It has been designed to offer exciting, interesting experiences that focus learning for 16 – 19 year old learners through applied learning, i.e. through the acquisition of knowledge and understanding in purposeful, work-related contexts, linked to the food production industry.

The units that will be covered in this qualification are:

  • Meeting Nutritional Needs of Specific Groups (mandatory unit)
  • Ensuring Food is Safe to Eat (mandatory unit)
  • Experimenting to Solve Food Production Problems (optional)
  • Current Issues in Food Science and Nutrition (optional)

Students would cover the two mandatory units and one of the optional units.  The first mandatory unit will enable the learner to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on-going practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals.  The second mandatory unit will allow learners to develop their understanding of the science of food safety and hygiene; essential knowledge for anyone involved in food production in the home or wishing to work in the food industry.  Again practical sessions will support the gaining of theoretical knowledge and ensure learning is a tactile experience.  Studying one of the two optional units will allow learners the opportunity to study subjects of particular interest or relevance to them, building on previous learning and experiences.

Each unit within the qualification has an applied purpose which acts as a focus for the learning in the unit.  The applied purpose demands authentic work related learning in each of the available units.  It also requires learners to consider how the use and application of their learning impacts on themselves, or other individuals, employers, society and the environment.  The applied purpose will also enable learners to learn in such a way that they develop:

  • skills required for independent learning and development
  • skills to ensure their own dietary health and well being
  • a range of generic and transferable skills
  • the ability to solve problems
  • the skills of project based research, development and presentation
  • the ability to apply mathematical and ICT skills
  • the fundamental ability to work alongside other professionals, in a professional environment
  • the ability to apply learning in vocational contexts

The range of units available would support learners’ progression from study at Level 2, but in particular GCSE’s in Hospitality and Catering, Home Economics, Food and Nutrition, Biology, Physical Education, Humanities and Design and Technology.  Together with other relevant qualifications at Level 3, such as AS and A levels in Biology, Chemistry, Sociology and Maths and/or Level 3 qualifications in Hospitality or Science, learners will gain the required knowledge to be able to use the qualification to support entry to higher educations courses such as:

  • BSc Food and Nutrition
  • BSc Human Nutrition
  • BSc (Hons) Public Health Nutrition
  • BSC (Hons) Food Science and Technology

WJEC/City and Guilds Health and Social Care and Childcare (Post 16)

The GCE AS and A level in Health and Social Care and Childcare is suitable for post-16 learners who are interested in learning about the development and care of individuals throughout the life span from conception to later adulthood.  Learners will follow a broad study of health and social care, and childcare at AS, and then can choose between two pathways at A2 to develop depth of knowledge and understanding in either childcare or adult health and social care.  The qualification provides a suitable progression route for learners who have studied level 2 qualifications within the health and social care, and childcare suite including:

  • GCSE Health and Social Care, and Childcare
  • Level 2 Health and Social Care: Principles and Contexts
  • Level 2 Children’s Care, Play, Learning and Development: Practice and Theory
  • Level 2 Health and Social Care: Core, or
  • Level 2 Children’s Care, Play Learning and Development

GCE AS and A Level in Health and Social Care and Childcare is also suitable for learners who have not previously studied Health and Social Care but who are capable of Level 3 study.

The qualification enables learners to develop and demonstrate their knowledge, skills and understanding within the context of health and social care, and childcare.  The following current issues are included in the specification:

  • promoting health and well-being
  • supporting health, well-being and resilience in Wales
  • theoretical perspectives of children and young people’s development
  • supporting the development, health, wellbeing and resilience of children and young people
  • theoretical perspectives of adult behaviour
  • supporting adults to maintain health, well-being and resilience

Further information about this course an be found here.

Crickhowell High School is closed today due to adverse weather. This decision is made in the best interest of everyone’s safety and wellbeing, following consultation with all partners.