Citizenship at Handsworth Wood Girls’ Academy

Citizenship themes are woven throughout the Personal Development long-term plan, with every year group engaging in Citizenship lessons as part of the PSHE curriculum and through our bespoke Aspire and Achieve days.

Through these sessions, pupils deepen their understanding of how to participate actively and responsibly in modern society. They explore key areas such as democracy and government, rights and responsibilities, the justice system, active citizenship, diversity and identity, and financial literacy. These lessons are reinforced through the PSHE curriculum, which complements and extends pupils’ knowledge and skills.

In addition, wider curriculum subjects also incorporate Citizenship concepts—such as media and information literacy, climate change and sustainability, and the UK’s role on the global stage. Real, contemporary case studies rooted in both local and international contexts help bring the subject to life and allow pupils to connect their learning to the world around them.

SMSC (Spiritual, Moral, Social and Cultural Development)

Embedding SMSC development across the curriculum ensures that pupils grow into confident, compassionate, and responsible individuals. The following outlines how each aspect is nurtured throughout school life:

Spiritual Developments:

• Subjects such as Religious Education, English, and Art offer opportunities for pupils to reflect on their beliefs, values, identity, and the wider meaning of life.
• Lessons in Science and Geography inspire curiosity by exploring natural phenomena, the universe, and the diverse landscapes and ecosystems.
• Music, Drama, and Art encourage pupils to express their thoughts and feelings while learning to appreciate different spiritual viewpoints.
• PSHE, history, and science lessons introduce pupils to moral dilemmas and ethical debates—ranging from medical ethics to environmental responsibility and global conflict.
• Exploring significant events and social movements helps pupils understand how moral choices shape societies.
• Pupils are supported to respect others’ rights and make thoughtful, responsible decisions that contribute positively to their communities.

Social Development:

• Collaboration through group projects, PE, Performing Arts, Clubs, societies, sports days, problem solving and team building opportunities, various trips & experiences all develop students’ social skills. These experiences build character, develops confidence, resilience and self-esteem.
• Initiatives such as charity work, volunteering through student leadership opportunities helps students to develop strong citizenship values.
• Current affairs discussions teach pupils about equality, diversity, inclusion, and healthy relationships and supports their understanding of social issues.

Cultural Development:

• Pupils explore a wide range of cultural traditions and perspectives through music, art, literature, and RE celebrating diversity and cultural differences.
• History lessons highlight cultural contributions and the influence of events such as colonisation, migration, and global exchange.
• Geography, Modern Foreign Languages, and global studies help pupils understand the interconnectedness of today’s world and appreciate cultural diversity providing students with global awareness.
• The Equality, Diversity and Inclusion (EDI) team plays a vital role in creating a school environment where every pupil and staff member feels valued, respected, and able to thrive. Their work ensures that the school promotes fairness, celebrates diversity, and removes barriers creating inclusivity.
• PSHE supports cultural development through the “Celebrating Differences” topic by helping pupils understand, respect, and value the diverse cultures, identities, and perspectives within their community. It encourages pupils to challenge stereotypes, embrace individuality, and build positive, inclusive relationships that contribute to a respectful school culture.

Whole-School Approach to SMSC and Citizenship:

• HWGA marks key cultural and moral occasions—including Remembrance Day, Diwali, Eid, and Black History Month to encourage reflection and celebration.
• Respect, fairness, and kindness are embedded in behaviour expectations and everyday interactions.
• Enrichment including clubs and societies, the house system, trips, and wider experiences broaden pupils’ horizons and expose them to new cultures, viewpoints, and ideas.

By fully embedding SMSC across the curriculum and school life, pupils develop a strong moral foundation, cultural awareness, and the social skills needed to become thoughtful, active, and responsible members of society.

Aspire and Achieve Days 

Aspire and Achieve Days form a coherent and purposeful extension of our PSHE curriculum and supports our curriculum intent by ensuring students regularly engage with content that builds knowledge, skills and personal development in a way meaningful.  These days also provide access to a wide and rich set of experiences for all pupils through specialist workshops and sessions led by external agencies.  These days aim to enhance student understanding, promote resilience and encourage active engagement.  

Aspire and Achieve Day Structure 

• Every year we have three full, collapsed-timetable days, ensuring dedicated time to support personal development and wider learning beyond the academic curriculum. The last Aspire and Achieve Day is dedicated to our Sports Day, which celebrates teamwork, resilience, and physical wellbeing, providing students with the opportunity to develop leadership, collaboration, and a sense of community in a fun and inclusive environment. 

• Aspire and Achieve day lessons are delivered by form tutors, subject specialists, and external speakers.  All lessons are age appropriate and planned with clear intent, focusing on PSHE key concepts, character education, careers, practical life skills and citizenship. 

• Student voice is at the heart of all we do.  We evaluate every Aspire and Achieve day which inform future planning and strengthens the effectiveness of our personal development offer. 

External Speakers/Guests: 

• Loudmouth 
• See Her Potential 
• West Midlands Police 
• West Midlands Fire Service.  
• St Johns Ambulance 
• Narconon Drugs Prevention & Awareness 
• Impressionable Minds.  
• Talk the Talk. 
• Problem solving & Team Building Company 
• Wise Up. 
• Positively You. 
• School of Sexuality 
• Stand Against Violence
• The Smoothie Company. 
• The Self Esteem Team. 

Careers Speakers/Guests 

• KPMG
• PricewaterhouseCoopers (PwC)
• Jaguar Land Rover
• Birmingham City University
• Birmingham & Solihull Mental Health NHS Foundation
• University of Wolverhampton
• University of Leicester
• Keele University
• Aston University
• University of Staffordshire
• The University of Law
• University of Worcester
• Newman University
• Accelerate Studios
• StudentHub
• Cardiff University
• Cardiff Metropolitan University
• HSBC
• The Power of Events
• West Midlands Police
• Mott Macdonald
• Data Literacy Academy
• Kaplan
• EY
• BT
• University of Warwick
• Hollis Global
• South and City College Birmingham
• Birmingham Electrical Training
• RAF
• Oxford Brookes University
• Accelerate Studios
• Worcester University
• Cadbury College
• AECOM
• The Power of Events
• ASK
• Birmingham Metropolitan University
• Birmingham Newman University
• Student Hub
• The Academy of Real Assets
• Classroom to Boardroom Foundation
• Department for Work and Pensions
• NSPCC
• Digdata

• Tuesday 9th December 2025
• Wednesday 22^nd April 2026.
• Tuesday 7th July 2026

Character Education fosters the development of ethical individuals by empowering students to embrace good values. Aristotle once wrote, “we are what we habitually do.” The habits that children learn and practice when they are growing up follow them through into adulthood.  Character Education reinforces the “whole child” agenda that shifts the emphasis from academic achievement to long-term learning and personal development.  Whilst KEVI Handsworth Wood Girls’ Academy are committed to ensuring that all students achieve their personal best, we are also dedicated to ensure that students flourish and become the best version of themselves by:

• Teaching students about the positive traits that inform their motivation whilst guiding conduct.
• Providing them with the knowledge, core values and skills necessary for success throughout life.
• Helping students grasp what is ethically important and how to respond appropriately in a range of situations.
• Teaching students to consider the right course of action that correlates to a given situation, basing decisions for the right reasons.

At KEVI Handsworth Wood Girls’ Academy, we strongly value the development of the whole child.  We know that strong examination results are important for future success, however, we strive to provide a fully rounded education whereby our students become great citizens who can function effectively throughout life in modern Britain. To that end, our Academy virtues are at the heart of all we do.

KEVI Handsworth Wood Girls’ Academy Virtues:

KEVI Handsworth Wood Girls’ Academy take pride in promoting our Academy virtues to develop confident, compassionate students, successful learners and responsible citizens.

These virtues (amongst others) can be “caught” from interactions in our community, “taught” through educational experiences and reflection, and “sought” out by people who come to pursue and direct their own character development.

KEVI Handsworth Wood Girls’ Academy – Character Caught

Character is ‘caught’ at KEVI Handsworth Wood Girls’ Academy by using this common virtue language with students both inside and outside of the classroom.  Character is caught from staff modelling behaviours and through emotional transmission.  The positive ethos is encompassed in all aspects of Academy life.

KEVI Handsworth Wood Girls’ Academy – Character Taught

Character is ‘taught’ at KEVI Handsworth Wood Girls’ Academy through the direct teaching of character education in PSHE lessons, tutor time activities, personal development days, and in all subject areas.  Making character education explicit and visible helps students to understand the importance of developing their characters to embrace life’s challenges, while building an inner resilience to overcome barriers.

KEVI Handsworth Wood Girls’ Academy – Character Sought

Character is ‘sought’ out at Handsworth Wood Girls Academy through ensuring that all of our students have access to the widest range of learning opportunities through our extensive enrichment programme, competitive house system and wide range educational visits and trips, that contributes to the development of good character.   These pursuits give everyone the chance to experience something meaningful regardless of where they are from or their background.

As humans, we learn and grow from new experiences.  At King Edward VI Handsworth Wood Girls’ Academy, we ensure that all of our pupils have access to the widest range of learning opportunities through our extensive enrichment programme.   This provision provides all pupils with the opportunity to learn, develop and master a range of skills that will help to create lifelong interests, whilst building positive relationships, confidence, self-esteem and resilience.  We recommend that all students at King Edward VI Handsworth Wood Girls’ Academy participate in at least two enrichment activities each week.

As humans we grow and learn from new experiences. KEVI Handsworth Wood Girls’ Academy Pupil Pledge provides opportunities for students to develop their character by ensuring that they have access to wider experiences outside of the curriculum.

KEVI Handsworth Wood Girls’ Academy understand the importance of ensuring that our students leave the academy as well-rounded young people with the qualifications, skills, knowledge and character to succeed in the future. Through the Pupil Pledge, we make a firm commitment to provide opportunities for our students to be exposed to a holistic educational experience in the time they have with us.

The Pupil Pledge provides a ‘bucket list’ of activities to complete before they leave our Academy. These activities will support students’ personal development by building skills and qualities needed to reach their full potential.

Pupil Pledge…to give you the edge

1. To attend a residential.
2. To be involved in charity/fundraising events
3. To make a change in the community.
4. To take part in outdoor and adventurous activities.
5. To take part in a performance/speak publicly.
6. To represent your house /school
7. To venture out beyond the local community.
8. Visit a place of higher or further education.
9. To visit a place of British/National history.
10. To attend a live professional performance

The KEVI Handsworth Wood Girls’ Academy House System is an integral part of Academy life, where students develop a strong sense of pride and belonging through a wide range of healthy competitions held each half term. 

Every student is assigned to a house group when they join the Academy. Students are encouraged to show team spirit by taking part in house competitions, motivating others to get involved, and supporting one another in all house events. 

The House System provides pupils with opportunities to learn, develop, and master a variety of skills that foster lifelong interests. Through regular participation, students build positive relationships, confidence, self-esteem and resilience. We encourage all students at King Edward VI Handsworth Wood Girls’ Academy to engage in as many house competitions as possible to help develop these important character skills. 

The House System is overseen by the Director of Character and Personal Development and the House Co-ordinator. Each house has a dedicated House Captain, who plays a key role in promoting participation across all year groups. House Captains also plan and lead their own house competitions each term, helping to strengthen leadership, teamwork, and community spirit within their house. 

Each of our six houses were named after inspiration figures chosen by our students for the values they represent.

David Attenborough

Colour: Green

Motto: ‘Curiosity leads to discovery’

Sir David Attenborough has spent over 70 years educating the world about nature and our planet. He has travelled to some of the most remote and challenging places on Earth, showing incredible resilience in his commitment to learning, exploring, and sharing the truth about our environment.

He reminds us that compassion isn’t just about how we treat each other — it’s also about how we treat our planet. He has spoken openly about the importance of protecting the natural world, reminding us that every small action we take can make a difference. His lifelong dedication shows us that resilience means not giving up on the causes that matter, even when the challenges feel huge.

Sir David teaches us that caring for the Earth is an act of kindness, courage, and responsibility — values that each of us can show every day.

Nelson Mandela

Colour: Yellow

Motto: ‘Courage in every action, integrity in every choice’

Nelson Mandela was a South African anti-apartheid leader who spent 27 years in prison for standing up against injustice. Even after everything he faced, he came out determined to bring people together and became the first Black president of South Africa in 1994. His courage, forgiveness, and commitment to equality make him someone I deeply admire.

He led South Africa to its first ever fully democratic election in 1994, becoming the country’s first Black president. He won the Nobel Peace Prize in 1993 for his efforts to end apartheid peacefully.

He helped create the Truth and Reconciliation Commission, promoting forgiveness and unity instead of revenge.

Florence Nightingale

Colour: Purple

Motto: ‘Care is at the heart of the community’

Mary Seacole didn’t just break barriers — she stormed through them with determination, courage, and a huge heart. When people told her “no”, she confidently created her own “yes”.

Travelling across the world during the Crimean War, Mary used her medical knowledge to help injured soldiers when they needed it most. She even built the “British Hotel” near the battlefield — not for holidays, but as a place where soldiers could recover, rest, and feel supported.

Mary Seacole shows us that determination, compassion, and self-belief can create change, even in the face of injustice.

Tanni Grey Thompson

Colour: Pink

Motto: ‘Resilience turns obstacles into achievements’

Tanni Grey Thompson is one of Britain’s greatest Paralympians, winning 11 Paralympic gold medals and competing in marathons across the world. After sport, she became a member of the House of Lords, working to improve disability rights and make society more inclusive. She inspires me because she proves that barriers can be challenged and changed.

She won 11 Paralympic gold medals and set more than 30 world records in wheelchair racing. Tanni has became a member of the House of Lords, using her platform to fight for equality and disability rights.

She is a role model for resilience and determination, overcoming challenges and inspiring people to believe in their own strength.

Malala Yousafzai

Colour: Orange

Motto: ‘Knowledge empowers, courage inspires’

Malala  Yousafzai is an incredible young woman who began speaking up for girls’ education when she was just 11 years old, and even after facing huge challenges she refused to give up on what she believed in.

She went on to become the youngest-ever Nobel Peace Prize winner and created the Malala Fund to help girls all over the world access education.

Her courage, resilience, and determination make her a powerful example of the qualities we celebrate in High Performance Learning — from empathy and concern for others to confidence, critical thinking, and perseverance. She shows us what is possible when you use your voice bravely and stand up for what is right.

Students who demonstrate commitment to their house by participating in house events receives house points on Arbor, as well as participation points. Students who show regular commitment will be able to progress to achieve their Half and Full colour Awards. Additional house points are awarded for 1st to 6th place entries, with the student receiving a prize if they come 1st in a competition. All of the house points are added together at the end of the academic year and the house with the highest number of points will win overall. This house group is congratulated with the House Trophy.

1st place = 60 points

2nd place = 50 points

3rd place = 40 points

4th place = 30 points

5th place = 20 points

6th place = 10 points

And more to be confirmed during the year.

World Space Week Competition

Christmas Cookie Competition

Create your own Game Competition

Road Safety Article Competition

UK Parliament Bookmark Competition

EDI Welcome Poster Competition

Eco-friendly house model Competition

The Duke of Edinburgh’s Award (DofE) is a voluntary non-competitive programme of activities for anyone aged 14-24. Completing the Duke of Edinburgh’s Award gives young people the opportunity to experience new activities, discover new interests and talents, and develop essential skills to prepare young people for life and work. The Duke of Edinburgh Award is a recognised mark of achievement; respected by employers.

KEVI Handsworth Wood Girls’ Academy offer the Bronze Award to students in year 9 and above.

What Is Involved?

The Bronze Award is made up of four sections:

1. Volunteering (3 months)

Students give their time to help others and make a positive difference in the community.
Examples: charity shop work, helping at a club, tutoring younger pupils, environmental projects.

2. Physical (3 months)

A chance to get active and improve fitness in any sport or physical activity.
Examples: football, dance, running, swimming, martial arts.

3. Skills (3 months)

Students learn something new or develop an existing interest.
Examples: cooking, photography, music, coding, art.

*One of the above three sections must be extended to 6 months.

4. The Expedition (2 days / 1 night)

Students work as part of a team to plan and complete a walking expedition. They learn navigation, campcraft, and teamwork, and experience the challenge of an overnight camp. Before completing the assessed expedition, all Bronze participants take part in DofE training. This prepares students with the practical skills, safety knowledge and teamwork abilities needed to complete their journey confidently and safely.

Training is delivered by school staff and an approved DofE provider which includes both theory sessions and practical outdoor activities.

Why Take Part?

Taking part in the Bronze DofE helps students to:

• Build independence and self-confidence
• Learn new skills for life
• Gain a sense of achievement
• Improve teamwork and leadership
• Strengthen future applications for college, university, apprenticeships or employment

Useful links to find out more about DofE can be found here:

DofE Video: Bronze | start your DofE

A Guide for Parents and Carers: Parents-Info-Booklet-A4.pdf

Activity Ideas: Programme-ideas-complete-list-september-2025.pdf

The National DofE website: DofE – The Duke of Edinburgh’s Award

Kit

We always aim to keep costs as low as possible for parents and carers, as expedition equipment can be expensive. To help avoid unnecessary expenses, we can lend the following items:

• Trangia stoves (including fuel)
• 3-man tents
• 2-man tents
• Large rucksacks
• Sleeping bags
• Foam roll mats
• Map and compass
• 1st Aid kit
• Walking boots* (We recommend that students wear their own walking boots, as a proper fit helps prevent blisters and ensures comfort. However, we do have a limited number of high-quality boots available to borrow. If using borrowed boots, we strongly advise students to wear them in advance of the expedition to break them in)

Essential Kit for Students on Expedition

Clothing:

• Walking boots (well-fitted and broken in)
• Walking socks (2–3 pairs)
• Waterproof jacket (with hood)
• Waterproof trousers
• Base layers (tops and leggings)
• T-shirts (avoid cotton if possible)
• Fleece or warm mid-layer
• Walking trousers (not jeans)
• Warm hat and gloves (weather-dependent)
• Sun hat
• Spare warm layer

Camping & Sleeping:

• Sleeping bag
• Sleeping mat (roll mat)
• Torch or headtorch + spare batteries
• Personal wash kit (toothbrush, toothpaste, small soap, etc.)
• Towel (microfibre recommended)

Food & Cooking:

• Meals and snacks for the expedition
• Lightweight plastic bowl, mug, and cutlery
• Water bottles (minimum 2 L total)

Personal Items:

• Notebook and pen/pencil
• Personal first-aid items (plasters, blister care, any medication)
• Sunscreen and lip balm
• Insect repellent
• Whistle
• Emergency snacks

How to Sign Up

Students interested in joining the Bronze Award can register by contacting the school’s DofE Coordinator or through the sign-up form provided at school. Training and support are provided throughout the programme.

mmorgan@hwga.org.uk

Our school works in partnership with The King’s Trust to deliver an inspiring programme that supports students to build confidence, skills, and positive character traits. The programme is delivered through interactive workshops, group activities, and real-life challenges, led by trained facilitators and supported by mentors. Sessions take place in school and are designed to engage students of all abilities. 

How the Programme is Delivered
Students take part in practical, hands-on sessions that encourage teamwork, problem-solving, and self-reflection. The programme is inclusive and supportive, providing a safe space for students to explore their strengths, develop new skills, and set goals for the future. 

Benefits for Students
Through the programme, students develop key employability and life skills, including communication, leadership, teamwork, and decision-making. They gain a clearer understanding of future pathways and build the confidence to take positive steps towards education, training, or employment. 

Impact on Character and Personal Development
The King’s Trust programme has a strong impact on students’ personal development and character. Participants show increased resilience, self-belief, and motivation, as well as improved engagement and aspirations. The programme helps students develop perseverance, responsibility, and a positive attitude to learning, preparing them well for life beyond school. 

Young people will often look to parents, guardians, siblings and other family members for careers information, advice and guidance as their first experience of work and careers is based on what they witness at home. Having said that, post 16 and post 18 options is an ever-changing landscape and there are so many opportunities out there that young people can explore and consider, and in order to support them effectively we need to be aware of them as well.

We have subscribed to Unifrog and Skills Builder to help our students in preparing for their next steps. We advise that you take time to explore the resources available to students, when they log in. You can access the Skills Builder page without logging in.

This link will take you directly to the Skills Builder page that is designed to give advice to parents/guardians on helping their child develop essential skills.

Unifrog is a whole-school careers and destinations platform used by 2,500+ schools across the globe. It also allows students to compare apprenticeships, School Leaver Programmes, and Further Education courses in the UK, as well as MOOCs worldwide.

In addition, we have curated some websites that you can use to help you support your child. Please click on each logo to visit the website.

A website that gives advice on how to support school leavers at 16.

Parents’/guardians’ toolkit for supporting your child with careers advice and guidance.

This article offers top tips on how parents/guardians can support their child with planning for the future.

A guide designed to help parents/guardians of a child aged 11 to 24 who are thinking about their future career and what can be done to improve their opportunities.

This website provides lots of resources and information dedicated to helping parents/guardians support students applying to university.

At Youth Employment UK they provide expert careers advice for parents/guardians who want to help their child understand and explore their next steps.

Last year our year 11 pupils moved to range of providers in the local area after school:

Last year our year 13 pupils moved to range of providers, locally and nationally, after school:

100% of students that have chosen to go to university are undertaking an undergraduate degree course, with 19% of those students taking a foundation year route.

There is a wide variety of courses taken, including

• Neuroscience,
• Psychology,
• Education,
• Accounting & Finance,
• Politics,
• Pharmacy,
• Optometry,
• Law,
• Chemical Engineering,
• Biomedical Science,
• Mental Health Nursing,
• Radiography,
• Paramedic Science,
• Business,
• English,
• Textiles,
• Economics,
• Dentistry,
• Medicine and more.

The higher education institutions that our students have chosen to attend in 2024 are:

• Aston University
• Birmingham City University
• University College London
• Coventry University
• Newman University
• The University of Law
• University of Birmingham
• University of Leicester
• University of Northampton
• University of Southampton
• University of Warwick
• University of Wolverhampton

A provider wishing to request access should contact Miss Noshin Yasin, Aspirations Leader, by calling the school on 0121 554 8122 or emailing her on nyasin@hwga.org.uk.

Opportunities for access

The school offers the six provider encounters required by law and a number of additional events, integrated into the school careers programme. We will offer providers an opportunity to come into school to speak to pupils or their parents/carers.

Please speak to our Aspirations Leader to identify the most suitable opportunity for you.