< Previous Parent Area Next > Administration of Medicines & Treatment Consent Form The Westgate will undertake to ensure compliance with the relevant legislation and guidance in Health Guidance for Schools with regard to procedures for supporting children with medical requirements, including managing medicines. It is our policy to manage prescribed medicines (ie; antibiotics, inhalers) where appropriate, following consultation and agreement with and written consent from parents/carers. Secondary Phase School (Years 7-11) pupils requiring medicines during the School Day must hand a completed and signed Administration of Medicines & Treatment Consent Form (download from here) along with clearly labelled and named medication to Secondary Phase School Reception, for storage in the Secondary School Medical Room, as soon as they arrive. ​ Primary Phase (Years R-6) pupils or parents should hand the same to the Primary Phase Reception for storage in the Primary Phase Medical Room. Unused medicines beyond their expiry date will be returned to parents in a sealed envelope, for disposal.

Saints Football Foundation (Y 1-6) Yr 1 Monday 3.20-4:20 pm Yr 2 Tuesday 3.20-4:20 pm Yr 5 & 6 Thursday 3:20-4:20 pm Yr 3 & 4 Friday 3:20-4:20 pm < Previous Enriching the Curriculum Primary Clubs Next > The club runs from 3:20 - 4:20 pm (after school) on the sports field. This is a club run by an external provider - Saints Football Foundation, who use qualified outreach coaches that have an association with the Saints Football Club. There is a cost for this club £5.50 per session. Information for our school clubs are on their website. Parent guide Bookings The Southampton FC Autumn term clubs will go on sale on Wednesday 10th July at 12:00pm via the link below. Please note the Autumn term clubs will not appear on the website until the time stated. As always, places will be first come, first served. If you have any questions please call our bookings team on 0 2380 711950 Book here

Tennis Mondays 3.30-4.30 pm Yr 3 & 4 Wednesdays 3.30-4.30 pm Yr 5 & 6, Friday - 3.30-4.30 pm all < Previous Enriching the Curriculum Primary Clubs Next > Where Tennis is offered at the Winchester Racquet and Fitness Club. Overview We have been fortunate enough to have the opportunity to have a Westgate school only club provided to us from The Winchester Racquets and Fitness Club. It will be led by fully qualified LTA coaches. There is a cost for this club of £9 per session. How to sign up for an existing member: Go to www.wrfclub.com Sign-in Click on the ‘Westgate Afterschool’ tile. Select ‘tennis’ Select the correct year group and term start date. Select who will be participating. Follow through to make payment. How to sign up for a non-member: Go to www.wrfclub.com Register for the portal. Sign-in Click on the ‘Westgate Afterschool’ tile. Select ‘tennis’ Select the correct year group and term start date. Select who will be participating. Follow through to make payment. Any queries to :- enquiries@winchesterracquetsandfitness.net

Drama Club (Yr 3-6) Monday 3:20 - 4:20 pm < Previous Enriching the Curriculum Primary Clubs Next > This is an external club run by Flying colours. There is a cost to this club of £115 per term. For more information and to enrol please contact https://flyingcolourseducation.co.uk/products/after-school-drama-club

< Previous Parent Area Next > Our Home School Partnership and Agreement The school is entitled to expect that: The Westgate School is a community of learners where partnerships inspire success for all; learning together – achieving excellence. As a Pupil, you: ​ Are punctual and attend everyday Adhere to the School’s uniform Work with determination and commitment; complete home learning tasks and meet deadlines Take responsibility for your own learning, organisation and behaviour Are kind, honest and polite, showing considerate behaviour at all times Show respect for others, their possessions and the school environment Participate to the best of your ability in all school and House activities Tell us if you are worried or concerned about something Follow without question, the School’s safer use of IT policies Do not have your mobile phone/iPods etc out during the school day unless asked to use it by a teacher as part of a learning activity (including at break and lunchtimes); follow the School’s policy As a Parent, you: ​ Support the School’s ethos and policies - working in partnership with us Respect the roles and rights of individuals in school Avoid using forums like social media (including Facebook) to air any concerns/disagreements. Engage with the school in a way that reflects our expectations of pupils acting as positive role models in communication Ensure regular and punctual attendance by your child, avoiding holidays in term time Try to avoid making appointments for your child during the school day Ensure your child comes to school in full uniform and with appropriate equipment Do your best to provide the space and time at home to enable your child to complete their home learning tasks Endeavour to support school activities (parents’ evenings/concerts/events) Advise the school directly of problems/achievements/issues as they arise and work in partnership with us to resolve them Reply to school communications and supply information about absence preferably by phone immediately or by a note in the Pupil Handbook for Learning Read and sign the Pupil Handbook for Learning (every week in Secondary Phase) Read with your child regularly and sign their reading record book in the Primary Phase Avoid using mobile phones to contact your child during the school day: please use reception for messages Ensure that your contact details and medical information about your child are always up to date Pupils and Parents are entitled to expect that we will: Provide a happy, safe and caring environment for learning Provide effective teaching Effectively monitor your child’s progress Acknowledge your child’s efforts, achievements and progress Set appropriate home learning tasks Provide up to date information about school events Communicate (in a timely way) any concerns that may arise Deal with challenges in a professional, fair and consistent manner Make ourselves available to discuss any concerns you may have Report to you every day regarding your child’s punctuality, participation, home learning and uniform via our stamp system (Secondary Phase) Be available to talk briefly at the end of the day in the Primary Phase

Orchestra (Yr 3-6) Mondays after school, 3:20-4.15 pm < Previous Enriching the Curriculum Primary Clubs Next > This is run within the school, by our lead colleague, Mrs Pankhurst. Information coming soon. To enrol on this course please use this link.

< Previous Curriculum in-depth Next > Food Preparation & Nutrition “Nutrition for a healthy future” Our Preparation & Nutrition curriculum intends to: Inspire pupils to gain knowledge and practical experience of preparing and making a wide range of creative, innovative and complex dishes that enable them to make informed and healthy choices about the foods they eat; Enable pupils to think critically about the best ethical and moral choices. Develop an understanding of the practical application of scientific principles of food preparation. Secondary Choices Process Learn More Why Learn Food Preparation & Nutrition? Food Preparation and Nutrition equips pupils with the knowledge, understanding and skills required to prepare different foods and apply the principles of food science, nutrition and healthy eating. It encourages pupils to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to feed themselves and others affordably and nutritiously, now and later in life. Course Skills: Designing and making high quality products using a wide range of skills in the safe and hygienic preparation of food. Learning about the science behind food and the way the physical and chemical properties of ingredients are essential to creating successful dishes. Developing organisational skills, including the management of time. Reading, understanding and following recipes, selecting suitable ingredients. Sensory analysis of own products as well as existing ones Using and understanding technical vocabulary and applying it in context. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Year 7 and 8 Course Content: In Years 7 and 8, all pupils study Food Preparation and Nutrition for one lesson a week, this generally alternates between theory then practical lessons. Aims: The course content aims to deliver the theoretical knowledge needed by carrying out practical activities with the recipe linking to the topic being taught. These practical lessons will develop essential practical skills and understanding of ingredients and recipes. It is designed to provide all pupils with a range of cookery skills, knowledge of nutrition as well as an understanding of food science, food safety, food choice and food provenance. Course information: In Year 7 we consider: Preparing for practical work. Personal safety. Weighing and measuring accurately. Using an oven safely. Using specialised cooking equipment. Introduction to nutrition and healthy eating. Allergens and intolerances. Cuisine from different cultures. Knife skills - Fruit and vegetables. Preparation skills – Fruit and vegetables. Making doughes and using raising agents – Scones. How to make a range of sauces – Reduction (Bolognaise/tomato/curry). Food waste - Using leftovers. Mini design and make project - Muffins. Planning for practical assessment - Baked bean challenge. Practical and written assessment. Practical lessons Recipes may include: knife skills, fruit salad, courgette brownies, pasta and tomato sauce, Hawaiian poke bowls, scones, goujons, spaghetti Bolognaise, fridge-raid pasta bake, baked bean challenge, muffins, crumble dips and dippers, stir fry, curry. In Year 8 we consider: Macro and micro nutrients – Sources and functions. The science behind bread - Gluten formation. The science of pastries - Shortening. Food waste. Food seasonality. Knife skills – Fruit and vegetables. Preparation skills – Fruit and vegetables. Producing doughs – Lean and enriched breads, yeast. Pastry skills - Shortcrust and blind baking. Prosucing sauces – Gelatinisation of roux-based sauce (macaroni cheese/lasagne). Dietary requirements – Vegetarian and vegan Aeration - Swiss roll/Yule log. Raising agents – Biological, chemical and mechanical Food commodities – Potatoes, rice, pasta and bread. Sensory evaluations. Mini design and make project - Sponge tartlets. Planning for practical assessment. Practical and written assessment. Practical lessons: Recipes may include: cooking eggs in different ways, jerk chicken/halloumi, meatballs and tomato sauce, apple pie, quiche, macaroni cheese, ice cream and fruit coulis, fougasse, savoury swirls, vegan hot cross buns, gingerbread, savoury profiteroles, sponge cake, sponge tartlets, macaroni cheese. Year 9 Course Content: In Year 9, all pupils study Food Preparation and Nutrition for two hours a week, this generally alternates between theory then practical lessons. Aims: The course content aims to deliver the theoretical knowledge needed by carrying out practical activities with the recipe linking to the topic being taught and to further enrich and deepen the pupils knowledge from KS3. Practical lessons will build upon skills already learned whilst also develop key practical and technical skills and understanding of ingredients and recipes. It is designed to provide all pupils with a range of cookery skills, knowledge of nutrition as well as an understanding of food science, food safety, food choice and food provenance. Course information In Year 9 we consider: The importance of a healthy balanced diet. Nutritional analysis. Life stage requirements. Different cooking methods and how they affect the properties of different foods. Bacterial contamination and the role of micro-organisms and enzymes in food spoilage. The influence of food from different countries and religions. Food labelling and marketing. How to buy, store, prepare, serve, and cook food properly. Where food comes from and how can we make the most of our seasonal produce Design and make Afternoon Tea project. Preparation skills – Jointing chicken, piping and shaping. Dough and Pastry skills – Pasta, puff and choux pastries. Bread skills – Brioche buns. Pasta skills – Tagliatelle and ravioli. Biological aeration and fermentation. Gluten formation. Caramelisation. Planning for practical assessment. Practical and written assessment. Practical lessons: Recipes may include: fakeaway, burgers and brioche buns, samosas, tarte tatin, tagliatelle/ravioli and sauce, profiteroles with crème pâtissière, chicken Kievs, jam, sausage rolls, share and tear brea Food Prparation and Nutrition GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing pupils’ practical cookery skills to give them a strong understanding of nutrition. We encourage pupils of all abilities to make full use of their skills and to exceed their potential by taking the AQA Food Preparation and Nutrition GCSE. Pupils are encouraged to enter external competitions such as the Future Chef Competition, the Tunnocks Teacake Challenge and complete the Junior Chef Programme run by Eastleigh College – we have already had a number of Y10 and Y11 pupils graduate with glowing reviews. Course information: There are 6 main topics in the GCSE Course: Food Preparation Skills - a range of food preparation and cooking skills needed throughout the GCSE. Food, Nutrition and Health - Macronutrients, micronutrients and the nutritional needs and health. Food Science - Cooking, heat transfer and the functional and chemical properties of food. Food Safety - Food spoilage and contamination and principles of food safety. Food Choice - Factors affecting food choice, British and International cuisine, sensory evaluation, food labelling and food marketing. Food Provenance - Environmental impact of food and sustainability of food, food processing and food production. Assessment: 15% – Food Science Practical Investigation – NEA 1 Pupils show their understanding of the working characteristics, and functional and chemical properties of ingredients. 35% – Food Practical Preparation – NEA 2 Pupils demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to a chosen task. Pupils do this by preparing, cooking and presenting a final menu of three dishes within three hours, planning in advance how this will be achieved. 50% – Written Exam Paper Pupils are assessed on their theoretical knowledge of food preparation and nutrition from the subject content. The exam is 1 hour 45 minutes and is out of 100 marks, with multiple choice questions (20 marks) and five longer questions each with a number of sub-questions (80 marks). Exam Board: AQA – 8585 Cooking and nutrition As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Key stage 2 course content Understand and apply the principles of a healthy and varied diet. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Cooking and nutrition As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Key stage 1 course content Our pupils will be taught to: use the basic principles of a healthy and varied diet to prepare dishes  understand where food comes from

< Previous Curriculum in-depth Next > Science “Through discovery and collaboration, we flourish” Our Science curriculum intends to: Make critical thinking and independence the foundation of learning and inspire a love of learning, self- discovery, and collaboration in all our pupils; Develop pupils’deep understanding of the world around them and their role in creating an environmentally sustainable future for our planet; Enable pupils to make safe and healthy choices Secondary Choices Process Learn More Why Learn Science? Science provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. All pupils are taught essential aspects of the knowledge, methods, processes and uses of Science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They develop an understanding of how science can be used to explain what is occurring, predict how things will behave, and analyse causes. There is a significant overlap with other subjects, such as Design & Technology, Mathematics, Geography, Physical Education and Food, Preparation & Nutrition and so cross-curricular links are regularly explored within lessons. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Key Stage 3 Science meets the expectations of the National Curriculum and beyond, both with respect to knowledge and skill development, providing a varied and balanced curriculum. Pupils study aspects of Biology, Chemistry, & Physics, merged into discrete, contextualised topics which support pupils in understanding how Science is integral to all aspects of life and the world around us. Pupils will study a balance of Biology, Chemistry and Physics, in contextualised topics. At the end of each topic pupils will complete a test to assess key knowledge. In addition to this, pupils will undertake three assessment investigations throughout the year, to assess their investigative skills. Assessment: Pupils will be assessed on the development of their scientific skills by in class assessments and will be assessed on their scientific knowledge through end of topic tests. The scientific skills being developed are: planning and evaluating, data analysis, practical skills, explanations, scientific numeracy, and scientific literacy. There will also be regular assessment for learning and feedback provided to pupils through the marking of exercise books. Pupils will start the GCSE course at the beginning of the year. Throughout the year, classes will rotate through a series of Biology, Chemistry, and Physics topics. Each topic will focus on developing the knowledge and skills required to meet the three assessment objectives mentioned above. The topics are not equal in length, but the rotation of topics has been split into two halves. Year 9- Pupils will cover the following topics over the year Biology Cell structure and transport Cell division Organisation and the digestive system. Organisation in animals and plants Communicable diseases · Chemistry Atomic structure The periodic table Structure and bonding Chemical changes Physics Conservation and dissipation of energy Energy transfer by heating Energy resources Year 10 Pupils will cover the following topics from the beginning of the year to Easter: Biology Communicable diseases · Preventing and treating disease · Non-communicable diseases · Photosynthesis · Respiration · The human nervous system · Organising an ecosystem · Chemistry Chemical calculations · Electrolysis · Energy changes in reactions · Crude oil and fuels · Physics Electric circuits · Electricity in the home · Molecules and matter · Radioactivity · Forces in balance · Motion After Easter, Year 10 pupils will either follow the Combined Science course (double ) or the separate Sciences (triple). All pupils will still cover topics in Biology, Chemistry, & Physics on a rotational basis, however separate Science pupils will accelerate through the curriculum to cover the extra content required. Combined Science (Trilogy) Biology Hormonal coordination Reproduction Variation and evolution Chemistry Chemical analysis Physics Force and motion Separate Science Biology Hormonal coordination Homeostasis in action Chemistry Rates and equilibrium Organic Reactions Physics Force and motion Year 11 Combined Science pupils will cover the following topics in the Autumn term: Biology Variation, natural selection and evolution Biodiversity and ecosystems Organisms in their environment Competition Pollution Chemistry Rates of reaction The Earth’s atmosphere The Earth’s resources Physics Wave Properties Electromagnetic spectrum Magnetic fields & electromagnetism Separate Science pupils will cover the following topics in the Autumn term: Biology Reproduction Variation, Natural selection and evolution Theories of evolution and speciation Chemistry Titrations Gas laws Chemical analysis The Earth’s atmosphere Physics Forces and motion Pressure Wave properties Electromagnetic spectrum During the Spring and Summer term, pupils will either continue studying for the separate Sciences or begin consolidating prior learning in preparation for the Combined Science trilogy course. Pupils who continue with the separate Sciences route will study the following topics in the Spring term. Biology Biodiversity and ecosystems Organisms in their environment Competition Pollution Chemistry Properties of materials Physics Properties of light Magnetic fields & electromagnetism Space Home Learning: 1 or 2 pieces per week, lasting between 45 minutes to 1 hour in total. Assessment : Throughout each year pupils will be assessed through a mixture of end of topic tests and in class assessments. In Year 10, pupils will undertake an internal exam in the Spring term in Biology, Chemistry, & Physics. In Year 11, pupils will undertake internal exams in Biology, Chemistry, & Physics, in both the Autumn term and Spring term, before undertaking their final exams in the Summer term. Irrespective of whether they study the combined Science trilogy or separate Sciences routes, they will sit six exams; two exams each in Biology, Chemistry, & Physics. Combined Science trilogy exams have a duration of 1 hour 15 minutes each, and the separate Science exams each last 1 hour and 45 minutes. Exam Board: AQA · Combined Science trilogy 8464 ·Biology 8461 ·Chemistry 8462 ·Physics 8463 Science is planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. As pupils progress through the Lower School they will receive a breadth of subject specialist teaching using specialist facilities in Science - inlcuding use of our designated KS2 Science laboratory. Long Term Plan Science Science is planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. As pupils progress through the Lower School they will receive a breadth of subject specialist teaching using specialist facilities in Science - inlcuding use of our designated KS2 Science laboratory. Long Term Plan Science

Year 7 and 8 our KS3 Curriculum < Previous Curriculum - Overview In-depth Next > ​Year 7 and 8 (Key Stage 3) In Years 7 and 8 (Key Stage 3) pupils follow a balanced curriculum including the core subjects of English, Maths and Science alongside a wide range of Foundation subjects. In English and Maths the curriculum builds on the core skills that pupils will have learnt at Primary school, extending their experience and application of these skills to a deeper level in readiness for the challenges of Key Stage 4 (Years 10 to 11). In Science, the focus is on Topic based learning, linking scientific exploration with real world examples and drawing together a number of strands in scientific thinking from biology, chemistry and physics that enables learners to see the relevance to every day life. In addition to the core subjects, our curriculum includes discrete teaching in History, Geography and RE. Relationships, Sex and Health Education is taught in discrete lessons in Year 7 and through the Personal Development Curriculum in tutor times, supported by a rich assembly programme and termly small group/1:1 mentoring and discussion sessions. The Personal Development Curriculum comprises of 4 key areas: Relationships, Sex and Health Education; Perspectives - Equalities and Diversity; Social, Moral, Spiritual and Cultural Development: The Westgate Challenge and, Personal, Social and Health Education - including careers. Languages, the Arts, Technology, Computing and Physical Education are all part of the weekly timetable and delivered in purposefully designed teaching areas that maximise learning opportunities. We have specialist teachers in all subject areas whose enthusiasm for their subject resonates through the schemes of learning that pupils experience in Key Stage 3. Strong partnerships with our linked primary schools mean that all pupils, regardless of where they attended primary education, will experience a curriculum in these core subjects that builds on their prior learning to ensure that rapid and sustained progress is made throughout Key Stage 3. High quality teaching means that at The Westgate, we recognise that young people’s talents and challenges vary across subjects and therefore, whether an individual needs individual support or greater extension, we are able to respond to this through our curriculum design and delivery. ​

Primary Phase Timetables Year R Timetable Year 1 Timetable Year 2 Timetable Year 3 Timetable Year 4 Timetable Year 5 Timetable Year 6 Timetable

< Previous Curriculum in-depth Next > Music “Where words fail music speaks” Our Music curriculum intends to: Unlock musical potential in every young person to be creative and curious about music; Challenge pupils to think musically, enabling them to acquire and develop a deep understanding of how music works; Develop an appreciation of music styles and cultures, over time. Secondary Choices Process Learn More Why Learn Music? Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. Our course offers pupils the chance to study a wide range of musical genres, with more opportunities for practical learning.Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. Our course offers pupils the chance to study a wide range of musical genres, with more opportunities for practical learning. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Course Content: In Year 7 pupils explore units of enquiry: Building Bricks – exploring the Elements of Music creating variations on Beethoven’s Ode to Joy Keyboard Skills - exploring effective keyboards skills, reading staff notation, sharps, flats and chords. Choir Skills – exploring the song ‘Touch the Sky’ for the Cathedral Carol Concert I’ve Got Rhythm - exploring pulse, beat, rhythm, ostinato and note durations Form and Structure – exploring musical structures, question and answer phrases, binary, ternary and rondo form. Sonority City – exploring instruments of the orchestra, the conductor, beating time and ensemble performance. Folk Music – exploring folk tradition, harmony and accompaniment, drone, ostinato and chord patterns. In Year 8 pupils explore units of enquiry: Hooks and Riffs - exploring repeated musical patterns through Eurhythmics' ‘Sweet Dreams and Ravel’s ‘Bolero’. Offbeat --exploring Reggae, syncopation, texture, chords, reggae lyrics and arrangements. Variations – exploring ways to develop ideas through changing and adding to a theme using ground bass variations. All that Jazz – exploring chord and chord patterns, improvisation, the 12-bar blues, blues scale, swing and big band jazz. All about that Bass – exploring bass clef reading and notation, bass instruments, bass lines, riffs, walking bass and pedals Saharan Sounds – exploring African singing and drumming, polyrhythms, syncopation, call and response, cyclic rhythms and grid notation. Course Skills LISTENING AND ANALYSING: pupils listen to a range of music, identifying dimensions and devices and comparing music. COMPOSING: pupils participate in practical activities and collaborate with others in pairs and group ensembles. EXPLORING AND REHEARSING: Pupils explore practical music-making and refine musical items to include dimensions. PERFORMING: Pupils perform and communicate musical intentions to peers, the class or their teacher. They share vocal, percussive or instrumental skills, showing understanding of genre or tradition. EVALUATING: Pupils Identify and reflect upon strengths and improvements and share responses. (We refer to this as Strength – Improvement – Response or SIR). Extra-curricular learning: We offer the largest range of musical opprtounmities of any school in Hampshire with a singinifacnt number of pupils participating in extra-curricular music. In Year 7 all pupils sing together at Winchester Cathedral for our popular christmas concert and many participate with more established musicians as they develop their skills. During Year 9 pupils will be given the opportunity to consider in greater depth the practical and theoretical aspects of this wonderful subject so that in Year 10 they can then begin the GCSE syllabus. Course content: Pupils study the three key areas: musical listening and appraising; performance both solo and ensemble; composing. Pupil will study key areas of music including Music for stage, Song writing, Samba and Afro- fusion. Through this pupil will develop skills of musical analysis using subject specific language and a basic knowledge of music theory. The course includes regular opportunities to perform on their main study (instrument or voice) as well accessing music technology, new instruments and developing keyboard and percussion skills. Composition tasks will be completed both individually and in groups, sometimes using music technology. Pupils will spend time developing the use of a variety of devices to develop musical ideas to fit both a genre and a musical structure. Assessment: The course contains an assessment at the end of each term (or genre studied). This will include a mix of assessed performances (both ensemble and solo), assessed compositions (live performance or realised using music technology) and listening and appraising questions. There will also be an individual composition in the summer term based on a set brief and a performance on their main study.This mirrors the GCSE composing and performance-controlled assessment requirements. Course content (skills): Pupils study the three key areas: musical analysis; performance both solo and ensemble; arranging and composing. Pupils will study a variety of musical genres from Jazz, dance music, film music and a selection of world music. Through this work pupils will develop skills of music analysis using musical language and a basic knowledge of music theory. The course includes regular opportunities to perform on their main study (instrument or voice) as well trying new instruments and developing existing keyboard and percussion skills from KS3. Composition tasks will be completed both individually and in groups. Pupils will spend time developing the use of a variety of compositional devices to develop musical ideas to fit both a genre and a musical structure. Course content (genres): · Jazz · Song writing (Pop) · Reggae · Dance music · My instrument Assessment: The course contains an assessment at the end of each term (or genre studied). This will include assessed performances (both ensemble and solo), assessed compositions (live performance or realised using music technology) and analysis questions. There will also be an individual composition in the summer term based on a set brief and a performance on their main study. This mirrors the GCSE composing and performance-controlled assessment requirements. Home Learning: This is set weekly and ranges from research style activities, written tasks, composing preparation, practice both individual and as an ensemble that consolidates and extends learning in the classroom. Pupils in addition to this home learning are expected to participate in an ensemble weekly either in or out of school. Weekly practice as part of their instrument lessons is also an expectation and will continue through the GCSE course in Years 10 and 11 if chosen. Exam Board: OCR – J536B Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding and explore links across subject areas. Additional to topics, our curriculum includes discrete teaching in Music subject specialists from Year 3. Year 3 pupils will receive an instrument for the year to practice on and are encouraged to support their in class learning with additional peripatetic lessons and home learning. Key stage 2 course content Pupils will be taught to sing and play musically with increasing confidence and control. They will be taught to develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils will be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. Long Term Plan: Music Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding and explore links across subject areas. Additional to topics, our curriculum includes discrete teaching in Music subject specialists from Year 3. Year 3 pupils will receive an instrument for the year to practice on and are encouraged to support their in class learning with additional peripatetic lessons and home learning. Key stage 1 course content Pupils will be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music Long Term Plan: Music

Ballet Starz (Year R to 6) Wednesday 3:40-4:15 Yr R &1, 5:15 Thursdays - 3:20 4:15 < Previous Enriching the Curriculum Primary Clubs Next > This is a an external club run by experienced and qualified Starz dance teachers. There is a subscription cost for this club of £24.56 per month . They also offer the opportunity to trial a class first before subscribing. Dance Starz is a modern based syllabus with a funky twist covering various aspects of dance including flexibility, team work, choreography and fitness. We use recognisable chart music so has been a big hit with the older children. Designed for school aged and following a structured lesson plan packed full of variety encouraging constant learning and progression. Parents are invited to watch the last class of term when the children are also awarded their Starz Certificates of Achievement. Uniform isn't compulsory at Starz, anything comfy to dance in is fine (leggings and tshirt or their PE kit). We do sell personalised Dance Starz tshirts and jazz shoes via our website should you wish to purchase them. To book use the links below - External website: Wednesday 3:20- 4:15 pm Yr &1 Wednesday 4:30 - 5:15 Yr 2 & 3 Wednesday 5:30-6:15 pm Starz Acro Yr 1 - 5 Thursday 3:20- 4:15 pm Yr 4 & 5