German Becoming an active communicator in the world's global village Go Go Our Languages Curriculum intends to: Broaden pupils' horizons by developing a passion for languages and cultures and recognise the additional career opportunities open to people who speak an additional language. Ensure that every pupil is encouraged and supported to study a language for GCSE. Encourage a growth mind-set in pupils to learning a new language and develop the confidence to communicate. Overview of the Course: The learning of a language encourages respect for other people; it fosters an understanding of the interrelation of language and human nature. Studying any foreign language will broaden minds and give pupils a better insight into the world around us. It will encourage empathy as an individual. It demonstrates openness to society and an ability to communicate with others on all levels. The learning of a language supports an appreciation of cultural diversity. Pupils will continue to study the language they have learnt at Westgate since Year 7. German is offered as a GCSE starting in Year 9 (dependant on pupil numbers). Several trips run throughout the year to complement the learning of languages and broaden pupils' cultural experiences. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content German is not taught within our school day as we focus on Spanish. German can be learnt as an additional subject in KS3. German is not taught within our school day as we focus on Spanish. German can be learnt as an additional subject in KS3. Overview of the Course: German is not offered to pupils in Year 7, but we do make this a choice for studying in Year 9 as part of our deepening and broadening the curriculum structures - dependent on uptake. We will introduce pupils to the German language through studying the culture, writing, speaking and listening of the language and people. We will consider 3 main themes: Identity and Culture. Localm national, international and global areas of interest. Current and future study and employment. Assessments: GCSE German has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: Demonstrate general and specific understanding of different types of spoken language. Follow and understand clear standard speech using familiar language across a range of specified contexts. Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts. Take part in a short conversation, asking and answering questions, and exchanging opinions. Convey information and narrate events coherently and confidently, using and adapting language for new purposes. Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate. Initiate and develop conversations and discussion, producing extended sequences of speech. Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view. Use accurate pronunciation and intonation such as to be understood by a native speaker. Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: Understand and respond to different types of written language. Understand general and specific details within texts using high frequency familiar language across a range of contexts. Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts. Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate. Translate a short passage from German into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: Communicate effectively in writing for a variety of purposes across a range of specified contexts. Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information. Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register. Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince. Translate sentences and short texts from English into German to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Exam Board: AQA 8668 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Geography Inspiring awe and wonder in the world around us Go Go Our Geography Curriculum intends to: Inspire pupils to develop curiosity and fascination about the world and its people. Equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earths key physical and human processes. Give pupils the geographical knowledge, understanding and skills to provide the frameworks and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time. Why Learn Geography? A high-quality geography education will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. This will equip pupils with the knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geography knowledge, understanding and skills provide the framework and approaches that explain how the Earths' features at different scales are shaped, interconnected and change over time. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content 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. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 1 Subject Content Pupils develop knowledge about the world, the United Kingdom and their locality. They are taught to understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils are taught to: 1. Locational knowledge Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 2. Place knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 3. Human and physical geography Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. Geographical skills and fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Use simple compass directions (North, South, East and West) and locational and directional language (e.g., near and far; left and right), to describe the location of features and routes on a map Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Primary Phase Long Term Plan: Geography 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. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 2 Subject Content Pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils will be taught to: Locational knowledge Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) 2. Place knowledge Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America 3. Human and physical geography Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world. Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Primary Phase Long Term Plan: Geography We deliver our Geography syllabus around a range of local and international themes, considering both physical aspects and human impact our our environment. Pupils will be look at case studies to consider the many aspects of our geographical sourroundings. Year 7 and 8 Course Content: The following topics will be covered in Year 7: Fantastic Places - we will discover the human and physical processes impacting a range of diverse and fascinating places around the world including Svalbard, Dubai, Russia and the Great Barrier Reef. Map skills - we will develop their map skills, including the ability to give 4 and 6 figure grid references, scale, map symbols, direction, height on maps and the use of GIS. Raging Rivers - we will gain an understanding of the different physical and human processes that occur along rivers. Brilliant Biomes - we will develop an understanding of where the world’s major biomes are located and the ways in which these biomes are under threat. The following topics will be covered in Year 8: Tectonic Activity - we discover the different processes that cause tectonic hazards and the effects and responses to earthquakes and volcanoes. Global World of Work - we investigate how sectors of work are changing within different countries and the impact that globalisation is having on employment sectors. Africa - we investigate the social, economic and environmental characteristics across African countries and the issues that Africa faces within the 21st Century. Extreme Weather - we define the causes, effects and responses to extreme weather events and will investigate specific case studies of such hazards. Coasts - we will gain an understanding of the different processes at work along coastal areas, the impacts of coastal flooding and management strategies used in coastal environments. Asia - we investigate the social, economic, and environmental characteristics across Asia and the challenges that Asia faces. Many of the topics in Geography - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Pupils will have the opportunity to develop an array of skills including map skills, fieldwork skills and skills of literacy and numeracy. Within the course pupils will build their knowledge of Winchester, Hampshire, the UK and the wider world around them, alongside key geographical processes Year 9 course content: Autumn term: Fieldwork skills, which will include a local fieldwork study within Winchester. Population change and management, which will focus on how populations are changing worldwide, the issues which arise as a result and how it can be managed. Spring term: Ecosystems - Pupils will learn about the different processes within biomes and investigate the challenges and opportunities of the Tropical rainforest. Changing urban world - Pupils will learn about the ways in which urban areas are changing across the world. Summer term: Climate change - Pupils will investigate the causes, effects and management of climate change. Rivers - Pupils will learn about river processes and the ways in which they are being managed. Home Learning: Home Learning will be set on a weekly basis and will include a mix of practice questions, research-based activities and revision GCSE Content: Pupils will cover the following topics within the GCSE course: Paper 1 - Living with the Physical Environment Section A: The challenge of natural hazards Section B: The living world Section C: Physical landscapes in the UK Paper 2 - Challenges in the human environment Section A: Urban challenges Section B: The changing economic world Section C: The challenge of resource management Paper 3 - Geographical applications Section A: Issue evaluation Section B: Fieldwork and geographical enquiry During Field Work pupils will have an opportunity to do a local fieldwork study in Years 9 and 10. Pupils have also had the opportunity for fieldwork abroad, in locations such as Iceland. Home Learning: Home Learning will be set on a weekly basis and will include a mix of practice questions, research-based activities and revision. Exam Board: AQA - 8035 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Computing | Computer Science Thriving in a digital world Go Go Our Computing curriculum intends to: Develop pupils' understanding of Computer Science, Information Technology and Digital Literacy in order to prepare all pupils to thrive in an increasingly digital world. Develop these strands to enable pupils to apply computational thinking to be better problem solvers. Enable pupils to be confident users of IT, applying IT effectively to real world situations and to know how they and others can use IT safely. Computing All subjects use Computing as part of their curriculum access and delivery. Pupils will develop their knowledge often by using focused research requiring effective use of the internet, as well as having the opportunity to develop their IT literacy and capability using subject relevant applications, particularly in Maths, Design & Technology and Media. Most subjects make use of Computing for effective home learning management, exam preparation and revision, helping to develop skills required for both GCSE and beyond. The GCSE Computer Science course will develop and apply analytic, problem-solving, design, and computational thinking skills. In addition, aspects of these skills are developed within other subjects including Maths and Science. The Personal Development lessons focus on the safety aspects and reporting of concerns. At Key Stage 4, the Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Why Learn Computing? A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with maths, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate, able to express themselves and develop their ideas through information and communication technology, at a level suitable for the future workplace and as active participants in a digital world. Computer Science has real relevance in our modern world. The course will give an in-depth understanding of how computer technology works and a look at what goes on behind the scenes. The course provides excellent preparation for higher study and employment in the field of Computer Science. The increasing importance of information technologies means there is a growing demand for professionals who are qualified in this area. Computing Compliance Document EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 1 course contents Pupils are taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs. execute by following precise and unambiguous instructions. create and debug simple programs. use logical reasoning to predict the behaviour of simple programs. use technology purposefully to create, organise, store, manipulate and retrieve digital content. recognise common uses of information technology beyond school. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 2 course contents Pupils are taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. use sequence, selection, and repetition in programs; work with variables and various forms of input and output. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Year 7 and 8 Computing Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 7 In Year 7 pupils will be encouraged to extend and deepen their knowledge in different areas: Collaborating on line effectively – E-Safety Gaining support for a cause - Media From semaphores to the internet – Networks Programming – Scratch Modelling data - spreadsheets Year 8 In Year 8 pupils will be encouraged to extend and deepen their knowledge in different areas: Understanding computers – Computer systems Data representation Introduction to Python – Programming Developing for the web – HTML & CSS Media design – Vector graphics Mobile app development - Programming Year 9 Computing Core and Computer Science (option) Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 9 Core Computing In Year 9 pupils will be encouraged to extend and deepen their knowledge in different areas: Media animation – Media Data Science Representations going audio-visual – Data representation Cybersecurity – E-Safety Artificial intelligence Physical Computing – Programming Y ear 9 Computer Science (option) Programming – Basics with Python Advanced programming concepts - Python programming Programming Projects & Challenges Algorithms – sorting & searching Introduction to Computer Systems Introduction to Computer networks Cybersecurity – protecting computers & networks Key stage 4 – Core Computing and GCSE Computer Science (option) At KS4 the core Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons focusing on the following learning areas: · developing capability, creativity and knowledge in computer science, digital media and information technology · developing and applying analytic, problem-solving, design, and computational thinking skills · understanding how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns. GCSE Computing – Year 10 and 11 (option) The topics covered in Year 10 and 11 include: Fundamentals of algorithms Programming in Python Data Representation Computer Systems Computer Networks Cyber security Relational databases and structured query language (SQL) Ethical, legal and environmental impacts of digital technology Assessment: A 2 hour written exam set covering: computational thinking, code tracing, problem-solving, programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code. - 50%. A 1 hour 45 minute written exam covering the theoretical units - 50%. Throughout the course pupils will be expected to develop their programming skills with projects to help them design, write, test and refine their programs. (These are not formally assessed and do not contribute marks towards the final grade) Course Skills: Pupils learn theory across all the sections of the Computer Science specification and learn how data is represented within a computer, how to convert between denary, binary and hexadecimal, computer hardware and network topologies. Pupils develop problem solving and decomposition skills and learn how solutions can be represented as algorithms and flowcharts as well as code. Pupils learn how to solve problems by creating python programs using a range of structures and techniques. Assessment: Pupils will have regular assessments at the end of each teaching unit. These assessments will be completed in class time. Home Learning: Home learning will follow the ‘flipped learning’ approach where pupils will be expected to carry out some pre-learning and preparation ready for each lesson. In addition pupils will be encouraged to practise their programming to support work carried out in class and to work on their own personal projects that incorporate a skill-set that goes beyond the GCSE requirements. Exam Board: AQA - 8525 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Design Technology Creative solutions for a sustainable future Go Go Our Design and Technology curriculum intends to: Inspire and equip pupils with the skills to solve real world problems. Empower pupils to be creative, innovative, ready to make mistakes and to learn from practical experience. Provide opportunities for pupils to model proposals through testing and evaluation, with a high regard for resources and an understanding of their impact on the environment and the world around them. Why Learn Design and Technology? Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw in disciplines such as maths, science, engineering, computing and art. Pupils learn how to take risks; becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation. Design and Technology covers core technical and designing and making principles, including a broad range of design processes, techniques and equipment. Course skills: Developing knowledge and understanding of materials and processes to be able to make high quality products Developing drawing, modelling and CAD skills to communicate ideas Product analysis Using iterative design strategies to create prototypes Developing knowledge of a wide range of materials including textiles EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Design & Technology covers core technical and designing and making principles, including a broad range of design processes, techniques and equipment. Key stage 1 subject knowledge Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Pupils work in a range of relevant contexts (e.g. the home and school, gardens and playgrounds, the local community, industry and the wider environment). When designing and making, our pupils are taught to: Design Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products Design & Technology covers core technical and designing and making principles, including a broad range of design processes, techniques and equipment. Key stage 2 subject knowledge Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts (e.g. the home, school, leisure, culture, enterprise, industry and the wider environment). When designing and making, our pupils are taught to: Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make Select from and use a wider range of tools and equipment to perform practical tasks (e.g cutting, shaping, joining and finishing), accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products (e.g. gears, pulleys, cams, levers and linkages) Understand and use electrical systems in their products (e.g. series circuits incorporating switches, bulbs, buzzers and motors) Apply their understanding of computing to program, monitor and control their products Long Term Plan Design and Technolog Course content: From Year 7 pupils have the opportunity to explore different materials. We design and build items to a brief using an increasingly sophisticated range of techniques. In Year 9 pupils may opt to spend more time and opportunity to develop their understanding of how designers produce pieces to match a design brief, consider new materials and deepen their understanding of the design process. In Year 10 pupils begin the GCSE syllabus. The course is topic based, each section providing the underlying information needed to grasp the key concepts of the syllabus. Assessments: The course contains assessment during each topic. Practical and design skills will be assessed in a similar format to the GCSE non-exam assessment task. The opportunity to complete exam style questions. The final GCSE assessment: 2 hour written exam – 50% of GCSE and Non-exam assessment; 35- hour iterative design and make task 50% of GCSE. Home Learning: Set in a range of formats including research tasks, completing class work and preparatory work for subsequent lessons that may include the use of GCSE Pod. Pupils are expected to complete at least one hour of Home Learning per week. Exam Board: AQA - 8552 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Science Through discovery and collaboration, we flourish Go Go 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. 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 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 - including 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 - including use of our designated KS2 Science laboratory. Long Term Plan Science 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 and 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. 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. In addition to this, pupils will undertake three assessment investigations throughout the year. 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 end of spring term: 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 holidays, 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. Year 10 curriculum will cover the following topics in the summer term: Combined Science (Double) 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 curriculum will cover the following topics in the autumn term: Combined Science (Double) 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 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 of Year 11, pupils will either continue studying for the separate Sciences or begin consolidating prior learning in preparation for the Combined Science trilogy course. Separate Science 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 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Art | Fine Art Art is not what you see but what you make others see Go Go Our Art curriculum intends to: Develop intuition, reasoning, imagination, and dexterity into an unique form of expression and communication. Develop an appreciation of the aesthetic nature of the world around us. Critically evaluate the way cultures are represented through their arts and celebrate diversity. Why Learn Art? Art is a vibrant and dynamic subject that offers pupils the freedom to learn in ways that inspire and bring out the best in their skills and knowledge. Art embodies some of the highest forms of human creativity. A high-quality art education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Pupils will learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Our pupils will build theoretical knowledge of the concept of art itself, as well as acquire disciplinary knowledge and appreciation of the techniques of artists and craft-makers. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Overview of the course: It is important for children to engage with the Arts regularly and to explore a range of media and materials. This interaction will help them work towards early learning goals. We recognise this need and therefore we integrate Art into our learning of topics in EYFS and KS1. Key stage 1 Our pupils are taught: to use a range of materials creatively to design and make products. to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. about the work of a range of artists, craft-makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Long Term Plan for Primary phase Art - Long Term Plan, Overview of the course: We integrate Art into our learning of topics from Year 4. In Year 6 we deliver Art as as discrete subject taught be a subject specialist. Key stage 2 Our pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Specifically we cover how: to create sketch books to record their observations and use them to review and revisit ideas. to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]. about great artists, architects and designers in history. Long Term Plan for Primary phase Art - Long Term Plan Course skills: In Year 7 pupils will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. In Year 8 pupils will build on the skills, techniques, knowledge and understanding introduced to them in Year 7. They will be encouraged to show refinement within their work and challenge themselves in a creative way. Pupils will work through three different projects per year, engaging in practical tasks, discussion, group work and home learning projects. Each termly project is designed to help pupils understand the art they see around them and why art is so important within the world and in recording historical events in a visual way. Each project is designed to cover practical skills, knowledge and understanding, and creative thinking. Pupils will experiment with both 2D and 3D media and explore techniques including painting, printing, collage, and sculpture. Drawing is seen as a fundamental art skill, which is encouraged and developed across all year groups. In Year 7 pupils begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. This is continued throughout Year 8 and onto GCSE level. Knowledge & Understanding: How ideas, feelings and meanings are conveyed in images, artefacts, and products. A range of art, craft, and design processes in two and/or three-dimensions and traditional and new media and technologies how images, artefacts and products relate to social, historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society. A working vocabulary and knowledge of specialist terms relevant to Fine Art. Course content: During Year 9 pupils will develop their painting and drawing skills and explore printmaking. These foundation skills will help pupils in preparation for the full GCSE course which begins in Year 10. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of learning within Fine Art. Making appropriate use of colour, line, tone, texture, shape and form Using different approaches to recording images,such as, observation, analysis, expression and imagination. Showing in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres. Investigating different ways of working,as appropriate to their chosen area(s) of learning within Fine Art. Providing evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge & Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning within Fine Art. A range of art, craft and design processes in two and/or three-dimensions, traditional, new media and technologies. How images, artefacts and products relate to their social,historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. GCSE Fine Art Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of learning within Fine Art. Make appropriate use of colour, line, tone, texture, shape and form. Use different approaches to recording images, such as, observation, analysis, expression and imagination. Show in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres. Investigate different ways of working, as appropriate to their chosen area(s) of learning. Provide evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge and Understanding: Pupils will gain knowledge and understanding of: how ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning within Fine Art. a range of art, craft and design processes in two and/or three-dimensions, traditional, new media and technologies. how images, artefacts and products relate to their social, historical, vocational and cultural contexts. a variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art. a working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. Home Learning: Pupils will be set 1 hour of Home Learning per week. Exam Board: AQA – 8202 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Music Where words fail music speaks Go Go 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. 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. Music development plan summary EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content 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- 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 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 opportunities of any school in Hampshire with a significant 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. Pupils will study key areas of music including Music for stage, Song writing, Samba and Afro-fusion. Through this pupils 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. 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 Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Media Studies Casting a critical eye over the ever-changing influence of modern media Go Go Our Media curriculum intends to: Enable pupils to become critical and analytical readers of media texts. Enable pupils all-through to question the way the media represents individuals and groups, and its power to manipulate audiences. Enable pupils to create purposeful, effective media products. Why learn Media? Media plays a key role in modern society: each time we watch television, read a newspaper or access the internet, we are exposed to the power of the Media. We are also affected by Media that we do not necessarily choose to use. This is why this dynamic and exciting subject provides pupils with an excellent tool to navigate and analyse the world we live in. In addition to this, the core skills of analysis work to build on and support the work pupils undertake in English. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Media is taught within the English syllabus in the Primary phase. It is taught from KS3 onwards as a discrete lesson objective then as an individual subject. Media is taught within the English syllabus in the Primary phase. It is taught from KS3 onwards as a discrete lesson objective, then as an individual subject. Course Content in Years 7 and 8 In Year 7 we look at various public figures considering how they are represented in the press and how they have become heroes of our time. We also link this with some image decoding and inference skills which start to build a bank of media terminology. In Year 8 we study advertising building on our prior knowledge of media terminology and looking at how the adverts persuade the audience to purchase products. Course Content in Year 9 Pupils learn about the theoretical frameworks (Media language, representation, Media industries and audiences) and discover how to apply them to Media texts. In addition, they learn practical skills such as how to use Photoshop and how to produce a Media product for a set brief. Course Content in Year 10-11 Pupils are required to explore Media language, representation, Media industries and audiences. They apply these theoretical frameworks to set texts from the exam board as well as unseen Media products. In addition, pupils develop practical skills and produce a practical production using editing software and original images. Assessment: The Media GCSE consists of two exams collectively worth 70% and a Practical Production, completed within school, worth 30%. Home Learning: Pupils are expected to complete Home Learning every week. Usually, this will take one hour. Home Learning will be set as a variety of tasks including finding and analysing examples of Media texts, researching texts, contexts and/or theories and preparing for practical work. Exam Board: Eduqas C680QS Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Maths Developing skilful, systematic problem solvers for life Go Go Our Maths curriculum intends to: Cultivate a deep understanding and an enjoyment of the subject through a rich, problem solving-based curriculum which nurtures pupils' love of Mathematics. Ensure all pupils are able to use and understand Mathematics so that they can succeed both professionally and personally. Provide opportunities for applying abstract concepts to real world situations in order to grow all pupils' resilience and confidence, creating inquisitive and effective thinkers. Why learn Maths? Maths is a creative and highly interconnected discipline that has been developed over the centuries, proving the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We provide pupils with a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of maths, and a sense of enjoyment and curiosity about the subject. Course content: Over the course of their learning journey pupils will develop their problem-solving skills, fluency and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. As we move into Year 9 there is more of an emphasis on developing skills to a greater depth in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. For example, pupils will be taught how their mathematical skills can be used in other subjects, such as Science and Geography, as well as within their personal lives (such as managing personal finances) and future career pathways. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Mathematics has an emphasis on developing a greater depth of understanding, with pupils given the chance to fully explore the uses to which their skills can be put. As skills deepen, pupils are given the opportunity to find the wonder that is available in all different branches of Mathematics. Course Content in Year 7: Autumn Term Number - factors, multiples, primes, directed number, types of number, estimation, BIDMAS. Algebra - notation, simplifying expressions, substitution. Fractions - simplify, compare, improper, calculations with fractions . Decimals - round to decimal place, order decimals, calculate with, convert between fractions decimals and percentage. Spring Term Percentages - percentage of an amount, converting from percentage, find percentage increase and decrease of an amount. Statistics - types of data, questionnaires, bar charts, pie charts, averages and range, grouped data interpretation, choosing appropriate methods. Angles - angles at a point, on a straight line, vertically opposite, line and rotational symmetry, angles in a triangle and quadrilaterals, angles in parallel lines. Equations - write and solve one step and two step equations with unknowns on both sides. Multiplicative reasoning - the metric system, convert between units, imperial units, ratio, ratio as a fraction or decimal and sharing in a given ratio. Summer Term Multiplicative reasoning - solve problems using unitary method, changing recipes, write ratios 1:n and n:1, find the best buy, understand the relationship between ratio and proportion. Perimeter, area and volume - calculate area of triangles, parallelograms and trapezia, area and perimeter of compound shapes, properties of 3D shapes, nets, surface area, volume of cubes and cuboids. Sequences - generate terms, find the nth term, find general term of pictorial sequences, generate terms of non-arithmetic sequences. Graphs - plot co-ordinates in four quadrants, find midpoints of a line, generate co-ordinates from an equation and draw linear graphs, draw and label lines parallel to axes. Year 8 Autumn Term Number - place value, decimals fractions, prime factor decomposition, four operations. Algebra - Expand and simplify expressions, forming and solving equations, factorising, sequences and finding the nth term. Ratio and Proportion - Dividing in a given ratio, problem solving with ratios. Geometry and measure - Shape properties, angles in polygons, problem solving with shape properties. More number - percentages as operators, comparing quantities using percentages, find original value after percentage changes. Spring Term More number - Round to a significant figure, estimation using significant figures, percentage increase and decrease and reverse percentages. Algebra - substitution into formulae, change the subject of a formula, solving equation including rearrangement and unknown on both sides of equal sign, linear graphs y=mx+c. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Summer Term Number - standard form and standard form calculations without a calculator Algebra and graphs - understand x= and y=. Sequences on graphs, linear graphs, quadratic graphs and non-linear graphs. Spaced practice - ratios, fractions, linear equations, percentage change, reverse percentages, interest. Geometry and Measure - Perpendicular and angle bisectors, construct triangles, understand congruency, enlargement of shapes. Statistics & Probability - Experimental probability, relative frequency, two-way tables, hypothesis testing, the data cycle, bivariate data. In Year 9 pupils explore other aspects of maths as they continue on their 12 year journey. There is greater emphasis on developing depth and mastery in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. Specific topics covered will be wide and varied but will include varies lines of enquiry. Pupils will learn about: Sequences and Graphs – including links to real life problems and solving equations. Proportional Reasoning – including percentage and fractional changes. Geometrical Reasoning – including inquiry into right-angled triangles, loci and transformations. Use of statistical skills – carrying out an investigation from Hypothesis to Conclusion. Probability – including how complex situations can be analysed and simplified. Over the 2 years pupils will develop their problem-solving skills, fluency, and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. Pupils are taught how to extract the relevant information from more complex worded questions to enhance their problem-solving skills and given a relevance to their learning journey to everyday life. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. Assessment: Continual formative Assessment for Learning is carried out by the classroom teacher. There are also formal summative assessments at key points throughout the year. Class teachers may also give class tests on three or more topics to ensure recall and application of the concepts delivered. There are three examination papers, P1 Non-calculator, P2 Calculator, P3 Calculator. All papers are 1 hour and 30 minutes. The examination board is Edexcel. Home Learning: Weekly Home Learning will be set in a range of formats: Self-assessment, on-line via mathswatch.co.uk and other websites, through homework books, practice exercises, extending work done in lessons and research around topics within the units of enquiry. Often pre-learning will be a requirement before topics are undertaken. Exam Board: Edexcel/Pearson: -1MA GCSE Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Latin Opening a dozen different doors to understanding the language of academic and the influence of the Roman Empire on modern European society Go Go At The Westgate School, our Latin Curriculum intends to: Enable pupils to understand the significant influence Roman culture had on European society and languages and especially English. Enable pupils to explore the etymology of the English language and its significant links to Latin. Broaden pupils' use of English academic vocabulary. Enable pupils to gain knowledge and understanding of the Roman world through reading and responding to its literature. Why learn Latin? Latin (within the English curriculum) provides a foundation in linguistic and cultural competence, enabling pupils to gain knowledge and understanding of the Roman world through reading and responding to its language and literature. In studying Latin we discover the roots of culture and language which shape Europe today. We analyse texts and stories in Latin to build knowledge and understanding of Latin vocabulary and grammar and we use sources in order to consider aspects of the fascinating and enthralling civilisation of the Roman world and culture. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Latin is not taught within our school in the Primary phase. It is taught from KS3 onwards. Latin is not taught within our school in the Primary phase. It is taught from KS3 onwards. Latin does not exist as a discrete course in Key Stage 3. However, we are increasingly introducing aspects of Latin into our English structures. What and how will I learn? In Year 9 pupils will be introduced to the Latin language and learn key words and be able to link the etymology of the language to English and also other modern languages. This new vocabulary is taught in a range of engaging and exciting ways and pupils thoroughly enjoy making links between Latin and other languages they are studying. For example, pupils will be challenged through the translation work, while learning the structures of the language. Alongside learning the Latin language, we will also study key facets of the Roman Civilisation. This will include: Roman family life including the Paterfamilias; the role of women and children in ancient Rome; discussing the morality of slavery and arranged marriages. When discussing these aspects of Roman life, we will link the experiences of the past to our modern lives and reflect on their impact. How will this be assessed in GCSE? The GCSE examination in Year 11 will consist of 1 Language paper (50%), 1 Literature paper (30%) and 1 Roman Civilisation paper (20%). Exam Board: (Eduqas) – C990PB Our Curriculum Curriculum Intent Options Careers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Parent & Staff Association (PSA) Welcome to the Westgate School Parent & Staff Association (PSA) The PSA is a community of parents and staff who meet informally to raise funds for pupil wellbeing across The Westgate School. As well as fundraising, we plan events to bring our Westgate community together. These include Summer and Christmas fairs, discos, quiz nights, and more! We also run a popular second-hand uniform shop for both upper and lower school uniform. In the last year we have raised nearly £50,000 to support our mission “to advance the education of the pupils of the school”. Funds have been spent on three new gazebos, replacement football goal posts, Bug Club subscriptions, school hall acoustic improvements, the cathedral carol concert, prefect ties, and more. Can you help to make it happen? We promise this doesn't have to take loads of your time - just as much as you're willing to give. And it's a great way to meet new parents and hear what's happening across the school. Contact us - psa@westgate.hants.sch.uk Visit our website for the latest news, to buy second-hand uniform and to buy tickets for events! Home Parents & Pupils School Teaching Hours Exam Information Edulink PSA School Uniform Authorised Absence Request Medicines & Treatment Consent Form

Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase Teaching Assistant - Primary Phase 32.5 hours per week term time only (39 weeks) Monday to Friday, 8.30am – 3.30pm Part-time hours will be considered – 19.5 hours, three days per week Permanent contract To start ASAP Salary Grade C (FTE £24,405 - £25,430) Actual annual salary: 32.5 hours per week - £18,337 - £19,107; 19.5 hours per week - £11,001 - £11,463 Role Profile Closing Date: 25 November 2024 (midday) Interview Date: 3 December 2024 We are seeking to recruit a Teaching Assistant in Hampshire’s first All-Through School, recently given an “outstanding” rating by Ofsted. The successful applicant will join an enthusiastic and committed team in our Primary Phase (Year R to Year 6). The role will suit someone who enjoys working with children, supporting them to become more independent learners. It would suit someone with a particular interest in working with neurodiverse children and children with specific learning needs. Benefits of working at The Westgate School Full induction programme including training and mentoring to ensure your success in the role Ongoing personal development including opportunities for specialist qualifications in SEND Preferential nursery places in our on-site nursery at a reduced price Free on-site parking Free use of health and fitness facilities The successful candidate will: Enjoy working with children, building positive relationships in a calm, empathetic way Have obtained Maths and English qualifications to GCSE Grade 4 or above, or their equivalent Be committed to the highest possible levels of achievement for every pupil Be cheerful, flexible and approachable, with a good sense of humour Be able to demonstrate high levels of emotional resilience and stay calm under pressure in order to support vulnerable children Show initiative within the role and have good time management skills Be a hard-working team player, able to work closely with teachers and other adults within the classroom to ensure the best for all our pupils Have the patience and the resourcefulness to support and inspire our children with their learning, helping to unlock their potential Have a good understanding of child development Have excellent communication skills Be able to support children’s behaviour for learning Be enthusiastic and committed to supporting children with specific needs both inside and beyond the classroom Be keen to participate in professional learning and qualifications We can offer: The chance to be a part of a highly skilled and friendly team and work in all key phases in the All Through School The chance to develop your own specialism within the Learning Support Team Support Staff Application Form Please email completed application forms to recruitment@westgate.hants.sch.uk If you require further assistance, please email recruitment@westgate.hants.sch.uk or telephone 01962 854757 Safeguarding statement: The Westgate School and Hampshire County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. Pre-employment checks: All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks, which will include an online search, in line with Keeping Children Safe in Education recommendations. Equal opportunities: No applicant or employee will receive less favourable treatment because of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage or civil partnership and pregnancy or maternity, unless a Genuine Occupational Requirement (GOR) applies. Use of AI: We understand that you might use AI and other resources for your application, however, please ensure all information you provide is factually accurate, truthful, and original and doesn’t include ideas or work that isn’t your own. This is so that your application is authentically and credibly your own. Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Contact