< Previous Curriculum in-depth Next > History “Re-constructing the lives and stories of the past to understand the present” Our History Curriculum intends to: Inspire pupils to become curious about the past and equip them to ask perceptive questions, think critically, evaluate arguments and develop perspective and judgement. Enable pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Help pupils to understand the complexity of people’s lives, the process of change and the diversity of societies, as well as exploring their own identity and the challenges of their time. Secondary Choices Process Learn More Why learn History? History helps us to understand humanity. By studying our shared human past, we can unlock the secrets of our very identities. Who you are within your individual and family history. Who you are in your city's history. Who you are within your nation's history. And who you are within humanity's history. As humans we are constantly looking back to see where we come from, and history gives us the tools to do that at the highest level. To understand why the world is as it is. To understand the issues we may face going forward. To understand what it means to be human. All by exploring what our ancestors have done in the past. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content We have a big enquiry question, linked to the National Curriculum, to explore every topic we teach. These questions help pupils to understand that History is a construct that historians create to provide an understanding of the past. We then provide a range of evidence to enable pupils to formulate possible answers for themselves. In Year 7 our big theme is the global, connected world and where Britain fits into it alongside traditional British topics. In Year 8 our big themes are empire and revolution to show how the modern world was made and to show the scale and breadth of empire across the entire year Year 7 Course Content: Year 8 Course Content: Course Skills: We will look at the different disciplinary aspects of History: Sources – exploring and understanding the past through documents, letters, posters, newspapers and more. Interpretations – exploring and challenging historians and society's views of the past. Cause and Consequence –judging why events happen and the importance of their consequences. Significance – judging historical events importance to our lives today and their importance to the people who experienced them. Narrative – exploring the past and creating historical accounts like all good historians. Change and Continuity –how and have things changed or stayed the same and the experience of that by people in the past. Similarity and Difference – how people perceived different ideas or events and how they experienced them. Fieldwork: Many of the topics in History - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences such as our Year 7 fieldwork to Portchester Castle in the Summer Term. Assessment: Assessments take place in lessons and focus on key knowledge and historical skills or concepts. Time is given to whole class feedback for pupils to act on the targets they have been given. The Year 9 curriculum allows pupils to build on their KS3 skills of being a historian within topics that allow for greater depth. Autumn Term: The Forging of the Modern World, 1871-1923 The Causes of the First World War. Life in the WWI Trenches. The Historiography of WWI generals. The End of WWI. The Russian Revolutio. Spring Term: ‘To Hell and Back’: Europe’s Era of Self-Destruction, 1918-1939 Peace settlement of WWI. The Global "Roaring" Twenties. The Rise of Dictators. The Causes of WWII. Summer Term: Superpower Relations and Medicine Through Time The Early Cold War Life in East Germany Prehistoric, Roman, Saxon, Medieval, Early-Modern, Industrial, and Modern Medicine in Britian Through Time Fieldwork: Pupils have the opportunity to go on residential fieldwork to Ypres, Belgium, visiting First World War graveyards, the Menin Gate, a trench system and several museums. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. GCSE History pupils will be able to navigate two British, and two non-British topics that encapsulate the creation of both modern Britain and the modern world. Pupils will be able to explore the big picture view of the past and appreciate the vast forces that shape humanity and our society around us. Year 10 course content: September-February: Migration, Empire and the People – an exploration of how Britain has been shaped by migration, broadened by empire, and how British identity has emerged over the past 1,300 years. February-July: Restoration England, 1660-1685 – a study of the reign of Charles II; party animal? You decide. We explore the origins of the British parliamentary system, of cultural explosions in theatre, science and the arts, and a reflection of Britain’s role in expanding the world’s empires and atrocities like the slave trade. Year 11 course content: September-January: Germany, 1890-1945 – a hugely important topic for understand the roots of fascism and Nazism in Germany, the destruction of democracy, and humanity’s worst ever experiment into a totalitarian regime. January-April: Conflict & Tension, 1918-1939 – a study of Europe’s drive for peace around the world after the horrors of WWI, the defiance of the League of Nations to secure that peace but how dictators like Hitler undermined the search for peace in his pursuit of global war and domination. Fieldwork: In Year 10: Pupils will be taken on a Migration & Empire walk around Winchester exploring local links to global history. In Year 11: Pupils have the chance to go to Berlin, Germany. To explore the history of a great European city and revise our Germany GCSE by immersing in the culture. From WWI to Checkpoint Charlie, Berlin offers a microcosm of 20th century history in one city. Assessment: Over the syllabus there will be regular assessments to test acquired skills. Ten minutes knowledge tests and GCSE style practice questions. The History GCSE has five components which are examined in two exams at the end of Year 11. Both exams are worth 50% of the course mark. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. For more information please go to the Specification page for AQA AQA History (8145) 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 course content Pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will understand how our knowledge of the past is constructed from a range of sources. We will ensure the progression described above through teaching the British, local and world history outlined below, through combining an overview as well as in depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Pupils will be taught about: changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain Britain’s settlement by Anglo-Saxons and Scots the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 he achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Greece – a study of Greek life and achievements and their influence on the western world a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300 A local history theme Primary phase Long Term Plan History 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 course content Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms. They will be taught to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They will understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that we will study more fully at key stages 2 and 3. Pupils will be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]. the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell). significant historical events, people and places in their own locality.

The Well-being Group < Previous Pupil Leadership Next > Who are we? In Wellbeing Group, our aim is to make the pupils’ experience at The Westgate School as enjoyable as possible. We want to create a positive working environment for both students and teachers and allow them to feel comfortable and safe at school. ​ As part of our role at the school, we encourage pupils to join in with different activities. We do this by organising a variety of events aimed to include everyone. For example, in the summer we run rounders for our sport orientated students, and for our arty students we have colouring and drawing sessions. This helps us to promote the school values- be kind, be respectful and be responsible- by giving pupils a chance to work with and get to know people across the whole school community. Aims for Next Year… Our aims for coming year include, continuing to grow a partnership with the #BeeWell project, which is a county collaboration to improve students’ mental health and wellbeing in schools. Furthermore, we want to help pupils feel more comfortable with themselves and encourage them to express themselves more freely without worrying about what other people think.

< Previous Curriculum in-depth Next > Art | Fine Art “Art is not what you see but what you make others see” Our Art curriculum intends to: Develop intuition, reasoning, imagination, and dexterity into unique form sof 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. Secondary Choices Process Learn More 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 know 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 aquire disiplinary 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 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 these 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 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 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 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 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. 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

< Previous Curriculum in-depth Next > Spanish “Becoming an active communicator in the world’s global village” Our Spanish 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. Secondary Choices Process Learn More 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. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education will foster pupils’ curiosity and deepen their understanding of the world. This enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for the pupils to communicate for practical purposes, learn new ways of thinking and read great literature in the original language, equipping pupils to study and work in other countries Pupils will continue to study the language they have learnt at Westgate since Year 7. Some pupils choose to continue with a second language. German will also be 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 Overview of the Course: Key stage 3 is organised in engaging termly topics though which the key skills are taught. Pupils in every class will be encouraged to verbally express themselves through a range of structured talk opportunities, as well as developing close and active listening skills. Both the reading and writing skills are explicitly taught so that the pupils can develop their confidence throughout the two years. Course Content: Year 7 focuses on developing the skills needed to become an active language learner; pupils will choose to study French or Spanish. In the Autumn Term, the unit: ‘This is Me’ teaches the pupils the skills for them to become confident at learning a language by encouraging pupils to speak almost immediately. The Spring term, using the world of comic books, encourages the pupils to give opinions and talk about themselves; Picasso and Dali stimulate descriptive language in the Summer term. Year 8 builds and develops the skills from Year 7. Most pupils will continue to study the language they chose in Year 7. Confident linguists may also choose to study French/Spanish in Year 8 as a second language; we will offer these depending on sufficient interest. (German is on offer to start at GCSE in Year 9 dependent on uptake.) Places and buildings are used to introduce the pupils to the future tense, through a topic on future towns and the past tense is introduced in the Spring Term when the pupils focus on castles and jousting! The Summer Term helps build on the pupils’ cultural capital, as well as their language skills, with a focus on celebrations: festivals and traditions. Many of the topics - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Listening and Speaking: First pupils interact with their target language by developing active listening skills and the confidence of speaking a new language and communicating with each other. Reading : pupils’ skills are built up by activities involving word recognition and very quickly they develop the skills needed to decode meaning in more challenging texts. Writing : using sentence starters, vocabulary booklets and active learning strategies, pupils begin to construct meaning and manipulate language to express themselves and communicate in writing Assessment: Throughout both years the four skills of speaking, listening, reading and writing are assessed. The pupils are fully prepared for these in lessons before their summative assessment. Pupils will continue to study the language they learnt in Year 7 and 8. We will use the opportunity of the teaching time in Year 9 to broaden pupils knowledghe and increase their depth of understadning. We will focus on the following topics to help us: Holidays and preferences School life, rules and trips Technology, reading and family relationships Free time, TV and film, entertainment GCSE Spanish 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. Home Learning: Online resources Memrise and quizlet are often used to support the learning of vocabulary. Pupils are asked to learn vocabulary in readiness for lessons the following week. It is helpful to taken the “little and often” approach to learning vocabulary; therefore five – ten minutes each day provides optimum learning. Pupils will also be asked to improve written work based on feedback given by the teacher. Exam Board: AQA –8698 Spanish is planned around the 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. We deliver discrete short sessions of our target language with pupils from Year 3 building up the time and duration as they become increasingly confident in the vocabulary and tenses. We will focus on providing an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of our study in Spanish will be on practical communication. Pupils wil be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Long Term Plan Spanish Spanish is planned around the 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. We deliver discrete short sessions of our target language with pupils from Year 3 building up the time and duration as they become increasingly confident in the vocabulary and tenses. We will focus on providing an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of our study in Spanish will be on practical communication. Pupils wil be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Long Term Plan Spanish

Pupil Leadership Groups Becoming a Prefect Curriculum Group Learn More Eco Group Learn More House Leaders Learn More Prom Committee leader and PSA link Learn More The Charity Group Learn More Digital Leaders Learn More GSA (Gay-Straight Alliance) Group Learn More Primary Phase School Lead Learn More Sports and Extra Curricular Leaders Learn More The Well-being Group Learn More

Year 10 and 11 - GCSE Courses < Previous Curriculum - Overview In-depth Next > Our Curriculum Year 10 and 11 – GCSE Courses and Options At the end of Year 9, pupils will make a reduction in the number of subjects taken from Year 10 according to the individual’s strengths, interests and in consultation with parents and pupils. GCSE course will begin in Year 10 for all subjects with the exception of Triple Science – which all pupils will have begun in Year 9. Timetabled lessons for Personal Development also take place on a weekly basis in Year 10 in addition to that in which all pupils participate on Wednesday mornings. Half-termly 1:1 tutorials also continue throughout Years 10 and 11 to support every child with their individual needs as part of our commitment to a young person’s holistic development. Curriculum choices are taken in accordance with the school’s high ambition for all young people to retain access to a broad and balanced offer as this entitlement provides a sound foundation for post-16 education, training and employment. Decisions regarding choices for GCSE subjects at the end of Year 9 are taken in partnership with parents and pupils and so far as the timetable allows. The school takes a varied approach to the organisation of teaching groups within subject areas and across year groups to ensure that the challenges of learning in different disciplines are met effectively. Pupils are not streamed across the curriculum and there is no fixed model for pupil grouping as experience has shown that an adaptive approach leads to the strongest outcomes for pupils in our school. It is expected that all pupils will take at least one additional language to GCSE level with only a very few exceptions. The School expects that around 85% or more of pupils will be eligible for the EBACC qualifications at GCSE level and, for those very confident learners in maths we seek to offer Further Maths (resource and demand permitting). In addition to the specified curriculum, the school provides ample opportunities for pupils to pursue their interests in music, sport, art and other subject areas even if not taken as an examination subject. As a flagship school for Hampshire Music Service and the Duke of Edinburgh Award, we actively promote these opportunities alongside our own GoWest Arts provision and Community Challenge. Our thriving extra-curricular music and sports programmes in which a great majority of pupils participate are a key part of the all-through school provision, facilitating rich learning opportunities where younger and older pupils are working in partnership and learning together. The Upper School curriculum: a 5-year journey Overview of the Curriculum English The English journey continues. In Year 10 the GCSE syllabus begins with all pupils taking English Literature alongside English Language, leading to two separate GCSE grades. Mathematics Mathematics is taken by all pupils All pupils will gain a single GCSE qualification. Some more experienced learners will also have the opportunity to take Further Mathematics. Science In Year 10, the curriculum is refined through either the Separate or, Combined Science pathways. Both courses allow pupils to continue with A-level Science qualifications and beyond in education, training or employment. Foundation course This part of the curriculum allows pupils to make choices according to their interests and strengths. At least one additional language is part of our core curriculum as it has a positive impact not only on cognitive development but as part of wider cultural awareness. Pupils who have started a second language (German, Latin, French or Spanish) may choose to continue with this as one of their choices. We expect that all pupils will take at least one subject in Humanities: Geography, History, RE. Please note that option choices are reviewed regularly to reflect our high ambition for all pupils and to achieve the highest provision taking into account pupil preferences and resources.

Supply Teacher (All Subjects) < Previous Teaching Vacancies Next > Supply Teacher (All Subjects) Location Primary or Secondary Phase Job Type See advert for details Closing Date ​ SUPPLY TEACHERS TO COVER KEY STAGES 1-4 ALL SUBJECTS PRIMARY OR SECONDARY PHASE “Outstanding" (Ofsted, November, 2023) Casual Contracts Main Pay Range Guaranteed at least one day per half term and CPD The Westgate School is looking for another exceptional qualified person to join our team at Hampshire’s first all-through school which has been rated as “outstanding” (Ofsted, November 2023). The Westgate has a strong tradition where pupils excel because of the exceptional partnership that exists between adults and young people: “pupils’ behaviour is exemplary” (Ofsted, 2023). Call us on 01962 854757 to arrange a visit to our special setting. The successful applicant will be required to work as a cover teacher across all age groups and should have relevant experience. The successful applicant will be an enthusiastic person who is dedicated to teaching with a passion for inclusive practice, partnership with parents and carers, professional development, and making a difference to children’s outcomes. We are looking for someone who: Has a real interest in and knowledge of how children learn Is passionate about outstanding teaching and learning Has excellent communication skills and a calm positive approach Is an enthusiastic and committed team player Is cheerful, enthusiastic, flexible and approachable. Is a hard-working team player in order to support the growth and development of the children in our care. Has the patience and imagination to encourage children to build on their skills. Is committed to the highest possible levels of achievement for every child. Will be able to demonstrate practice to reflect pedagogical knowledge. Full Advert Application About The Westgate School ​ Teacher's Standards' Job Description ​ Learning Together ​ If you require any further assistance, please email recruitment@westgate.hants.sch.uk The Westgate School is situated in an easily accessible area of Winchester, close to the railway station. "The Westgate School is a happy and vibrant community, where pupils are encouraged to aim for excellence" (Ofsted, September 2022) ​ 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 su ccessful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks, which will include an online search in order to identify any incidents or issues that have happened and are publicly available online, in line with Keeping Children Safe in Education 2022 recommendations. Equal o pportunities: In order to combat discrimination, no unnecessary conditions or requirements will be applied which could have a disproportionate ly adverse effect on any one group. All sections of the population will have equal access to jobs. 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. Interested in teaching? Visit the Winchester Schools Alliance winchesterschoolspartnership.org

Digital Leaders < Previous Pupil Leadership Next > We are a group of people dedicated to modernising the school. We actively support adapting new technologies in school, including: wireless boards; VR Headsets; new laptops; and more. We are dedicated to encouraging digital literacy, and are always there to help when technology starts acting up. We think it is important, in this rapidly developing world, to keep up to date with technology, and to provide support to those who need it within the school.

< Previous Curriculum in-depth Next > Personal Development ‘Working in partnership with parents/carers and the wider community to enable pupils to feel safe, included, happy and prepared for life beyond school’ Our Personal Development Curriculum intends to: To enable pupils to make effective choices, Be mindful of British Values and To develop into positive citizens of modern-day Britain. Secondary Choices Process Learn More Why Learn Personal Development? Personal Development (PD) equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PD education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. Personal Development education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities. The curriculum for Personal Development is led by our Designated Safeguarding Lead Practitioner (All-Through), Year Leaders and, nominated colleagues in our primary phase. This ensures that the content is always age appropriate. Ground rules are used in all lessons to ensure that this aspect of our curriculum is facilitated in an emotionally safe way. All teachers are supported to deliver Personal Development lessons in an appropriate way through CPD programme and individual support by the Year and Assistant Year Leaders. Specialist teachers are used to deliver some aspects of the curriculum. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Key Stage 3 In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant year Leader or a member of the pupil support team. Health and Wellbeing: Pupils learn about self-concept, mental health and emotional wellbeing, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: Positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World: Pupils learn about: Learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. ​ Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents, pupils and, to take into account wider topical issues/events and, our learning about the issues affecting young people. In Years 7, pupils will also have a one hour Personal Development lesson as part of their weekly timetable. Year 7 lesson will include : My Life To be able to explore puberty, menstruation, different types of feelings, the age of consent, healthy friendships, family, bullying. Statutory elements of RSE Rights Respect and Responsibility To explore the role of the UNCRC on protecting children and the role that Citizenship plays for individuals. Diversity of Britain Living in the wider world, exploring multi culturalism in the UK and looking at the British Values and Protected characteristics Law and Order To explore different types of Punishment, Law and Order, Youth crime and why young people may commit crimes. In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant Year Leader or a member of the pupil support team. Health and Wellbeing: Pupils learn about self-concept, mental health and emotional wellbeing, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: Positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World Pupils learn about: Learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. ​ Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents, pupils and, to take into account wider topical issues/events and, our learning about the issues affecting young people. In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant Year Leader or a member of the pupil support team. In Years 10, pupils will also have a discrete Personal Development lesson as part of their weekly timetable. Health and Wellbeing: Pupils learn about self-concept, mental health and emotional wellbeing, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: Positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World: Pupils learn about: Learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents, pupils and, to take into account wider topical issues/events and, our learning about the issues affecting young people. In Year 10, pupils will also have a one hour Personal Development lesson as part of their weekly timetable. Year 10 lesson will include: Careers To prepare pupils for the application process for college and part time jobs. Including supporting them with interview techniques. RSHE To deliver the Relationship Sex Health Education compulsory content. Philosophical and Ethical issues: To explore religious experience, arguments for and against Gods existence, suffering, ethics and mythology. Religious attitudes towards matters in life: To explore the ethics surrounding IVF, Cloning, Organ Donation, Human Experimentation. Sport and Ethics To explore the ethics surrounding sport, looking at the ethics in sport, drugs to support performance, religions and participation in sport, sport and competition. Curriculum overview This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. Personal Development is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. The aim of our teaching is to put in place the building blocks needed for positive and safe relationships of all kinds, starting with family and friends, and moving out to other kinds of relationships, including online. We understand that parents are the primary teachers of their children and that this subject should complement what pupils are taught at home, with the active involvement of parents in the subject to ensure it is effective. Personal Development offers explicit and implicit learning opportunities based on key themes that are considered throughout all key stages. Different teaching methods are used, such as direct teaching, discussion and debate, research, books, stories, visiting speakers and workshops. The schemes of work and lessons are planned to implement the curriculum intent and are flexible, reflecting pupils’ needs with adaptations to take on board pupils and parental feedback, ideas and topical issues in society. In the Primary Phase, each class uses a large Personal Development journal to evidence our curriculum. The core themes of the curriculum are Health and Wellbeing, Relationships and Living in the Wider World. Health and Wellbeing: We will look at the characteristics of good physical health and mental wellbeing. Teachers will be clear that mental wellbeing is a normal part of daily life, in the same way as physical health. We also support our pupils to be able to recognise and talk about their emotions, as well as understanding that it is common for people to experience mental ill health. During key stage 2 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. Pupils learn about Healthy Lifestyles: physical wellbeing, mental health, ourselves growing and changing (puberty in Years 5 & 6), keeping safe; drugs, alcohol, tobacco and vaping. Relationships: We teach the basic rules and skills for keeping themselves healthy and safe and for behaving well. Pupils have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. Pupils learn about: families and close positive relationships, friendships, managing hurtful behaviour and bullying, safe relationships, respecting self and others. Some of this work is led by our Anti Bullying Lead – Andy Hider. Living in the wider world: As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood. Pupils learn about: shared responsibilities, communities, media literacy and digital resilience; economic wellbeing (money) aspirations, work and careers. Long Term Plan: Personal Development Early Years Foundation Stage & Key Stage 1 This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. Personal Development offers explicit and implicit learning opportunities based on key themes that are considered throughout all key stages. Different teaching methods are used, such as direct teaching, discussion and debate, research, books, stories, visiting speakers and workshops. The schemes of work and lessons are planned to implement the curriculum intent and are flexible, reflecting pupils’ needs with adaptations to take on board pupils and parental feedback, ideas and topical issues in society. During Key Stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. Throughout the Primary Phase, each class uses a large Personal Development journal to evidence our curriculum. The core themes of the curriculum are Health and Wellbeing, Relationships and Living in the Wider World. 1. Health and Wellbeing: Pupils learn about Healthy Lifestyles: physical wellbeing, mental health, ourselves growing and changing, keeping safe; drugs, alcohol, tobacco and vaping. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. Our pupils are taught: To make simple choices that improve their health and wellbeing. How to maintain personal hygiene. That some diseases spread and can be controlled. About the process of growing from young to old and how people's needs change. The names of the main parts of the body; That all household products, including medicines, can be harmful if not used properly; Rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe. 2. Preparing to play an active role as citizens As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood Our pupils are taught to: Take part in discussions with one other person and the whole class; Take part in a simple debate about topical issues; To recognise choices they can make, and recognise the difference between right and wrong; Agree and follow rules for their group and classroom, and understand how rules help them; Realise that people and other living things have needs, and that they have responsibilities to meet them; That they belong to various groups and communities, such as family and school; What improves and harms their local, natural and built environments and about some of the ways people look after them; h. to contribute to the life of the class and school; Realise that money comes from different sources and can be used for different purposes. 3. Developing good relationships and respecting the differences between people They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. Our pupils are taught: To recognise how their behaviour affects other people; To listen to other people, and play and work cooperatively; To identify and respect the differences and similarities between people; That family and friends should care for each other; That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying. Breadth of opportunities Our pupils will be taught the knowledge, skills and understanding through opportunities to: Take and share responsibility (for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well); Feel positive about themselves (for example, by having their achievements recognised and by being given positive feedback about themselves); Take part in discussions (for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from'); Make real choices (for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly); Meet and talk with people (for example, with outside visitors such as religious leaders, police officers, the school nurse); Develop relationships through work and play (for example, by sharing equipment with other pupils or their friends in a group task); Consider social and moral dilemmas that they come across in everyday life (for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues); Ask for help (for example, from family and friends, midday supervisors, older pupils, the police. Long Term Plan Personal Development

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< Previous Curriculum in-depth Next > Latin “Opening a dozen different doors to understanding the language of academic and the influence of the Roman Empire on modern European society” 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. Secondary Choices Process Learn More 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 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 Latin is not taught within our school in the Ptrimaty phase. It is taught from KS3 onwards. Latin is not taught within our school in the Ptrimaty phase. It is taught from KS3 onwards.

< Previous Curriculum in-depth Next > Geography “Inspiring awe and wonder in the world around us” Our Geography Curriculum intends to: Inspire pupils all-through to develop curiosity and fascination about the world and its people. Equip pupils all-through with 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. Give pupils all-through 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. Secondary Choices Process Learn More 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 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 - Summer term Resource management which will focus on how food, energy and water can be effectively managed both in the UK and worldwide. Climate change- causes, effects and management. 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. Assessment: The course contains an assessment during the teaching of each key concept and skill. The opportunity to complete a practice written controlled assessment during the year. The opportunity to complete elements of the full GCSE. 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. Assessment: The course contains an assessment during the teaching of each key concept and skill. The opportunity to complete a practice written controlled assessment during the year. The opportunity to complete elements of the full GCSE. Home Learning: Home Learning will be set on a weekly basis and will include a mix of practice questions, research-based activities and revision. For more information please look at the exam board specification: Exam Board: AQA - 8035 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: 1.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 technologie 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 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