STEM Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings STEM Club Internal / External Internal Age Range For all pupils Contact See Edulink for details STEM club runs as a series of longer projects investigating different aspects of Science, Technology, Engineering and Maths. Previous topics have included Rocket Launchers and Astronomy. Go Wraparound | Clubs | Holiday Clubs Go

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 Employers 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

Become a budding artest and join the art club. Art - Flying Colours Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Art - Flying Colours Internal / External External Age Range Year R - 6 Contact Ann Selman Art Clubs – Flying Colours Education Discover the Joy of Creativity: Join Our School Art Club! Are you ready to unleash your inner artist and explore the world of creativity? Our School Art Club is the perfect place for you! Here’s why you should join: 1. Express Yourself Creatively: Dive into a variety of art forms and let your imagination run wild. Whether you love painting, drawing, sculpting, or digital art, our club offers the tools and space to express your unique vision. 2. Learn and Grow: Our club is a fantastic opportunity to develop your artistic skills. Learn new techniques, experiment with different mediums, and receive guidance from experienced mentors and fellow art enthusiasts. 3. Relax and Unwind: Art is a wonderful way to de-stress and take a break from the hustle and bustle of school life. Spend time creating beautiful pieces and enjoy the calming effects of artistic expression. 4. Make New Friends: Join a community of like-minded students who share your passion for art. Collaborate on projects, share ideas, and build lasting friendships in a supportive and inspiring environment. 5. Boost Your Confidence: Showcase your artwork in school exhibitions and events. Gain confidence as you see your skills improve and receive positive feedback from peers and teachers. 6. Explore Cultural Diversity: Discover art from different cultures and historical periods. Broaden your horizons and appreciate the rich tapestry of global artistic traditions. 7. Build Your Portfolio: If you’re considering a future in the arts, our club provides a great platform to build a strong portfolio. This can be invaluable for college applications and career opportunities in the creative field. 8. Have Fun!: Most importantly, have fun! Enjoy the process of creating, experimenting, and sharing your art with others. Our club is all about fostering a love for the arts in a fun and engaging way. This is an external club run by an Art Education Company with experienced primary school teachers. There is a cost for this club of £160 per term. Go Wraparound | Clubs | Holiday Clubs Go

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. 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 Employers 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

Sculpture - 3D Design Art is not what you see but what you make others see Go Go At The Westgate School our Sculpture curriculum intends to: Develop intuition, reasoning, imagination and dexterity into unique forms of expression and communication. Promote self-esteem, while teaching us to respect each other and show empathy for each other's individual identities. Give space to think openly and to have confidence in our own opinions on life and the world around us. Encourage a culture of questioners rather than a culture of responder. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. 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. Course content: During the course of Year 9 pupils will be required to work in the following two areas: building upon their KS3 knowledge and providing strong foundation skills for GCSE. Ceramics; pinch, coil and slab techniques Wire/Willow sculpture Card board sculpture Mixed media/assemblage Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: 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. 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. 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 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. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning . Sculpture - Art and Design (Three-dimensional design) GCSE P upils 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. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: 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. 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 and traditional and 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 - 8205 Our Curriculum Curriculum Intent Options Careers Employers 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

Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. Music Theory Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Theory Internal / External Internal Age Range Year 9 - 11 Contact See EduLink for further details Learning about music theory is akin to learning another language, and understanding the written code that is called notation. Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. This club will provide lots of ideas to help you link music theory with your wider musical experience. Pupil music leaders will be supporting music teacher running this club. Go Wraparound | Clubs | Holiday Clubs Go

Discover versatile facility hire options at our school, perfect for events, sports, and meetings. Modern amenities and flexible scheduling to suit your needs Community Lettings Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Community Lettings Internal / External External Age Range NA Contact schoolhire.co.uk/winchester/the-westgate-school To hire our facilities at The Westgate School: Visit our external lettings page for more information Community EV Charging at The Westgate School. The Westgate School is pleased to offer our local community access to our two electric vehicle (EV) charging points. Available Times for Local Residents: Weekdays: 16:30 – 07:45 Weekends: Available all day If you would like to make use of this facility, please let us know via our contact page: https://www.westgate.hants.sch.uk/our-school/contact Payment is simple and can be made directly through the Blink Charging UK system at the charging stations. Current Community who use the School facilities: Brownies Brownies is for all girls aged seven to ten. Girls in Brownies have incredible experiences together, make brilliant friends and discover the world around them. Big Voices Academy Clubbercise Winchester Westgate School - bookwhen.com/sarahharmonfitness Kids Activity Camp In Winchester | Holiday Club In Winchester | Barracudas A new adventure for 4 ½ to 14 year olds at Winchester kids camp. Based at The Westgate School. This venue has outstanding facilities and features including: Theatre | Sports fields | Sports halls | Waterpark and aqua slide (summer only) | Archery range (minimum age 7 years) | Fencing | Motorsports (under 7's electric go karts) | Woodlands area barracudas.co.uk/camps/Winchester Dance Starz Find Little Kickers Classes and venues near you for pre school and junior football coaching. Find a football class to match your child's age and in your local area. There are no specific start and end dates, just sign up online and join in! The Florian School of Dance, Dance School Winchester Preschool to Adult Dance Class Timetable. Ballet, Modern, Jazz, Tap & Contemporary Ballet, Modern, Jazz, Tap & Contemporary Preschool to Adult Dance Class Timetable - Winchester Dance School. Integr8 Dance The South’s best provider of dance and specialists in street dance and cheerleading. We hope you can find everything you are looking for; however; please don’t hesitate to get in touch! We provide the best dance services to schools in the South. Platform School of Dance Performing Arts School in Winchester | Stagecoach Our students are given lots of opportunities to shine in class, theatre performances, and in our annual show. Students from Stagecoach Winchester have been involved in West End productions, professional musicals at the Mayflower Theatre in Southampton, Grange Park Opera and Film and Television roles. Saints Foundation | Soccer Schools Saints Foundation delivers Coaching Centre's for both boys and girls aged 5-13 years. The sessions are delivered by our experienced, FA qualified coaches and sessions will cover topics from the Saints Foundation Curriculum which includes; passing, receiving & turning, finishing, 4v4 SSG's and a tournament on the last week of the course. Sports Classes for Kids in Winchester & Hampshire | Sportskool Holiday Clubs Making the most of their down-time . When school’s out, SportSkool’s in - and running a holiday club near you! Throughout the week, your child could be taught a variety of top sports by qualified, DBS-checked and fully insured SportSkool coaches. Winchester Archery Club Dawn Breakers I am Mandy, the lead instructor here at Dawn Breakers Winchester. If you are wondering if this is a good idea, if you're wondering if this is suitable for you, if you’re wondering whether or not you are good enough, fit enough, strong enough to give this a go, the answer to all of the above is ABSOLUTELY YES and it would be my pleasure to help and support you the whole way through. Sports Skool Primary phase - Sport Skool holiday clubs. Sportskool.co.uk Go Wraparound | Clubs | Holiday Clubs Go

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 Employers 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. 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. 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 Employers 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

Access expert subject specialist curriculum support to enhance teaching and learning. Subject Specialist Curriculum Support Year R to 11 Go Go Subject Specialist Curriculum Support Year R to 11 Lead Professionals: Mr. P Hurley; Mr. D Barton and Mr. J Green Our expert team of Subject Leaders and Co-ordinators work across all phases of our school to ensure a coherent curriculum with golden threads running across all five key stages. They are uniquely placed to understand a learner's journey all-through and would be happy to liaise and support colleagues beyond our setting.  If you would like to join our programme of curriculum development, please use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Curriculum . Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

Join our Music circle Club to explore, discuss, and enjoy the world of music together. All enthusiasts welcome! Music Circle Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Circle Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details We are a friendly and diverse bunch of music lovers who have a listening club to share our passion with each other in many forms. We meet in L4 each Friday lunchtime from 1.20-1.45pm. We have weekly topics chosen by the leaders and members, special guests to share their love of music and give live performances, competitions and quizzes and even end of term karaoke and dance-offs! Nobody is obliged to join in with that sort of malarkey, but please bring an open mind and ears. Go Wraparound | Clubs | Holiday Clubs Go

Internal: Pupils from the secondary phase and the primary phase. Personal Development Empowering individuals to grow in self-awareness, responsibility and life-long learning. Go Go Our Personal Development Curriculum intends to: Enable pupils to make effective choices. Teach pupils to be mindful of British Values. Develop pupils into positive citizens of modern-day Britain. Our personal development curriculum intends (through our Golden threads) to encourage pupils to: Make thoughtful choices that positively shape the future whilst understanding and accepting that their choices will have consequences. Act responsibly towards others and contribute meaningfully to society through ethical and compassionate behaviour. Encourage character development by recognising strengths, areas for improvement, values, and aspirations for personal growth. 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 well-being. 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 DSL (All-Through) and Year Leaders in the secondary phase, and by the designated Subject Lead in the primary phase. Working with leaders across all phases ensures a consistent approach and a spiralling curriculum which builds on prior learning in a manner which is both age and developmentally appropriate for pupils. All teachers are supported to deliver PD lessons in appropriate way through a CPD programme and individual support by Year Leaders / Assistant Year Leaders and Subject Leaders. Specialist teachers are used to deliver some aspects of the curriculum. Working with parents, carers, and the wider community to create a safe, inclusive, and happy environment where pupils develop a strong knowledge of self. We help them understand their strengths, make responsible choices, and recognise the consequences of their actions . By providing opportunities to explore careers, set goals, and build essential skills, we support pupils in planning for their future. We also foster a sense of responsibility to others and society , encouraging empathy, community engagement, and global citizenship. This holistic approach prepares pupils to lead fulfilling, purposeful lives beyond school. Long Term Plan (Year 7-11) EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Curriculum overview This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. PD offers explicit and implicit learning opportunities that are based on ‘Golden Threads’ that form the backbone of the PD curriculum across all key stages. PD is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. We understand that parents are the primary teachers of their children and we work in partnership to ensure our curriculum is complimented by what is taught at home. 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. In EYFS and KS 1 each class uses a large personal development 'floor book' to evidence our learning. Each half term has a different focus for learning; these can be found on our long-term plans. During EYFS and Key Stage 1, pupils learn increasing independence and physical and social awareness, as they move through the primary phase. Pupils are given opportunities to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. Personal Development helps introduce pupils to a wider world and enables them to make an active contribution to their communities. PD long term overview Curriculum overview PD offers explicit and implicit learning opportunities that are based on ‘Golden Threads’ that form the backbone of the PD curriculum across all key stages. PD is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. We understand that parents are the primary teachers of their children and we work in partnership to ensure our curriculum is complimented by what is taught at home. This aspect of the curriculum is taught by class teachers with specialist input and assemblies where appropriate. The Key Stage 2 curriculum builds upon the foundation of work delivered in EYFS and Key Stage 1. Pupils continue to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. Personal Development helps pupils manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities. 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 Key Stage 2, each pupil has a Personal Development journal to record evidence of learning and express ideas. PD long term overview Key Stage 3 Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. In Year 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. Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. 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. RSE and Health Education To deliver the Relationships and Sex Education and Health Education compulsory content. Philosophical and Ethical issues: To explore religious experience, arguments for and against God's 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. Our Curriculum Curriculum Intent Options Careers Employers 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