Join Westgate's Sci-Fi & Fantasy Club to explore new worlds, share interests, and have fun. Open to all secondary pupils. Sci-Fi & Fantasy Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Sci-Fi & Fantasy Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details A club for all lovers of Sci-Fi and / or Fantasy games, books, films and TV shows. We meet twice a week every Monday and Friday - See EduLink for details We play table, board and card games. We present and share our favourite books, films and shows. We watch age-appropriate movies and TV. Go Wraparound | Clubs | Holiday Clubs Go

Science teacher vacancy at The Westgate School, Winchester. Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Science Teacher Date Posted 17/12/2025 Science Teacher “The Westgate School is a happy and vibrant community, where pupils are encouraged to aim for excellence" (Ofsted, September, 2022) “Outstanding” (Ofsted, November 2023) Permanent Start date 1 st September 2026. Plus opportunity for starting in July as a Cover Supervisor if available. Full time MPR/UPR; ECTs are welcome to apply An exciting opportunity has arisen for a highly motivated professional to join our very successful Science and Technology Faculty. We are particularly proud of the exceptional progress our pupils make and are looking for a talented practitioner to join our team. The successful candidate will be a team player and passionate about the teaching of Science. The ability to also teach maths would be advantageous but not essential. Please indicate on the application form if this is applicable. The Westgate School has a strong academic tradition where pupils excel because of the exceptional partnership for learning that exists between pupils and adults in our school community. Key attributes: · To be passionate about enabling all pupils to make good progress in Science; · To be able to support the Subject and Faculty Leader in reviewing and updating the curriculum and assessment practices; · To contribute to the development of new initiatives and pedagogies which will continue to improve the teaching and learning in Science; · To have a strong commitment to supporting all children and young people in learning to read, and reading to learn; · To actively participate in our culture of learning from each other and sharing good practice; · To promote Science by celebrating pupils’ success and organising enrichment activities. We will provide you with: · The opportunity for professional development in one of Hampshire’s top schools for progress and attainment; · The opportunity to work in a vibrant, all-through school setting with excellent facilities; · The support of experienced and highly motivated colleagues across all Key Stages; · A friendly, welcoming school community; · Preferential nursery places in our on-site nursery at a reduced price; · Free on-site parking; · Free use of health and fitness facilities; · Preferential admission to The Westgate School for employees' children after 2 years of employment. Safeguarding statement: The Westgate School and Hampshire County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. Pre-employment checks: All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks, which will include an online search in order to identify any incidents or issues that have happened and are publicly available online, in line with Keeping Children Safe in Education recommendations. Equalities statement: In order to combat discrimination, no unnecessary conditions or requirements will be applied which could have a disproportionately 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. We understand that you might use AI and other resources for your application; however, please ensure all information you provide is factually accurate, truthful, and original and does not include ideas or work that is not your own. This is so that your application is authentically and credibly your own. Application forms should be sent to recruitment@westgate.hants.sch.uk Job description Closing Date: Monday 19 th January 2026 Interview Date: Week commencing Monday 26 th January 2026 Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Contact

History Re-constructing the lives and stories of the past to understand the present Go Go 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. 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 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. 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. The 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. 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 Revolution. 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 History 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. Exam board: AQA History (8145) 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

Physical Education To inspire pupils to discover a lifelong love of sport and exercise Go Go Our PE curriculum intends to allow pupils to: Experience as many sports as possible to find those which will develop a lifelong love of sport. Have the opportunity to participate within our school community in a wide range of extracurricular activities. Develop the skills and aptitudes needed to excel. Why Learn PE? A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It will provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. . EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content PE is taught as a discrete subject from Year R. We provide additional teaching resources form Year 3 transitioning into specialist PE provision using our full facilities from Year 4. Key stage 1 course content Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They will learn to engage in competitive and co-operative physical activities, in a range of increasingly challenging situations. Pupils will be taught to: Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. Participate in team games, developing simple tactics for attacking and defending. Perform dances using simple movement patterns. PE is taught as a discrete subject from Year R. We provide additional teaching resources form Year 3 transitioning into specialist PE provision using our full facilities from Year 4. Key stage 2 course content Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They will be supported in the joy of communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils will be taught to: Use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending. Develop flexibility, strength, technique, control and balance through athletics and gymnastics. Perform dances using a range of movement patterns. Take part in outdoor and adventurous activity challenges both individually and within a team. Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Swimming and water safety We provide swimming instruction in key stage 2. In particular, we will ensure our pupil are taught to: Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke). Perform safe self-rescue in different water-based situations. Course content: Currently the sports covered are: Athletics Basketball Badminton Dance Football Gymnastics Health Related Exercise Orienteering Rugby Netball Table tennis Tennis Striking/fielding Course skills In both Year 7 & 8, pupils will work across a carousel of sports, including a variety of team sports, individual sports, racket sports, gymnastics, dance, and problem-solving activities. Pupils will develop individual skills, team tactics and performances across these activities. They will learn how to exercise safely and understand the benefits of leading a healthy lifestyle. Extra-curricular learning: Pupils are encouraged to attend one of the many extracurricular sports clubs as part of developing their skills. There are a wide range of sports covered to allow pupils to select the one that suits them. This page is being updated Overview of the Course: Physical Education is a mixture of practical (40%) and theory work (60%). Pupils will learn how the body works, the socio-cultural influences on sport, and further develop their physical competence in a range of competitive sports. There is a need for individuals to play and understand three sports at a reasonable level. This includes one solo sport and one team sport. Pupils should really be at a competitive level in sports, either inside and outside of school, if they choose GCSE PE. To be able to achieve a high grade at GCSE PE pupils should: Be competent in more than one sport. Regularly participate in competitive sport clubs outside of school. Regularly attend extra-curricular sports clubs within school. Always have brought PE kit to lessons. The three areas of the curriculum are as follows: Understand how the body works and how it impacts on health, fitness and performance in physical activity and sport. Understand socio-cultural influences on sport and physical well-being. Develop practical performance in physical activity and sport. Course content: Theory Content: (60%) Throughout the three years, pupils will cover the following topics: Applied anatomy and physiology Movement analysis Physical training Use of data Sports Psychology Socio-Cultural factors Health, Fitness and well-being Assessment is through two 1 ¼ hr exams, sat in Year 11. Paper 1: Applied anatomy and physiology. Paper 2: Socio-Cultural influences and well-being in physical activity and sport. Practical Content: (40%) The practical requirement of GCSE PE is based upon competence in competitive sports. It will focus on physical training, developing knowledge and understanding the principles of training and different training methods in order to carry out, monitor and evaluate personal exercise programmes. Pupils will also carry out some development of practical sports, working on increasing their skills and techniques in progressive drills, and also their ability to put them into game or performance situations on activities from the list of team and individual sports on the syllabus. Assessment: Assessment in the practical element is ongoing. Pupils are assessed at their competence in a number of competitive sports (which can be sports that are done out of school – speak to the PE department about the list of current sports on the syllabus). Their final grade takes their highest 3 grades; 1 must be a team sport, 1 must be an individual sport, and the final one can be team or individual, and their analysis of performance in one of those sports. For each activity covered, pupils will be marked out of 25 on practical competence (as a guide, a district level player in a sport would be attaining 25). Pupils will be expected to participate in every practical lesson, and improve individual skills and tactics for that sport. The sports covered within curriculum time will reflect their needs and strengths of the class. Home Learning: Weekly Home Learning will be set in a range of formats: research, finishing off work done in lessons, practising the skills learned in lessons. Pupils are also expected to participate in extra-curricular sports activities to develop their practical skills. Exam Board: AQA – 8582 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

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

Explore high-quality Initial Teacher Training with Winchester Schools Training Alliance at The Westgate School. Check out vacancies and open mornings now Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Winchester Schools Training Alliance Date Posted 2024-12-19T00:00 Winchester Schools Training Alliance Interested in Training to be a Teacher? The Westgate School is the lead school in the Winchester Schools Training Alliance. Working with 18 schools in the Winchester area to provide high-quality, school led Initial Teacher Training. See the website for details of Train to Teach Open Mornings and further information. Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Contact

The policies page of The Westgate School website provides essential information on various school policies, including safeguarding, behavior, attendance, health and safety, and more. These policies ensure compliance with legal standards and promote a safe, supportive environment for students and staff. Visitors can view or download individual policies for further details. To explore the complete list of policies, visit The Westgate School's policy page. Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Further admissions details may be found on our Admissions page Our accessibility plan can be found within the SEND policy. If you require paper copies of any of our policies, please contact the school office. View our policies below A B C D E F G H M N O P R S T U W Admissions Policy 2024/25 Admissions Policy 2025/26 Admissions Policy 2026/2027 Anti Bullying Policy Attendance and Punctuality Policy Behaviour & Suspensions Policy CCTV Policy Careers Education Policy Charging & Remissions Policy Child Protection Policy Communication Policy Complaints Policy Curriculum Policy Data Protection & GDPR Early Years Foundation Stage Educational Visits Policy Equality Objectives & Diversity Policy Examinations & Contingency Policy Exclusion and Suspension Policy Feedback, Assessment & Reporting First Aid Policy Freedom of Information Gender Pay Gap Report Home Learning Policy Malpractice Policy Mobile Device Policy Non Examination Assessment Policy Online Learning for Pupils & Parents (Incld. Return to Learn) Online Safety Policy Pupil Groupings Policy Relationships & Sex Education SEND Policy Safe Use of Artificial Intelligence Policy Safeguarding Policy School Uniform Policy Supporting Pupils with Medical Needs Teaching & Learning The Education of Looked After Children Whistleblowing Policy (Exams) Word Processing Policy Work Experience Wraparound Policy Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Contact

Join the digital leaders club for all things digital in the Westgate School and beyond. Digital Leaders Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Digital Leaders Internal / External Internal Age Range Year 9 - 11 Contact See EduLink for further details Join the digital leaders club for all things digital in the Westgate School and beyond. Go Wraparound | Clubs | Holiday Clubs Go

Discover The Westgate School Gymnastics Club! A fun, safe space for students to learn balance, coordination, and flexibility. Join us and soar to new heights! Gymnastics Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Gymnastics Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Flip into fun with our School Gymnastics Club! It's the perfect place for pupils to learn balance, coordination, and flexibility. Our club offers a safe and supportive environment where you can practice tumbling, trampoline, and more. Whether you're a beginner or an aspiring Olympian, join us to develop your skills and have a great time. Go Wraparound | Clubs | Holiday Clubs Go

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

Join The Westgate School Badminton club! All skill levels welcome for fun, fitness, and friendly competition. Serve, rally, and smash your way to new skills! Badminton Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Badminton Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Serve up some fun by joining The Westgate School Badminton Club! It's a smashing opportunity to learn the game, improve your skills, and enjoy friendly competition. Whether you're a beginner or a seasoned player, our club welcomes all levels. Come rally with us and be part of a team that values sportsmanship and camaraderie. Let's hit the court together! Go Wraparound | Clubs | Holiday Clubs Go

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