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

The Westgate School's commitment to safeguarding, ensuring a safe and supportive environment for all students with clear, transparent processes. Safeguarding Safeguarding Safeguarding Guidance The statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002 states that all schools and colleges must have clear and transparent safeguarding processes. All Senior leaders within our School are trained Safeguarding Leads and all colleagues receive regular safeguarding training. Safeguarding is a standard item on Senior Leadership and Governor agendas. If your concern pertains to a matter of child safety, please do not hesitate to call the School Office (01962 854757) asking to speak to: Secondary Phase: Your child’s Year Leader Primary Phase: Mrs Edwards, Head of School, Senior Designated Safeguarding Lead All-Through Mr Pearce, Deputy Headteacher, Senior Designated Safeguarding Lead Mrs Fyvie-Rae, Associate Senior Leader, Designated Safeguarding Lead Mrs Evans, Deputy Headteacher, Senior Designated Safeguarding Lead All-Through Alternatively, please send an email using CHILD SAFETY as the title to safeguarding@westgate.hants.sch.uk Please note this account is monitored during school open hours during term time only. If you have a concern about child safety out of hours and term time contact Children’s Services on 0300 555 1384 or the Police on 101 (non-emergency) or 999 (emergency) For Pupils Emails are not monitored during the holidays so adults in school will not receive your email. If you are in immediate need of support, then you should tell an adult you trust. You can also call a service such as Childline: 0800 1111 and Samaritans 116123 or Police 101 or in an emergency 999 - Kooth - Home - Kooth - is another online service that is free to use. For all initial contacts to the LADO service please submit an initial enquiry form . Initial enquiry forms will be reviewed by a LADO and advice provided as appropriate. If further information is required, you may be asked to complete a LADO notification form. If you need to report an allegation you can contact the LADO. Phone: 01962 876364 Information relating this aspect can be found on HCC page: Allegations against people in a position of trust | Children and Families | Hampshire County Council ( hants.gov.uk ) Keeping Children Safe in Education Further details on reporting child abuse can be found here Hampshire County Council: Reporting Child Abuse The key people with regards to this aspect of the school are: Mr Pearce, Deputy Headteacher, All-Through Senior DSL Mrs Luzmore, Governor, Safeguarding Governor Mrs Edwards, Head of School, Senior DSL Mrs Fyvie-Rae, Associate Senior Leader, DSL - Lead Practitioner All-Through Mrs Evans, Deputy Headteacher, Senior DSL All-Through Mrs Christian, PA to Senior Deputy Headteacher, Deputy DSL Mrs Wild, PA to Headteacher, DSL Mrs Dean , Executive Headteacher, DSL Mr Green , Deputy Headteacher, Deputy DSL Mr Hurley , Assistant Headteacher, Deputy DSL Mr Barton , Assistant Headteacher, Deputy DSL DSL means Designated Safeguarding Lead 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

The Westgate School uniform: approved suppliers, affordability support, and equality-focused guidelines for parents and pupils. School Uniform School Uniform At The Westgate School, we pride ourselves in a strong sense of community in which all pupils have a sense of belonging. Our uniform is a fundamental part of this ethos: it represents the principle that every pupil matters equally, and nobody is privileged above another. Our expectations and aspirations of every pupil is high, and we expect that pupils will treat one another with respect, kindness, equality and dignity. School uniform is symbolic of this belief.  Adults in school are also required to follow a dress-code that is fit for purpose in our school. Our uniform policy on our policy page Uniform guide for parents - including examples of appropriate shoes Purchasing uniform You can purchase all of the uniform from the following suppliers: Skoolkit Stitch a logo Parents can purchase school uniform from either of our two suppliers (necessary for standard items) as well as through our PSA. Some of our suppliers offer purchasing schemes and significant discounts on specified items for pupils who are in receipt of Free School Meals. The school also has a hardship fund to support families where finances may be stretched - please contact the school office if you would like to discuss the possibility of support. Items of uniform which are generic can of course be purchased from high street stores or online: we do however ask that parents ensure their child's clothing is consistent with the expectations set out in the uniform specification. The school is committed to providing at least two suppliers of specified items and will on an annual basis, review costs to ensure that best value is achieved and that a range of suppliers have been explored. The PSA runs a uniform shop from which parents can purchase good quality, second-hand uniform. Please contact the school office for further details or visit the PSA website . Expectations The Westgate School is proud of its pupils and believes that the uniform should reflect the high standards of our learning community. Consequently, all pupils attending The Westgate School are required to wear the correct uniform (including to and from school) without exception or negotiation. Variations We are proud of our supportive culture that enables us to work in partnership with pupils and parents/carers in order to consider individual needs. If you would like to discuss this, please do not hesitate to contact your child’s Year Leader. The principles underpinning our uniform mean that we do not allow pupils to display extremes of fashion (e.g. “saggy trousers”). Extreme hair colour is any colour that is not a person’s natural hair colour; haircuts below grade 2, patterns cut into the hairstyle are not permitted at any time. Home Parents & Pupils School Teaching Hours Exam Information Edulink PSA Pupil Portal School Uniform Authorised Absence Request Medicines & Treatment Consent Form Senior School Council Parent Information

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

Step into the world of words with our Debating Club! It’s the perfect platform to sharpen your critical thinking. Debate Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Debate Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Step into the world of words with our Debating Club! It’s the perfect platform to sharpen your critical thinking, enhance your public speaking skills, and engage in lively discussions. Join us to explore diverse perspectives, build confidence, and become a persuasive communicator. Let’s debate and grow together! Go Wraparound | Clubs | Holiday Clubs Go

Geography Inspiring awe and wonder in the world around us Go Go Our Geography Curriculum intends to: Inspire pupils to develop curiosity and fascination about the world and its people. Equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earths key physical and human processes. Give pupils the geographical knowledge, understanding and skills to provide the frameworks and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time. Why Learn Geography? A high-quality geography education will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. This will equip pupils with the knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geography knowledge, understanding and skills provide the framework and approaches that explain how the Earths' features at different scales are shaped, interconnected and change over time. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 1 Subject Content Pupils develop knowledge about the world, the United Kingdom and their locality. They are taught to understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils are taught to: 1. Locational knowledge Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 2. Place knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 3. Human and physical geography Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. Geographical skills and fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Use simple compass directions (North, South, East and West) and locational and directional language (e.g., near and far; left and right), to describe the location of features and routes on a map Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 2 Subject Content Pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils will be taught to: Locational knowledge Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) 2. Place knowledge Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America 3. Human and physical geography Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world. Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. We deliver our Geography syllabus around a range of local and international themes, considering both physical aspects and human impact our our environment. Pupils will be look at case studies to consider the many aspects of our geographical sourroundings. Year 7 and 8 Course Content: The following topics will be covered in Year 7: Fantastic Places - we will discover the human and physical processes impacting a range of diverse and fascinating places around the world including Svalbard, Dubai, Russia and the Great Barrier Reef. Map skills - we will develop their map skills, including the ability to give 4 and 6 figure grid references, scale, map symbols, direction, height on maps and the use of GIS. Raging Rivers - we will gain an understanding of the different physical and human processes that occur along rivers. Brilliant Biomes - we will develop an understanding of where the world’s major biomes are located and the ways in which these biomes are under threat. The following topics will be covered in Year 8: Tectonic Activity - we discover the different processes that cause tectonic hazards and the effects and responses to earthquakes and volcanoes. Global World of Work - we investigate how sectors of work are changing within different countries and the impact that globalisation is having on employment sectors. Africa - we investigate the social, economic and environmental characteristics across African countries and the issues that Africa faces within the 21st Century. Extreme Weather - we define the causes, effects and responses to extreme weather events and will investigate specific case studies of such hazards. Coasts - we will gain an understanding of the different processes at work along coastal areas, the impacts of coastal flooding and management strategies used in coastal environments. Asia - we investigate the social, economic, and environmental characteristics across Asia and the challenges that Asia faces. Many of the topics in Geography - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Pupils will have the opportunity to develop an array of skills including map skills, fieldwork skills and skills of literacy and numeracy. Within the course pupils will build their knowledge of Winchester, Hampshire, the UK and the wider world around them, alongside key geographical processes Year 9 course content: Autumn term: Fieldwork skills, which will include a local fieldwork study within Winchester. Population change and management, which will focus on how populations are changing worldwide, the issues which arise as a result and how it can be managed. Spring term: Ecosystems - Pupils will learn about the different processes within biomes and investigate the challenges and opportunities of the Tropical rainforest. Changing urban world - Pupils will learn about the ways in which urban areas are changing across the world. Summer term: Climate change - Pupils will investigate the causes, effects and management of climate change. Rivers - Pupils will learn about river processes and the ways in which they are being managed. Home Learning: Home Learning will be set on a weekly basis and will include a mix of practice questions, research-based activities and revision GCSE Content: Pupils will cover the following topics within the GCSE course: Paper 1 - Living with the Physical Environment Section A: The challenge of natural hazards Section B: The living world Section C: Physical landscapes in the UK Paper 2 - Challenges in the human environment Section A: Urban challenges Section B: The changing economic world Section C: The challenge of resource management Paper 3 - Geographical applications Section A: Issue evaluation Section B: Fieldwork and geographical enquiry During Field Work pupils will have an opportunity to do a local fieldwork study in Years 9 and 10. Pupils have also had the opportunity for fieldwork abroad, in locations such as Iceland. Home Learning: Home Learning will be set on a weekly basis and will include a mix of practice questions, research-based activities and revision. Exam Board: AQA - 8035 Our Curriculum Curriculum Intent Options Careers 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 Fitness Club! Promote a healthy lifestyle with fun activities, improve your fitness, and be part of a supportive community. Health & Fitness (morning) Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Health & Fitness (morning) Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Opportunity to start the week off with a blast and access the H&F studio before school on a Monday from 7.30-8.15 am. Please come in PE kit and change after the club. 30 pupil max capacity due to space. If you're unable to sign-up, due to high demand, we will be running a reserve list in the PE office for this club. Go Wraparound | Clubs | Holiday Clubs Go