Learn life-saving skills with our Emergency Paediatric First Aid qualification for childcare settings. Go Emergency Paediatric First Aid (Level 3) Qualification Go Emergency Paediatric First Aid (Level 3) Qualification Lead Professional: Mr. P Hurley (Assistant Headteacher) The Emergency Paediatric First Aid (EPFA) course is a one day first aid qualification that covers a range of CPR and emergency first aid skills specifically for children and infants (babies).   The Emergency Paediatric First Aid course is for anyone over 16 who has contact with children and infants. Upon completion of the course, candidates receive a nationally recognised Level 3 Emergency Paediatric First Aid qualification which is valid for 3 years.  Paediatric first-aid training equips adults with essential skills to respond effectively to medical emergencies involving children. The training covers critical areas such as CPR, choking, allergic reactions, and injury management, ensuring that colleagues can act swiftly and confidently in high-pressure situations. These competencies are vital for safeguarding the health and well-being of pupils. Beyond emergency response, the training emphasises prevention and risk assessment, helping colleagues create safer environments for children. The training is offered by a qualified first responder (NHS) and meets the expectations for certification. For more information, use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Emergency Paediatric First Aid . 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 Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Discover how The Westgate School builds strong partnerships through collaborative working, supporting school improvement, governance, and shared best practice Collaborative Working & Partnerships Collaborative Working & Partnerships At The Westgate School, we believe that education thrives through collaboration. We work closely our external partners to create enriching opportunities for our pupils and colleagues. These partnerships extend learning beyond the classroom, foster innovation, and strengthen our shared commitment to lifelong learning and community engagement. DSL Network Emergency First Aider in the Workplace  Emergency Paediatric First Aid (Level 3) Qualification Executive and NPQ Coaching (including linked to LLSE) Governance Support & Collaboration Agreements Leadership Coaching & Mentoring Leading & Developing an all-through school SENDCo Network School Self-Evaluation Activities Subject Assessment Moderation (KS1-3) Subject Specialist Curriculum Support Year R to 11 Winchester Schools Training Alliance 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 Collaborative Working & Partnerships Contact

Religious Education Inspiring pupils to engage with life's big questions Go Go Our Religious Studies Curriculum intends to: Inspire pupils to engage with life's big questions. Enable pupils to investigate religions and world views through varied experiences, approaches and disciplines. Enable pupils to reflect on the ideas of others and express their own ideas with increasing creativity and clarity and be able to consider how beliefs have an impact on individuals and communities. Our Religious Education curriculum aims to inspire all pupils to engage with life's big questions. We encourage all pupils to think deeply, creativity and to challenge each other's assumptions and misconceptions. Our aim is for all pupils to be able to develop an acceptance of a wide range of faiths and to develop an understanding of different cultures and belief systems. RE is provided for all pupils in our school through dedicated curriculum time and as part of our wider programme of Personal Development. Parents have the right to withdraw their child from RE and if you would like to do so, we welcome a discussion with you. Please use the contact@westgate.hants.sch.uk email address marked "FAO the Senior Leader responsible for Curriculum - RE". Why Learn RE? Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject, developing an individual's knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education enquiry provokes challenging questions about ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils' knowledge and understanding of Christianity, of other principles religions, other religious traditions and worldviews that offer answers to various questions. In the Primary Phase our RE learning is contextualised through a range of religious traditions including: Christian Traditions, Jewish Traditions, Sikhi Traditions, Buddhist Traditions, Islamic Traditions and non-religious viewpoints. We also recognise that everyone's experiences are different and our cycles of enquiry reflect differences within Religious Traditions . The Religious Education course in the secondary phase involves learning about two major world religions, Christianity and Islam, and looks at their beliefs and practices, their customs and traditions, their festivals and holy days. We also learn different ethical perspectives. RE Compliance Document EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content The RE curriculum follows Hampshire's syllabus, ‘Living Difference’, reflecting mainly Christian traditions of Great Britain whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. In Key Stage 1 we teach RE through a cyclical approach following a 'Cycle of Enquiry'. We teach Key Concepts that link directly to children's own experiences and are contextualised within a variety of religious traditions. Year R: Christian, Jewish and Hindu Traditions. Autumn Term: Celebrating birthdays. Spring Term: Special clothes for Christians and Hindus. Eggs as a symbol of the empty tomb and new life. Summer Term: Celebrations and Shabbat. Managing new situations, looking forwards Year 1: Christian, Hindu and Sikhi Traditions. Autumn Term: Ganesha is special to Hindus. Remembering using an Advent Wreath. Spring Term: Stories Jesus told. Changing emotions during the Christian Easter story. Summer Term: Birth stories and celebrations. Church as a community. Year 2: Christian, Sikhi and Hindu Traditions. Autumn Term: Brahman the creator and creation stories. Elizabeth, Mary and the Magi believed. Autumn Term: Community in the Sikhi Faith. Christian Baptisms and other initiations. Summer Term: Krishna’s birthday Janmashtami. Love for enemies, linking to the civil rights movement. The RE curriculum follows Hampshire's syllabus, ‘Living Difference’, reflecting mainly Christian traditions of Great Britain whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. In Key Stage 2 we teach RE through a cyclical approach following a 'Cycle of Enquiry'. We teach Key Concepts that link directly to children's own experiences and are contextualised within a variety of religious traditions. Year 3: Christian, Buddhist and Jewish Traditions Autumn Term: The Buddha’s journey of enlightenment. Hannukah – A Jewish celebration. Spring Term: Giving and generosity. Holy Week journey – Peter’s journey Summer Term: Buddhism around the world. Hope and change step by step in our lives. Year 4: Christian, Buddhist and Jewish Traditions Autumn Term: “I teach suffering, its origin, cessation and path. That’s all I teach.” declared the Buddha. The people were hoping for a rescuer – Jesus the rescuer. Spring Term: Loyalty – 1. To God 2. To others. Symbols in Christian Traditions. Summer Term: Peace - The Buddha Rupa. Food Rituals in Jewish Traditions . Year 5: Christian, Islamic and Jewish Traditions Autumn Term: Who is the prophet and why is he special to Muslims. Christian Traditions. Magi/Isaiah – Fortune Tellers today. Spring Term: Jewish Traditions – Purim. The Eucharist. Summer Term: Sacred Places. Jesus as a leader. Year 6: Christian, Islamic and Jewish Traditions Autumn Term: Belonging to the community in Islam Angels. Spring Term: Prayer – Including the Lord’s Prayer. Jesus in Art. Summer Term: Exploring the concept of prophet-hood and how it is contextualised within Islam. How rites of passage are marked in other religious traditions and cultures. Year 7 course content: 1. Ethical Thinking Pupils will discuss different ethical theories and begin to engage with the RE intent. 2. What is it like to be a Muslim in the 21st century? Pupils look at concepts such as Umma, Hajj and Jihad and they will explore misconceptions within the Islamic faith. 3. Is Christianity Relevant today? Pupils discuss important concepts within the Christian tradition and discuss whether it still has a place today, including looking at Christmas and Easter. Year 8 course content: 1. What is it like to be Jewish Today? Pupils discuss different concepts and explore what it means to be Jewish, including Brit Milah and the Covenant. 2. How does the Media portray how we think about Religion? Pupils explore different ideas about what the media thinks about religion and discuss Humanism as well as how Religion is shown in films and television. 3. Can Meditation help people overcome suffering? (Buddhism) Pupils will discuss Buddhism and think about concepts such as suffering and enlightenment. They will assess whether meditation can help people to overcome suffering. RE is provided for all pupils in our school through dedicated curriculum time and, as part of our wider programme of Personal Development. Parents have the right to withdraw their child from RE and if you would like to do so, we welcome a discussion with you. Please use the contact@westgate.hants.sch.uk email address marked "FAO the Senior Leader responsible for Curriculum - RE". Year 9 Course Content: Course skills:  Topic 1- Does Religion bring Justice? (Human rights and Social Justice) Pupils will reflect on different Human rights-based issues in society. Topic 2 - Did God break is side of the covenant when he allowed the Holocaust to happen? Pupils will learn about the Holocaust in depth and they will assess different philosophical questions surrounding the Holocaust. Topic 3- Can religion offer an answer to everyday issues? Pupils will consider the concept of agape and unconditional love and they will apply this to medical ethics-based issues.  Pupils will be evaluating the concept of agape and the sanctity of human life and considering whether all human life is special and sacred and will be analysing the impact on individuals and society. Year 10 CORE - taught to all pupils Religion and Identity. Matters of Life Sport. Religion Beliefs in Society. Year 11 CORE at Tutor time: ‘Engaging with Life’s big questions What do Christians believe about the death penalty? Should Sharia Law be upheld? Is prison an effective punishment? What do Christians believe about crime? What are seen as the roles of men and women in Islam? To what extent has the equal pay act helped women? Does Gender discrimination still exist in Islam? Is Marriage still valued in the 21st century? What do Religions believe? Arranged (Sham) marriages. Can they work? Can men and women do the same jobs effectively? What does Christianity teach about peace? Does Christianity allow war? Should all countries have the right to have nuclear weapons? Who am I? What does it mean to be Human? Are Humans and Animals equal in Christianity? What is the meaning of life? Can Religion be the main part of someone’s identity? Can we have multiple identities? What is an ultimate question? Morality is a social construct. Objectively, there is no right or wrong. What does Islam teach about wealth? Do people always use their money wisely? Should they? Do we have a moral duty to help others? What do Christians believe about Euthanasia? Should we have the right to make decisions for others? What does Judaism teach about this? When does life begin in Hinduism? Is death the end or the beginning? What do Christians believe about this GCSE Course Content: Course skills:  Formal essay writing skills/ exam practice Writing to describe / explain  Skills of analysis, interpretation and evaluation. Ability to interpret different ethics and beliefs. Course content:  We follow the AQA syllabus for GCSE Religious Enquiry. The course involves the learning about two major world religions, Christianity and Islam and looks at their beliefs and practices, their customs and traditions, their festivals and holy days. We also learn different ethical perspectives: A study of Islam to include holy books, Muhammad, the Sects, festivals, the 5 pillars, worship, different beliefs. A study of Christianity to include worship, the nature of God, creation, the crucifixion, life after death, worship, pilgrimage, festivals, world poverty. Families and Relationships - sexuality, marriage, contraception, divorce, gender equality, the nature of families. Religion, Peace and Conflict - terrorism, reasons for war, conflict, nuclear war, Holy war, just war. Crime and Punishment - reasons for crime, causes of crime, law breakers, the death penalty, forgiveness. Religion and Life issues - the origins of the universe, abortion, euthanasia, animals, death and the after-life. Assessment: Paper 1: The study of religions: beliefs, teachings and practices of Christianity and Islam. This is assessed in a 105 minute exam. Paper 2: Two r eligious, philosophical and ethical studies themes and two textual studies themes. This is also assessed in a 105 minute exa m Home Learning: Weekly Home Learning will be set in a range of formats: PEA paragraph practice, content learning, and reading around the topic, key word learning, and exam practice. Exam Board: AQA - 8062 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 Flute and Clarinet ensemble is open to all players of Flute and Clarinet. Flute and Clarinet Ensemble Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Flute and Clarinet Ensemble Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details The Flute and Clarinet ensemble is open to all players of Flute and Clarinet.   The ensemble aims to develop confidence in the player whilst playing with others. A variety of music will be played in rehearsals from simple tunes to four part pieces. 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

The roles and responsibilities of The Westgate School Senior Council Senior School Council Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) says that children and young people should have a say in decisions that affect their lives. A school council can provide a meaningful way in which pupils can voice their opinions and have their views taken into account in decisions which impact upon them. Senior School Council structure This is a summit, made up of senior school representatives, including the Head Boy and Girl, Head All-Through and Senior Prefects. At the initial meeting each year, the group will establish its aims and the projects they want to work on. They might divide into mini groups to work on particular projects throughout the year. The summit meets the Senior Leadership Team (SLT) on a termly basis to provide an update on the activities of the focus groups, and to submit new proposals. The SLT also uses this as a forum in which to exchange ideas with pupils. Attributes of a member of the Senior School Council 1. Integrity Integrity means honesty and more. It refers to having strong internal guiding principles that one does not compromise. It means treating others as one would wish to be treated. Integrity promotes trust, and little can be achieved without it. 2. Communication Communication in the context of leadership refers to interpersonal communication between the individual and others, both in the team and across the school community. A good leader needs to be proficient in the communication that informs and must actively listen to others. 3. Relationship building Relationships develop good interpersonal and group communications. A leader who likes dealing with people and who can initiate and deepen relationships with others, has a great leadership advantage. This is a leader who can build a team and build up trust within it. 4. Persuasion The ability to influence others and cause them to act in a particular way is a highly important leadership skill. An ability to be persuasive is directly related to how much people trust you and how good your relationship skills and communication are. 5. Adaptability Adaptability and flexibility in not being bound by a plan are important success factors. A leader must move easily from one set of circumstances (the plan) to the next (if the plan is not going as expected) and take them all in their stride, even when the circumstances are unexpected. A good leader has to embrace change and see it as an opportunity. 6. Teamwork Teamwork is an important and often neglected part of being a prefect. Our community has a team of prefects who are part of and leaders within the school. No one person can do it all. That’s why a team, comprised of others with different skill sets, is essential. A leader must know how to build and nurture such a team. 7. Decision-making A leader must be able to wade through information, comprehend what is relevant, make a well-considered decision, and take action based on that decision. Once a team decision has been made, the individual must fully support the group in carrying out the actions related. Role of the Senior School Council · To maintain a positive and productive school atmosphere in which both pupils and colleagues feel included. · To lead aspects of the whole school life so that the community becomes stronger. · To ensure that duties for different teams are carried out correctly. · To work together as a Leadership team. · To mentor younger pupils to build in succession. Focus groups Focus Groups meet on a bi-weekly basis to decide on and organise projects which are relevant to their area of focus. Each group is overseen by a teacher. The pupil voice co-ordinator explains all the ideas that come from the pupils, and the teacher’s role is simply to facilitate. The focus groups are: 1. The Equality and Diversity Group The aim is to ensure everyone in the community is seen and understood. The group works with teachers and pupils to celebrate different cultures in school and raise awareness of the need to work together to make the school more inclusive. Examples of events are: • International Women’s Day • Black History Month • Men’s Mental Health 2. The Charity Group The group meets bi-weekly to fundraise for the charities which are chosen by the members. Some of the events are: • Bake sales, including the annual one for Macmillan • Selling poppies for The Royal British Legion • The annual Christmas appeal, which has a different charity annually 3. The Wellbeing Group In the Wellbeing Group, the aim is to create a positive and enjoyable working environment for both pupils and teachers and support them feeling comfortable and safe at school. As part of its role at the school, the group encourages pupils to join in with different activities. The group does this by organising a variety of events aimed at everyone. For example, in the summer the group runs rounders for our sport-orientated pupils, and for our arty pupils, the group runs colouring and drawing sessions. This helps to promote the school values – Endeavour and Excellence, Creativity and Character, Integrity and Empathy – and give pupils a chance to work with and get to know people across the whole school community. 4. The Eco Group The aim is to provide a place for pupils to put their ideas about the school environment forward and work together to discuss and implement improvements. Current members are trying to develop a garden that is centred around the use of compost to use food waste from food technology. They also have plans to continue making sustainably sourced technology projects for raising money and pushing for more recycling opportunities in classrooms. 5. The Digital Leadership Group This group is interested in the use of technology inside of school. The members help run technology for school events. They have a computing club and organise the annual Bebras competition. They also have other various responsibilities, such as editing drone footage. 6. The Sports & Extracurricular Captains The Sports Captains work closely with the House Leaders to provide interhouse competitions. The aim is to involve everyone in the community. For example, they have run the freshers’ fair in Autumn to encourage pupils to join a club by displaying the wide range of extracurricular activities the school offers. The members also oversee competitions, such as Sports Day in the Upper and Lower school. They are also required to volunteer by supporting the PE teachers. 7. The Library and Careers Group The Careers team is a key group within the school community. The members ensure that the library can provide a range of diverse and engaging resources, an IT access, and a space that is welcoming to the whole Westgate community. They also provide support for the smooth running of the library’s activities in the Upper and Lower Schools. They also support the school through careers events by practising interviews and helping in the careers’ fair. 8. The Curriculum Group The aim is to provide a place for pupils to share their ideas about the curriculum and work together to implement changes that benefit the whole school. The members are focused on how to best support different learning styles, enhance classroom learning experiences, and help others with their studies. They have also discussed the effectiveness of not using mobile phones in school. This approach helps to boost pupils’ concentration during lessons and ensures a fairer environment by reducing distractions and removing potential inequalities. 9. The Arts Leads The aim is to promote the Arts department within the school community. This involves leading extra-curricular activities and encouraging younger pupils to take part in activities and promote the arts. The members inspire creativity which would eventually lead to opportunities for pupils to showcase their talent during events. 10. The Lower School Leads · Tutoring lower school pupils · Setting up Y9 DofE reading · Working on School Council · Aiming to bridge activities/clubs more effectively between the Lower and Upper school 11. The House Captains The House Captains represent and lead the four houses at Westgate. They ensure that there is a wide range of activities and competitions so that everyone has a chance to represent their house and help win the coveted house cup. They work with the house leaders to support the Westgate community challenge to make sure that house members are able to gain their Bronze or Silver, or even Gold badges. They celebrate this success with assemblies. 12. The PSA and Prom Committee The Senior Council representatives for Prom Committee help plan the Year 11 Prom. This includes orchestrating fundraising events and being involved in all the other aspects such as the yearbook. They also support the PSA (Parent and Staff Association). They ensure that the school and the parents work together to raise money for school projects. They suggest projects through speaking with other groups and organise pupil involvement. 13. The Language Lead The aim is to support the MFL Department and incorporate languages into the wider Westgate community. They work with the MFL teachers to set up and run clubs which encourage the younger years to excel in their classes. They also often work with the primary phase leaders and visit the lower school to help the pupils to enjoy learning languages from a young age. 14. The Media Lead The aim is to work with the school’s HR department and promote the school website and the social media. This may include taking photos and reporting on recent school events, helping in The Gate to showcase the school to parents or job applicants, and sharing school news with fellow pupils. 15. The Peer Supporters The peer supporter program is designed to help younger pupils feel more comfortable and happier at school. The main aim of the peer supporter lead is to work with the year 10s who have applied for this role, match them with a year 7 buddy and make sure everything runs smoothly. 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

Astronomy Go Go Course intent Most people are fascinated by the night sky and are interested in stories about our continuing exploration of our Solar System and Universe. The course will enable pupils to understand our position in the Universe, the movements of planets and stars, the cycles in the night and daytime sky, and the way in which we use technology to observe and interact with space. The pupils will have the opportunity to use astronomical maps, pinhole cameras to take images, complete solar observations as well as learning telescopic techniques. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Astronomy is not specifically taught within EYFS/KS1 Astronomy is not specifically taught within KS2 Astronomy is not specifically taught within KS3 Astronomy is not specifically taught within KS3 Curriculum overview and assessment: Paper 1: Naked Eye Astronomy 50% of the qualification 100 marks Topic 1 – Planet Earth Topic 2 – The lunar disc Topic 3 – The Earth-Moon-Sun system Topic 4 – Time and the Earth-Moon-Sun cycles Topic 5 – Solar System observation Topic 6 – Celestial observation Topic 7 – Early models of the Solar System Topic 8 – Planetary motion and gravity Paper 2: Telescopic Astronomy 50% of the qualification 100 marks Topic 9 – Exploring the Moon Topic 10 – Solar astronomy Topic 11 – Exploring the Solar System Topic 12 – Formation of planetary systems Topic 13 – Exploring starlight Topic 14 – Stellar evolution Topic 15 – Our place in the Galaxy Topic 16 - Cosmology The assessments will be a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations, graphical and extended-open-response questions. Observational skills Throughout their study of the qualification, pupils should develop their observational skills. Pupils must undertake at least one aided and one unaided observation. Pupils will need to use their knowledge and understanding of observational techniques and procedures in the written assessments. How will the course run? GCSE Astronomy is a full GCSE that will be additional to any options that your child will already be taking. The course will be taught twice a week after school between 3-4pm by the Science Department during the course of year 10 and 11. The course will run if there is sufficient interest by the pupils. There may also be a small cost involved to cover the cost of equipment needed and the exam entries. This course is ideal for those pupils who have an innate love of all things space and are interested in our place in the Universe. Due to the mathematical aspect of the course, it would be advised that pupils that are aiming for at least a grade 6/ 7 in GCSE Maths. We will be following the Edexcel Pearson Specification . 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

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

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

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

Connect with peers in our SENDCo Network for guidance and best practice in SEND provision. Go SENDCo Network Go SENDCo Network Lead Professional: Mrs. K Evans (Deputy Headteacher) Our SENDCo network bring together Special Educational Needs and Disabilities Coordinators to collaborate on inclusive practices and provision. These networks enable professionals to share strategies, discuss anonymised case studies, and stay updated on policy developments, ensuring that pupils with additional needs receive tailored support to the best of our abilities and resources. By fostering collaboration, our SENDCo network reduces isolation and promotes professional learning and resilience across schools. We also take the opportunity to invite external specialists to inform our practice, according to the needs and interests of the group. For more information, use the contact form: Contact and sele ct Collaborative Working & Partnerships citing SEND. 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 Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

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