GSA (Gay-Straight Alliance) Group < Previous Pupil Leadership Next > GSA (Gay-Straight Alliance) work in the school in order to promote equality within the community for LGBTQIA+ pupils and others. We meet weekly to discuss current events and ways to improve the school to make the community a more comfortable and inclusive place for everyone here and aim to educate and inform others on ways to be active allies. We offer a safe space to talk freely about identity and invite everyone to come along.

Street Dance - Integr8 - (Yr 3-6) Tuesday 3:20 - 4:20 pm Y1-2 Tuesday 4.30 - 5.30 pm Y3-6 < Previous Enriching the Curriculum Primary Clubs Next > Fun Street dance classes are organised by Integr8 Dance using e xperienced and qualified dance coaches. There is a cost for this club. Sessions cost of £6.70 per session - payable termly. Please book by phoning: 01962 808398 or by emailing: info@integr8dance.com Children will take part in fun warm ups and activities, learn dance routines and have opportunities to add in choreography. Children will learn different street styles such as Hip hop, Locking, Popping and Breaking to lots of their favourite music. Children will also have the opportunity to take part in one of our Dance Offs in local theatres each year. For new students - there is a one off set up fee of £15 which includes an Integr8 t shirt and bag.

< Previous Curriculum in-depth Next > Religious Education “Inspiring pupils to engage with life’s big questions” 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. Secondary Choices Process Learn More At The Westgate School, Religious Education 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. Religious Education course in the secondary phase 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. RE Compliance Document .pdf Download PDF • 379KB EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Year 7 and 8 course content: 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- What is the meaning of Life? - Pupils will discuss different philosophical questions and theories and think about famous philosophers and their views on areas of life. 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. Weekly Philosophy club for KS4 pupils to discuss the big question. 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? hat 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 afterlife. 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 exam 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 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 prophethood and how it is contextualised within Islam. How rites of passage are marked in other religious traditions and cultures. Living Difference IV .pdf Download PDF • 5.59MB 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. Living Difference IV .pdf Download PDF • 5.59MB

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Parent Pages Learning Resources Centre Learn More Administration of Medicines & Treatment Consent Form Learn More Our Home School Partnership & Agreement Learn More Parent Surveys Learn More Catering Learn More Travel Information Learn More Authorised Absence Request Learn More

< Previous Parent Area Next > Parent Surveys We regularly carry out parent surveys to ascertain your views and to enable you to provide us with feedback. Your views and feedback are an important part of our self-evaluation processes and they help us to improve the provision at The Westgate School. ​Parent Surveys will be available for completion at all parent events including Curriculum Evenings and Parents' Evenings. ​The findings from the surveys will be used to help us to make improvements within the school. Findings from the surveys and actions we have taken will be communicated to you via School Comms. ​​​If there are any issues or concerns please do not feel you have to wait in order to complete a Parent Survey. Your views are always important to us and we would love to hear from you.

< Previous Curriculum in-depth Next > Design Technology “Creative solutions for a sustainable future” 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 Secondary Choices Process Learn More Why Learn D & T? 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 & 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 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 informaiton 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 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. Long Term Plan Design and Technology 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.

< Previous Curriculum in-depth Next > Maths “Developing skilful, systematic problem solvers for life” Our Maths curriculum intends to: Cultivate a deep understanding and an enjoyment of the subject through a rich,problem solving-based curriculum which nurtures pupils’love of Mathematics; Ensure all pupils are able to use and understand Mathematics so that they can succeed both professionally and personally; Provide opportunities for applying abstract concepts to real world situations in order to grow all pupils’ resilience and confidence, creating inquisitive and effective thinkers. Secondary Choices Process Learn More Why learn Maths? Maths is a creative and highly interconnected discipline that has been developed over the centuries, proving the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We provide pupils with a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of maths, and a sense of enjoyment and curiosity about the subject.Mathematics Course content: Over the our learning school pupils will develop their problem-solving skills,fluency and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. As we move into Year 9 there is more of an emphasis on developing skills to a greater depth in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. For example, pupils will be taught how their mathematical skills can be used in other subjects – such as Science and Geography – as well as within their personal lives (such as managing personal finances) and future career pathways. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Mathematics has an emphasis on developing a greater depth of understanding, with pupils given the chance to fully explore the uses to which their skills can be put. As skills deepen, pupils are given the opportunity to find the wonder that is available in all different branches of Mathematics. Year 7 Autumn Term Number - factors, multiples, primes, directed number, types of number, estimation, BIDMAS. Algebra - notation, simplifying expressions, substitution. Fractions - simplify, compare, improper, calculations with fractions . Decimals - Round to decimal place, order decimals, calculate with, convert between fractions decimals and percentage. Spring Term Percentages - percentage of an amount, converting from percentage, find percentage increase and decrease of an amount. Statistics - types of data, questionnaires, bar charts, pie charts, averages and range, grouped data interpretation, choosing appropriate methods. Angles - angles at a point, on a straight line, vertically opposite, line and rotational symmetry, angles in a triangle and quadrilaterals, angles in parallel lines. Equations - write and solve one step and two step equations with unknown on both sides. Multiplicative reasoning - the metric system, convert between units, imperial units, ratio, ratio as a fraction or decimal and sharing in a given ratio. Summer Term Multiplicative reasoning - solve problems using unitary method, changing recipes, write ratios 1:n and n:1, find the best buy, understand the relationship between ratio and proportion. Perimeter, area and volume - calculate area of triangles, parallelograms and trapezia, area and perimeter of compound shapes, properties of 3D shapes, nets, surface area, volume of cubes and cuboids. Sequences - generate terms, find the nth term, find general term of pictorial sequences, generate terms of non-arithmetic sequences. Graphs - plot co-ordinates in four quadrants, find midpoints of a line, generate co-ordinates from an equation and draw linear graphs, draw and label lines parallel to axes. Year 8 Autumn Term Number - place value, decimals fractions, prime factor decomposition, four operations. Algebra - Expand and simplify expressions, forming and solving equations, factorising, sequences and finding the nth term. Ratio and Proportion - Dividing in a given ratio, problem solving with ratios. Geometry and measure - Shape properties, angles in polygons, problem solving with shape properties. More number - percentages as operators, comparing quantities using percentages, find original value after percentage changes. Spring Term More number - Round to a significant figure, estimation using significant figures, percentage increase and decrease and reverse percentages. Algebra - substitution into formulae, change the subject of a formula, solving equation including rearrangement and unknown on both sides of equal sign, linear graphs y=mx+c. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Summer Term Number - standard form and standard form calculations without a calculator Algebra and graphs - understand x= and y=. Sequences on graphs, linear graphs, quadratic graphs and non-linear graphs. Spaced practice - ratios, fractions, linear equations, percentage change, reverse percentages, interest. Geometry and Measure - Perpendicular and angle bisectors, construct triangles, understand congruency, enlargement of shapes. Statistics & Probability - Experimental probability, relative frequency, two-way tables, hypothesis testing, the data cycle, bivariate data. In Year 9 pupils explore other aspects of maths as they continue on their 12 year journey. There is greater emphasis on developing depth and mastery in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. Specific topics covered will be wide and varied but will include varies lines of enquiry. Pupils will learn about Sequences and Graphs – including links to real life problems and solving equations Proportional Reasoning – including percentage and fractional changes Geometrical Reasoning – including inquiry into right-angled triangles, loci and transformations Use of statistical skills – carrying out an investigation from Hypothesis to Conclusion. Probability – including how complex situations can be analysed and simplified. Over the 2 years pupils will develop their problem-solving skills, fluency, and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. Pupils are taught how to extract the relevant information from more complex worded questions to enhance their problem-solving skills and given a relevance to their learning journey to everyday life. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. Assessment: Continual formative Assessment for Learning is carried out by the classroom teacher. There are also formal summative assessments at key points throughout the year. Class teachers may also give class tests on three or more topics to ensure recall and application of the concepts delivered. There are three examination papers, P1 Non-calculator, P2 Calculator, P3 Calculator. All papers are 1 hour and 30 minutes. The examination board is Edexcel. Home Learning: Weekly Home Learning will be set in a range of formats: Self-assessment, on-line via mathswatch.co.uk and other websites, through homework books, practice exercises, extending work done in lessons and research around topics within the units of enquiry. Often pre-learning will be a requirement before topics are undertaken. Exam Board: Edexcel/Pearson: -1MA GCSE Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Year 3 Scheme of Learning .pdf Download PDF • 705KB Year 4 Scheme of Learning .pdf Download PDF • 599KB Year 5 Scheme of Learning .pdf Download PDF • 687KB Year 6 Scheme of Learning .pdf Download PDF • 774KB Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Year 1 Scheme of Learning .pdf Download PDF • 561KB Year 2 Scheme of Learning .pdf Download PDF • 569KB

Year 9 Greater Depth & Increased Breadth < Previous Curriculum - Overview In-depth Next > Our Curriculum Year 9 Greater Depth & Increased Breadth In recognition of the excellent progress made by pupils at The Westgate School throughout Years 7 and 8, we adapt our specified curriculum to offer pupils greater depth and increased breath in Year 9. Careful curriculum design allows us to increase the range of subjects from which pupils can choose: in Year 9 they will not begin their GCSE courses but instead, have the opportunity to learn beyond the requirements of the National Curriculum for Key Stage 3 and pursue the subject domains more deeply. Pupils will also have some choice of additional subjects, for example: sculpture, photography, Media Studies and a second Language choice. All pupils will continue with core subjects and, RE, Computing and Physical Education. Our most confident learners will also begin studying Latin as part of their core provision within English curriculum time. Curriculum choices are taken in accordance with the school’s high ambition for all young people to retain access to a broad and balanced offer as this entitlement provides a sound foundation for post-16 education, training and employment. Decisions regarding choices for GCSE subjects at the end of Year 9 are taken in partnership with parents and pupils and so far as the timetable allows. The school takes a varied approach to the organisation of teaching groups within subject areas and across year groups to ensure that the challenges of learning in different disciplines are met effectively. Pupils are not streamed across the curriculum and there is no fixed model for pupil grouping as experience has shown that an adaptive approach leads to the strongest outcomes for pupils in our school. Pupils in Year 9 will all begin the GCSE Triple Science pathway. This is not optional; it forms part of the school’s core provision and means that pupils will still retain the opportunity to choose a full range of foundation subjects for their GCSE courses beginning in Year 10. The school provides ample opportunities for pupils to pursue their interests in music, sport, art and other subject areas even if not taken as an examination subject. As a flagship school for Hampshire Music Service and the Duke of Edinburgh Award, we actively promote these opportunities alongside our own GoWest Arts provision and Community Challenge. Our thriving extra-curricular music and sports programmes in which a great majority of pupils participate are a key part of the all-through school provision, facilitating rich learning opportunities where younger and older pupils are working in partnership and learning together. The Upper School Curriculum: a 5-year journey Overview of the Curriculum English The English journey continues within which Latin is an additional option for some pupils. In Year 10 the GCSE syllabus begins with all pupils taking English Literature alongside English Language, leading to two separate GCSE grades. As Speaking and Listening is a core part of the English curriculum all-through, pupils will begin the NEA separate assessment at the end of Year 9. Mathematics The English journey continues within which Latin is an additional option for some pupils. In Year 10 the GCSE syllabus begins with all pupils taking English Literature alongside English Language, leading to two separate GCSE grades. As Speaking and Listening is a core part of the English curriculum all-through, pupils will begin the NEA separate assessment at the end of Year 9. Science We start Triple Science GCSE in Year 9. All pupils initially undertake the combined Science Trilogy (double science) in Years 9 and 10, alongside a small amount of Separate Science (triple science) content. During Year 10, pupils are able to progress on to the Triple Science pathway where the three Sciences are examined separately. This will involve pupils studying extra content for each subject, and sitting longer exams, to provide the opportunity for pupils to gain separate qualifications in Biology, Chemistry and Physics. Pupils who do not study Biology, Chemistry and Physics separately will continue with Combined Science Trilogy. This will lead to a result which is worth two GCSE grades. Both courses allow pupils to continue with A-level Science qualifications and beyond. Languages Pupils continue with their chosen language in Year 9– Spanish and/or French . More experienced learners have the opportunity to study Latin within the English curriculum and may also choose to take this as a GCSE option in Years 10 and 11. German is also offered from Year 9. Foundation course This part of the curriculum allows pupils to make choices according to their interests and strengths. We have included the following in this part of the curriculum: 1. History and / or Geography (pupils are also able to select History or Geography as part of their three additional choices) 2. Three additional choices (see Foundation pages within this booklet) 3. Religious Enquiry (see previous page for more information). Please note that options are renewed annually to consider best provision for Year 9 and 10. This provision is in part, subject to pupil numbers.

< Previous Parent Area Next > Family holidays and school holidays Children have 13 weeks annual holiday from school and school holiday dates are published well in advance online. As such, all parents/carers are expected wherever possible to plan and take their family holidays at this time so as not to disrupt their children’s education. Education law states that parents do not have a right to take their child out of school for a holiday during term time. Only in exceptional circumstances may a headteacher grant permission for leave; and it is the headteacher’s decision on whether the absence is exceptional and how many days to approve. If you would like to apply for an authorised absence from the headteacher, please complete the below form and send it to reception@westgate.hants.sch.uk ​ Parents/carers who take their child out of school without the absence being agreed and authorised by written permission from the school can be issued with a penalty fine. ​ Authorised Absence Request Form. Advice to Parents and Carers Leaflet - Amended February 2019 (1) (1) .pdf Download PDF • 230KB

< Previous Curriculum in-depth Next > Computing | Computer Science “Thriving in a digital world” 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 Secondary Choices Process Learn More 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 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 KS4 the Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Computing compliance document V .pdf Download PDF • 292KB 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 use, and 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. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content 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 they 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 they 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 they 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 Year 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 focussing 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 skillset that goes beyond the GCSE requirements. Exam Board: AQA - 8525 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. Long Term Plan: Computing 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. Long Term Plan: Computing

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