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

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

Find key exam information for The Westgate School, including schedules, guidance and support to help pupils prepare confidently for upcoming assessments. Exam Information Examinations at The Westgate School The school uses a wide range of assessment techniques to monitor pupil progress and help ensure all children continue to move forwards with their learning. In addition to classroom-based assessment and tests, at key times throughout their secondary school journey pupils will take more formal mock examinations - these are a vital way of preparing pupils for what they will experience in their real GCSEs. They help children develop their revision skills; their time management; their emotional resilience within exam conditions; as well as their exam technique - and they provide teachers will invaluable information which we use to inform our curriculum planning in the months leading up to the GCSE exams. Pupils will sit formal mock examinations in: The summer term of Year 10 (after the Year 11 GCSEs are finished) The autumn term of Year 11 (a few weeks before the Christmas holidays) February of Year 11 for English, Maths and Science only Exact timetables will be published to pupils in the build-up to each exam series and can be found below. Tutors and colleagues within school will work with pupils to reassure, support and prepare them for these mock examinations, and parents will be provided with information in our Partners in Learning events throughout the year. Attendance at exams Attendance is vital in this last year. Every day missed has an effect and poor attendance clearly affects results. Even more important is ensuring that pupils attend all examinations and arrive in good time to ensure that they are mentally prepared to walk into their exams and achieve their best. We work closely with our Attendance Manager, and penalty issues may be issued, should attendance be poor. Revision It is vital that you help and support your child plan and structure revision time, ensuring the build-up to both Mock exams and the real GCSEs is used effectively. There are additional resources on how parents can support their child with revision on EduLink, in the Noticeboard tab. Work and wellbeing Year 11 can be a stressful year as pupils prepare for their examinations. We follow a programme in Tutor time which tries to anticipate possible issues in terms of stress. Possible helpful site: anxietyuk.org.uk - exam-stress Exam Dates 2025-26 GCSE Timetable Summer 2026 AI Poster Coursework assessments Guidance for parents, carers and students about access arrangements Information for Candidates | Privacy Notice Non-examination assessments On-screen tests Preparing to sit your exams Using social media and examinations/assessments Unauthorised items poster Written examinations Warning to candidates 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 Army Cadet Detachment

Food Preparation and Nutrition Nutrition for a healthy future Go Go Our Food Preparation and Nutrition curriculum intends to: Inspire pupils to gain knowledge and practical experience of preparing and making a wide range of creative, innovative and complex dishes that enable them to make informed and healthy choices about the foods they eat. Enable pupils to think critically about the best ethical and moral choices. Develop an understanding of the practical application of scientific principles of food preparation. Why Learn Food Preparation and Nutrition? Food Preparation and Nutrition equips pupils with the knowledge, understanding and skills required to prepare different foods and apply the principles of food science, nutrition and healthy eating. It encourages pupils to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge to feed themselves and others affordably and nutritiously, now and later in life. Course Skills: Designing and making high quality products using a wide range of skills in the safe and hygienic preparation of food. Learning about the science behind food and the way the physical and chemical properties of ingredients are essential to creating successful dishes. Developing organisational skills, including the management of time. Reading, understanding and following recipes, selecting suitable ingredients. Sensory analysis of own products as well as existing ones. Using and understanding technical vocabulary and applying it in context. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Cooking and nutrition As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Key stage 1 course content Our pupils will be taught to: use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from. Cooking and nutrition As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Key stage 2 course content Understand and apply the principles of a healthy and varied diet. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Year 7 and 8 Course Content: In Years 7 and 8, all pupils study Food Preparation and Nutrition for one lesson a week, this generally alternates between theory then practical lessons. Aims: The course content aims to deliver the theoretical knowledge needed by carrying out practical activities with the recipe linking to the topic being taught. These practical lessons will develop essential practical skills and understanding of ingredients and recipes. It is designed to provide all pupils with a range of cookery skills, knowledge of nutrition as well as an understanding of food science, food safety, food choice and food provenance. Course information: In Year 7 we consider: Preparing for practical work. Personal safety. Weighing and measuring accurately. Using an oven safely. Using specialised cooking equipment. Introduction to nutrition and healthy eating. Allergens and intolerance. Cuisine from different cultures. Knife skills - Fruit and vegetables. Preparation skills – Fruit and vegetables. Making doughs and using raising agents – Scones. How to make a range of sauces – Reduction (bolognese/tomato/curry). Food waste - Using leftovers. Mini design and make project - Muffins. Planning for practical assessment - Baked bean challenge. Practical and written assessment. Practical lessons: Recipes may include: fruit salad, courgette brownies, pasta and tomato sauce, Hawaiian poke bowls, scones, goujons, spaghetti bolognese, fridge-raid pasta bake, baked bean challenge, muffins, crumble dips and dippers, stir fry, curry. In Year 8 we consider: Macro and micro-nutrients - Sources and functions The science behind bread - Gluten formation The science of pastries - Shortening Food waste Food seasonality Knife skills – Fruit and vegetables Preparation skills – Fruit and vegetables Producing doughs – Lean and enriched breads, yeast Pastry skills - Shortcrust and blind baking Producing sauces – Gelatinisation of roux-based sauce (macaroni cheese/lasagne) Dietary requirements – Vegetarian and vegan Aeration - Swiss roll/Yule log Raising agents – Biological, chemical and mechanical Food commodities – Potatoes, rice, pasta and bread Sensory evaluations Mini design and make project - Sponge tartlets Planning for practical assessment Practical and written assessment Practical lessons: Recipes may include: cooking eggs in different ways, jerk chicken/halloumi, meatballs and tomato sauce, apple pie, quiche, macaroni cheese, ice cream and fruit coulis, fougasse, savoury swirls, vegan hot cross buns, savoury profiteroles, sponge cake, sponge tartlets, macaroni cheese. Year 9 Course Content: In Year 9, all pupils study Food Preparation and Nutrition for two hours a week, this generally alternates between theory then practical lessons. Aims: The course content aims to deliver the theoretical knowledge needed by carrying out practical activities with the recipe linking to the topic being taught and to further enrich and deepen the pupils’ knowledge from KS3. Practical lessons will build upon skills already learned whilst also develop key practical and technical skills and understanding of ingredients and recipes. It is designed to provide all pupils with a range of cookery skills, knowledge of nutrition as well as an understanding of food science, food safety, food choice and food provenance. Course information In Year 9 we consider: The importance of a healthy balanced diet Nutritional analysis Life stage requirements Different cooking methods and how they affect the properties of different foods Bacterial contamination and the role of micro-organisms and enzymes in food spoilage The influence of food from different countries and religions Food labelling and marketing How to buy, store, prepare, serve, and cook food properly Where food comes from and how can we make the most of our seasonal produce Design and make Afternoon Tea project Preparation skills – Jointing chicken, piping and shaping Dough and Pastry skills – Pasta, puff and choux pastries Bread skills – Brioche buns Pasta skills – Tagliatelle and ravioli Biological aeration and fermentation Gluten formation Caramelisation Planning for practical assessment Practical and written assessment Practical and written assessment Practical lessons: Recipes may include: KFC fakeaway, burgers and brioche buns, samosas, tarte tatin, tagliatelle/ravioli and sauce, profiteroles with crème pâtissière, chicken Kievs, jam, sausage rolls, share and tear bread. Food Preparation and Nutrition GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing pupils’ practical cookery skills to give them a strong understanding of nutrition. We encourage pupils of all abilities to make full use of their skills and to exceed their potential by taking the AQA Food Preparation and Nutrition GCSE. Pupils are encouraged to enter external competitions such as the Future Chef Competition, the Tunnocks Teacake Challenge and complete the Junior Chef Programme run by Eastleigh College – we have already had several Y10 and Y11 pupils graduate with glowing reviews. Course information: There are 6 main topics in the GCSE Course: Food Preparation Skills - a range of food preparation and cooking skills needed throughout the GCSE Food, Nutrition and Health - Macronutrients, micronutrients and the nutritional needs and health Food Science - Cooking, heat transfer and the functional and chemical properties of food Food Safety - Food spoilage and contamination and principles of food safety Food Choice - Factors affecting food choice, British and International cuisine, sensory evaluation, food labelling and food marketing Food Provenance - Environmental impact of food and sustainability of food, food processing and food production Assessment: 15% – Food Science Practical Investigation – NEA 1 Pupils show their understanding of the working characteristics, and functional and chemical properties of ingredients. 35% – Food Practical Preparation – NEA 2 Pupils demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to a chosen task. Pupils do this by preparing, cooking and presenting a final menu of three dishes within three hours, planning in advance how this will be achieved. 50% – Written Exam Paper Pupils are assessed on their theoretical knowledge of food preparation and nutrition from the subject content. The exam is 1 hour 45 minutes and is out of 100 marks, with multiple choice questions (20 marks) and five longer questions each with a number of sub-questions (80 marks). Exam Board: AQA – 8585 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

Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Joining Our Team Date Posted 2024-12-19T00:00 Joining Our Team Why Work at The Westgate School? “Employees are incredibly proud to work at this school” (Ofsted, 2023) Working in any place where one is not aligned with the culture is a miserable experience, so we are transparent with all colleagues about what it means to join our team. We believe that the success of our pupils is intrinsically linked to that of adults in our school: everybody matters. We pride ourselves on our collegiate team culture in which ideas are shared unselfishly, problems acknowledged without fear and everything we do is in the spirit of professional generosity. Regardless of job title, every colleague is entitled to be treated with kindness and respect. The Westgate Team: Learning Together – Achieving Excellence “The Westgate School is a happy and vibrant community” (Ofsted, 2022) "I am very proud to work at such a fantastic school where all teachers strive for the best for the pupils" (Staff survey, 2021) Benefits of working at The Westgate School We will provide you with: · The opportunity for role specific, professional development in one of Hampshire’s top schools for progress and attainment; · The support of experienced and highly motivated colleagues across all Key Stages (EYFS to KS4); · Preferential nursery places at Rotherly Day Nursery (on-site) at a reduced price; · Free on-site parking; · Access to Schools Mutual Well-being support lines and app, including physiotherapy, counselling, GP service and menopause support; · Free use of on-site health and fitness facilities; · Preferential admission to The Westgate School for colleagues' children after two years of employment; · (For support colleagues) Automatic enrolment in Local Government Pension Scheme (opt-out is available). The Westgate School is located in an easily accessible area of Winchester, close to the railway station. View our contact page for more information on how to contact/find us. Westgate Well-Being Charter As a school, we have invested in developing a Well-Being Charter for colleagues. This includes our commitment to having a strong dialogue about work-life balance, removing unnecessary workload, provision of good resources, equipment and working environment for all. At the heart of our community is a culture of partnership decision making, professional learning and collective responsibility. This Well-Being Charter is complimented by our membership of Schools Mutual Well-being support which provides a range of support services to all colleagues, including physiotherapy, counselling and menopause support. We hope that you will apply to join us in the near future. If you would like to know more information, please see our website or contact recruitment@westgate.hants.sch.uk . Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

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

Westgate Wraparound is based at Westgate's Primary Phase and provides breakfast and after school provision, five days per week for primary school aged children. Wraparound Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Wraparound Internal / External Internal Age Range Year R - 6 Contact wraparound@westgate.hants.sch.uk Westgate Wraparound is based at Westgate's Primary Phase and provides high quality childcare in a safe and secure environment, with a relaxed and homely atmosphere five days a week for our Primary Phase children. Beginning at 7.45 am and running until the start of the school day, breakfast sessions include supplying a healthy breakfast (served until 8.30 am). After school sessions will begin at 3.20 pm and run until 6 pm, Monday to Friday. After school sessions will include a light snack. We have a brilliantly equipped playground and aim to provide a wide range of stimulating and creative activities for the children to enjoy. Some of our activities include outside play, craft, board games, imaginary role play, sports and seasonal/themed activities. Where other specialised clubs run after school on Westgate's campus (run by external providers, additional fees payable), Westgate Wraparound colleagues will ensure that your child is taken and collected from the club and their light snack will be saved for them. Sessions cost £8 per breakfast session and £17 per after school session. Places are in demand. Please email wraparound@westgate.hants.sch.uk for more information or to express an interest in a place. Expression of interest Westgate Wraparound Parent Handbook Go Wraparound | Clubs | Holiday Clubs Go

Join our DSL Network for safeguarding collaboration best practices and support across schools. DSL Network Go Go DSL Network Lead Professional: Mr. B Pearce (Deputy Headteacher) & Mrs. Fyvie-Rae (DSL Lead Practitioner) The Designated Safeguarding Lead (DSL) network provides a confidential platform for safeguarding leads to share expertise, updates, and strong practice. Regular meetings ensure that DSLs remain informed about legislative changes, local authority guidance, and emerging safeguarding trends. This collaborative approach strengthens schools’ capacity to protect vulnerable learners. Drawing on experiential learning, colleagues can support peers with problem solving and share concerns. The DSL network helps leaders address complex safeguarding issues with confidence. They also facilitate joint problem-solving and resource sharing, creating a unified approach to child protection across multiple settings. This group supervision model is a supportive and safe space which includes the opportunity to hear from external experts according to the group’s needs and requests. For more information, use the contact form: Contact and sele ct Collaborative Working & Partnerships citing DSL . Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

View The Westgate School’s Summer Term 2026 music clubs timetable, part of our clubs, wraparound and enrichment provision for pupils. Music Clubs Timetable for Summer Term 2026 Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Clubs Timetable for Summer Term 2026 Internal / External Internal Age Range Year 7 - 11 Contact See EduLink clubs for details Welcome to the Westgate School Music Department. We have an exciting and wide variety of music clubs to suit all Pupils regardless of whether you play a musical instrument or not. You will be warmly welcomed at the weekly rehearsals and meetings where we guarantee that you will have fun making music, listening and appreciating music, or learning about the theory of music, the how? and why? music is written. Many of our ensembles also participate in school, community, and Hampshire Music events. So come along to rehearsals and we will include you on the register. You may even rotate with another club if it clashes with a music club/ensemble weekly. To find out more information please go on to EduLink – Clubs. Ensemble/Club Lead Room Time Day Recorder Group (Year 7-8) Staff A3 1.15 - 1.45pm Monday Samba Band (Year 7 - 10) Staff A3 3.00 – 4.00pm Monday Concert Band (Year 7-11) Staff A2 3.00 - 4.00pm Monday Rock Choir (Year 7-11) Folk Group (Year 7- 8) Pupil Staff A2 A3 1.15 - 1.45pm 1.15 - 1.45pm Tuesday Tuesday Junior Orchestra (Year 7-9) Staff A2 3.00 - 4.00pm Tuesday Music Theory Club (Year 9-11) Staff A2 1.15 - 1.45pm Wednesday Keyboard Club (Year 7-9) Staff A3 3.00 - 4.00pm Wednesday Senior Orchestra (Year 7-11) Staff A2 3.00 – 4.00pm Wednesday Brass Group (Year 7-11) Staff A2 1.15 - 1.45pm Thursday School Choir (Year 7-11) HMS A3 3.00 - 4.00pm Thursday Jazz Band (Year 7-11) Staff A2 3.00 - 4.00pm Thursday Flute and Clarinet ensemble Staff A3 8.00 - 8.30am Friday Samba Band (Year 7-10) Pupil A2 1.15 - 1.45pm Friday String Ensemble (Year 7-11) Rock Band Club (Year 7-11) Staff Pupil A3 PR1& A3 1.15 - 1.45pm 3.00 – 4.00pm Friday Friday Go Wraparound | Clubs | Holiday Clubs Go

English Read like a writer; write like a reader; question like a critic; think like an individual Go Go Our English Curriculum intends to: Instil in pupils a passion for literature and a life-long love of reading. Teach pupils to become critical, analytical and evaluative readers of fiction and non-fiction. Enable pupils to craft language so that they become convincing writers, able to adapt their writing for different audiences and purposes. Ensure that pupils are effective communicators in spoken English. Why learn English? English has a pre-eminent place in education and in society. Our English course will teach pupils to speak and write fluently so they can communicate their ideas and emotions to others, and, through their listening and reading, others can communicate with them. With reading in particular, pupils have a chance to develop culturally, intellectually, emotionally, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society: pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. The curriculum is taught as an integrated course combining the study of language and literature, which continues in Years 9 -11. Our vision is that from Reception Year onwards, all pupils develop a passion and enthusiasm for English through exploring and appreciating a range of texts, both literary and non-fiction, and learn how to craft language to suit a range of audiences and purposes. The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Writing For EYFS/Key Stage 1 ‘Read like a writer; write like a reader; question like a critic; think like an individual’ begins with our youngest children, joining us in Reception. Writing begins with meaningful mark making, such as first attempts to write a shopping list, to writing their name. As they settle into Reception, children learn correct letter formation following ‘Letter join’ sequenced resources and are encouraged to write purposefully and clearly to express their thoughts, ideas and feelings. Following a rich and diverse text driven curriculum, children are inspired to write and enjoy opportunities for planning, drafting and reviewing. Oracy is a vital part of our Early Years Curriculum, and our children develop confident skills to become assured and articulate speakers. Through circle times and sharing their interests in key person groupings all children are supported to practise and develop formal and informal speaking skills. Children are also taught to understand the benefits of being sensitive, observant and attentive listeners. During Year 1 our carefully planned foundations of learning from EYFS are strengthened and refined. Handwriting skills develop and children are taught to progress letter formation into the beginnings of a cursive script. Children are taught a wide variety of writing skills such as: the art of letter writing, recount and instructional writing. ‘Talk for writing’ creates exciting narratives and figurative poetry. During Year 2 children begin to write more cohesively using a wider range of conjunctions and are expected to write with a greater stamina. Our text driven curriculum is thoughtfully planned to ensure children continue to develop a rich and varied vocabulary and understand that texts are set out in different ways for different purposes. Oracy skills are built upon, and children feel confident challenging each other and putting forward their point of view whilst accepting that others may think differently. Throughout KS1 and in reception, learning is assessed formatively using ‘pink for praise’ and ‘green for growth’ highlighters. Children are clear and confident to articulate what they have done well and what they need to do to improve their writing. Children are also taught how to begin to edit their own writing. Phonics and Reading Schemes For Key Stage 1 Children learn phonics through the carefully structured systematic synthetic Bug Club programme, then learn to transcribe phonic sounds into the early writing process of graphemes, words and sentences. Vocabulary development is a vital part of the curriculum, and we use the ‘Drawing Club’ model, in which children ‘share a treasure trove of vocabulary’ enriching language skills and encourage creativity and imagination. ‘Westgate Word Walls’ support children in every classroom from Reception to Year 6. Phonics is an important part of the curriculum and in the June of Year 1, children will take part in the National phonics screening check and the application of phonics to reading. Children progress through phase 5 and phase 6 phonics into Year 1 Bug Club Spelling and Grammar. Writing is centred around a diverse and exciting text-based curriculum. Fiction and non-fiction texts are chosen carefully to ensure enjoyment, humour, literary challenge and vocabulary development. Books are beautiful and we ensure all texts chosen are full of inspiring illustrations and captivating content! The end of this Key stage enables children to write more independently. Children re-visit phase 5 and 6 phonics and then progress onto Year 2 Bug Club Spelling and Grammar. The spelling and grammar curriculum during this year is challenging and children are supported to understand and apply a wide variety of spelling rules and grammar that will enhance their writing. Children will become more confident with new terminology and are able to develop their writing for a wider range of purposes and audiences. Writing in Key Stage 2 Children continue to follow the ‘Letter join’ handwriting programme and handwriting is expected to develop during this Key Stage to form a neat cursive script. Children progress from KS1 spelling and grammar skills following Bug Club spelling and grammar into KS2 resources. Consistent and accurate teaching ensures children’s writing develops with an authorial voice and a mature understanding of sentence structure and its effect on the reader. Stamina increases throughout KS2 and children create cohesive paragraphs in narratives and non-narrative material, whilst maintaining quality. Children are encouraged to read and check their writing for sense, editing for improvement is taught alongside audience awareness. There is a greater level of independence to select and propose changes for appropriate grammar and vocabulary and children are taught to use effective organisational and presentational devices. Challenging texts continue to be chosen carefully to ensure rich vocabulary development and an understanding of how authors write for effect. Writing outcomes are planned carefully using high quality texts to ensure that writing is effective and emotive and covering a range of genres. Older children often support younger children and listen carefully to each other’s ‘masterpieces’. Throughout KS2 writing continues to be assessed formatively using ‘pink for praise’ and ‘green for growth’. Children are clear, confident creative writers and can articulate what they have done well and what they need to do to improve their writing. Year 6 is the final Year of KS2 and we ensure a smooth and supportive transition from KS2 into the beginning of KS3. As part of our middle school model, colleagues from both phases, Primary and Secondary, deliver teaching and learning in our ‘all through’ school. Upper KS2 texts are chosen carefully in consideration of the KS3 English Curriculum and children are well prepared for this next stage of their educational journey. Phonics and Reading in Key Stage 2 Phonics is taught systematically, beginning in reception, using ‘Bug Club’ resources and planning. Whole-class teaching of phonics is supported by additional group and individual provision where required. Daily assessments ensure that children have understood, can remember and can apply their phonics. Teachers are highly skilled confident practitioners: misconceptions are picked up immediately and children make outstanding progress. Common exception words (CEWs) are introduced from the start of Reception. There are a set list of words for each Year group. (please see attachments below) These ‘tricky’ words although taught at school will need to be reinforced at home and children will need to be able to read and spell these words set words correctly, by the end of each Year. Reading Fluency Children follow the Bug Club Reading scheme and after the first half term they are matched to decodable books in order to develop reading fluency. From reception through KS1 children enjoy progressing through these books alongside the phonic sounds taught. In addition to the decodable books, children are allocated a ‘banded book’ that is not fully decodable but is at the correct level for your child. Parents and children are able to access the allocated decodable books on via the ‘e book’ platform on Bug Club. We use a combination of precisely targeted ‘ebooks’ to develop reading fluency and physical books to support all children on their reading for pleasure journey. Children read 1:1 with the class teacher and the Learning Support Assistant in reception. All reading (from Reception to year 6) at home and at school is recorded into a ‘reading record’. Vocabulary development is supported by ‘Drawing Club’ in reception based on a wide variety of rich texts children explore and develop vocabulary through the medium of illustration. Vocabulary is then used in context during the week and children are encouraged to use their vocabulary at home. Children begin guided reading in Year 1 and as confidence in reading fluency improves, children are introduced to reading comprehension skills. Exposure to stories, animated tales and traditional tales is valued highly. Every class will share a story after lunch through our “Westgate Story time” and through Drawing Club. Comprehension Reading and writing are intrinsically linked and from Reception through KS1 children are taught to discuss and sequence a narrative text. This is vital as it supports the ability to recall, retrieve and sequence reading. During KS1 children enjoy ‘book talk’ sessions where carefully chosen texts are used to stimulate rich class discussions, answer age appropriate comprehension questions and discover new vocabulary. Additionally, Guided Reading in small groups ensures children have the opportunity to read and discuss responses orally and in writing to comprehension questions based on: vocabulary, inference, predication, explanation, retrieval and summary. As children move into KS2, children complete ‘reading skill builders’ into reading journals alongside whole class reading. Children are encouraged to be creative and add illustrations and to take pride in their individual Reading Builders. Small group guided reading sessions continue through KS2 with the class teacher, where carefully selected questions for each age group are discussed and debated and cover each reading skill. Primary phase children enjoy support from Secondary Phase pupils and Year 9 Duke of Edinburgh pupils read and discuss: poetry, plays, fiction, and non-fiction with all year groups once a week. Children leave KS2 continuing confidently into their journey of ‘Read like a writer; write like a reader; question like a critic; think like an individual’ Overview of the Course: From the start of Year 7, all pupils are introduced to our core skills – the golden threads - so they are fully embedded by the time the pupils reach KS4. These key skills are taught through a study of novels, plays, poetry and non-fiction or media-based texts. Co urse Content: Year 7 Year 7 pupils begin the year with the ‘Heroes’ unit which is designed to develop a range of pupils’ inference as well as introduce the skills of analysis and comparison. Writing will involve crafting a persuasive speech to be delivered to the class. Subsequent units include the study of a modern novel; poetry of peace and protest; a creative travel writing unit; a media unit on representation and stereotypes and a Shakespeare play. Year 8 Year 8 has been designed to build on the skills that have been introduced in Year 7. The year begins with a unit on Gothic Literature where pupils analyse 19th century fiction and write an opening to their own Gothic novel. By the end of the year, all pupils will have also studied a dystopian novel to develop creative writing skills; a media-based unit on advertising; a Shakespeare play; poems from other cultures and developed reading skills to explore what life was like in the nineteenth century. The course is planned to provide a range of cultural experiences to widen pupils’ horizons and develop a passion for reading and the study of literature which we hope will stay with them throughout their life. Pupils are encouraged to transfer the reading and writing skills to other curriculum areas and these links are often made explicit in lessons. Course Skills: Reading: skimming, scanning and decoding skills, comprehension and inference, analysis of language and the structure of a text, and evaluation skills are introduced and consolidated over the two years. Writing: both creative and analytical writing skills are taught together with a focus on structure of the text, use of language devices, improving vocabulary and technical accuracy. Spoken language skills are practised through speeches and drama-based activities and debating and other structured talk. Assessment: Pupils will be assessed in every unit and each assessment will focus on a different skill for either reading or writing. All pupils will be fully prepared for the assessments and will practise the skills needed during lessons. The assessments will focus on key skills to provide a strong foundation for all pupils in improving their literacy, analysis or communication skills. To support your child’s learning in English and Media Studies clips will be shown from films such as: 'War Horse' and 'Romeo and Juliet' (Year 7); 'Macbeth' (Year 9); These clips and/or films will be shown in lessons according to our curriculum plans. In alignment with British Board of Film Classification regulations, pupils may be shown clips from films that are slightly above their chronological age (e.g., a film classified as a 12 for pupils in Year 7) where a teacher deems it appropriate for educational reasons. In doing so, adults will ensure that it is appropriate for the learning task and for the children in the class and if there are any scenes that could be upsetting, will advise pupils in advance. If you have any concerns and would like to discuss this in more detail, please do contact Mrs. Griffiths, Faculty Leader for English and MFL, as soon as possible such that we can adjust our plans, and we will be happy to work in partnership with you. English Language and Literature in Year 9 Overview of the Course: Pupils will develop their skills as critical readers of fiction and non-fiction texts and also become writers, adept at crafting language to suit a range of audiences and purposes. They will also become confident speakers able to express their opinion on a range of challenging ideas. Course Content: English language skills are taught in an integrated way, complementing and supporting the English Literature course. Pupils will read a choice of modern fiction, a Shakespeare text, poetry, a range of non-fiction texts including speeches, adverts and autobiographical journals. More confident learners will study Latin as part of their English Curriculum. The addition of Latin provides further enrichment and enhances learners’ understanding of language development, with a view to taking the language onto GCSE if they choose to. Other curriculum opportunities such as participating in a Shakespeare workshop, viewing a production or analysing speeches by famous historical figures and politicians broadens pupils’ cultural experiences further. Course Skills: Reading skills of inference, analysis and evaluation. Writing to persuade and argue and develop a distinctive voice. Writing creative texts including stories and descriptions. Spoken language presentation skills. English Language GCSE and English Literature GCSE The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications and pupils will be entered for both GCSEs. English Language GCSE: Pupils follow the AQA course for GCSE English Language. Pupils will build on the skills of reading and writing they have been developing throughout their time at The Westgate School, but now it will be much more tailored to the demands of the exam. Pupils will continue to develop as critical readers with a focus on the skills of inference, analysis and evaluation and comparison. They will read a range of fiction and non-fiction texts, both contemporary and from the nineteenth century. Assessment: The English Language GCSE is assessed through two linear exams, both worth 50% of the course: Paper 1 Explorations in creative reading and writing Paper 2 Writers’ Viewpoints and Perspectives Pupils are given practice GCSE assessments at the end of each unit. English Literature GCSE: Pupils follow the AQA course for GCSE English Literature. They will read a nineteenth century novel, either: ‘The Strange Case of Dr Jekyll and Mr Hyde’ by Robert L Stevenson, ‘A Christmas Carol’ by Charles Dickens, or ‘Frankenstein’ by Mary Shelley. They will also study a modern text: either ‘Lord of the Flies’ or ‘An Inspector Calls’ and a range of pre and post 1914 poetry on the theme of Power and Conflict, and ‘Macbeth’. Please note: texts are subject to change according to exam board review. Assessment: The English Literature GCSE is assessed through two linear exams: ‘Shakespeare and the Nineteenth Century text’ worth 40%. ‘Poetry and Modern Texts’ worth 60% of the course. Pupils are given practice GCSE assessments at the end of each unit. Home Learning: Pupils are expected to complete Home Learning every week. Usually this should take one hour. Home Learning will be set as a variety of tasks including reading tasks in preparation for the lesson, language analysis, and the completion of written tasks. Exam Board AQA 8700 - English Language Exam Board AQA 8702 - English Literature Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

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

Join the tennis club for fun, fitness, and friendly competition! Open to all skill levels. Tennis Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Tennis Internal / External External Age Range Year 2 - 6 Contact Online or in person at the centre reception We have been fortunate enough to have the opportunity to have a Westgate school only club provided to us from The Winchester Racquets and Fitness Club. Coaches are: Reubens Trubshaw - Mondays, Sam Morgan - Wednesdays, Hannah Crawford - Fridays). Go Wraparound | Clubs | Holiday Clubs Go