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

Computing | Computer Science Thriving in a digital world Go Go Our Computing curriculum intends to: Develop pupils' understanding of Computer Science, Information Technology and Digital Literacy in order to prepare all pupils to thrive in an increasingly digital world. Develop these strands to enable pupils to apply computational thinking to be better problem solvers. Enable pupils to be confident users of IT, applying IT effectively to real world situations and to know how they and others can use IT safely. Computing All subjects use Computing as part of their curriculum access and delivery. Pupils will develop their knowledge often by using focused research requiring effective use of the internet, as well as having the opportunity to develop their IT literacy and capability using subject relevant applications, particularly in Maths, Design & Technology and Media. Most subjects make use of Computing for effective home learning management, exam preparation and revision, helping to develop skills required for both GCSE and beyond. The GCSE Computer Science course will develop and apply analytic, problem-solving, design, and computational thinking skills. In addition, aspects of these skills are developed within other subjects including Maths and Science. The Personal Development lessons focus on the safety aspects and reporting of concerns. At Key Stage 4, the Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Why Learn Computing? A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with maths, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate, able to express themselves and develop their ideas through information and communication technology, at a level suitable for the future workplace and as active participants in a digital world. Computer Science has real relevance in our modern world. The course will give an in-depth understanding of how computer technology works and a look at what goes on behind the scenes. The course provides excellent preparation for higher study and employment in the field of Computer Science. The increasing importance of information technologies means there is a growing demand for professionals who are qualified in this area. Computing Compliance Document EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 1 course contents Pupils are taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs. execute by following precise and unambiguous instructions. create and debug simple programs. use logical reasoning to predict the behaviour of simple programs. use technology purposefully to create, organise, store, manipulate and retrieve digital content. recognise common uses of information technology beyond school. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 2 course contents Pupils are taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. use sequence, selection, and repetition in programs; work with variables and various forms of input and output. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Year 7 and 8 Computing Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 7 In Year 7 pupils will be encouraged to extend and deepen their knowledge in different areas: Collaborating on line effectively – E-Safety Gaining support for a cause - Media From semaphores to the internet – Networks Programming – Scratch Modelling data - spreadsheets Year 8 In Year 8 pupils will be encouraged to extend and deepen their knowledge in different areas: Understanding computers – Computer systems Data representation Introduction to Python – Programming Developing for the web – HTML & CSS Media design – Vector graphics Mobile app development - Programming Year 9 Computing Core and Computer Science (option) Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 9 Core Computing In Year 9 pupils will be encouraged to extend and deepen their knowledge in different areas: Media animation – Media Data Science Representations going audio-visual – Data representation Cybersecurity – E-Safety Artificial intelligence Physical Computing – Programming Y ear 9 Computer Science (option) Programming – Basics with Python Advanced programming concepts - Python programming Programming Projects & Challenges Algorithms – sorting & searching Introduction to Computer Systems Introduction to Computer networks Cybersecurity – protecting computers & networks Key stage 4 – Core Computing and GCSE Computer Science (option) At KS4 the core Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons focusing on the following learning areas: · developing capability, creativity and knowledge in computer science, digital media and information technology · developing and applying analytic, problem-solving, design, and computational thinking skills · understanding how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns. GCSE Computing – Year 10 and 11 (option) The topics covered in Year 10 and 11 include: Fundamentals of algorithms Programming in Python Data Representation Computer Systems Computer Networks Cyber security Relational databases and structured query language (SQL) Ethical, legal and environmental impacts of digital technology Assessment: A 2 hour written exam set covering: computational thinking, code tracing, problem-solving, programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code. - 50%. A 1 hour 45 minute written exam covering the theoretical units - 50%. Throughout the course pupils will be expected to develop their programming skills with projects to help them design, write, test and refine their programs. (These are not formally assessed and do not contribute marks towards the final grade) Course Skills: Pupils learn theory across all the sections of the Computer Science specification and learn how data is represented within a computer, how to convert between denary, binary and hexadecimal, computer hardware and network topologies. Pupils develop problem solving and decomposition skills and learn how solutions can be represented as algorithms and flowcharts as well as code. Pupils learn how to solve problems by creating python programs using a range of structures and techniques. Assessment: Pupils will have regular assessments at the end of each teaching unit. These assessments will be completed in class time. Home Learning: Home learning will follow the ‘flipped learning’ approach where pupils will be expected to carry out some pre-learning and preparation ready for each lesson. In addition pupils will be encouraged to practise their programming to support work carried out in class and to work on their own personal projects that incorporate a skill-set that goes beyond the GCSE requirements. Exam Board: AQA - 8525 Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

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

Maths Developing skilful, systematic problem solvers for life Go Go 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. 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. Course content: Over the course of their learning journey 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 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. 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. 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. Course Content in 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 unknowns 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 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 careers education and guidance at Westgate School, helping pupils plan their future with advice, resources, and support for life beyond school. Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance The best way to predict the future is to create it Careers Education & Guidance Our Careers Education Intent To excite and motivate pupils’ curiosity about different careers and industries; To inspire pupils’ aspirations in order to unlock their potential and develop their employability skills; To empower pupils to challenge stereotyping and discrimination and other barriers to diversity and equality in further education and careers. Careers Lead: Mr Hurley, Assistant Headteacher Contact Information, select the 'careers option' via our contact form on the contact page. Statutory Requirements & Provider Access Policy The careers provision at The Westgate School is in line with the statutory guidance developed by the Department of Education, which refers to Section 42A and 45A of the Education Act 1997: as a school we provide independent careers guidance from Year 7 to Year 11. This guidance is impartial and gives information on a range of pathways and post-16 education providers, including university options, apprenticeships and further education. It is adapted to meet the needs and interests of the individual pupils. Provider Access Legislation Statement Information for parents/carers: Curriculum Overview Post 16 Information Evening presentation Careers Education Policy - Located on our policy page Partners in Learning: Apprenticeships (for Year 9 and 10) Work Experience Information Sheet Our Careers Education Intent is evaluated annually against the Gatsby Benchmarks, and our documents and policies are evaluated and updated annually. Our Careers Education Impact: Our most recent Gatsby Benchmark evaluation NEET Data: average 2016 2017 2018 2019 2020 2021 2022 View Survey 2023 View Survey 2024 View Survey 2025 Hampshire RPA Percentage 94.7% 96.0% 96.0% 94.0% 94.9% 94.3% 94.5% 99.2% 92.9% 92.8% TBA Westgate cohort 206 231 233 240 232 239 239 237 246 RPA met 239 227 231 237 236 241 Westgate RPA %age 98.4% 97.6% 100.0% 96.9% 99.6% 97.8% 96.7% 99.2% 99.6% 98.0% 99.2% Sixth Form College/School 81.1% 85.7% 87.1% 86.7% 201 206 205 215 208 FE College 16.5% 13.9% 9.4% 11.3% 22 25 29 17 26 Other Ed inc. Traineeship 0.0% 0.4% 0.4% 1,7% 0 0 0 0 0 Information for pupils: We hope you like the look of our Careers programme for this year and value the range of experiences which have been planned to support you as you explore and discover a variety of careers. Useful Links Useful information Local colleges Andover College Barton Peveril BCOT Eastleigh College Peter Symonds College Sparsholt College Careers guidance and support Your step-by-step guide to applying for an apprenticeship A Guide to Career Options 2023 / 2024 | Rate My Apprenticeship Get the Jump: explore your education and training choices | National Careers Service Apprenticeship.org T Levels Open Events Encounters with Further and Higher Education Andover College To apply to Andover College visit the Andover College website or use Apply - Full Time and Part Time courses - Andover College | Hampshire Sparsholt College To apply to Sparsholt College visit the Sparsholt website or use How to Apply - Sparsholt College and University Centre Sparsholt. Our Digital Handout which can be used in school or sent digitally to Year 11s and their parents/carers. Information can be accessed by clicking on anything of interest. The Digital Handout includes links to a presentation with voiceover and other useful online information. Digital Handout BCOT – Basingstoke College of Technology Basingstoke College of Technology (bcot.ac.uk) Peter Symonds College Peter Symonds College / Open Evenings Winchester College 6th Form Winchester College | Sixth Form Richard Taunton Sixth Form College Home - Richard Taunton Sixth Form College Eastleigh College Eastleigh.ac.uk The Southampton Engineering Training Association (SETA) 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

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Find out more about The Westgate School's choices and options process for parents of pupils in year 9 to year 11 Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choices & Options Choosing options is an exciting process, though a little daunting. This page provides an overview to our curriculum for the remaining three years of your child’s time with us. Firstly, you should be aware that pupils do not have a completely free choice! It is the school’s expectation that every young person will engage with the full range of curriculum entitlement that includes Foreign Languages as part of our core provision through to GCSE summative assessment. Only in very exceptional circumstances are pupils able to reduce the number of subjects for which they are entered which include: long term absence, specific learning needs or low attendance owing to medical reasons; a pupil who has joined the school under Fair Access arrangements for whom the full range of GCSEs may not be appropriate, or a pupil who is in receipt of support from Children’s Services for whom the full range of subjects would be an unreasonable expectation or a child that is on reduced/alternative provision as agreed by the Inclusion Support Services (Hampshire County Council). Curriculum Choices and GCSE Options Throughout Years 9 to 11, pupils will continue to study the core subjects of English, Maths and Science and from Year 10 their learning will focus on the GCSE syllabi and a choice of either Double or Triple Science. Pupils will take GCSE English Language and Literature in our school as part of their core provision. Pupils must take part in core PE and the majority of pupils will continue to study a language. Beyond these compulsory aspects, pupils can then express a preference of subjects they would like to study to GCSE, timetable permitting. It is important that pupils make informed decisions and so our option process gives plenty of opportunities for parents/carers to meet with colleagues and reflect on the options available. Our core provision is designed to enable pupils to undertake post-16 opportunities, subject to achieving the minimum grade entry requirements as specified by those providers.   Year 9 Choices The Year 9 curriculum is characterised by broader opportunities for pupils to experience new subjects such as Photography and Media Studies as discrete subjects. Meanwhile, all pupils will continue their learning in Core Computing, PE, Religious Education and at least one other Humanities subject such as History or Geography to ensure a broad and balanced curriculum is experienced. They will then express a preference for a further three subjects. The school takes a varied approach to the organisation of teaching groups to ensure that the challenges of learning in different disciplines are effectively met.   Year 10 GCSE Options By the end of Year 9, pupils will have a second opportunity to focus their learning as they express their preference of subjects for examination entry. In addition to the core provision, they will choose three options to take to GCSE. We expect most pupils to continue with a Humanity subject because alongside a range of other subject disciplines, qualifications in these disciplines are a sound foundation for post-16 learning. Additionally, pupils may wish to continue with a second language course. Where pupils have particular interests in music or sport for example, the school provides ample opportunities for them to pursue their interests even if not taken as an examination subject. We actively promote pupils exploring extra-curricular opportunities throughout their study at The Westgate School. Our overriding aim is to ensure that as many pupils as possible are able to study their preferred subjects in Year 9 and 10. However, this is not always possible to achieve due to the availability of colleagues, resources, and the need to ensure the viability of group sizes. In the event of a subject being oversubscribed, pupils will be randomly selected using a digital randomiser for first refusal to ensure a fair and transparent approach. Our phased approach to curriculum preferences means that it’s rarely the case that pupils wish to change their curriculum preference. Whenever possible, this will be considered but is unlikely to viable as it is subject to availability of space in that new subject. It’s equally important to establish consistency within a subject class, and therefore changes will only be considered in the first 4 weeks from the start of the academic year and only with a clear, sound academic rationale. Changes outside of this period will only be considered on an exceptional basis. Pupils will not be permitted to change their classes or subjects based on friendship requests. Curriculum structure across the 5 years The Foundation Choices All pupils study English, Maths, Science, core PE and Personal Development. These subjects take up 14 out of a pupil’s 25 lessons each week. Option subjects take up the remaining 11 lessons. They take 6 foundation courses in Year 9 (including a language and RE) and then refine this down to 3 options (4 if no language taken) in Year 10. These are the Foundation subject we offer for Year 9 and GCSE: Astronomy explores the Earth–Moon–Sun system, the solar system, stars, galaxies and the wider universe, focusing on how we observe and understand cosmic phenomena. It develops scientific skills through practical observations, calculations, and the use of real astronomical data. Fine Art is a vibrant and dynamic subject that offers pupils the freedom to learn in ways that inspire and bring out the best in of their skills and knowledge. Computer Science has real relevance in our modern world. The course will give an in-depth understanding of how computer technology works and what goes on “behind the scenes”. Design & Technology covers core technical, designing and making principles, including a broad range of design and modelling processes, techniques and use of equipment to realise ideas. Food Preparation & Nutrition provides an opportunity for pupils to prepare a wide variety of different dishes. Pupils investigate the functions of different ingredients as well as understand the foods that contribute to a healthy diet. Drama allows pupils to develop performance skills or design skills including set design and sound. Pupils will gain confidence and experience they need for the future. Geography gives pupils the opportunity to learn about both natural and social sciences. We will consider how geography impacts everyday life, the key opportunities and challenges facing the world. History will help pupils understand past events and people. We believe that as a society there is importance of not just learning history but learning from history. Latin (within the English curriculum in Year 9, a separate subject from Year 10) provides a foundation in linguistic and cultural competence, enabling pupils to gain knowledge and understanding of the Roman world through reading and responding to its language and literature. Modern Languages (French, German and Spanish) will help pupils develop their ability to write and speak in the language and to understand the language when it is written or spoken. Media - each time we watch television, read a newspaper or access the internet, we are exposed to the power of the Media. This dynamic and exciting subject provides pupils with an excellent tool to navigate and analyse the world we live in. Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. Our course offers pupils the chance to study a wide range of musical genres, with more opportunities for practical learning. Photography will enable pupils to consider how ideas, feelings and meanings are conveyed and interpreted in images. Pupils will develop a knowledge and understanding of photography and cameras. Physical Education is a combination of practical and theory work that builds pupils understanding of anatomy and physiology and the social aspects of sport. Pupils will need to competent in three different sports. Religious Education 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. Sculpture - pupils will gain knowledge and understanding of how ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning. Things to consider What subjects do they enjoy? Only your child knows the answer to this. If they like a subject, they will not mind working hard at it. Hard work is essential whatever they choose, but enjoyment makes the work easier. What subjects are they good at? As well as talking about this with your child, you should use the advice of their teachers and Form Tutor. How do they enjoy working? Some subjects will require them to do a lot of coursework. Others will be assessed mainly by exam. Consider together about which way of working they prefer. What do they want to do when they leave school? They may already know exactly what career you wish to follow. If so, they could choose the subjects which may be needed as qualifications. Most Year 9 pupils have no settled ideas of what they would like to do after leaving school. If this is true for your child, then help them choose a balanced set of courses which will leave them with plenty of possible careers to choose from later on. The options timeline There will be time for both pupils and parents to meet with subject teachers and senior colleagues in school and to take on board careers advice from a qualified advisor. Please take note of all the key dates. Autumn Term Partners in Learning events and Tutors start talking about options and pupils consider the impact of their choices Thursday 5 th March The Careers Fair runs from 4.30 pm to 7.30pm At 4:30 we will have school stalls so that you can speak with teachers about the school courses. Additionally, from 5:30 we will have colleges, career guidance and businesses in school for pupils to meet with and discuss possibilities. Thursday 12 th March Year 9 Parents’ Evening You can then speak with teachers about your child’s preferences. It may be useful for you to prioritise booking the preferred option teachers for this evening rather than English, Maths and Science. Friday 20 th March Year 9 Option forms must be completed online Thursday 23 rd April Year 8 Parents’ Evening You can then speak with teachers about your child’s preferences. It may be useful for you to prioritise booking the preferred option teachers for this evening rather than English, Maths and Science. Friday 24 th April Year 8 Choices forms must be completed online Further information about the courses There is a detailed Curriculum booklet that can be downloaded from our website which has the information about the different GCSEs. This can be found at: Curriculum Subjects There will be plenty of opportunity for both pupils and parents/carers to consider the optimum choices. We encourage you all to make maximum use of the information available, and the opportunities on offer, to engage with subject teachers and other professionals in school throughout the options process. Please do ask for further assistance or advice should you require it. Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Science Through discovery and collaboration, we flourish Go Go Our Science curriculum intends to: Make critical thinking and independence the foundation of learning and inspire a love of learning, self- discovery, and collaboration in all our pupils. Develop pupils’ deep understanding of the world around them and their role in creating an environmentally sustainable future for our planet. Enable pupils to make safe and healthy choices. Why Learn Science? Science provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. All pupils are taught essential aspects of the knowledge, methods, processes and uses of Science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They develop an understanding of how science can be used to explain what is occurring, predict how things will behave, and analyse causes. There is a significant overlap with other subjects, such as Design & Technology, Mathematics, Geography, Physical Education and Food, Preparation & Nutrition and so cross-curricular links are regularly explored within lessons. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Science is planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. As pupils progress through the Lower School they will receive a breadth of subject specialist teaching using specialist facilities in Science - including use of our designated KS2 Science laboratory. Science is planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. As pupils progress through the Lower School they will receive a breadth of subject specialist teaching using specialist facilities in Science - including use of our designated KS2 Science laboratory. Key Stage 3 Science meets the expectations of the National Curriculum and beyond, both with respect to knowledge and skill development, providing a varied and balanced curriculum. Pupils study aspects of Biology, Chemistry and Physics, merged into discrete, contextualised topics which support pupils in understanding how Science is integral to all aspects of life and the world around us. Assessment: Pupils will be assessed on the development of their scientific skills by in class assessments and will be assessed on their scientific knowledge through end of topic tests. In addition to this, pupils will undertake three assessment investigations throughout the year. The scientific skills being developed are: planning and evaluating, data analysis, practical skills, explanations, scientific numeracy, and scientific literacy. There will also be regular assessment for learning and feedback provided to pupils through the marking of exercise books. Pupils will start the GCSE course at the beginning of the year. Throughout the year, classes will rotate through a series of Biology, Chemistry, and Physics topics. Each topic will focus on developing the knowledge and skills required to meet the three assessment objectives mentioned above. The topics are not equal in length, but the rotation of topics has been split into two halves. Year 9 pupils will cover the following topics over the year: Biology Cell structure and transport Cell division Organisation and the digestive system. Organisation in animals and plants Communicable diseases Chemistry Atomic structure The periodic table Structure and bonding Chemical changes Physics Conservation and dissipation of energy Energy transfer by heating Energy resources Year 10 pupils will cover the following topics from the beginning of the year to end of spring term: Biology Communicable diseases Preventing and treating disease Non-communicable diseases Photosynthesis Respiration The human nervous system Organising an ecosystem Chemistry Chemical calculations Electrolysis Energy changes in reactions Crude oil and fuels Physics Electric circuits Electricity in the home Molecules and matter Radioactivity Forces in balance Motion After Easter holidays, Year 10 pupils will either follow the Combined Science course (double ) or the separate Sciences (triple). All pupils will still cover topics in Biology, Chemistry, & Physics on a rotational basis, however separate Science pupils will accelerate through the curriculum to cover the extra content required. Year 10 curriculum will cover the following topics in the summer term: Combined Science (Double) Biology Hormonal coordination Reproduction Variation and evolution Chemistry Chemical analysis Physics Force and motion Separate Science Biology Hormonal coordination Homeostasis in action Chemistry Rates and equilibrium Organic Reactions Physics Force and motion Year 11 curriculum will cover the following topics in the autumn term: Combined Science (Double) Biology Variation, natural selection and evolution Biodiversity and ecosystems Organisms in their environment Competition Pollution Chemistry Rates of reaction The Earth’s atmosphere The Earth’s resources Physics Wave Properties Electromagnetic spectrum Magnetic fields & electromagnetism Separate Science Biology Reproduction Variation, Natural selection and evolution Theories of evolution and speciation Chemistry Titrations Gas laws Chemical analysis The Earth’s atmosphere Physics Forces and motion Pressure Wave properties Electromagnetic spectrum During the Spring and Summer term of Year 11, pupils will either continue studying for the separate Sciences or begin consolidating prior learning in preparation for the Combined Science trilogy course. Separate Science Pupils who continue with the separate Sciences route will study the following topics in the Spring term. Biology Biodiversity and ecosystems Organisms in their environment Competition Pollution Chemistry Properties of materials Physics Properties of light Magnetic fields & electromagnetism Space Home Learning: 1 or 2 pieces per week, lasting between 45 minutes to 1 hour in total. Assessment: Throughout each year pupils will be assessed through a mixture of end of topic tests and in class assessments. In Year 10, pupils will undertake an internal exam in the Spring term in Biology, Chemistry, & Physics. In Year 11, pupils will undertake internal exams in Biology, Chemistry, & Physics, in both the Autumn term and Spring term, before undertaking their final exams in the Summer term. Irrespective of whether they study the combined Science trilogy or separate Sciences routes, they will sit six exams; two exams each in Biology, Chemistry, & Physics. Combined Science trilogy exams have a duration of 1 hour 15 minutes each, and the separate Science exams each last 1 hour and 45 minutes. Exam Board: AQA Combined Science trilogy 8464 Biology 8461 Chemistry 8462 Physics 8463 Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Drama Drama is the art of looking at ourselves Go Go Our Drama curriculum intends to: Develop pupils confidence, expressive skills, creativity and emotional intelligence. Develop greater cultural capital through broadening their knowledge and understanding of variety of dramatic styles and genre. Give opportunities to contribute to the school and wider community. Why Learn Drama? Drama engages and encourages pupils to become confident performers and designers with the skills they need for a bright and successful future. There is as much opportunity as possible to do what they like best and participate in performances. Pupils will devise drama and explore play texts practically. In Learning to Perform pupils will learn how to commit dialogue to memory for devised performances and/or learn text for text-based performances. They will also develop the ability to interpret and/or create and perform a character to develop an appropriate performer/audience relationship and ensure sustained engagement Course content: From Year 7 pupils explore a range of different genres and drama techniques, building their confidence and self awareness. Many pupils opt to supplement their formal learning by joining our popular after school Drama club, where they are given the opportunity to work with older pupils and participate in our annual performances. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Overview of the Course We help pupils to become confident and creative collaborators as they develop their understanding of the subject. Pupils will explore a range of themes, issues situations and relationships and learn to express ideas about themselves, others, and the wider world. Drama is largely practical with some aspects of theoretical and written work throughout. Course content: Year 7 Pupils explore units of enquiry on acting skills and mystery plays, script work - The Demon Headmaster - and a Haunted House physical theatre project. Year 8 Pupils explore units of enquiry on Greek Theatre, Shakespeare, Comedy and drama for a purpose. The Witness is a play that explores racial justice and equality. Course skills: Participate in practical activities and collaborate with team members. Exploring and responding creatively to texts, develop and refine dramatic ideas through REHEARSAL. Performing and communicating dramatic intentions to an audience. Use vocal and physical skills to create characters Pupils share work and give each other feedback based on strengths, improvements and personal responses to the content of the Drama. (We refer to this as Strength – Improvement – Response or SIR). Overview of the year In Year 9 pupils will have increased time and opportunity to develop their practical dramatic skills, develop their understanding of role and genre and improve a greater sense of how to appreciate theatre and play structures. Pupils also are invited to participate and take more senior roles in our plays and musicals to further enhance their skills. Drama Course Content Environmental Plays Pupils explore ‘Bhopal’, a play relating an environmental disaster, and ‘The Tree’ relating to climate change and destruction. Pupils use a non-naturalistic acting style using multi-roling, narration and direct address. Pupils stage and prepare for a performance of their chosen Environmental play. Stone Cold Pupils explore the play ‘Stone Cold’ as a piece of scripted theatre linked to the topic of Homelessness. Pupils aim for a naturalistic style of performance that creates tension. Understanding Drama: Practitioners: Brecht Devising project – pupils devise plays linked to research on the topic of homelessness. Pupils take information or inspiration from stories and images in a stimulus booklet. Exploring Texts: Too Much Punch for Judy A short introduction to a play that applies some of Brecht’s techniques in a modern ‘theatre-in-education’ setting. Understanding Drama: Practical Study of monologues, duologues, and extracts from Set Texts ‘Go West Arts’ – Link to Go West Arts / West Fest in July Pupils work in groups or pairs on key duologues and/or group scenes from plays chosen for the festival. Focus is on learning through exploration and language analysis. Introduction to a play text: Blood Brothers Pupils explore key scenes and learn about the characters, setting and themes. Home Learning A variety of practical tasks and research tasks will help pupils prepare between sessions, explore, and deepen knowledge and understanding, and review progress. Tasks will be set on EduLink and noted in the Handbook for Learning. The expectation will be approx. 45 minutes to one hour per week in Year 9. Drama Club Pupils are also invited to extend their learning through extra-curricular participation in clubs and Productions. A Drama Society runs at lunchtimes for pupils to explore class work or join with others on Go West Arts festival projects From Year 10 pupils begin their GCSE course and will cover the following aspects: Component 1: Understanding Drama - 40% of the GCSE Knowledge and understanding of drama and theatre. Study of one set play from a choice of six (selected by the Drama department). Analysis and evaluation of the work of live theatre makers. Component 2: Devising Drama (practical) - 40% of GCSE Process of creating devised drama. Performance of devised drama. Analysis and evaluation of own work. Assessment: Component 1 Written exam is 1 hour and 45 minutes; open book: 80 marks. Section A: multiple choice (4 marks). Section B: four questions on a given extract from the set play chosen (44 marks). Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (32 marks) Component 2 Devising log (60 marks); Devised performance (20 marks); 80 marks in total; This component is marked by teachers and moderated by AQA. Component 3 Texts in Practice (practical) 20 % of GCSE Assessment Performance of Extract 1 (20 marks) and Extract 2 (20 marks) 40 marks in total. Exam Board: AQA - 8261 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

Whether you’re looking to improve your fitness, make new friends, or develop important life skills, joining a football club is a fantastic choice. Football Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Football Internal / External Internal Age Range Year 7 - 11 Contact Use the EduLink App to join Whether you’re looking to improve your fitness, make new friends, or develop important life skills, joining a football club is a fantastic choice. It’s a sport that brings people together and creates a positive, supportive environment for all involved. Our secondary football clubs are organised into different age groups for both girls and boys. Please see EduLink for specfic football clubs. Go Wraparound | Clubs | Holiday Clubs Go

Join our school table tennis club to stay fit, sharpen your mind, make new friends, and compete in exciting tournaments. All skill levels welcome! Table Tennis Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Table Tennis Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Join the School Table Tennis Club! Are you looking for a fun and exciting way to stay active, make new friends, and improve your skills? Look no further! The School Table Tennis Club is the perfect place for you. Why Join? Stay Fit and Healthy : Table tennis is a fantastic way to keep fit, improve your reflexes, and enhance your hand-eye coordination. Boost Your Brainpower : This sport requires quick thinking and strategic planning, helping you sharpen your mind and improve concentration. Make New Friends : Meet fellow pupils who share your passion for table tennis. Enjoy friendly matches and build lasting friendships. Learn and Improve : Whether you're a beginner or an experienced player, our club offers coaching and practice sessions to help you improve your game. Compete and Have Fun : Participate in school tournaments and events. Challenge yourself and experience the thrill of competition. Relieve Stress : Take a break from your studies and enjoy a fun, stress-relieving activity. Go Wraparound | Clubs | Holiday Clubs Go

Access The Westgate School’s medicines and treatment consent form, with guidance for parents on submitting medical information and authorising in‑school care. Medicines & Treatment Consent Form Medicines & Treatment Consent Form The Westgate will undertake to ensure compliance with the relevant legislation and guidance in Health Guidance for Schools with regard to procedures for supporting children with medical requirements, including managing medicines. It is our policy to manage prescribed medicines (ie; antibiotics, inhalers) where appropriate, following consultation and agreement with and written consent from parents/carers. Secondary Phase School (Years 7-11) pupils requiring medicines during the School Day must hand a completed and signed Administration of Medicines & Treatment Consent Form along with clearly labelled and named medication to Secondary Phase School Reception, for storage in the Secondary School Medical Room, as soon as they arrive. Primary Phase (Years R-6) pupils or parents should hand the same to the Primary Phase Reception for storage in the Primary Phase Medical Room. Unused medicines beyond their expiry date will be returned to parents in a sealed envelope, for disposal. Administration of Medicines & Treatment Consent Form 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