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

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

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

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

The Westgate School Secondary pupil playing the keyboard Music Music is a world within itself, with a language we all understand, with an equal opportunity for all Go Go Our Music curriculum intends to: Unlock musical potential in every young person to be creative and curious about music. Challenge pupils to think musically, enabling them to acquire and develop a deep understanding of how music works. Develop an appreciation of music styles and cultures, over time. Why Learn Music? Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. Our course offers pupils the chance to study a wide range of musical genres, with more opportunities for practical learning. Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. Our course offers pupils the chance to study a wide range of musical genres, with more opportunities for practical learning. Music development plan summary EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding and explore links across subject areas. Additional to topics, our curriculum includes discrete teaching in Music subject specialists from Year 3. Year 3 pupils will receive an instrument for the year to practice on and are encouraged to support their in class learning with additional peripatetic lessons and home learning. Key stage 1 course content Pupils will be taught to: Use their voices expressively and creatively by singing songs and speaking chants and rhymes. Play tuned and untuned instruments musically. Listen with concentration and understanding to a range of high-quality live and recorded music. Experiment with, create, select and combine sounds using the inter-related dimensions of music. Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding and explore links across subject areas. Additional to topics, our curriculum includes discrete teaching in Music subject specialists from Year 3. Year 3 pupils will receive an instrument for the year to practice on and are encouraged to support their in class learning with additional peripatetic lessons and home learning. Key stage 2 course content Pupils will be taught to sing and play musically with increasing confidence and control. They will be taught to develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils will be taught to: Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Improvise and compose music for a range of purposes using the inter-related dimensions of music. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand staff and other musical notations. Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. Develop an understanding of the history of music. Course Content: In Year 7 pupils explore units of enquiry: Building Bricks – exploring the Elements of Music creating variations on Beethoven’s Ode to Joy. Keyboard Skills - exploring effective keyboards skills, reading staff notation, sharps, flats and chords. Choir Skills – exploring the song ‘Touch the Sky’ for the Cathedral Carol Concert. I’ve Got Rhythm - exploring pulse, beat, rhythm, ostinato and note durations. Form and Structure – exploring musical structures, question and answer phrases, binary, ternary and rondo form. Sonority City – exploring instruments of the orchestra, the conductor, beating time and ensemble performance. Folk Music – exploring folk tradition, harmony and accompaniment, drone, ostinato and chord patterns. In Year 8 pupils explore units of enquiry: Hooks and Riffs - exploring repeated musical patterns through Eurhythmics' ‘Sweet Dreams’ and Ravel’s ‘Bolero’. Offbeat --exploring Reggae, syncopation, texture, chords, reggae lyrics and arrangements. Variations – exploring ways to develop ideas through changing and adding to a theme using ground bass variations. All that Jazz – exploring chord and chord patterns, improvisation, the 12-bar blues, blues scale, swing and big band jazz. All about that Bass – exploring bass clef reading and notation, bass instruments, bass lines, riffs, walking bass and pedals. Saharan Sounds – exploring African singing and drumming, polyrhythms, syncopation, call and response, cyclic rhythms and grid notation. Course Skills Listening and Analysing: pupils listen to a range of music, identifying dimensions and devices and comparing music. Composing: pupils participate in practical activities and collaborate with others in pairs and group ensembles. Exploring and Rehearsing: Pupils explore practical music-making and refine musical items to include dimensions. Performing: Pupils perform and communicate musical intentions to peers, the class or their teacher. They share vocal, percussive or instrumental skills, showing understanding of genre or tradition. Evaluating: Pupils Identify and reflect upon strengths and improvements and share responses. (We refer to this as Strength – Improvement – Response or SIR). Extra-curricular learning: We offer the largest range of musical opportunities of any school in Hampshire with a significant number of pupils participating in extra-curricular music. In Year 7 all pupils sing together at Winchester Cathedral for our popular Christmas concert, and many participate with more established musicians as they develop their skills. During Year 9 pupils will be given the opportunity to consider in greater depth the practical and theoretical aspects of this wonderful subject so that in Year 10 they can then begin the GCSE syllabus. Course content: Pupils study the three key areas: musical listening and appraising; performance both solo and ensemble; composing. Pupils will study key areas of music including Music for stage, Song writing, Samba and Afro-fusion. Through this pupils will develop skills of musical analysis using subject specific language and a basic knowledge of music theory. The course includes regular opportunities to perform on their main study (instrument or voice) as well accessing music technology, new instruments and developing keyboard and percussion skills. Composition tasks will be completed both individually and in groups, sometimes using music technology. Pupils will spend time developing the use of a variety of devices to develop musical ideas to fit both a genre and a musical structure. Assessment: The course contains an assessment at the end of each term (or genre studied). This will include a mix of assessed performances (both ensemble and solo), assessed compositions (live performance or realised using music technology) and listening and appraising questions. There will also be an individual composition in the summer term based on a set brief and a performance on their main study.This mirrors the GCSE composing and performance-controlled assessment requirements. Course content (skills): Pupils study the three key areas: musical analysis; performance both solo and ensemble; arranging and composing. Pupils will study a variety of musical genres from Jazz, dance music, film music and a selection of world music. Through this work pupils will develop skills of music analysis using musical language and a basic knowledge of music theory. The course includes regular opportunities to perform on their main study (instrument or voice) as well trying new instruments and developing existing keyboard and percussion skills from KS3. Composition tasks will be completed both individually and in groups. Pupils will spend time developing the use of a variety of compositional devices to develop musical ideas to fit both a genre and a musical structure. Course content (genres): Jazz Song writing (Pop) Reggae Dance music My instrument Assessment: The course contains an assessment at the end of each term (or genre studied). This will include assessed performances (both ensemble and solo), assessed compositions (live performance or realised using music technology) and analysis questions. There will also be an individual composition in the summer term based on a set brief and a performance on their main study. Home Learning: This is set weekly and ranges from research style activities, written tasks, composing preparation, practice both individual and as an ensemble that consolidates and extends learning in the classroom. Pupils in addition to this home learning are expected to participate in an ensemble weekly either in or out of school. Weekly practice as part of their instrument lessons is also an expectation and will continue through the GCSE course in Years 10 and 11 if chosen. Exam Board: OCR – J536B Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Reach out to The Westgate School in Winchester for inquiries, visits, and more information about our outstanding educational offerings. Contact Contact The Westgate School, Cheriton Road, Winchester, SO22 5AZ | 01962 854757 Safeguarding Information Contact Form - Full Screen Opening Hours: The school office is open to visitors from 8.20am until 4.00pm. Contractors/Deliveries outside these hours, please contact the Site Team on 07546 003657 Reporting Absences: Please use EduLink to report pupil absences. For all other urgent enquiries, please call our main reception between 9.00am - 3.30pm. The receptionist will, if possible, put you through to the relevant person or log your call and pass it on. Calls may be recorded for quality and training purposes. Correspondence: We endeavour to respond to emails within three school working days from receipt. This is because the matter may need investigation or indeed, because colleagues are engaged in teaching/working with pupils. Any requests for meetings will be co-ordinated by the School. Unfortunately, owing to the need to co-ordinate diaries when colleagues are teaching, electronic meeting invites from parents cannot be accepted. Please use the usual contact routes to request a meeting. We appreciate your understanding and partnership. Contact the right person: For parents of secondary phase pupils, your main contact will be your child's Tutor and then Year Leaders for more serious or pastoral matters. For parents of primary phase pupils, your main contact will be your child's class teacher. Executive Headteacher: Mrs Dean Head of School: Mrs Edwards Chair of Governors: Mrs Catchpole Data Protection Officer: Mr Pay Careers Enquiries: Mr Hurley Safeguarding Information: If your concern pertains to a matter of child safety, please do not hesitate to call the School Office (01962 854757) and ask to speak to: Your child’s Year Leader (Secondary Phase) Primary Phase: Mrs Edwards Mr Pearce, Deputy Headteacher, Senior Designated Safeguarding Lead Mrs Fyvie-Rae, Associate Senior Leader, Designated Safeguarding Lead Mrs Evans, Deputy Headteacher, Senior DSL All-Through Further details are available on our Safeguarding Page Alternatively, please send an email using 'CHILD SAFETY' as the title to safeguarding@westgate.hants.sch.uk Please note this account is monitored during school open hours, term time only. If you have a concern about child safety out of hours and term time contact Children’s Services on 0300 555 1384 or the Police on 101 (non emergency) or 999 (emergency) Further details on reporting child abuse can be found here Hampshire County Council: Reporting Child Abuse For Pupils Emails are not monitored during the holidays so adults in school will not receive your email. If you are in immediate need of support, then you should tell an adult you trust. You can also call a service such as Childline 0800 1111; Samaritans 116123; Kooth - Home - Kooth ; Police 101 or in an emergency dial 999. SEN Information: If your child has a Special Educational Need and you would like to discuss this with our SENCO. Please use our contact form on this page using the option SEND marked for the attention of Mrs A. Villien. Information on SEN provision can be found in the SEN Report within the statutory Information page Community lettings / Facilities Hire Explore facility hire at The Westgate School. Ideal for events, sports, and meetings with modern amenities. Flexible scheduling and competitive rates. More details can be found on our Community Lettings page. Book now! Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Train to be a Teaching Assistant, fully funded. Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Date Posted 16/01/2026 Teaching Assistant Skills Bootcamp Fairport Training offers a fully funded programme designed to prepare motivated individuals to step into support roles across local schools. Delivered in partnership with Hampshire County Council and funded by the Department for Education, this 2.5-week (60-hour) online course gives learners the essential skills to make a real impact in the classroom from day one. Participants develop their understanding of: Communication and teamwork Child development and safeguarding Supporting teaching and learning (including SEND) Behaviour management and pastoral support Course attendees also benefit from tailored employment support, including CV writing, interview coaching and help securing job interviews with Hampshire schools. Find out more or get in touch at bootcamps@fareport.co.uk Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Develop leadership skills through professional coaching and mentoring for educators. Go Leadership Coaching & Mentoring Go Leadership Coaching & Mentoring Lead Professional: Mrs. F Dean (Executive Headteacher); Mrs. J Edwards (Head of School) and Mrs. K. Evans (Deputy Headteacher) Leadership coaching and mentoring provide structured support for individuals in leadership roles to develop their skills, confidence, and strategic thinking. Through personalised sessions, leaders can reflect on their practice and identify areas for growth. This process fosters resilience and adaptability, enabling leaders to navigate complex challenges effectively. Mentoring complements coaching by offering guidance from experienced professionals who share insights and practical advice. It creates a collaborative environment where leaders can learn from real-world experiences, build networks, and gain perspective on long-term career development. Together, coaching and mentoring strengthen leadership capacity and contribute to sustainable improvement across teams. For more information, use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Leadership Coaching . Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Discover The Westgate School Gymnastics Club! A fun, safe space for students to learn balance, coordination, and flexibility. Join us and soar to new heights! Gymnastics Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Gymnastics Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Flip into fun with our School Gymnastics Club! It's the perfect place for pupils to learn balance, coordination, and flexibility. Our club offers a safe and supportive environment where you can practice tumbling, trampoline, and more. Whether you're a beginner or an aspiring Olympian, join us to develop your skills and have a great time. Go Wraparound | Clubs | Holiday Clubs Go

Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. Music Theory Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Theory Internal / External Internal Age Range Year 9 - 11 Contact See EduLink for further details Learning about music theory is akin to learning another language, and understanding the written code that is called notation. Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. This club will provide lots of ideas to help you link music theory with your wider musical experience. Pupil music leaders will be supporting music teacher running this club. Go Wraparound | Clubs | Holiday Clubs Go

Join Westgate's Sci-Fi & Fantasy Club to explore new worlds, share interests, and have fun. Open to all secondary pupils. Sci-Fi & Fantasy Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Sci-Fi & Fantasy Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details A club for all lovers of Sci-Fi and / or Fantasy games, books, films and TV shows. We meet twice a week every Monday and Friday - See EduLink for details We play table, board and card games. We present and share our favourite books, films and shows. We watch age-appropriate movies and TV. Go Wraparound | Clubs | Holiday Clubs Go

History Re-constructing the lives and stories of the past to understand the present Go Go Our History Curriculum intends to: Inspire pupils to become curious about the past and equip them to ask perceptive questions, think critically, evaluate arguments and develop perspective and judgement. Enable pupils to gain a coherent knowledge and understanding of Britain's past and that of the wider world. Help pupils to understand the complexity of people's lives, the process of change and the diversity of societies, as well as exploring their own identity and the challenges of their time. Why learn History? History helps us to understand humanity. By studying our shared human past, we can unlock the secrets of our very identities. Who you are within your individual and family history. Who you are in your city's history. Who you are within your nation's history. And who you are within humanity's history. As humans we are constantly looking back to see where we come from, and history gives us the tools to do that at the highest level. To understand why the world is as it is. To understand the issues we may face going forward. To understand what it means to be human. All by exploring what our ancestors have done in the past. 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 course content Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms. They will be taught to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They will understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that we will study more fully at key stages 2 and 3. Pupils will be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Events beyond living memory that are significant nationally or globally (for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries). The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell). Significant historical events, people and places in their own locality. 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 course content Pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will understand how our knowledge of the past is constructed from a range of sources. We will ensure the progression described above through teaching the British, local and world history outlined below, through combining an overview as well as in depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Pupils will be taught about: Changes in Britain from the Stone Age to the Iron Age. The Roman Empire and its impact on Britain. Britain’s settlement by Anglo-Saxons and Scots. The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor. A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China. Ancient Greece – a study of Greek life and achievements and their influence on the western world. A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. A local history theme. We have a big enquiry question, linked to the National Curriculum, to explore every topic we teach. These questions help pupils to understand that History is a construct that historians create to provide an understanding of the past. We then provide a range of evidence to enable pupils to formulate possible answers for themselves. In Year 7 our big theme is the global, connected world and where Britain fits into it alongside traditional British topics. In Year 8 our big themes are empire and revolution to show how the modern world was made and to show the scale and breadth of empire across the entire year Year 7 Course Content: Year 8 Course Content: Course Skills: We will look at the different disciplinary aspects of History: Sources – exploring and understanding the past through documents, letters, posters, newspapers and more. Interpretations – exploring and challenging historians and society's views of the past. Cause and Consequence – judging why events happen and the importance of their consequences. Significance – judging historical events importance to our lives today and their importance to the people who experienced them. Narrative – exploring the past and creating historical accounts like all good historians. Change and Continuity – how and have things changed or stayed the same and the experience of that by people in the past. Similarity and Difference – how people perceived different ideas or events and how they experienced them. Fieldwork: Many of the topics in History - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences such as our Year 7 fieldwork to Portchester Castle in the Summer Term. Assessment: Assessments take place in lessons and focus on key knowledge and historical skills or concepts. Time is given to whole class feedback for pupils to act on the targets they have been given. The Year 9 curriculum allows pupils to build on their KS3 skills of being a historian within topics that allow for greater depth. Autumn Term: The Forging of the Modern World, 1871-1923 The Causes of the First World War. Life in the WWI Trenches. The Historiography of WWI generals. The End of WWI. The Russian Revolution. Spring Term: ‘To Hell and Back’: Europe’s Era of Self-Destruction, 1918-1939 Peace settlement of WWI. The Global "Roaring" Twenties. The Rise of Dictators. The Causes of WWII. Summer Term: Superpower Relations and Medicine Through Time The Early Cold War. Life in East Germany . Prehistoric, Roman, Saxon, Medieval, Early-Modern, Industrial, and Modern Medicine in Britian Through Time. Fieldwork: Pupils have the opportunity to go on residential fieldwork to Ypres, Belgium, visiting First World War graveyards, the Menin Gate, a trench system and several museums. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. GCSE History pupils will be able to navigate two British, and two non-British topics, that encapsulate the creation of both modern Britain and the modern world. Pupils will be able to explore the big picture view of the past and appreciate the vast forces that shape humanity and our society around us. Year 10 course content: September-February: Migration, Empire and the People – an exploration of how Britain has been shaped by migration, broadened by empire, and how British identity has emerged over the past 1,300 years. February-July: Restoration England, 1660-1685 – a study of the reign of Charles II; party animal? You decide. We explore the origins of the British parliamentary system, of cultural explosions in theatre, science and the arts, and a reflection of Britain’s role in expanding the world’s empires and atrocities like the slave trade. Year 11 course content: September-January: Germany, 1890-1945 – a hugely important topic for understand the roots of fascism and Nazism in Germany, the destruction of democracy, and humanity’s worst ever experiment into a totalitarian regime. January-April: Conflict & Tension, 1918-1939 – a study of Europe’s drive for peace around the world after the horrors of WWI, the defiance of the League of Nations to secure that peace but how dictators like Hitler undermined the search for peace in his pursuit of global war and domination. Fieldwork: In Year 10: Pupils will be taken on a Migration & Empire walk around Winchester exploring local links to global history. In Year 11: Pupils have the chance to go to Berlin, Germany. To explore the history of a great European city and revise our History GCSE by immersing in the culture. From WWI to Checkpoint Charlie, Berlin offers a microcosm of 20th century history in one city. Assessment: Over the syllabus there will be regular assessments to test acquired skills. Ten minutes knowledge tests and GCSE style practice questions. The History GCSE has five components which are examined in two exams at the end of Year 11. Both exams are worth 50% of the course mark. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. Exam board: AQA History (8145) 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