Join Interg8 Dance for fun, fitness, and creativity. Open to all pupils. Integr8 Dance Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Integr8 Dance Internal / External External Age Range Year 1 - 6 Contact integr8dance-winchester.com/classes/ Welcome to the Integr8 Family! Integr8 Dance is the fastest growing dance company in the South. Started by Charlotte Sapey in 2009, Integr8 was started in reaction to the high growing demand for quality dance services in the UK. We work with all sections of society, from young to old and focus on the benefits of dance for all people, such as confidence, getting fit and bridging communities. We have developed an exciting and professional schools programme which allows children to experience and learn real street dance. This covers PPA time, PE Curriculum, After school clubs and specialist workshops. Integr8 also runs our own street dance school, dance parties and contract work for councils, businesses and youth organisations. Integr8 Dance works with over 45 schools and this number is steadily growing. Go Wraparound | Clubs | Holiday Clubs Go

Art | Fine Art Art is not what you see but what you make others see Go Go Our Art curriculum intends to: Develop intuition, reasoning, imagination, and dexterity into an unique form of expression and communication. Develop an appreciation of the aesthetic nature of the world around us. Critically evaluate the way cultures are represented through their arts and celebrate diversity. Why Learn Art? Art is a vibrant and dynamic subject that offers pupils the freedom to learn in ways that inspire and bring out the best in their skills and knowledge. Art embodies some of the highest forms of human creativity. A high-quality art education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Pupils will learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Our pupils will build theoretical knowledge of the concept of art itself, as well as acquire disciplinary knowledge and appreciation of the techniques of artists and craft-makers. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Overview of the course: It is important for children to engage with the Arts regularly and to explore a range of media and materials. This interaction will help them work towards early learning goals. We recognise this need and therefore we integrate Art into our learning of topics in EYFS and KS1. Key stage 1 Our pupils are taught: to use a range of materials creatively to design and make products. to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. about the work of a range of artists, craft-makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Overview of the course: We integrate Art into our learning of topics from Year 4. In Year 6 we deliver Art as as discrete subject taught be a subject specialist. Key stage 2 Our pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Specifically we cover how: to create sketch books to record their observations and use them to review and revisit ideas. to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]. about great artists, architects and designers in history. Long Term Plan for Primary phase Art - Long Term Plan Course skills: In Year 7 pupils will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. In Year 8 pupils will build on the skills, techniques, knowledge and understanding introduced to them in Year 7. They will be encouraged to show refinement within their work and challenge themselves in a creative way. Pupils will work through three different projects per year, engaging in practical tasks, discussion, group work and home learning projects. Each termly project is designed to help pupils understand the art they see around them and why art is so important within the world and in recording historical events in a visual way. Each project is designed to cover practical skills, knowledge and understanding, and creative thinking. Pupils will experiment with both 2D and 3D media and explore techniques including painting, printing, collage, and sculpture. Drawing is seen as a fundamental art skill, which is encouraged and developed across all year groups. In Year 7 pupils begin to develop a more realistic style of drawing and are taught the importance of keen observation, accurate line and use of tone. This is continued throughout Year 8 and onto GCSE level. Knowledge & Understanding: How ideas, feelings and meanings are conveyed in images, artefacts, and products. A range of art, craft, and design processes in two and/or three-dimensions and traditional and new media and technologies how images, artefacts and products relate to social, historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society. A working vocabulary and knowledge of specialist terms relevant to Fine Art. Course content: During Year 9 pupils will develop their painting and drawing skills and explore printmaking. These foundation skills will help pupils in preparation for the full GCSE course which begins in Year 10. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of learning within Fine Art. Making appropriate use of colour, line, tone, texture, shape and form Using different approaches to recording images,such as, observation, analysis, expression and imagination. Showing in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres. Investigating different ways of working,as appropriate to their chosen area(s) of learning within Fine Art. Providing evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge & Understanding: 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 within Fine Art. A range of art, craft and design processes in two and/or three-dimensions, traditional, new media and technologies. How images, artefacts and products relate to their social,historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. GCSE Fine Art Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of learning within Fine Art. Make appropriate use of colour, line, tone, texture, shape and form. Use different approaches to recording images, such as, observation, analysis, expression and imagination. Show in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres. Investigate different ways of working, as appropriate to their chosen area(s) of learning. Provide evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge and Understanding: 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 within Fine Art. a range of art, craft and design processes in two and/or three-dimensions, traditional, new media and technologies. how images, artefacts and products relate to their social, historical, vocational and cultural contexts. a variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art. a working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. Home Learning: Pupils will be set 1 hour of Home Learning per week. Exam Board: AQA – 8202 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

Join Hampshire Music Service for two days of music-making where young musicians can dive into the world of rock, pop, and electronic music. Summer Music Enrichment Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Summer Music Enrichment Internal / External Internal Age Range See below Contact music.service@hants.gov.uk HAMPSHIRE MUSIC SERVICE SUMMER ENRICHMENT OPPORTUNITIES 2025 HAMPSHIRE MUSIC SERVICE SUMMER ENRICHMENT OPPORTUNITIES 2025 Get ready to turn up the volume this August with our summer enrichment activities! Join Hampshire Music Service for two days of music-making where young musicians can dive into the world of rock, pop, and electronic music. ROCK 2 THE BEAT Monday 4th - 9am – 3:30pm Tuesday 5th - 9am – 3.30pm (Concert at 3:30pm) Suitable for all Years 3-10 currently playing in a Rock 2 the Beat band, or who currently learn voice, guitar, bass, keyboard or drums at Grade 1 (or above) and are able to read basic notation. Come and join other Rock 2 the Beat musicians from around the county and learn a song from start to finish, building confidence through collaboration and creativity. Limited places for each instrument, places will be allocated on a first come first served basis. For queries, please contact music.service@hants.gov.uk If you would like to come along, please sign up using the following link: Rock 2 the Beat Enrichment Days – 4 and 5 August 2025 MUSIC PRODUCTION 9am – 3:30pm (both days) Suitable for children in Years 5,6,7 and 8 Dive into the world of music creation using iPads and GarageBand. Explore remixing, sampling, and live DJing with hands-on experience using professional gear. Discover how chords shape songs, experiment with different genres, and learn to build your own tracks from the ground up. Whether you're into beats, melodies, or mixing, everything you need is provided - just bring your creativity! For queries, please contact music.service@hants.gov.uk If you would like to come along, please sign up using the following link: Music Production Enrichment Days – 4 and 5 August 2025 MONDAY 4th and TUESDAY 5th AUGUST 2025 BARTON PEVERIL COLLEGE, EASTLEIGH, HAMPSHIRE, SO50 5ZA Get Musical! Join us for five days of musical theatre fun this summer! Get Musical returns for its 6th year of musical theatre delight! Join us for a week of learning, rehearsing, and performing a medley of songs, this time celebrating the glitz and glamour of Golden Hollywood. This year promises to be spectacular, with our dedicated team already hard at work selecting incredible songs and crafting an amazing script. Don’t miss out on a week of musical theatre fun! This year’s event will be held at The Rose Theatre at Barton Peveril College, Eastleigh. Location : The Rose Theatre, Barton Peveril College, Chestnut Avenue, Chestnut Ave, Eastleigh SO50 5ZA Dates : 11 to 15 August 2025 Times : 10am – 4.00pm finish each day (additional wraparound care available upon request) Suitable for: Pupils currently in / just finishing their time in year 4 through year 13 Cost : £175 for the week (Compulsory to attend all days) If you would like to come along, please sign up using the following link: Get Musical! 2025 – Booking Form Go Wraparound | Clubs | Holiday Clubs Go

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

Learn about The Westgate School's Pupil Premium strategy, aimed at closing the attainment gap and supporting disadvantaged pupils. Pupil Premium | PE and Sports Premium Pupil Premium | PE and Sports Premium Pupil Premium Strategy Pupil Premium Strategy 2025-26 PE and Sports Premium for Primary Schools 2024-25 At The Westgate School, we aim to: Increase all colleagues’ confidence, knowledge and skills in teaching PE and sport. Increase engagement of all pupils in regular physical activity and sport. Raise the profile of PE and sport across the school, to support whole school improvement. Offer a broad and equal experience of a range of sports and physical activities to all pupils. Increase participation in competitive sport. We see continuing professional development (CPD) for staff as a key priority to ensure that improvements to the teaching of PE, sport and physical activity are sustainable. This includes: Professional development Mentoring Appropriate training Access to external resources The Westgate Primary School Sports Premium 2023-24 PE and Sports Premium for Primary Schools In 2013 the Government announced that they would be spending £450 million over the next three academic years to help fund primary school sport, this is called the School Sport Premium. Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport they offer and should use the premium to: Develop or add to the PE and sport activities that the school already offers Make improvements now that will benefit pupils joining the school in future years Schools have the freedom to spend the money however they choose, but this must be towards improving their provision of PE and Sport to give children the opportunity to develop a healthy lifestyle and cannot be spent on the delivery of the Core PE curriculum. At The Westgate Primary School, we aim to: Improve pupils’ fitness, health and wellbeing Promote a culture of inclusiveness which enables access to PE and Sport for all pupils Improve the PE skills and stamina of pupils to improve personal fitness Improve the resources and equipment used at The Westgate Lower School Offer a wide range of opportunities in PE Offer a wide range of extra-curricular sports clubs Introduce new sports or activities and encourage more pupils to take up sport To encourage pupils to participate in Sports Competitions Run and take part in Interschool Sports Festivals Provide opportunities for participating in Sport during lunchtimes 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 Contact

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

Join the photography masterclass. Photography Masterclass Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Photography Masterclass Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Join the photography masterclass. Go Wraparound | Clubs | Holiday Clubs Go

Saints football clubs are led by qualified outreach coaches that have an association with the Saints Football Club. Saints Football Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Saints Football Internal / External External Age Range Year 1 - 6 Contact coaching.southamptonfc.com Saints football clubs are led by qualified outreach coaches that have an association with the Saints Football Club. Southampton FC Autumn Term Clubs – Booking Information Bookings can be made via the link that will be available on the school website under the ‘Primary Phase Clubs’ section. Please note that the link and club details will not appear until the time stated. 8511df_869fab5bafd54d058a4c213397766173.pdf We understand places may be limited and will be allocated on a first come, first served basis. Westgate SFC ASC's (Spring Term 2026) Booking link Go Wraparound | Clubs | Holiday Clubs Go

Well-being Curriculum Building resilience in a modern world Go Go Our well-being curriculum intends to: Promote emotional well-being and mental health. Embed an understanding of how to remain resilient and self-aware of pressures. Consider how physical activity can promote well-being for all. Consider how we can support others in our community. Overview At The Westgate School we make the well-being of the individual a top priority: academic success can only come from feeling emotionally safe and secure. In order to become confident and resilient individuals, young people need to be taught the skills to look after their emotional and physical well-being therefore, our academic curriculum is supplemented by a school-designed curriculum for well-being that is led by pupils and, our school's lead for mental health, Mrs Kathryn Evans - Deputy Headteacher. The school year is punctuated by 'Well-being Days' in which all pupils participate. Parents and carers are invited to support these events and regular Partners in Learning opportunities also aim to help parents and carers to deepen their skills in supporting their child's well-being. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Primary Phase Cross Curricular Philosophy for Children, growth mindset approach, collaborative learning, outside learning, use of visitors, THRIVE approach, positive relational behaviour approach with a focus on restoration. Pre-teaching and master classes to promote confidence. Digital safety. Cultural Capital. School Values: Be kind, Be respectful, Be responsible Assemblies School Values, Taking responsibility, Characteristics of effective learning – positivity, supporting charities (Shoebox appeal). Enrichment opportunities, awe and wonder, Anti-bullying, having a growth mind-set, choices, internet safety, bravery, pupil support team, road safety, celebration of difference. Science Appreciation and love of the natural world, understanding and knowledge of changing seasons and growing Forest Learning opportunities, diet and nutrition, balanced diets, importance of physical exercise, puberty (KS2). English Confidence in spoken language and oracy, development of vocabulary. Promoting a love of reading as key to our curriculum. Qualities of a good person (heroes), representation of women, appreciating other cultures and lifestyles through a wide range of texts including fiction, non-fiction, and poetry. Maths Group learning & master classes. PE and Dance Developing confidence and skill in different movements and sports. Personal Development Core themes in PD - Health & well-being - physical & mental health Relationships Living in the wider world and environment Living in the wider world – rights and responsibilities Religious Enquiry Values - democracy, rule of law, tolerance of different faiths and religions, mutual respect, individual liberty. What is RE; the search for truth and meaning, knowledge of different religious traditions: YR & KS1 - Christian and Hindu Traditions Year 3 & 4 - Christian, Buddhist and Jewish Traditions Year 5 & 6 - Christian, Islamic and Jewish Traditions Inspirational figures and leaders History The lives of significant individuals in the past who have contributed to national and international achievements – Florence Nightingale, Mary Seacole, Mary Anning (KS1). Events beyond living memory that are significant nationally or globally great Fire of London (KS1) Stone Age, Iron Age, Roman Empire, Ancient Greeks (KS2). Significant historical events, people and places in their own locality- William Walker, History of Winchester. British History chronologically. Geography Developing knowledge of our local environment, the UK and the world. Physical and human geographical skills and knowledge. Being citizens, being part of a community, our place in in the world (industries and careers), tribes and how we live. Tourism and the need for leisure. Sustainability: making the right choices. Technology Healthy eating (5 a day), Eatwell Guide, nutritional analysis, food related illnesses, managing food intolerances, reuse and recycling (benefits), food for enjoyment, experience of the design process – design, make and evaluate. The Arts Opportunity to learn an instrument and sing in a group. Experience to perform. Appreciation of different types of music. Appreciation of different styles of Art, different mediums and a wide variety of artists. Making mistakes and improving, supporting each other, feeling safe and secure, identity, arts from different cultures celebrating different cultures. Spanish Knowledge of a different country and confidence in speaking another language. Primary Phase Cross Curricular Philosophy for Children, growth mindset approach, collaborative learning, outside learning, use of visitors, THRIVE approach, positive relational behaviour approach with a focus on restoration. Pre-teaching and master classes to promote confidence. Digital safety. Cultural Capital. School Values: Be kind, Be respectful, Be responsible Assemblies School Values, taking responsibility, characteristics of effective Learning – positivity, supporting charities (Shoebox appeal). Enrichment opportunities, awe & wonder, anti-bullying, having a growth mind-set, choices, internet safety, bravery, pupil support team, road safety, celebration of difference. Science Appreciation and love of the natural world, understanding and knowledge of changing seasons and growing Forest Learning opportunities, diet and nutrition, balanced diets, importance of physical exercise, puberty (KS2). English Confidence in spoken language and oracy, development of vocabulary. Promoting a love of reading as key to our curriculum. Qualities of a good person (heroes), representation of women, appreciating other cultures and lifestyles through a wide range of texts including fiction, non-fiction, and poetry. Maths Group learning & master classes. PE & Dance Developing confidence and skill in different movements and sports. Personal Development & Core themes in PD - Health & well-being - physical & mental health, health & well-being Relationships Living in the wider world and environment Living in the wider world – rights and responsibilities. Religious Enquiry Values - democracy, rule of law, tolerance of different faiths and religions, mutual respect, Individual liberty. What is RE; the search for truth and meaning, knowledge of different religious traditions: YR & KS1 - Christian and Hindu Traditions Year 3 & 4 - Christian, Buddhist and Jewish Traditions Year 5 & 6 - Christian, Islamic and Jewish Traditions Inspirational figures and leaders. History The lives of significant individuals in the past who have contributed to national and international achievements – Florence Nightingale, Mary Seacole, Mary Anning (KS1). Events beyond living memory that are significant nationally or globally; great Fire of London (KS1) Stone Age, Iron Age, Roman Empire, Ancient Greeks (KS2). Significant historical events, people and places in their own locality; William Walker, history of Winchester. British History chronologically. Geography Developing knowledge of our local environment, the UK and the world. Physical and human geographical skills and knowledge. Being citizens, being part of a community, our place in in the world (industries and careers), tribes and how we live. Tourism and the need for leisure. Sustainability: making the right choices. Technology Healthy eating (5 a day), Eatwell Guide, nutritional analysis, food related illnesses, - managing food intolerances, reuse and recycling (benefits), food for enjoyment, experience of the design process – design, make and evaluate. The Arts Opportunity to learn an instrument and sing in a group. Experience to perform. Appreciation of different types of music. Appreciation of different styles of Art, different mediums and a wide variety of artists. Making mistakes and improving, supporting each other, feeling safe and secure, identity, arts from different cultures celebrating different cultures. Spanish Knowledge of a different country and confidence in speaking another language. Year 7 Assemblies Pupil support team, road safety, young carers, supporting charities, enrichment opportunities, anti-bullying, having a growth mind-set, choices, internet safety, bravery and p Tutor Programme GROUP, mentoring, highlight of the week, GSA (Club). Science Diet and nutrition, balanced diets, sports injuries, fertilisation, puberty, stomach aches: English & Media Qualities of a good person (heroes), mean girls: representation of women, confidence in Maths Considering our health and fitness (data). M PE & Dance Hygiene – Importance of clean kit, team work, confidence (when performing), - Personal Development & Religious Enquiry. Healthy bodies, healthy minds, promoting different cultures and faiths, sex education E Safety, careers and finance, leadership, emotional health and wellbeing, The science of learning, law and order, RRR. Ethicalthinking, Islam and Christianity History The Feudal System (belonging), the church (belonging), the black death (people Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, s The Arts Making mistakes and improving, supporting each other, feeling safe and secure, Identity. African arts: accepting different cultures. Languages Food / healthy diet, exercise, confidence (speaking). Year 8 Assemblies Supporting charities (Shoebox appeal), taking responsibility, enrichment opportunities, anti-bullying, having a growth mind-set, resilience, choices, internet safety, bravery and Tutor Programme Mentoring Reflections Highlightoftheweek Science Drugs,hHealth industry, antibiotics, Africa: malnutrition, vitamin C and AIDS English & Media Appreciating other cultures and lifestyles, Maths PE & Dance Teamwork, confidence (when performing) Resilience and perseverance (X country) Healthy lifestyles. Personal Development & Religious Enquiry Making choices, Online safety, Sexting, - Contraception, Promoting different cultures and faiths, the science of learning, emotional health and wellbeing, Sex and Relationships, E Safety. Judaism as a major world faith, religion in the media and Buddhism and meditation. History Slave trade: how it destroys freedom and wellbeing, British empire: imposing wellbeing. Industrial Revolution–bough tabout wellbeing. Geography Sustainability: making the right choices. Migration: understanding reasons for immigration. Technology Healthy eating (5 a day), eatwell Guide, nutritional analysis, food related illnesses. The Arts Making mistakes and improving, supporting each other, layers of security, identity, MFL The benefits of a good diet and exercise, the dangers of smoking, Confidence (speaking). Year 9 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Science Stem cell therapy and ethical dilemmas. Chemistry of food and digestion. English & Media Reflecting on relationships. Racism and overcoming it, qualities of a hero, ambitions, overcoming challenges. Confidence in spoken language. Maths Personal finance project: NIC, PAYE, managing a budget and borrowing PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Parliament and the rule of law in the UK and beyond. Current health issues in society, mindfulness, and mental health. Managing stress and anxiety. Careers and the environment. Drugs and alcohol awareness. Human rights Careers and the environmen. Drugs and alcohol awareness. Human rights Money management History Wellbeing of populations. Poppy Appeal. Causes and cures of disease. Geography Human development Economic development Climatechange Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol Year 10 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Science Vaccination, Antibiotics, and painkillers. Discovery and development of drugs. Hormones and the artificial control of fertility. English & Media Coping with trauma and loss, standing up for beliefs, responsibilities and looking after others. Ethics of science. Maths Where is the best place to live: statistical analysis PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Careers and preparing for the future. Mental health, resilience, anxiety and stress management. Staying safe online. History Fleeing for Wellbeing. Land, trade and war. Respecting other religions Rebuilding the city of London Geography Poverty, Equality. Looking after our environment. Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, Managing food intolerances, reuse and recycle (benefits), food for enjoyment. The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol Year 11 Assemblies (SMSC) Supporting charities (Shoebox appeal, taking responsibility, enrichment opportunities, anti-bullying, having a growth mindset, organ donation, young carers, cancer talk, sexual bullying, internet safety, money management, bravery, pride, British values. Post 16 learning opportunities, Careers information, BREATHE: being in control. Science Contraception and fertilisation. Inheriteddisordersand genetic screening. English & Media Resilience in preparation for exams. Maths Personal finance (certificate). PE & Dance Teamwork, Confidence (when performing), how exercise improves memory function for revision (DLD), how exercise improves emotional wellbeing (DLD), healthy active lifestyle Personal Development & Religious Enquiry Careers and preparing for the next step. Economics and finances. Cyber safety. Exam stress management. History Time of greater wellbeing for Germans. Increased jobs after the depression. Ending slavery in Africa. Geography Poverty, equality. Looking after our environment. Technology Healthy eating (5 a day), eatwell guide, nutritional analysis, food related illnesses, Managing food intolerances, reuse and recycle (benefits), food for enjoyment. The Arts Making mistakes and improving, supporting each other Voicing opinions and ideas, Group work Learningtoworkindependently Art for therapy (Sculpture) MFL Diet and Exercise Thedangers of Smoking and Alcohol 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

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

Unleash your creativity with our Drama Club! It’s a space where you can explore acting, scriptwriting, and stage production. Drama Clubs Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Drama Clubs Internal / External Internal Age Range Year 7 Contact See EduLink for further details Unleash your creativity at our Drama Clubs! It’s a space where you can explore acting, scriptwriting, and stage production. Whether you’re a seasoned performer or just curious, join us to build confidence, make friends, and bring stories to life. There are a variety of drama clubs on offer, see EduLink for further details. Drama Club for Year 7 Drama Sharing Events for Year 9-11 Production Rehearsals for Years 7-9 Go Wraparound | Clubs | Holiday Clubs Go

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