Statutory Information & SEND Statutory Information & SEND Welcome to our Statutory and Key Information Menu Page. Here you will find links to information related to our statutory information, including governance, exam results and admissions policy. There is also information regarding special educational needs and disabilities (SEND), data protection information and financial information. Governor details - To find out about our Governors and the governing structure. Exam results - To see our recent results please click on the link above. Admissions policy - All schools have admission criteria to decide which children get places. Admission criteria is different for each school. At The Westgate School we work within the Hampshire County Council framework. Further statutory information can be found on the following pages: Our statutory policies on our Policies page Our Pupil Premium, Catch-Up Statement & PE Sports Premium documents page Our Safeguarding page Designated Leader For Mental Health The designated Leader for Mental Health at The Westgate School is Mrs K. Evans, who has participated in training led by the Anna Freud Centre. The role involves leading a whole-school approach to mental health and well-being. This includes assisting colleagues to support children’s emotional well-being and signposting parents/carers to appropriate agencies. Additionally, prioritising and promoting colleagues' well-being to develop a positive culture of mental health and well-being. Special Educational Needs and Disabilities (SEND) Information Mrs A. Villien (SENDCO All-Through) and Mrs. C. Lunniss (SENDCO Primary lead) To contact the SEND team use the email contact: sendcontact@westgate.hants.sch.uk View the SEND Information Report Access the Hampshire Local Offer The teacher responsible for previously looked after children and looked after children is Mrs J. Edwards (primary school) and Mrs K Evans (secondary school). Data Protection Our aims are to ensure that all personal data collected about colleagues, pupils, parents, governors, visitors and other individuals is, stored and processed in accordance with the General Data Protection Regulation (GDPR) 2018 and the expected provisions of the Data Protection Act 2018 (DPA 2018) as set out in the Data Protection Bill. Our school processes personal data relating to parents, pupils, staff, governors, visitors and others, and therefore is a data controller. The school is registered with the ICO (Registration reference: ZA336960). Our Data Protection Officer is the Senior Site and Facilities Strategic Lead, and is the first point contact for individuals whose data the school processes and is contactable via contact@westgate.hants.sch.uk Privacy notices: Colleague - Privacy notice Pupil - Privacy notice Parent - Privacy notice Data protection policies: Polices to view include CCTV, Safe Use of ICT for Staff, Freedom of Information and GDPR / Data Protection. View on our Policy page. Financial Information Our school has 1 employee with a wage in excess of £100,000. A link to the government website showing our school's financial benchmarking can be accessed here. Request a paper copy If as a parent you are unable to access information on our website, please either come into the school or use contact@westgate.hants.sch.uk to request a paper copy. 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

Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies Vacancies "I am very proud to work at such a fantastic school where all teachers strive for the best for the pupils" Thank you for taking the time to visit our vacancies page. Please see below information about all our current colleague vacancies and why our school is such a special place to work. Please email recruitment@westgate.hants.sch.uk if you need further information. Our current vacancies will appear below Support Positions Teacher Training opportunities Teaching Positions Why Work With Us? Joining Our Team Why Work With Us? Winchester Schools Training Alliance Teacher Training opportunities Teaching Assistant - Primary Phase Support Positions English Teacher Teaching Positions Religious Education Teacher Teaching Positions 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

English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher English Teacher Permanent Full-time or part-time MPR/UPR ECTs are welcome to apply To start: February or Easter 2025 (negotiable) “The Westgate School is a happy and vibrant community, where pupils are encouraged to aim for excellence" (Ofsted, September 2022) “Outstanding” (Ofsted, November 2023) Closing Date: 13th December 2024, midday Interview Date: 18th December 2024 An exciting opportunity has arisen for a highly motivated professional to join our very successful English Faculty. We are particularly proud of the outstanding progress our pupils make and are looking for an excellent practitioner to join our team. The successful candidate will be a team player and passionate about the teaching of English as well as an interest in teaching across Key Stages 2-4. The Westgate School has a strong academic tradition where pupils excel because of the exceptional partnership for learning that exists between pupils and adults in our school community. We are strongly committed to supporting the wellbeing and professional learning of all our colleagues. Key attributes: • To be passionate about enabling all pupils to make good progress in learning; • To be able to support the team in developing the curriculum and assessment; • To develop new initiatives and pedagogies which will continue to improve teaching and learning; • To actively engage in a culture of learning from each other and sharing good practice; • To promote English by celebrating pupils’ success, organising enrichment activities and promoting exceptional behaviour for learning; • To have an interest in teaching English from Year 6-11. We will provide you with: • The opportunity to work in a vibrant, all-through school setting with excellent facilities; • The support of experienced and highly motivated colleagues across all Key Stages; • The opportunity for professional development in one of Hampshire’s top schools for progress and attainment; • A friendly, welcoming school community; • Preferential places in Rotherly Day Nursery at a reduced price; • Free on-site parking; • Free access to Schools Mutual employee well-being services; • Free use of health and fitness facilities; • Preferential pupil admission to The Westgate School after 2 years of employment Teaching Application Form Please email completed application forms to recruitment@westgate.hants.sch.uk If you require further assistance, please email recruitment@westgate.hants.sch.uk or telephone 01962 854757 Safeguarding statement: The Westgate School and Hampshire County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. Pre-employment checks: All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks, which will include an online search, in line with Keeping Children Safe in Education recommendations. Equal opportunities: No applicant or employee will receive less favourable treatment because of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage or civil partnership and pregnancy or maternity, unless a Genuine Occupational Requirement (GOR) applies. Use of AI: We understand that you might use AI and other resources for your application, however, please ensure all information you provide is factually accurate, truthful, and original and doesn’t include ideas or work that isn’t your own. This is so that your application is authentically and credibly your own. 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

Sculpture Art is not what you see but what you make others see Go Go At The Westgate School our Sculpture curriculum intends to: Develop intuition, reasoning, imagination and dexterity into unique forms of expression and communication. Promote self-esteem, while teaching us to respect each other and show empathy for each other's individual identities. Give space to think openly and to have confidence in our own opinions on life and the world around us. Encourage a culture of questioners rather than a culture of responder. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. 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 these 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. Course content: During the course of Year 9 pupils will be required to work in the following two areas: building upon their KS3 knowledge and providing strong foundation skills for GCSE. Ceramics; pinch, coil and slab techniques Wire/Willow sculpture Card board sculpture Mixed media/assemblage Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: 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. Providing 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. 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 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. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning . Sculpture - Art and Design (Three-dimensional design) GCSE P upils 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. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: 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. 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 and traditional and 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 - 8205 Our Curriculum Curriculum Intent Options Careers 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

Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Curriculum Subjects Find out more about our range of subjects from Early Years to Year 11. Some subjects are only taught for specfic year groups. You can filter these out by selecting your child's year group below. EYFS | KS1 KS2 Y07 Y08 Y09 Y10 Y11 Art | Fine Art Computing | Computer Science Design Technology Drama English Food Preparation and Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish Well-being Curriculum Our Curriculum Curriculum Intent Options Careers 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

Religious Education Inspiring pupils to engage with life's big questions Go Go Our Religious Studies Curriculum intends to: Inspire pupils to engage with life's big questions. Enable pupils to investigate religions and world views through varied experiences, approaches and disciplines. Enable pupils to reflect on the ideas of others and express their own ideas with increasing creativity and clarity and be able to consider how beliefs have an impact on individuals and communities. Our Religious Education curriculum aims to inspire all pupils to engage with life's big questions. We encourage all pupils to think deeply, creativity and to challenge each other's assumptions and misconceptions. Our aim is for all pupils to be able to develop an acceptance of a wide range of faiths and to develop an understanding of different cultures and belief systems. RE is provided for all pupils in our school through dedicated curriculum time and as part of our wider programme of Personal Development. Parents have the right to withdraw their child from RE and if you would like to do so, we welcome a discussion with you. Please use the contact@westgate.hants.sch.uk email address marked "FAO the Senior Leader responsible for Curriculum - RE". Why Learn RE? Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject, developing an individual's knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education enquiry provokes challenging questions about ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils' knowledge and understanding of Christianity, of other principles religions, other religious traditions and worldviews that offer answers to various questions. In the Primary Phase our RE learning is contextualised through a range of religious traditions including: Christian Traditions, Jewish Traditions, Sikhi Traditions, Buddhist Traditions, Islamic Traditions and non-religious viewpoints. We also recognise that everyone's experiences are different and our cycles of enquiry reflect differences within Religious Traditions . The Religious Education course in the secondary phase involves learning about two major world religions, Christianity and Islam, and looks at their beliefs and practices, their customs and traditions, their festivals and holy days. We also learn different ethical perspectives. RE Compliance Document EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content The RE curriculum follows Hampshire's syllabus, ‘Living Difference’, reflecting mainly Christian traditions of Great Britain whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. In Key Stage 1 we teach RE through a cyclical approach following a 'Cycle of Enquiry'. We teach Key Concepts that link directly to children's own experiences and are contextualised within a variety of religious traditions. Year R: Christian, Jewish and Hindu Traditions. Autumn Term: Celebrating birthdays. Spring Term: Special clothes for Christians and Hindus. Eggs as a symbol of the empty tomb and new life. Summer Term: Celebrations and Shabbat. Managing new situations, looking forwards Year 1: Christian, Hindu and Sikhi Traditions. Autumn Term: Ganesha is special to Hindus. Remembering using an Advent Wreath. Spring Term: Stories Jesus told. Changing emotions during the Christian Easter story. Summer Term: Birth stories and celebrations. Church as a community. Year 2: Christian, Sikhi and Hindu Traditions. Autumn Term: Brahman the creator and creation stories. Elizabeth, Mary and the Magi believed. Autumn Term: Community in the Sikhi Faith. Christian Baptisms and other initiations. Summer Term: Krishna’s birthday Janmashtami. Love for enemies, linking to the civil rights movement. The RE curriculum follows Hampshire's syllabus, ‘Living Difference’, reflecting mainly Christian traditions of Great Britain whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. In Key Stage 2 we teach RE through a cyclical approach following a 'Cycle of Enquiry'. We teach Key Concepts that link directly to children's own experiences and are contextualised within a variety of religious traditions. Year 3: Christian, Buddhist and Jewish Traditions Autumn Term: The Buddha’s journey of enlightenment. Hannukah – A Jewish celebration. Spring Term: Giving and generosity. Holy Week journey – Peter’s journey Summer Term: Buddhism around the world. Hope and change step by step in our lives. Year 4: Christian, Buddhist and Jewish Traditions Autumn Term: “I teach suffering, its origin, cessation and path. That’s all I teach.” declared the Buddha. The people were hoping for a rescuer – Jesus the rescuer. Spring Term: Loyalty – 1. To God 2. To others. Symbols in Christian Traditions. Summer Term: Peace - The Buddha Rupa. Food Rituals in Jewish Traditions . Year 5: Christian, Islamic and Jewish Traditions Autumn Term: Who is the prophet and why is he special to Muslims. Christian Traditions. Magi/Isaiah – Fortune Tellers today. Spring Term: Jewish Traditions – Purim. The Eucharist. Summer Term: Sacred Places. Jesus as a leader. Year 6: Christian, Islamic and Jewish Traditions Autumn Term: Belonging to the community in Islam Angels. Spring Term: Prayer – Including the Lord’s Prayer. Jesus in Art. Summer Term: Exploring the concept of prophet-hood and how it is contextualised within Islam. How rites of passage are marked in other religious traditions and cultures. Year 7 course content: 1. Ethical Thinking Pupils will discuss different ethical theories and begin to engage with the RE intent. 2. What is it like to be a Muslim in the 21st century? Pupils look at concepts such as Umma, Hajj and Jihad and they will explore misconceptions within the Islamic faith. 3. Is Christianity Relevant today? Pupils discuss important concepts within the Christian tradition and discuss whether it still has a place today, including looking at Christmas and Easter. Year 8 course content: 1. What is it like to be Jewish Today? Pupils discuss different concepts and explore what it means to be Jewish, including Brit Milah and the Covenant. 2. How does the Media portray how we think about Religion? Pupils explore different ideas about what the media thinks about religion and discuss Humanism as well as how Religion is shown in films and television. 3. Can Meditation help people overcome suffering? (Buddhism) Pupils will discuss Buddhism and think about concepts such as suffering and enlightenment. They will assess whether meditation can help people to overcome suffering. RE is provided for all pupils in our school through dedicated curriculum time and, as part of our wider programme of Personal Development. Parents have the right to withdraw their child from RE and if you would like to do so, we welcome a discussion with you. Please use the contact@westgate.hants.sch.uk email address marked "FAO the Senior Leader responsible for Curriculum - RE". Year 9 Course Content: Course skills:  Topic 1- Does Religion bring Justice? (Human rights and Social Justice) Pupils will reflect on different Human rights-based issues in society. Topic 2 - Did God break is side of the covenant when he allowed the Holocaust to happen? Pupils will learn about the Holocaust in depth and they will assess different philosophical questions surrounding the Holocaust. Topic 3- Can religion offer an answer to everyday issues? Pupils will consider the concept of agape and unconditional love and they will apply this to medical ethics-based issues.  Pupils will be evaluating the concept of agape and the sanctity of human life and considering whether all human life is special and sacred and will be analysing the impact on individuals and society. Year 10 CORE - taught to all pupils Religion and Identity. Matters of Life Sport. Religion Beliefs in Society. Year 11 CORE at Tutor time: ‘Engaging with Life’s big questions What do Christians believe about the death penalty? Should Sharia Law be upheld? Is prison an effective punishment? What do Christians believe about crime? What are seen as the roles of men and women in Islam? To what extent has the equal pay act helped women? Does Gender discrimination still exist in Islam? Is Marriage still valued in the 21st century? What do Religions believe? Arranged (Sham) marriages. Can they work? Can men and women do the same jobs effectively? What does Christianity teach about peace? Does Christianity allow war? Should all countries have the right to have nuclear weapons? Who am I? What does it mean to be Human? Are Humans and Animals equal in Christianity? What is the meaning of life? Can Religion be the main part of someone’s identity? Can we have multiple identities? What is an ultimate question? Morality is a social construct. Objectively, there is no right or wrong. What does Islam teach about wealth? Do people always use their money wisely? Should they? Do we have a moral duty to help others? What do Christians believe about Euthanasia? Should we have the right to make decisions for others? What does Judaism teach about this? When does life begin in Hinduism? Is death the end or the beginning? What do Christians believe about this GCSE Course Content: Course skills:  Formal essay writing skills/ exam practice Writing to describe / explain  Skills of analysis, interpretation and evaluation. Ability to interpret different ethics and beliefs. Course content:  We follow the AQA syllabus for GCSE Religious Enquiry. The course involves the learning about two major world religions, Christianity and Islam and looks at their beliefs and practices, their customs and traditions, their festivals and holy days. We also learn different ethical perspectives: A study of Islam to include holy books, Muhammad, the Sects, festivals, the 5 pillars, worship, different beliefs. A study of Christianity to include worship, the nature of God, creation, the crucifixion, life after death, worship, pilgrimage, festivals, world poverty. Families and Relationships - sexuality, marriage, contraception, divorce, gender equality, the nature of families. Religion, Peace and Conflict - terrorism, reasons for war, conflict, nuclear war, Holy war, just war. Crime and Punishment - reasons for crime, causes of crime, law breakers, the death penalty, forgiveness. Religion and Life issues - the origins of the universe, abortion, euthanasia, animals, death and the after-life. Assessment: Paper 1: The study of religions: beliefs, teachings and practices of Christianity and Islam. This is assessed in a 105 minute exam. Paper 2: Two r eligious, philosophical and ethical studies themes and two textual studies themes. This is also assessed in a 105 minute exa m Home Learning: Weekly Home Learning will be set in a range of formats: PEA paragraph practice, content learning, and reading around the topic, key word learning, and exam practice. Exam Board: AQA - 8062 Our Curriculum Curriculum Intent Options Careers 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

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 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

Photography Art is not what you see but what you make others see Go Go Our Photography curriculum intends to: Develop intuition, reasoning, imagination and dexterity into unique forms of expression and communication. Promote self-esteem, while teaching us to respect each other and show empathy for each other's individual identities. Give space to think openly and to have confidence in our own opinions on life and the world around us. Encourage a culture of questioners rather than a culture of responders. Course content: Photography sits within the Art Department and is a course we offer from Year 9 onwards. During the course of Year 9 pupils will explore this new subject area and build the foundation skills that are required for the GCSE course, which will begin in Year 10. When going into Year 10 we do not recommend that pupils take 2 or more of the Arts as the demands on your time will be substantial. Pupils often spend many additional hours at our after school club or at home working on their Arts projects and it is hard to give enough time if you are trying to build two portfolios. Photography looks to explore: The ability to explore formal elements of visual language; line, form, colour, tone, pattern, texture, in the context of lens-based and light-based media. Investigating different ways of working as appropriate to their chosen area (s) of learning. Responding to an issue, theme, concept or idea, or working to a design brief. Showing in their work the use of viewpoint, composition, focus control, movement and narrative. Using appropriate techniques, technologies and equipment for recording images and lighting subjects. Showing an understanding of the manipulation and production qualities of still and moving images. Knowledge and Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed and interpreted in images, artefacts and products. Historical and contemporary developments and different styles and genres. 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 their chosen area(s) of learning. Still Life photography, (working from natural or manufactured objects). Documentary photography, photo journalism, narrative photography, reportage. Photography involving a moving image, (television, film and animation). New media practice such as computer manipulated photography and photographic projections. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Photography is not a stand-alone subject at EYFS, KS1 or KS2 but we introduce elements of the discipline within our Arts curriculum. Photography is not a stand-alone subject at EYFS, KS1 or KS2 but we introduce elements of the discipline within our Arts curriculum. Photography is not a stand-alone subject at KS3 but we introduce elements of the discipline within our Arts curriculum. Course content: During the course of Year 9 pupils will develop a working understanding of the form of photography, developing their grasp of how it has evolved over time as well as beginning to structure and edit photos to maximise their impact. We will cover aspects of: Still Life photography (working from natural or manufactured objects). Documentary photography, photo-journalism, narrative photography, reportage. Fine Art photography, photographic installation. Photography involving a moving image (television, film and animation). New media practice such as computer manipulated photography and photographic projections. Photography will enable pupils to consider how ideas, feelings and meanings are conveyed and interpreted in images. Pupils will develop a knowledge and understanding of photography and cameras. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of learning within Photography: The ability to explore formal elements of visual language; line, form, colour, tone, pattern, texture, in the context of lens-based and light-based media. Investigating different ways of working as appropriate to their chosen area (s) of learning. Responding to an issue, theme, concept or idea, or working to a design brief. Showing in their work the use of viewpoint, composition, focus control, depth of field, movement and narrative. Using appropriate techniques, technologies and equipment for recording images and lighting subjects within their chosen area. Showing an understanding of the developing, printing, manipulation and production qualities of still and moving images where appropriate. Understanding the value of working individually and as a member of a team within their chosen area. Knowledge and Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed and interpreted in images, artefacts and products in their chosen area(s) of Photography: lens-based and light-based media. Historical and contemporary developments and different styles and genres in relation to Photography. 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 within their chosen area(s) of learning in Photography. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Photography. Home Learning: Pupils will be set 1 hour of Home Learning per week. Exam Board: AQA - 8206 Our Curriculum Curriculum Intent Options Careers 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

Personal Development Working in partnership with parents/carers and the wider community to enable pupils to feel safe, included, happy and prepared for life beyond school Go Go Our Personal Development Curriculum intends to: Enable pupils to make effective choices. Teach pupils to be mindful of British Values. Develop pupils into positive citizens of modern-day Britain. Why Learn Personal Development? Personal Development (PD) equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well-being. A critical component of PD education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex, and sometimes conflicting, range of values and attitudes they encounter now and in the future. Personal Development education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities. The curriculum for Personal Development is led by our Designated Safeguarding Lead Practitioner (All-Through), Year Leaders and nominated colleagues in our primary phase. This ensures that the content is always age appropriate. Ground rules are used in all lessons to ensure that this aspect of our curriculum is facilitated in an emotionally safe way. All teachers are supported to deliver PD lessons in an appropriate way through a CPD programme and individual support by the Year and Assistant Year Leaders. Specialist teachers are used to deliver some aspects of the curriculum. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. Personal Development offers explicit and implicit learning opportunities based on key themes that are considered throughout all key stages. Different teaching methods are used, such as direct teaching, discussion and debate, research, books, stories, visiting speakers and workshops. The schemes of work and lessons are planned to implement the curriculum intent and are flexible, reflecting pupils’ needs, with adaptations to take on board pupils and parental feedback, ideas and topical issues in society. During Key Stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. Throughout the Primary Phase, each class uses a large Personal Development journal to evidence our curriculum. The core themes of the curriculum are Health and Well-being, Relationships and Living in the Wider World. 1. Health and Well-being: Pupils learn about Healthy Lifestyles: physical well-being, mental health, ourselves growing and changing, keeping safe; drugs, alcohol, tobacco and vaping. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. Our pupils are taught: To make simple choices that improve their health and well-being. How to maintain personal hygiene. That some diseases spread and can be controlled. About the process of growing from young to old and how people's needs change. The names of the main parts of the body; That all household products, including medicines, can be harmful if not used properly; Rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe. 2. Preparing to play an active role as citizens As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood. Our pupils are taught to: Take part in discussions with one other person and the whole class. Take part in a simple debate about topical issues. To recognise choices they can make, and recognise the difference between right and wrong. Agree and follow rules for their group and classroom, and understand how rules help them. Realise that people and other living things have needs, and that they have responsibilities to meet them. That they belong to various groups and communities, such as family and school. What improves and harms their local, natural and built environments and about some of the ways people look after them. How to contribute to the life of the class and school. Realise that money comes from different sources and can be used for different purposes. 3. Developing good relationships and respecting the differences between people They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. Our pupils are taught: To recognise how their behaviour affects other people. To listen to other people, and play and work cooperatively. To identify and respect the differences and similarities between people. That family and friends should care for each other. That there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying. Breadth of opportunities Our pupils will be taught the knowledge, skills and understanding through opportunities to: Take and share responsibility (for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well). Feel positive about themselves (for example, by having their achievements recognised and by being given positive feedback about themselves). Take part in discussions (for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from'). Make real choices (for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly). Meet and talk with people (for example, with outside visitors such as religious leaders, police officers, the school nurse). Develop relationships through work and play (for example, by sharing equipment with other pupils or their friends in a group task). Consider social and moral dilemmas that they come across in everyday life (for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues). Ask for help (for example, from family and friends, midday supervisors, older pupils, the police). Long Term Plan Personal Development Curriculum overview This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. Personal Development is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. The aim of our teaching is to put in place the building blocks needed for positive and safe relationships of all kinds, starting with family and friends, and moving out to other kinds of relationships, including online. We understand that parents are the primary teachers of their children and that this subject should complement what pupils are taught at home, with the active involvement of parents in the subject to ensure it is effective. Personal Development offers explicit and implicit learning opportunities based on key themes that are considered throughout all key stages. Different teaching methods are used, such as direct teaching, discussion and debate, research, books, stories, visiting speakers and workshops. The schemes of work and lessons are planned to implement the curriculum intent and are flexible, reflecting pupils’ needs with adaptations to take on board pupils and parental feedback, ideas and topical issues in society. In the Primary Phase, each class uses a large Personal Development journal to evidence our curriculum. The core themes of the curriculum are Health and Well-being, Relationships and Living in the Wider World. Health and Well-being: We will look at the characteristics of good physical health and mental well-being. Teachers will be clear that mental well-being is a normal part of daily life, in the same way as physical health. We also support our pupils to be able to recognise and talk about their emotions, as well as understanding that it is common for people to experience mental ill health. During key stage 2 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. Pupils learn about Healthy Lifestyles: physical well-being, mental health, ourselves growing and changing (puberty in Years 5 & 6), keeping safe; drugs, alcohol, tobacco and vaping. Relationships: We teach the basic rules and skills for keeping themselves healthy and safe and for behaving well. Pupils have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. Pupils learn about: families and close positive relationships, friendships, managing hurtful behaviour and bullying, safe relationships, respecting self and others. Some of this work is led by our Anti Bullying Lead. Living in the wider world: As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood. Pupils learn about: shared responsibilities, communities, media literacy and digital resilience; economic well-being (money) aspirations, work and careers. Long Term Plan: Personal Development Key Stage 3 Curriculum Content In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant year Leader or a member of the pupil support team. Health and Well-being: Pupils learn about: self-concept, mental health and emotional well-being, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World: Pupils learn about: learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth, and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents, pupils and, to take into account wider topical issues/events and, our learning about the issues affecting young people. In Year 7, pupils will also have a one hour Personal Development lesson as part of their weekly timetable. Year 7 lesson will include : My Life To be able to explore puberty, menstruation, different types of feelings, the age of consent, healthy friendships, family, bullying. Statutory elements of RSE. Rights, Respect and Responsibility To explore the role of the UNCRC on protecting children and the role that Citizenship plays for individuals. Diversity of Britain Living in the wider world, exploring multi-culturalism in the UK and looking at the British Values and Protected characteristics. Law and Order To explore different types of Punishment, Law and Order, Youth crime and why young people may commit crimes. In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant Year Leader or a member of the pupil support team. Health and Well-being: Pupils learn about: self-concept, mental health and emotional well-being, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World: Pupils learn about: learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth, and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents and pupils and to take into account wider topical issues/events, and our learning, about the issues affecting young people. In the secondary phase the curriculum is delivered through an extended tutor session on a weekly basis and supplemented by external speakers, small group work in afternoon tutor sessions and, through assemblies. Additional follow up conversations take place as part of the half termly 1:1 mentoring sessions that pupils have with their tutor. If additional mentoring is required, then this might be carried out by The Year or Assistant Year Leader or a member of the pupil support team. Health and Well-being: Pupils learn about self-concept, mental health and emotional well-being, healthy lifestyles and health related decisions, drugs alcohol and tobacco, managing risk and personal safety, puberty, sexual health and fertility. Relationships: Pupils learn about: positive relationships, relationship values, forming and maintaining respectful relationships, consent, contraception and parenthood, bullying, abuse and discrimination and social influences. Living in the Wider World: Pupils learn about: learning skills, choices and pathways, work and careers, employment rights and responsibilities, financial choices, media literacy and digital resilience. Despite these topics being the same throughout KS 3 and 4 the curriculum is spiralling, with these topics being revisited but in greater depth, and from different perspectives, as the pupils move through the school. Real-time adaptations are made to curriculum planning in response to feedback from parents, pupils and, to take into account wider topical issues/events and, our learning about the issues affecting young people. In Year 10, pupils will also have a one hour Personal Development lesson as part of their weekly timetable. Year 10 lesson will include: Careers To prepare pupils for the application process for college and part time jobs, including supporting them with interview techniques. RSHE To deliver the Relationship Sex Health Education compulsory content. Philosophical and Ethical issues: To explore religious experience, arguments for and against Gods existence, suffering, ethics and mythology. Religious attitudes towards matters in life: To explore the ethics surrounding IVF, Cloning, Organ Donation, Human Experimentation. Sport and Ethics To explore the ethics surrounding sport, looking at the ethics in sport, drugs to support performance, religions and participation in sport, sport and competition. Our Curriculum Curriculum Intent Options Careers 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

French Becoming an active communicator in the world's global village Go Go Our Languages Curriculum intends to: Broaden pupils horizons by developing a passion for languages and cultures and recognise the additional career opportunities open to people who speak an additional language. Ensure that every pupil is encouraged and supported to study a language for GCSE. Encourage a growth mind-set in pupils to learning a new language and develop the confidence to communicate. Overview of the Course: The learning of a language encourages respect for other people; it fosters an understanding of the interrelation of language and human nature. Studying any foreign language will broaden minds and give pupils a better insight into the world around us. It will encourage empathy as an individual. It demonstrates openness to society and an ability to communicate with others on all levels. The learning of a language supports an appreciation of cultural diversity. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages' education will foster pupils' curiosity and deepen their understanding of the world. This enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for the pupils to communicate for practical purposes, learn new ways of thinking and read great literature in the original language, equipping pupils to study and work in other countries Pupils will continue to study the language they have learnt at The Westgate School since Year 7. Some pupils choose to continue with a second language. German will also be offered as a GCSE starting in Year 9 (dependant on pupil numbers). Several trips run throughout the year to complement the learning of languages and broaden pupils' cultural experiences. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content French is not taught within our school day as we focus on Spanish. French is not taught within our school day as we focus on Spanish. Overview of the Course: Key stage 3 is organised into engaging termly topics through which the key skills are taught. Pupils in every class will be encouraged to verbally express themselves through a range of structured talk opportunities, as well as developing close and active listening skills. Both the reading and writing skills are explicitly taught so that the pupils can develop their confidence throughout the two years. Course Content: Year 7 Year 7 focuses on developing the skills needed to become an active language learner; pupils will choose to study French or Spanish. In the Autumn term, the unit ‘This is Me’ teaches the pupils the skills to become confident at learning a language by encouraging pupils to speak almost immediately. Using the world of comic books encourages the pupils to give opinions and talk about themselves in the Spring term; Picasso and Dali stimulate descriptive language in the Summer term. Year 8 Year 8 builds and develops the skills from Year 7. Most pupils will continue to study the language they chose in Year 7. Confident linguists may also choose to study French/Spanish in Year 8 as a second language; we will offer these depending on sufficient interest (German is on offer to start at GCSE in Year 9 dependent on uptake). Places and buildings are used to introduce the pupils to the future tense, through a topic on future towns and the past tense is introduced in the Spring term, when the pupils focus on castles and jousting! The Summer term helps build on the pupils’ cultural capital, as well as their language skills, with a focus on celebrations: festivals and traditions. Many of the topics - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Listening and Speaking: Pupils first interact with their target language by developing acti ve listening skills and the confidence of speaking a new language and communicating with each other. Reading: Pupils’ skills are built up by activities involving word recognition and very quickly they develop the skills needed to decode meaning in more challenging texts. Writing: Using sentence starters, vocabulary booklets and active learning strategies, pupils begin to construct meaning and manipulate language to express themselves and communicate in writing. Assessment: Throughout KS3, the four skills of speaking, listening, reading and writing are assessed. The pupils are fully prepared for these in lessons before their summative assessment. The topics covered will be: Me, myself and friends. Home, town, neighbourhood and region. Free time activities Food and eating out. Healthy eating. Customs and festivals. GCSE French syllabus We will consider 3 main themes: Identity and Culture. Local national, international and global areas of interest. Current and future study and employment. Assessments: GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: Demonstrate general and specific understanding of different types of spoken language. Follow and understand clear standard speech using familiar language across a range of specified contexts. Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts. Take part in a short conversation, asking and answering questions, and exchanging opinions. Convey information and narrate events coherently and confidently, using and adapting language for new purposes. Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate. Initiate and develop conversations and discussion, producing extended sequences of speech. Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view. Use accurate pronunciation and intonation such as to be understood by a native speaker. Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: Understand and respond to different types of written language. Understand general and specific details within texts using high frequency familiar language across a range of contexts. Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts. Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate. Translate a short passage from French into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: Communicate effectively in writing for a variety of purposes across a range of specified contexts. Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information. Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings. Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register. Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince Translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Exam Board: AQA 8658 GCSE French syllabus We will consider 3 main themes: Identity and Culture. Local national, international and global areas of interest. Current and future study and employment. Assessments: GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: Demonstrate general and specific understanding of different types of spoken language. Follow and understand clear standard speech using familiar language across a range of specified contexts. Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts. Take part in a short conversation, asking and answering questions, and exchanging opinions. Convey information and narrate events coherently and confidently, using and adapting language for new purposes. Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate. Initiate and develop conversations and discussion, producing extended sequences of speech. Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view. Use accurate pronunciation and intonation such as to be understood by a native speaker. Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: Understand and respond to different types of written language. Understand general and specific details within texts using high frequency familiar language across a range of contexts. Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts. Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate. Translate a short passage from French into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: Communicate effectively in writing for a variety of purposes across a range of specified contexts. Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information. Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings. Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register. Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince Translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Exam Board: AQA 8658 Our Curriculum Curriculum Intent Options Careers 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

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

German Becoming an active communicator in the world's global village Go Go Our Languages Curriculum intends to: Broaden pupils' horizons by developing a passion for languages and cultures and recognise the additional career opportunities open to people who speak an additional language. Ensure that every pupil is encouraged and supported to study a language for GCSE. Encourage a growth mind-set in pupils to learning a new language and develop the confidence to communicate. Overview of the Course: The learning of a language encourages respect for other people; it fosters an understanding of the interrelation of language and human nature. Studying any foreign language will broaden minds and give pupils a better insight into the world around us. It will encourage empathy as an individual. It demonstrates openness to society and an ability to communicate with others on all levels. The learning of a language supports an appreciation of cultural diversity. Pupils will continue to study the language they have learnt at Westgate since Year 7. German is offered as a GCSE starting in Year 9 (dependant on pupil numbers). Several trips run throughout the year to complement the learning of languages and broaden pupils' cultural experiences. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content German is not taught within our school day as we focus on Spanish. German can be learnt as an additional subject in KS3. German is not taught within our school day as we focus on Spanish. German can be learnt as an additional subject in KS3. Overview of the Course: German is not offered to pupils in Year 7, but we do make this a choice for studying in Year 9 as part of our deepening and broadening the curriculum structures - dependent on uptake. We will introduce pupils to the German language through studying the culture, writing, speaking and listening of the language and people. We will consider 3 main themes: Identity and Culture. Localm national, international and global areas of interest. Current and future study and employment. Assessments: GCSE German has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: Demonstrate general and specific understanding of different types of spoken language. Follow and understand clear standard speech using familiar language across a range of specified contexts. Identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: Communicate and interact effectively in speech for a variety of purposes across a range of specified contexts. Take part in a short conversation, asking and answering questions, and exchanging opinions. Convey information and narrate events coherently and confidently, using and adapting language for new purposes. Speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate. Initiate and develop conversations and discussion, producing extended sequences of speech. Make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. Make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view. Use accurate pronunciation and intonation such as to be understood by a native speaker. Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: Understand and respond to different types of written language. Understand general and specific details within texts using high frequency familiar language across a range of contexts. Identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events. Deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes. Recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts. Demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate. Translate a short passage from German into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: Communicate effectively in writing for a variety of purposes across a range of specified contexts. Write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information. Produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings Make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. Manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register. Make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince. Translate sentences and short texts from English into German to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Exam Board: AQA 8668 Our Curriculum Curriculum Intent Options Careers 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