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

History Re-constructing the lives and stories of the past to understand the present Go Go Our History Curriculum intends to: Inspire pupils to become curious about the past and equip them to ask perceptive questions, think critically, evaluate arguments and develop perspective and judgement. Enable pupils to gain a coherent knowledge and understanding of Britain's past and that of the wider world. Help pupils to understand the complexity of people's lives, the process of change and the diversity of societies, as well as exploring their own identity and the challenges of their time. Why learn History? History helps us to understand humanity. By studying our shared human past, we can unlock the secrets of our very identities. Who you are within your individual and family history. Who you are in your city's history. Who you are within your nation's history. And who you are within humanity's history. As humans we are constantly looking back to see where we come from, and history gives us the tools to do that at the highest level. To understand why the world is as it is. To understand the issues we may face going forward. To understand what it means to be human. All by exploring what our ancestors have done in the past. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 1 course content Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms. They will be taught to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They will understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that we will study more fully at key stages 2 and 3. Pupils will be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Events beyond living memory that are significant nationally or globally (for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries). The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell). Significant historical events, people and places in their own locality. Planned around half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. Each topic begins with an enrichment activity such as an educational visit or special event that captures the children’s interest and imagination and builds towards a showcase event such as an exhibition or assembly where c hildren’s learning can be shared and celebrated. Key stage 2 course content Pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will understand how our knowledge of the past is constructed from a range of sources. We will ensure the progression described above through teaching the British, local and world history outlined below, through combining an overview as well as in depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Pupils will be taught about: Changes in Britain from the Stone Age to the Iron Age. The Roman Empire and its impact on Britain. Britain’s settlement by Anglo-Saxons and Scots. The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor. A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China. Ancient Greece – a study of Greek life and achievements and their influence on the western world. A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. A local history theme. We have a big enquiry question, linked to the National Curriculum, to explore every topic we teach. These questions help pupils to understand that History is a construct that historians create to provide an understanding of the past. We then provide a range of evidence to enable pupils to formulate possible answers for themselves. In Year 7 our big theme is the global, connected world and where Britain fits into it alongside traditional British topics. In Year 8 our big themes are empire and revolution to show how the modern world was made and to show the scale and breadth of empire across the entire year Year 7 Course Content: Year 8 Course Content: Course Skills: We will look at the different disciplinary aspects of History: Sources – exploring and understanding the past through documents, letters, posters, newspapers and more. Interpretations – exploring and challenging historians and society's views of the past. Cause and Consequence – judging why events happen and the importance of their consequences. Significance – judging historical events importance to our lives today and their importance to the people who experienced them. Narrative – exploring the past and creating historical accounts like all good historians. Change and Continuity – how and have things changed or stayed the same and the experience of that by people in the past. Similarity and Difference – how people perceived different ideas or events and how they experienced them. Fieldwork: Many of the topics in History - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences such as our Year 7 fieldwork to Portchester Castle in the Summer Term. Assessment: Assessments take place in lessons and focus on key knowledge and historical skills or concepts. Time is given to whole class feedback for pupils to act on the targets they have been given. The Year 9 curriculum allows pupils to build on their KS3 skills of being a historian within topics that allow for greater depth. Autumn Term: The Forging of the Modern World, 1871-1923 The Causes of the First World War. Life in the WWI Trenches. The Historiography of WWI generals. The End of WWI. The Russian Revolution. Spring Term: ‘To Hell and Back’: Europe’s Era of Self-Destruction, 1918-1939 Peace settlement of WWI. The Global "Roaring" Twenties. The Rise of Dictators. The Causes of WWII. Summer Term: Superpower Relations and Medicine Through Time The Early Cold War. Life in East Germany . Prehistoric, Roman, Saxon, Medieval, Early-Modern, Industrial, and Modern Medicine in Britian Through Time. Fieldwork: Pupils have the opportunity to go on residential fieldwork to Ypres, Belgium, visiting First World War graveyards, the Menin Gate, a trench system and several museums. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. GCSE History pupils will be able to navigate two British, and two non-British topics, that encapsulate the creation of both modern Britain and the modern world. Pupils will be able to explore the big picture view of the past and appreciate the vast forces that shape humanity and our society around us. Year 10 course content: September-February: Migration, Empire and the People – an exploration of how Britain has been shaped by migration, broadened by empire, and how British identity has emerged over the past 1,300 years. February-July: Restoration England, 1660-1685 – a study of the reign of Charles II; party animal? You decide. We explore the origins of the British parliamentary system, of cultural explosions in theatre, science and the arts, and a reflection of Britain’s role in expanding the world’s empires and atrocities like the slave trade. Year 11 course content: September-January: Germany, 1890-1945 – a hugely important topic for understand the roots of fascism and Nazism in Germany, the destruction of democracy, and humanity’s worst ever experiment into a totalitarian regime. January-April: Conflict & Tension, 1918-1939 – a study of Europe’s drive for peace around the world after the horrors of WWI, the defiance of the League of Nations to secure that peace but how dictators like Hitler undermined the search for peace in his pursuit of global war and domination. Fieldwork: In Year 10: Pupils will be taken on a Migration & Empire walk around Winchester exploring local links to global history. In Year 11: Pupils have the chance to go to Berlin, Germany. To explore the history of a great European city and revise our History GCSE by immersing in the culture. From WWI to Checkpoint Charlie, Berlin offers a microcosm of 20th century history in one city. Assessment: Over the syllabus there will be regular assessments to test acquired skills. Ten minutes knowledge tests and GCSE style practice questions. The History GCSE has five components which are examined in two exams at the end of Year 11. Both exams are worth 50% of the course mark. Home Learning: Throughout the year pupils will be set regular Home Learning to reinforce the learning in the classroom. Exam board: AQA History (8145) Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

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 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

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 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

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

Internal: Pupils from the secondary phase and the primary phase. Personal Development Empowering individuals to grow in self-awareness, responsibility and life-long learning. 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. Our personal development curriculum intends (through our Golden threads) to encourage pupils to: Make thoughtful choices that positively shape the future whilst understanding and accepting that their choices will have consequences. Act responsibly towards others and contribute meaningfully to society through ethical and compassionate behaviour. Encourage character development by recognising strengths, areas for improvement, values, and aspirations for personal growth. 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 DSL (All-Through) and Year Leaders in the secondary phase, and by the designated Subject Lead in the primary phase. Working with leaders across all phases ensures a consistent approach and a spiralling curriculum which builds on prior learning in a manner which is both age and developmentally appropriate for pupils. All teachers are supported to deliver PD lessons in appropriate way through a CPD programme and individual support by Year Leaders / Assistant Year Leaders and Subject Leaders. Specialist teachers are used to deliver some aspects of the curriculum. Working with parents, carers, and the wider community to create a safe, inclusive, and happy environment where pupils develop a strong knowledge of self. We help them understand their strengths, make responsible choices, and recognise the consequences of their actions . By providing opportunities to explore careers, set goals, and build essential skills, we support pupils in planning for their future. We also foster a sense of responsibility to others and society , encouraging empathy, community engagement, and global citizenship. This holistic approach prepares pupils to lead fulfilling, purposeful lives beyond school. Long Term Plan (Year 7-11) EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Curriculum overview This aspect of our curriculum is delivered by class teachers with specialist input and assemblies where appropriate. PD offers explicit and implicit learning opportunities that are based on ‘Golden Threads’ that form the backbone of the PD curriculum across all key stages. PD is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. We understand that parents are the primary teachers of their children and we work in partnership to ensure our curriculum is complimented by what is taught at home. 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. In EYFS and KS 1 each class uses a large personal development 'floor book' to evidence our learning. Each half term has a different focus for learning; these can be found on our long-term plans. During EYFS and Key Stage 1, pupils learn increasing independence and physical and social awareness, as they move through the primary phase. Pupils are given opportunities to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. Personal Development helps introduce pupils to a wider world and enables them to make an active contribution to their communities. PD long term overview Curriculum overview PD offers explicit and implicit learning opportunities that are based on ‘Golden Threads’ that form the backbone of the PD curriculum across all key stages. PD is integral to all we teach and is delivered through a mixture of discrete lessons and within other curriculum areas. We understand that parents are the primary teachers of their children and we work in partnership to ensure our curriculum is complimented by what is taught at home. This aspect of the curriculum is taught by class teachers with specialist input and assemblies where appropriate. The Key Stage 2 curriculum builds upon the foundation of work delivered in EYFS and Key Stage 1. Pupils continue to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. Personal Development helps pupils manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities. 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 Key Stage 2, each pupil has a Personal Development journal to record evidence of learning and express ideas. PD long term overview Key Stage 3 Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. 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. Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. Curriculum Content & Overview 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. Our Personal Development (PD) curriculum is built around three Golden Threads that run consistently through every year group: My Future – Choices and Consequences Responsibility to Others and Society Knowledge of Self These themes are delivered through a carefully sequenced, age‑appropriate spiralled curriculum that supports pupils’ personal growth over time. Alongside these core elements, the PD curriculum ensures full coverage of all statutory requirements, including: Citizenship Online Safety RSHE (Relationships, Sex and Health Education) Careers Education We also embed School and British Values , promote understanding of the Protected Characteristics , and deliver a comprehensive Safeguarding Curriculum that equips pupils to stay safe and make informed decisions. Our curriculum is dynamic and responsive. We review it continuously throughout the year, drawing on feedback from all stakeholders and adapting to any emerging contextual needs within our school or local community. 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. RSE and Health Education To deliver the Relationships and Sex Education and Health Education compulsory content. Philosophical and Ethical issues: To explore religious experience, arguments for and against God's 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 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

Sculpture - 3D Design 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 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

Maths Developing skilful, systematic problem solvers for life Go Go Our Maths curriculum intends to: Cultivate a deep understanding and an enjoyment of the subject through a rich, problem solving-based curriculum which nurtures pupils' love of Mathematics. Ensure all pupils are able to use and understand Mathematics so that they can succeed both professionally and personally. Provide opportunities for applying abstract concepts to real world situations in order to grow all pupils' resilience and confidence, creating inquisitive and effective thinkers. Why learn Maths? Maths is a creative and highly interconnected discipline that has been developed over the centuries, proving the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We provide pupils with a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of maths, and a sense of enjoyment and curiosity about the subject. Course content: Over the course of their learning journey pupils will develop their problem-solving skills, fluency and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. As we move into Year 9 there is more of an emphasis on developing skills to a greater depth in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. For example, pupils will be taught how their mathematical skills can be used in other subjects, such as Science and Geography, as well as within their personal lives (such as managing personal finances) and future career pathways. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Through our maths curriculum, we aim to develop pupils’ early mastery of maths skills together with a deep understanding and real enjoyment of mathematics. Pupils are provided with regular opportunities to apply their maths skills in a range of contexts. Pupils are taught using a concrete, pictorial, abstract approach in order to develop a deep understanding. Pupils are given opportunities to reason and apply their skills. Mathematics has an emphasis on developing a greater depth of understanding, with pupils given the chance to fully explore the uses to which their skills can be put. As skills deepen, pupils are given the opportunity to find the wonder that is available in all different branches of Mathematics. Course Content in Year 7: Autumn Term Number - factors, multiples, primes, directed number, types of number, estimation, BIDMAS. Algebra - notation, simplifying expressions, substitution. Fractions - simplify, compare, improper, calculations with fractions . Decimals - round to decimal place, order decimals, calculate with, convert between fractions decimals and percentage. Spring Term Percentages - percentage of an amount, converting from percentage, find percentage increase and decrease of an amount. Statistics - types of data, questionnaires, bar charts, pie charts, averages and range, grouped data interpretation, choosing appropriate methods. Angles - angles at a point, on a straight line, vertically opposite, line and rotational symmetry, angles in a triangle and quadrilaterals, angles in parallel lines. Equations - write and solve one step and two step equations with unknowns on both sides. Multiplicative reasoning - the metric system, convert between units, imperial units, ratio, ratio as a fraction or decimal and sharing in a given ratio. Summer Term Multiplicative reasoning - solve problems using unitary method, changing recipes, write ratios 1:n and n:1, find the best buy, understand the relationship between ratio and proportion. Perimeter, area and volume - calculate area of triangles, parallelograms and trapezia, area and perimeter of compound shapes, properties of 3D shapes, nets, surface area, volume of cubes and cuboids. Sequences - generate terms, find the nth term, find general term of pictorial sequences, generate terms of non-arithmetic sequences. Graphs - plot co-ordinates in four quadrants, find midpoints of a line, generate co-ordinates from an equation and draw linear graphs, draw and label lines parallel to axes. Year 8 Autumn Term Number - place value, decimals fractions, prime factor decomposition, four operations. Algebra - Expand and simplify expressions, forming and solving equations, factorising, sequences and finding the nth term. Ratio and Proportion - Dividing in a given ratio, problem solving with ratios. Geometry and measure - Shape properties, angles in polygons, problem solving with shape properties. More number - percentages as operators, comparing quantities using percentages, find original value after percentage changes. Spring Term More number - Round to a significant figure, estimation using significant figures, percentage increase and decrease and reverse percentages. Algebra - substitution into formulae, change the subject of a formula, solving equation including rearrangement and unknown on both sides of equal sign, linear graphs y=mx+c. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Geometry and measure - circumference and area of a circle, compound shapes with circles, perimeter, are and volume problem solving. Summer Term Number - standard form and standard form calculations without a calculator Algebra and graphs - understand x= and y=. Sequences on graphs, linear graphs, quadratic graphs and non-linear graphs. Spaced practice - ratios, fractions, linear equations, percentage change, reverse percentages, interest. Geometry and Measure - Perpendicular and angle bisectors, construct triangles, understand congruency, enlargement of shapes. Statistics & Probability - Experimental probability, relative frequency, two-way tables, hypothesis testing, the data cycle, bivariate data. In Year 9 pupils explore other aspects of maths as they continue on their 12 year journey. There is greater emphasis on developing depth and mastery in Mathematics, with pupils given the chance to fully explore the uses to which their skills can be put. Specific topics covered will be wide and varied but will include varies lines of enquiry. Pupils will learn about: Sequences and Graphs – including links to real life problems and solving equations. Proportional Reasoning – including percentage and fractional changes. Geometrical Reasoning – including inquiry into right-angled triangles, loci and transformations. Use of statistical skills – carrying out an investigation from Hypothesis to Conclusion. Probability – including how complex situations can be analysed and simplified. Over the 2 years pupils will develop their problem-solving skills, fluency, and mathematical reasoning. As skills deepen, pupils are given the opportunity to explore the wonder that is available in all different branches of Mathematics. Specific topics covered are varied but will include various lines of enquiry. Pupils are taught how to extract the relevant information from more complex worded questions to enhance their problem-solving skills and given a relevance to their learning journey to everyday life. Pupils will: Develop a deep understanding of place value, with an ability to calculate increasingly complex problems and cross curricular awareness of number in society. Develop a deep understanding of how to use algebra effectively to help in the solving of problems. Use a range of problem-solving skills to approach ratio and proportion problems. Use geometrical properties to solve problems leading to proof using theorems and prior geometrical information. Represent and interpret data in a variety of ways including the use of probability. Assessment: Continual formative Assessment for Learning is carried out by the classroom teacher. There are also formal summative assessments at key points throughout the year. Class teachers may also give class tests on three or more topics to ensure recall and application of the concepts delivered. There are three examination papers, P1 Non-calculator, P2 Calculator, P3 Calculator. All papers are 1 hour and 30 minutes. The examination board is Edexcel. Home Learning: Weekly Home Learning will be set in a range of formats: Self-assessment, on-line via mathswatch.co.uk and other websites, through homework books, practice exercises, extending work done in lessons and research around topics within the units of enquiry. Often pre-learning will be a requirement before topics are undertaken. Exam Board: Edexcel/Pearson: -1MA GCSE Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

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

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

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

Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Cover Supervisor Date Posted 12/02/2026 Cover Supervisor ‘The Westgate School is a happy and vibrant community, where pupils are encouraged to aim for excellence.’ (Ofsted, September 2022) “Outstanding” (Ofsted, November 2023) 37 hours per week Permanent 39 weeks per year Salary Grade C FTE £25,186 - £26,244 Actual annual salary £21,544 - £22,449 Are you interested in working with young people in a highly regarded educational environment? Do you need to gain more school-based experience across all ages to further your career? Are you a hard-working team player with patience and imagination to inspire children in their learning? The Westgate is a well-established and highly regarded school that is Hampshire’s first 4-16 All-through School. We are looking to recruit a committed and enthusiastic individual to cover and support classes across the whole school. This is an ideal opportunity if you are interested in a route into teaching or already have a teaching qualification and would like to be part of the learning community without additional teacher responsibilities. However, these are not prerequisites for employment in this role. Benefits of working at The Westgate School Full induction programme including training and mentoring to ensure your success in the role Ongoing personal development Preferential nursery places in our on-site nursery at a reduced price Free on-site parking Free use of health and fitness facilities Benefits of local government sick pay Automatic enrolment to a generous local government pension scheme Preferential admission to The Westgate School for colleagues' children after 2 years Key skills/knowledge: Have obtained Maths and English qualifications to GCSE Grade 4 or above, or equivalent Have excellent communication and organisational skills Be committed to the highest possible levels of achievement for every pupil Be cheerful, flexible and approachable Show initiative within the role and have good time management skills Be a hard-working team player, as well as being able to work independently, and be able to work closely with teachers and other adults within the classroom, to ensure the best for our pupils Have the patience and the imagination to help and inspire our children with their learning Be able to establish effective relationships with young people, whilst maintaining a positive climate for learning in the classroom and upholding the school’s values Be able to effectively foster good behaviour for learning Be reliable and a good communicator Safeguarding: 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 order to identify any incidents or issues that have happened and are publicly available online, in line with Keeping Children Safe in Education recommendations. Child Protection Policy: You can find The Westgate School’s Child Protection Policy document on our Policies webpage: Policies Equal Opportunities: In order to combat discrimination, no unnecessary conditions or requirements will be applied which could have a disproportionately adverse effect on any one group. All sections of the population will have equal access to jobs. 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. 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 does not include ideas or work that is not your own. This is so that your application is authentically and credibly your own. How to apply Further details and the application form can be obtained from www.westgate.hants.sch.uk/vacancies and please send completed application forms to the HR team recruitment@westgate.hants.sch.uk We will consider applications as they arrive, and reserve the right to close this advert at any time. Therefore, please apply as soon as possible if you are interested in this role. Role Profile Document Application Form Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact