English Read like a writer; write like a reader; question like a critic; think like an individual Go Go Our English Curriculum intends to: Instil in pupils a passion for literature and a life-long love of reading. Teach pupils to become critical, analytical and evaluative readers of fiction and non-fiction. Enable pupils to craft language so that they become convincing writers, able to adapt their writing for different audiences and purposes. Ensure that pupils are effective communicators in spoken English. Why learn English? English has a pre-eminent place in education and in society. Our English course will teach pupils to speak and write fluently so they can communicate their ideas and emotions to others, and, through their listening and reading, others can communicate with them. With reading in particular, pupils have a chance to develop culturally, intellectually, emotionally, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society: pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. The curriculum is taught as an integrated course combining the study of language and literature, which continues in Years 9 -11. Our vision is that from Reception Year onwards, all pupils develop a passion and enthusiasm for English through exploring and appreciating a range of texts, both literary and non-fiction, and learn how to craft language to suit a range of audiences and purposes. The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Writing For EYFS/Key Stage 1 ‘Read like a writer; write like a reader; question like a critic; think like an individual’ begins with our youngest children, joining us in Reception. Writing begins with meaningful mark making, such as first attempts to write a shopping list, to writing their name. As they settle into Reception, children learn correct letter formation following 'Letter Join' handwriting sequence resources and are encouraged to write purposefully and clearly to express their thoughts, ideas and feelings. Following a rich and diverse text driven curriculum, children are inspired to write and enjoy opportunities for planning, drafting and reviewing. Oracy is a vital part of our Early Years Curriculum, and our children develop confident skills to become assured and articulate speakers. Through circle times and sharing their interests in key person groupings all children are supported to practise and develop formal and informal speaking skills. Children are also taught to understand the benefits of being sensitive, observant and attentive listeners. During Year 1 our carefully planned foundations of learning from EYFS are strengthened and refined. Handwriting skills develop and children are taught to progress letter formation into the beginnings of a cursive script. Children are taught a wide variety of writing skills such as: the art of letter writing, recount and instructional writing. ‘Talk for writing’ creates exciting narratives and figurative poetry. During Year 2 children begin to write more cohesively using a wider range of conjunctions and are expected to write with a greater stamina. Our text driven curriculum is thoughtfully planned to ensure children continue to develop a rich and varied vocabulary and understand that texts are set out in different ways for different purposes. Oracy skills are built upon, and children feel confident challenging each other and putting forward their point of view whilst accepting that others may think differently. Throughout KS1 and in reception, learning is assessed formatively using ‘pink for praise’ and ‘green for growth’ highlighters. Children are clear and confident to articulate what they have done well and what they need to do to improve their writing. Children are also taught how to begin to edit their own writing. Phonics and Reading Schemes For Key Stage 1 Little Wandle Letters and Sounds - Phonics. We use Little Wandle Letters and Sounds Revised as our phonics and early reading programme. Little Wandle is a complete, systematic synthetic phonics programme and has been designed to ensure that all children become confident, fluent readers who develop a lifelong love of reading. What is phonics? Phonics is the method we use to teach children how to read and write. Children learn that letters represent sounds and are taught how to blend these sounds together to read words and segment them to spell words. Through Little Wandle, children are taught phonics every day in a session lasting 20-30 minutes. Children are taught the five phases of Little Wandle phonics during Reception and Year 1. They are fully supported to learn: new sounds and letter patterns in a clear sequence. how to blend sounds to read words accurately. how to read and spell words with increasing confidence. strategies to develop fluency, comprehension and enjoyment of reading. Reading Books In KS1 your child will bring home three Reading books and three bookmarks: I Read - A fully decodable book to read over the weekend with you. This book matches the phonics they have been taught, has been read by your child 3 times during the week with an adult and is carefully matched to their current reading ability in order to experience success and build confidence. We Read - A sharing book for you to enjoy together at home. This book may be more challenging and is intended to be read and discussed with the support of another person at home. Family Read - A library book, your child has selected with teacher guidance, to share at home with you. In our 3 read approach, children will read the same reading practise book in small groups three times a week in school before bringing it home. Re-reading helps children develop accuracy, fluency and expression, all of which are essential for becoming confident readers. How can you help at home? You can support your child by: Listening to them read regularly. Encouraging them to sound out and blend words using the phonics they have learned. Praising their efforts and celebrating their progress. Reading stories together every day and talking about books. Ensuring reading books and reading records are returned to school as requested. Supporting Parents We recognise that phonics may be taught differently from when many parents and carers were at school. To help you support your child at home, please have a look at the Little Wandle website which gives lots of information and guidance about Little Wandle, including helpful resources and videos demonstrating the correct pronunciation of sounds. www.littlewandle.org.uk/resources/for-parents/ In June of Year 1 children will take part in the National phonics screening check and the application of phonics to reading. Children progress through the five Little Wandle phonics phases into the Year 2 Little Wandle spelling programme. Writing in Key Stage 2 Children continue to follow the ‘Letter join’ handwriting from year 2 programme and handwriting is expected to develop during this Key Stage to form a neat cursive script. Children progress from KS1 phonics into KS2 Spelling Shed resources. Consistent and accurate teaching ensures children’s writing develops with an authorial voice and a mature understanding of sentence structure and its effect on the reader. Stamina increases throughout KS2 and children create cohesive paragraphs in narratives and non-narrative material, whilst maintaining quality. Children are encouraged to read and check their writing for sense, editing for improvement is taught alongside audience awareness. There is a greater level of independence to select and propose changes for appropriate grammar and vocabulary and children are taught to use effective organisational and presentational devices. Challenging texts continue to be chosen carefully to ensure rich vocabulary development and an understanding of how authors write for effect. Writing outcomes are planned carefully using high quality texts to ensure that writing is effective and emotive and covering a range of genres. Older children often support younger children and listen carefully to each other’s ‘masterpieces’. Throughout KS2 writing continues to be assessed formatively using ‘pink for praise’ and ‘green for growth’. Children are clear, confident creative writers and can articulate what they have done well and what they need to do to improve their writing. Year 6 is the final Year of KS2 and we ensure a smooth and supportive transition from KS2 into the beginning of KS3. As part of our middle school model, colleagues from both phases, Primary and Secondary, deliver teaching and learning in our ‘all through’ school. Upper KS2 texts are chosen carefully in consideration of the KS3 English Curriculum and children are well prepared for this next stage of their educational journey. Phonics and Reading in Key Stage 2 Phonics is taught systematically, beginning in reception, using ‘Bug Club’ resources and planning. Whole-class teaching of phonics is supported by additional group and individual provision where required. Daily assessments ensure that children have understood, can remember and can apply their phonics. Teachers are highly skilled confident practitioners: misconceptions are picked up immediately and children make outstanding progress. Common exception words (CEWs) are introduced from the start of Reception. There are a set list of words for each Year group. (please see attachments below) These ‘tricky’ words although taught at school will need to be reinforced at home and children will need to be able to read and spell these words set words correctly, by the end of each Year. Reading Fluency Children follow the Bug Club Reading scheme and after the first half term they are matched to decodable books in order to develop reading fluency. From reception through KS1 children enjoy progressing through these books alongside the phonic sounds taught. In addition to the decodable books, children are allocated a ‘banded book’ that is not fully decodable but is at the correct level for your child. Parents and children are able to access the allocated decodable books on via the ‘e book’ platform on Bug Club. We use a combination of precisely targeted ‘ebooks’ to develop reading fluency and physical books to support all children on their reading for pleasure journey. Children read 1:1 with the class teacher and the Learning Support Assistant in reception. All reading (from Reception to year 6) at home and at school is recorded into a ‘reading record’. Vocabulary development is supported by ‘Drawing Club’ in reception based on a wide variety of rich texts children explore and develop vocabulary through the medium of illustration. Vocabulary is then used in context during the week and children are encouraged to use their vocabulary at home. Children begin guided reading in Year 1 and as confidence in reading fluency improves, children are introduced to reading comprehension skills. Exposure to stories, animated tales and traditional tales is valued highly. Every class will share a story after lunch through our “Westgate Story time” and through Drawing Club. Comprehension Reading and writing are intrinsically linked and from Reception through KS1 children are taught to discuss and sequence a narrative text. This is vital as it supports the ability to recall, retrieve and sequence reading. During KS1 children enjoy ‘book talk’ sessions where carefully chosen texts are used to stimulate rich class discussions, answer age appropriate comprehension questions and discover new vocabulary. Additionally, Guided Reading in small groups ensures children have the opportunity to read and discuss responses orally and in writing to comprehension questions based on: vocabulary, inference, predication, explanation, retrieval and summary. As children move into KS2, children complete ‘reading skill builders’ into reading journals alongside whole class reading. Children are encouraged to be creative and add illustrations and to take pride in their individual Reading Builders. Small group guided reading sessions continue through KS2 with the class teacher, where carefully selected questions for each age group are discussed and debated and cover each reading skill. Primary phase children enjoy support from Secondary Phase pupils and Year 9 Duke of Edinburgh pupils read and discuss: poetry, plays, fiction, and non-fiction with all year groups once a week. Children leave KS2 continuing confidently into their journey of ‘Read like a writer; write like a reader; question like a critic; think like an individual’ Overview of the Course: From the start of Year 7, all pupils are introduced to our core skills – the golden threads - so they are fully embedded by the time the pupils reach KS4. These key skills are taught through a study of novels, plays, poetry and non-fiction or media-based texts. Course Content: Year 7 Year 7 pupils begin the year with the ‘Heroes’ unit which is designed to develop a range of pupils’ inference as well as introduce the skills of analysis and comparison. Writing will involve crafting a persuasive speech to be delivered to the class. Subsequent units include the study of a modern novel; poetry of peace and protest; a creative travel writing unit; a media unit on representation and stereotypes and a Shakespeare play. Year 8 Year 8 has been designed to build on the skills that have been introduced in Year 7. The year begins with a unit on Gothic Literature where pupils analyse 19th century fiction and write an opening to their own Gothic novel. By the end of the year, all pupils will have also studied a dystopian novel to develop creative writing skills; a media-based unit on advertising; a Shakespeare play; poems from other cultures and developed reading skills to explore what life was like in the nineteenth century. The course is planned to provide a range of cultural experiences to widen pupils’ horizons and develop a passion for reading and the study of literature which we hope will stay with them throughout their life. Pupils are encouraged to transfer the reading and writing skills to other curriculum areas and these links are often made explicit in lessons. Course Skills: Reading: skimming, scanning and decoding skills, comprehension and inference, analysis of language and the structure of a text, and evaluation skills are introduced and consolidated over the two years. Writing: both creative and analytical writing skills are taught together with a focus on structure of the text, use of language devices, improving vocabulary and technical accuracy. Spoken language skills are practised through speeches and drama-based activities and debating and other structured talk. Assessment: Pupils will be assessed in every unit and each assessment will focus on a different skill for either reading or writing. All pupils will be fully prepared for the assessments and will practise the skills needed during lessons. The assessments will focus on key skills to provide a strong foundation for all pupils in improving their literacy, analysis or communication skills. To support your child’s learning in English and Media Studies clips will be shown from films such as: 'War Horse' and 'Romeo and Juliet' (Year 7); 'Macbeth' (Year 9); These clips and/or films will be shown in lessons according to our curriculum plans. In alignment with British Board of Film Classification regulations, pupils may be shown clips from films that are slightly above their chronological age (e.g., a film classified as a 12 for pupils in Year 7) where a teacher deems it appropriate for educational reasons. In doing so, adults will ensure that it is appropriate for the learning task and for the children in the class and if there are any scenes that could be upsetting, will advise pupils in advance. If you have any concerns and would like to discuss this in more detail, please do contact Mrs. Griffiths, Faculty Leader for English and MFL, as soon as possible such that we can adjust our plans, and we will be happy to work in partnership with you. English Language and Literature in Year 9 Overview of the Course: Pupils will develop their skills as critical readers of fiction and non-fiction texts and also become writers, adept at crafting language to suit a range of audiences and purposes. They will also become confident speakers able to express their opinion on a range of challenging ideas. Course Content: English language skills are taught in an integrated way, complementing and supporting the English Literature course. Pupils will read a choice of modern fiction, a Shakespeare text, poetry, a range of non-fiction texts including speeches, adverts and autobiographical journals. More confident learners will study Latin as part of their English Curriculum. The addition of Latin provides further enrichment and enhances learners’ understanding of language development, with a view to taking the language onto GCSE if they choose to. Other curriculum opportunities such as participating in a Shakespeare workshop, viewing a production or analysing speeches by famous historical figures and politicians broadens pupils’ cultural experiences further. Course Skills: Reading skills of inference, analysis and evaluation. Writing to persuade and argue and develop a distinctive voice. Writing creative texts including stories and descriptions. Spoken language presentation skills. English Language GCSE and English Literature GCSE The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications and pupils will be entered for both GCSEs. English Language GCSE: Pupils follow the AQA course for GCSE English Language. Pupils will build on the skills of reading and writing they have been developing throughout their time at The Westgate School, but now it will be much more tailored to the demands of the exam. Pupils will continue to develop as critical readers with a focus on the skills of inference, analysis and evaluation and comparison. They will read a range of fiction and non-fiction texts, both contemporary and from the nineteenth century. Assessment: The English Language GCSE is assessed through two linear exams, both worth 50% of the course: Paper 1 Explorations in creative reading and writing Paper 2 Writers’ Viewpoints and Perspectives Pupils are given practice GCSE assessments at the end of each unit. English Literature GCSE: Pupils follow the AQA course for GCSE English Literature. They will read a nineteenth century novel, either: ‘The Strange Case of Dr Jekyll and Mr Hyde’ by Robert L Stevenson, ‘A Christmas Carol’ by Charles Dickens, or ‘Frankenstein’ by Mary Shelley. They will also study a modern text: either ‘Lord of the Flies’ or ‘An Inspector Calls’ and a range of pre and post 1914 poetry on the theme of Power and Conflict, and ‘Macbeth’. Please note: texts are subject to change according to exam board review. Assessment: The English Literature GCSE is assessed through two linear exams: ‘Shakespeare and the Nineteenth Century text’ worth 40%. ‘Poetry and Modern Texts’ worth 60% of the course. Pupils are given practice GCSE assessments at the end of each unit. Home Learning: Pupils are expected to complete Home Learning every week. Usually this should take one hour. Home Learning will be set as a variety of tasks including reading tasks in preparation for the lesson, language analysis, and the completion of written tasks. Exam Board AQA 8700 - English Language Exam Board AQA 8702 - English Literature Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Discover how The Westgate School builds strong partnerships through collaborative working, supporting school improvement, governance, and shared best practice Collaborative Working & Partnerships Collaborative Working & Partnerships At The Westgate School, we believe that education thrives through collaboration. We work closely our external partners to create enriching opportunities for our pupils and colleagues. These partnerships extend learning beyond the classroom, foster innovation, and strengthen our shared commitment to lifelong learning and community engagement. DSL Network Emergency First Aider in the Workplace  Emergency Paediatric First Aid (Level 3) Qualification Executive and NPQ Coaching (including linked to LLSE) Governance Support & Collaboration Agreements Leadership Coaching & Mentoring Leading & Developing an all-through school SENDCo Network School Self-Evaluation Activities Subject Assessment Moderation (KS1-3) Subject Specialist Curriculum Support Year R to 11 Winchester Schools Training Alliance Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

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

Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent Learning at The Westgate School Curriculum Intent The Westgate School’s curriculum reflects two principles: firstly, acquisition – where pupils are taught to acquire the knowledge, understanding and skills in each subject domain in order to apply this learning to new situations; and secondly, participation – that pupils need to develop the skills to engage positively in different situations. In doing so, pupils further their learning and sense of belonging. In some subjects, such as Science, the emphasis lies more heavily on the acquisition of knowledge whereas in a subject such as Drama, the skills of participation predominate. In every lesson we expect adults to consider how best to facilitate pupils’ active participation in their learning – including “thinking hard” – and, to use the school’s core approach to teaching and learning so that pupils experience a coherent learning journey. In every subject, leaders are designing and evolving their curricula based on the golden threads of learning from Year R to Year 11 in their particular domain. Planning is based on clear objectives, using misconceptions as opportunities for rich learning, and facilitating greater depth in pupils’ knowledge rather than greater curriculum coverage. The specified curriculum is based on the National Curriculum and KS4 syllabi however, The Westgate School believes strongly in ensuring that the ‘hidden curriculum’ – how pupils learn about themselves and society in the way that we organise ourselves as a school – has a positive impact on the individual child. We strongly believe that access to cultural capital is an entitlement of every pupil, and we are regularly reviewing our curriculum to increase opportunities to access learning about different cultures and diversity. We also have a specified ‘Well-being Curriculum’, which sets out the universal provision for all pupils, and we are developing our practice to facilitate even greater inclusion in extra-curricular provision in school. Moreover, as part of our ongoing learning, we involve pupils proactively in curriculum development through our received curriculum reviews and our pupil leadership groups. At The Westgate School our curriculum is not intended to lead learners to fulfil their potential: our intention is to unlock the individual’s potential and to equip them with the knowledge and skills to be able to learn in different situations throughout their lives. Our teaching is inclusive using a whole class approach. Teachers use fluid, peel away groups: “Master Classes” for support and extension as needed. A Community of Learning... Being a high achieving, successful learning community only happens as a result of genuine collaboration. Every young person is unique and so we seek to provide a range of different learning opportunities in which every individual can excel. The Early Years Foundation Stage is framed around the characteristics of effective learning: Playing | Exploring active learning | Creating | Thinking critically These provide a foundation for learning upon which our curriculum in the Lower and Upper Schools are built. Our central purpose is for children to develop into young people who are happy and effective learners. We achieve this by being a community of learning where adults and pupils alike are committed to this central aim and work in strong partnership with parents to inspire success for all. Adults working with children and young people in our school community use a process of observation, assessment and planning to identify the learning and developmental needs of each child. Alongside knowledge of children’s interests, we plan opportunities for learning that are stimulating and engaging, leading to strong progress right from the Early Years Foundation Stage through to Year 11. In addition to the specified curriculum, pupils at The Westgate School will have the opportunity to experience a wide range of activities that enhance and enrich the curriculum. The all-through setting provides a unique opportunity for young people to learn from their peers and through the teaching of younger pupils. This powerful model for learning is one that permeates our culture and further enriches the community of learning. ...Achieving Excellence. Based on the principles of a growth mindset, the practice of teaching and learning at The Westgate School encourages children and young people to be led by their curiosity and to be prepared to use mistakes as the best opportunities for learning. This begins in the Early Years Foundation Stage where pupils are encouraged to make decisions about how to do things, to explain their thinking and to be resilient in their efforts. This theme continues through our practice in the Lower and Upper Schools where teaching colleagues will encourage pupils to verbalise their decision making process, explaining how they reached a particular conclusion or why they chose a specific method for doing something in order that they gain even better control over their learning and can apply skills to new situations. A golden thread throughout learning in all subjects and stages at The Westgate School is the development of Literacy and Mathematical skills which are a foundation for learning in all disciplines and lead to strong outcomes at examination level and for post-16 learning. At The Westgate School, we believe that through our exemplary partnerships with parents and young people, we can inspire a love of learning - something that is intrinsically linked to the development of individual self-esteem and motivation. In our school, there is no separation between our commitment to academic success and the well-being of the children and young people in our community. Compliance with regulatory acts Our curriculum complies within the duties of the the statutory Special Educational Needs and Disability (SEND) Code of Practice (2015) and the following legislation: Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities and The Equality Act 2010, with particular reference to Part 6 “Education” We strive for High Quality Inclusive Teaching within our classes and for all pupils to access a broad and balanced curriculum. When deciding whether special educational provision is required, we will start with the desired outcomes, including a variety of assessments of the pupil’s progress and attainment, the views and wishes of the pupil and their parents, and information from other agencies. Please refer to our SEN Information report for further details Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Join The Westgate School Badminton club! All skill levels welcome for fun, fitness, and friendly competition. Serve, rally, and smash your way to new skills! Badminton Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Badminton Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Serve up some fun by joining The Westgate School Badminton Club! It's a smashing opportunity to learn the game, improve your skills, and enjoy friendly competition. Whether you're a beginner or a seasoned player, our club welcomes all levels. Come rally with us and be part of a team that values sportsmanship and camaraderie. Let's hit the court together! Go Wraparound | Clubs | Holiday Clubs Go

Find guidance for submitting an authorised absence request at The Westgate School, including how to apply, what qualifies, and key information for parents. Authorised Absence Request Authorised Absence Request Children have 13 weeks annual holiday from school and school holiday dates are published well in advance online. As such, all parents/carers are expected wherever possible to plan and take their family holidays at this time so as not to disrupt their children’s education. Education law states that parents do not have a right to take their child out of school for a holiday during term time. Only in exceptional circumstances may a headteacher grant permission for leave; and it is the headteacher’s decision on whether the absence is exceptional and how many days to approve. If you would like to apply for an authorised absence, please browse to the contact form via this link and select 'authorised absence request' where you will be able to complete an online request form. Parents/carers who take their child out of school without the absence being agreed and authorised by written permission from the school can be issued with a penalty fine. Information on Penalty Notices for non-attendance at school Home Parents & Pupils School Teaching Hours Exam Information Edulink PSA Pupil Portal School Uniform Authorised Absence Request Medicines & Treatment Consent Form Senior School Council Parent Information Army Cadet Detachment

Access expert subject specialist curriculum support to enhance teaching and learning. Subject Specialist Curriculum Support Year R to 11 Go Go Subject Specialist Curriculum Support Year R to 11 Lead Professionals: Mr. P Hurley; Mr. D Barton and Mr. J Green Our expert team of Subject Leaders and Co-ordinators work across all phases of our school to ensure a coherent curriculum with golden threads running across all five key stages. They are uniquely placed to understand a learner's journey all-through and would be happy to liaise and support colleagues beyond our setting.  If you would like to join our programme of curriculum development, please use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Curriculum . Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

Helpful information, guidance and useful resources to support your child’s learning, wellbeing and experience at The Westgate School. Parent Information Children & Smartphone Resources Screen time tips Bullying Grooming Isolation and loneliness Family digital detox Sleep and mental health issues A health briefing on the evidenced risks of smart devices and social media in school-age children: summary Source: healthprofessionalsforsaferscreens.org Home Parents & Pupils School Teaching Hours Exam Information Edulink PSA Pupil Portal School Uniform Authorised Absence Request Medicines & Treatment Consent Form Senior School Council Parent Information Army Cadet Detachment

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

Join The Westgate School’s employer network to support careers events and inspire pupils—sign up to get involved and stay connected. Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers Partner with Us to Inspire the Next Generation Employers At The Westgate School, we are committed to preparing our pupils for life beyond the classroom. As part of our growing careers programme, we are always keen to work with local businesses who can help bring the world of work to life. If you or your organisation could support us—whether through mock interviews, delivering talks or presentations, or offering other opportunities that help pupils develop key skills and aspirations—we would love to hear from you. Together, we can help shape confident, motivated young people ready to thrive in their future careers. If you are interested, please use the following contact form so that we may contact you in the future 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

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

Join our Music circle Club to explore, discuss, and enjoy the world of music together. All enthusiasts welcome! Music Circle Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Circle Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details We are a friendly and diverse bunch of music lovers who have a listening club to share our passion with each other in many forms. We meet in L4 each Friday lunchtime from 1.20-1.45pm. We have weekly topics chosen by the leaders and members, special guests to share their love of music and give live performances, competitions and quizzes and even end of term karaoke and dance-offs! Nobody is obliged to join in with that sort of malarkey, but please bring an open mind and ears. Go Wraparound | Clubs | Holiday Clubs Go