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’ sequenced 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 Children learn phonics through the carefully structured systematic synthetic Bug Club programme, then learn to transcribe phonic sounds into the early writing process of graphemes, words and sentences. Vocabulary development is a vital part of the curriculum, and we use the ‘Drawing Club’ model, in which children ‘share a treasure trove of vocabulary’ enriching language skills and encourage creativity and imagination. ‘Westgate Word Walls’ support children in every classroom from Reception to Year 6. Phonics is an important part of the curriculum and in the June of Year 1, children will take part in the National phonics screening check and the application of phonics to reading. Children progress through phase 5 and phase 6 phonics into Year 1 Bug Club Spelling and Grammar. Writing is centred around a diverse and exciting text-based curriculum. Fiction and non-fiction texts are chosen carefully to ensure enjoyment, humour, literary challenge and vocabulary development. Books are beautiful and we ensure all texts chosen are full of inspiring illustrations and captivating content! The end of this Key stage enables children to write more independently. Children re-visit phase 5 and 6 phonics and then progress onto Year 2 Bug Club Spelling and Grammar. The spelling and grammar curriculum during this year is challenging and children are supported to understand and apply a wide variety of spelling rules and grammar that will enhance their writing. Children will become more confident with new terminology and are able to develop their writing for a wider range of purposes and audiences. Writing in Key Stage 2 Children continue to follow the ‘Letter join’ handwriting programme and handwriting is expected to develop during this Key Stage to form a neat cursive script. Children progress from KS1 spelling and grammar skills following Bug Club spelling and grammar into KS2 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. Co urse 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 Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Improve outcomes with our school self-evaluation activities and expert-led support. Go School Self-Evaluation Activities Go School Self-Evaluation Activities Lead Professional: Mrs. J Edwards (Head of School) Based on the principles of a self-improving system, school peer-review activities enable leaders and colleagues to critically assess their provision, identify strengths, and pinpoint areas for development. This reflective process is embedded in The Westgate School’s cycle of quality assurance and welcomes colleagues from other settings on a regular basis. As an open and experienced community of learning, we look forward to working alongside peers who bring different experiential learning and expertise to our setting. Extending our collaborative partnerships supports continuous improvement and sustainable progress where we can learn alongside experienced practitioners and leaders for the benefit of all learners. If you would like to join our programme of curriculum development, please use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Peer Review. Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

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

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

The calendar and open events page of The Westgate School provides details about upcoming key dates, school events, and open days for prospective pupils and parents. This information helps visitors stay informed about important activities, deadlines, and opportunities to explore the school. For more details, visit The Westgate School's Calendar and Open Events page. Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Achieving Excellence Learning Together Calendar & Open Events Calendar & Open Events Term Dates / Inset Days - Academic Year 2025-26 AUTUMN TERM - 03/09/25 ~ 19/12/25 Inset Day - 03/09/25 Half-Term - 25/10/25 ~ 02/11/25 Inset Day - 28/11/25 Inset Day - 01/12/25 SPRING TERM - 05/01/26 ~ 27/03/26 Half-Term - 14/02/26 ~ 22/02/26 Inset Day - 27/03/26 SUMMER TERM - 13/04/26 ~ 22/07/26 Half-Term - 23/05/26 - 31/05/26 Inset Day - 19/06/26 Open Events The best way to experience our school is to see it in action. We hold regular open events for prospective pupils and parents/carers to attend. Booking for secondary phase events will open nearer the time so please make a note in your diary. We regret that we're unable to offer tours of the school outside of the open events. Primary Phase Open Event Dates: Open Mornings run on Wednesday 14th October 2026 and Thursday 22nd October 2026. No booking required Please arrive for 9am talk and the tour will follow. Refreshments will be available. Secondary Phase Open Event Dates: Wednesday 24th June, 2026, 9-11am Wednesday 16th September 2026, 9-11am Thursday 17th September 2026, 5-7pm Thursday 1st October 2026, 9-11am Wednesday 23rd June 2027, 9-11am Booking will open closer to the time of the event. Parking details for all events Parking Information for All Events As we welcome you to the school, please be aware that on-site parking is limited. We kindly ask you to consider alternative methods of travel where possible. We strongly encourage the use of the available parking spaces along Chilbolton Avenue (please refer to the map below). Please note that parking directly outside the school on Cheriton Road is very limited. While there are some spaces available on Cheriton Road , they are fewer than those on Chilbolton Avenue. We understand that there is up to 2 hours of free parking in these areas, but we advise checking local signage for confirmation. For visitors with accessibility needs, a small number of Blue Badge bays are available in the main reception car park 5 minute Park & Stride Route & Drop off/ Pick up zone. Train To Teach Events: The Winchester Schools Training Alliance provides high quality teacher training through a partnership of good and outstanding primary and secondary schools in the Winchester area. We arrange open mornings for prospective trainees across our alliance schools. For booking information see Winchester Schools Training Alliance website Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Develop instrumental skills and encourage general musicianship skills through-out the year, as well as develop a good social network of like-minded musicians. Brass Group Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Brass Group Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details The Brass group is open to all players of all Brass instrument such as: Cornet and Trumpet; French Horn and Tenor Horn; Baritone and Euphonium; Trombones and Tubas.  The club will develop instrumental skills and encourage general musicianship skills through-out the year, as well as develop a good social network of like-minded musicians. Brass players will have the opportunity to participate in events such as school concerts, celebrations, ‘Go West’ Festival, and wider community events. Pupil music leaders will be supporting teaching staff in running this club. Go Wraparound | Clubs | Holiday Clubs Go

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 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

The Westgate School in Winchester is looking for a Science and Technology Technician to join the faculty in an outstanding all-through school. Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Science and Technology Technician Date Posted 06.02.2026 Science and Technology Technician 24 hrs per week 39 weeks a year Permanent contract EHCC Grade C: Annual salary FTE £25,186 - £26,244 We are looking for a technician to join our Science and Technology Faculty to work closely with our Senior Science Technician and wider technician team, in the preparation and provision of equipment and general resources to support the faculty. The ideal candidate will be well-organised with the ability to work independently and adhere to all health and safety requirements. A background in science is preferable but not essential. The successful candidate will be flexible in their support of the wider Science and Technology Faculty, alongside their responsibilities within the faculty technician team. The ability to work well in a team is essential and an interest in working with young people is important. The job role includes: Supporting teachers by preparing specialist materials and maintaining a productive working environment Enabling pupils to access learning activities as directed by the teacher Monitoring stock supplies Caring for and maintaining equipment to a high standard Previous experience in a similar role is beneficial but not mandatory: training will be provided for the suitable candidate, including all necessary health and safety training. This role is a great way to gain experience working in a school for someone considering a career in teaching. Benefits of working at The Westgate School Full induction programme including training and mentoring to ensure your success in the role Ongoing personal development in one of Hampshire’s top schools for progress and attainment The support of experienced and highly motivated colleagues A friendly and welcoming school community Preferential nursery places in our on-site nursery at a reduced price Free on-site parking Free use of health and fitness facilities Preferential admission to The Westgate School for employees’ children after two years of employment The successful candidate will: Have obtained maths and English qualifications to GCSE Grade 4 or above, or their equivalent Have the ability to work independently within the role and have good time management skills Be a hard-working team player, able to work efficiently with teachers and other adults within the team to ensure the best for all our pupils Be meticulous in adhering to all health and safety requirements Have the patience and the resourcefulness to support our children with their learning, helping to unlock their potential Preferably have previous experience, although training will be provided for the suitable candidate, including all necessary Health and Safety training. Safeguarding statement: The Westgate School and Hampshire County Council are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We will ensure that all our recruitment and selection practices reflect this commitment. Pre-employment checks: All successful candidates will be subject to Disclosure and Barring Service checks along with other relevant employment checks, which will include an online search in order to identify any incidents or issues that have happened and are publicly available online, in line with Keeping Children Safe in Education recommendations. Equalities statement: 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. Use of AI: We understand that you might use AI and other resources for your application; however, please ensure all information you provide is factually accurate, truthful, and original and does not include ideas or work that is not your own. This is so that your application is authentically and credibly your own. Application forms returned to the recruitment team at hr@westgate.hants.sch.uk Role profile Application form Closing date: Midday, Monday 9 th March 2026 Interview date: Week commencing 16 th March 2026 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

Access key statutory information and details on SEND provisions at The Westgate School, ensuring transparency and support for all pupils. Statutory Information & SEND Statutory Information & SEND Welcome to our Statutory and Key Information Menu Page. Here you will find links to information related to our statutory information, including governance, exam results and admissions policy. There is also information regarding special educational needs and disabilities (SEND), data protection information and financial information. Governor details - To find out about our Governors and the governing structure. Exam results - To see our recent results please click on the link. Admissions policy - All schools have admission criteria to decide which children get places. Admission criteria is different for each school. At The Westgate School we work within the Hampshire County Council framework. Further statutory information can be found on the following pages: Our statutory policies on our Policies page Our Pupil Premium, Catch-Up Statement & PE Sports Premium documents page Our Safeguarding page Designated Leader For Mental Health The designated Leader for Mental Health at The Westgate School is Mrs K. Evans, who has participated in training led by the Anna Freud Centre. The role involves leading a whole-school approach to mental health and well-being. This includes assisting colleagues to support children’s emotional well-being and signposting parents/carers to appropriate agencies. Additionally, prioritising and promoting colleagues' well-being to develop a positive culture of mental health and well-being. Special Educational Needs and Disabilities (SEND) Information Mrs A. Villien (SENDCO All-Through) and Mrs. C. Lunniss (SENDCO Primary lead) To contact the SEND team use the contact form on our contact page . SEND Information Report Our accessibility plan can be found within the SEND policy on our policy page. Access the Hampshire Local Offer The teacher responsible for previously looked after children and looked after children is Mrs J. Edwards (primary school) and Mrs K Evans (secondary school). Joint position statement between schools in Winchester regarding parental requests for in-year change of placement by parents/carers of children with Education Health Care Plans (EHCPs) Joint position statement between schools in Winchester regarding transition arrangements for pupils with EHCPs moving from primary to secondary school Joint position statement between schools in Winchester regarding parents/carers expressing an intention to make a mid-year application for a change of secondary school Data Protection Our aims are to ensure that all personal data collected about colleagues, pupils, parents, governors, visitors and other individuals is, stored and processed in accordance with the General Data Protection Regulation (GDPR) 2018 and the expected provisions of the Data Protection Act 2018 (DPA 2018) as set out in the Data Protection Bill. Our school processes personal data relating to parents, pupils, staff, governors, visitors and others, and therefore is a data controller. The school is registered with the ICO (Registration reference: ZA336960). Our Data Protection Officer is the Senior Site and Facilities Strategic Lead and is the first point contact for individuals whose data the school processes and is contactable via the contact form on our contact . Privacy notices: Colleague - Privacy notice Pupil - Privacy notice Parent - Privacy notice Data protection policies: Polices to view include CCTV, Safe Use of ICT for Staff, Freedom of Information and GDPR / Data Protection. View on our Policy page. Financial Information Please note that owing to the unique nature of The Westgate School and its running of a nursery provision, this government financial benchmarking tool does not provide a wholly accurate picture of the school's position in relation to other settings. Our school has 1 employee with a wage in excess of £100,000. A link to the government website showing our school's financial benchmarking can be accessed here. Request a paper copy If as a parent you are unable to access information on our website, please either come into the school or visit our contact page and complete the contact form to request a paper copy. Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact

Astronomy Go Go Course intent Most people are fascinated by the night sky and are interested in stories about our continuing exploration of our Solar System and Universe. The course will enable pupils to understand our position in the Universe, the movements of planets and stars, the cycles in the night and daytime sky, and the way in which we use technology to observe and interact with space. The pupils will have the opportunity to use astronomical maps, pinhole cameras to take images, complete solar observations as well as learning telescopic techniques. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Astronomy is not specifically taught within EYFS/KS1 Astronomy is not specifically taught within KS2 Astronomy is not specifically taught within KS3 Astronomy is not specifically taught within KS3 Curriculum overview and assessment: Paper 1: Naked Eye Astronomy 50% of the qualification 100 marks Topic 1 – Planet Earth Topic 2 – The lunar disc Topic 3 – The Earth-Moon-Sun system Topic 4 – Time and the Earth-Moon-Sun cycles Topic 5 – Solar System observation Topic 6 – Celestial observation Topic 7 – Early models of the Solar System Topic 8 – Planetary motion and gravity Paper 2: Telescopic Astronomy 50% of the qualification 100 marks Topic 9 – Exploring the Moon Topic 10 – Solar astronomy Topic 11 – Exploring the Solar System Topic 12 – Formation of planetary systems Topic 13 – Exploring starlight Topic 14 – Stellar evolution Topic 15 – Our place in the Galaxy Topic 16 - Cosmology The assessments will be a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations, graphical and extended-open-response questions. Observational skills Throughout their study of the qualification, pupils should develop their observational skills. Pupils must undertake at least one aided and one unaided observation. Pupils will need to use their knowledge and understanding of observational techniques and procedures in the written assessments. How will the course run? GCSE Astronomy is a full GCSE that will be additional to any options that your child will already be taking. The course will be taught twice a week after school between 3-4pm by the Science Department during the course of year 10 and 11. The course will run if there is sufficient interest by the pupils. There may also be a small cost involved to cover the cost of equipment needed and the exam entries. This course is ideal for those pupils who have an innate love of all things space and are interested in our place in the Universe. Due to the mathematical aspect of the course, it would be advised that pupils that are aiming for at least a grade 6/ 7 in GCSE Maths. We will be following the Edexcel Pearson Specification . 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 expert subject specialist curriculum support to enhance teaching and learning. Go Subject Specialist Curriculum Support Year R to 11 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 Vacancies School News Calendar & Open Events Collaborative Working & Partnerships Contact