Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. Music Theory Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Music Theory Internal / External Internal Age Range Year 9 - 11 Contact See EduLink for further details Learning about music theory is akin to learning another language, and understanding the written code that is called notation. Understanding how it is written down will help you in all aspects of music making, from listening to performing, and improvising to composing. This club will provide lots of ideas to help you link music theory with your wider musical experience. Pupil music leaders will be supporting music teacher running this club. Go Wraparound | Clubs | Holiday Clubs Go

Review The Westgate School's latest exam results, showcasing our students' academic achievements and commitment to excellence. Exam Results Exam Results 43% of all our grades were Grade 7 or above. 84.1% of pupils achieved Grade 4 or above in English and Mathematics. 26% of all grades were Grade 8 or 9; 11% of all grades were Grade 9 Pupils at The Westgate School have once again achieved results similar or better than last year's exceptional results that saw The Westgate School in the top 10% of schools nationally. Mrs Dean, Executive Headteacher said: “Every August I am impressed by the accomplishments of the young people in our school community, and this year is no exception. The GCSE results are a testament to their effort and commitment and we as a school are extremely proud of all they have achieved. As well as the pupils themselves, my colleagues and the pupils’ families also deserve recognition for the part they have played in making this year’s set of results possible. We are truly a community of learners where partnerships inspire success for all.” Secondary Phase GCSE Exam Results Information Exam Results published by DfE Primary Phase Key Stage 2 Results Information KS2 SATs Explanation Performance Tables Compare the performance of our school against all schools within England 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

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

Computing | Computer Science Thriving in a digital world Go Go Our Computing curriculum intends to: Develop pupils' understanding of Computer Science, Information Technology and Digital Literacy in order to prepare all pupils to thrive in an increasingly digital world. Develop these strands to enable pupils to apply computational thinking to be better problem solvers. Enable pupils to be confident users of IT, applying IT effectively to real world situations and to know how they and others can use IT safely. Computing All subjects use Computing as part of their curriculum access and delivery. Pupils will develop their knowledge often by using focused research requiring effective use of the internet, as well as having the opportunity to develop their IT literacy and capability using subject relevant applications, particularly in Maths, Design & Technology and Media. Most subjects make use of Computing for effective home learning management, exam preparation and revision, helping to develop skills required for both GCSE and beyond. The GCSE Computer Science course will develop and apply analytic, problem-solving, design, and computational thinking skills. In addition, aspects of these skills are developed within other subjects including Maths and Science. The Personal Development lessons focus on the safety aspects and reporting of concerns. At Key Stage 4, the Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Why Learn Computing? A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with maths, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate, able to express themselves and develop their ideas through information and communication technology, at a level suitable for the future workplace and as active participants in a digital world. Computer Science has real relevance in our modern world. The course will give an in-depth understanding of how computer technology works and a look at what goes on behind the scenes. The course provides excellent preparation for higher study and employment in the field of Computer Science. The increasing importance of information technologies means there is a growing demand for professionals who are qualified in this area. Computing Compliance Document EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 1 course contents Pupils are taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs. execute by following precise and unambiguous instructions. create and debug simple programs. use logical reasoning to predict the behaviour of simple programs. use technology purposefully to create, organise, store, manipulate and retrieve digital content. recognise common uses of information technology beyond school. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. What will pupils learn in Computing? Pupils' confident and assured use of new technology is developed through its application across the curriculum. Discrete skills in coding and programming are taught over the primary years which culminates in a programming project in Year 6 led by a specialist teacher of computing. As part of the syllabus we will reflect on the need for ensuring safe use of computers and the internet. Key stage 2 course contents Pupils are taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. use sequence, selection, and repetition in programs; work with variables and various forms of input and output. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Year 7 and 8 Computing Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 7 In Year 7 pupils will be encouraged to extend and deepen their knowledge in different areas: Collaborating on line effectively – E-Safety Gaining support for a cause - Media From semaphores to the internet – Networks Programming – Scratch Modelling data - spreadsheets Year 8 In Year 8 pupils will be encouraged to extend and deepen their knowledge in different areas: Understanding computers – Computer systems Data representation Introduction to Python – Programming Developing for the web – HTML & CSS Media design – Vector graphics Mobile app development - Programming Year 9 Computing Core and Computer Science (option) Computing is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons. Pupils will be introduced to a broad range of new skills which will develop their digital competencies in the following areas: Algorithms — Be able to comprehend, design, create, and evaluate algorithms Computer networks — Understand how networks can be used to retrieve and share information, and how they come with associated risks Computer systems — Understand what a computer is, and how its constituent parts function together as a whole Creating media — Select and create a range of media including text, images, sounds, and video Data and information — Understand how data is stored, organised, and used to represent real-world artefacts and scenarios Design and development — Understand the activities involved in planning, creating, and evaluating computing artefacts Effective use of tools — Use software tools to support computing work Impact of technology — Understand how individuals, systems, and society as a whole interact with computer systems Programming — Create software to allow computers to solve problems Safety and security — Understand risks when using technology, and how to protect individuals and systems Year 9 Core Computing In Year 9 pupils will be encouraged to extend and deepen their knowledge in different areas: Media animation – Media Data Science Representations going audio-visual – Data representation Cybersecurity – E-Safety Artificial intelligence Physical Computing – Programming Y ear 9 Computer Science (option) Programming – Basics with Python Advanced programming concepts - Python programming Programming Projects & Challenges Algorithms – sorting & searching Introduction to Computer Systems Introduction to Computer networks Cybersecurity – protecting computers & networks Key stage 4 – Core Computing and GCSE Computer Science (option) At KS4 the core Computing curriculum is delivered through a combination of Computing lessons, integration with other subjects and through personal development lessons focusing on the following learning areas: · developing capability, creativity and knowledge in computer science, digital media and information technology · developing and applying analytic, problem-solving, design, and computational thinking skills · understanding how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns. GCSE Computing – Year 10 and 11 (option) The topics covered in Year 10 and 11 include: Fundamentals of algorithms Programming in Python Data Representation Computer Systems Computer Networks Cyber security Relational databases and structured query language (SQL) Ethical, legal and environmental impacts of digital technology Assessment: A 2 hour written exam set covering: computational thinking, code tracing, problem-solving, programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code. - 50%. A 1 hour 45 minute written exam covering the theoretical units - 50%. Throughout the course pupils will be expected to develop their programming skills with projects to help them design, write, test and refine their programs. (These are not formally assessed and do not contribute marks towards the final grade) Course Skills: Pupils learn theory across all the sections of the Computer Science specification and learn how data is represented within a computer, how to convert between denary, binary and hexadecimal, computer hardware and network topologies. Pupils develop problem solving and decomposition skills and learn how solutions can be represented as algorithms and flowcharts as well as code. Pupils learn how to solve problems by creating python programs using a range of structures and techniques. Assessment: Pupils will have regular assessments at the end of each teaching unit. These assessments will be completed in class time. Home Learning: Home learning will follow the ‘flipped learning’ approach where pupils will be expected to carry out some pre-learning and preparation ready for each lesson. In addition pupils will be encouraged to practise their programming to support work carried out in class and to work on their own personal projects that incorporate a skill-set that goes beyond the GCSE requirements. Exam Board: AQA - 8525 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

Train to be a Teaching Assistant, fully funded. Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Teaching Assistant Skills Bootcamp Date Posted 16/01/2026 Teaching Assistant Skills Bootcamp Fairport Training offers a fully funded programme designed to prepare motivated individuals to step into support roles across local schools. Delivered in partnership with Hampshire County Council and funded by the Department for Education, this 2.5-week (60-hour) online course gives learners the essential skills to make a real impact in the classroom from day one. Participants develop their understanding of: Communication and teamwork Child development and safeguarding Supporting teaching and learning (including SEND) Behaviour management and pastoral support Course attendees also benefit from tailored employment support, including CV writing, interview coaching and help securing job interviews with Hampshire schools. Find out more or get in touch at bootcamps@fareport.co.uk 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

Welcome to Westgate School Read our Executive Headteacher’s message to learn about our values, vision, learning together, achieving excellence. Executive Headteacher's Welcome Executive Headteacher's Welcome At The Westgate School our values and ethos are based on the fundamental belief that we are a community of learners - adults and pupils alike - in which every individual should be enabled to enjoy learning and develop as a happy and healthy individual, who is able to make a unique and positive contribution to society: learning together, achieving excellence. As a thriving and highly successful learning community, The Westgate School is founded on a tradition of high academic achievement and exemplary pupil support. At the heart of our success is the strength of partnership that exists between pupils, adults in school and, their families. We believe that every young person should feel a sense of belonging in our school community and enjoy their learning. As a result of this, individuals will leave with the skills and resources to take the next step in their lives, confident in their strengths and prepared to meet the challenges of the future. As Hampshire’s first all-through school, The Westgate School is uniquely placed to understand the learning journey from the Early Years Foundation Stage through to GCSE. We have strong links between the phases in our school and in particular, in Physical Education, the Arts, Modern Foreign Languages and in Mathematics. Colleagues bring a wealth of experience and knowledge about how pupils learn and are always actively seeking ways to extend, challenge and support pupils in their learning. We enjoy a close relationship with our linked primaries, sharing their values and allowing us to plan for a smooth transition as pupils move from the primary phase into our secondary phase at The Westgate School. Our strong partnership with local schools, working together for the benefit of pupils in our community, is something of which we are proud. We warmly invite you to be part of our success. Visitors are most welcome and if you would like to arrange a visit then please contact us . Mrs Fae-Anna Dean, Executive Headteacher M.A. (Ed), NPQH, MCGI, FCCT Our Ethos and Values 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 and 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 examination age. In addition to the planned curriculum, pupils in The Westgate 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. Our Development Plan 2024-2027 Our prospectus is currently being updated and will return here soon. 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

Spanish Becoming an active communicator in the world's global village Go Go Our Spanish curriculum intends to: Broaden pupils' horizons by developing a passion for languages and cultures and recognise the additional career opportunities open to people who speak an additional language. Ensure that every pupil is encouraged and supported to study a language for GCSE. Encourage a growth mind-set in pupils to learning a new language and develop the confidence to communicate. Overview of the Course: The learning of a language encourages respect for other people; it fosters an understanding of the interrelation of language and human nature. Studying any foreign language will broaden minds and give pupils a better insight into the world around us. It will encourage empathy as an individual. It demonstrates openness to society and an ability to communicate with others on all levels. The learning of a language supports an appreciation of cultural diversity. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education will foster pupils' curiosity and deepen their understanding of the world. This enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for the pupils to communicate for practical purposes, learn new ways of thinking and read great literature in the original language, equipping pupils to study and work in other countries. Pupils will continue to study the language they have learnt at The Westgate School since Year 7. Some pupils choose to continue with a second language. German will also be offered as a GCSE starting in Year 9 (dependant on pupil numbers). Several trips run throughout the year to complement the learning of languages and broaden pupils' cultural experiences. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Spanish is planned around the half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. We deliver discrete short sessions of our target language with pupils from Year 3 building up the time and duration as they become increasingly confident in the vocabulary and tenses. We will focus on providing an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of our study in Spanish will be on practical communication. Pupils wil be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Spanish is planned around the half-termly topics, the curriculum provides pupils with the opportunity to learn subject-specific knowledge and understanding, explore links across subject areas and practise their writing. We deliver discrete short sessions of our target language with pupils from Year 3 building up the time and duration as they become increasingly confident in the vocabulary and tenses. We will focus on providing an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at Key Stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of our study in Spanish will be on practical communication. Pupils wil be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Overview: Key stage 3 curriculum is organised in engaging termly topics though which the key skills are taught. Pupils in every class will be encouraged to verbally express themselves through a range of structured talk opportunities, as well as developing close and active listening skills. Both the reading and writing skills are explicitly taught so that the pupils can develop their confidence throughout the two years. Course Content: Year 7 focuses on developing the skills needed to become an active language learner; pupils will choose to study French or Spanish. In the Autumn Term, the unit: ‘This is Me’ teaches the pupils the skills for them to become confident at learning a language by encouraging pupils to speak almost immediately. The Spring term, using the world of comic books, encourages the pupils to give opinions and talk about themselves; Picasso and Dali stimulate descriptive language in the Summer term. Year 8 builds and develops the skills from Year 7. Most pupils will continue to study the language they chose in Year 7. Confident linguists may also choose to study French/Spanish in Year 8 as a second language; we will offer these depending on sufficient interest. (German is on offer to start at GCSE in Year 9 dependent on uptake.) Places and buildings are used to introduce the pupils to the future tense, through a topic on future towns and the past tense is introduced in the Spring Term when the pupils focus on castles and jousting! The Summer Term helps build on the pupils’ cultural capital, as well as their language skills, with a focus on celebrations: festivals and traditions. Many of the topics - and especially the trips organised to complement the curriculum - are designed to broaden pupils’ cultural experiences. Course Skills: Listening and Speaking: First pupils interact with their target language by developing active listening skills and the confidence of speaking a new language and communicating with each other. Reading : pupils’ skills are built up by activities involving word recognition and very quickly they develop the skills needed to decode meaning in more challenging texts. Writing : using sentence starters, vocabulary booklets and active learning strategies, pupils begin to construct meaning and manipulate language to express themselves and communicate in writing Assessment: Throughout both years the four skills of speaking, listening, reading and writing are assessed. The pupils are fully prepared for these in lessons before their summative assessment. Pupils will continue to study the language they learnt in Year 7 and 8. We will use the opportunity of the teaching time in Year 9 to broaden pupils knowledghe and increase their depth of understadning. We will focus on the following topics to help us: Holidays and preferences School life, rules and trips Technology, reading and family relationships Free time, TV and film, entertainment GCSE Spanish We will consider 3 main themes: Identity and culture Local, national, international and global areas of interest Current and future study and employment Assessments GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening - Understanding and responding to different types of spoken language Pupils are expected to be able to: demonstrate general and specific understanding of different types of spoken language follow and understand clear standard speech using familiar language across a range of specified contexts identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. Paper 2: Speaking - Communicating and interacting effectively in speech for a variety of purposes Pupils are expected to be able to: communicate and interact effectively in speech for a variety of purposes across a range of specified contexts take part in a short conversation, asking and answering questions, and exchanging opinions convey information and narrate events coherently and confidently, using and adapting language for new purposes speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate initiate and develop conversations and discussion, producing extended sequences of speech make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view use accurate pronunciation and intonation such as to be understood by a native speaker. Paper 3: Reading - Understanding and responding to different types of written language Pupils are expected to be able to: understand and respond to different types of written language understand general and specific details within texts using high frequency familiar language across a range of contexts identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate translate a short passage from Spanish into English. Paper 4: Writing - Communicating effectively in writing for a variety of purposes Pupils are expected to be able to: communicate effectively in writing for a variety of purposes across a range of specified contexts write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince translate sentences and short texts from English into Spanish to convey key messages accurately and to apply grammatical knowledge of language and structures in context. Home Learning: Online resources Memrise and Quizlet are often used to support the learning of vocabulary. Pupils are asked to learn vocabulary in readiness for lessons the following week. It is helpful to taken the “little and often” approach to learning vocabulary; therefore five – ten minutes each day provides optimum learning. Pupils will also be asked to improve written work based on feedback given by the teacher. Exam Board: AQA –8698 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

Step into the world of words with our Debating Club! It’s the perfect platform to sharpen your critical thinking. Debate Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Debate Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Step into the world of words with our Debating Club! It’s the perfect platform to sharpen your critical thinking, enhance your public speaking skills, and engage in lively discussions. Join us to explore diverse perspectives, build confidence, and become a persuasive communicator. Let’s debate and grow together! Go Wraparound | Clubs | Holiday Clubs Go

Join Westgate's Sci-Fi & Fantasy Club to explore new worlds, share interests, and have fun. Open to all secondary pupils. Sci-Fi & Fantasy Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Sci-Fi & Fantasy Club Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details A club for all lovers of Sci-Fi and / or Fantasy games, books, films and TV shows. We meet twice a week every Monday and Friday - See EduLink for details We play table, board and card games. We present and share our favourite books, films and shows. We watch age-appropriate movies and TV. Go Wraparound | Clubs | Holiday Clubs Go

Discover The Westgate School Gymnastics Club! A fun, safe space for students to learn balance, coordination, and flexibility. Join us and soar to new heights! Gymnastics Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Gymnastics Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Flip into fun with our School Gymnastics Club! It's the perfect place for pupils to learn balance, coordination, and flexibility. Our club offers a safe and supportive environment where you can practice tumbling, trampoline, and more. Whether you're a beginner or an aspiring Olympian, join us to develop your skills and have a great time. Go Wraparound | Clubs | Holiday Clubs Go

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

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