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 Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

Find out how to apply to The Westgate School, Hampshire's first all-through school, and join our vibrant learning community. Admissions Admissions Admissions 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. Note: The Westgate School has agreed to the Local Authority's request to admit 210 for Year 7 2025-2026. The best way to experience our school is to see it in action. For details of Open Events for Year R and Year 7 entrance, please visit Calendar & Open Events | The Westgate School Welcome and prospectus Key dates for main round admissions Information on Hampshire County Council admission arrangement Information on Hampshire Appeals Details on The Westgate school catchment area Our admissions policy located with our other polices on our policy page For in-year admissions (Years R-11), please use the contact form and select 'admissions' 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

Vacancy to join The Westgate School as a Cover Supervisor in this outstanding school. Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Secondary Cover Supervisor Date Posted 21/04/2026 Secondary Cover Supervisor Permanent 37 hours per week 39 weeks per year Grade C FTE £25,186 - £26,244 Actual salary £21,544 - £22,449 The Westgate School is a warm, vibrant and forward-thinking community where colleagues and pupils learn together. As an Ofsted-rated ‘Outstanding’ school, we are proud of our culture of academic excellence. We are looking for a confident, positive and committed Cover Supervisor who enjoys working with young people and wants to make a real difference. This is a fantastic opportunity if you: Are interested in pursuing a career in education. Want to gain school-based experience across a wide age range. Already have a teaching qualification but prefer a role without additional teacher responsibilities such as assessment and reporting. Enjoy supporting young people to achieve their very best. No teaching qualification is required; we welcome applications from people with varied backgrounds, experiences and career journeys. Why join us? Working at The Westgate School means becoming part of a friendly, skilled and supportive team invested in your success. With 1,620 pupils across our two phases, we are lucky to have excellent teaching facilities, including science laboratories, computing suites, and a purpose-built art and sculpture block. We take pride in a lovely environment for teaching and learning. The Westgate School is the lead school for the Winchester Schools Training Alliance (WSTA), working with 21 other schools in the Winchester district to train the next generation of teachers. Support colleagues employed by The Westgate School wanting to go on to apply for the WSTA training programme will automatically be offered an interview providing the course requirements are met. What Ofsted says: “The Westgate School is a happy and vibrant community, where pupils are encouraged to aim for excellence” Ofsted, September 2022 “Outstanding” Ofsted, November 2023 “Staff are incredibly proud to work at this school” Ofsted 2024 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 · A friendly and welcoming school community · Automatic enrolment to a generous local government pension scheme · Benefits of local government sick pay · On-site parking and access to EV charging stations · Free use of health and fitness facilities · Preferential nursery places in the on-site nursery at a reduced price · Preferential admission to The Westgate School for colleagues' children (after 2 years of employment) What we’re looking for: We are seeking individuals who can build positive, trusting relationships with children and who bring empathy, patience and enthusiasm to their work. We’d love to hear from you if you can: · Communicate clearly and positively with pupils and adults · Build strong working relationships across the school · Encourage excellent behaviour and a positive environment for learning · Show initiative and manage your time effectively · Bring patience, imagination and enthusiasm to supporting pupils · Work well both independently and as part of a team · Uphold our school values and help every pupil succeed You will need Maths and English at GCSE Grade 4 (C) or equivalent. The role will predominantly be in the secondary phase although you may on occasion be required to cover lessons in the primary phase. Safeguarding: The Westgate School and Hampshire County Council are committed to safeguarding and promoting the welfare of children and young people and expect all colleagues 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 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. 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 encourage applicants to avoid using AI for their application and if doing so, please state this in the application. Please ensure all information you provide is factually accurate, truthful, and original. This is so that your application is authentically and credibly your own as it forms part of the basis upon which future employment may be decided. How to apply: Please send completed application forms to the HR team recruitment@westgate.hants.sch.uk Please note, only submissions on the Hampshire County Council application form will be accepted. Applications will be reviewed as they are received and we may close the advert early, so we encourage early applications. Closing Date: Sunday 10 May 2026 Interview Date: TBC Application form Role profile Information pack 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

The policies page of The Westgate School website provides essential information on various school policies, including safeguarding, behavior, attendance, health and safety, and more. These policies ensure compliance with legal standards and promote a safe, supportive environment for students and staff. Visitors can view or download individual policies for further details. To explore the complete list of policies, visit The Westgate School's policy page. Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Policies Further admissions details may be found on our Admissions page Our accessibility plan can be found within the SEND policy. If you require paper copies of any of our policies, please contact the school office. View our policies below A B C D E F G H M N O P R S T U W Admissions Policy 2025/26 Admissions Policy 2026/27 Admissions Policy 2027/28 Anti Bullying Policy Attendance and Punctuality Policy Behaviour & Suspensions Policy CCTV Policy Careers Education Policy Charging & Remissions Policy Child Protection Policy Communication Policy Complaints Policy Curriculum Policy Data Protection & GDPR Early Years Foundation Stage Educational Visits Policy Equality Objectives & Diversity Policy Examinations & Contingency Policy Exclusion and Suspension Policy Feedback, Assessment & Reporting First Aid Policy Freedom of Information Gender Pay Gap Report Home Learning Policy Malpractice Policy Mobile Device Policy Non Examination Assessment Policy Online Learning for Pupils & Parents (Incld. Return to Learn) Online Safety Policy Pupil Groupings Policy Relationships & Sex Education SEND Policy Safe Use of Artificial Intelligence Policy Safeguarding Policy School Uniform Policy Supporting Pupils with Medical Needs Teaching & Learning The Education of Looked After Children Whistleblowing Policy (Exams) Word Processing Policy Work Experience Wraparound Policy 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

Devlop skills relevant to many different sporting activities. Join the Muilti-Skills club. Multi Skills Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Multi Skills Internal / External External Age Range Year 1 - 6 Contact jdsportscoaching@gmail.com This is organised by an outside provider JD Sports Coaching. Lead organiser - Mr Jon Mann. The club will introduce and develop core skills relevant to many different sporting activities. There is a cost for this club. Clubs are run on different days for age groups. Use the contact details provided for more details. Go Wraparound | Clubs | Holiday Clubs Go

STEM Club Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings STEM Club Internal / External Internal Age Range For all pupils Contact See Edulink for details STEM club runs as a series of longer projects investigating different aspects of Science, Technology, Engineering and Maths. Previous topics have included Rocket Launchers and Astronomy. Go Wraparound | Clubs | Holiday Clubs Go

Join Westgate's Senior Orchestra to enhance musical skills, teamwork, and performance. Senior Orchestra Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Senior Orchestra Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Senior Orchestra is open to all intermediate to advance players of String, Woodwind, Brass and Percussion.  Developing instrumental skills and encourage general musicianship skills through-out the year, as well as develop a good social network of like-minded musicians. Musicians will have the opportunity to participate in events such as School Concerts, open mornings and evenings, Celebrations, the annual School Carol Service in December, and ‘Go West’ Festival in July, and wider community events. Pupil music leaders will be supporting music teachers in running this club. Go Wraparound | Clubs | Holiday Clubs Go

Ensure consistency with subject assessment moderation services for schools. Subject Assessment Moderation (KS1-3) Go Go Subject Assessment Moderation (KS1-3) Lead Professional: Mr. J Green (Deputy Headteacher) Subject assessment moderation ensures consistency and accuracy in teacher judgments across Key Stages 1 to 3. By reviewing samples of pupil work against agreed standards, moderation validates assessment outcomes and supports reliable reporting. This process is essential for maintaining fairness and integrity in evaluating pupil progress. It also provides the opportunity for colleagues across all phases and subjects to co-construct assessment criteria to support teaching and learning. Moderation also serves as a professional development opportunity, enabling teachers to deepen their understanding of curriculum expectations and assessment criteria. Collaborative discussions during moderation sessions promote best practice, enhance subject knowledge, and strengthen confidence in delivering high-quality teaching and learning. If you would like to join our programme of curriculum development, please use the contact form: Contact and sele ct Collaborative Working & Partnerships citing Assessment. Go Collaborative Working & partnerships Next page Home Our School Headteacher's Welcome Ofsted Safeguarding Statutory Information | SEND Policies Admissions Governance Pupil Premium | Catch-up Statement Exam Results Vacancies School News House System Calendar & Open Events Collaborative Working & Partnerships Contact

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

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, MCCT 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 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

Join the Duke of Edinburgh award for meeting in gaining the Bronze award. Duke of Edinburgh Award Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Duke of Edinburgh Award Internal / External Internal Age Range Year 10 Contact See EduLink for further details Meetings linked to the Bronze Duke of Edinburgh award group. Go Wraparound | Clubs | Holiday Clubs Go