Join our DSL Network for safeguarding collaboration best practices and support across schools. DSL Network Go Go DSL Network Lead Professional: Mr. B Pearce (Deputy Headteacher) & Mrs. Fyvie-Rae (DSL Lead Practitioner) The Designated Safeguarding Lead (DSL) network provides a confidential platform for safeguarding leads to share expertise, updates, and strong practice. Regular meetings ensure that DSLs remain informed about legislative changes, local authority guidance, and emerging safeguarding trends. This collaborative approach strengthens schools’ capacity to protect vulnerable learners. Drawing on experiential learning, colleagues can support peers with problem solving and share concerns. The DSL network helps leaders address complex safeguarding issues with confidence. They also facilitate joint problem-solving and resource sharing, creating a unified approach to child protection across multiple settings. This group supervision model is a supportive and safe space which includes the opportunity to hear from external experts according to the group’s needs and requests. For more information, use the contact form: Contact and sele ct Collaborative Working & Partnerships citing DSL . 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

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

English Read like a writer; write like a reader; question like a critic; think like an individual Go Go Our English Curriculum intends to: Instil in pupils a passion for literature and a life-long love of reading. Teach pupils to become critical, analytical and evaluative readers of fiction and non-fiction. Enable pupils to craft language so that they become convincing writers, able to adapt their writing for different audiences and purposes. Ensure that pupils are effective communicators in spoken English. Why learn English? English has a pre-eminent place in education and in society. Our English course will teach pupils to speak and write fluently so they can communicate their ideas and emotions to others, and, through their listening and reading, others can communicate with them. With reading in particular, pupils have a chance to develop culturally, intellectually, emotionally, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society: pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. The curriculum is taught as an integrated course combining the study of language and literature, which continues in Years 9 -11. Our vision is that from Reception Year onwards, all pupils develop a passion and enthusiasm for English through exploring and appreciating a range of texts, both literary and non-fiction, and learn how to craft language to suit a range of audiences and purposes. The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Writing For EYFS/Key Stage 1 ‘Read like a writer; write like a reader; question like a critic; think like an individual’ begins with our youngest children, joining us in Reception. Writing begins with meaningful mark making, such as first attempts to write a shopping list, to writing their name. As they settle into Reception, children learn correct letter formation following ‘Letter join’ sequenced resources and are encouraged to write purposefully and clearly to express their thoughts, ideas and feelings. Following a rich and diverse text driven curriculum, children are inspired to write and enjoy opportunities for planning, drafting and reviewing. Oracy is a vital part of our Early Years Curriculum, and our children develop confident skills to become assured and articulate speakers. Through circle times and sharing their interests in key person groupings all children are supported to practise and develop formal and informal speaking skills. Children are also taught to understand the benefits of being sensitive, observant and attentive listeners. During Year 1 our carefully planned foundations of learning from EYFS are strengthened and refined. Handwriting skills develop and children are taught to progress letter formation into the beginnings of a cursive script. Children are taught a wide variety of writing skills such as: the art of letter writing, recount and instructional writing. ‘Talk for writing’ creates exciting narratives and figurative poetry. During Year 2 children begin to write more cohesively using a wider range of conjunctions and are expected to write with a greater stamina. Our text driven curriculum is thoughtfully planned to ensure children continue to develop a rich and varied vocabulary and understand that texts are set out in different ways for different purposes. Oracy skills are built upon, and children feel confident challenging each other and putting forward their point of view whilst accepting that others may think differently. Throughout KS1 and in reception, learning is assessed formatively using ‘pink for praise’ and ‘green for growth’ highlighters. Children are clear and confident to articulate what they have done well and what they need to do to improve their writing. Children are also taught how to begin to edit their own writing. Phonics and Reading Schemes For Key Stage 1 Children learn phonics through the carefully structured systematic synthetic Bug Club programme, then learn to transcribe phonic sounds into the early writing process of graphemes, words and sentences. Vocabulary development is a vital part of the curriculum, and we use the ‘Drawing Club’ model, in which children ‘share a treasure trove of vocabulary’ enriching language skills and encourage creativity and imagination. ‘Westgate Word Walls’ support children in every classroom from Reception to Year 6. Phonics is an important part of the curriculum and in the June of Year 1, children will take part in the National phonics screening check and the application of phonics to reading. Children progress through phase 5 and phase 6 phonics into Year 1 Bug Club Spelling and Grammar. Writing is centred around a diverse and exciting text-based curriculum. Fiction and non-fiction texts are chosen carefully to ensure enjoyment, humour, literary challenge and vocabulary development. Books are beautiful and we ensure all texts chosen are full of inspiring illustrations and captivating content! The end of this Key stage enables children to write more independently. Children re-visit phase 5 and 6 phonics and then progress onto Year 2 Bug Club Spelling and Grammar. The spelling and grammar curriculum during this year is challenging and children are supported to understand and apply a wide variety of spelling rules and grammar that will enhance their writing. Children will become more confident with new terminology and are able to develop their writing for a wider range of purposes and audiences. Writing in Key Stage 2 Children continue to follow the ‘Letter join’ handwriting programme and handwriting is expected to develop during this Key Stage to form a neat cursive script. Children progress from KS1 spelling and grammar skills following Bug Club spelling and grammar into KS2 resources. Consistent and accurate teaching ensures children’s writing develops with an authorial voice and a mature understanding of sentence structure and its effect on the reader. Stamina increases throughout KS2 and children create cohesive paragraphs in narratives and non-narrative material, whilst maintaining quality. Children are encouraged to read and check their writing for sense, editing for improvement is taught alongside audience awareness. There is a greater level of independence to select and propose changes for appropriate grammar and vocabulary and children are taught to use effective organisational and presentational devices. Challenging texts continue to be chosen carefully to ensure rich vocabulary development and an understanding of how authors write for effect. Writing outcomes are planned carefully using high quality texts to ensure that writing is effective and emotive and covering a range of genres. Older children often support younger children and listen carefully to each other’s ‘masterpieces’. Throughout KS2 writing continues to be assessed formatively using ‘pink for praise’ and ‘green for growth’. Children are clear, confident creative writers and can articulate what they have done well and what they need to do to improve their writing. Year 6 is the final Year of KS2 and we ensure a smooth and supportive transition from KS2 into the beginning of KS3. As part of our middle school model, colleagues from both phases, Primary and Secondary, deliver teaching and learning in our ‘all through’ school. Upper KS2 texts are chosen carefully in consideration of the KS3 English Curriculum and children are well prepared for this next stage of their educational journey. Phonics and Reading in Key Stage 2 Phonics is taught systematically, beginning in reception, using ‘Bug Club’ resources and planning. Whole-class teaching of phonics is supported by additional group and individual provision where required. Daily assessments ensure that children have understood, can remember and can apply their phonics. Teachers are highly skilled confident practitioners: misconceptions are picked up immediately and children make outstanding progress. Common exception words (CEWs) are introduced from the start of Reception. There are a set list of words for each Year group. (please see attachments below) These ‘tricky’ words although taught at school will need to be reinforced at home and children will need to be able to read and spell these words set words correctly, by the end of each Year. Reading Fluency Children follow the Bug Club Reading scheme and after the first half term they are matched to decodable books in order to develop reading fluency. From reception through KS1 children enjoy progressing through these books alongside the phonic sounds taught. In addition to the decodable books, children are allocated a ‘banded book’ that is not fully decodable but is at the correct level for your child. Parents and children are able to access the allocated decodable books on via the ‘e book’ platform on Bug Club. We use a combination of precisely targeted ‘ebooks’ to develop reading fluency and physical books to support all children on their reading for pleasure journey. Children read 1:1 with the class teacher and the Learning Support Assistant in reception. All reading (from Reception to year 6) at home and at school is recorded into a ‘reading record’. Vocabulary development is supported by ‘Drawing Club’ in reception based on a wide variety of rich texts children explore and develop vocabulary through the medium of illustration. Vocabulary is then used in context during the week and children are encouraged to use their vocabulary at home. Children begin guided reading in Year 1 and as confidence in reading fluency improves, children are introduced to reading comprehension skills. Exposure to stories, animated tales and traditional tales is valued highly. Every class will share a story after lunch through our “Westgate Story time” and through Drawing Club. Comprehension Reading and writing are intrinsically linked and from Reception through KS1 children are taught to discuss and sequence a narrative text. This is vital as it supports the ability to recall, retrieve and sequence reading. During KS1 children enjoy ‘book talk’ sessions where carefully chosen texts are used to stimulate rich class discussions, answer age appropriate comprehension questions and discover new vocabulary. Additionally, Guided Reading in small groups ensures children have the opportunity to read and discuss responses orally and in writing to comprehension questions based on: vocabulary, inference, predication, explanation, retrieval and summary. As children move into KS2, children complete ‘reading skill builders’ into reading journals alongside whole class reading. Children are encouraged to be creative and add illustrations and to take pride in their individual Reading Builders. Small group guided reading sessions continue through KS2 with the class teacher, where carefully selected questions for each age group are discussed and debated and cover each reading skill. Primary phase children enjoy support from Secondary Phase pupils and Year 9 Duke of Edinburgh pupils read and discuss: poetry, plays, fiction, and non-fiction with all year groups once a week. Children leave KS2 continuing confidently into their journey of ‘Read like a writer; write like a reader; question like a critic; think like an individual’ Overview of the Course: From the start of Year 7, all pupils are introduced to our core skills – the golden threads - so they are fully embedded by the time the pupils reach KS4. These key skills are taught through a study of novels, plays, poetry and non-fiction or media-based texts. Co urse Content: Year 7 Year 7 pupils begin the year with the ‘Heroes’ unit which is designed to develop a range of pupils’ inference as well as introduce the skills of analysis and comparison. Writing will involve crafting a persuasive speech to be delivered to the class. Subsequent units include the study of a modern novel; poetry of peace and protest; a creative travel writing unit; a media unit on representation and stereotypes and a Shakespeare play. Year 8 Year 8 has been designed to build on the skills that have been introduced in Year 7. The year begins with a unit on Gothic Literature where pupils analyse 19th century fiction and write an opening to their own Gothic novel. By the end of the year, all pupils will have also studied a dystopian novel to develop creative writing skills; a media-based unit on advertising; a Shakespeare play; poems from other cultures and developed reading skills to explore what life was like in the nineteenth century. The course is planned to provide a range of cultural experiences to widen pupils’ horizons and develop a passion for reading and the study of literature which we hope will stay with them throughout their life. Pupils are encouraged to transfer the reading and writing skills to other curriculum areas and these links are often made explicit in lessons. Course Skills: Reading: skimming, scanning and decoding skills, comprehension and inference, analysis of language and the structure of a text, and evaluation skills are introduced and consolidated over the two years. Writing: both creative and analytical writing skills are taught together with a focus on structure of the text, use of language devices, improving vocabulary and technical accuracy. Spoken language skills are practised through speeches and drama-based activities and debating and other structured talk. Assessment: Pupils will be assessed in every unit and each assessment will focus on a different skill for either reading or writing. All pupils will be fully prepared for the assessments and will practise the skills needed during lessons. The assessments will focus on key skills to provide a strong foundation for all pupils in improving their literacy, analysis or communication skills. To support your child’s learning in English and Media Studies clips will be shown from films such as: 'War Horse' and 'Romeo and Juliet' (Year 7); 'Macbeth' (Year 9); These clips and/or films will be shown in lessons according to our curriculum plans. In alignment with British Board of Film Classification regulations, pupils may be shown clips from films that are slightly above their chronological age (e.g., a film classified as a 12 for pupils in Year 7) where a teacher deems it appropriate for educational reasons. In doing so, adults will ensure that it is appropriate for the learning task and for the children in the class and if there are any scenes that could be upsetting, will advise pupils in advance. If you have any concerns and would like to discuss this in more detail, please do contact Mrs. Griffiths, Faculty Leader for English and MFL, as soon as possible such that we can adjust our plans, and we will be happy to work in partnership with you. English Language and Literature in Year 9 Overview of the Course: Pupils will develop their skills as critical readers of fiction and non-fiction texts and also become writers, adept at crafting language to suit a range of audiences and purposes. They will also become confident speakers able to express their opinion on a range of challenging ideas. Course Content: English language skills are taught in an integrated way, complementing and supporting the English Literature course. Pupils will read a choice of modern fiction, a Shakespeare text, poetry, a range of non-fiction texts including speeches, adverts and autobiographical journals. More confident learners will study Latin as part of their English Curriculum. The addition of Latin provides further enrichment and enhances learners’ understanding of language development, with a view to taking the language onto GCSE if they choose to. Other curriculum opportunities such as participating in a Shakespeare workshop, viewing a production or analysing speeches by famous historical figures and politicians broadens pupils’ cultural experiences further. Course Skills: Reading skills of inference, analysis and evaluation. Writing to persuade and argue and develop a distinctive voice. Writing creative texts including stories and descriptions. Spoken language presentation skills. English Language GCSE and English Literature GCSE The English curriculum is taught as an integrated course. However, pupils will be entered for GCSE English Language and Literature as two discrete qualifications and pupils will be entered for both GCSEs. English Language GCSE: Pupils follow the AQA course for GCSE English Language. Pupils will build on the skills of reading and writing they have been developing throughout their time at The Westgate School, but now it will be much more tailored to the demands of the exam. Pupils will continue to develop as critical readers with a focus on the skills of inference, analysis and evaluation and comparison. They will read a range of fiction and non-fiction texts, both contemporary and from the nineteenth century. Assessment: The English Language GCSE is assessed through two linear exams, both worth 50% of the course: Paper 1 Explorations in creative reading and writing Paper 2 Writers’ Viewpoints and Perspectives Pupils are given practice GCSE assessments at the end of each unit. English Literature GCSE: Pupils follow the AQA course for GCSE English Literature. They will read a nineteenth century novel, either: ‘The Strange Case of Dr Jekyll and Mr Hyde’ by Robert L Stevenson, ‘A Christmas Carol’ by Charles Dickens, or ‘Frankenstein’ by Mary Shelley. They will also study a modern text: either ‘Lord of the Flies’ or ‘An Inspector Calls’ and a range of pre and post 1914 poetry on the theme of Power and Conflict, and ‘Macbeth’. Please note: texts are subject to change according to exam board review. Assessment: The English Literature GCSE is assessed through two linear exams: ‘Shakespeare and the Nineteenth Century text’ worth 40%. ‘Poetry and Modern Texts’ worth 60% of the course. Pupils are given practice GCSE assessments at the end of each unit. Home Learning: Pupils are expected to complete Home Learning every week. Usually this should take one hour. Home Learning will be set as a variety of tasks including reading tasks in preparation for the lesson, language analysis, and the completion of written tasks. Exam Board AQA 8700 - English Language Exam Board AQA 8702 - English Literature Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Join our school table tennis club to stay fit, sharpen your mind, make new friends, and compete in exciting tournaments. All skill levels welcome! Table Tennis Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Table Tennis Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Join the School Table Tennis Club! Are you looking for a fun and exciting way to stay active, make new friends, and improve your skills? Look no further! The School Table Tennis Club is the perfect place for you. Why Join? Stay Fit and Healthy : Table tennis is a fantastic way to keep fit, improve your reflexes, and enhance your hand-eye coordination. Boost Your Brainpower : This sport requires quick thinking and strategic planning, helping you sharpen your mind and improve concentration. Make New Friends : Meet fellow pupils who share your passion for table tennis. Enjoy friendly matches and build lasting friendships. Learn and Improve : Whether you're a beginner or an experienced player, our club offers coaching and practice sessions to help you improve your game. Compete and Have Fun : Participate in school tournaments and events. Challenge yourself and experience the thrill of competition. Relieve Stress : Take a break from your studies and enjoy a fun, stress-relieving activity. Go Wraparound | Clubs | Holiday Clubs Go

Join Dance Starz for fun, fitness, and creativity. Open to all pupils. Dance Starz Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Dance Starz Internal / External External Age Range Year R - 11 Contact Dance Starz A New Approach to Dance Lessons Join us at Starz, with a full range of ballet and dance classes. We have a full range of ballet classes and dance classes for everyone! Starz classes are more than just movements—they are a journey of growth, joy, and connection. Experience our gentle and nurturing approach to learning dance with ease, where every dancer shines, and dreams take centre stage. Enrol today and be part of a dance school that celebrates the magic of movement and the beauty of each individual’s journey. Clubs include Starz Acrobatic Dance Dance Stars Dance Stars Ballet (see EduLink or starzballet.com for club details) Go Wraparound | Clubs | Holiday Clubs Go

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

Sculpture - 3D Design Art is not what you see but what you make others see Go Go At The Westgate School our Sculpture curriculum intends to: Develop intuition, reasoning, imagination and dexterity into unique forms of expression and communication. Promote self-esteem, while teaching us to respect each other and show empathy for each other's individual identities. Give space to think openly and to have confidence in our own opinions on life and the world around us. Encourage a culture of questioners rather than a culture of responder. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. Sculpture is taught within the Art syllabus in the Primary phase. It is taught from KS3 onwards as a discrete subject. In Year 7 pupils will be introduced to a broad range of new techniques, materials, artists and themes. These experiences will set the foundations for developing as an effective artist and creative thinker. In Year 8 pupils will build on these skills, techniques, knowledge and understanding introduced to them in Year 7. They will be encouraged to show refinement within their work and challenge themselves in a creative way. Pupils will work through three different projects per year, engaging in practical tasks, discussion, group work and home learning projects. Each termly project is designed to help pupils understand the art they see around them and why art is so important within the world and in recording historical events in a visual way. Each project is designed to cover practical skills, knowledge and understanding and creative thinking. Pupils will experiment with both 2D and 3D media and explore techniques including painting, printing, collage, and sculpture. Course content: During the course of Year 9 pupils will be required to work in the following two areas: building upon their KS3 knowledge and providing strong foundation skills for GCSE. Ceramics; pinch, coil and slab techniques Wire/Willow sculpture Card board sculpture Mixed media/assemblage Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: Making appropriate use of colour, line, tone, texture, shape and form. Using different approaches to recording images, such as, observation, analysis, expression and imagination. Showing in their work an understanding of the conventions of representational and abstract. Non-representational imagery and genres. Investigating different ways of working, as appropriate to their chosen area(s) of learning. Providing evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge and Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed in images, artefacts and products. A range of art, craft and design processes in two and/or three-dimensions and traditional and new media and technologies. How images, artefacts and products relate to their social, historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning . Sculpture - Art and Design (Three-dimensional design) GCSE P upils will gain knowledge and understanding of how ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning. Course skills: Pupils will be expected to demonstrate skills and techniques in the context of their chosen area(s) of study: Make appropriate use of colour, line, tone, texture, shape and form. Use different approaches to recording images, such as, observation, analysis, expression and imagination. Show in their work an understanding of the conventions of representational and abstract/ non-representational imagery and genres. Provide evidence of an understanding of spatial qualities, composition, rhythm, scale and structure. Knowledge and Understanding: Pupils will gain knowledge and understanding of: How ideas, feelings and meanings are conveyed in images, artefacts and products in their chosen area(s) of learning within Fine Art. A range of art, craft and design processes in two and/or three-dimensions and traditional and new media and technologies. How images, artefacts and products relate to their social, historical, vocational and cultural contexts. A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society in their chosen areas(s) of learning within Fine Art. A working vocabulary and knowledge of specialist terms relevant to their chosen area(s) of learning within Fine Art. Home Learning: Pupils will be set 1 hour of Home Learning per week . Exam Board: AQA - 8205 Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Join the photography masterclass. Photography Masterclass Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Photography Masterclass Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Join the photography masterclass. Go Wraparound | Clubs | Holiday Clubs Go

Media Studies Casting a critical eye over the ever-changing influence of modern media Go Go Our Media curriculum intends to: Enable pupils to become critical and analytical readers of media texts. Enable pupils all-through to question the way the media represents individuals and groups, and its power to manipulate audiences. Enable pupils to create purposeful, effective media products. Why learn Media? Media plays a key role in modern society: each time we watch television, read a newspaper or access the internet, we are exposed to the power of the Media. We are also affected by Media that we do not necessarily choose to use. This is why this dynamic and exciting subject provides pupils with an excellent tool to navigate and analyse the world we live in. In addition to this, the core skills of analysis work to build on and support the work pupils undertake in English. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Media is taught within the English syllabus in the Primary phase. It is taught from KS3 onwards as a discrete lesson objective then as an individual subject. Media is taught within the English syllabus in the Primary phase. It is taught from KS3 onwards as a discrete lesson objective, then as an individual subject. Course Content in Years 7 and 8 In Year 7 we look at various public figures considering how they are represented in the press and how they have become heroes of our time. We also link this with some image decoding and inference skills which start to build a bank of media terminology. In Year 8 we study advertising building on our prior knowledge of media terminology and looking at how the adverts persuade the audience to purchase products. Course Content in Year 9 Pupils learn about the theoretical frameworks (Media language, representation, Media industries and audiences) and discover how to apply them to Media texts. In addition, they learn practical skills such as how to use Photoshop and how to produce a Media product for a set brief. Course Content in Year 10-11 Pupils are required to explore Media language, representation, Media industries and audiences. They apply these theoretical frameworks to set texts from the exam board as well as unseen Media products. In addition, pupils develop practical skills and produce a practical production using editing software and original images. Assessment: The Media GCSE consists of two exams collectively worth 70% and a Practical Production, completed within school, worth 30%. Home Learning: Pupils are expected to complete Home Learning every week. Usually, this will take one hour. Home Learning will be set as a variety of tasks including finding and analysing examples of Media texts, researching texts, contexts and/or theories and preparing for practical work. Exam Board: Eduqas C680QS 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

Drama Drama is the art of looking at ourselves Go Go Our Drama curriculum intends to: Develop pupils confidence, expressive skills, creativity and emotional intelligence. Develop greater cultural capital through broadening their knowledge and understanding of variety of dramatic styles and genre. Give opportunities to contribute to the school and wider community. Why Learn Drama? Drama engages and encourages pupils to become confident performers and designers with the skills they need for a bright and successful future. There is as much opportunity as possible to do what they like best and participate in performances. Pupils will devise drama and explore play texts practically. In Learning to Perform pupils will learn how to commit dialogue to memory for devised performances and/or learn text for text-based performances. They will also develop the ability to interpret and/or create and perform a character to develop an appropriate performer/audience relationship and ensure sustained engagement Course content: From Year 7 pupils explore a range of different genres and drama techniques, building their confidence and self awareness. Many pupils opt to supplement their formal learning by joining our popular after school Drama club, where they are given the opportunity to work with older pupils and participate in our annual performances. EYFS | KS1 Content KS2 Content Year 7 & 8 Content Year 9 Content Year 10 & 11 Content Overview of the Course We help pupils to become confident and creative collaborators as they develop their understanding of the subject. Pupils will explore a range of themes, issues situations and relationships and learn to express ideas about themselves, others, and the wider world. Drama is largely practical with some aspects of theoretical and written work throughout. Course content: Year 7 Pupils explore units of enquiry on acting skills and mystery plays, script work - The Demon Headmaster - and a Haunted House physical theatre project. Year 8 Pupils explore units of enquiry on Greek Theatre, Shakespeare, Comedy and drama for a purpose. The Witness is a play that explores racial justice and equality. Course skills: Participate in practical activities and collaborate with team members. Exploring and responding creatively to texts, develop and refine dramatic ideas through REHEARSAL. Performing and communicating dramatic intentions to an audience. Use vocal and physical skills to create characters Pupils share work and give each other feedback based on strengths, improvements and personal responses to the content of the Drama. (We refer to this as Strength – Improvement – Response or SIR). Overview of the year In Year 9 pupils will have increased time and opportunity to develop their practical dramatic skills, develop their understanding of role and genre and improve a greater sense of how to appreciate theatre and play structures. Pupils also are invited to participate and take more senior roles in our plays and musicals to further enhance their skills. Drama Course Content Environmental Plays Pupils explore ‘Bhopal’, a play relating an environmental disaster, and ‘The Tree’ relating to climate change and destruction. Pupils use a non-naturalistic acting style using multi-roling, narration and direct address. Pupils stage and prepare for a performance of their chosen Environmental play. Stone Cold Pupils explore the play ‘Stone Cold’ as a piece of scripted theatre linked to the topic of Homelessness. Pupils aim for a naturalistic style of performance that creates tension. Understanding Drama: Practitioners: Brecht Devising project – pupils devise plays linked to research on the topic of homelessness. Pupils take information or inspiration from stories and images in a stimulus booklet. Exploring Texts: Too Much Punch for Judy A short introduction to a play that applies some of Brecht’s techniques in a modern ‘theatre-in-education’ setting. Understanding Drama: Practical Study of monologues, duologues, and extracts from Set Texts ‘Go West Arts’ – Link to Go West Arts / West Fest in July Pupils work in groups or pairs on key duologues and/or group scenes from plays chosen for the festival. Focus is on learning through exploration and language analysis. Introduction to a play text: Blood Brothers Pupils explore key scenes and learn about the characters, setting and themes. Home Learning A variety of practical tasks and research tasks will help pupils prepare between sessions, explore, and deepen knowledge and understanding, and review progress. Tasks will be set on EduLink and noted in the Handbook for Learning. The expectation will be approx. 45 minutes to one hour per week in Year 9. Drama Club Pupils are also invited to extend their learning through extra-curricular participation in clubs and Productions. A Drama Society runs at lunchtimes for pupils to explore class work or join with others on Go West Arts festival projects From Year 10 pupils begin their GCSE course and will cover the following aspects: Component 1: Understanding Drama - 40% of the GCSE Knowledge and understanding of drama and theatre. Study of one set play from a choice of six (selected by the Drama department). Analysis and evaluation of the work of live theatre makers. Component 2: Devising Drama (practical) - 40% of GCSE Process of creating devised drama. Performance of devised drama. Analysis and evaluation of own work. Assessment: Component 1 Written exam is 1 hour and 45 minutes; open book: 80 marks. Section A: multiple choice (4 marks). Section B: four questions on a given extract from the set play chosen (44 marks). Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (32 marks) Component 2 Devising log (60 marks); Devised performance (20 marks); 80 marks in total; This component is marked by teachers and moderated by AQA. Component 3 Texts in Practice (practical) 20 % of GCSE Assessment Performance of Extract 1 (20 marks) and Extract 2 (20 marks) 40 marks in total. Exam Board: AQA - 8261 Our Curriculum Curriculum Intent Options Careers Employers Curriculum Subjects Art | Fine Art Computing | Computer Science English Design Technology Drama Food Preparation & Nutrition French Geography German History Latin Maths Media Studies Music Personal Development Photography Physical Education Religious Education Science Sculpture Spanish The Wellbeing Curriculum

Join the digital leaders club for all things digital in the Westgate School and beyond. Digital Leaders Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Digital Leaders Internal / External Internal Age Range Year 9 - 11 Contact See EduLink for further details Join the digital leaders club for all things digital in the Westgate School and beyond. Go Wraparound | Clubs | Holiday Clubs Go

Join our Netball Club for fun, fitness, and teamwork. All skill levels welcome. Come play with us! Netball Go Go Beyond the Classroom Clubs | Wraparound | Holiday Clubs Community Lettings Netball Internal / External Internal Age Range Year 7 - 11 Contact See EduLink for further details Join us at Netball club for fun and to improve your fitness, coordination and teamwork skills. Go Wraparound | Clubs | Holiday Clubs Go