I can highly recommend a browse through the pages of this Headlines edition. It is inspiring and heart warming to see so many examples of hard work, engagement and enjoyment of students learning and working well both together and with their staff. It makes us proud. I was particularly proud this week of our Student Leaders for Mental Health and Well-being who joined me this week in an online meeting with 43 Ukrainian school leaders to discuss what UK schools do for emotional learning and wellbeing . The call was one of a series over the academic year, organised by the OECD that we have been invited to contribute to. Our student leaders were articulate, authentic and confident talking about what our school does to support emotional learning and mental health. These opportunities do not come along every day, it is impressive that our students are consistently able to engage and present so well.
If you need any support with accessing the recommendations then please contact Mr Hatchard. Reading matters and we are happy to support, guide and encourage students as much as possible.
YEAR 7
Mr Holden
Year 7 have continued to build on their hard work from the first two terms at Heathfield. Whilst visiting lessons over the past few weeks, there has been a clear sense of engagement and enthusiasm within the year group. Students are consistent with upholding the Heathfield Habits and demonstrating their desire to learn and progress. I have been really proud of how they have applied themselves.
In PSHE this term, students have been exploring the topics of alcohol and anti-bullying. They have approached these topics with maturity and understanding, and have taken away key messages and concepts regarding these subjects.
Early this term, we had our Matilda trip, which was a fantastic success. Student feedback was that they had an excellent time and were enthralled by the performance! Students’ behaviour was excellent and they gave a very good account of themselves.
Well done Year 7 for all your hard work during Term 3.
This term, Year 8 have conducted their third set of formal assessments in class. Students have been receiving feedback from class teachers which will
YEAR 8
The term has had a focus on Options, with Year 8 receiving help to give students, teachers and parents an idea of where they are in each subject and how to develop.
assemblies to help them explore new subjects on offer at GCSE, including Latin, Sociology and Dance. PSHE lessons have also had a focus on Options and students have had presentations from Mr Howard exploring the entire GCSE options process. Students have been very engaged during these sessions and have asked some very inquisitive questions.
Students have also visited the Warner Brothers Studios to explore careers in the film and art industries. Year 8 had a wonderful time exploring stage makeup, special effects and set design. Class teachers are also exploring careers in each subject to help students to make their final GCSE subject decisions.
Mrs Woodland
YEAR 9
Ms Krouwel
This term has provided Year 9s with some new challenges within their GCSE lessons including; the dissection of a heart in science, fitness testing in GCSE PE and their first controlled assessments in Media. Next term will see the opportunity for further feedback to parents on their GCSE progress during our onsite subject feedback evening on 20th March.
Outside of the classroom, our newly appointed Values leaders have had their first morning of training supported by the experienced Values Leaders in Year 10 and 11. Applications have now also opened for the opportunity for those who would like to become a sports leader, with numerous events across the second half of the year for them to support.
Other wider curricular events taking place next term will include the start of the Duke of Edinburgh Bronze award weekend training walks, as well as the second half of our super curricular fortnight.
Students have had the opportunity to focus on CORE and extended subjects through assessments this term. Whilst completing these, students have shown fantastic attitudes and effort to still manage revision for extended subjects. Year 10 is an intense time, with the second set of mocks and assessments taking place next term.
YEAR 10
Within PSHE ,we have been discussing mental health and mental illness and how students can seek or give support where needed.
Within student council meetings, students have raised the topics of homework and revision and some adjustments have been made in light of this. Students have also mentioned the praise and structure of revision and how supportive this has been within subjects to assist them in their independent learning.
It is always rewarding seeing students working independently and with others to achieve their potential. Within English students have been working on their English language speeches which have developed their research skills. The English department have praised the students on their maturity and positive responses to this task which is a requirement within their GCSE.
Ms Adams
YEAR 11
Mr Richardson
For many students in Year 11, the focus in Term 3 has been on futures. It’s been fascinating and exciting to read through the applications for college and Sixth Form places, and provide references for so many students. The range of chosen courses and
providers within the year group is wonderful, it is so rewarding to see them looking ahead with such enthusiasm and drive.
Many subjects are bringing the contentteaching elements of their courses to a close, and transitioning into the revision phase of the year. In form time, students will be encouraged to plan out a revision timetable, if they have not already begun one, and strategise for the remaining weeks ahead. At the risk of creating a touch of panic, it is worth reminding students after the mock exams in Term 4, there remain only six teaching weeks before the GCSE examination period begins on 12th May (some subjects may assess elements before this date).
Beyond that, we also begin to turn our attention to celebrations and moving on at the end of the year. Students and parents have already been sent order forms for leavers’ hoodies, and similar processes will begin soon for yearbooks and, of course, the Year 11 Prom.
FEBRUARY HALF TERM REVISION
Year 11 students in the Library Support Sessions have had guidance on effective revision techniques.
This is available to everyone on the website: https://www.heathfieldcc.co.uk/?page_id=997924
The Revision Materials for each subject are here: https://www.heathfieldcc.co.uk/?page_id=2837007
Revision timetables are a tool for all students sitting exams to help manage study time and exam preparation. It represents a study plan or day-by-day breakdown of the content you intend to cover, in order to be prepared for your exams. It provides reassurance that you cover what you need to in time for each exam and helps you manage well-being through the next few months.
VI FORM
Ms White
Positivity!
We are rewarding students this term by offering Golden Tickets to those demonstrating the independent study skills expected at Sixth Form. Students have the chance to win free drinks in Café Six, a lucky dip or being placed into our praise draw next term.
Mocks Update
Well done to all Year 13 for completing their mock exams this term. It has taken a significant effort and resilience to finish these exams in the dark winter months! We hope that students will be pleased with the results they achieve from their hard work.
Year 12 Progression Update
This term, we have started to discuss the different progression routes available to Year 12 Post 18. In assemblies they have received information on making informed decisions, apprenticeships and Work Experiences. We will be communicating with parents/carers regarding our Wider Curriculum Day next term fully focused on progression, along with our UCAS Convention Trip and Family information evening. Next term, PSHEe lessons will focus on individualised planning and research for progression. These sessions are led by experienced staff who can offer advice and guidance about where to find the most up to date information and further support for applications.
Year 13 UCAS Update
As the official UCAS Application date has passed at the end of January we are pleased to have submitted over 100 applications this year. This includes applications from the current Year 13 students and also some Ex-Heathfield students.It can not be underestimated how much work it takes to put an application together including a Personal Statement. Huge thanks to the Tutor Team, Mrs Kite, Mrs Jackson, Ms Taylor and Ms White for all of their support.
Highlights
• 42 students have received all of their offers
• Students have received offers to study: Biomedical Sciences, Computer Science, Geography, Civil Engineering, Neuroscience, International Relations, Criminology, Marketing, Economics, Creative Writing, Anthropology, Law, Film Making, Accounting & Finance…
• Some first choice universities include: Newcastle, Exeter, Bristol, Bath, Birmingham, Cardiff, Reading, Nottingham, Swansea, Portsmouth, Brighton, Leeds, Derby…
• Ask your son/daughter about the
they have experienced
• Encourage them to talk about their understanding and interests with you.
• For more detail on ANY subject look at the Knowledge Organisers on line here: https://www.heathfieldcc.co.uk/?page_id=2446506
What are KS3 students learning in …
English
Year 7 have spent this term enjoying their first experience of Shakespeare, through the magical world of ‘A Midsummer Night’s Dream’. This popular comedy offers them a chance to explore the conventions of script-writing. In lessons they have had the opportunity to read parts of the play aloud, to help them appreciate how language has changed over the centuries. Despite the hundreds of years since it was written, the tale of young lovers, mischievous fairies and a man with a donkey’s head still makes everyone laugh!
Year 8 have moved on from ‘Macbeth’ and on to the very different world of mid-20th century America, where they are eagerly following the story of two rival gangs, the Greasers and the Socs, in S.E. Hinton’s fabulous novel ‘The Outsiders’. This popular story, set in Tulsa, Oklahoma, – and written when S.E. Hinton was still at school herself, allows students to explore the Year 8 theme of identity, and in particular how individuals ally themselves with certain groups and ideas and how they maintain their own individual integrity.
X Maths
Year 7s have started solving equations this term, learning all about balancing. Anything you do to one side of an equation must be replicated on the other side so the equation remains balanced. Students are able to create their own equations from mystery number problems and use this method to guess the numbers that others are thinking of.
Year 8s have had the exciting opportunity to visit Harry Potter studios this term. As well as learning about all the careers within the film industry, they also had a look at set Design and some original scale drawings of the sets.
This image below shows a scale drawing of Hagrid’s Hut. The maths involved in these drawings includes ratio and proportion; plan views, side and front elevations; angles and bearings and even Pythagoras and trigonometry!
What are KS3 students learning in …
Science
Year 7 have started to explore some Chemistry and Physics topics, by looking at the atom and how gravity works, following on from the Universe topic they studied last term. They are also looking at electricity and how it travels around a circuit, linking to the uses of electricity in the home and the power of different devices. Happily, this involves lots of practical work
and students are keen to improve their practical skills and explore current, voltage and resistance.
Year 8 are looking at some Biology, specifically focusing on inheritance and evolution. Theories by Charles Darwin and Jean-Baptiste Lamarck are featured and discussions are purposeful; students can practice their critical thinking skills in using evidence to explore theories and delve deeper into how improving technology can assist us in knowing more about the world. Students are also looking at Chemistry topics of Elements and the Periodic table, which involves looking for trends in electronic structure and looking at the differences between elements, mixtures, compounds and molecules.
History
Year 7 historians are currently studying the impact of the Reformation on England. They have investigated the religious turmoil that defined the Tudor period and will go on to explore why Anne Boleyn was accused of witchcraft through a primary source investigation. Year 7 students will be introduced further to the evaluation of primary sources this term.
In year 8, History students have started their exploration of the Holocaust just in time for Holocaust Memorial Day 2025. Students will study the context surrounding the Holocaust and then determine how useful Anne Frank's diary is for investigating what happened to Jewish people. Year 8 students will be focusing on developing their primary source skills this term.
What are KS3 students learning in …
Geography
Year 7 have completed a module called ‘Shaping the Land’ where they studied the different landforms created by rivers by erosion, transportation and deposition. Pupils also practiced important OS map skills and should now know how to use grid references, compass directions and scale. Pupils are now studying the MENA region (Middle East and North Africa) in Geography lessons. As well as learning about this fascinating region we will be studying migration, one of the biggest and most topical issues in Geography.
Year 8 have completed a unit on Africa where they should have had their perceptions of the continent challenged and updated. They have also recently sat an assessment on tectonics so will have been revising hard at home. The next module for year 8 is all about Haiti which allows pupils to study development in depth, as well as learning about one of the lesser reported parts of the world. This module combines human and physical geography to find out more about Haiti and why it faces such a struggle to develop.
Computing
Year 7 students have progressed from exploring how computers work to learning to program them. They have started coding in Python, using the Turtle library to develop their skills. They are learning crucial programming skills such as selection, iteration and working with input and outputs while producing some fantastic images in turtle.
Year 8 are learning to develop websites using HTML. They are exploring how to structure webpages effectively and how to add colour and images to their websites.
What are KS3 students learning in …
Design & Technology
Year 7 have been learning about woods, their properties and working characteristics, alongside developing workshop skills including accurate marking out and cutting to make a wooden door wedge.
Year 8 have been learning about electronic components and circuits and have used practical soldering skills to make a colour changing USB lamp circuit.
During Term 3, Year 7 have been focussing on healthy eating. They have been exploring Food Labelling and the Traffic Light system on our food packaging. In practical lessons, we have made Pizza Toast, Pasta Sauce and Fruit Muffins.
Year 8 have started to explore the functional and chemical properties of ingredients. We have been looking at different kinds of raising agents and dextrinisation through making both scones an pizza. We have also assessed pupils' skills at meal planning. Pupils have created a Bolognese sauce and have looked at ways of making this into a family meal.
What are KS3 students learning in …
French
After spending the first part of the year getting familiar with French phonics, introducing and describing themselves, their free time and daily routine, in preparation for their pretend time in France, this term, Year 7s have " arrived in France and met their host family". They have practised speaking to Customs: giving information about themselves and why they are travelling, as well as describing their family and arranging to go out. This has allowed them to use different subject pronouns and verbs forms to master French Grammar. Year 7s should feel empowered to give their opinions loud and clear!
Year 8s started this term with their whole-school assessments - during which they have impressed us by their hard work and dedication. It is great to see that many students are comfortable speaking French, with good understanding of questions and a very good level of pronunciation. Then, we moved onto settling down in a French school, now that we "live in Toulouse" and know everything the town has to offer. Students have grasped a good understanding of life in the French school system and are noticing some fascinating differences from our own.
Spanish
In Term 3, Year 7 students have been developing their Spanish knowledge and grammar, focussed on the topic of ‘En mi insti’. They can now explain what subjects they learn at school, which subjects they like and what facilities their school has. They can use opinion phrases and can use phrases such as ‘Me gusta el español porque es útil’. (I like Spanish because it is useful).
In Year 8, students have been discussing food and drink ítems, reviewing the use of opinion phrases and developing a wider range of opinions. They will be developing their grammar knowledge by using the infinitive verb with ‘gustar’ and will be able to order food and drink from a Spanish restaurant. Their cultural awareness will be shaped by discussions around cities in Spain and regional dishes. ¡Delicioso!
What are KS3 students learning
Physical Education
Students within Key Stage 3 have been exploring, developing and extending their understanding in a range of different sports that have given them confidence to perform as individuals and within a team. Students rotate on a 3-week carousel around; Badminton, Basketball, Dance, Football, Gymnastics, Hockey, Netball, Rugby. This gives students the knowledge and understanding to take a sport they enjoy further.
It is a really busy term for our sports leaders, who have done really well managing the students and competition across a range of activities this term including indoor athletics, netball and hockey.
The students have shown excellent leadership, organisation and collaboration to successful allow some of our feeder school primary students every success in the competition run by our sports leaders. There are still events coming up, with many of our leaders hopeful of securing their bronze, silver and gold leadership badges.
Drama
Year 7 students study extracts from Roald Dahl scripts leading on from the trip to see ‘Matilda’. We look at how to physically and vocally develop larger than life characters and also the importance of stage positioning. This unit will help to build essential skills of using memory, interpreting text, teamwork and self-confidence.
Year 8 are completing a written assessment evaluating how tension and suspense is built through the design elements of lighting and sound in an extract from ‘Woman in Black’. This leads into their practical exploration of creating atmosphere using these design elements to create their own ghost stories.
What are KS3 students learning in …
After a really successful start to the year exploring mark making, Year 7 went on to complete their first assessment which included some absolutely fantastic pencil drawings of bulls. It was impressive how much detail and depth students were able to achieve in their drawings, using knowledge gained through completing the tonal ladders earlier in the year. They have now started to explore colour which is bringing some stunning vibrancy to their books. We are seeing wonderful colour wheels that explore the subtle differences between the primary, secondary and tertiary colours. These colour wheels come with the added challenge that students are only allowed to use the three primary colours to achieve the subtle differences between each hue.
This has been a really exciting year for both the teachers and students in Year 8 Art. We wrote a new scheme of work for this year, and it has been absolutely brilliant!! The main focus is portraiture and students started individual drawings of the eyes, nose and mouth to ensure they fully understood how to capture the details of these main features. They moved quickly onto self portraits', working from photos taken in class. Since the initial pencil portrait, students have reproduced it in various styles including German Expressionism, Pop Art and Julian Opie, the latter using both collage, paint AND digitally. It has been really good seeing this digital element coming into our schemes of learning, and students most certainly have responded really well to it.
Music
Year 7 have come back in fantastic spirits and are really thriving in the new project in Music. We are currently looking at keyboard music and focusing in the initial lessons on hand position and ensuring students use the whole hand rather than just a few fingers. Eventually nearer to the end of Term 3 we will be looking a t trying to join two hands together with their music.
Year 8 have all done really well with their assessments at the beginning of term 3. Well done year 8! Currently students are doing different projects. Half the year will be looking at Blues Music and how Blues Music has influenced Music History. They will be learning some basic blues techniques on the keyboard and learning how to improvise using the blues scale. The other half of Year 8 will be looking at Cover Music where they will be given a song and asked to re-arrange it to best suit the instruments they want to play. They will be using practice rooms and playing as a band together.
What are KS3 students learning in …
PSHEe
This term, Year 7 students are learning about the drug alcohol. Students will be increasing learning begun at primary school to ensure they have the knowledge of alcohol’s effects and its status within UK Law as well as developing skills to navigate its use and effects on their lives in adult years.
Year 8 students are focussing on Career Education this term. This includes reflection about their own strengths and areas to improve. There will also be a lesson where a member of the College’s Leadership Team will present this year’s options process and answer questions they may have. These sessions will be in the run up to the Options Fair on 27th February. Subsequent lessons explore the links between subjects and potential career pathways.
X
Philosophy and Religion
Year 7s have been pondering the existence of God this term. We began by discussing the reasons why people would be a theist, atheist or agnostic before asking the question of whether we could prove or disprove the existence of God using logical thinking alone. They have enjoyed exploring the different philosophical arguments put forward to prove the existence of God, such as the argument from miracles and the teleological argument (as well as the critique of the arguments!) From a secular perspective, year 7s have been interested to understand the concept of philosophical materialism, humanism and explore the works of Richard Dawkins.
Year 8 have been exploring gender equality throughout a number of religions, including Islam, Hinduism and Christianity. In doing so, they have analysed various religious scriptures to determine whether or not they suggest gender equality is important. They’ve been asking the question of whether the Catholic Church should allow female Priests and discussing their feelings on the differing religious expectations surrounding dress. Additionally, we have explored the Hindu story of the Ramayana and questioned whether the representation of Sita makes it a story of female liberation of female suppression.
Focus on Key Stage 4 and 5
Design Technology
English
Food & Nutrition
Media
Psychology
Sociology
Pride . Ambition . Community
Key Stage 4
Design Technology
Year 9 are working on a mood lamp project which includes learning about how electronic components and circuits function to make a working circuit that automatically turns on as it gets dark. They are also extending their knowledge and practice of working with a variety of materials including wood and plastics to manufacture a base and shade for their lamp.
Year 10 are working on NEA skills which are a range of different tasks set over one or two lessons designed to develop the knowledge and skills they will need in June when they start their NEA. These include how to develop and present ideas using sketching, working drawings and models.
Year 11 are currently making their final prototypes as part of their NEA having developed and refined their ideas through sketching, modelling and evaluating..
Key Stage 5 – Product Design
Year 12 have been learning about inclusive design and why it is important for a designer to ensure products suit a range of needs. This involved developing a design concept for a toothbrush suitable for people with reduced mobility through sketching, modelling and prototyping.
Year 13 have nearly completed their NEA and are beginning to make a final prototype after using the iteration process to develop and refine their ideas through sketching, modelling, and testing.
What are KS4 and 5 students learning in..
Key Stage 4
… Year 9 students will cover the following texts, characterized by the theme of moral dilemmas, over the academic year:
• ‘The Time Machine’ - H. G. Wells’– a perfect introduction to the Year 9 theme of Morality.
• Shakespeare’s ‘Romeo and Juliet’, and
• Arthur Miller’s ‘A View from The Bridge’- which tells a much more modern tragedy of jealousy and betrayal in New York.
English Language
Year 10 have been focusing on critical reading and writing skills. Discussions around critical digital readership have been particularly fruitful – especially the importance of triangulating information and thinking twice before sharing or commenting on someone else’s words. Becoming a critical reader is essential to success in GCSE and is, of course, vital to life beyond school. Since January, they have been focusing on rhetorical skills and persuasive writing, alongside studying ‘Animal Farm’ for its multiple examples of language used for powerful and political effect.
Year 11 students started the year with the creative writing component of their GCSE exam, developing interesting and believable narratives and learning how to tell them in an engaging and compelling fashion. They sat their first mock before moving on to Paper 2 after Christmas, focusing on non-fiction texts and transactional writing.
Year 12 began with a crash course in word classes, grammar and spoken English. They are already demonstrating their sharper linguistic understanding of the language. These linguistic skills will underpin everything that they do for the next two years. They are studying Language and Gender and Regional Variation this year, as well as preparing a portfolio of creative pieces of writing.
What are KS4 and 5 students learning in..
English
In Year 13, students have been exploring the history of the English Language in all its rich variety – looking at the influences of historical invasion, colonialism, scientific discovery and social development. They are also learning about the processes by which children learn to speak and write. Both of these are central topics for their final exams.
English Literature
Year 10 have been working on William Golding’s masterpiece ‘Lord of the Flies’ and Charles Dickens’ moral tale, ‘A Christmas Carol’. They are now moving onto their poetry studies, exploring the compulsory Anthology with its diverse range of poems. In the summer, they will move on to their Shakespeare text, either ‘Romeo and Juliet’, or ‘Macbeth’.
Year 11 started by revising their texts for Paper 1 – either ‘Romeo and Juliet’ or ‘Macbeth’ and the Poetry Anthology. They are now revising Dickens and either ‘Lord of the Flies’ or ‘The Curious Incident of the Dog in the Night Time’ for Paper 2 - and setting to learn their key quotations, using strategies such as the flashcards provided by the department.
Year 12 students arrived full of ideas and generated fascinating discussions of their transition novel – ‘Far from the Madding Crowd’. They moved on to their first exam novels, the powerful and extraordinary portrayal of World War I ‘Birdsong’, by Sebastian Faulks and Emily Bronte’s gothic classic ‘Wuthering Heights’.
They have also been working their way through their anthology of poetry ‘Love through the Ages’ and carrying out a range of wider reading in preparation for their coursework (NEA).
What are KS4 and 5 students learning in..
In Year 13, students have recently finished Shakespeare’s tragic masterclass in manipulation, ‘Othello’, and are also studying Wilfred Owen’s poetry and the play ‘The Wipers Times’ by Ian Hislop. Their NEAs have been finished and they are now fully focused on exam preparation. Following the mocks in January, they will revisit their Year 12 exam texts and work on effective revision and essay writing skills.
Year 12 Language/Literature Combined
This year we have been delighted to reintroduce the combined Language and Literature A level. Students have been learning the basics of linguistic analysis and applying their skills to classic literature, including 'Great Expectations' and 'A Streetcar named Desire'. They are building up reading logs of wider fiction and non-fiction reading in preparation for writing their own creative pieces later this year.
What are KS4 students learning in …
Food & Nutrition
XXXXX Key Stage 4
Pupils in Year 9 have started their GCSE course with great enthusiasm and have been working on several topics including Health and Safety in Food, Food Science and Food Nutrition. Alongside the theory elements, pupils have also completed a number of practical lessons to extend their skills. This includes making and filling pasta, using a setting agent to make desserts, exploring food science occurring in meringue and learning to make mayonnaise and butter.
Year 10 and 11 are in the middle of NEAs.
GCSE AQA Food Preparation & Nutrition
NEA 1: 35%
NEA 2: 50%
Written Exam: 50%
NEA 1 has been completed where pupils explored functional and chemical properties of ingredients.
In NEA 2, pupils have been tasked with researching international food that can be served in a school canteen. They have researched the task and are currently planning three courses for their practical exam.
What are KS4 and 5 students learning in …
Key Stage 4
Media
Year 9 and 10 intensives have been learning lots of technical skills and different software programmes, including how to create website prototypes using Adobe XD, editing images in Adobe Photoshop and editing video in Final Cut Pro. They have also undertaken a series of workshops in how to compose and frame photographs and how to create video. These skills will all be required for their controlled assessment brief which has just been released which requires them to make a website persuading someone to act or think differently. They are able to choose their own topic and there are a variety of responses with some students opting to encourage people to think differently about their impact on the environment, some persuading people to volunteer their time to beach clean or litter pick and others encouraging people to donate to charity. There are some very interesting ideas and we are very much looking forward to seeing what they create.
Year 10 extended having successfully completed all of their controlled assessments, the intensive group now turns their attention to the external assessment brief. They have begun plans to create a product raising awareness of the thousands of people in the UK that care daily for others. They are conducting independent research into a number of areas and considering the range of people who are involved in caring. They are also considering them care industry as a profession and researching the range of jobs available,
seeking to break stereotypes about what it means to be a carer. Once the preproduction phase is complete and their plans are in place they will begin making their assets: creating photos and videos, as well as writing body text which they will use to construct their website in the exam. They will also create an individual log for We Care UK.
What are KS4 and 5 students learning in …
Key Stage 5
Year 12 are currently working on the film genre unit, which has involved watching films from lots of different genres and periods of time to consider how genres have evolved. They also analyse the use of representation, narrative and production techniques To consider how messages and values are created for the audience. The films they have studied include Blue Story, Top Gun Maverick, Pride, I, Daniel Blake, Black Panther and The Gentlemen. They will choose 3 films to write about for their coursework for this unit. This also ties in with the Media Representation examined unit this year, where some of these films will be used as case studies.
In Year 13 students are currently completing their final piece of courseworkto create a fictional film. We have work ranging from horror, to romance and social realism to fantasy. The student films will be between 3-5 minutes long and ensure that it follows (or deliberately breaks) genre conventions - putting their theoretical knowledge from Year 12 into practice. Students are currently undertaking some interesting work, including hiring churches and event halls to realise their film projects. Many have students have been experimenting with AI to generate storyboard images to help them visualise their work. They will also have an external exam on ‘Responding to a Commission’ where students will choose how they wish to respond, either through a film, print product or website.
Key Stage 5
Psychology
Year 12 have fully embraced the opportunity to study psychology at A Level. For many of our students this is the first time that they have had the opportunity to study human behaviour in a scientific way. We have looked in detail at the use of experiments as a method of research and students have displayed their skills by designing and running their own research. In addition, they have developed an understanding of the different approaches in psychology by considering how biological, cognitive and behavioural psychologists would explain the causes and treatments of OCD, depression and phobias. This develops understanding of the range of factors that can influence our behaviour and is often one of our students’ favourite topics.
Year 13 have also been focusing on refining their research methods skills, developing an awareness of some of the less frequently used psychological methods, such as content and thematic analysis, and developing their ability to use inferential statistics to fully interpret quantitative data.
Students also had the opportunity to attend an online workshop with a speaker from the Freud Museum. The workshop began with an introduction to Freud, his key ideas, and how he has influenced psychology. This was followed by a detailed analysis of the psychoanalytical approach to schizophrenia. It was fascinating to hear from an expert on Freud and to explore a complex disorder such as schizophrenia from a perspective that is not always covered within the taught A Level curriculum. We also got to hear some myths about Freud busted and common misconceptions identified. Our students asked insightful questions during the sessions and we were able to learn a lot about a figure who has had
an extensive influence on the study of human behaviour. The knowledge gained at this event will support our students in their knowledge of the psychodynamic approach generally and in their current topic of schizophrenia, where they will consider the disorder from a wide range of approaches.
Super Curricular
Psychology
Whilst our Year 7-11 students do not have the opportunity to study Psychology, they can get involved with the subject via the super curricular fortnight activities. Why not have a look at what psychology activity you can get involved in during the next super curricular fortnight and see whether you would like to join us at A Level!
What are KS4 and 5 students learning in..
Key Stage 4
Sociology
We have welcomed a large number of Year 9 Sociology students to the Social Sciences Department again this year. We are always excited to share our passion for sociology with students, and Year 9 have once again impressed us with their ability to pick up a subject for the first time. They have shown that they can think critically about society and have inquisitive sociological imaginations. So far we have focused on ensuring that they have strong foundations in relation to what sociology is and how it is ‘done’. They can discuss the importance of socialisation and how the agents of socialisation and social control shape our behaviours and identities. They have explored the key beliefs and differences between Functionalists, Marxist and Feminist sociologists, and we have explored how to conduct sociological research.
Year 10 students have been focusing on crime and deviance, and stratification and differentiation. The events across the UK during the summer of 2024 have provided an opportunity to apply some of the key sociological theories of deviance, and our students have impressed us with the depth of knowledge they have shown when discussing the events. As we enter the final part of their GCSE study before the summer exams students will continue critically analysing the inequality that exists in society and the impact that this has on how our society functions.
Key Stage 5
Year 12 now have a firm grasp of the different theoretical perspectives that are used in sociology to explain society. They have applied these perspectives across the study of education and culture and identity
What are KS4 and 5 students learning in..
Sociology
So far this term we have been examining the impact of different educational policies on the level of achievement of different social groups, including debating whether these policies have created more or less inequality in the UK.
In addition, Year 12 have been studying culture and identity in the other side of the course, a topic not explored at GCSE. This term, the focus has been on culture: we have been exploring the role of youth subcultures and folk cultures as well as debating the value of high and low culture (or whether such things exist in a postmodern society!).
Year 13 have sat their mock exams this term. They are impressing us with their knowledge of how to revise and their excellent independent study. In lessons, the focus in year 13 is on crime and deviance, and the media.
They have examined the different theoretical perspectives on the role and causes of crime and deviance in society. They have looked in detail at the relationship between poverty and street crime, and the drive for profit in Capitalist society leading to corporate crime.
In addition, year 13 have explored the nature of truth debate and have closely analysed the extent to which sociology can and should be studied scientifically. This is an extension of their Year 12 knowledge of positivism and interpretivism debate from their research methods topic.
The other side of the course has focused on the media, considering ownership and control alongside globalisation and its relationship to modern media such as Netflix and TikTok.
Term 3 Wider Curriculum
These pages include details of the wider curriculum events followed by all year groups over the course of the last term.
Pride . Ambition . Community
YEAR 8 WIDER CURRICULUM
Year 8 did us so proud. Excited, engaged, interested; I saw it all. The best moment, when a student walked up to me right at the end and simply said ‘thanks Miss, that was great.’
Year 8 students visited the Warner Bros Studio Tour this term. We have been running this trip for many years, and it is as relevant now as it was when we first started. Although the theme of the tour is the Harry Potter Franchise, the idea behind the trip is to look in close detail at the industries and jobs that it takes to bring a feature film to fruition, especially one of the magnitude of Harry Potter.
Ms Strachan, Curriculum Leader for Art, said: “I don’t think it is easy for a student of 12 or 13 to completely grasp how the options they take now, will influence the path they walk down later, so this is where the Studio Tour really helps. It so clearly shows what you can do and what you could be.”
Year 8 were extremely well-behaved and this was even commented on by Warner Bros staff and by a teacher from another school.
Teachers will keep talking to students over the coming weeks about their hopes, thoughts, ideas about their future so they can go into their Options feeling informed and in control of their choices.
YEAR 8 WIDER CURRICULUM
On Thursday 13th February, Year 8 French students took part in a French day! Our recent Digital learning day in 11th February gave students the chance to explore a variety of digital sources for the guest workshop they were to attend a couple of days later.
There was a History lesson where students learnt about France during World War 2 and looked at sources written in French using their translation skills to decipher the message. A Food Technology lesson allowed them to discover French gastronomy. They attended a Drama lesson during which they learnt how to curse in French in dramatic fashion. Students had fun shouting French insults at each other and acting out. And, of course, a French lesson - a carousel of careers for which the French language came in very useful. Students had the job to find the perfect house for families using the website "Gîtes de France". They became "pâtissier" decorating cupcakes as per client instructions. As a personal stylist, they created the best outfit from French luxury brands. They took part in a detective investigation solving a crime with clues in French. There was a treasure hunt outdoors using directions in French to locate a series of symbols. The fifth session was by a company called The All Abroad bus, which offered students an immersive experience in French way of life with a food taster, and a VR headset tour of Dieppe which allow them to use common phrase, transactional language so that they could take part in a role play and really pretend to be exploring "le Marché" in Dieppe.
This French day showed students the relevance of continuing their French language journey into Key Stage 4, as clearly, France being so close by, offers many study and employment opportunities to our future young globetrotters, but more importantly supports the development of many skills we so wish for our Heathfield students.
Matilda The Musical
Wider-Curriculum
Year 7 students were extremely excited to leave Heathfield and travel together to go and see the award- winning West End show Matilda The Musical at The Cambridge Theatre.
This is one of the core opportunities that the College makes available to all students as part of their Heathfield Experience.
For some of our students, it the first time they had been to a West End theatre and they were in awe when walking into the auditorium and seeing the set on the stage.
Interschool Climbing Competition
Thirteen students from Heathfield Community College faced stiff competition at an Interschool Climbing Competition at Boulder Brighton : Climbing Centre on Thursday 23rd January. We were up against over 15 state and private schools from the local area. The students had an hour and a half to complete 25 climbs and score as many points as they could.
The students have been training for three weeks to build their skills. They have worked really hard to develop their climbing expertise and confidence on the wall. They were prepared to take on all the climbs grading from around 5 – 6c, with Charlotte and George successfully tackling the most difficult climbs in the competition.
Overall, the students had a lot of fun and acquitted themselves well, coming 10th out of 18th in the competition, an improvement from 17th out of 19th last year.
We are all looking forward to training hard for next year to build on our success.
Wider-Curriculum
Year 11 students visited Brighton Dome to hear from renowned and leading academics, who spoke about their work and progression to where they are today. One student said “My favourite speaker was Dr Maggie AderinPocock as she was inspirational beyond anyone I’ve ever met. Her enthusiasm of the study of astronomy is something I’ve always loved and hearing it first hand from someone was an unimaginable dream. Another student was inspired by material scientist Dr Eleonora D’Elia and her talk on “gecko tape” and how structural adaptations in butterflies have inspired iridescent products.
During the day students also received guidance from the AQA Chief examiner about how best to prepare for their summer exams. This provided valuable tips on how to tackle exam questions and what to write for each type of command word.
Rugby Trip to Twickenham Stoop
On Friday 24th January, 15 Year 9 students travelled up to Twickenham Stoop to watch a live Premiership rugby game between Harlequins and Northampton. Some of the boys had their first taste of the level of rugby on display and were treated to a spectacle of a game as the hosts (Harlequins) claimed victory in the last few minutes to secure a 22-19 victory in front of the home crowd.
Along with watching the game, the boys enjoyed the pre-match experience along with trying to catch conversions in the crowd during the warm-up. The boys had a thoroughly enjoyable experience and were a credit to Heathfield Community College for their attitude and enthusiasm, despite a late return to the college.
Wider Curriculum
Year 12 History & Politics Trip
On Wednesday 8th January, 34 of our Politics, History and Sixth Form students visited the Houses of Parliament, National Portrait Gallery and Supreme Court of the United Kingdom.
At the end of our tour, students took part in a learning workshop where they learned about how political parties are formed and how they create manifestos to appeal to the electorate. They were also visited by the MP for Sussex Weald, Nusrat Ghani, who was very open to student questions and, in particular, issues affecting young people and our local constituency. She also spoke about her role as Madam Deputy Speaker in the House of Commons.
The students gave very positive feedback, with one saying simply that they ‘loved it, and learned a lot’. Mr Carter was impressed throughout by the engagement and interest shown throughout by our students.
Year 12 Trip to Churchill College
Year 12 Students were invited to attend Churchill College today to learn about studying at Cambridge, what makes learning at Cambridge unique and how to navigate the application process.
Churchill College works with schools and colleges in the South East to support those young people considering applying to this prestigious university.
Students are already taking important steps towards making ambitious and informed decisions about their future.
Wider Curriculum
A Level English Trip: Birdsong
We were delighted to take a coach of 45 sixthformers to the opening night of the fabulous production of 'Birdsong' showing at the Theatre Royal in Brighton.
'Birdsong' is a highly acclaimed novel by the award-winning novelist, Sebastian Faulks, exploring the experiences of soldiers during World War I. English Literature students in Year 12 and 13 are studying the novel as a key exam text. Watching the text in performance was an intense and moving experience, with superb acting and stunning visual and sound effects. The choices made by the playwright, Rachel Wagstaff, in adapting the novel to fit the short scope of a performance have been the source of very rich discussion between students and teachers, helping to crystallize what the most important elements of the text might be.
The students were a joy to take to the theatre, behaving impeccably and serving as excellent ambassadors for the school.
LAMDA Results
Students from Years 8 to 13 recently took the first LAMDA Solo Acting Exams at College from Grade 3 to Grade 8 (Gold Medal) there was a 100% pass rate with candidates being awarded 18 Distinctions and 1 Merit. Those students taking their Bronze, Silver and Gold Medal grades also achieved UCAS points. Well done!
Language & Culture Club
We would love to welcome a few more students, particularly those who speak another language at home, and those interested in other languages and cultures, to our Tuesday lunchtime club in Room 2. Students share facts about another country, culture or language they've had the chance to experience, we play games, sometimes share foreign dishes for us all to try, and we are now working on the MFL corridor display to promote multiculturalism!
Year 11 Apprenticeships Assembly and Workshops
Lawrie Alford from CXK follows up his presentation to Year 11 families in Term 1 about the possibilities of a progression route after Year 11 into an apprenticeship. The whole year group attended an assembly giving a general overview of what apprenticeships are, how to find them and how to apply. This was followed by an hour long workshop with Lawrie where self -referred Year 11s managed a deeper dive into searching and applying. Lawrie also gave them tips on what will make an application stand out.
Career Talk: Farming & Veterinary
Careers
Alumni Nicola Bowers took time out of her busy schedule working all over the country as one of only 4 Veterinary Technician in the pig industry for Vet Tech, to share her career journey with Year 11,12 and 13 who had signed up. Nicola was keen to return to her old school and to raise awareness of the diversity of working roles linked to farming, in particular in relation to animals.
Pig farming is not commonplace in Sussex but in East Anglia, Yorkshire, the West Country and East Scotland have large numbers of pigs. There are T-levels now being offered, along with apprenticeships and more traditional agricultural college routes. More traditional agriculture includes dairy, beef and sheep, arable, but there is also poultry and aquaculture to consider.
This term, our Eco reps supported the site team to develop an area of the school field known as ‘the mound’. Students planted rows of hedgerow, and we were fortunate enough to secure a grant from the Sussex Lund Programme, enabling us to go ahead with the wilding of the area.
A pond has already been dug out and a gate installed. It will be great to see the area thrive in the future and know that students have made a long-lasting impact on the College’s ecology, supporting wildlife to thrive on the school site.
ECO REPS
Our Eco reps are involved in a range of other activities involving the College site from the Great British Spring Clean to meeting with business leaders involved in energy efficiency. If any other students are interested in becoming an Eco Rep and supporting with the development of the ecological zone, they should email khatchard@heathfieldcc.co.uk, expressing their interest in the role.
VALUE LEADERS
Our current Values Leaders in Year 10 and 11 were delighted to welcome new recruits from Year 9 for a morning of training and team building this term.
They shared plans for the next year, which include:
• Help curate care packages for elderly residents in local care homes,
• LGBTU History Month in February,
• International Women’s Day
• Young Carers’ Day in March,
• Curriculum conversations with Heads of Department next term around gender, as well as launching Games Club to Year 7 students and preparing for all the transition work with primary schools in terms 5 and 6.
The morning finished with a session run by Miss Burgess, our SENDCO. We look forward to this strong group of well trained young people being able to stand up and make a difference for all in the Heathfield community.
Alumni Certitficate Evening
Alumni News
At the end of last term, we were delighted to host our annual Alumni Certificate Evening a special event celebrating the achievements of our 2024 leavers. It was a fantastic opportunity for former students to reconnect with each other and their teachers, while sharing their experiences since leaving Heathfield.
The evening was filled with lively conversations about Freshers’ Week adventures, gap year travels, and the challenges of apprenticeships. It was truly a memorable occasion for all who attended.
This term and next, we are fortunate to have alumni actively supporting our KS4 and KS5 students in their progression. Former students will be returning to college to share insights into careers in law, farming, medicine, and more. Their willingness to give back by offering their time and expertise is invaluable, providing current students with up-to-date knowledge and firsthand experiences to help them make informed decisions about their futures. We are also excited to have alumni contributing to this term’s Heathfield Vine interview edition. Their involvement will bring fresh perspectives and real-world insights to our student writers, and we look forward to this inspiring collaboration.
We extend our sincere thanks to all our alumni for their continued support your contributions make a real difference!
We are incredibly proud of our alumni and love hearing updates about life beyond Heathfield. Your achievements continue to inspire our current students, and we can’t wait to see what’s next for you! Please get in touch using the QR code or by emailing alumni@heathfieldcc.co.uk.
