I am delighted to share this edition of Headlines with you so that you can see and be proud of the range of exceptional opportunities that our young people enjoy as well as how much they are excelling in their learning.
As proud as I am of their achievements, as much as I enjoy seeing young people thrive in their learning (and there has been plenty of evidence of that this term: focused engagement in learning, strong attainment and contributions to lessons), there is so much more that our young people show us to of which we can be proud.
They have shown a maturity in their engagements with external groups and individuals working with them that has been impressive. Whether at careers fairs, visits to outside sites or with those who have come to college to speak to them or work with them, unreservedly the feedback has been they are confident, well presented, articulate and informed. These are important skills that young people learn at school and at home, they stand them in good stead for any environment they may choose to enter in their future and mean our students stand apart from others in the same environment. It makes us very proud that they represent themselves and us so well.
I wish all a calm and restful half term, many will be focused on revision and we wish them perseverance – the end is in sight but working till the end is vital. Thank you for your support in this, it is appreciated and it is worth it!
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
Term 5 has been another busy term with Year 7 involved a variety of activities and their second round of assessments in May. Students have demonstrated a desire to improve on their previous results and have approached the assessments with maturity. We have had assemblies on how to revise and what the assessments will be like, and have also been provided with time in lessons to prepare, as well as resources to help at home.
In the first week after Easter a number of Year 7 students were involved in the library quiz. This is an excellent event where teachers join student teams, dress up in costumes and test their knowledge in a range of subjects. The Year 7 students that attended mentioned how fun the evening was and that they definitely would join a team for next year. Next year we are hoping for more Year 7 teams, so keep an eye out of the advert next year!
Year 8 are currently preparing for Enrichment Week and Year 8 camp. We have had assemblies led by Camp Leader Mr Barnett. Students should be completing the risk assessment forms sent home and
we will be choosing tent and activity groups next term.
On Friday 16th some students from Year 8 joined together to remember Aaron King.
There were 6 teams involved in a football tournament with the Blue team victorious. The Blue team had the privilege of then
YEAR 8
Mrs Woodland
playing against staff. Again, the Blue team won with a spectacular goal scored against Mr Pollard. Many students were also involved in the picnic and had the important job of cheering the teams on. It was a lovely afternoon and a very fitting way to honour Aaron.
A number of Year 9 students have been supporting local primary schools this term with a range of events, including reading tasks and sporting events. The sports leaders have supported Ms Davis in the smooth running of Tag Rugby and Tennis festivals. Their commitment and passion in these areas has ensured that the pupils gain the most from these events.
YEAR 9
Ms Krouwel
Inside the classroom, students have been preparing for assessments, including Drama and creative media. This is the first taste of examinations at GCSE level and therefore can be quite daunting for many. Next term will see Year 9 students take part in mock exams for their intensive options, this has meant that during their lessons they have been guided on revision techniques.
We also now have a World Champion in the year group. Darcey West travelled over to America to compete in the World cheerleading championships. She performed amazingly well resulting in a team bronze and Gold medal
This term has seen many exciting opportunities for Year 10. Students have begun their intensive exams and assessments and they have a clear level of focus and determination. Students are looking at revision techniques and how to prepare for assessments with their tutors, whilst continuing to work hard and maintain focus within other subjects.
YEAR 10
Adams
This term has also seen Year 10 starting to look towards the future and their next steps. Within PSHE lessons, students have been building an employability record and starting to explore future opportunities. This was enhanced with a trip to the Big Futures show held in Eastbourne. Walking around the exhibitions and stalls, it was great to hear students asking intelligent, complex and challenging questions of the employers and providers within the hall.
In term six, intensive courses will be coming to an end and students will be allocated more hours to their extended courses with a slight change to their timetables. As these endings approach we wish Year 10 the best of luck in their GCSE exams throughout May and June.
Ms
YEAR 11
Mr
Richardson
They’ve made it! (Well, very nearly).
I could take this opportunity to once again remind Year 11s to keep working, and stay focused. But I know they all are. So instead I’d like to highlight the things I am have noticed this term:
• Calm, focused revision in lessons
• Excellent attendance at after-school intervention and support sessions
• Brilliant attendance generally from the year group – if you’re here, you’re learning!
• Good humour and positive relationships with staff. It’s a stressful time of year, but Year 11 are taking it in their stride and making the last weeks happy ones to look back on.
I am so enormously proud of the year group, the things they have achieved, and will go on to achieve. Best of luck for the final push!
CALLING OUR COMMUNITY:
Careers Event for Year 7 and 8.
We would love to welcome as many of our community businesses and organisations to engage with our Year 7 and 8 students in our first #HeathfieldNetworks event.
Please share with your networks.
VI FORM
Ms White
Year 12 UCAS Trip
At the end of last term students visited the Brighton Centre for the UCAS Discovery Day. This event allowed for student to speak to Universities, Higher Education providers and Apprenticeship providers from across the UK.
We were impressed by the confidence of Year 12 who were proactive in seeking universities where their chosen courses were on offer and engaging in conversations to explore potential options Post 18.
More advice and guidance will be offered through PSHEE lessons next term.
Year 13 Celebration
Year 13 celebrated the end of their Sixth Form experience with us with our now traditional Pizza Van and Picnic. It was an opportunity to spend time with friends and celebrate all of their successes. It has been brilliant to see students continuing to attend College this term to support them with revision habits and routines.
The start of the application cycle for September 2026 begins next term.
Look out for information on: Year 10 Taster Day Course Offer Our September 2026 Prospectus
• Academics
• Anxiety
• Diversity & Inclusion
• Mental Health
• Next Steps
• Resilience
Wellbeing Hub
Calling all parents! Sign up to ‘The Wellbeing Hub’
The Wellbeing Hub is a website that supports both parents and students with all things related to young people’s mental health and wellbeing, including:
• Alcohol & Drugs
• Careers
• Friendships & Relationships
• Money Matters
• Online Safety
• Sleep
Recent resources include:
❖ The healthy selfie - how to like yourself in the digital age Click here to listen
❖ Supporting your child with friendship issues Click here to read
❖ Vaping addiction: what to know, what to do, what to look out for Click here to watch
❖ Five reason why it’s hard to quit gaming Click here to listen
❖ Summer term content line up @ The Wellbeing Hub Click here to view
Sign up for the parent account: https://club.teentips.co.uk/register/parents/?ca= f32d418dd4057878b809d2d95de2e8c3
Even more support:
NHS Sussex partnerships has put together pre-recorded webinars for parents and carers on a range of mental health and wellbeing related topics: https://www.sussexcamhs.nhs.uk/resources/resources-for-families-carers-andprofessionals/parent-and-carer-workshops
Support young people with disordered eating or an eating disorder https://giveusashout.org/latest/how-to-support-a-young-person-with-an-eatingdisorder/
The Family Hub
The Family Hub is an East Sussex County Council service that offers support for families around emotional wellbeing, SEND, financial, housing or employment challenges, supporting with our child’s behaviour. familyhubs@eastsussex.gov.uk 01323464655
• 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 …
Maths English
This term, Year 7 have begun a new scheme of work focused on the art of telling stories. They have begun by looking at the earliest stories they remember from childhood, focusing in class on myths, fables and fairy tales and analysing the key ingredients of any successful story. Students have been given the chance to create their own heroes and villains and have been thinking about writing their own stories. Their assessment this term is to write a fable for the 21st century, making sure they generate powerful characters, include a key moral message and write with flair, style and accuracy. They will be focusing next term on stories about childhood - or from their own childhoods.
Year 8 have begun Malorie Blackman’s novel ‘Noughts and Crosses’, a dystopian story exploring our key theme of identity. The novel uses a split narrative, alternating between the distinctive voices of the two main characters, Sephy and Callum. The tale is set in a world starkly divided by race, class and privilege – where opportunities are entirely determined by colour. Students are quickly swept up into the story as our two protagonists battle inequality and prejudice to be friends. Students will be thinking about and discussing equality and may welcome additional discussion at home.
Year 7s are being introduced to the world of probability this term. They will have exciting opportunities to play some games and look at some tricks. Our favourite games are ‘skunk’ and ‘play your cards right’.
Students will also get the opportunity to think about combinations, for example, if you went to a restaurant with 3 choices of mains and 3 choices of puddings, how many combinations of meal choices would you have?
Year 8 have been looking at linear graphs this term and recapping their knowledge of linear sequences from the Autumn term when doing so. Students have been able to use technology such as graphing calculators on their Ipads to investigate the equation of a straight line and what effect changing the gradient and intercept has on a straight line.
Some students have been able to create art-work with straight lines and play games such as ‘marble slides’ to reinforce their understanding of these graphs.
Some students in year 7 and 8 are also taking part in the June maths challenge this term, they have been practicing their problem solving skills in lessons. We are hoping for some excellent results!
What are KS3 students learning in …
Year 7 have been looking at energy consumption; how electricity is made, and how much it can cost. These topics have also looked at energy in food, and therefore ecosystems. In the good weather, we have managed to get outside and collect sampling data from our school field and different plant populations.
Year 8 have had some more focus on chemistry by looking at different types of reactions, including temperature changes as well as reactions with acids and alkalis. They have also been looking at chemical reactions within animals and plants by studying respiration and photosynthesis, relating this back to Year 7 topics and energy transfers.
X
Science History
Year 7 historians are currently studying the British Empire and slave trade. They will focus particularly on Brighton as a case study to investigate the impact. Students will engage with primary sources relating to Brighton to aid them in their investigation, they will be practicing their source skills by making inferences from primary sources, as well as determining how useful sources are to various enquiries. They will also be investigating a historical mystery surrounding a grave recently found in Brighton. Students will also be preparing for their second assessment fortnight in class and through homework tasks.
In Year 8, students are continuing their investigation of the causes, events and consequences of the 9/11 terrorist attacks. Currently, students are studying the complex causes of the attacks and they have been making links between events in the Middle East and 9/11. They will then move on to look at the consequences of the attack and their relevance today. Recently, students were able to partake in a project that encouraged them to design and create their own 9/11 museum.
Both Year 7 and 8 classes will be receiving lessons that help them to commemorate VE Day 80 by exploring primary source material from British people whose lives were affected by World War 2 and how they felt about VE day in 1945.
What are KS3 students learning in
Geography
Year 7 have been studying weather and climate in geography lessons. We have looked at extreme weather events around the world, as well as focusing on climate change. Pupils should now understand some of the causes, effects and potential actions we can take to reduce the impacts of climate change. We have also looked at the climate of the UK and completed a fieldwork investigation into microclimates around the school site.
Year 8 pupils have been studying Ecosystems in Geography this term. We have looked at the different components of ecosystems and how living and non-living parts of ecosystems are closely linked. Pupils should also be able to name some of the major biomes of the world and know where they are located. We have focused on tropical rainforests in recent lessons and pupils should understand why they are so important to protect as well as different strategies that would achieve this. Year 8 pupils will be completing a small fieldwork activity investigating biodiversity on the school site and whether ‘no mow May’ can have a positive impact on ecosystems.
Computing
Our Year 7 students have continued their exciting journey into the world of coding using Swift Playgrounds on their iPads. Swift Playgrounds allows them to learn the fundamentals of programming in a fun and interactive way, as they solve puzzles and control characters. Swift, a programming language created by Apple, is used by professionals to develop real-world apps, so students are gaining valuable, real-life digital skills. It's been fantastic to see their problem-solving abilities, creativity, and confidence grow with each lesson!
Year 8 students have been learning how to use Adobe Photoshop. They’ve been introduced to tools such as the lasso tool, the clone stamp, and the magic wand, which help them edit and adjust images in different ways. These skills will be put into practice in an upcoming project where they will design their own movie posters. It’s a great opportunity for students to get hands-on experience with software widely used in creative industries.
What are KS3 students learning in …
Design
& Technology
Year 7 have been learning about developing design ideas through drawing and modelling and have made their final developed idea for a headphone buddy from acrylic, using a range of workshop equipment and hand tools.
Year 8 have been developing their problem-solving skills through a contextual challenge exploring the problems people face when working from home. Students identified a client, researched their needs and developed a design through annotated sketches and model making before coming up with a final design proposal.
Our final rotation of Year 7 has been learning about food hygiene, knife skills and traffic light labels on packaging. They have also been exploring different types of heat transfer when cooking. These topics are to keep them safe as we move through the Food curriculum. To apply this knowledge, they have used their practical skills to make fruit salad, pizza toast and fruit muffins.
This term's rotation of Year 8 has been exploring the function of ingredients within food science. We undertook a cake experiment interchanging different ingredients, the results of which the students then tasted. We had some interesting results. They have shown their understanding of this topic by making pizza and scones. Pupils have also been exploring the role that nutrition plays in meal planning and applied this knowledge using a production plan in their practical lesson by making a Bolognese sauce.
What are KS3 students learning in …
French
Year 7 have moved on and up from Boulogne sur Mer, to find out about what Paris has to offer: La Tour Eiffel, L’Arc de Triomphe, Les Champs-Elysées, Le Louvre. Monuments which we hope our French students will have the opportunity to see in Year 9 or 10 with an Enrichment trip. Dr Passe has enjoyed sharing her extensive experiences of life in France. We also looked at what makes a typical French breakfast: le pain grillé, les croissants, la confiture et le chocolat chaud. Miam miam!
After their pretend move to Toulouse and their discovery of French school life, it was time for Year 8 to prepare for a 'holiday' in a French-speaking country. Students found out the reasons why there are so many in the world, and more specifically in Africa. They are enjoying virtual visits of Marrakech in Morocco, with its Médina, La Palmeraie, the vibrant souks, magnificent mosques, les cascades d’Ouzoud and le jardin de Majorelle, paired up with a taste of raï music through the French Super Curricular task.
Spanish
In Term 5, Year 7 students will be working hard completing their Year 7 Assessments which will require them to apply their listening, reading, translation, speaking and writing skills. Once they have had their feedback, students will move on to describe where they live and will be expected to develop their subject knowledge with the accurate application of adjectives and understand how to use the verb ‘estar’ to describe location. Students are making excellent progress and are showing increasing understanding about grammar rules. Opportunities to speak Spanish in lessons are always fun and allow students to put into practise the vocabulary and verbs they need to know.
In Year 8 during Term 5 students are making very good progress with learning about and showing their understanding of using the near future tense by using ‘Voy a’ + infinitive verb structures. This will enable learners to use a new and different tense and one which is needed at GCSE level. Many students are grasping this well. Students are understanding about adjectives to describe the clothes they wear and are retrieving prior learning about this as well as reviewing the use of other tenses they have seen earlier in the year. Students will also be focusing on their final Assessment in due course
What are KS3 students learning in …
Physical Education
This term, our Year 7 and 8 students turn their attention to summer activities of athletics, cricket, rounders and tennis as part of their carousel of activities. Within athletics, the development of technique sees them challenge themselves in individual disciplines across runs, throws and jumps.
Within cricket, tennis and rounders, students are building skills to be able to play the games with confidence that they can actively participate and contribute towards success within team environments. Students develop skills of fielding, bowling and batting within cricket and rounders, whilst developing the technical side of playing singles tennis. This gives them confidence in team sports and individual sports, meaning they can compete against their peers with confidence.
X
Drama
Year 7 have been exploring "The Tempest" by William Shakespeare. We dramatically created the opening storm of the play using our bodies and voices to create a whole class soundscape and we shouted the lines of the desperate characters in the shipwreck at sea over the soundscape. We then read a synopsis of the play and watched a version adapted for children. We explored the language of Shakespeare through games and fun activities so that it didn't become a barrier in our ability to express ourselves. We are now practically exploring and learning the lines of the dialogue between Prospero and Caliban for a practical and written assessment.
In Year 8, we performed our devised ghost stories using design elements of sound and lighting to create an eerie and menacing atmosphere. We wanted students to appreciate that theatre, or a theatrical experience, is not just about the acting. At present we are exploring naturalistic acting which is the opposite to melodrama explored at the beginning of the year through a play called "Mugged". This play is about teenage gangs, a stolen phone and a violent incident. Year 8 students are developing their ability to interpret script as well as being able to improvise from it.
What are KS3 students learning in …
Art
Year 7 are now into their next project and have been exploring observational drawing in greater detail. We have looked at how to break a subject matter down into shapes in order to map it out and gain the correct scale and proportion. From here students have used light pencil marks to join these independent shapes together to reflect what they are drawing. This methodical and scaffolded way of approaching observational drawing really helps to build confidence.
Now that the our subject matter (in this case, birds) has been mapped out, students are using the mark making they explored in their very first lesson to add in interesting patterns that reflect changes in colour and tone.
Revisiting this learning really helps to consolidate the knowledge.
Year 8 are continuing with their Portrait and Objects scheme of work and are focussing on recording items and objects in the style of other artists. So far we have looked at the work of Morandi, Michael Craig Martin and Jim Dine. All these artists have very different ways of drawing and painting and have been chosen for this specific reason. Students have adapted well to using a range of different materials and also working in styles and with process they will never have tried before.
Music
Year 7 have worked really hard this term on Ukulele project. It has been great to see the progress students have made both on the ukulele and also with their singing. This term they have also been working towards their Assessment 2. It has been great to see the hard work that all students have put in during Term 5.
Year 8 have been looking at film music and beginning to understand how music can change the mood of a movie. They have been given a clip which they have put their own music to. It has been great seeing the creativity that students have shown.
What are KS3 students learning in
PSHEe X
This term, Year 7 students continued on the topic of Puberty, which compliments the learning they are covering in Science on reproduction in humans. In our lessons, we focus more on the emotional and social changes of this enormous influence on our development into adults. The importance of kindness to oneself and one’s peers, both online and in person, is emphasised.
Year 8 students have been reinforcing their learning about Healthy Lifestyles by learning about the risks of smoking and vaping. We have been using the most recent resources from the PSHE association and the local authority’s Healthy School’s funded PSHE HUB. We have also been learning about the benefits of an active lifestyle to improve both physical and mental health. This has been through the lens of the Public Health England ‘This Girl Can’ campaign, as well as discussing the ways in which men and boys can be restricted by the stereotypes that exist around what is considered acceptable for them to be active in doing.
Philosophy and Religion
The overarching question this term for our Year 7 students has been ‘does religion help people be good?’. We began the term by learning about Jewish food law, in which students were able to gain an understanding of which foods are kosher and which are trefah, as well as where these rules came from. We have also been looking at the Buddhist eightfold path, which Buddhists believe will help them to reach enlightenment. The path sets out guidance on appropriate ways to behave in order to maximise happiness for yourself and others around you. We then contrasted the religious guidance on how to behave by looking at humanism. Students questioned to what extent religion is needed to live an ethical life, or whether using reason and empathy as your guide is sufficient.
Year 8 students have been learning about Hinduism this term. We began by looking into the origins of the religion; students were surprised to learn that the roots of the religion date back around 4000 years. We then looked at the nature of humans according to Hindu belief, which we were able to apply to previous lessons on beliefs of the afterlife and reincarnation. In doing this we read a parable about the human condition, with the underlying message of hope and not giving up, even in adverse circumstances. To supplement this work, students are examining a range of different views on whether their is evidence we can use to prove whether God exists.
Focus on Key Stage 4 and 5
Pride . Ambition . Community Business & Economics
Philosophy, Religion & Ethics
What are KS4 and 5
students learning in …
Key Stage 4
Drama
Year 9 began their GCSE course by exploring the set text ‘Blood Brothers’. They practically explored the theme of how social class affects life chances and enjoyed the opportunity to practice a Liverpool accent.
Since Christmas, Year 9 have participated in devising technique workshops and they watched some previous pieces for inspiration. They are now in groups working on their devised pieces exploring the themes refugees and discrimination. These pieces will be performed to an audience on May 8 and then students will write their reflective logs on the devising process.
Year 10 began the academic year with a trip to see the hilarious “The Play that Goes Wrong“, which was hugely entertaining. This experience enabled them to answer the theatre question on their GCSE Drama paper. Term 1 and 2 was spent preparing for the mock exam in November, so we also revisited and revised ‘Blood Brothers’.
Students then worked on a variety of plays for their two scripted extracts from a range of plays including: ‘Things I know to be True’, ‘My Mother Said I Never Should’, ‘The Importance of Being Ernest’, ‘Of Mice and Men’, ‘Mudlarks’ and ‘Sweeney Todd’.
What are KS4 and 5 students
learning
in …
Key Stage 5
Drama
In Term 1, Year 12s explored the set text ‘Equus’ and practised written responses from the performer and designer’s perspective for the written exam. Year 12 are now creating an Artaudian piece of theatre inspired by the play ‘Death and the Maiden’ and Prima Facie for Component 1 of the A-level course, where students have to use an extract of a play as a springboard for devising. Students took part in Artaudian workshops as they have to devise in the style of a chosen practitioner. Artaud’s expressionist style of theatre is well-suited to their piece as they are exploring the themes of the long-term impact on and experiences of victims of sexual assault. Students will then be writing their reflective logs on the devising process. They will then read and explore the second set text, Dr Faustus.
Year 13 practically explored the set text ‘Dr Faustus’ in the style of Punchdrunk - a site specific, immersive theatre company who want the theatrical experience to be the same as falling into a film set and feeling "punchdrunk". In a Punchdrunk performance, the audience are free to roam in dark, eerie places where their senses are bombarded and they lose sense of reality. Year 13 students had to create their own Punchdrunk concept for their original interpretation on ‘Dr Faustus’, as they have to answer the last question from the perspective of a director.
For their script exam Year 13 also performed extracts from the plays: “No Exit” and “A Memory of Water and monologues from a variety different play such as Richard 111, Girls Like That, Othello, Henry V1, Prima Facie and Glass Eels.
What are KS4 students learning in..
Key Stage 4
History
GCSE History students study four topics throughout their course:
• Anglo Saxon & Norman England, 1060- 88,
• Medicine & Health 1250-present,
• Weimar & Nazi Germany, 1918-1939
• Superpower Relations & the Cold War, 1941-1991.
A breadth of social, political and military history, exploring events that have affected both Britain and the wider world.
Every student learning the Anglo Saxon & Norman England and the Cold War units this year has been given a copy of the CGP Edexcel Topic Guides to complement their learning. During lessons, students use these to add precision to their answers, highlight key terms or write in further facts to the revision guide that they have been taught by their teachers. Each student has an individual code that gives access to an electronic version for use at
home. Students have been very positive; they find the resource accessible and they can revisit anything that they are unsure about independently.
In Terms 2 and 3 Year 10 Extended
History students took part in an online session delivered by the National Archives about Medicine on the Western Front during the First World War. Students were able to look at copies of WW1 evidence, making inferences from them about the nature of serious injuries that plagued soldiers during the war (such as trench foot).
Key Stage 5
History & Politics
A Level History students complete three examined units:
• The Early Stuarts and the English Civil War,
• The American Revolution and
• Civil Rights in the USA, 1865-1992. Students also complete an non- examined essay, worth 20 % of the final grade.
The A Level Politics qualification is 100% examination with three taught units:
• UK Politics and Core Political Ideas,
• UK Government and Non-core Political Ideas and
• Comparative Politics (comparing UK and US politics).
Trips and events deepen knowledge and understanding of the courses. At the start of Term 3, History and Politics students went to Westminster to take a tour of the Houses of Parliament, visit the Supreme Court and take in Stuart portraits in the National Portrait Gallery.
History & Politics
In Politics, students have been studying the role of the media and Supreme Court in the UK and are now beginning to study political ideologies including Conservatism, Feminism, Liberalism and Socialism.
Both courses are delivered in a range of ways to deepen student understanding and encourage the development of habits that will sure that students become highly competent independent learners.
A Level history students have worked in groups to deliver presentations on the causes of the English Civil War and the battles of the American Revolution. They have completed guided, independent research tasks to help deepen their knowledge and understanding of history as a discipline. These involve researching, selecting and reading appropriate source material that addresses an historical enquiry.
The College’s Debating Society runs on a weekly basis and is open to all students (KS4 and 5) who wish to discuss and debate topical issues. Among other topics this year, the Debating Society has recently discussed whether our students see Artificial Intelligence as an opportunity or a threat to humanity. Our students are currently preparing to debate this term on the morality of Capital Punishment.
Debating Club
Years 9 – 13
Every Wednesday lunchtime from 1.30pm – 1.50pm in Hut 3
Key Stage 4
Physical Education
Pupils within KS4 core PE are active and engaged across a range of activities designed to focus on their awareness of how to be lifelong active individuals. GCSE PE students are refining techniques across athletics events, whilst non-GCSE PE students are partaking in tennis, cricket, softball, rounders and stoolball.
Our Year 9 GCSE PE students have been building their understanding of the theoretical concepts covering health, fitness and training. Alongside this, there are practical activities that seek to develop their understanding and skill in either table-tennis or badminton. This is often the third activity that students require for their practical GCSE PE component.
Year 10 students are concluding their final content on the paper 1 content (human body and movement in physical activity). This then allows them to begin constructing their NEA written coursework where students identify strengths and weaknesses from one of their practical activities. This shows their understanding of their sport,
Year 11 are on the final push towards their GCSE exam papers. All groups are working hard on revision; completing past exam papers, creating mind maps, and revising content that will come up on paper 1 and paper 2. We wish all the students the best of luck with their exams.
Key Stage 5
The KS5 programme for PE has expanded, with the provision of A-level PE being complimented by our CTEC Sport course. Within the new course, our first cohort have been working hard across 3 components, to prepare for their external written exam, demonstrating their practical skills and refining their understanding and ability to coach a group of students in an activity of their choice.
The A-level cohort have been collating evidence towards their practical coursework and delving into the theoretical concepts of applied anatomy and linking it back to theoretical components explored throughout the course.
Physical Education
physiology, skill acquisition and sport within the society. The students are building towards their formal moderation and exams in the summer term.
Extra-Curricular
Extra curricular activities now gear towards our summer sports, with Athletics, Cricket, Rounders/Stoolball and Tennis all available for students to engage in for Term 5 and 6. This corresponds with our competitions
against fellow schools within the Wealden borough as our students look to show their capabilities in challenging and demanding competitive environments.
Our athletics season has begun with a solid performance from our Year 9 team, finishing 2nd out of 6 and our Year 10’s continued this showing with a narrow 3rd place finish in their respective competition.
Our cricket, rounders and stoolball fixtures begin this week, and we hope to have success in our U13 and U15 formats. Good luck to all involved.
Netball
All four of our eligible teams progressed to the county finals at Worthing, and each team performed well, competing against the other finalists from across Sussex. Our Year 8, 9 and under 16 teams all finished 4th out of 7, whilst our Year 7’s showed great determination and endeavour throughout every round robin game to finish as runners up. This was a fantastic testament to the work done on the practice courts and cohesion of the team. Well done girls.
Sports Leadership
Year 10 and 11 students have been excellent advocates for the school through leading a number of primary school sports events at Heathfield. Students have managed indoor athletics, hockey and netball primary events for up to 8 schools at a time. These events required students to work collaboratively, manage gameplay and show leadership qualities throughout as they communicated rules and skills to students, along with keeping the competitions fair and competitive. Additionally, our new crop of Year 9 sports leaders have begun well, leading the primary rugby competition at Heathfield and assisting the tennis event at Cross in Hand this term.
Term 5 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 10 BIG FUTURES EVENT
For their first Wider Curriculum Day of 2025, Year 10 began to consider what their progression might be after they complete their GCSEs in Year 11. Because (like their adults) students cover a wide spectrum of preparedness for their future, the day was full of information and the opportunity to For half of the day the young people were on site at school. They moved between 30 minute carousel sessions which were designed to make them think and plan and be informed. One session was on vocational learning at FE and was led by our Careers Adviser, Chantelle Kite; and a second covered A Levels and University and was facilitated by Sam White our Head of Year 12 and 13 (ably assisted by some Sixth Formers). They also spent one slot exploring the eprospectus at www.careerseastsussex.co.uk, which they will use to apply to Sixth Form and Colleges next year. ask questions, without any pressure to make decisions.
To challenge their networking skills the 4th session ‘What’s My Line?’ involved students trying to ascertain the job of 15 volunteers using closed questions. We are very grateful to have such a wide variety of employers from a wide range of sectors including: Morgan Sindall, Balfour Beatty, the NHS (a Mental Health Nurse and a Pharmacist), Wealden Council, local Financial Adviser Nick Baker, East Sussex Youth Service, our Chair of Governors and Jacobs. If you feel you can volunteer for this or other future careers events at Heathfield, please email our Careers Lead: jtaylor@heathfieldcc.co.uk.
YEAR 10 BIG FUTURES EVENT
For the other half of the day, students travelled to Eastbourne for the www.bigfutures.org.uk . They were asked to speak to a minimum to 3 employers, a charity, a training provider and an FE provider. Organisations present at the careers fair ranged from: The British Army to Natwest Bank, Hawes Construction, The Samaritans, Chestnut Tree Hospice, OHM Energy and Plastic Free Eastbourne.
Staff accompanying students at the Careers Fair were really proud that so many stall holders made a point of praising Heathfield’s students for their preparation, engagement and manners. This was echoed by the volunteers who took time our of their professional lives to make the day come alive for the young people as part of ‘What’s My Line?’.
“Thanks for the opportunity to meet such well-mannered and interesting young people today. It’s quite a challenge to guess someone’s profession in such a short time. The ‘thinking on your feet’ skills that were demonstrated will take the young people far” – Claire Scriven, Balfour Beatty
YEAR 10 SPEAKERS TRUST DAY
For the fifth year running, students in Year 10 have taken part in the fabulous day long workshop as part of the Speakers Trust ‘Speak Out Challenge’. Our facilitator for 2025 was Sarah Quist: actor, singer and public speaking coach.
30 students signed up for the event, which scaffolded them from various degrees of nervousness and confidence, to finish the day delivering a rapidly devised and highly personal speech in front of their fellow participants. As a College, we have been highlighting the power of strong oracy for our young people, as one student commented ‘If you can talk you are more likely to be heard’; consequently, this was an excellent opportunity for prospective prefects to push themselves out of their comfort zone.
Speech subjects chosen by Year 10 were really varied: from not ignoring climate change to why dogs are stupid (but adorable) and the brilliance of the musical Starlight Express. Every Year 10 acquitted themselves fabulously, it was very tough for Ms Taylor and Sarah Quist to use the criteria of: content, delivery and structure, to decide which had been the strongest. 8 students have been chosen to move forward to an even tougher challenge; to deliver their speeches (with some polishing and refinement) to their whole year group in an assembly later this term. From these speeches which include, ‘Why do we ignore women scientists?’ to ‘Why we need to know more about asthma’and ’Periods: Why don’t we talk about them?’, the top 2 public Speakers, judged by Mr Hatchard, Mrs Adams and Ms Taylor, will move on to the Sussex Final of The Speak Out Challenge in Term 6.
Wider Curriculum
Ticehurst Literary Festival
Year 12 Language and Literature students visited the Ticehurst Literary Festival this term, and listened to the inspirational author, Ashley Hickson-Lovence, talk about his novels and his poetry.
The author, who has been nominated for the prestigious Carnegie Award, and currently lectures at the University of East Anglia, performed extracts of his work with incredible energy, impressing the audience with his poetry and vitality. Local bookshop, Barnetts, had generously donated free copies of his verse-novel ‘Wild East’ for every student, enabling them to receive a signed copy.
Student Eden Woodhead also won a copy of Ashley’s latest poetry collection for his thoughtful question about the pain of drawing on past trauma.
Strawberry Hill Farm trip
Thanks to funding from multiple agencies we were able to run a trip to Strawberry Hill Farm in Robertsbridge where 27 Year 8 students had a great day learning more about what it takes to run a sheep farm.
There was a focus on STEM at the farm, looking at what science is used in running a farm, whether it be looking at biodiversity in the area with students doing some pond dipping, they learned about how hedgerows can provide a natural wildlife corridor, they also learned how the farmers use a microscope to analyse worm eggs in sheep poo! Students also got to meet a few friendly pigs. The final activity of the day was planting some legume seeds and learning about the nitrogen cycle. The students had great fun watering a section of the field and then stomping the seeds in after!
With the students being interested in a possible future in farming or agriculture, we also discussed the aspects of equipment and feed, as well as the overall management that is needed in running this type of farm.
Wider-Curriculum
VE80 Commemorative Events
On Thursday, 8th May, students took to the Green at Rushlake Green to deliver a series of heartfelt solo dances and songs in honour of Victory in Europe Day.
The event, part of a wider programme of commemorations across the region, marked the 80th anniversary of the end of World War II in Europe. With passion and poise beyond their years, the young performers paid tribute to the sacrifices made eight decades ago, earning warm applause from those in attendance.
Their spirited and professional performances served as a moving reminder of the resilience and unity that defined a pivotal moment in history.
Students from the school's Carnival Club played a leading role in Heathfield District Bonfire Society #veday80thanniversary event, taking part in a moving torchlit procession, a tribute-laying ceremony, and the lighting of a commemorative beacon to honour those who served during the Second World War.
The event, held in partnership with the local community and Heathfield and District Bonfire Society, marked the anniversary of Victory in Europe Day, remembering the courage of the wartime generation.
The students proudly carried a specially crafted ‘bluebird’ tribute through the evening procession, which concluded with a symbolic beacon lighting.
Wider Curriculum
Duke of Edinburgh Bronze Assessed Expedition an Silver Practice Expedition
From May 10–11, three Bronze teams completed their first assessed expedition, whilst four Silver DofE teams completed their practice expedition. Bronze groups walked 10–15km daily, while Silver groups covered 15–20km.
Starting from Alfriston, the teams set off under sunny skies. They navigated their own routes through the South Downs and Friston Forest, stopping for lunch in the shade before heading to camp via West Dean or the Seven Sisters. Despite the heat and heavy packs, all teams reached camp by 4pm in good spirits.
After setting up tents, students relaxed, played games, and cooked dinner, enjoying views of the sunset and the Seven Sisters.
On Sunday, students broke camp by 9am and tackled a steady climb in hot conditions, showing resilience and determination. As one group put it: “painful, beautiful and hot!” Though staff supervise remotely, students carry all gear and navigate independently, with staff monitoring checkpoints and offering support. The shared effort fosters strong community spirit and lasting memories.
Bronze participants will now complete their Award, while Silver teams and a second Bronze group prepare for their June assessment in Ashdown Forest.
Brighton Marathon
Wider Curriculum
A fantastic group of our students got up early this morning to attend the Brighton Marathon Weekend 2025 as volunteers on the water station for Mile 7.
They helped set up the station, put out the banners, cups, mix and pour literally thousands of cups of energy drink. They cheered, motivated and entertained the runners with their voices, smiles and upbeat spirit –including with a megaphone!
Heathfield Vine
Congratulations to all our authors and the editorial team for another fabulous edition of the Vine, our writers, artists and poets have worked really hard on it and there is much to interest in this edition. Well done to all involved.
Click here to read: https://heathfieldcollegenewspaper.
weebly.com/
As usual their co-volunteers declared them ‘absolutely lovely young people’ and the marathon event team were impressed with their energy and hard work.
Highlights include the weather, the costumes, being in the official photos and meeting the very grateful celebrity that you made a sign for!
Army Engineering Roadshow
On Tuesday, 13th May, over 60 Key Stage 4 and 5 students attended a one hour briefing led by officers from Army Careers, promoting a future, in general, in the armed forces, but more specifically in the Royal Engineers and the Royal Electrical and Mechanical Engineers (REME).
Careers
Emphasis was highlighted on the free qualifications and transferable skills that will transfer into ‘civvy street’, that accrue from even a minimum length of service.
Students asked a range of questions from; ‘What charity and fundraising work do individuals do?’ to ‘ What support is there for mental health and to challenge a perception of a bullying culture in some aspects of army life’ and ‘If you are accepted into the medical corps and funded to train to be a doctor, do you still have to be combat ready?’
This session forms part of a broad range of talks from a variety of employers and training providers over the past year from: The Merchant Navy to the Civil Service, veterinary technicians, the child care sector, creative careers and becoming a lawyer without going to university.
Sports Leaders
Sports Leadership is a very popular student leadership strand that allows students to share their passion for sport with younger students. Over the course of this year, there have been a great number of local primary schools visited by Ms Davis and the sports leaders. This role encourages our students to develop their leadership skills as they are required to show a great deal of independence. The sports leaders set up the equipment for activities, explain the rules to the primary school students and referee events. The sports leaders also encourage the Key Stage 2 students to participate with enthusiasm.
It is a hugely rewarding role. A Year 10 Sports Leader said, “I really enjoy seeing how the younger students make progress with their physical skills in the time that we spend with them.” We are very proud of our sports leaders. Ms Davis who oversees Sports Leadership reported, “Every time we take students to our local primary schools, they are excellent ambassadors. They interact with the younger students brilliantly and show true leadership of sporting events.”
Two of our Year 10 Sports Leaders spoke in assembly to encourage Year 9 students to become Sports Leaders. It has been encouraging to see a significant number of Year 9 students be ambitious and put in an application. They have since taken up the role and will work towards their bronze, silver and, eventually, gold level Student leadership awards.
Our students have impressed their Heads of Houses through their baking skills during this year’s baking competition. The theme for this year’s competition was VE Day and we have been impressed by a series of delicious bakes, including students who made their bakes with restricted ingredients to reflect wartime rationing.
It has been extremely hard to pick a shortlist for this year’s competition let alone a winner! Participation in this year’s competition was extremely high and thank you to all our students who took part. Please find a selection of the bakes below.
Well done to Batemans and India Sargeant for the winning bake!
Batemans Finalists
Cade Finalists
Heffle Finalists
Tower Finalists
Alumni News
We are proud to celebrate the exceptional achievements of our former students who are making their mark in elite sport. From cricket to rugby to international football, our alumni are demonstrating that hard work, resilience, and passion can lead to incredible opportunities.
Former student, Ollie Moore, has been called up to the Sussex County Cricket Club (Sussex CCC) Men’s First XI. Ollie began his education and cricketing journey at Heathfield before moving on to Brighton Aldridge Community Academy (BACA), where he further developed his skills as part of their specialist cricket programme. Now part of the Sussex First Team squad, Ollie joins a small group of state school cricketers still in education to achieve this level. This is a significant milestone and a testament to his years of dedication, training, and raw talent. We are incredibly proud of Ollie and will be following his journey with excitement.
Heathfield alumni Jacob WoodhouseInman and Fergus Lamb have seen great success in the world of rugby. Representing Brighton College, the boys played key roles in winning both the Howden Rosslyn Park National Schools 7s and the Sedbergh Super 10s title an impressive and rarely achieved double in schoolboy rugby. Their achievements highlight not only their athletic talent but also their leadership and teamwork on the national stage.
Following her participation in the Women’s Amputee World Cup, former student Tate Willis has been offered a scholarship at East Mississippi Community College in the US. Tate’s journey has been nothing short of inspirational. Her commitment to the sport and perseverance in the face of adversity make her a role model for young people both within and beyond our school community.
These inspiring stories remind us of the power of determination and the diverse paths our students can take beyond Heathfield. To Ollie, Jacob, Fergus, and Tate congratulations from all of us! You continue to inspire the next generation of Heathfield students.
We are incredibly proud of our alumni and love hearing updates about life beyond Heathfield. Please get in touch using the QR code or by emailing alumni@heathfieldcc.co.uk.
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Dates for your Diary
Start of Term 6
Year 12 Geography Trip (Heathfield)
Last Day for Year 11
Start of Sixth Form Open Mornings
Paris 2025: Enrichment Week Parent Information Meeting
Year 12 Geography Trip (Coasts)
Year 12 English - Wuthering Heights Trip
Year 12 Geography Trip (Wilderness Wood)
Enrichment Week Meeting: Bilbao
Year 12 Geography Trip (Brighton)
Unconscious Bias Training
Ouse Valley Athletics Competition (Years 7-10), Withdean Stadium (Brighton)
YPAG (Student Voice on Drug Education) event
Summer Concert: Heathfield & Chailey
Year 7 STEM Day
Year 7 Subject Feedback Evening
Globe Theatre Trip: Romeo & Juliet
DofE Bronze Group B, Silver Assessed Group Expedition
Year 8 HPV Vaccinations 2024/25
Monday, 15 July
Tuesday, 22 July
Year 12
University of Oxford & Christ Church College Trip
Primary School Maths Masterclass
Year 10 Taster Day
Sussex Speak Out Challenge Final
Inset Day
Year 11 Prom
Year 13 Prom
DofE: Start of Gold Assessed Expedition – Years 12 & 13
Cambodia Trip Departs
Year 11 Transition Day
House & Sports Competition Day
Start of Steps to Success Work Experience
Heathfield Honours Award Evening
Year 12 Cambridge Trip
Start of Enrichment Week and Year 8 Camp
Start of Year 12 Work Experience Week
Broadbridges Uniform Sales, 3.15pm – 4.15pm, Link Hall
