Heathfield Headlines Issue 2 - October 2021

Headlines October 2021

Pride . Ambition . Community

Headlines Issue 1 22 November 2021

Head’s Message It has been a delight to see students in the routine of College life, focused in their learning and engaging in extra curricular activities. They have thrown themselves into all that College has to offer.

This edition of Headlines again puts a focus on their learning. This time we focus on English, Business and Economics and Geography’s activities in Term 1. Alongside the Curriculum Maps on the website these pages should give you a great idea of what your son or daughter is studying. We understand that very few of us can be subject experts to help our children – that’s what the teachers are for – but we can be interested and encouraging and we know that for children that makes a huge difference in their likelihood to succeed. So please do have a look and ask questions; show interest and ask them what they like or can remember?

Further to the learning in lessons is the amazing Super Curricular (see page 17). This is unique to Heathfield and establishes an understanding that learning never stops. It certainly is not something you do that leads to exams. It is about following an interest … in any topic at any age ….finding out something new or trying something different. Please do encourage them to try at least one of these over half term.

Finally, it has been a long half term. Everyone has worked hard and can be proud of what they have achieved. Exam year groups have mocks to prepare for which will require some time next week but there should still be time for rest, sleep, family and friends, the things that restore us. It is well deserved.

Time Travelling With A Hamster, by Ross Welford In a world full of quirky novels and unlikely stories, this book is a stand-out winner with the capacity to surprise and enchant readers of any generation.

You might think that time travel sounds unlikely enough on its own – but with a hamster named after Newcastle’s legendary scorer Alan Shearer for company, twelve-year-old Al’s adventures move beyond the realms of any possible likelihood into their own bewildering dimension of science fiction and fantasy. And yet, the talent of the writing lies in the fact that Welford manages to make it all feel so real. This isn’t a classic sci-fi at all. This is a novel about a very ordinary boy who receives a letter on his twelfth birthday from his dead father, setting him an extraordinary mission to go back in time to 1984 and change the course of history, using a time machine that’s been hidden in the garage of their old house. And the time machine? Not a super high-tech capsule, but an old tin tub.

Using this, Al must go back and attempt to change events in his father’s childhood. If he fails, nothing changes, but maybe, if he succeeds, he can change his family’s destiny forever.

Take a look at Ross Welford’s other brilliant books too. All of them start with ordinary settings but offer an extraordinary twist. Two more to look out for are: What Not to Do If You Turn Invisible, The 1000-year-old Boy.

YEAR 7 Attendance Average attendance for Year 7 96% Praise Average praise points per student for Term 6: 100

Year 7 have had a fantastic start since joining us in September.

They have been showing great pride in their work and engaging well within their lessons. During visits to Year 7 lessons, it has been fantastic to see enthusiasm being shown by students to share ideas and contribute to class discussions. Through the recent tutor/parents evening there were many positive comments about how well they have been engaging within learning and how the year group have consistently demonstrated Heathfield Habits.

Year 7 have developed new friendships through taking part in a variety of extra-curricular activities including sports fixtures and house competitions. Year 7 also had a wider curriculum day this term which was based on creativity using their iPads.

During tutor time, year 7 have been discussing; world mental health day, national poetry day, international peace day, recycling week and black history month. They have been working on a resilience and well-being project within their tutor groups and have been guided in strategies to support with their well-being, making friends and the transition from primary to secondary school. Year 7 form reps have met and held meetings within their form groups to discuss views in preparation for the Executive College council meeting.

Next Term…….Matilda!!

Year 8 have had a brilliant start back at Heathfield. It’s wonderful to see them returning to school with the enthusiasm and excitement that they are known for as a year group.

As they begin to look ahead, students would do well to start thinking about their GCSE option choices in March. There are lots of options to choose from and students can start speaking to their teachers and parents about the subjects they enjoy, the ones they hope to continue studying, and the ones that they may not have had the opportunity to study yet.

As outlined in my letter to parents this term, our focus at the moment is on building a strong foundation. Students who make sure they are well-equipped, punctual to lessons and smartly dressed in their uniform, are students who see success.

Congratulations go to Holly King and Aliah Chiweda, who join the Executive Council as representatives for Year 8.

YEAR 8 Attendance Average attendance for Year 8: XX% Praise Average Praise points per student for Term 1: XX

YEAR 9

Year 9 have been working incredibly hard in all their subjects since coming back in September. They have settled seamlessly into their GCSE courses, with all students rising to the challenge and showing a real commitment to succeed.

Attendance

In tutor time, we have been discussing the following topics: Yom Kippur, Recycle Week, Black History Month, World Metal Health Day and National Poetry Day. The students in Year 9 have reflected on these topics and have enriched their understanding of some important world issues.

Average attendance for Year 9: XX% Praise Average praise points per student for Term 1: xx

Many Year 9 students have shown commitment and leadership, by stepping up to represent their year group at the Year Council.

Where they have articulated how the start of term has been a success and where we can improve the school. These points were then taken to the Executive Council to discuss with all the year group representatives.

We are looking forward to Super Curriculum Fortnight, where students can get involved with a broad range of activities from creative media to politics. This is a fantastic opportunity to get involved, try something new, have fun and raise some House points!

Students in Year 10 have been spending part of tutor time starting to plan revision schedules for their upcoming intensive GCSE mock exams. Students have been using the Heathfield Revision Clock and subject pages on Firefly to review, test and check their knowledge, ready for their mock exams in November.

It has been wonderful to see the engagement, dedication and resilience of students in creating their revision timetables for tutor time and also for use at home.

The students have also engaged brilliantly in extra-curricular activities both in school and outside of school.

Year 10 girls have enthusiastically formed 4 netball teams and have already taken part in a tournament this term.

YEAR 10 Attendance Average attendance for Year 10: xx% Praise Total praise points for Term 1: 9277 Average praise points per student for Term 1: xx

If Year 11 continue as they have started I have every confidence they will reach their potential. They have come back focused and with a clear drive to want to succeed. It is an exciting time for Year 11 students as they start to think more about their future destinations. Many of you attended the Future Careers Evening held on 7 October (the details can be found on our website click here) and are now supporting students with their applications through the Careers East Sussex website (link here). I strongly recommend attending the open evenings that 6th form colleges provide to get a feel for the provider as well as asking questions about the course they wish to study to ensure they make informed decisions about the future.

I would also like to take this opportunity to wish all students Good luck in their upcoming mocks after half term – stay focused and believe in yourselves.

YEAR 11 Attendance Praise

The prefects and lead team have been busy already supporting football house competitions, year/ executive councils, open evening/mornings as well as supporting in the canteen at lunchtimes.

As we started this academic year we were committed with expanding the opportunities available to students outside of the classroom. It has been brilliant to see Year 12 and 13 engaging with our brand new timetabled Enrichment Programme. Students have been involved in sport, creative writing and student leadership. A number of Sixth Form students are also involved in our subject LSA Programme supporting the main College student body in lessons.

Our Sixth Form also contributed to raising money for the Macmillan Coffee Morning donating to the total raised by the College. We have also raised money this term for “Wear it Pink” as part of our Charity day on the last day of term.

PROGRESSION UPDATE We are pleased to announce that 15 students have completed early applications for their next steps this week. Students have applied to study at Oxford, Cambridge and various conservatoires specialising in music and drama. We also have applicants this year for Medicine and Dentistry. We are looking forward to confirming applications for all other Year 13 students as they continue to make decisions about their many different progression routes beyond Heathfield.

VI FORM Attendance 93.5% Praise Over 1000 praise points have been awarded to the Sixth Form this term. All of these have been entered into our Halloween Praise raffle to reward students commitment to their lessons and to the wider College.

What are students learning in … xxxxxxx

ENGLISH

Key Stage 3 This term, Year 7 began by exploring how to write creatively and expressively, producing detailed descriptive accounts of a ‘Happy Memory’ as their first piece of writing. Following on from this, we’ve begun the first of our texts exploring the theme of Childhood which is our focus for the year. Our novel is David Almond’s fascinating work ‘The Fire Eaters’, which follows Bobby Burns growing up in a tiny northern coastal town against the backdrop of the Cuban Missile Crisis. The novel explores issues around class, adolescence and the treatment of outsiders – themes we will pick up again later on in the year with the historical novel ‘Coram Boy’.

Year 8 have been enjoying the murky world of Macbeth as part of their year-long focus on Identity. As well as exploring the poetry and stagecraft of ~Shakespeare’s brilliant tragedy, they have been asking important questions about how individuals make choices and about the dangers of greed and an obsession with power. As part of their study, they are exploring ideas held in Jacobean England about the divine right of kings and the role of the supernatural in human life.

Through analysis of Lady Macbeth, they have also had the opportunity to explore the role of women in Renaissance England. Many of the ideas they encounter now about identity will be revisited as we move on to study the modern American novella ‘Of Mice and Men’ and the contemporary young adult work ‘Noughts and Crosses’, which will also give us the opportunity to discuss diversity and equality.

Key Stage 4 Year 9 have begun their year on Sherlock Holmes’ misty moorlands, in pursuit of the fearsome ‘Hound of the Baskervilles’. The classic detective work is a perfect introduction to the Year 9 theme of Morality, spun as it is around a web of deceit and crime. They have also had the opportunity to compare the original Victorian narrative with the fast-paced modern BBC adaptation, to analyse how detective conventions have been maintained and adapted for a modern audience. This theme of morality will lead into two further texts characterised by intense moral dilemmas: Shakespeare’s Romeo and Juliet and Arthur Miller’s ‘A View from The Bridge.’

In English Language, Year 10 have shone in their opening lessons focusing on critical reading and writing skills. They have engaged brilliantly with lessons on the power of language and the importance of using it carefully and with integrity and consideration for others. Teachers have been impressed by their ability to grasp new concepts and to reflect critically on their own and others’ use of language. 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.

ENGLISH Becoming a critical reader is essential to success in GCSE – and, of course, vital to life beyond school as well. In English Literature, students have been working on their first exam text of the year: William Golding’s hard-hitting masterpiece ‘Lord of the Flies’. They have been exploring character and discussing themes such as civilisation, savagery and the breakdown of law and order in the novel. Some classes have studied ‘The Curious Incident of the Dog in the Night-time’ play script where Christopher, who has Asperger syndrome, uses his detective skills to solve a crime.

In Year 11, English Language students have been working on 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. In English Literature, students have been revising their modern text: either ‘Lord of the Flies’, ‘An Inspector Calls’ or ‘The Curious Incident of the Dog in the Nighttime’ play script. Many of them producing revision presentations for their classes and learned how to effectively revise using strategies such as flashcards. They have also begun practicing their exam skills in regular timed essays to ensure that they are match-fit for their mocks and for their final exams next summer.

Sixth Form In English Literature, Year 12 arrived full of big ideas and fascinating discussion of their transition novel – Frankenstein.

After a month exploring Mary Shelley’s big ideas about identity and prejudice, they have moved on to the exam poetry anthology, covering love poetry through the ages and have begun their first exam novel, the powerful and extraordinary ‘The Color Purple’, by Alice Walker.

In Year 13, students are working their way through Shakespeare’s tragic masterclass in manipulation, ‘Othello’, and also studying their exam poetry text, the beautiful collection ‘Skirrid Hill’ by the Welsh poet Owen Sheers.

English Language students hit the ground running in Year 12 with a crash course in word classes, grammar and spoken English. They have risen to the challenge with enthusiasm and vigour and are already demonstrating their sharper linguistic understanding of the language in use around them.

These first term skills will underpin everything that they do for the next two years.

In year 13, students are uncovering 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 next year

What are students learning in …

BUSINESS ECONOMICS Key Stage 4 Year 9: This term marks the first topic about enterprise and entrepreneurship, learning the basic concepts of opportunity cost, basic needs and the differences between supplying goods and supplying services. This has been followed up with an understanding of what a small business is and why they are important in the success of the UK economy As we move towards the end of term 1 we will also look at the characteristics of successful entrepreneurs and the relationship between risk and reward.

Year 10:

This term has involved completing the topic about putting business ideas into practice, begun in the summer term. This has included an indepth look at the impact of the timings of cashflows on a business’ chances of survival, the importance and calculation of profits and in calculating and interpreting the quantity of a product that a business needs to ensure that it can break even.

This goes alongside developing skills of application to a case study / scenario and developing analysis answers beyond mere explanation into longer chains of knock on effects. As half term approaches we will move into the next topic: making the business effective, which will start with a detailed evaluation of the different types of ownership available to new and expanding businesses.

Year 11: This term has been a continuation of the topic about making marketing decisions, involving detailed analysis of the elements of the marketing mix and the impact of the product life cycle on marketing choices. This has also seen an emphasis on developing application to a case study / scenario but also in developing analysis to become evaluative with considered choices being made between competing alternatives. When making such choices students have to take into account the relevant knowledge and the core concept of opportunity cost.

As we move towards the end of Term 1 we will be starting a new topic on making operations decisions. This will involve using numeracy to interpret bar gate stock graphs and in evaluating different approaches to managing the quality of a business. All of this will be put into the now controversial context of fuel supply chains.

BUSINESS ECONOMICS Sixth Form Year 12: This term has marked the induction period on new A level courses for students of both Business & Economics. Business students start their course with an analysis of costs, revenues, profit and break even, alongside an introduction to why businesses exist and the different management and leadership styles they can employ.

The former has been easily applied to the current issues of energy companies going bust.

Meanwhile, Economics students have been getting to grips to the basic theory of supply and demand and putting this into the context of how a profit maximizing business decision by an American business in the UK market for fertilizer can end up directly affecting the supply of cooked meats on supermarket shelves.

Year 13: The start of the academic year in both Business & Economics is all about building on the key parts of the Year 12 curriculum.

In business, we have taken a dual lane approach with the analysis and evaluation of the key final accounts as well as looking at the ideas of “Mission” and the roles of strategic, tactical and functional decision making.

Economics students have been evaluating different market structures and the various types of regulation that exist to make those markets function more optimally.

A relevant discussion that came out of this was whether or not the recent temporary relaxation of the rules in the Competition Act, as they apply to fuel supply companies, was the most economically efficient way to resolve the UKs fuel crisis.

What are students learning in …

GEOGRAPHY

XXXXXStage 3 Key Year 7 have been studying Uganda and comparing it to the UK. The big idea behind this unit is an exploration of the factors that affect quality of life.

It is also helping to address some misconceptions about different countries.

Year 8 have been investigating plate tectonics and trying to answer the question “Why do some volcanic eruptions have higher death tolls than others?” They have been learning to use case studies to support their points, such as the example of Lake Nyos in Cameroon

Key Stage 4 Year 9 pupils begin their GCSE course by taking a fresh look at plate tectonics. They build on the knowledge they gained in Year 8 on the causes of tectonic hazards and look in more depth at the different plate boundaries and the way they affect hazards. Investigating the cause, effect and management of earthquakes and volcanoes.

Pupils in Year 10 have been studying rivers and learning how they change as they move from source to mouth. They have also looked at the different landforms (including everyone’s favourite, the Ox-bow lake) and how we can prevent flooding.

Those in Year 10 on the intensive course, and those in Year 11, have been studying eco-systems. They have focused on understanding the processes that govern how an ecosystem behave and how human activity interferes with this and then looked in detail at the Amazon Rainforest.

GEOGRAPHY XXXXX

Sixth Form Our Sixth Form students have been working hard on their Non-Examined Assessment (Coursework). Each student has devised their own title which they are investigating by gathering, presenting and analysing their own data.

Next term they will go on to form conclusions and analyse the strengths of their approaches.

Whilst doing this they have also been learning about volcanic hazards, and how they can be managed, in their physical geography lessons and about the very relevant Disease Dilemmas in human geography.

Photo: Geographical Association

FOCUS ON STUDENT LEADERSHIP: THE STUDENT COUNCIL Each year group (Year 7-11) will consist of a Year Group Council formed by 2 elected members from each form group.

This Year Group Council will, in turn, nominate 4 members to represent their year group on the Executive Council. Elected members hold their post for 2 years.

The Executive Council is led by the Lead Prefect Team who report and feedback directly to the Senior Leadership Team of the College

Nathan Steele I’m Nathan and a member of the Lead Team. I play the piano and love to learn about other cultures and languages. I have a genuine enthusiasm and passion to keep learning new things about the world in which we live which is why I value the academic work do at school so greatly.

Annalise Harvey I'm driven by a passion and desire to always do my best, overcoming any challenges faced. I aim to share my outlook with other students in the school and show people that everything is possible. In turn, I value determination and engagement along with creativity due to my love of the performing arts.

Izzy Withers I’m Izzy and I’m a singer/songwriter and I love to perform. I aim to be an ambassador for the College and especially the Arts subjects which are close to my heart. I’m extremely passionate about making a change and fighting for equality through an understanding of intersectionality.

Amy Washington Thurston As a member of the Lead Team, it is my privilege to role model college values in all that I do. I am a friendly, approachable and caring individual with a love for sport and team participation. I strive to represent each individual within the school so that everyone feels safe, happy and considered. I take equality seriously and wish to implement it in all aspects of school life aiming to represent the minority along with a mass.

EXECUTIVE COUNCIL MEETING

Students main source of joy was the fact they no longer have to exist in ‘bubbles’; they very much appreciated our community being able to mix across year groups again.

Partly as a consequence of relaxing bubbles, Year 8 were keen to acknowledge that queues to buy lunch are much shorter and speedy.

Ever keen to get to their lessons on time, older year groups were pleased that the one way systems that the College had to put in place, have been relaxed.

On 12 October, the first meeting of the 2021-22 Executive Council was held. Each year group, from Year 7 to the VI form, was represented. Prior to this meeting, the students had discussed items in their Year Group Council. The students on the Executive Council have been elected or nominated to represent their year group. There was a wonderful energy, with students passionate about the items discussed. On the agenda: • a decision to make on which charities will be supported by our non-uniform days • feedback from students about what they feel has gone well so far this year • matters that each year group would like to raise as important matters for the year ahead.

Items raised by year groups that they feel are important over the coming year included: 1. All year groups felt that work on Protected Characteristics should be at the top of the agenda.

2. Year 8 were keen that we had more of a focus on ‘green’ issues.

3. Year 7 felt that internet safety and appropriate use of iPad was a key issue to develop.

APPLE DISTINGUISHED SCHOOL We are pleased to announce that we have been recognised as an Apple Distinguished School for 2021–2024 for its continued approach to evidence informed use of technology within learning that supports students and teachers to develop innovative, creative and personalised learning experiences.

Apple Distinguished Schools are centres of innovation, leadership, and educational excellence. They use Apple technology to connect students to the world, fuel creativity, deepen collaboration, and make learning personal.

Heathfield Community College’s selection as an Apple Distinguished School highlights our success in creating an innovative and compelling learning environment that engages students and provides tangible evidence of academic achievement in a variety of ways through our 1:1 iPad programme: • students develop a wide range of skills that will equip them for life beyond the College.

• They access knowledge and understanding through experiences and engagement that would not otherwise be possible, as well as developing new ways to solve problems. E.g. receiving instant assessment feedback, or through use of augmented reality in Science, remixing and composing songs in Music, developing animation, video and podcasting in Art and Media.

• They develop creativity, able to collaborate easily with their peers and teachers.

Technology and the iPad is at the heart of our planning and teachers make use of the iPad when they know it can enhance the learning experience of our students. Find out more about how student learning is redefined through the use of technology here.

APPLE DISTINGUISHED SCHOOL This is the College’s second recognition as an Apple Distinguished School following our original recognition in 2018 - 2021 Over the course of the last 3 years we have developed a focus in a number of areas that we know have the maximum impact on learning: • Modelling of learning activities • Improving Explanations of concepts • Assessment • Feedback • Pupil Practice • Accessibility This focused approach to research-informed practice builds teacher expertise and autonomy through collaborative alignment and ensures technology is redefining the learning experience and that this is consistent for all students across the College.

Students are engaged and proactive with their learning, with the technology supporting them to do this. We believe that technology is a tool to create new opportunities and redefine the learning experience and that it plays a key part in ensuring our students are given the opportunity to become the very best versions of themselves.

To read more about how Evidence Informed Practice, Creativity and Accessibility support the College in achieving its vision for technology and learning as well as the variety of ways the iPad is used across the College please visit the Apple Distinguished School pages of our Digital curriculum area on the College website by clicking on the image below.

YEAR 7 WIDER CURRICULUM “Wednesday was a great day. I loved exploring all the different things we could do on our iPads, my favourite was probably the music. All of them inspired me to do loads of music, make a film and take more photos. Thank you.”

On Wednesday 20th October 250 year 7 students took part in a day looking at creativity and the iPad. The purpose of the day was for students to explore the creative possibilities afforded by the iPad. Although based around skills focussed on video, photography and music, students were presented with the challenge that creativity was not restricted to traditional ‘creative’ subjects.

Mr Marrows, Digital Lead: “The creative industries are one of the fastest growing parts of the UK economy and students at Heathfield Community College are being empowered to explore their own creativity. The technology that they carry with them every day has so many uses and the opportunity that a day like the wider curriculum day provides empowers students to not just be consumers of content but to also be creators.”

Technology provides tools that can bring creativity to life across the curriculum; empowering students to explore subjects in new ways and think creatively about how they might approach a problem. The iPad also gives them the tools to express their knowledge and understanding in original ways. They have tools with them in every lesson to design and produce high quality work.

The day involved students looking at what to think about when composing photos and how to creatively edit them once they have been taken, how to frame shots when creating videos and how to create a new spin on existing music through remixes in GarageBand. Students were engaged throughout the day and embraced the new and exciting experiences using the technology and Apps they have with them every day. Every single student created work to be proud of and learned skills that they cause in all of their subjects.

• To explore more of how the iPad supports creativity across the curriculum click here.

• To find out more about Apple’s Everyone Can Create resources click here.

WIDER CURRICULUM xxx. Safety Road On 21st October, Year 7 received an engaging and informative presentation about pedestrian safety and the dangers of distraction when travelling with friends and peers.

Look Up! is based on the streets of Sussex and teaches Year 7’s their responsibilities as pedestrians, techniques to say ‘No’ to dangerous situations and an understanding of the impact of their actions on others.

Classic Novel Club

History Society

This term students from the Classic Novel Club have chosen Bram Stocker’s Dracula to read. A fittingly gothic novel as we move towards Halloween.

The Year 7 and 8 History Society relaunched in September. Interest has been growing steadily and we now have a small but dedicated team of history detectives.

Our mission has been to revisit the mysteries of the past, to explore the evidence and try and build theories that may solve the historical puzzles.

We began the year with a gruesome historical find – a badly damaged skeleton discovered in a remote English field. We have be edging ever closer to an explanation but are not there yet. Come along to History Society and you can help us complete the puzzle!

PRODUCTION.

THE VINE:

Performances of All Together Now! will be held on 12th and 15th November at 4 pm to 5.30 pm (approx.) and 6.30 pm to 8 pm (approx.). Tickets are on sale from Reception at £4 concessions and £6 per adult.

This year's first issue of our brilliant student newspaper The Heathfield Vine is now online to read http://heathfieldcollegene wspaper.weebly.com/ It's full of fabulous articles from students in every year group.

This issue has a strong focus on media, culture and diversity.

DUKE OF EDINBURGH We have celebrated the success of the 46 students who successfully completed their Duke of Edinburgh’s bronze award and 7 who achieved their silver awards under the exceptionally difficult conditions during this year. We are currently in the process of enrolling students for next year's award at all three levels: bronze (year 9), silver (year 10) and Gold (year 12).

The deadline for applications is 1st November 2021.

Find out more and try out over half term: https://heathfieldcc.fireflycloud.net/super-curricular-1

Help and Support: We understand that life sometimes throws up issues or problems that need to be resolved.

We understand that concerns regarding your child’s well-being or progress can be worrying.

We want to work with you to resolve issues as early as possible. Please use the routes highlighted here as a parent: REPORTING A CONCERN. Please encourage your son/daughter to report ANY issue or worry to us so we can address it. If we don’t know, we cannot act and we want to help: • Tell a teacher or your form tutor • Speak to your Head of Year • Speak to your Pastoral Manager • Email help@heathfieldcc.co.uk to report a problem

Dates for your diary Monday 1 November

Tuesday 2 November

Wednesday 3 November Thursday 4 November

Start of Super Curricular Fortnight (Week 2) Year 11 Wider Curriculum Day (Next Steps) Sussex University and Plumpton College Group 1 School Photos for students who missed photos on 24 September Waterbear Music Careers Presentation to Music Students Years 10 – 13.

Covid Vaccine for students 12 to 15 years Year 9 – NHS Careers Presentation

Friday 5 November

Year 11 Wider Curriculum Day (Next Steps) Sussex University and Plumpton College Group 2

Monday 8 November

Year 8 - All Pals Together Workshop WW1 Presentation from National Archives

Wednesday 10 November

Year 7 Theatre trip to Matilda, London Year 8 (x population French students) Wider Curriculum Day

Thursday 11 November

UKMT Senior Maths Challenge

Friday 12 November & Monday 15 November

All Together Now Global Production

w/c Monday 15 November

Anti-Bullying Week

www.heathfieldcc.co.uk @Heathfield_CC