Heathfield Headlines Issue 3 - February 2023

Head’s Message

At the end of this term we have a sense of hope that Spring is on its way as the daffodils start to rise and the weather gets warmer, hopefully before too long we will be able to access the field again and enjoy the full site as it comes to life.

I am very grateful to parents for their support of the College this term. We do appreciate that for many young people the last few years have taken their toll. For some, the current societal climate increases a sense of instability and uncertainty, and this presents itself in a variety of ways in different ages and characters. The most important thing we can do as adults is to keep each other informed, keep talking and working together as much as we can to provide structure, boundaries, support and reassurance as needed. Our young people are managing really well and taking all the opportunities available to them in and out of lessons. They equally know that we are really clear on our expectations and high standards; these do not change and provide the consistency they need.

At College we are continuing to have the current conversations about self-esteem, selfperception and the challenges for young people growing up, equally we continue to stretch horizons and encourage them to be ambitious for their future and their own personal goals. Next term there will be more visiting speakers and more opportunities for year groups to explore new ideas and try new experiences.

I hope the half term provides some time for exam year groups to focus on their key revision topics in preparation for Mocks 2 but also some well deserved time for rest and relaxation, reflecting on the success and achievements of the last term.

Those who read succeed!

Reading is a vital cornerstone of learning and we remain steadfast in our commitment to reading as a vital cornerstone of learning.

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 as much as possible.

Many of these recommendations are suitable for all ages and its a great idea for parents and students to be reading the same book to prompt discussion and understanding.

YEAR 7

Attendance

Average attendance for Term 3: 95.5%

Praise

Average praise points per student for Term 3: 122

This term has been a busy one for Year 7 students with a key event being their first Subject Feedback Evening on 19th January. The event allowed staff, students and parents to collaboratively communicate virtually on their achievements in the recent assessments and overall progress in the subject area, as well as setting targets to support further progress and attainment in the future. These evenings are always very productive and provide a vital link between home and school that offers the most effective support network to allow students to thrive in their education.

On Monday 16th January, students were also given the experience of learning outside of the classroom when they attended a 25 minute screening of ‘We are Astronauts’ in an inflatable planetarium in the Drama Studio. Students thoroughly enjoyed the experience, further enhancing their scientific knowledge.

The end of term sees another opportunity for Year 7s to get involved in supercurricular activities, allowing them to expand their knowledge in areas not always taught in the standard curriculum. We are hoping for lots of entries again from Year 7 with many praise points for the taking – Good luck.

This term has been one all about ambition and confidence for Year 8. Students conducted their formal assessments at the beginning of the term in class. These assessments will give students, parents and teachers a good idea of where they are with each subject. This will then support them with their option choices.

During PSHE, members of the Senior Leadership Team have been visiting lessons to speak to students about the option process which will continue into the start of next term.

The vast majority of students took part in the trip to Warner Brothers Studios at the end of January. The studio tour and accompanying classroom sessions encouraged students to consider all the different careers and skills that are available in the film industry.

With the options process now formally launched, and presentations and assemblies underway, Year 8 have some exciting and important decisions to make which will start to open doors for opportunities in their futures.

YEAR 8

Attendance

Average attendance for Term 3: 92.3%

Praise

Average Praise points per student for Term 3: 106

Mrs Krouwel

Ms Adams

YEAR 9

Mr Richardson

Attendance

Average attendance for Term 3: 90.6%

Praise

Average praise points per student for Term 3: 105

This term, Year 9 are really getting their teeth into the GCSE courses. Many subjects have completed introductory or foundation units in Terms 1 and 2, and now move on to the explicitly examined units. This is true not only in option subjects, but also in core. For example, in English students are beginning their study of ‘Romeo and Juliet’, which appears on Paper 1 of the GCSE English Literature paper.

Alongside the main curriculum, students have been part of the commemoration of Holocaust Memorial Day. The theme this year is ‘Ordinary People’ and we have looked at the power that ordinary people can hold when they are complicit in the actions of others. Moreover, we have highlighted the extraordinary actions of ordinary people, such as Nicholas Winton, and how ‘doing the right thing’ may not be easy, but is always worthwhile.

Female students in Year 9 also had the privilege of a session led by Ayo Awotona, who equipped the students with a quick toolkit to help themselves “Become the Best Version of Yourself”.

As we come towards February half term, we reach the mid-point of the year, and therefore the mid-point of students’ 5 years in the main college. Perhaps now is a good time to reflect on the successes of the first half of our secondary careers, and how we can make the most of the second half.

Year 10 have applied themselves extremely well since coming back after the Christmas break. All students recognise that their February mocks are on the horizon for their intensive subjects and want to make sure they are well-prepared for these.

Students have been proactive in talking to teachers about how they can improve and have been committed to putting time into revising. For all mocks and exams, it is important that students feel that they have done the best they can and that they are happy with their effort. As always there is support if students are feeling overwhelmed, as we understand that this can be a stressful time for many students.

In PSHEe, Year 10 students have been looking at mental health and learning about recognising when a friend or a peer may need more support and thinking about the correct channels to access this. We have also looked at challenging the stigma around mental health and how lazy language can have a large impact on people, which we might not see.

Following these lessons, students are more aware about where to find support and are more mindful about how throwaway comments can affect people.

YEAR 10

Mr Holden

Attendance

Average attendance for Term 3: 87.9%

Praise

Average praise points per student for Term 3: 106

YEAR 11

Attendance

Average attendance for Term 3: 88.8%

Year 11 have been considering their future choices and have been busy applying for their post-16 education. It has been fantastic reading through their personal statements and writing their references and many are now receiving invitations for interviews with colleges or employers offering apprenticeships. Interviews for Heathfield Sixth Form will be held during Term 4.

Year 11 have the opportunity to purchase year books and hoodies through a link emailed to them and sent out in a letter home. Year 11 have been excited in their discussions about their yearbook quotes and colour choice of hoodies.

Average praise points per student for Term 3: 84

Year 12 Progression

Revision for mock exams has been the focus of many lessons and intervention sessions as Year 11 students prepare for their next round of mock exams after half term. During tutor time, tutors are discussing the importance of revision timetables and successful methods of revision.

VI FORM

Term 3 starts the process of Year 12 investigating all the different progression routes available to them post-18.

In assemblies and tutor time, students have been shown opportunities at University, and Apprenticeships and have also had a presentation from Speakers for Schools on Work Experience opportunities. A live nationwide assembly introduced students to Unifrog a platform that supports with progression planning.

Next term students will attend the UCAS Convention trip and receive further guidance and information as part of their Wider Curriculum Next Steps day.

Year 13 Mocks

Average attendance for Term 3: 92.3%

Praise

Over 200 praise points issued in Term 3.

Year 13 students will have received their mock grades this term following the examinations in January. This is the last formal hall based assessment before their final exams in the summer.

In assembly, following their return from study leave, the importance of medium term planning and effective revision strategies was shared. Further details about revision can be found on the College website to support with preparation for the final assessments.

Mrs Woodland

Praise

Ms White Attendance

Focus on Key Stage 3

These pages include details of the curriculum followed by Year 7 and 8.

A powerful way to help learning is to ask your son/daughter about the topics they have experienced and encourage them to talk about their understanding and interests with you.

English

As Year 7 continue their focus on childhood in literature, they have begun the study of Shakespeare’s A Midsummer Night’s Dream. They are enjoying the mischievous, magical fairy world that exists alongside a group of teenagers who fall in and out of love with each other and also have the pressure of parental expectations about who they have to marry. Students have been developing their skills of inference and analysis through their reading alongside a continued focus on writing skills.

Year 8 students have begun the study of The Outsiders which is set in 1950s America and deals with their year long theme of identity. It is a story written by a teenager herself and presents a picture of teenage life in a gang. The Greasers are the poor kids growing up on the wrong side of town and their rivals are the Socs who are the wealthy students from the west side of town. Students are becoming increasingly nuanced in their interpretation of fiction and working hard to develop their vocabulary in order to embellish their writing.

Maths

Year 7 have been studying fractions and ratio, looking at arithmetic with fractions and understanding the relationship between dividing by a fraction and sharing in a ratio. We have also been working on understanding that dividing by a fraction is the same as multiplying by its’ reciprocal.

Year 8 are moving on with their Algebraic manipulation skills and using them to solve equations and inequalities.

This term, Year 7 had a visit from the University of Sussex with their planetarium for a presentation about the James Webb Space Telescope. This fitted in well with the Universe topic which was covered in Terms 1 and 2. Students have also been studying Chemistry by looking at particles and how they behave.

Science

Year 8 have made motors and buzzers this term, with varying success! Instilling resilience into our students helps to bring How Science Works principles to the forefront of their minds, as sometimes things don’t work the first time! By being able to practice these skills, students can learn for themselves what methods can work better than others and how to overcome challenges. Students have also started to explore inheritance of genes and how our characteristics can be determined through chance, which has opened a lot of discussion about our differences and variation within a population.

History

Students in Year 7 are continuing their journey through British History and have now entered the Early Modern Period. Students are being introduced to source skills, with an investigation into whether Anne Boleyn was really a witch! Historians in Year 7 will also get an opportunity to investigate the Pendle Witch Trials in 1612, and to further practice their source skills with an enquiry into why the women were accused of witchcraft.

Year 8 historians are currently studying the Holocaust. Students began by investigating the history of Anti-Semitism and will then be looking at Anne Frank's life, as well as her diary, as evidence of the impact of the Holocaust. Students will then move on to a case study of the battles of Imphal and Kohima during World War Two.

Computing

This term, Year 7 students have been introduced to Python programming for the first time, learning how to control an interactive turtle.

Year 8 have been learning about design principles for creating a website and are now learning how to code a website using HTML.

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. They also practiced important OS map skills and should now know how to use grid references, compass directions and scale. They have moved onto a mini fieldwork module mapping noise pollution levels using GIS which combines technology and mapping skills.

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 called ‘Creating Landscapes’ which is a physical module giving pupils greater knowledge of some of the processes that have shaped and created some of the spectacular scenery around the UK.

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.

Year 7 have been learning about healthy food choices by exploring Food Labelling. We have been examining the Traffic Light System and what this means in terms of RDI (Recommended Daily Intake). In practical lessons, we have been exploring different methods of cooking and have made pizza toast, pasta sauce and fruit muffins.

Year 8 have been learning about different kinds of raising agents and have looked at this through practical lessons, making both scones and pizza. Our assessment this term focusses on meal planning and pupils have made a Bolognese sauce and then looked at ways of making this into a family meal.

By now, not only should our Year 7 students be able to ask and answer questions about themselves in French, but also talk about their time at school. “Au collège, j’étudie le français avec Madame Dubois!” We can describe and give our opinion on the school uniform - “J’aime mon uniforme vert et noir.” It was great to hear at our recent Subject Feedback Evening that pupils feel so confident that they’ve started teaching you at home. Bravo!

We are really pleased with the progress our Year 8 have made using the present tense, opinions and reasons with confidence. We have also started describing photos - all essential skills of the French GCSE exam. Students may have come home talking about “crêpes” on 2nd February. We can only apologise, since the French celebrate la Chandeleur on that date as well as Mardi Gras later on this month. Miam, miam!

In Term 3, Year 7 students will be developing their language acquisition on the topic of free time, looking at the way the verbs ‘jugar’ and ‘hacer’ are used to reference different sporting activities. Students will be reading longer passages in Spanish, understanding more challenging texts and Will be challenged to develop spoken interactions, discussing their free time pursuits. There will be activities for students to demonstrate their understanding of grammar by using infinitive structures. They will also be expected to continue to show their understanding and use of a range of opinions that have been taught so far this year, both in written and spoken tasks.

Year 8 students will be 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 and by the end of the term they will begin to have an understanding of using the near future tense to refer to future actions. It is going to be a very busy term!

Physical Education

Year 7 students have been continuing their rotations within PE, exploring a range of familiar and less familiar activities to gain understanding and exposure to sports that they will be continuing throughout their time at Heathfield. These activities include; Hockey, Football, Badminton, Dance, Gymnastics, Netball, Basketball and Rugby. Through being exposed to these, it is hoped that they will continue to pursue these as extra-curricular activities on offer or play outside of school.

Students in Year 8 are continuing their carousel of activities, with a view to building on the basics from Year 7 and developing skill understanding and refining techniques with a view to implementing them in competitive gameplay and environments. For example, many of our Year 8 boys have been refining their Capoeira dance routines, whilst our girls have been learning the skills and rules of hockey, enabling them to play on full-sided pitches with the confidence to selfofficiate and have success in a variety of different positions.

Drama

Year 7 students have begun exploring extracts from Roald Dahl scripts leading on from their trip to see ‘Matilda’. We will be looking at how to physically and vocally develop larger than life characters and also the importance of stage positioning. The plays explored include: ‘James and the Giant Peach’, ‘The Twits’, ‘Charlie and the Chocolate Factory’, ‘The Witches’ and ‘Matilda’. 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.

Year 8s are now in the final stages of their Pop Art composition. This year we have some really stunning compositions that really show Pop Art style. Students were able to talk fluently about the artists involved in the Pop Art movement articulate the characteristics of this movement. It was really impressive to see these features of Pop Art within students compositions.

Music

Year 7 have been working hard after their assessments in December. In Term 3 they have been working on understanding notes on the keyboard and playing different pieces from a booklet. They have primarily been focusing on using the right hand and ensuring their hand position is correct, as well as playing the correct notes. In the coming weeks we will begin to look at some left hand work and how it is used to play chords.

Art

Year 7 students are now approaching the end of their mark making and colour scheme work. They have most recently completed the colour wheel in pencil using only the 3 primary colours of red, yellow and blue. The colour wheel includes the primary, secondary and tertiary colours so students had to develop the ability to mix these three colours to show the subtle differences between each of these sets of colour. They have also completed colour strips through a range of art materials that explored hues, created using colour pencil; tints, created using chalk pastel; shades, created using oil pastels and tones, created using watercolours. Practicing colour in this way through a range of materials and processes really helps students understand how to use colour to create depth and how to mix a varied range of colours which is useful in a wide range of artistic disciplines.

Year 8 had their assessment in the first 2 weeks of Term 3 and we were really impressed with the focus and dedication of all students. We then moved onto looking at how music can tell a story. This has given Year 8 an opportunity to explore music from 16001900’s. They have shown a great understanding of how music can be used to change mood and this will be very useful for moving forward into Film Music. They have also been practising Rossini’s ‘William Tell Overture’ which is a piece that represents the Swiss Folk Hero.

PSHEe

This term, Year 7 students are learning about the drug alcohol. Students will be increasing the 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 their adult futures.

Year 8 students will be focussing on Career Education this term. This will include 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 to them about this year’s options process and answer any questions they may have. These sessions will be in the run up to the Options Fair on 23rd February. Subsequent lessons will explore the links between subjects and potential career pathways.

Philosophy and Religion

This term in PRE Year 7 have been studying Buddhism. Their focus has been teachings of the Buddha, specifically the Four Noble Truths and the Eightfold Path. Students have been exploring the concept of suffering, questioning what ultimately causes humans to suffer and considering whether acceptance is the only true way to end suffering.

Year 8 students have begun looking at the conflict between Israel and Palestine surrounding control of Jerusalem. We began by looking at the history of Jerusalem, before exploring why this place steeped in history is so important to three major religions.

Focus on Key Stage 4 and 5

What are KS4 and 5 students learning in …

Key Stage 4

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 practise a Liverpool accent. Some students were also able to see a local production of the play in Hailsham.

Since Christmas, Year 9 have been shown previously devised pieces of theatre to inspire their own work. They are now in groups beginning to explore devising techniques. The stimuli they have been given to inspire these pieces of theatre have been on Covid and the dangers of Social Media. These pieces will be performed to an audience in April and then students will write their reflective logs on the devising process.

Year 10 began the academic year with a trip to see the harrowing "Woman in Black" which was truly terrifying. This experience enabled them to answer the theatre question on their GCSE Drama paper. Students were given a choice to practise the theatre question using the production of The

National Theatre Digital production of ‘Peter Pan’ or the hilarious ‘One Man Two Guvnors’ with James Corden. All of Term 1 and 2 was spent preparing for the mock exam in November so we also revisited and revised ‘Blood Brothers’.

Students are now working on a variety of plays for their two scripted extracts from a range of plays including: ‘Bouncers & Shakers’, ‘My Mother Said I Never Should’, ‘Polar Bears’, ‘Things I know to be True’, ‘Top Girls’ and ‘Blackout’.

Key Stage 5

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. We took all the Sixth Form Drama students to see an inspirational version of The Crucible by Arthur Miller which we are now using for Component 1 of the A-level course where students have to use an extract of a play as a springboard for devising. Students have taken part in Brechtian workshops as they have to devise in the style of a chosen practitioner. Brecht's political epic style is well-suited to

What are KS4 and 5 students learning in …

Drama

‘The Crucible’, and they are exploring the themes of witchcraft, deceit and betrayal in their piece. Once this has been performed in April students will be writing their reflective logs on the devising process. We 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.

After mock exams, students are now working on their monologues and group scripted extracts from the plays ‘Bernada Alba’ by Lorca and ‘Metamorphosis’ by Berkoff.

Please see some exciting news about LAMDA further on in this Newsletter.

How I can help my child learn in Drama?

✓ Help with learning lines for scripted performances (or any devised scripts) by reading the other parts or the cue line.

✓ Help to find props and costumes for performances and come along to any performances.

✓ Use student flash cards to test knowledge on stage types and theatre roles.

✓ Take your child to the theatre as much as possible and encourage them to analyse the quality of acting and the symbolic meaning of the set, lighting or sound.

What are KS4 and 5 students learning in..

Geography

Key Stage 4

Year 9 students started the year by studying resource management. They looked at issues with water, food and energy around the world, all of which is very topical as in the last few months we have seen water shortages, food price increases and an energy crisis even in the UK. They then moved onto the natural hazards module completing a huge amount of work studying tectonic and weather hazards, climate change and how people are affected in

different parts of the world. Key case studies included the Nepal Earthquake in 2015 and Typhoon Haiyan in 2013 as well as Storm Desmond in the UK in 2015.

Year 10 and 11 Geographers started the year with their GCSE fieldwork to Eastbourne. During the day they worked on two separate investigations looking at coastal processes and sea defences as well as investigating the environmental impact of tourism on the town. The weather was predictably unsettled with some of the groups having to work in driving wind and rain whilst others basked in glorious sunshine! In class pupils have been working on varied modules ranging from weather hazards and climate change through to resource management.

Year 10 have had a big focus on ecosystems with Hot Deserts and Tropical Rainforests being covered in detail. Year 11 classes have started work on development and will be looking at the country of Nigeria and the city of Lagos in future lessons. GCSE groups, with exams at the end of this year, are now preparing for their second set of mocks which will start after half term.

What are KS4 and 5 students learning in..

Key Stage 5

Geography

In Sixth Form, Year 12 students have completed the Earth’s life support systems module looking at the carbon and water cycles. They have recently moved on to coastal landscapes. In human geography, pupils are working through the changing places, making spaces module.

Year 13 Geographers have worked hard on their independent coursework projects using skills gained from the fieldwork trips before the summer holidays. They have completed fascinating studies on a huge range of geography issues.

In class they have started the geographical debates unit and are currently focusing on tectonic hazards in rich and poor countries. In human geography, pupils are working on human rights before moving onto the disease dilemmas part of the geographical debates paper.

How I can help my child learn in Geography?

✓ Encourage regular revision using the revision guides as well as websites such as Bitesize.

✓ Help them keep up to date with big news events and stories. In Sixth Form all pupils have access to the Hodder Geography review online magazine.

✓ Ask them what they are learning about in class. They should have lots of interesting knowledge to discuss!

What are KS4 and 5 students learning in …

Key Stage 4

Year 9 students are currently working through their first rotation for Paper 1. They are learning about all the fundamentals of GCSE Science across the three sciences: Cells (Biology) , Atoms and Elements (Chemistry) and Energy (Physics).

Science

In Year 10, students are currently working through their first rotation for Paper 2. They are developing their knowledge from the previous rotations learning about Homeostasis (Biology), Rates of Reaction (Chemistry) and Forces (Physics).

Year 11 students are preparing for their mock exams and working on applying their knowledge to exam questions through structured homework. They are finishing their courses learning all about Chemistry of the atmosphere, Global Warming and Deforestation (Biology) and Waves (Physics).

What are KS4 and 5 students learning in …

Key Stage 5 Biology

Year 12 are studying mass transport and genes protein synthesis classification. They have carried out dissections on fish and mammalian hearts. Year 13 students are studying Homeostasis, control of gene expression and Evolution.

Science

Chemistry

Year 12 chemists are studying Elements from the Sea and The Ozone Story. Modules which look at the chemistry of the oceans and the atmosphere, including how the ozone layer protects us from harmful UV radiation.

Year 13 chemists are reflecting on their recent mock assessments, and continuing preparations for their summer examinations. Their current topics of study include Developing Metals, a look at the importance of metals to both modern and ancient society and the relevant chemistry.

Physics

In Year 12 Physics we are studying electricity, and particle and quantum physics. Students will be studying the fundamental properties of matter and will look at the most recent understanding of the subatomic world. In Year 13 Physics we are studying Astrophysics and Nuclear physics; two topics that tie together the study of the very big with the very small and the connections we can make between them.

How I can help my child learn in Science?

✓ Direct students to the Science subject page on Firefly. There are resources organised into Key Stages that can support them with a multitude of things; from knowledge to practical videos.

✓ Ask your child to explain what they have been learning in Science. Talking through processes and explaining things to you can really help secure their knowledge.

Alumni News

Recently the Drama Department has been pleased to have the expert input of a couple of our alumni to support our current Sixth Form students.

Chance Stoner who left Heathfield last year with 3 A* grade A-levels returned to the college to speak to the Year 12 and 13 Drama students about her first term experience of studying Drama at Falmouth University. Chance explained the reasons for choosing to study Drama at Uni rather than Drama college were because she still enjoyed the academic debate about theatres role in society and the same of the more literary based assignments. She was full of enthusiasm for her course and also spoke of links between her A-levels and degree. She was articulate and helpful in her responses to the many questions that the students posed and they gained a real insight into life at university from a Drama student's perspective.

Our alumni are a valuable part of the college community, and we encourage you to get in touch if you are interested in ways you could support the college and our students.

Hayley Huggett, a former Heathfield student who left in 2016, returned to work with the Drama department to see if she would like to pursue a career as a Drama teacher. Since leaving she studied Musical Theatre at Guilford School of Acting. She then set up her own theatre company to work with children with special needs as she believes that theatre should be totally inclusive. It was lovely to have her in the Drama lessons working with our students of all ages and she gave invaluable support to the Sixth Form as she helped Year 12 with their devised piece based on ‘The Crucible’ and she was able to suggest some new play texts for Year 13 who are choosing monologues.

Whenever you left Heathfield and whatever stage of your education or career, please get in touch using the QR code or by emailing alumni@heathfieldcc.co.uk.

Our Peer Mentor programme has flourished over the past twelve months. The premise is that some of our younger students need role models to look up to and having someone who has been where they are now, only a year or two ago, is the most powerful role model one could have. A group of Year 9 and 10 students were trained last year and they have been such positive role models and such a great help to the younger students that the relationships formed carried on into the new academic year without staff asking for the mentoring to continue. The majority of our peer mentors have now earned their bronze level student leadership badge which can only be earned a year’s commitment.

As those relationships blossomed, it became clear that there was a need to train more Year 9 and 10 students to support other younger students. This time we ran training sessions for male and female peer mentors and both sessions showed the compassion and consideration that our students have for others in abundance. It is wonderful that the programme has been extended and can have an even wider reach.

Mr Pollard and Mrs Wayne, who ran the training sessions, commented that our new peer mentors “showed sensitivity and maturity beyond their years. They did themselves very proud and we’re sure that they will go on to give the younger students an excellent quality of support.”

After half term, our new peer mentors will meet their mentees for the first time. There was some sage advice about the experience of being a Peer Mentor from one of the group who trained last year: “It can take some time to feel like you know your mentee but keep giving them your focus and attention and you’ll be helping them massively even if it doesn’t feel like it at first.”

YEAR 8 WIDER CURRICULUM

This term we once again took Year 8 students to the Warner Bros ‘The Making of Harry Potter’ Studio Tour. As in previous years, we timed this fantastic event to go out just before Year 8 are due to take their Options. The college recognise how important vocational and creative subjects are to our society and how important it is that students make the right choices when they take their Options. We understand that not all students will want to study a creative subject, but ensuring they have the knowledge and understanding of all industries means they can make informed decisions about their future.

Even for those who know they don’t want to study a creative subject, as an educational day out it is absolutely fascinating! The sheer size and scale of the productions are mind blowing and the attention to detail is on another level entirely. Even those students who have no interest in Harry Potter can’t help but walk away being impressed; it becomes clear very quickly this studio tour isn’t really about Harry Potter, it is about the coming together of dreams, ambition, hard work and resilience from passionate and invested people.

I liked how they taught us about how many jobs there are in a film and gave you an opportunity to do fun film making and it was funny. - SONNY Mrs

The Year 8 students were, as always, a credit to the College. They conducted themselves wonderfully and it was an absolute joy to see them asking some really insightful questions during the lesson we had when we first arrived. I make a point of asking as many students as I can if they are enjoying the day and each response is positive; some whose excitement is visible and others who show something bordering on shock that they are enjoying it so much.

The Tour has grown in size and now encompasses the Gringotts bank and the Greenhouse where you can pull up a screaming Mandrake Plant!! Our students made a point of seeing every part of the Tour; making the effort to fly a broom stick, get on the train, walk through the house in Privet Drive, pull up a Mandrake and getting a photo in the flying car. The high point of the day for me was walking into Diagon Alley behind two students and hearing them gasp in awe.

Thank you Year 8 for doing the College proud!

Strachan

YEAR 8 WIDER CURRICULUM

Students attended lessons in the careers that are available in the creative arts industries

I loved all of it because of the fun experience and the atmosphere that made everything so realistic. It was almost like we were in the film! - ISLA

YEAR 8 WIDER CURRICULUM

Exploring Hogwarts and Diagon Alley

It makes you feel good that you could walk on the same set as famous actors. - KYE

I loved the dragon in the main lobby as it was an Inspiration to be more creative. - STAN

SIXTH FORM LEADERSHIP

Visit to Hailsham Foodbank

The Year 12 Sixth Form Leadership group meet once a fortnight as their enrichment activity. They are keen to contribute, not just to the Sixth Form community, but also to the wider locality and have a few events planned to do just that.

The fantastic response of Heathfield students and their families in donating to the Hailsham Foodbank before Christmas prompted the Leadership Group to find out more about our local foodbank and the work they do. Julie Coates, the Hailsham Foodbank Manager, took time to give the students a full tour of the facilities

used by the Foodbank and explained how the scheme works to serve the needs of over 3,000 people locally. The amount of people using the Foodbank continues to rise and the students learned that from December to January over a 1,000 people have been helped by the Foodbank, including more than 440 children. Food moves through the Foodbank at a record rate and they rely on regular donations of food, toiletries and money to keep their stocks sufficient for the current high demand. Julie and Phil, who looks after the warehouse, were keen to thank Heathfield students for their generosity over Christmas. Apparently ours is the biggest donation received from local schools! As part of their visit, the students were able to pack boxes with carefully weighed and selected foods to feed a family of 3 or 4 for 3 days.

The Foodbank is staffed by a loyal team of volunteers. Julie has advised that volunteers need to be 16 and to have parental permission to help out at the foodbank. The Sixth Form students left excited to do more to help and are planning a further collection by the Sixth Form before Easter.

MOST NEEDED FOOD ITEMS 30 JAN ’23

• TINNED RICE PUDDING/CUSTARD

• TINNED FRUIT

• TINNED TOMATOES/PASTA SAUCE

• TINNED VEGETABLES - SWEETCORN, CARROTS, PEAS

• LONGLIFE APPLE OR ORANGE JUICE

• GLUTEN FREE PASTA/CEREAL ETC.

• TINNED MEAT

• TINNED TUNA

• LONGLIFE DAIRY MILK

• SAVOURY TREATS - CRISPS ETC.

• NON DAIRY MILK - OAT/ALMOND INCL. UNSWEETENED

• SIZE 2, 5 AND 6 NAPPIES/PULL UPS AND BABY WIPES

• JAM/CHOCOLATE SPREAD/PEANUT BUTTER ETC.

• TOMATO KETCHUP/BROWN SAUCE

WE DON'T NEED THE FOLLOWING AT PRESENT

• PULSES

• BISCUITS

• SWEETS/CHOCOLATE

‘Visiting the food bank was incredibly insightful. Not only did I realise the extent to which the communities effort helps those less fortunate, but the great need there is within the community itself’ - AMY

HOUSES

During January our Houses competed against each other in the House Table Tennis Competition. We were delighted with the participation of well over 100 of our students in the competition over the course of the week and the good natured but competitive way they took part. Our Prefects, as always, were there to ensure that the event ran smoothly.

After five close days of competition the eventual winners were Tower with Batemans coming a very close second.

Thank you and well done to all our participants.

Wider-Curriculum

UKMT Intermediate Maths Challenge

This term, Heathfield Mathematicians competed in the UKMT Intermediate Maths Challenge which saw over 170 aspirational students compete in the national competition.

As is so often the case at Heathfield, our students are showing real ambition and a competitive but fair spirit. Promoting a love of problem solving, the Intermediate Mathematical Challenge is a 60-minute, multiplechoice Challenge. It encourages mathematical reasoning, precision of thought and fluency in using basic mathematical techniques to solve interesting problems.

The problems on the Intermediate Mathematical Challenge are designed to make students think.

On-site Planetarium

Year 7 students had an amazing day with our inflatable planetarium supplied to us by the University of Sussex. ‘We are Astronomers’ is a planetarium show where students learn how astronomers use the electromagnetic spectrum, the most powerful telescopes on Earth and in space and, alongside particle physicists, how they try to answer the biggest unanswered questions.

There was a real buzz of excitement as they got to learn more about space and the James Webb Space Telescope. Students showed a real curiosity and enthusiasm for learning more about space from the specialists from the university.

Susannah Corbett, successful TV, Radio & Film actor, and LAMDA Teacher, is hoping to offer

speech and drama lessons to students. The lessons are not exclusive to those wishing to pursue an interest in the performing arts; they are designed to equip pupils, whatever their age and aspirations, with a range of skills that will serve them throughout their lives: self-confidence, assertiveness, unlocking imagination and helping to develop vocal and reading skills in a fun and enthusiastic atmosphere. Further information can be found by clicking on the following link:

https://www.heathfieldcc.co.uk/wp/wpcontent/uploads/2023/02/LAMDA-LondonAcadamey-of-Music-Drama-February-2023.pdf

Wider-Curriculum

Lego Robotics Club

Join our Lego Clubs!

Every Tuesday from 3.05pm to 4pm

Lego Robotics Club

C5

Lego Club

C3

Student achievements

We are very proud to announce that Matilda Lawson, a Year 9 student, has been chosen to represent Team England as a soloist in Tap at the Dance World Cup to be held in Braga, Portugal from 30th June – 8th July 2023! This is a massive privilege and honour for Matilda, being the only soloist chosen from her Dance School and solo places being so rare. We wish Matilda all the best for her performance.

Students in our Lego Robotics Club have made some superb robots and are making great progress towards completing a range of challenges. These include:

• The speed challenge

• Dance off challenge

• Move and ‘plant’ a tree challenge

We are looking forward to the regional heats. If you are interested in taking part, we are able to increase our team for the right student. Please email Miss Walter at lwalter@heathfieldcc.co.uk.

Science Live!

Year 10 and 11 Triple Science students were able to go GCSE Science Live at Brighton Dome last week and witnessed four of Britain’s top scientists at the cutting edge of their field.

The day was fast-moving, exciting, thoughtprovoking and gave students the chance to raise issues with the scientists.

The students were also given some great tips on how to answer questions in their science exams by a chief examiner.

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 20 February Start of Term 4 Start of Year 10 and Year 11 Mock Exams Supercurricular Fortnight (Week 2)

Tuesday 21 February Year 12 Wider Curriculum Day - Progression

Wednesday 22 February Year 12 History & Politics students - Parliament & Supreme Court Visit Year 11 RAF Talk

Thursday 23 February Year 8 Options Fair

Friday 24 February 6th Form Drama Students Trip to EQUUS, V&A Museum, London Southern Schools Book Awards Trip, Hurstpierpoint College

Saturday 25 February Bronze DofE Practice Walk

Tuesday 28 February Year 11 Assembly - Apprenticeships Information (SCTP)

Wednesday 1 March Year 13 Apprenticeship Fair, Sandown Race Course

Thursday 2 March Year 12 Progression Evening

Tuesday 7 March Year 8 Wild Science

Thursday 9 March Year 9 Wider Curriculum Day - Employability Skills Year 9 Subject Feedback Evening

Friday 10 March Year 8 & 9 HPV Immunisation

Monday 13 March Let's Dance, Congress Theatre, Eastbourne Start of House Public Speaking Competition Years 7 – 11

Tuesday 14 March Year 12 UCAS Convention trip

Friday 17 March Comic Relief Non-uniform Day

Monday 20 March Start of Battle of the Boards House Competition Years 7 – 11

Tuesday 21 March EMAG Conference - English A Level Students

Wednesday 22 March Year 10 Revision Evening

Thursday 23 March Library Quiz

Friday 24 March Year 8 Population X French Wider Curriculum Day

Saturday 25 March Bronze DofE Practice Walk

Monday 27 March Start of the Talent Show Auditions Broadbridges Uniform Sale, Link Hall, 3.15pm – 4.30pm

Tuesday 28 March GCSE Photography Trip to Brighton Drama A Level Scripted Examination

Wednesday 29 March Year 13 Economics Grade Booster Conference Trip, Stratford

Thursday 30 March Year 10 Subject Feedback Evening

Friday 31 March End of Term 4