Shakespeare at Heritage: Enriching Literature and Drama

In the realm of literary figures, William Shakespeare inevitably graces every list of the ‘best authors of all time.’ And at Heritage, immersing students in the world of Shakespeare is a distinctive component of our English and Drama curriculum. From Years 6 to 8, pupils read and collectively act out a Shakespeare play annually, ensuring each class member is actively engaged, no matter the size of the role. This unique approach not only deepens their understanding of Shakespeare’s language but also fosters an impressive level of enjoyment and familiarity with his works.

By the time pupils leave Heritage, they’ve studied five Shakespeare plays, reaping numerous benefits. This immersive experience enhances language and literature skills, oratorical proficiency, confidence, teamwork, and a profound sense of accomplishment. Drama Teacher Mrs Burden notes that exposing young pupils to original Shakespearean text at this level, where they take on uncut roles and memorize extensive passages, is unusual to see prior to Sixth Form.

Recent research from the Royal Shakespeare Company also reinforces the impact of this type of ‘rehearsal room’ approach to Shakespeare, demonstrating significant improvements in language skills and acquisition, leading to enhanced SATs and GCSE English scores in surveyed schools.

Heritage seniors working in the science lab

Cultivating Real-World Connections: Our Approach to Technology

We applaud the recent directive from the Department for Education to prohibit mobile phones in schools, citing concerns about their impact on attention, behavior, and well-being of pupils. The guidance urges a comprehensive ban throughout the school day, including break and lunchtimes.

At Heritage, we’ve long been pioneers in this realm. Since our founding in 2007, we’ve aimed to foster a unique culture where books, nature and real world activities are prioritised over screens. 

We recognise the value of technology in enriching lives, and integrate computer science into our curriculum to equip pupils with essential skills. However, we strongly maintain that boundaries are necessary, particularly concerning certain types of screen activities like excessive internet use, video streaming, social media engagement, and gaming.

The fundamental facets of our policy include the following:

  • Personal electronic devices are not allowed in school, except when necessary for learning. In the Senior school, If a phone is required for safety during independent travel, it must be checked in at the start of the school day.
  • Our approach to classroom learning is intentionally low-tech; we don’t provide iPads or tablets, and interactive whiteboards are not in use.
  • Emphasizing proactive pupil engagement, we prioritize cultivating a habit of attention, fostering high levels of focus for appropriate durations, especially through narration in the Junior School.
  • We offer pupils guidance on safe screen use through our PSHE curriculum, and work collaboratively with parents for a unified approach. Parents are invited to sign our Screen Use Agreement, outlining core and recommended commitments.
  • We provide avenues for digital detox, including an annual Screen-Free Week and the Check-in Tech Scheme, enabling students to take breaks from devices when needed.

Our screen use approach reflects our commitment to nurturing well-rounded individuals capable of meaningful engagement with the world, fostering real-world connections, and embracing a balanced, fulfilling life.

Related: Spectator Magazine Article Praises Heritage for Careful Use of Technology

Heritage Year 2 pupils put on a class assembly focussed on the theme of bravery

A Brave Performance from Year 2

This week, Year 2 students inspired their fellow Infants and Juniors with a class assembly that explored the theme of bravery.

During the assembly, the pupils creatively conveyed the powerful message of overcoming fears and embracing courage. They brought characters from ‘The Boy, The Mole, The Fox, and the Horse’ by Charlie Mackesey to life, shared personal reflections on bravery through posters they crafted, and delved into the concept of ‘digging down for your bravery.’

Connecting this theme to their broader curriculum, the students explored the lives of brave historical figures. Through virtual enactments, they portrayed scenes from the journeys of Christopher Columbus, Ferdinand Magellan, and Ernest Shackleton, spotlighting the resilience and bravery of these explorers. A dramatic reading of Shackleton’s Antarctic expedition highlighted the courage and perseverance needed to face adversity.

The assembly concluded with an encouraging acrostic poem written by Year 2: Being brave means you have to have courage/ Really brave people have lots of fun/ And when I’m brave I learn more/ Very brave people always have a go/ Everyone persevere!

Year 2’s class assembly not only provided a platform for students to display their courage in acting and public speaking but also reflected the school’s commitment to nurturing young people of character. By highlighting this crucial virtue, Heritage aims to foster a culture where pupils, like the characters in the stories shared, dig deep to find their courage.

Heritage Alumnus Excels in Degree Apprenticeship

Benjy Duckworth, a 2020 Heritage Leaver, is enjoying a unique post-sixth form experience through a degree apprenticeship in project management. During a special Senior School assembly, he sat down with Mr. Fletcher to share his journey.

Following Year 11, Benjy enrolled at Hills Road Sixth Form, majoring in Biology, History, and Sociology. However, when faced with the decision of his next educational step, he reevaluated the conventional university path, opting instead for a degree apprenticeship. Securing an apprenticeship with Gleeds, a construction consultancy, he embraced the opportunity to work and pursue a degree simultaneously, dedicating 20% of his time to academic qualifications.

Benjy highlighted the advantages of a degree apprenticeship, emphasizing the blend of earning and learning, along with gaining diverse experiences. In his role as a project manager at Gleeds, he acts as the bridge between clients and construction teams, and stressed the benefits of combining theoretical coursework with real-world experiences. Regardless of the educational path, Benjy recommends that all students seek work experience and consider placement years.

His narrative underscores the value of practical learning, the significance of soft skills, and the understanding that mistakes contribute to the learning process. When discussing future plans, he envisions completing his degree, gaining more experience, and exploring opportunities abroad.

Benjy’s experience stands as an inspiring example for current and future Heritage pupils, showcasing the success achievable through non-traditional educational routes and encouraging the exploration of diverse career paths.

Infants and Juniors Embark on a Turkish Adventure

Earlier this week, our Infants and Juniors embarked on a captivating journey into the vibrant country of Turkey, officially known as Türkiye. Bedecked in red and white, mirroring the colors of the Turkish flag, our young explorers plunged into a day of cultural immersion.

Throughout the day, students participated in a range of activities, including making and enjoying delicious Turkish flatbread and houmous, designing the Turkish flag using various materials, constructing models of the Canakkale suspension bridge, designing intricate Turkish tiles, and creating vibrant red and blue Turkish tulips. 

As the day concluded, a special assembly provided the pupils with the opportunity to showcase their newfound knowledge and creations. A heartfelt thank you goes to Heritage parents Mr and Mrs Cetin and Mr Tezel, whose engaging presentations, firsthand narratives, and generous gifts added an authentic touch, vividly bringing to life the rich cultural tapestry, traditions, and unique aspects of Turkey.

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