Uncategorized | Heritage

Heritage Pupils Excel in Shakespeare Competition

During the Spring term, several pupils auditioned to participate in the ISA Shakespeare Monologue Competition; another example of the school’s commitment to Shakespearean excellence. Dr Andrew Zurcher, who adjudicated the Heritage auditions, praised the pupils for their brilliant understanding of complex texts, sensitivity to meter and voicing, and courageous theatrical choices. Selected to represent Heritage across different age groups were Charlotta (Y3), Hanna (Y6), Jane (Y6), Isabel (Y8), Honor (Y8), Kitty (Y8), Joshua (Y10), Maxim (Y10), and Toni (Y11).

Despite an unprecedented number of entries and an extremely high quality of the submissions, we are delighted that Honor and Isabel were both highly commended in the final results, with Isabel coming third in her category. Judge Charlotte Scott, from the Shakespeare Birthplace Trust, praised Honor’s ‘wonderful, impassioned and powerful Lady Macbeth’ and Isabel for ‘a powerful Caliban which makes a beautiful transition from his freedom to punishment and is carefully modulated through the mixed emotions of bitterness, affection and revenge.’

Ms Scott applauded each of the entries, saying that ‘The focus on the delivery of the spoken word, the children’s individual personalities in relation to those choices and the imaginative and inspiring ways in which they have reimagined or represented them has been a joy to watch. Every single entry had its own merit, and every single performance was delivered with energy, imagination, intent and skill. There are only very few awards I am able to make, but every school that takes part and delivers such exceptional teaching of Shakespeare is a credit to the arts and humanities.’

Spring Concert: A Melodic Celebration of Talent and Community

This year’s Spring Concert was another spectacular display of musical ability and community spirit, winning over the audience with a diverse range of music. From classical instrumental ensembles to vibrant vocal performances, the concert spanned a multitude of musical genres and styles.

There were plenty of memorable moments from start to finish. The show opened with a joyous choral celebration as all Juniors united for an energetic interpretation of Miriam Makeba’s ‘Pata Pata.’ The Junior Choir’s harmonious performance of ‘The Lord’s Prayer’ offered a reflective moment. Daring dance moves added excitement to the Senior Choir’s rendition of ‘Another Day of Sun’ and it was stirring to see the whole Senior School on stage together for a spirited performance of ‘The Rhythm of Life’.

In addition to the vocal performances, pupils had their moment to shine instrumentally. Individual classes performed on glockenspiels, recorders, and ocarinas, building up to a delightful ukulele performance of Bruno Mars’ ‘Count on Me’ by Year 6. A powerful percussion extravaganza by Years 7 and 8 brought the evening to a thrilling close. Smaller wind, string and orchestra ensembles throughout the show further enriched the musical tapestry of the evening, and solos by Luke (Y10), Emilie (Y11), and Isabella (Y10) showcased remarkable skill and dedication.

Special thanks to our talented accompanists Mrs Caldwell, Mr Dalton, and Mr Wright, as well as dedicated instrumental teachers Mrs Good and Dr Howell, and our amazing Senior School Music Teacher Mrs Lowe. However, credit for the incredible energy of the evening must go to our Head of Music Mrs Zurcher, acknowledged by Mr Fletcher as the driving force behind the event. As he reminded the audience of music’s necessary role in nurturing diverse interests and enriching lives, the Heritage Spring Concert stood as a testament to the transformative power of music in education.

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Heritage pupils perform during the 2024 Spring Concert at St Andrew's Street Baptist Church in Cambridge

Heritage Year 7 pupils perform in Shakespeare's Julius Caesar

Year 7 Shine in Performance of Julius Caesar

This term, Year 7 pupils delivered a tense and thrilling performance of Shakespeare’s Julius Caesar. The play, set in 44 BC, explores the political upheaval triggered by Caesar’s declaration as ‘dictator perpetuo,’ sparking fear among Roman senators.

The production opened with a contemporary twist – a rap performance titled ‘Late Republic Paradise,’ set to the soundtrack of “Gangsta’s Paradise.” This creative introduction laid the foundation for a captivating whole-class rendition of Shakespeare’s renowned tragedy. Each pupil skilfully delivered their lines with a confidence that not only demonstrated their understanding of the dialogue, but also illuminated their grasp of the broader narrative. All of this took place against the dramatic backdrop of stage scenery that transported the audience to ancient Rome.

Mrs Burden, who directed the play, commended the pupils for the extraordinary achievement of performing so powerfully such a great measure of pure first folio Shakespeare–a rarity even for older classes. She also praised the children for their leadership potential, noting that the play was chosen especially to match their charisma and energy. ‘This school play is not just a little add-on to their academic learning,’ she said. ‘This play teaches them the rhetorical skills they need to appeal to people’s hearts and minds. And this will equip them, I pray, to be the leaders that we need in this world in the future.’

The acknowledgments extended to the behind-the-scenes contributors, including Mrs Lowe for her musical accompaniment, Mr Campbell for staging and lighting, and Mrs Watkins on the lighting desk. The collective efforts of each individual resulted in a truly extraordinary production.

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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.