From tomorrow, Wednesday 21 October 2020, face coverings in all areas (except classrooms) are compulsory for staff and students.
More information and a form to complete if your child is exempt can be found here
Please click here to view an up-to-date Track and Trace letter to parents and guardians from the Department for Education.
Please find a letter from Mrs Roberts with COVID-19 updates here
Government guidance on COVID-19 symptoms and what to do following testing can be found in the image below.
At Heartlands High School we know that students learn effectively if they regularly attend school. The guidance released by the DFE is clear, all students should be present, and schools are required to follow up any absences. We understand that due to COVID-19 some students may be feeling anxious at this time, and would urge those who do to speak to their tutor or head of house. We have planned staff training on how best to alleviate anxiety for students, so that they are supported back into school.
If a student shows symptoms of Covid 19 it is essential that they stay away from school until are tested, and communicate the outcome with school swiftly who will advise on next steps.
For students who are shielding or self isolating it should be noted that shielding advice for adults and children will pause on 1st August. If rates of the disease rises in the local area we will advise you if students need to shield.
Otherwise, we expect all students to have 100% attendance from September, so they do not lose anymore learning time.
Please see a letter to all parents and interested parties regarding September opening.
Reopening letter September 2020
Thank you
Mrs Roberts
Mrs Roberts communicated with all families today around the time frames for the HHS plans to be released to parents. The government announcement today that all year groups can return full time was great news but there were conditions and stipulations which will make the reopening in September something which will need to be carefully planned!
If families would like to read the guidance issued by the government they can CLICK HERE
All these short talks have been chosen as we think they’ll interest Heartlands students and all touch on the importance of character. All are free to watch! Let us know if you have watched any and what you think!
| Talk | Content | Link |
| Drew Dudley – Everyday Leadership | Amusing and practical tips for how we can seized every day to be a leader in some way | https://www.ted.com/talks/drew_dudley_everyday_leadership |
| Arel Moodie – The Secret to Student Success | Arel Moodie uses his personal story of living in challenging circumstances about how we can achieve success | https://www.youtube.com/watch?v=yY86_7G2qZQ |
| Angela Duckworth- The power of grit | Duckworth explains why resilience is the key to student success rather than intelligence | https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance |
| Adora Svitak – What adults can learn from kids | Child prodigy Adora Svitak on the importance of ‘childish’ thinking like optimism and creativity | https://www.ted.com/talks/adora_svitak_what_adults_can_learn_from_kids |
| Diana Nyad – Never, ever give up | Nyad swam from Cuba to America at the age of 60 | https://www.ted.com/talks/diana_nyad_never_ever_give_up#t-918954 |
| Ric Elias – 3 things I learned while my plane crashed | Elias had a front-row seat on a plane that crash-landed. What went through his mind as the plane went down? | https://www.ted.com/talks/ric_elias_3_things_i_learned_while_my_plane_crashed#t-271413 |
| Steve Jobs – Commencement Speech | Founder of Apple Steve Jobs gives some invaluable life advice to graduates of Harvard University | https://www.youtube.com/watch?v=UF8uR6Z6KLc |
| Andy Puddicome – All it takes is 10 Mindful Minutes | Andy Puddicome on the importance of stillness and taking time of your day to be mindful | https://www.ted.com/talks/andy_puddicombe_all_it_takes_is_10_mindful_minutes#t-543237 |
| Clint Smith – How to raise a black son in America | A profound look at the racial divide in America and how to address it | https://www.ted.com/talks/clint_smith_how_to_raise_a_black_son_in_america?referrer=playlist-talks_to_help_you_understand_r#t-300495 |
At this time, when birthdays, school trips, exams, and end of year celebrations, have all been put on hold, with no definitive time-frame of when things might begin to open up again. Young people can begin to struggle. Many I have spoken with are worried about each other, about their relationships and their futures.
Heartlands High School works with Place2Be, a children’s mental health charity that helps pupils explore their emotions and feel better about themselves. As part of this Place2Be are running a telephone check-in service called place2talk. Place2Talk is a short phone-call that is designed to help young people find ways to cope, so their worries don’t get in the way of their friendships, their learning or how they feel about themselves.
How to make an appointment.
Students can self-refer for the Place2Talk check-in service by emailing their tutor. The school counsellor, Jenny Smith will then make contact with the young person’s parent/carer to obtain verbal consent and to agree a time for the phone-call to take place.
Heartlands Curriculum for Half Term 6
We will continue to set and mark work each week for ALL year groups. We will be introducing some new interactive teaching approaching using methods such as Loom and Zoom as well as fully utilising Google classroom. See below the topics for each subject (scroll down for 9 and 10)
As always check the DPR for all your feedback and assignments on your given day!
- Monday: Year 7
- Tuesday: Year 9 and 10
- Wednesday: Year 8
Please email your tutor or IT help student.ITHelp@heartlands.haringey.sch.uk if you need any support with accessing work.
The following information can also be viewed and downloaded here.
Year 7 |
Year 8 |
|
| English | ‘War with Troy’, a dramatic retelling of the Trojan War. We will be studying episodes 6–12. |
Speech writing. Writing a speech about an important issue of your choice. |
| Maths | Number Properties Decimals Order of Operations Fractions |
Averages Solving Equations Area & Perimeter Percentages |
| Science | Physics – Sound and light Chemistry – Chemical change |
Biology – Plants and photosynthesis Chemistry – Acids and alkalis Physics – Waves and light |
| History | What was the impact of the British Empire? The British in America, Australia, Africa and India |
Why was there a Second World War? How did the Holocaust happen? |
| Geography | Development: Is the world getting better? |
Asia: What can we learn about the biggest continent in the world? |
| French | The Area where I Live Mod 4 – Unit 4 je veux plus infinitives Learning to talk about what you want to do in your town |
House and Home Module 4 – Unit 4 Using a variety of tenses |
| Spanish | My family and My Friends Mod 4 Unit 3 – using tener/ser. Using the irregular verbs to have and to be |
Hobbies and Pastimes Mod 4 – Unit 2 Poder/querer – talking about what you want and what you can do |
| Art | Natural World A project that focuses on organic forms and gives ample opportunities to learn new skills and techniques. |
The Cultural Project! Looking at cultures that fascinate around the world. Cultural identity and identification. |
| Computing | Understanding computer networks and building websites. |
Careers in computing and skills needed for graphic design, animation and engineering. |
| Drama | Theatre History: From Ancient Greece to contemporary theatre |
Genres, Styles and Practitioners: Studying different types of theatre |
| DT – Product Design | Properties of Materials, specifically woods and plastics. What material types, uses and properties. |
Designing Solutions, CAD, Sources and types of wood, metal and plastic |
| DT – Food Tech | Creating healthy takeaway foods – fakeaways Designing recipes for a dietary need |
Solving problems in recipes Healthy Eating International recipes Food Hygiene |
| DT – Textiles/CAD | Sources of Materials Where we get them Properties of materials how they perform Construction of fabrics How they’re made |
New and Emerging Technologies Why we need Robots, Drones, Artificial Intelligence (AI), Virtual Reality (VR) and other new technologies. The way they work and their importance in society. |
| Music | Classical Footsteps | Blues and the development of pop music |
| PE | Athletics – Track and Field events Striking and fielding games |
Athletics – Track and Field events Striking and fielding games |
| ENRICH/ ExCel |
Community Values |
Year 9 |
Year 10 |
|
| English | AQA Power and Conflict Poetry | AQA Power and Conflict Poetry |
| Maths | Proportion Similarity Ratio Percentages |
Area & Volume Iteration Factorising and Solving Quadratics |
| Science | OCR Gateway A Biology Unit 2 – Scaling Up Physics Unit 2 – Forces |
OCR Gateway A Chemistry Unit 4 – Predicting and identifying reactants and products Physics Unit 4 – Waves in Matter |
| History | Early Elizabethan England Key Topic 1 – Queen, society and government |
The Cold War Key Topic 3 – The end of the Cold War |
| Geography | An overview of ecosystems and a detailed look at Tropical Rainforests |
Revision of Rivers unit of work. Including rivers characteristics, causes of flooding and flood management. |
| French | Typical Days and Holiday Mod 3 – Unit 1: devoir/pouvoir |
School and Education Mod 6 – Unit 3: School Rules il faut/il est interdit |
| Spanish | People I Know Mod 3 – Unit 1: para plus infinitive |
The World of Work Mod 7 – Unit 1: Jobs/earning money |
| Art | Watercolour project Looking at Watercolour techniques and create experimentations, recordings and developments. |
Projects on nature, portrait and superpower With opportunities to work and experiment with clay and 3D forms. |
| Business | Consolidation work to bring together what was covered this year. Students will also complete research projects such as; creating a CV & discovering employment/recruitment. |
Consolidation work to bring together what was covered this year on topics 1.1 through 1.5, with a focus on assessment skills and content theory. |
| Citizenship | International Organisations (UN, Nato, World Bank, NGOs) |
Government and Parliament |
| Classics | Civilisations in the classical period, such as Assyria, Mesopotamia, Egypt and Babylonia. We will also start our in depth study of religion in the ancient world. |
Representation of the underworld and how this links to the ideas of death and burial in ancient Greece and Rome. |
| Child Development | Students will continue perfecting and improving their RO19 coursework. | |
| Computing | Analysis of the legal, ethical and environmental issues around technology usage – especially considering real life scenarios. |
Analysis of the legal, ethical and environmental issues around technology usage and thinking about cyber security issues in modern society. |
| Creative iMedia | Two mini projects using different media skills to research, plan and make a piece of media based on client requirements. |
Two mini projects using different media skills to research, plan and make a piece of media based on client requirements. |
| Drama | A mini monologue project and reviewing live drama with the National Theatre |
Studying Hard to Swallow by Mark Wheeler and reviewing live drama with the National Theatre |
| Design Technology | Students will be continuing to work on a practice NEA project. We will be focussing on problem solving and design skills. They will also be recapping key theoretical concepts such as sustainability and the impact of other designers’ work. |
Students will be working on the initial stages of their NEA, focussing on producing design ideas to solve their problem. They will also be looking at how plastics are manufactured, and the environmental impact of design and technology. |
| Economics | N/A | Economic objectives and the role of Government [Paper2] |
| Engineering | Students will be looking at Health and Safety in the workplace and how this is supported by legislation. They will then be moving on to look at different materials and how they are suitable for different applications. |
Students will be studying material properties and different materials categories, looking specifically at how materials are suited to certain applications. |
| Food Tech | Looking at how cooking methods affect foods Why boiling gives a mushy texture but frying gives a crunchy texture. How heat transfer works. How to adapt flavours in recipes. How to conduct a food experiment. |
Looking at Food science reactions and how to complete a mini NEA (non examined assessment) How to complete a food science investigation. Recap on important hygiene and safety in the kitchen. Looking at recipes to improve and develop in flavour and presentation. |
| Music | Developing performance and composing skills Exploring the genres of: Blues, Musical Theatre, Rock & Pop |
Developing performance and composing skills Mozart Minuet and Trio from Eine Kleine Nachtmusick (set work) |
| Photography | Covid Photography Challenge Weekly tasks that will be collated to produce a separate sketch book. Challenges will link to specific photographers and encourage students to utilise skills from previous 6 weeks |
Covid Photography Challenge (Advanced) Weekly tasks that will be collated to produce a separate sketch book. Challenges will link to specific photographers and encourage students to utilise skills from previous 6 weeks |
| Sociology | Sociology of the Media | Sociology of the Media and Unit 1 Revision |
| Sports Studies | What are the barriers to participation in sport? Advantages of hosting a World Cup or Olympic Games. |
What are the solutions to enable more participation in sport Disadvantages of hosting a World Cup or Olympic Games. |
| Statistics | Scatter graphs and correlation | Using probability trees |
| ASDAN | Literacy – inference and comprehension | Literacy – inference and comprehension |
| Land | Introduction to Horticulture Clearing and Weeding a Garden modulePlanting a Container module |
Introduction to Horticulture Clearing and weeding a Garden module Planting a Container module |
| Catering | Basic Food Preparation: Introduction to healthy eating module Introduction to the hospitality industry module |
Basic Food Preparation: Introduction to healthy eating module Introduction to the hospitality industry module |
What is the government advising?
As you know the government has released advice and guidance for secondary schools you can read it here.
It asks schools:
- To arrange for year 10 to spend some time in school this half term
- To continue to set work for students remotely
- To support year 10 in understanding what the recovery curriculum will look like in year 11 and how we will help them to make up for the time they have lost
Is it safe?
The safety of our staff and students is our absolute key concern. We know you are all worried about the return and whilst we can never eradicate the risk entirely but we will be putting the following in place to make sure students are as safe as we can:
- All staff ans students attending school are asked to confirm they are symptom free and members of their household are symptom free.
- Anyone displaying symptoms will be sent home immediately and required to be tested. In this instance we will contact all the members of the bubble and suggest testing and isolation.
- Each year 10 student will be given a day to attend, this will be the same day each week, they will only attend on this day.
- Students will be asked to walk to school were they can and arrive at staggered times and leave at staggered times
- Students will work in bubbles with 2 teachers and up to 8 students, they will not mix with other groups
- Students will enter into school at a given time and follow a given route
- Students will remain in the same classroom while in school, they will also eat their lunch in this room.
- Students are asked to attend in full school uniform but will not need to bring their bag or equipment, this will be provided as will lunch, snacks and water
- Each bubble will have dedicated toilets and hand washing facilities
When will year 10 be asked to come in?
We are hoping we can offer this from June 15th, although this will be reliant on the data and if we think that it is safe to do so. We are hopeful that if the rate of infection continues we can commit to the 15th of June by 10th June. We will write to year 10 next week to outline how we think they are doing with their assignments at home and the support we can offer them onsite. We will then text parents on the 10th to let them know we plan to go ahead, or not, with the wider offer from the 15th.
What will school look like?
Our classrooms will be designed to enable social distancing and will give each student their own work space which they will be asked to stick to.
For parents who still have issues.
We are asking all year 10 parents to complete the Further information questionnaire click here
We will get back to you to discuss your concerns.
When will you open for other years?
We really don’t know. We are following the advice from the government, scientific advisors and national bodies on when we will be permitted to open and when we can do this safely. We will continue to write to you weekly with information on this.
