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Chantry Middle School is proud to announce the premiere of a remarkable student-led short film, created by Year 6 pupils in partnership with the Haltwhistle Film Project. Running just under 13 minutes, the film transports viewers into the year 2030, imagining a future shaped by the effects of climate change. What began as part of the school’s Global Curriculum has evolved into a thought-provoking and emotionally resonant film that demonstrates the creativity, awareness, and maturity of our students.
The inspiration for the film came from Chantry’s commitment to the Global Curriculum, where pupils explore themes such as sustainable development and global citizenship. These lessons encourage children to think beyond their immediate surroundings and consider how they can positively influence the world.
During the spring term, a group of Year 6 pupils worked closely with the Haltwhistle Film Project to build their story from the ground up. They developed the script collaboratively, selected filming locations, acted and directed scenes, and took part in the editing and production process.
This was a great way to demonstrate hands-on learning and empower students to use their voices and creativity to explore real-world issues and collaborate on a large project together.
The film’s powerful ending reminds viewers that climate change is not a far-off possibility; it is affecting communities here and now. Yet the message throughout remains hopeful: when young people have a voice, they can inspire others to act.
We are incredibly proud of every pupil involved in this project. Their passion, teamwork, and dedication shine through in every scene.
Thank you to the Haltwhistle Film Project for their expert guidance, and to the staff and families who supported the process. We enjoyed premiering and sharing the film with the wider community!
At Chantry Middle School, students have been making impressive strides in their global curriculum journey, diving into thought-provoking themes that help them better understand the world around them.
Recently, students have explored the themes of power and governance. Through engaging discussions and activities, they’ve been introduced to a rich vocabulary, enabling them to express their ideas and viewpoints in their writing. This focus on communication has helped students build confidence in articulating their opinions.
Below are two stories written by SK2 learners, Freya and Annie, as part of this curriculum:
As part of their studies, students have also examined the lives of historical figures who experienced conflict, reflecting on how these challenges influenced their actions and legacies. By learning about these individuals, students have gained a greater understanding of resilience and the complexities of decision-making in challenging times.
This curriculum is carefully designed to encourage critical thinking and meaningful engagement. Students are inspired to question, analyse, and connect their learning to real-world issues and reflect on life around them.Â
We are proud of our teachers and students for taking part in such complex and important learning!Â
Learn more about our curriculum by visiting this page.Â
For those of you who were unable to attend our parents information evening for the Y8 London residential trip, please click here to access information that was shared.
CAST production Team Sparkle presents Nativity The Musical at Whitley Bay Playhouse
Understanding a Child’s Digital World – Event, Tuesday 16th 2021, 1800
FREE Online safety event open to parents, professionals -anyone who wants to learn more about the digital world
Counter Terrorism Policing East Midlands are hosting a free online event to encourage parents and professionals to talk to children about online safety.
This session serves as an introduction to understanding the digital world and what risks are present for children.
The event will be interactive, open to everyone with questions encouraged – please join and circulate to anyone else who may be interested.
The event is supported by guest speakers from the East Midlands Cyber Engagement Team and Warning Zone. It will be opened by DCC Gibson from Counter Terrorism Policing East Midlands
ACT Early more info here:Â https://youtu.be/N8DPPQUem9A
Ever wondered what job you might like to do? Well now you can explore that and find out some really useful information.
The widget can be used to explore and compare key information about occupations to support the process of identifying potential careers.
The Careerometer widget provides access to a selection of headline data relating to pay, weekly hours of work and future employment prospects.
The data are organised by occupation: simply type in the title of the job you are interested in and the widget provides a series of options from which you can select the most relevant to you.
Please read update below from Simon Taylor
 KS2 TEST RESULTS SUMMARY – 2019
In 2016, the new, more challenging, national curriculum was assessed for the first time with new tests and interim frameworks for teacher assessment. Results are now reported as proportions of students achieving the ‘expected’ standard and proportions of students reaching a ‘high level of attainment’ within the expected standard.
Students received a scaled score (80 – 120) with 100 being the score required to reach the expected standard. A score of 110 or more is required to achieve a ‘high level of attainment’ in the reading, maths and SPaG tests. The writing element is teacher assessed and externally moderated.
Below is a summary of the outcomes for the Year 6 cohort at Chantry in July 2019 and national averages, compared to 2017 & 2018
| Chantry Result 2017 | Chantry Result 2018 | Chantry Result
2019 |
National Average 2019 | |
| READING, WRITING AND MATHS (RWM) | ||||
| % of pupils achieving the expected standard in RWM | 71% | 57% | 75% | 65% |
| % of pupils achieving a high level of attainment in RWM | 12% | 14% | 12% | – |
| READING | ||||
| % achieving the expected standard | 81% | 79% | 82% | 73% |
| % achieving a high level of attainment | 36% | 30% | 22% | 28% |
| Average scaled score (range from 80 – 120) | 106 | 105 | 105 | 104 |
| Average progress (typical range from -5 to +5) | +0.8 | -0.69 | -1.72 | 0 |
| WRITING | ||||
| % achieving the expected standard | 83% | 86% | 87% | 78% |
| % achieving a high level of attainment | 19% | 25% | 23% | – |
| Average progress (typical range from -5 to +5) | -1.2 | +0.33 | +0.17 | 0 |
| SPELLING, PUNCTUATION AND GRAMMAR (SPaG) | ||||
| % achieving the expected standard | 81% | 82% | 80% | 78% |
| % achieving a high level of attainment | 29% | 31% | 32% | 34% |
| Average scaled score (range from 80 – 120) | 106 | 106 | 106 | 106 |
| MATHS | ||||
| % achieving the expected standard | 84% | 69% | 89% | 79% |
| % achieving a high level of attainment | 32% | 22% | 34% | 24% |
| Average scaled score (range from 80 – 120) | 106 | 104 | 107 | 105 |
| Average progress (typical range from -5 to +5) | +0.6 | -1.04 | +0.77 | 0 |
