We took a team of 13 children to the Felixstowe Kwik Cricket Tournament. We finished in 5th place overall after a slow start. By the third and final match we were playing so well, thanks to the advice and guidance from Mr Goodhand (Seb s Dad). If there were another 3 more matches we would have gone from strength to strength. The most impressive part of the afternoon was the fact that the children listened well to Seb s Dads advice and put in to practice! It meant that the TSM team that played in round 1 and 2 was significantly different from the team in the final round. This was noticed by the people organising the event who awarded the school with the Spirit Of Cricket Award, which acknowledges good sportsmanship and excellent attitude to cricket. Well done TSM!
Thank you very much Year 1 for a wonderful assembly based on Traditional Tales. The singing was lovely, the costumes were fabulous and you spoke so clearly!
The quality of the work produced by the children was very high indeed. It shows the wonderful progress the children have made with Mrs Stockdale this year. The audience enjoyed the assembly and could name lots of things they enjoyed and things that impressed them . So... entertaining AND impressive! Perfect! Well done Year 1. What a lovely way to finish Summer Term 1! So, so proud of our football team! Not just because they managed to bring home the trophy but because the boys who played in the same competition last year were really disappointed with their performance. This year they bounced back! With a positive, upbeat attitude the A team managed to win the group they were in, with the B team winning their group too! A massive achievement as we are the one of smallest schools in the area - some are three times bigger than us!
Winning is great! But... the excellent attitude and sportsmanship was by far our greatest achievement! Well done Trimley St Martin... another trophy for the cabinet! The Trimley Vision Song Contest arrived at TSM and the crowd went wild! To celebrate 60 years of the Eurovision Song Contest whilst also raising the profile of Modern Foreign Languages in the school, we hosted the TrimleyVision Song Contest. Each class learnt and recorded a song in a different European language which was chosen, at random, by the Class Teachers. On Monday, the children created and filmed the videos which accompanied the song that they have learnt. On Tuesday afternoon, the children were invited in to the hall to watch the contest on the big screen. Parents were invited to come along, however, it was tight in the hall! Children weren't performing in the hall due to limited space, instead their videos were played on the screen and over the sound system in the hall. Selected Parents acted as judges for the 7 countries and the results were collected in true Eurovision style. All of the videos (which only included children who had permission to be in videos!) are going to be uploaded to the website. We are also hoping to upload the tracks they have recorded too! YEAR R were representing SWEDEN and sang in SWEDISH YEAR 1 were representing GERMANY and sang in GERMAN & ENGLISH YEAR 2 were representing FRANCE and sang in FRENCH YEAR 3 were representing SPAIN and sang in SPANISH YEAR 4 were representing UNITED KINGDOM and sang in ENGLISH YEAR 5 were representing IRELAND and sang in GAELIC YEAR 6 were representing ITALY and sang in ITALIAN The Winning Country was UNITED KINGDOM (YEAR 4)! Thank you to all the children for their performances, to Miss Winton for the ABBA Interval Act and the audience who helped bring the show to life! ![]()
THE FINAL RESULTAUDIO & VIDEO FILES >>>YEAR R - SWEDENYEAR 1 - GERMANYYEAR 2 - FRANCEYEAR 3 - SPAINYEAR 4 - UNITED KINGDOMVideo included above. YEAR 5 - IRELANDYEAR 6 - ITALYFrom this September, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that started to be used by all schools at the beginning of this Academic Year. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. Hopefully this blog post will give you some clear information about all the changes that are happening in Education across the country
and what that means for the children in our school. Before we even think about assessment we need to be clear on what changes the new curriculum has brought to subjects that are traditionally assessed. Curriculum 2014 So, what are the changes to the curriculum? It would take far too long to cover the whole curriculum, particularly in any great depth. But the main changes to the key core subjects are highlighted below. English -The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. These are set out yearly across both key stages. Mathematics -The main areas in the new programme of study for mathematics are called domains. Most of the changes to the mathematics curriculum involve content being brought down to earlier years; meaning that year group expectations will be tougher to meet, Children may be experience maths in Year 2 that was previously taught in year 3 or 4. A copy of the new National Curriculum is stored on this website. The End of Curriculum Levels (apart from Year 2 and Year 6) The Department for Education (DfE) has decided that the children who are currently in Years 2 and 6 will be the last pupils to be awarded a level in their end of Key Stage tests (Summer 2015). Please note that this means that children in Year 2 and Year 6 during the academic year Sept 2014 to July 2015 will still be taught and assessed the levels/sublevels system of Assessment. Therefore, school tracking systems and conversations with Parents will be still around levels and sublevels. So why are levels disappearing? The DfE want to avoid what has been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level. Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are the highest achievers to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below. Assessing Without Levels The DfE announced last year that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils. The Leadership team at TSM worked during the Autumn term to research various different methods of assessment and we have now developed our own system for tracking progress and assessing progress and will trialling it over this next term so it is ready to be fully implemented from September. So how will the process in school work? Reading, Writing and Maths will be assessed by teacher judgement and evidence of learning that the children are showing in their books, through questioning and discussion and in summative tests. This is an ongoing process. At the beginning of a new academic year, as children are being judged against the End of Year statements, they will be only be beginning to develop their knowledge . By using professional knowledge and judgement teachers will know what the children can already do and what they think the children can achieve. At different stages across the school year, children will either be 'working towards the National expectation' for their year group, 'achieving the National expectation' or 'mastering' the national expectation. The Government have said that at least 85% of children should be 'achieving that National Expectation' by the end of the academic year. The other biggest change is that high achievers will work on the mastery element of the curriculum; once achieving the National Expectation for their year group. They will not move on to objectives from the year group above. Talking to Parents about Attainment and Progress. The biggest difference is how we will talk to you about how your child is progressing during the year. With the old National Curriculum levels, each year children were given a target for the end of the year, and during the year we would tell you what National Curriculum level your child was at. For Example: A child could finish Year 3 with a level 3a, and in Year 4 would have a target of a 4b for the end of the year. At Parent’s Evenings throughout the year you may be told that they have moved to a 4c and then on to a 4b. We could use the levels system this way because there was no correlation between a level and a child’s year group, and this can be seen in the way that in a Year 6 class there could be a range of levels, from level 2 to a level 6. However, the new National Curriculum sets out expectations for each year group and children will be assessed against those every year, so a child in Year 4 will always be judged against the expectations for the end of Year 4. During the year, when we have conversations with you about your child’s progress we will show you the progress seen in your child's work, we will talk you through where the strengths and gaps are in your child’s learning and how this compares to the expectation for the year group your child is in. As the system becomes more embedded, your child will be able to talk about their learning from the check lists and learning ladders that will be used in the classroom. Key Facts from the DFE The school's Data Dashboard was published by OFSTED earlier this month. It provides parents and governors with clear, easily understandable information about the school's performance in 2014.
The data dashboard is stored on the website in the SCHOOL PERFORMANCE section, along with our current OFSTED report and previous HMI visits. |
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July 2024
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