Bygrove Primary School

Bygrove Primary School
Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School Life at Bygrove Primary School

Year 4 ~ Mahatma Ghandi Class

Gandhi, with supreme interpersonal intelligence, teaches us that great political and social change can be achieved through peaceful protest and discussion. He was the leader of the Indian nationalist movement against British rule and is widely considered the father of his country.  


“You must be the change you want to see in the world”

Autumn term – Off with their heads!

Our first sight of year 4 is a bit of a shock. Inside the classroom door is a portcullis & there are heads on spikes! There are regal costumes & a throne & the room is decorated in gold & deep red. This term is all about the bloody history of the Tudors.

We learn about Henry VIII & royal palaces, about war & exploration, transport & medicine. But it’s not just history – all our work in set in the context of the Tudors. We look at some of the amazing stories thought-up by William Shakespeare & write some of our own plays; we listen to the music of the time, like ‘Greensleeves’ & learn a Tudor dance. We have Tudor problems to solve in maths & Tudor experiments to carry out in science.


Our first trip is, of course, to the Tower of London to see the Crown Jewels, the Yeomen of the Guard & the famous ravens! But we also go to the National Portrait Gallery & to Greenwich, where Henry VIII was born. Occasionally we get the chance to go the Globe Theatre on the South Bank to learn about the theatre in Shakespeare’s time.

By the end of the term we have all produced our own Tudor portraits & written our own plays. We have performed a play & a dance for the school & even had a Tudor feast (we’re not allowed to eat swan, though)!

Spring term – Rise of the Robots

From the wonders of nature to a celebration of the man-made. The spring term of year 4 sees us examining robots & other inventions. The classroom is full of them; toy robots, large & small robots, ones in humanoid form with flashing lights; lots of wires & circuits & metal & plastic. There’s even a tardis!

Every aspect of our learning involves robots. We produce persuasive writing arguing why robots should or shouldn’t do the jobs that humans could do. We write poetry & stories about imaginary worlds as well as information texts about the history of robots. Our science & DT involves circuits & conductors & junk modelling. Our maths learning about nets & working to scale helps us in constructing these models too. We learn about programming in ICT & examine morals & ethics in RE. Our artist of the term is Eric Joyner who does delightful pictures of robots (& doughnuts!).


During the term we go to the science museum & to the Doctor Who exhibition.

By the end of the term, believe it or not, we have designed & built a robot & examined when & how robots are useful. More importantly perhaps we have considered where they’re not useful; what only we can do.


Summer term – Mighty Mountaineers

By summer term it’s time to put our exploring boots back on & get up somewhere high. Walk through the classroom door & you enter the rarefied air of a high mountain landscape complete with mountaineering artefacts, climbing equipment & clouds all around. There are books on mountains, maps & even a tent! And we have to figure out how to survive up here.

During the term we write a survival guide & information texts about mountains. We read stories from mountain cultures & stories that raise dilemmas & hard choices for the characters in them. Our maths is largely about co-ordinates & directions, distance & time – again lots of problems to solve here. We look at materials & their properties in science & examine how inventions have made life easier in certain ways. In art we look at the Japanese artist Hokusai who painted mountains, particularly Mount Fuji, in a very distinctive style. We examine mountains as religious symbols & learn about ‘Going for Goals’ & moral dilemmas in PSHE.


Our most important trip is our residential to Gorsefield where we start to learn some survival skills but we also challenge ourselves to a real climb!

By the end of the term we have learned to examine all the issues in a moral dilemma & make hard choices. We’ve written our own survival guides & we’ve produced a documentary in the style of ‘Touching the Void’ for our own fictional mountain expedition.

school video mle stebon