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Crayford Temple Grove

Year 4

Year 4

Malala class

In the Autumn term, pupil learning is led by the curriculum vehicle ‘science fair’ which allows pupils to respond to the critical question: ‘Does gender inequality still exist today?’ This is supported by challenging texts which enhance pupil knowledge of social justice and equity, enabling them to enhance their ability to think critically and problem-solve.

Pupils begin the term with a trip to the science museum to explore scientific developments, with a specific focus on women in science, predominantly their ‘unacknowledged role in science, technology, engineering, and mathematics.’ From this, pupils in year 4 explore creative developments in science, become innovative in creating their own ideas and undertake experiments, whilst considering the gender inequalities which still exist in this field today.

Having the curriculum driver communication enables year 4 pupils to share their learning with the community. They will share their innovations with their families and local professionals and highlight the important contribution women and girls have made to science.

At CTG, we are committed to achieving the 2030 agenda for sustainable development, and share the belief that ‘ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.’ – UN. We have a moral imperative to educate our pupils about how they can create a sustainable world and we empower them to teach others.

UN Sustainable development goal

Women and girls, everywhere, must have equal rights and opportunity, and be able to live free of violence and discrimination. Women’s equality and empowerment is one of the 17 Sustainable Development Goals, but also integral to all dimensions of inclusive and sustainable development.

Year 4

Autumn 1

Global perspective

Social justice & equity 

Character skill

Critical thinking 

Attitude outcome

We are committed to social justice and equity. We question what we hear to discover truth and think and learn independently.

Hook

Trip to science museum

Critical question

Does gender inequality still exist today?

Core & Supporting texts

Non-fiction: 50 Fearless Pioneers Who Changed the World

Fiction: The Matilda Effect

Poetry: I dream a world

Curriculum driver

Communicating with the community

Vehicle

Science fair - Year 4 will create a science fair and invite members of the local community to attend. During the process, they will invite local scientists/medical professionals into school to inspire their creations for the science fair.

2021-22 Spring Term Learning

                             

     

 

                            

 

UN Sustainable development goals

UN goal 3 – Good health and well-being

UN goal 15 – Life on land

UN goal 16 – Peace, justice and strong institutions

 

Year 4 Long term plan

Term 2

Global perspective

Peace and conflict

Character skill

Collaboration

Attitude outcome

We value diversity. We have the belief and understanding that by working with others, we can identify our own valid contributions and the importance of compromise and listening to others.  

Hook

Valhalla calling performance  

Critical question

How do we change and grow?

Core & Supporting texts

 

Fiction:

Spring 1: Anglo-Saxons and Vikings

Viking Boy by Tony Bradman

Beowulf by Michal Morpurgo (extracts) Wonder by R.J. Palacio and

Spring 2: Good health and well-being

Demon Dentist by David Walliams

Wonder by R.J. Palacio

Poetry: - Valhalla Calling

The owl and the chimpanzee by Jo Camacho

Resilience by Alex Elle 

 

                                                                                                                             

Curriculum driver

Possibilities

Vehicle – Change for Life Campaign – be food smart!

Change for Life Campaign – be food smart!

Students will work in groups to produce leaflets, posters, videos and other pieces to promote their campaign. They will research changes to health and well-being over time, the consequences and effects, focusing on life on land. They will then present their campaign and promote it in school and the local community. They will work alongside a local business to promote good health and well-being.