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Welcome to our class webpage where you can find out about our amazing learning journey. You will find information about our activities, examples of our work and comments from us! Please visit often to see our learning journey develop.


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Contact us!

We have our own 6CP email! If you with to contact us, please do so with the secure form below- we will be checking it regularly. We welcome your comments and suggestions.

Term 2

Enquiry title: How do offspring inherit characteristics?

During Term 2, we will be using the inspiring text ‘Wonder’ by R. J. Palacio as a stimulus for our writing. This is a story about a young boy, August, who has Treacher Collins Syndrome. The plot takes us through his very first days at school and we learn how he is treated by others just because of the way he looks. We will go on a journey with August and discover the emotional roller-coaster that he takes as he steps into school life.


In addition to this, throughout the term as well as using the text, we will be learning some more incredible science based on evolution and inheritance where we will learn all about how genetics are inherited through living things.

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Anti-bullying week

This week is anti-bullying week. As we have been thinking about Wonder, a book which looks at hurtful comments towards people who are 'different', we decided to combine the two ideas and create anti bullying posters. We discussed what bullying meant and thought about how it is different from being unkind. We learned all about the #ChooseKind campaign and created slogans to encourage people to treat every body's equally.



To start out enquiry this term, we explored the front cover of Wonder. We discussed who the character might be on the front and thought about how and why they have been illustrated in this way. Using the same style of art, we then created our own faces by just showing our hair and one eye to identify ourselves. When we were all finished, we collected all of our faces together to form a class collage for our door displays.

What makes me human?

What makes me human?

What makes me human? 1

Creating our own animals to classify: Prove it

We designed our own animals to classify. We thought about selecting animals of the same species to create our new animal so it would be able to be classified.

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Sweet and bird classification: Use it

We used our own yes and no questions to classify sweets and birds.

Cat classification: Try it

The cat family is so large, so how is a lion different to a domestic house cat? Scientists ask questions to separate animals in order to group them, e.g. 'Does it have stripes?' 'Does it have rounded ears?' 

We used these questions to classify big cats. Next, we will use our knowledge of classification to create our own questions and classify other living things.

When early scientists tried to classify all the millions of living things on our planet, the used to look closely at the differences between organisms. We looked closely at the differences between some flowers and made careful observations in order to sketch them. We particularly liked the purple flower and found out that it was part of the cabbage family!

Acting as botanists: What are the features of these plants?

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Observing over time

For a second mini enquiry, 'What makes me human?' we are learning all about living things and how they are classified. We were astonished to learn that there are millions of micro-organisms living all around us! Although some are harmful, others are really useful to us and the environment. We wanted to find out what conditions micro-organisms prefer so we have set up two investigations where we will observe the effects over time. Come back and see our results soon!

Investigation: What conditions do micro-organisms prefer?

Investigation: What conditions do micro-organisms prefer? 1
Investigation: What conditions do micro-organisms prefer? 2

Prior knowledge

Did you know that there are over 10 million types of living organism on our planet? Miss Perrett wanted to know how we would group some of those living things. We each wore a label and had to work together to decide how we would group ourselves.

In a set of Christmas lights, what happens if one bulb fails?

Prove it

Near the end of our electricity enquiry, we got the chance to 'prove' our understanding. We created a general knowledge quiz which lit up when the correct answer was selected. We had to use our knowledge of circuits to ensure a complete circuit was made when the correct answer was chosen. 


Does the number of lamps affect the amount of light produced? We thought about all the variables we could change - number of cells, the voltage of the battery, number of wires - but in the end decided to alter the number of lamps. We kept all the other independent variables the same in order to make it a fair test. We found our precondition to be correct: the lamps got dimmer each time we added one. This is because the electrical current remained the same yet had to be shared between more and more lamps.

Investigation: Does the number of lamps affect the amount of light produced?

Investigation: Does the number of lamps affect the amount of light produced? 1
Investigation: Does the number of lamps affect the amount of light produced? 2

Series and parallel circuits: Why does the bulb go out when the switch is closed?

Learning about different circuits has helped us to answer our question. In a parallel circuit, the electrons have more than one route, so if something doesn't work, they will choose another path. In a series circuit, the electrons have only one path, so if a component isn't working, the current cannot travel through it and complete the circuit. This explains why some people spend all Christmas trying to find the broken bulb in their fairy lights!

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How do electrons flow?

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In a set of Christmas lights, what happens if one bulb fails?

During our first week back, we are exploring two mini Science enquiries. Our first enquiry is all about Electricity. so far, we have enjoyed reminding ourselves all about simple circuits and electrical components. We have learned that mains electricity is far more powerful than a battery operated circuit because a much higher voltage is produced! We worked as scientists to find and fix mistakes in simple circuits and conducted an investigation to find out whether the number of lamps affected the amount of light produced. Check back for more of our amazing science discoveries.

Term 1

Enquiry title: How were the people of Britain effected by the First World War?

50th Birthday Celebrations

WWI Challenge
To end our enquiry based on WW1, in small groups we created our own news reports focusing on an area of life that would have been affected by the war. Some of us looked at life in the trenches while others looked at women during the war. Enjoy watching us take on the roles of news reporters and war veterans!

Storm, Ida, Kailas and Bailey's newsreport

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Ruby, Annie, Blake, Matthew and Jayden's newsreport

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Eva, Jacob, Jordan and Harriet

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Harry, Abi, Macy's and Kyron

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Term 1 reflections:


This term I loved listening to Private Peaceful. It really helps you to understand what times were like in WW1. - Abi


My favourite part of the enquiry has been listening to Private Peaceful. It really makes you zoom in and imagine that you were there. - Mya


I really enjoyed making the propaganda posters because we could make them persuasive without doing any writing. - Bailey


My favourite thing was Beam House. The activities were fun and the instructors were kind. Rifle shooting felt real and we could imagine we were in Private Peaceful. - Jacob



This term, we are excited to be learning all about WW1. We will be exploring how it all began and who was involved as well as ways that the war affected every day life. We already have so many questions which we can't wait to get answered! Alongside our enquiry, we will be reading Michael Morpurgo's wartime novel 'Private Peaceful.'

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We have really enjoyed improving our basketball skills this term.

What does it mean to be a Muslim in Great Britain?


In Term 1, we are learning about Islam. We have enjoyed learning about the 5 pillars of Islam which reminded of the 5Ks in Sikhism. The 5 pillars are belief in one God, prayer, charity, fasting and pilgrimage to Mecca. We have also learned about Muslim festivals such as Ramadan, which is a whole month of fasting, and Eid. It has been interesting to learn that Muslims believe that the Qur'an is the 'final word of God' and that Muhammed is his last prophet.

Information posters about Islam.

What are the key festivals in Islam?

RE Enquiry: What does it mean to be a Muslim in Great Britain?

Shahadah - Muslim prayer: What message is so important that you would shout it from the rooftops?

Propaganda Posters: Why should men join the war effort?

Using Google Classroom to research WW1

Using Google Classroom to research WW1 1
Using Google Classroom to research WW1 2
Using Google Classroom to research WW1 3

E-Safety: How to create a strong password

E-Safety: How to create a strong password 1

WWI sketching

We learnt some new sketching skills today and put them to use to sketch a WWI solider. We were very pleased with the progress we made and the sketches we produced.

We grow and eat our own vegetables!

We grow and eat our own vegetables! 1
We grow and eat our own vegetables! 2
Outdoor iMovie Practise
In preparation for our end of enquiry challenge to create a news report about WWI, we reminded ourselves of how to use the iMovie app on our iPads. We took to the outside grounds of the school to film an imovie advertising our school areas.


For our WOW, Mr Evans (otherwise known as Bombardier Evans) took on the role of a WW1 Officer and we all had to get into role as soldiers and follow his very strict orders. We learned how to march properly and understood how important it was to follow him exactly. In addition, we learned all about typical classrooms in the early 20th century and some of the countries which were involved in the First World War. We enjoyed digging trenches in the rain and even had a go at some very tricky needlework! We can't wait to find out more!

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