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St Stephen's C of E Junior School

'Learning to change the World' 'Act justly, love mercy and walk humbly with your God' - Micah 6:8
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Welcome to our class web page 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.

Contact us!

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

Key Information:

6AH have indoor PE on a Wednesday and outdoor PE on a Monday. 

6AH's entrance and exit point is the main gate. Please wait on the path from the main gate to the office.


Times Table of the Week:  11


Term 6

Term 6 Shining Star....

Term 6 Shining Star 6AH

This term, Year 6 are using a new way to showcase our work. The slideshow below will be updated to show our learning journey. This will enable us to include more of the children's work as well as videos and links.


Term 5

Enquiry Overview: To what extent do animals have rights? Sustainable Development Goal 16 - Peace, justice and strong institutions 


In terms 5 and 6, Year 6 will be using their skills as scientists to explore Darwin's theory of natural selection and discovering how evolution leads to adaptation. We will be finding out how animals have helped humans in the past and indeed, how animals help humans now. Following this, we will question the problems that animals face and what animal's rights activists do to help protect them. After looking at campaigns and protests, we will be writing our very own debate related to our text, 'Pig Heart Boy' which tells the story of a 13 year-old boy dealing with the moral dilemma of having a pig's heart transplant to save his life. Building on our knowledge of campaigns and what makes them successful, we will create our very own campaign which will speak out for animals on their behalf. Please check our page for updates on our fantastic learning journey! 

6AH Term 5 Shining Star

Centre for Sustainable Energy (CSE) Article 6 - the right to life

In Week 4, we were incredibly lucky to work with people from CSE who taught us about renewable energy and non-renewable energy. We found out that over the last 30 years, we have been using less non-renewable energy and more renewable energy sources like solar, wind and tidal. However, it is not enough and a global climate emergency has been declared. We thought about how much electricity every-day appliances use and were very surprised to find out that a light bulb uses just 12W/hr compared to an electric shower that uses 7000W/hr. 

Dog engagement.

Article 12- You have the right to an opinion.

Today we began the engage part of our new enquiry. In order to fully engage with our new enquiry- To what extent do animals have rights? Mr B brought into school his three rescue dogs. We all sat in the sun on the field to hear each of the three dog’s story of how they had been rescued. Each had a very sad story about how they had either been mistreated by breeders or been neglected.

Having listened intently to their stories, we all felt sorry for them and appreciated the importance of showing respect to all animals and championing their plight.

No Pens Day 

Article 28 - Access to education.


We have loved not having to write today!  Surprisingly to us though, we have learnt so much.  We have talked more, acted more, discussed more and have had so much fun and grown in confidence.  Who would have thought the progressive tense could be so much fun.  Can you guess our actions and put them into a sentence using the progressive tense?

Example 1

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Example 2

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Decision Alley: Article 6 - Life, survival and development


Our new book 'Pig Heart Boy' has some very difficult decisions for our main character - Cameron. We use this tool to help us empathize with the choices that others might face. What factors push or pull us to make decisions? What can change our mind?

Cam faces an incredibly tough choice... What would you do?

Conscience alley with Cam

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Being an artist (Article 31 - the right to art)

In Week 2 we had excellent fun making 3D sculptures using chicken wire, tissue paper, paper mache and crisp packets! We focussed on a page from 'Here we are' and noticed that there were some insects in the forefront so we wanted to recreate them. After looking at the work of a variety of sculptors, we collaboratively planned our own project and finished them this week. Take a look at our photos below! 

Oracy Day (Article 12 - respect for children's views)

During Oracy day, we discussed what Oracy is and how our Oracy skills help us as well as when our Oracy skills would be useful. After that, we looked closely at the four strands of Oracy and sorted different oracy activities into the strands. Soon after, we enjoyed acting out many role-plays in small groups. Everybody took part and we had lots of fun. We found that by doing the role-plays, our confidence increased and we understood what an important skill Oracy will be throughout our lives. 

Role play1

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Role play 2

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Problem solving (Article 29 You have the right to education which tries to develop your personality and abilities)

Continuing our immersion in week 1, we considered how a character shrunk down to 15cm might be able to cross a stream with limited resources.

We decided that a paper boat could be the solution to the problem. We followed some simple steps to make a paper boat and then proceeded to test it on water- initially it was calm but that soon changed!

Choppy waters

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Being a Writer (Article 17 - access to information)

In Week 1, we went outside to imagine what it might be like if we were just 15cm tall! After enjoying a picnic snack (to fully immerse ourselves within the setting of a meadow) we led down and explored the ground and surrounding vegetation. From there, we collected words and phrases related to our senses that will help us to write our stories next week. 

Term 4

For the remainder of Term 4, the whole school are focussing all of their learning around the book: Here we are: Notes for living on Planet Earth by Oliver Jeffers. This wonderful picture book will take us on a journey through a series of heartfelt notes introducing planet Earth. From land and sky, to people and time, the notes explore what makes the world and how we live it. We will be using the book to re-establish our class and whole school community, focussing on important messages such as kindness and to inspire our writing, reading and to create some beautiful artwork too.

Shining Star Term 4 6AH

 Sculpting nature

Article 13: The right to express yourself. 


Wow! What a messy but fun afternoon we had.  Our 3D art has started well.  We sculpted leaves out of chicken wire, covered them with newspaper, created veins with a variety of different techniques and then finally covered with tissue paper.  These leaves will then form part of our display at the end of our unit having been inspired by our text 'Here we are'. We will be sculpting insects and flowers to complement our leaves next term. 

Mood-board art

Article 31: the right to the arts

This week we continued with our art projects. We created mood-boards in our sketch books by creating shades of colour using watercolour paints and crisp packets. The purpose of this was to explore colour and texture in preparation for our final piece which will be endangered insects and flowers. Our inspiration has been from our text ‘Here we are’ which has at its core the importance of caring for and preserving Planet Earth.

Year 6 times table champion this week is from 6AH- Well done!

Being a Purple Learner (Article 29: the aims of education) 

There are many different ways in which we can show that we are Purple Learners and we have revisited how we can be the best learners- understanding what can help us in this quest!

Listening to others and having a growth mindset allows us to consider other people's opinions. We take ideas from others and challenge them when we disagree. We don't argue but we often politely disagree.

We used a token for each time we contributed to a discussion and this made it very clear who was more active in discussions and it also meant we had to make our points precisely. Our summarisers listened carefully to feedback the most important points that were made.

Whilst exploring what makes great learning we unpicked how we don't always know who is doing 'the best' from our first impressions.

The climbing (or is it abseiling?) image has some of our thoughts! 

Being a Mathematician in the natural environment - (Article 31: The right to play and relax)

We were so happy to get back to our learning today after a long lockdown! We took our learning outside and took part in a mathematical scavenger hunt - it was amazing what shapes we could find within nature. We enjoyed the sunshine and being together again.


The first two weeks of Term 4 were our final two weeks of remote learning. During the first week, we explored justice as historians and looked at how we can be responsible for our own health whilst we were being me. In writing, we learned about two new pieces of punctuation: hyphens and semi-colons. After watching a Viking Saga, we used our new skills to retell what had happened. As readers, we built on our inference skills and practised some retrieval too while reading 'The Highway Man'. Throughout Week 2, our learning was based around World Book Day and each day we had to guess who the masked readers were! Take a look below at our wonderful work.

Term 3 

Enquiry Overview: How are decisions overturned? Sustainable Development Goal 16 - Peace, justice and strong institutions


This term, Year 6 will be using their skills as historians to find out about how the Vikings made decisions and settled disputes among their communities. We're going to find out who makes rules in the modern day and what our rights mean, focusing on 'change-makers' who have stood up for their rights. Linking this to our school community, we're going to consider the issues that we would like to change and create a campaign to raise awareness of what we feel passionate about. Alongside this, our writing will be based on the book 'Viking Boy' by Tony Bradman which tells the story of a boy who faces injustice and how he seeks revenge. Please check our page for updates on our fantastic learning! 

Term 3 Lockdown 

Well what a start to the year we've had! We were only back for one day before we were told that we would all need to do our bit to stay home and stay safe. It's not been easy but each and every one of you has risen to the challenge and continued to explore new learning and share your amazing work. There is almost too much to share but here is just a sample of what year 6 did during a very different Term 3.

Being Computer Technologists

Article 17: the right to protection from harmful information.

In Week 6 we celebrated Safer Internet Day where we completed a number of fun and interactive online tasks. Firstly, we shared our 'two truths and a lie' and it was fun to work out which was the lie! Then we used an online safety compass to explore how we would react to different online scenarios. Our third task was to create an 'unboxing' video where we had to find something in our houses and describe it as the next best thing! Finally, we explored digital friendships and thought about the positives and negatives of these. 

Being a writer 

Article 28: The right to an education.

In Week 4, children at home planned their 'Prove its' after a couple of weeks of practising their sentence types. They used different methods to plan and have thought really carefully about their stories. We are sure you'll agree that they are super creative and we can't wait to read the final product!

Being historians

Article 13 - the right to find things out

Across the whole of this term we have been investigating, researching and learning about the Viking period in Britain. This has involved looking at different sources, watching videos and understanding how the Viking period fits into the history time line of this country.

Being mindful -

Article 31: the right to rest and relax

In Week 4, we pulled ourselves away from our screens and made some time for mindfulness. Our activity was to create a mandala from objects that we found around us. We enjoyed collecting different objects and carefully placing them into these beautiful patterns! Take a look below at our designs. 

Drama Afternoon 

Article 31 - Right to Rest, Work, Arts and Play

During this afternoon, 6AH did an incredible job rehearsing the Three Sisters section from our new class book, Viking Boy. We talked about voice projection and embodying characters through our attempts at voice acting. Everyone did a fantastic job and did an excellent job on the first day back.

Example 1

Example 2

Term 2 

How can Science help the homeless?

Enquiry Overview: How can Science help the homeless? Sustainable Development Goal 1- No Poverty

Term 2

This term we are going to continue with our enquiry 'How can Science help the homeless?' We learned a lot so far but, over the new few weeks, we'll start to use our skills to complete our challenge of making a homeless kit for someone who needs shelter, warmth and clean water.
Christmas Jumper Day!
This term's shining star is......

Term 2 Shining Star

Van Gough inspired art!

Article 31: Every child has the right to rest, relax, play and to take part in cultural and creative activities.

Today in Year 6, we spent a day as artists and looked at various pieces by Vincent Van Gough. We then went on to experiment with paint to create his characteristic swirls and texture. We then went onto to use these new skills to create the front cover of our class book, The Garbage King, We practised lots to experiment with tone and texture and are pleased with our final pieces. 


Article 23: Children with disabilities

In week six, we have been celebrating differences. We were amazed at the bravery, commitment and perseverance shown by Paralympic athletes. We role played scenarios where people were discriminated against because of their differences such as age, gender, religion and sexuality - can you work out which is which?

Formal vs Informal language.

Article 28: You have the right to education.

Formal vs informal:


'At some point this morning we kids all looked at some types of language and different words. The words were used in all sorts of different ways because we were finding about formal language. This is when you speak or write properly and don't use loads and loads of slang words... So what on Earth does it look like?'


This morning, we carefully looked through differences in the way that language is used and in the way words are selected to fulfil different purposes. This varied vocabulary enabled us to further our learning using formal language. Formal language (which is also referred to as Standard English) is used to convey serious messages and does not contain any words which could be considered to be slang.


Having read out different texts, these were then transformed into either more formal or less formal versions. Vocabulary was selected as clear examples of formal language and these will be used to ensure that the gravity of our messages is conveyed to the audience in our writing this term.



Formal report

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Informal report

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No Pens Monday! 

Article 13 - the right to share our thoughts freely

We started the week with No Pens Monday! In each lesson, we were able to practise and improve our oracy skills by listening, discussing, presenting and asking questions. We are fantastic at answering in full sentences and standing to explain our thinking. Have a look at some photos below - no pen in sight! 

Being a scientist

 Article 27: Food, clothing and a safe home.

We finished the week off being scientists. Over the past few weeks we have been learning how to separate water from other materials; we have investigated which materials have the highest saturation points and we have been learning about electricity and where it comes from. In addition to all this learning, we have looked at reversible and irreversible change. All of these investigations are helping us to think about our challenge which is to make a kit for homeless people (in the UK or Ethiopia) which includes drinking water, warm clothes and shelter.

Fraction Fun!

Article 28:  You have the right to education

Today we started a new learning area in maths which was fractions. We looked at and compared a quarter of one thing to a half of another and discussed which was larger. It depended on the size of the two objects.

Later on in the session we played a game of fraction bingo. This involved rolling dice and deciding on where to place the fraction on the bingo sheet. The tricky part was deciding how to add to the fractions to make a whole!


Article 24: Good health 

This term, for our outdoor P.E, we are being taught by a Netball coach. For our first lesson, we practised our chest passes and pivoting. In small groups, we travelled across the court using our new skills. Visit back later in the term to see how our skills have progressed.

This term, Year 6 are going to be investigating Sustainable Development Goal 1- No Poverty with a focus on how science can be used to give shelter, warmth, light and water. Alongside this, our writing will be based on the book 'The Garbage King' which tells the story of two boys from diverse economical backgrounds and their adventures in the capital of Ethiopia, Addis Ababa. Please check our page for updates on our fantastic learning!

Term 1 Shining Star 6AH

Being Scientists

Article 24 - The right to clean water

This week, as scientists, we observed and recorded the properties of different materials. We learned the difference between mixtures and solutions and we know that soluble means that a material will dissolve, and insoluble means that it won't. We had lots of fun stirring different materials into water and making predictions about what would happen. This led to our next science lesson where we used filters and sieves to clean some dirty water. We thought about our homeless friends and if they would be pleased with how clean we made the water. 

Fitness in the sun!

Article 31: The right to play and relax.

Today we made the best of the last rays of sunshine to develop our fitness. We started off with a vigorous warm up sequence involving star jumps, jogging and speed jumps. This was followed by a relay run around the field in groups of four. The session concluded with some gentle yoga to cool down to.


Article 27:  Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs.

Today, we thought about what a homeless person might need for a shelter. We built shelters from what we had available to us. We aimed to stay dry, comfy and protected. Some of us worked on scaled down versions. 

Being Global Citizens in Jigsaw

Article 32 - The right to protection from harmful work.

In Jigsaw, we explored how chocolate was made. We found out that it is made from cocoa and in Ghana, many children work on plantations to harvest the cocoa. Often, the children work instead of go to school and even if they do attend school, they are usually expected to harvest cocoa too. We discussed how unfair this was and the potential dangers that the children were exposed to such as poisonous snakes and using machetes. It made us think twice about the chocolate that we buy! We compared our favourite subjects, ambitions and feelings towards school to those of a child in Ghana. 

Decision Alley

Article 14 - The right to freedom of thought

We have been reading 'The Garbage King' and thought about reasons why Mamo should or should not trust his 'uncle' Merga. After making a list of reasons that were for or against going with him, we put ourselves in Mamo's shoes and made a decision. Watch these videos to see how we justified our choices.

Decision 1

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Decision 2

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Article 13 - the right to share our thoughts freely

For our WOW, we watched some videos that introduced us to homelessness. We shared our thoughts and questions about homelessness and it was clear that we agreed homelessness is a problem that we would like to learn to change. Through watching a TED talk by a young inventor, who used batteries and electricity to protect his father's livestock from lions in Kenya, we were inspired to use science to help the homeless. To begin our learning journey, we thought about the problems that could be solved by being a scientist. Many of us already have already thought  of inventions: food buses, back packs that turn into homes, a layered bag of life, mini gardens etc.  We can't wait to learn more so we can really make a difference to our homeless friends.

Times Table Class Champs!

Article 29: You have the right to education which tries to develop your personality and abilities as much as possible. 


Well done to our timestable champions for week 2! Sadly we couldn't quite beat 6RP but we gave it our best shot.

Maybe next week we'll be victorious!

Next week will be 3 times table.

Purple Learning

Article 12 You have the right to an opinion and for it to be listened to and taken seriously

Today, as part of our recapping on what it is to be a Purple Learner, we thought about diplomacy. In order to fully understand diplomacy, we explored the importance of disagreeing but with respect and disagreeing without displaying respect.

Can you identify which of the scenarios shows mutual respect?

Example 1

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Example 2

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Example 3

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