Stebon Primary School

Stebon Primary School

Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School Life at Stebon Primary School
Learning is very good at Stebon because expectations are high and the teachers give us confidence. Imtiaz
As a child at Stebon, I am happy to be here as I have good
friends. Emad
There are lots of activities that are really fun like tournaments in the summer. Sadia
You can do excellent things in art and do loads of projects and experiments. Shahriyar
This school is a safe, happy and friendly place to be. Jannah
I think the atmosphere is cheerful because learning is
fun! Fahim
I would say that teaching is of a high standard. Abidah
Everybody respects each other. We have an anti-bullying policy and playground buddies who help you find friends. Zainab
It is a wonderful place to be where everyone is treated the same. Muhibur
Playtimes are the best because we have lots of games to play with. Sadiya

Related Pages


Year 6 ~ Joy Adamson Class, David Attenborough Class & Alfred Russel Wallace ~Naturalistic Intelligence

David Attenborough    Joy Adamson

Year 6’s class names are inspired by 3 naturalists who have worked both to understand & to conserve wildlife and nature.

Joy Adamson loved animals so much that she kept a lion! She raised her from a cub with her husband George in Kenya & called her Elsa. Together they trained Elsa in hunting skills over many years so that she could survive on her own. She was the first lion in captivity to be successfully released into the wild & her story is told in the book & film, ‘Born Free’.

David Attenborough is one of Britain’s best-loved naturalists & broadcasters. He has been presenting nature programmes on TV since before our parents were born & even some of our grandparents! He is the only person to have won BAFTAs for programmes in each of black and white, colour, HD and 3D.

Alfred Russel Wallace was a British naturalist, explorer, geographer, anthropologist, and biologist. He is best known for independently creating the theory of evolution through natural selection; his paper on the subject was jointly published with some of Charles Darwin's writings in 1858. This prompted Darwin to publish his own ideas in On the Origin of Species. Wallace did extensive fieldwork, first in the Amazon River basin and then in the Malay Archipelago, where he identified the faunal divide now termed the Wallace Line.  

Autumn term – Blitz & Blackouts


Year 6 begins amid air raid sirens & crackly wireless broadcasts. There are blackout coverings over the windows & searchlights, gas masks & tin helmets, camouflage netting & ration cards. Spitfires take on Messerschmitts overhead & the walls are covered with war propaganda posters. Only the bunting suggests a happy ending. This term is all about the Second World War; what life in wartime London would have been like then & what it means for us now.

WWII invades everything we learn about in the autumn, not just the obvious historical bits like the Blitz & Churchill, evacuations & the Holocaust. We look at propaganda as a way of persuading people & examine the success of motivational speeches. We read books like ‘Goodbye Mr Tom’, ‘Rose Blanche’ & ‘The Boy in the Striped Pyjamas’ set at the time. Our science involves nutrition, reversible & irreversible changes, materials & their properties, solids, liquids & gases & forces. Black history week falls during this term & we consider the critical role of soldiers from the far corners of the British Empire during the war. We look at the war artists and listen to Vera Lynne & the music of ‘big bands’ so popular at the time.

Early in the term we go on trips to the Imperial War Museum, the Museum in Docklands & to St Paul’s Cathedral, so miraculously spared during the bombing of London. But wherever possible we like to speak to real people around here with real stories to tell of their first-hand experiences of wartime London. That’s always the most amazing bit.

By the end of term, we have written newspaper articles as war correspondents & planned our own VE Day celebrations through dance & drama. We have also taken charge of ordering & selling poppies in school & led a Poppy Day assembly. And perhaps we’ve started to understand the nature of sacrifice a bit better.


Spring term – Water Worlds


Come spring term & it’s time to leave the security of dry land behind for a while. The room is blue & white & green with lily pads & sparkling sequins; it is full of artefacts designed by man to control, survive in & make use of their watery environments; snorkels & nets, boats & rubber rings, armbands & life jackets. In the corner there’s a beach hut & some coconuts. This term we examine marine environments & what happens when man come into contact with the sea.

Water washes over & soaks into everything that we learn about. We read adventure stories set at sea & information texts about life in the oceans. Science & English collide when we write explanations of the water cycle & persuasive texts to encourage greater personal responsibility in caring for the worlds marine resources. We also learn about living things in the ocean, food chains & habitats, evaporation, condensation & dissolving. Our DT work involves designing a Waterworld Theme Park & much of our maths time is devoted to working out a business plan; we do lots of problem solving involving percentages & money. We look at the watery world of Turner in art & consider the image of water as a purifying force in the world’s major religions.

Our Y6 residential trip to North Norfolk involves a hands-on element of coastal studies, erosion & deposition. We also go on a trip to experience the engineering masterpiece that is the Thames Barrier, practically on our doorstep here in East London.

By the end of the term our Waterworld Theme Parks are one step away from reality (just needing investment from the Dragons, perhaps?) & we have led a whole school assembly to raise awareness of the impact of human activity on the world’s oceans.


Summer term – Identity

Family tree

It’s nearly time to move on to pastures new. Most of us having known no other school have spent 8 happy years here & it all seems quite a big deal. This term is all about learning about changes & reflecting on what really makes us us so that we feel confident to face those changes we’re going to experience.

Our classroom reflects the places & cultures we & our families all come from; there are maps & globes, family trees & autobiographies & the room is dotted with religious symbols from the faiths represented in our class & others. The themes of global connections & transition run through all of our work this term. We read & write autobiographies & discuss changes & growing up in PSHE. A mini-project on gangs gives us the opportunity to hone our research & historical enquiry skills; we examine primary & secondary sources & interview real people about their real experiences. We look at Romeo & Juliet & Westside Story & consider to what extent times have changed. Transition & reflection week at the end of term sees us preparing for & performing leavers’ assembly, the highlight of the year for the rest of the school! It’s usually packed full of drama & sketches, laughter & speeches & more than a few tears!

We always have an important trip to go on that gives us the opportunity to enjoy our friends’ company & say goodbye properly & all of us visit our new secondary schools this term.

By the end of the term, we have completed the ‘Identity Project’ & its associated work on photography & writing. We have learned about peer pressure & gained an insight into how to resist it & we have recognised our time at Stebon for what it was – a chance to enjoy & explore childhood & to begin to piece together what it means to be a young adult. We’ve had a chance to reflect on who we are & learned to nurture & treasure good relationships. Not bad.