Curriculum Booklet: Year 2 ‘Helping children to make their mark’

At Winton we believe that every child should have the chance to

learn, achieve, enjoy and ‘make their mark’. We know that their

parents and carers are vital to supporting their child with their

learning; this booklet will explain what your child is learning at school

and how to support them at home.

All curriculum booklets and additional content can be found on our

website: www.wintonprimaryschool.com

Contents Page:

1) Curriculum Maps

2) Curriculum Content for English, Mathematics and Science

3) How to support your child at home with English:

- Reading with your child at home and questions to ask

- Supporting with Phonics at home

- Recommended Book List

- Handwriting

- How to practice spellings

- Spelling Word Practice

4) How to support your child at home with Mathematics:

- How we learn the four operations

- How to use Numicon at home

- How to learn your times tables

- How to tell the time

- Mathematics games and activities to help your child at home

5)Places to visit in London

6) Local Libraries

Curriculum Booklet: Year 2

‘Helping children to make their mark’

1

Curriculum Content for

English, Maths and Science

In Year 2, children will learn:

For details about when each objective is taught, please refer to the curriculum maps.

In English:

During year 2, teachers will build on learning from Year 1.

The Key Objectives for Reading are:

1 Secure phonic decoding until reading is fluent

2 Read accurately by blending, including alternative sounds for graphemes

3 Read multi-syllable words containing these graphemes

4 Read common suffixes

5 Read exception words, noting unusual correspondences

6 Read most words quickly & accurately without overt sounding and blending

7 Listening to, discussing and expressing views about a wide range of contemporary and

classic poetry, stories and non-fiction at a level beyond that at which they can read

independently

8 Recognising simple recurring literary language in stories and poetry

9 Continuing to build up a repertoire of poems learnt by heart, appreciating these and

reciting some, with appropriate intonation to make the meaning clear

10 Discussing and clarifying the meanings of words, linking new meanings to known

vocabulary

11 Discussing the sequence of events in books and how items of information are related

12 Making inferences on the basis of what is being said and done

13 Answering and asking questions

14 Predicting what might happen on the basis of what has been read so far

15 Explain and discuss their understanding of books, poems and other material, both those

that they listen to and those that they read for themselves

These objectives will be taught through daily phonics, guided reading and English

lessons. As well as being supported by parents at home by reading with your child

every evening for 20 minutes.

All pupils need to develop the skill of blending the sounds into words for reading and

establish the habit of applying this skill whenever they encounter new words. We ensure

all books are of a high-quality to develop a love of reading and broaden their

vocabulary.

The Key Objectives for Writing are:

16 Segmenting spoken words into phonemes and representing these by graphemes,

spelling many correctly

17 Learning new ways of spelling phonemes for which 1 or more spellings are already

known, and learn some words with each spelling, including a few common

homophones

18 Learning the possessive apostrophe (singular)

19 Learning to spell more words with contracted forms

20 Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

21 Form lower-case letters of the correct size relative to one another

22 Write capital letters and digits of the correct size, orientation and relationship to one

another and to lower-case letters

23 Writing for different purposes

24 Read aloud what they have written with appropriate intonation to make the meaning

clear

25 Expanded noun phrases to describe and specify

26 Sentences with different forms: statement, question, exclamation, command

27 The present and past tenses correctly and consistently including the progressive form

28 Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

29 Learning how to use both familiar and new punctuation correctly, including full stops,

capital letters, exclamation marks, question marks, commas for lists and apostrophes...

30 (extended from 14)

Spelling – work for year 2

Revision of work from year 1

As words with new GPCs are introduced, many previously-taught GPCs can be revised

at the same time as these words will usually contain them.

New work for year 2

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

The /dʒ/ sound spelt

as ge and dge at the

end of words, and

sometimes spelt as g

elsewhere in words

before e, i and y

The letter j is never used for the /dʒ/

sound at the end of English words.

At the end of a word, the /dʒ/ sound

is spelt –dge straight after the /æ/,

/ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds

(sometimes called ‘short’ vowels).

After all other sounds, whether

vowels or consonants, the /dʒ/

sound is spelt as –ge at the end of a

word.

In other positions in words, the /dʒ/

sound is often (but not always) spelt

as g before e, i, and y. The /dʒ/

sound is always spelt as j before a, o

and u.

badge, edge, bridge,

dodge, fudge

age, huge, change,

charge, bulge, village

gem, giant, magic,

giraffe, energy

jacket, jar, jog, join,

adjust

The /s/ sound spelt c

before e, i and y

race, ice, cell, city,

fancy

The /n/ sound spelt

kn and (less often) gn

at the beginning of

words

The ‘k’ and ‘g’ at the beginning of

these words was sounded hundreds

of years ago.

knock, know, knee,

gnat, gnaw

The /r/ sound spelt wr

at the beginning of

words

This spelling probably also reflects an

old pronunciation.

write, written, wrote,

wrong, wrap

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

The /l/ or /əl/ sound

spelt –le at the end of

words

The –le spelling is the most common

spelling for this sound at the end of

words.

table, apple, bottle,

little, middle

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

The /l/ or /əl/ sound

spelt –el at the end of

words

The –el spelling is much less common

than –le.

The –el spelling is used after m, n, r, s,

v, w and more often than not after s.

camel, tunnel, squirrel,

travel, towel, tinsel

The /l/ or /əl/ sound

spelt –al at the end of

words

Not many nouns end in –al, but

many adjectives do.

metal, pedal, capital,

hospital, animal

Words ending –il There are not many of these words. pencil, fossil, nostril

The /aɪ/ sound spelt –

y at the end of words

This is by far the most common

spelling for this sound at the end of

words.

cry, fly, dry, try, reply,

July

Adding –es to nouns

and verbs ending in

–y

The y is changed to i before –es is

added.

flies, tries, replies,

copies, babies, carries

Adding –ed, –ing, –er

and –est to a root

word ending in –y

with a consonant

before it

The y is changed to i before –ed, –er

and –est are added, but not before

–ing as this would result in ii. The only

ordinary words with ii are skiing and

taxiing.

copied, copier,

happier, happiest,

cried, replied

…but copying, crying,

replying

Adding the endings –

ing, –ed, –er, –est and

–y to words ending in

–e with a consonant

before it

The –e at the end of the root word is

dropped before –ing, –ed, –er,

–est, –y or any other suffix beginning

with a vowel letter is added.

Exception: being.

hiking, hiked, hiker,

nicer, nicest, shiny

Adding –ing, –ed,

–er, –est and –y to

words of one syllable

The last consonant letter of the root

word is doubled to keep the /æ/,

/ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to

patting, patted,

humming, hummed,

dropping, dropped,

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

ending in a single

consonant letter after

a single vowel letter

keep the vowel ‘short’).

Exception: The letter ‘x’ is never

doubled: mixing, mixed, boxer, sixes.

sadder, saddest,

fatter, fattest, runner,

runny

The /ɔ:/ sound spelt a

before l and ll

The /ɔ:/ sound (‘or’) is usually spelt as

a before l and ll.

all, ball, call, walk, talk,

always

The /ʌ/ sound spelt o other, mother, brother,

nothing, Monday

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

The /i:/ sound spelt

–ey

The plural of these words is formed

by the addition of –s (donkeys,

monkeys, etc.).

key, donkey, monkey,

chimney, valley

The /ɒ/ sound spelt a

after w and qu

a is the most common spelling for the

/ɒ/ (‘hot’) sound after w and qu.

want, watch, wander,

quantity, squash

The /ɜ:/ sound spelt or

after w

There are not many of these words. word, work, worm,

world, worth

The /ɔ:/ sound spelt

ar after w

There are not many of these words. war, warm, towards

The /ʒ/ sound spelt s television, treasure,

usual

The suffixes –ment,

–ness, –ful , –less and

–ly

If a suffix starts with a consonant

letter, it is added straight on to most

root words without any change to

the last letter of those words.

Exceptions:

(1) argument

(2) root words ending in –y with a

consonant before it but only if the

root word has more than one

syllable.

enjoyment, sadness,

careful, playful,

hopeless, plainness

(plain + ness), badly

merriment, happiness,

plentiful, penniless,

happily

Contractions In contractions, the apostrophe can’t, didn’t, hasn’t,

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

shows where a letter or letters would

be if the words were written in full

(e.g. can’t – cannot).

It’s means it is (e.g. It’s raining) or

sometimes it has (e.g. It’s been

raining), but it’s is never used for the

possessive.

couldn’t, it’s, I’ll

The possessive

apostrophe (singular

nouns)

Megan’s, Ravi’s, the

girl’s, the child’s, the

man’s

Words ending in –tion station, fiction, motion,

national, section

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

Homophones and

near-homophones

It is important to know the difference

in meaning between homophones.

there/their/they’re,

here/hear,

quite/quiet, see/sea,

bare/bear, one/won,

sun/son, to/too/two,

be/bee, blue/blew,

night/knight

Common exception

words

Some words are exceptions in some

accents but not in others – e.g. past,

last, fast, path and bath are not

exceptions in accents where the a in

these words is pronounced /æ/, as in

cat.

Great, break and steak are the only

common words where the /eɪ/

sound is spelt ea.

door, floor, poor,

because, find, kind,

mind, behind, child,

children*, wild, climb,

most, only, both, old,

cold, gold, hold, told,

every, everybody,

even, great, break,

steak, pretty, beautiful,

after, fast, last, past,

father, class, grass,

pass, plant, path,

bath, hour, move,

prove, improve, sure,

Statutory

requirements

Rules and guidance

(non-statutory)

Example words

(non-statutory)

sugar, eye, could,

should, would, who,

whole, any, many,

clothes, busy, people,

water, again, half,

money, Mr, Mrs,

parents, Christmas –

and/or others

according to

programme used.

Note: ‘children’ is not

an exception to what

has been taught so far

but is included

because of its

relationship with

‘child’.

Appendix 2: Vocabulary, grammar and puncutation

Year 2: Detail of content to be introduced (statutory requirement)

Word Formation of nouns using suffixes such as –ness, –er and by

compounding [for example, whiteboard, superman]

Formation of adjectives using suffixes such as –ful, –less

(A fuller list of suffixes can be found on page 8 in the year 2 spelling

section in English Appendix 1)

Use of the suffixes –er, –est in adjectives and the use of –ly in

Standard English to turn adjectives into adverbs

Sentence Subordination (using when, if, that, because) and co-ordination (using

or, and, but)

Expanded noun phrases for description and specification [for example,

the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as

a statement, question, exclamation or command

Text Correct choice and consistent use of present tense and past tense

throughout writing

Use of the progressive form of verbs in the present and past tense to

mark actions in progress [for example, she is drumming, he was

shouting]

Punctuation Use of capital letters, full stops, question marks and exclamation marks

to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark

singular possession in nouns [for example, the girl’s name]

Terminology

for pupils

noun, noun phrase

statement, question, exclamation, command,

compound, adjective, verb,

suffix

adverb

tense (past, present)

apostrophe, comma

In Mathematics:

During Year 2, the focus continues to develop confidence and mental fluency with

whole numbers, counting and place value. This should involve working with numerals,

words and the four operations, including with practical resources [for example,

concrete objects, Numicon and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare

and sort different shapes and use the related vocabulary. It will also include involve

using a range of measures to describe and compare different quantities such as length,

mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in

using and understanding place value. An emphasis on practice at this early stage will

aid fluency.

1 Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and

backward

2 Recognise the place value of each digit in a two-digit number

3 Compare and order numbers from 0 up to 100; use <, > and = signs

4 Use place value and number facts to solve problems; recall and use addition and

subtraction facts to 20 fluently, and derive and use related facts up to 100

5 Add and subtract numbers using concrete objects, pictorial representations, and

mentally, including: TU+U, TU+T, TU+TU and U+U+U

6 Recognise and use the inverse relationship between addition and subtraction and use

this to check calculations and solve missing number problems.

7 Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables,

including recognising odd and even numbers

8 Calculate mathematical statements for multiplication and division within the

multiplication tables and write them using the multiplication (×), division (÷) and equals

(=) signs

9 Recognise, find, name and write fractions 1/3, 1/4 , 2/4 and 3/4 of a length, shape, set of

objects or quantity

10 Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4

and 1/2.

11 Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a

particular value

12 Tell and write the time to five minutes, including quarter past/to the hour and draw the

hands on a clock face to show these times

13 Identify and describe the properties of 2-D shapes, including the number of sides and

line symmetry in a vertical line.

14 Identify and describe the properties of 3-D shapes, including the number of edges,

vertices and faces

15 Interpret and construct simple pictograms, tally charts, block diagrams and simple

tables

In Science:

The aim of science in Year 2 is to ensure experience and observe phenomena, looking

more closely at the natural and humanly-constructed world around them. They should

be encouraged to be curious and ask questions about what they notice.

Working Scientifically:

1 Asking simple questions and recognising that they can be answered in different ways

2 Observing closely, using simple equipment

3 Performing simple tests

4 Identifying and classifying

5 Using their observation and ideas to suggest answers to questions

6 Gathering and recording data to help in answering questions

Living Things and their habitats:

7 Explore and compare the differences between things that are living, dead, and things

that have never been alive.

8 Identify that most living things live in habitats to which they are suited and describe how

different habitats provide for the basic needs of different kinds of animals and plants,

and how they depend on each other

9 Identify and name a variety of plants and animals in their habitats, including micro-

habitats

10 Describe how animals obtain their food from plants and other animals, using the idea of

a simple food chain, and identify and name different sources of food

Plants:

11 Observe and describe how seeds and bulbs grow into mature plants

12 Find out and describe how plants need water, light and a suitable temperature to grow

and stay healthy.

Animals, including humans:

13 Notice that animals, including humans, have offspring which grown into adults

14 Find out about and describe the basic needs of animals, including humans, for survival

(water, food and air)

15 Describe the importance for humans of exercise, eating the right amounts of different

types of food, and hygiene.

Uses of everyday materials:

16 Identify and compare the suitability of a variety of everyday materials, including wood,

metal, plastic, glass, brick, rock, paper and cardboard for different uses

17 Find out how the shapes of solid objects made from some materials can be changed by

squashing, bending, twisting and stretching

Curriculum Booklet: Year 2

‘Helping children to make their mark’

2.

Supporting your child at home with

English

Year 2 Recommended Reading List

Fiction

The Cat Who Lost His Purr

Michelle Coxon

Frightened Fred

Peta Coplans

Friends

Kim Lewis

Mog Stories

Judith Kerr

Mr Wolf’s Pancakes

Jan Fearnley

Frog is Frog

Max Velthuijis

Cat and Mouse Story

Michael Rosen

The Snow Lady

Shirley Hughes

Grace and Family

Mary Hoffman and Caroline

Binch

The Adventures of Captain Underpants

Dav Pilkey

The Diary of a Killer Cat

Anne Fine

Little Wolf’s Book of Badness

Ian Whybrow

The Magic Finger

Roald Dahl

Mrs Wobble the Waitress

Allan Alhberg

Pirate School: Just a Bit of Wind

Jeremy Strong

George’s Marvellous Medicine

Roald Dahl

The Giraffe, Pelly and Me

Roald Dahl

The Guard Dog

Dick King-Smith

Emily’s Legs Dick King-Smith

The Day I Turned My Dad Into a Goldfish

Neil Gaiman

The True Story of the Three Little Pigs

Jon Scieszka

The Poetry Chest John Foster

Non Fiction

Children’s Illustrated Dictionary

Usborne Books:

The First Encyclopaedia of Science

The First Encyclopaedia of the Human

Body

The First Encyclopaedia of Animals

The First Encyclopaedia of Seas and Oceans

The Children’s World Atlas (internet linked)

Pocket Science Books

Watt’s Great Events Books:

The Great Fire of London

Gun Powder Plot

Hopscotch Histories

Toby and the Great fire of London

Remember the 5th of November

The King and the Great Fire

Who was…?

Samuel Pepys

Oxford Reading Tree

High Flier – The True Story of Amy Johnson

Curriculum Booklet: Year 2

‘Helping children to make their mark’

3.

Supporting your child at home with

Maths

Times tables - Year 2

Children can count in steps of 2, 3, 5, 10.

Children know times tables facts for 2, 5, 10

Children can recognise odd and even numbers with times tables facts.

Ideas to support your child at home:

Bk s

You can also use household objects to support your children with their math learning. Some

examples are:

Counting in steps of 2

2, 4, 6, 8, 10, 12, 14

2 x 7 = 14

7 lots of 2 = 14

2, 14

Counting in steps of 5

5, 10, 15, 20

5 x 4 = 20

4 lots of 5 = 20

Counting in steps of 10

10, 20, 30, 40

10 x 4 = 40

4 lots of 10 = 40

Can you count on from 18? (18, 19, 20,

21…)

Can you count back from 23? (23, 22,

21, 20…)

Can you count in steps of 5? (5, 10, 15, 20, 25…)

Can you count in steps of 3? (3, 6, 9, 12…)

Can you answer…?

2 x 3 = 5 x 6 = 10 x 3 =

2 lots of 3 = 2 groups of 3 =

2 x 3 = 6

Is the number 6 odd or even?

How do you know?

Counting in steps of 3

3, 6, 9, 12, 15

Recommended Books:

Counting

coins to

support

counting in

steps of 2, 5,

10

All can be found on Amazon or WHSmiths

You can also use household objects to support your children with their math

learning. Some examples are:

Lego blocks come in many different shapes and sizes, but

they all have one thing in common. They carry raised

nodes on the top of the bricks, which are ideal for

multiplication.

The pictured lego block has 8 raised nodes. 1 X 8 = 8

Use multiplie blocks with the same number of nodes for

repeated addition.

In the picture, there are 6 blocks. Each block has 8 raised

nodes.

In multiplication, this would be recorded as 6 X 8.

By counting the raised nodes, children can find the

answer.

6 X 8 = 48

Use different numbered blocks to help children becoming familiar with their

multiplication tables.

Online:

MyMaths is a subscription website for

schools and is used at Winton Primary.

All children at Winton can access this

platform at home and have their own

password to access homework and

games.

Login: wintonps Password: count

MyMaths provides a fully interactive online learning resource suitable for primary aged

children and can be accessed 24/7 from school, home, or even when on

holiday. Children are able to access interactive lessons, games, and worksheets and

the platform contains a range of fun activities for multiplication tables.

Year 1 and 2 Maths Activities and Games

= 10 Number Bonds using playing cards:

In a pack of cards, find 2 cards that add to make 10.

Easier – have cards facing upwards Harder – Have cards facing down,

turn over 2 at a time. If they add to

10 keep the cards. The winner has

the most pairs at the end.

Challenge – Multiply the 2 cards together.

When pairing socks encourage your child

to count in 2s.

You could ask:

How many altogether?

How many pairs?

What is 2 more/2 less?

Challenge: Use pairs of gloves instead

counting in 5s and 10s.

Go on a number hunt when out and about

for example:

on the way to school and back

shopping trips

visiting family and friends.

Questions you can ask:

What’s the biggest/smallest

number?

How many buses can we see?

Boards games to help with maths skills:

Snakes and Ladders

Ludo

Connect 4

Bingo

Curriculum Booklet: Year 2

‘Helping children to make their mark’

5.

Places to visit in London

Places to visit in London:

TOWER OF LONDON - Tower Hill

Today the Tower of London is one of the world's most famous and spectacular

fortresses. Discover its history as a royal palace and fortress, prison and place of

execution, mint, arsenal, menagerie and jewel house.

ST PAUL'S CATHEDRAL - St Pauls

This is where people and events of overwhelming importance to the country have been

celebrated, mourned and commemorated. Visit Nelson's Tomb, test the unique

acoustics of Whispering Gallery and climb up to the Golden Gallery to enjoy a

panoramic view of London that is second to none.

SHAKESPEARES GLOBE EXHIBITION AND TOUR - Bankside

A faithful reconstruction of the Elizabethan playhouse. Throughout the year, a

fascinating guided tour of the theatre is included in your visit to Shakespeare's Globe

Exhibition, bringing this extraordinary space to life. Great idea for a fun family day out in

London.

THE NATURAL HISTORY MUSEUM - Kensington

The Natural History Museum promotes the discovery, understanding, enjoyment and

responsible use of the natural world. Explore our world class collections, fantastic

exhibitions and cutting edge research online, or visit our landmark building.

SCIENCE MUSEUM - London

Catch a 3D movie, jump on a simulator, visit an exhibition, and encounter the past,

present and future of technology in 7 floors of galleries! One of the Top 10 London

Tourist Attractions!

THE NATIONAL GALLERY - Trafalgar Square

Plenty of talks, workshops, and holiday fun for all ages at this iconic British day trip

location. Children truly welcome and a great many facilities made for them!

VICTORIA AND ALBERT MUSEUM - Kensington

Victoria and Albert Museum has lots of exciting events and activities for families every

holiday and many weekends. Activities are free and most do not need to be booked,

which means you can stay for as long or as short a time as you like.

MUSEUM OF CHILDHOOD - Bethnal Green

Museum of Childhood Houses the national childhood collection which includes: dolls'

houses, dolls, puppets, toys and games, children's clothes and furniture. The galleries are

designed to be accessible to children of all ages: a great London family day out!

BRITISH MUSEUM -Russell Square

British Museum Explore the world under one roof: whether you come to the British

Museum for the whole day or just a couple of hours, there is always something free for

families to do together!

LONDON TRANSPORT MUSEUM - Covent Garden

London Transport Museum See a bus so old it was pulled along the street by horses. Get

behind the driver's seat of our tube train simulator, experience journeys of a bygone

era.

PLANETARIUM AT THE ROYAL OBSERVATORY - Greenwich

Take a fantastic, immersive journey through time and space in the new state-of-the-art

planetarium, London's only planetarium and featuring the UK's largest refracting

telescope.

NATIONAL MARITIME MUSEUM - Greenwich

The world's largest maritime museum is an immersive and interactive experience bound

to capture kids' imaginations as well as educate them, with fun activities like firing a

cannon and steering a ship into port!

THE CHARLES DICKENS MUSEUM - London

The Charles Dickens Museum An important Dickens collection, based in the author’s

only surviving London house, decorated in Victorian style. See some of his possessions,

plus other memorabilia. Free Family Activity Days held during the Summer.

NATIONAL PORTRAIT GALLERY - London

National Portrait Gallery Great for smalls and even better for bigs: an artistic experience

replete with hands on arty fun, famous images and infamous mediums. Check out the

kiddie's Sunday Sessions!

LONDON IMPERIAL WAR MUSEUM - Lambeth

The London museum tells the stories of people’s experiences of modern war from WW1

to conflicts today. Housing replica trenches from WWII, to many actual examples of

equipment and machinery used in WWII, the Imperial War Museum is a fantastic place

to learn about the experiences of people from different conflicts.

CHURCHILL WAR ROOMS - Westminster

Churchill War Rooms Deep beneath the bustle of London lie the original Cabinet War

Rooms, which sheltered the brave people at the heart of Britain's wartime government

during the Blitz. Great idea for things to do in London with kids, especially school agers.

ZSL LONDON ZOO - Regents Park

Enjoy interactive, immersive exhibits the family can explore together including

Rainforest Life, Gorilla Kingdom and the popular Animal Adventure Children's Zoo. Daily

live animal shows too and new lion exhibit for 2016!

HACKNEY CITY FARM - Bethnal Green

Hackney City Farm boasts a wide variety of animals on the farm including pigs, cattle,

sheep, chickens, ducks, geese, turkeys, rabbits, guinea pigs and other small animals.

Free to all.

KENTISH TOWN CITY FARM - Kentish Town

Kentish Town City Farm City Farm with lots of hands-on farming activities to get stuck in

to plus events and activities held regularly to encourage volunteers and help fund this

charity project.

Curriculum Booklet: Year 2

‘Helping children to make their mark’

6.

Local Libraries