Twitter

22/07/22

Last yummy breakfast before we leave 💕 https://t.co/TbSlBLUGry

22/07/22

Come on boys pay attention- the pig is escaping! https://t.co/89DHnS0gB2

22/07/22

Maths skills are coming in handy! https://t.co/wIm8fXrgNf

22/07/22

Saying goodbye to their new friends on the farm https://t.co/LjuG8U9MCo

22/07/22

New friends made on the farm! https://t.co/igOdIfLjI4

22/07/22

Everyone is too busy to pay attention to Mrs Corbett! https://t.co/b6cd8UAuCF

22/07/22

Good morning Mrs Corbett! More chores on the farm https://t.co/lkUOP8227N

22/07/22

Ever tried to take a Lamb for a walk 🤣 https://t.co/VNZlqxiXXE

22/07/22

We have fallen in love with the Lambs 💕 https://t.co/NrscaapVnv

21/07/22

Early Years Sports Day https://t.co/ZpfcIGu0KL

21/07/22

At last- time to tuck in! https://t.co/OT22C8Mo6h

21/07/22

Setting the table- beautiful flowers 😊 https://t.co/mUOukUb9hU

21/07/22

Lots to do still https://t.co/Z1F9qmM7Ke

21/07/22

Hello Mrs Hurley! https://t.co/f53BOlBoP5

21/07/22

Is that sheep getting a hug?! Lol https://t.co/ADddLog6DU

21/07/22

Look at the expert farmer! 👌🏼 https://t.co/L80JpmJ06g

21/07/22

The animals on the farm are well looked after and fed by our Year 6 children 👏🏼 https://t.co/9GySHzgmyK

21/07/22

Wow! Look who was hiding in the box! 🦇 https://t.co/H60obAKaTV

21/07/22

Everyone waiting in anticipation to find out what’s in the box… https://t.co/h5q9br5OgE

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Year 2

Year 2 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Literary Themes

A Twist in the Tale

Creation and Conservation

Texts

Goldilocks & the Three Bears by Lauren Child, You & Me* by Anthony Browne and Goldilocks & Just the One Bear by Leigh Hodgkinson

Jim and the Beanstalk by Raymond Briggs

 

The Journey Home by Frann Preston-Gannon

House Held Up By Trees by Ted Kooser and Jon Klassen

 

Genres and Outcomes

Wanted posters, letters, retellings from another point of view, lists of rules, character descriptions, sequel story

Narrative re-telling (including dialogue), thought bubbles, informal letters, sequel story

Posters, lists, postcards, wanted posters, information report, short stories, persuasive letter

Descriptive non-fiction, life-cycles, instructions for seed packets, news report

NC Coverage

Vocabulary, Grammar & Punctuation

- Regular plural noun suffixes –or –es [for example, dogdogs; wishwishes], including the effects of these suffixes on the meaning of the noun
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

- Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
- Use expanded noun phrases to describe and specify [for example, the blue butterfly] - 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 drumminghe was shouting]
- Use subordination (using when, if, that, because) and co-ordination (using or, and, but)
- Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional) - Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils

Vocabulary, Grammar & Punctuation

- Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
- Subordination (using whenifthat, or because) and co-ordination (using orand, or but)
- Sequencing sentences to form short narratives

- 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 drumminghe was shouting]
- Use of the suffixes –er–est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs

 

Writing (Composition)

- Discuss what they have written with the teacher or other pupils (Y1)
Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
Make simple additions, revisions and corrections to their own writing by:
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous/progressive form
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous/progressive form
- Read aloud what they have written with appropriate intonation to make the meaning clear

 

Vocabulary, Grammar & Punctuation

- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.
- Expanded noun phrases to describe and specify, e.g. the blue butterfly
- Subordination (using whenifthat, or because) and co-ordination (using orand, or but)
- Correct choice and consistent use of present tense and past tense throughout writing
- Commas to separate items in a list

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Writing down ideas and/or key words, including new vocabulary
- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

 

Vocabulary, Grammar & Punctuation

- Capital letters for names and for the personal pronoun I [Revision of Year 1]
- Formation of adjectives using suffixes such as –ly
- Subordination (using when, if, that, because)
- 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
- 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]

- 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

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by: - Writing poetry
- Writing for different purposes
Consider what they are going to write before beginning by:

- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

 

Spelling Rules, Phonics and CE Words

See Attached Overview

 

 

 

Spr

Literary Themes

Bravery vs. Fear

Relationships and Acceptance

Texts

The Bear Under the Stairs by Helen Cooper

The Minpins by Roald Dahl and Patrick Benson

Tadpole’s Promise by Jeanne Willis and Tony Ross

If All the World Were* by Joseph Coelho

Genres and Outcomes

Letters, retellings, own version narratives, information text

Danger posters, setting descriptions, character descriptions, information reports, postcards, own version adventure narrative

Setting descriptions, oral retellings, own version narrative, explanation - frog life cycle

Writing in role, optional diary, letter of advice, short explanation, non-narrative read-aloud poem

NC Coverage

Vocabulary, Grammar & Punctuation

- Joining words and joining clauses using and
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional) Consider what they are going to write before beginning by:
- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

 

Vocabulary, Grammar & Punctuation

- Joining words and joining clauses using and and or
- Use of the suffixes –er–est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- Expanded noun phrases for description and specification [for example, the blue butterflyplain flourthe man in the moon]
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- 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 drumminghe was shouting]
- Commas to separate items in a list

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Writing down ideas and/or key words, including new vocabulary
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous/progressive form

 

Vocabulary, Grammar & Punctuation

- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.
- Expanded noun phrases for description and specification
- Correct choice and consistent use of present tense and past tense throughout writing
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

 

Vocabulary, Grammar & Punctuation

- Capital letters for names and for the personal pronoun I [Revision of Year 1]
- Formation of adjectives using suffixes such as –ful, –less
- Subordination (using when, if, that, because)
- 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
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by: - Writing poetry
- Writing for different purposes
Consider what they are going to write before beginning by:

- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

 

Spelling Rules, Phonics and CE Words

See Attached Overview

 

 

 

Sum

Literary Themes

Fantasy and Fiction

Urban Metropolis

Texts

The Dragon Machine by Helen Ward and Wayne Anderson

Ocean Meets Sky* by the Fan Brothers

 

The Great Fire of London by Emma Adams and James Weston Lewis

Rosie Revere, Engineer* by Andrea Beatty and David Roberts

Genres and Outcomes

Dragon guide and encyclopaedia, letters of advice, dragon machine explanation, shopping list, description, letters in role, own version dragon story

Setting and character descriptions, labels, diary entry, postcard, captain’s log, instructions, dialogue, extended fantasy narrative

Non- fiction text incorporating different text-types, including a guide to London buildings (non-chronological report), warning posters, writing in role, diary entry in role as the cat

Short explanations, writing in role, reports, adverts, leaflet for a local landmark

NC Coverage

 

 

 

 

Vocabulary, Grammar & Punctuation

- Formation of nouns using suffixes such as –ness–er and by compounding [for
example, whiteboardsuperman]
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- Expanded noun phrases for description and specification [for example, the blue butterflyplain flourthe man in the moon]
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Commas to separate items in a list

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Writing down ideas and/or key words, including new vocabulary
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- Proof-reading to check for errors in spelling, grammar and punctuation

Vocabulary, Grammar & Punctuation

- Formation of nouns using suffixes such as –ness–er and by compounding [for
example, whiteboardsuperman]
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- Expanded noun phrases for description and specification [for example, the blue butterflyplain flourthe man in the moon]
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Commas to separate items in a list

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Writing down ideas and/or key words, including new vocabulary
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- Proof-reading to check for errors in spelling, grammar and punctuation

 

Vocabulary, Grammar & Punctuation

- Correct choice and consistent use of present tense and past tense throughout writing
- Subordination (using whenifthatbecause) and co-ordination (using orandbut)
- Expanded noun phrases for description and specification [for example, the blue butterflyplain flourthe man in the moon]
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

 

Writing (Composition)

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing for different purposes
- Writing about real events
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Writing down ideas and/or key words, including new vocabulary
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- Proof-reading to check for errors in spelling, grammar and punctuation

 

Vocabulary, Grammar & Punctuation

- Subordination (using when, if, that, because) and co-ordination (using or, and, but)
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use apostrophes for contraction and singular possession
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

 

Writing (Composition)

- Writing for different purposes
- Planning or saying out loud what they are going to write about
- Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly

 

Spelling Rules, Phonics and CE Words

See Attached Overview