View
4
Download
0
Category
Preview:
Citation preview
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:
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
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.
Recommended