Year 3 mixing primary colours to make their own in preparation for our Matisse inspired collages!


Year 3 using technology to design their own clothes! Order yours ready for Christmas!


Our School Council setting up the Christmas decorations! It’s beginning to look a lot like Christmas!🎄


Year 3 Seedling update 2 Our seeds have germinated and begun to grow!


Year 3 Seedling update 1 - Condensation already beginning to take place creating a continuous supply of moisture for our seeds.


Year 3 making their own greenhouses! Stay tuned for daily seedling updates.


Year 6 magpie-ing ideas from each other in preparation for their big write 🖌


✍️ Celebrating Writing ✍️


🎶🎵Learning to read music 🎵 🎶


This term, we are studying collage in art lessons - beautiful work Year 3 🖼


Watch our virtual tour. Enjoy!


Our core values


Harris Primary Free School Peckham Virtual Tour. Enjoy!




Year 3 Sone Age tools ⚒️ DT project


Year 2 DT projects - designing and building a slide 🧱 🌉


Year 4’s DT project was to design and create biscuit packaging. There were bonus points for anyone who also made biscuits! What eye-catching packaging! 👁 🍪


Year 6 researching facts to help them create their hybrid animal#NonChronologicalReport#creativity


Autumn 2 pedagogical focus - accountable talk partners. Our teachers are looking at the research practising the strategy with each other.


Pictures of the half-term Design Tech projects are making us hungry! Yum 🥣 🍞 Well done!

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

NC Reading (Y2)

Reading – Word Reading

Pupils should be taught to:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • reread these books to build up their fluency and confidence in word reading


Reading – Comprehension

Pupils should be taught to:

  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • 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 discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
    recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
    checking that the text makes sense to them as they read, and correcting inaccurate reading making inferences on the basis of what is being said and done
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
    explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves



Half-Term 1

Half-Term 2


Linked Planning Sequence*

The Goldilocks Project

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



A Book of Bears by Katie Viggers

Spider and the Fly by Mary Howitt and Tony DiTerlizzi (ordered x4)

Cakes in Space by Philip Reeve

The Magic and Mystery of Trees by Jen Green^

(not ordered)

NC and Content Domain Coverage


See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text


Linked Planning Sequence

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



Rabbit and Bear by Julian Gough & Jim Field

(ordered x64)

Hotel Flamingo by Alex Milway

Frogs by Owen Davey

(ordered x4)

The Hairdo that Got Away/Werewolf Club Rules* by Joseph Coelho^

(not ordered)

NC and Content Domain Coverage


See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text




Linked Planning Sequence

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



Eric by Shaun Tan

The Storm Whale/The Storm Whale in Winter by Benji Davies^ 

(not ordered)

Underground by Uijung Kim


(not ordered)

Ada Twist and the Perilous Pantaloons* by Andrea Beaty

(not ordered)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text