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Cranford Primary School
Berkeley Avenue
Cranford
Hounslow
TW4 6LB
Head Teacher: Mrs Meena Walia
13th January 2020
Dear Parents and Carers,
RE: Knowledge Organisers
Welcome back to Spring Term! As you are aware, we have been in the process of focusing on the content of our whole curriculum to ensure that there is a
much greater emphasis on the ‘powerful knowledge’ that children need in order to truly understand concepts and also to enable them to apply that knowledge.
We have continued to look at each subject and are currently identifying the essential knowledge that we feel is the children’s minimum entitlement - and then
deciding how best to teach it.
In light of this new approach, we have produced 'Knowledge Organisers' which are the ‘go-to’ documents outlining the essential knowledge that the teachers
will be covering across a unit of work; including dates, key personnel, vocabulary, definitions, and other information. Knowledge organisers will be made
available at the start of each unit to help children remember what they are learning and to help them see the bigger learning journey of their subjects. Instead
of forgetting previous learning, children will continually revisit and retrieve prior learning from their memories. Feedback from parents, staff and children has
been particularly positive and the knowledge organisers have been securing our pupils’ learning.
Attached you will find the knowledge organisers for all foundation subjects (History/Geography, Science, R.E etc) for this first Spring Term. Please refer to
these with your child; they will assist in homework tasks and improving your child’s knowledge around concepts being taught in school. Website pages have
been updated to support home learning so please do browse these with your children.
I would appreciate your support with this initiative.
Yours sincerely,
Mrs Chana
Deputy Headteacher
Tel: 02087590305 Fax: 02087540208
Email: [email protected]
Website:http://www.cranfordprimary.com
CPS Knowledge Organiser - YEAR 2 – Art – Spring Term 1
Key Vocabulary
Media- the material used to make a piece of art.
Materials- things used to create art, e.g. paint, clay, chalk
pastels, oil pastels.
Colour- a property of light as seen by people.
Shade- a darker effect in a picture or drawing.
Mix- to make something new by combining different things.
Shadow- the dark shade made when something blocks a
light source.
Dark- a lack of light. Colours can be made darker.
Light- bright. Colours can be made lighter by adding white.
Gradient- a colour paint gradient shows how a paint colour
changes gradually when another colour has been added to
it.
Similar- having the same or some of the same features.
Different- having features that are not the same.
Building – a structure with a roof.
City- a place in which people live and work that is larger than
a town.
Layering- putting things over the top of each other to create
an effect in artwork.
Over lapping- like layering, but not putting things on top to
cover the whole thing underneath.
Cityscape- a city view as a scene.
Silhouette- an outline of something that is dark and against
a lighter background.
Fire- the heat, light and flames produced by burning.
Great Fire of London- an enormous fire that spread through
the centre of London in 1666.
The Great Fire of London
Investigating and using colour
A representation of the
GFoL
A representation of the GFoL
Cityscapes using black
silhouettes…
Fire colours- a gradient
Flames
CPS Knowledge Organiser - YEAR 2 – History – Spring 1 Term
Key Vocabulary
Buildings – A structure with a roof
Landscape - The visible features of an area of land
1666 – A time during the 17th Century
King Charles II – The monarch who sat on the throne during
this time in history
Samuel Pepys – Worked for Parliament and kept a diary of
the fire
Poor – People who did not have enough money to live on
Rich – People who have more money than they need to live
on
Fire - A rapid, persistent chemical change that releases heat
and light and is accompanied by flame
Newspaper – A publication containing written information
about current events
Portrait – A painted image of a person or landscape
Statements - A definite or clear expression of something in
speech or writing
Diary - A written record of a person's experiences, thoughts,
and feelings with dates that sequence events
Spread – Something that extends over a large or increasing
area
Water - a substance composed of the chemical elements
hydrogen and oxygen and existing in gaseous, liquid, and
solid states
River Thames – A river in London that leads to the sea
Bakery – A place where bread and pastries are made early in
the morning or during the night
The Great Fire of London
CPS Knowledge Organiser –
Year 2 – RE – Spring 1
Key Vocabulary
Religion- the belief in and worship of a God or gods.
Faith- a strong belief or trust.
Islam- a religion based on belief in Allah as the only God and in Muhammad the prophet of God.
Muhammad- the prophet of Allah.
Prophet- one who speaks on behalf of a god or is inspired to reveal the will of a God.
Muslim- a follower of Islam.
Commitment- being determined to do or achieve something.
Goal- a target to be achieved.
Achieve- to get something through hard work.
Prayer- words spoken to God.
Pattern- repeated sequence- something that continues.
Ritual- a series of acts that is always performed in the same way.
Positive- a good thing.
Intervals- set points, like time intervals.
Wudu- washing in a special way before prayer.
Qu-ran- the Holy Book of Islam.
Allah- God.
Does praying at regular
intervals help a Muslim in
his/her everyday life?
A Prayer Mat
Mecca
The Qu’ran
CPS Knowledge Organiser - YEAR 2 – Science – Spring 1 Term
Key Vocabulary
Habitat – A natural home or environment of an animal,
plant, or other organism
Living - The visible features of an area of land
Non-living – Things do not exhibit any characteristics of life
Dead – A once living organism that is no longer alive
Respiration – A process in living organisms involving the
production of energy, typically with the intake of oxygen and
the release of carbon dioxide
Growth – A plant, animal or human that gets taller and older
Reproduction – The production of offspring by a human,
animal or plant
Excretion – Waste products from the body or a plant
Nutrition - The process of providing or obtaining the food
necessary for health and growth
Herbivore – A diet of only plants
Carnivore – A diet of meat and fish
Omnivore – A diet of both meat, fish and plants
Ocean – A vast space on the Earth with water
Arctic – The regions around the North Pole that are
extremely cold
Rainforest – A dense forest rich in biodiversity which is found
typically in tropical areas with consistently heavy rainfall
Desert – A dry sandy terrain
Urban – A built up area in a town or city
Woodland – A space with many trees and bushes
Coast– A place where land ends and the ocean begins
Living Things and Their
Habitats
CPS Knowledge Organiser – Spring- Year 2
Key Vocabulary
uno = one
dos =two
tres = three
cuatro = four
cinco = five
seis = six
siete = seven
ocho = eight
nueve = nine
diez = ten
Hay = there is/there are
¿Cuántos niños hay en tu mesa? = How
many children are there at your table?
Hay seis niños. = there are 6 children.
¿Cuántos años tienes? =How old are
you?
Tengo seis años. I am 6 years old.
NUMBERS 1 TO 12 Conversation
A- ¿Cuántos niños hay en tu
mesa?
B- Hay cuatro niños.
A- ¿Cuántos niñas hay en tu
mesa?
B- Hay dos niñas.
A-¿Cuántos profesores hay
en tu clase?
B-Hay un profesor.
A-¿Cuántos profesoras hay en
tu clase?
B-Hay una profesora.
A-¿Cuántos años tienes?
B-Tengo seis años. Spanish Pronunciation
ñ as the ny sound in “canyon”
ll sounds as the y in “yes”
a as in “apple”
e as in “egg”
i as in “ink”
o as in “orange”
u as in “ruler”
Grammar
There is
Hay
There are
More key words
años = years
tengo = I have
tienes = you have
profesor/profesora
=teacher
profesores = teachers
niño = boy
niña = girl
tu = your
mesa = table
clase = class
CPS Knowledge Organiser – YEAR 2 – GAMES – SPRING 1
Key Vocabulary
Tactic- Are your carefully planned actions for attaining a certain goal.
Feeding- The action of throwing the ball to a partner in control so they are able to strike it accurately.
Atack- Is the action of a player or group of players looking to score a goal or point.
Defence- is the action of a player or group of players in a team trying to stop the opposing players scoring a goal or a point.
Games
(Games Activities 2)
Games look to improve children’s awareness, decision making
and engage in competitive and co-operative physical activities.
Objectives:
Move fluently, changing
direction and speed easily as
well as avoiding collisions.
Show good awareness of
space and others.
Perform throwing, catching,
striking and kicking skills
with control.
Chose the appropriate tactic
to suit different situations.
CPS Knowledge Organiser – Spring 1 - Year 2
Key Vocabulary
white = blanco
yellow = amarillo
orange = naranja
red = rojo
pink = rosa
purple = morado
blue = azul
green = verde
black = negro
grey = gris
brown = marrón
¿De qué color es? = What color is it?
Es verde. = It is green.
¿Qué color te gusta? = What colour do
you like?
Me gusta el rojo. = I like red.
¿Te gusta el marrón? = Do you like brown
No me gusta = I don’t like it.
¿Cuál es tu color preferido? = Which is
your favourite colour?
Mi color preferido es el azul = My
favourite colour is blue.
SPANISH COLOURS Conversation
A- ¿De qué color es?
B- Es verde.
A- ¿Te gusta el rojo?
B- Sí. Me gusta el
rojo.
No. No me gusta el
rojo. ¿Y tú?
A- Sí. Me gusta el
rojo. ¿Cuál es tu color
preferido?
B- Mi color preferido
es el azul. ¿Y cuál es
tu color preferido?
A- Mi color preferido
es el naranja.
Spanish Pronunciation
ll sounds as the y in “yes”
j sounds as h
rr is strongly rolled
r at the beginning of a word
is strongly rolled
qu sounds as k
z sounds as s or th
Grammar
To write negative sentences in
Spanish simply write the word
NO in front of the verb.
Example:
Me gusta= I like it
No me gusta = I don’t like it.
In Spanish, we only use one
word to translate it is = es
CPS Knowledge Organiser – Spring 1- Year 2
Key Vocabulary
the family = la familia
mum = la mamá
dad = el papá
mother = madre
father = padre
parents = los padres
brother = el hermano
sister = la hermana
grandma = la abuela
granddad = el abuelo
grandparents = los abuelos
son = el hijo
daughter = la hija
uncle = el tío
aunt = la tía
niece = la sobrina
nephew =el sobrino
cousin = el primo/la prima
hijo/hija único/a = only child
Sí = Yes
No = Not
MY FAMILY Conversation
A- ¿Cómo se llama tu papá? =
What’s your dad’s name?
B- Mi papá se llama Antonio. =
Mi father’s name is Antonio.
A- ¿Cómo se llama tu mamá? =
What’s your mum’s name?
B- Mi mamá se llama María. =My
mum’s name is Maria.
A- ¿Tienes hermanos? = Do you
have any brothers and sisters?
B- Sí, tengo una hermana y un
hermano. = Yes. I have one
sister and one brother.
A -¿Cuantos años tiene tu
hermano?
B- Mi hermano tiene ocho
años.¿Y tú? ¿Tienes hermanos?
A- No, no tengo hermanos. Soy
hijo único/hija única. Tengo
cinco primos y dos primas. = No.
I am an only child. I have five
cousins, five boys and two girls.
Spanish Pronunciation
h is silent
ñ as the ny sound in “canyon”
ll sounds as the y in “yes”
Grammar
Tengo = I have
No tengo= I haven’t got
Tienes = you have
Tiene = he/she has
Éste is = This is (male)
Ésta es = This is (female)
Soy = I am
mi = my
tu = your
tú = you
su = his/her
CPS Knowledge Organiser – YEAR 2 – PE – SPRING1
Key Vocabulary
Stimuli- An event or sound that causes a
reaction in a body or organism.
Control – To exercise restraint or direction
over; dominate; command. When travelling in
a space pupils’ attention should be drawn to
spatial awareness and moving with control.
Co-ordination – The ability to control the
movement of the body in co-operation with
the body’s sensory functions.
Spatial Awareness- Perception of the
surrounding space and its effective use.
Dance Phrase- A partial dance idea composed
of a series of connecting movements and
similar to a sentence in the written form.
Dance
(Great Fire of London)
In 1666, fires in London were quite common. Homes
didn't have electricity, so real flames were used for
lighting, cooking, and heating homes.
Also buildings were made out of using wooden timbers
and were built closely together, so once they'd started
it was pretty easy for fires to spread.
No fire had ever grown as big as the Great Fire of
London before.
The summer of 1666 had been particularly dry, with
drought making it more likely that fires would spread.
Objectives:
Explore actions in response to stimuli.
Explore Ideas, moods and feelings by improvising and by experimenting with actions, directions and levels with a partner.
To compose own movements and dance phrases related to the music.
Demonstrate good control, coordination and spatial awareness.