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: office@cranfordprimary.hounslow.sch.uk

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.