In my last post, “Knowledge Organisers: the good, the bad and ugly”, I argued that while knowledge organisers can be a powerful tool of inclusion, they only work if they are focused, sequential and accessible.
When I first started writing knowledge organisers two years ago, my attempts did not even come close to meeting these criteria. As a result, they were cluttered, unfocused and ultimately an exercise in fashion over function. Since then, I have devised a standard method to ensure that any knowledge organisers I make have an impact and can be used in the long term:
Identify key knowledge.
Group your facts into sections.
Write your sections.
Number or code your sections.
Quality assure your sections.
1. Identify key knowledge
It’s easy to fall into the trap of including too much in a knowledge organiser, particularly when writing about topics we’re interested or about which we know a lot. We want to share our passion and subject knowledge with pupils and so often we fall into the trap of seeing everything we know as key.
This issue can be solved by working backwards; rather than thinking about what I want pupils to know, I try to think about the end goal, whether that is an exam, an assessment or a final piece of work.Continued Here