I believe that knowledge organisers can be the ultimate tool of inclusion. However, used poorly they can amplify the Matthew Effect, supporting most able while simultaneously disadvantaging those who need the most support. Put simply, they can cause the knowledge rich to get richer and the knowledge poor to get poorer. Over the four years which my department has used knowledge organisers, we have developed a number of techniques to minimise this effect and ensure that knowledge organisers benefit as many pupils as possible. Quiz questions: In order to encourage pupils to engage with the knowledge organisers, all of our homework is based around either answering quiz questions or practising quizzes which they have already completed. Originally, pupils wrote their own questions and answers. They were required to write a minimum of 7 questions and answers which the teacher would collect feedback on while they were completing their starters. Pupils would then have a set amount
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