It’s no secret that I’m a big advocate of knowledge organisers. However, over the last few months I have a read a number of blogs by influential edu…tweeters(?) who, taken on their title alone, appear to criticise their use. However, on closer inspection, I complete agree with the common line of argument from almost all of them: knowledge organisers themselves are not a bad thing per say, so long as they are written and implemented properly ; fail to do so, and they become a time-consuming, workload-expanding bolt on or fad with very little impact. If knowledge organisers aren’t working for you, ask yourself the following questions: Why are you using them? Roughly 4 years-experience of knowledge organisers within my current school has shown us that the format, content and use of knowledge organisers will and should differ vastly from department to department: while history has knowledge organisers which focus on the narrative and key events within a particular period, langu
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