There are plenty of blog posts and articles and book chapters extolling the virtues of knowledge organisers, that’s not what this post is. Instead this is a step-by-step guide to how I write my RE knowledge organisers.
1. Decide what knowledge you want to organise
This might feel obvious, you probably have a scheme-of-work for the half term and that feels like what needs to go onto the KO but it might be worth stopping for a second and considering what is the best chunk to try and represent here. A half-term of GCSE classes for us is about 15 lessons whereas a half-term of KS3 classes is only 6 and A Level is 9 (per strand) so if you divide by half-term you are putting wildly different amounts of information onto each KO. In my opinion the topic absolutely must fit comfortably onto one A4 sheet. If that’s not the case either you need to better condense the information or divide up your KOs differently.
2. Find a revision guide
I love using revision guides to plan my lessons and KOs. They condense down all the knowledge that’s required, usually onto a couple of pages and they focus on key words and ideas that you need to focus on in your planning. Of course textbooks, course books and other resources are absolutely required for lessons but a revision guide and the exam spec should keep you focused on the bare bones for planning a KO.
3. Sketch out the key words and ideas
I use a planning sheet I’ve created and I fill it in as I read through my own notes and the revision guide. I try to stick to five or six key ideas (sometimes divided into two sections) and between 16 and 20 key words (fewer for KS3). This stage really helps you clearly see what the central themes are for your SoW.
4. Find a ‘flow’
The key words will need to be alphabetised but the key ideas section should flow for revision purposes. It can follow the lesson structure in your SoW but I prefer it to almost make a logical story. For example with Utilitarianism my KO starts with Act and the Hedonic Calculus then Rule and the Harm Principle then the applications to animal experimentation and nuclear weapons. Chronology can be useful here for history, foundational to applied knowledge in other subjects.
5. Use a template to create your KO
All of my KOs look very, very similar. I use a slightly larger font for KS3 ones but I think it creates a sense of continuity to be giving students a summary formatted in the same way for every topic they cover in RE at our school. As such I stick very much to my template using tables in Word to simply divide up knowledge. I might split the table in two or four to help with chunking but the format is quite rigid and in this way it sticks to Oliver Caviglioli’s design principles of using a properly aligned grid when designing work.
6. Dual code with a consistent symbol
I use Noun Project to find the symbols for my KOs. I try, as far as possible, to be consistent in the symbols I use. When describing abstract concepts it can be hard to find a picture which is adequate. For example, I use opera glasses to show Mill’s Rule Utilitarianism which is linked to the idea of ‘higher’ pleasures – if I use that consistently in all my handouts and presentations then it is embedded with students, if I were to just use it once it is unlikely to stick and provide the benefits that dual coding does.
7. Enjoy the process!
Let me tell you a secret: I love making knowledge organisers. There’s nothing as satisfying as sitting back and looking at the whole of a module or SoW summarised on one sheet of A4 in such a neat and attractive way. Furthermore I have found the process of making them for all of our GCSE to be really helpful for my subject knowledge, not only do I feel more aware of the key concepts and words demanded by the exam board but also less overwhelmed when I know I can condense everything into such a short amount of text.
8. Use them
I am terrible for making resources and then either forgetting or neglecting to actually use them with my students. There is no shortage of articles on how to effectively use KOs in the classroom so make sure you read them and alter your teaching to incorporate them if you’re going to take the time and effort to make them!
Links & Resources
- Organising knowledge: The purpose and pedagogy of knowledge organisers – Mark Miller in Impact
- Core and hinterland: What’s what and why it matters – Adam Boxer
- Using knowledge organisers to improve retrieval practice – Shaun Allison
- AQA Religious Studies A GCSE Knowledge Organisers
- The Noun Project – free icons for dual coding