The Question of Knowledge


PTE has produced this pamphlet in conjunction with The Association of School and College Leaders. In it, several headteachers from across the country detail their experiences and the challenges they faced when attempting to provide a knowledge-rich curriculum to their students, often with no resources or base to begin from. The pamphlet is free to download from this page.

Parents and Teachers for Excellence.



Knowledge organisers

There has been lots in the ‘twittersphere’ recently about the use of knowledge organisers, how these link to homework, revision and low stakes testing. As a result I have put some examples and guidance below as the approach can reduce teacher workload and improve student outcomes:

Joe Kirby writes about his use of KOs at

James Theobald has created a collection of ready-made KOs at

Shaun Allison writes about his use of KOs at

Knowledge Organisers HOW TO

Knowledge organiser GCSE Weimar Germany

Knowledge organiser GCSE Arab-Israeli

AS Henry VII

KS3 Ancient World knowledge organiser

Thanks to Toby French at Torquay Academy for the above examples – he can be found on Twitter as @MrHistoire and is a great source of information and knowledge!

How to create a knowledge organiser

Knowledge organisers – could be really useful across all subjects so keen to hear your thoughts…

This post follows the huge interest in my last, How to use a knowledge organiser. It is deliberately generic, and so I will write a further post on how I began to create KOs for history.

At Torquay Academy we’re now looking at how to improve our KOs after introducing them school-wide in September. The advice below is what I have suggested to our staff.

Making a knowledge organiser

The KO is like a scheme of work, but simpler and more effective. It doesn’t need ‘Do Nows’ and chunked activities; it doesn’t need to be differentiated; it doesn’t need lots of detail. It is a whole course and a two-minute quiz, a revision timetable and a cover lesson.

It is not a bolt-on. The only thing that should come before it is what we want children to learn. It should underpin every single thing we do in every…

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