Knowledge organisers are gathering momentum in a number of schools. This is a good thing. Some people have misgivings about their reductive nature but many can see how they assist pupils in getting to grips with basic subject matter and being able to memorise key bits of information.
There are many different designs of knowledge organiser and it is probably worth, as a teacher or department, designing your own so that it fits with ‘the way you do things’ but I would like to share a few principles that form the basis of a ‘trivium’ approach to designing a knowledge organiser. In classic Blue Peter style – here is one I prepared earlier, it is about the theatre practitioner and playwright Bertolt Brecht – someone I have taught about for over twenty years. By teaching something for such a long time I have really got to understand what is helpful for students to know about him, these are the concepts and ideas I keep repeating when teaching that really make an impact on the knowledge of my students. This is useful to know – experienced staff can really help in the design of these organisers.
The first principle is that it should be on one side of A4. This is to make it ‘at-a-glance’ and can fit into a folder. Any bigger than this or going onto more pages seems to defeat the object and over-complicates something that should be simple.
The next principle is that it is part of an ongoing ‘joined-up-curriculum’. A trivium curriculum is a narrative not a collection of one-off lessons or schemes of work. Therefore the first part of the knowledge organiser is the section ‘influenced by’ and ‘influence on’. This section could be labelled ‘connections’ but whatever it is labelled it should refer back to previous study and then forward to study yet to come.
The next part I have emphasised are his major theories and works, followed by techniques and quotes and some other notable features. A short Bio is included and then I move on to other areas of the Trivium.
Central to trivium teaching is the idea of argument and debate. This is also a great way to learn as by setting out his arguments for theatre and others’ arguments against his work pupils can really involve themselves in the issues being explored. Please note that when I am teaching Brecht it is always set alongside the work of another great theatre practitioner, Stanislavski. This interleaving and juxtaposition enables pupils to really understand the issues being talked about and also helps them to begin to decide which ideas they might prefer and why.
Finally I have put in a small square ‘rhetoric’. This points the pupil towards the pieces of major work that they will be expected to complete. One of these is an essay and the other two are practical realisations of Brecht’s theories. The essay question is connected to my ‘major organising principle’ for understanding this practitioner which, in this case, is based on a quote by Brecht about creating a theatre ‘fit for the scientific age’. By knowing the essay title so far in advance they can begin to prepare for it earlier should they so wish. This is followed by some further reading suggestions. Pupils are expected to use wider reading in their essays. This wider reading has to be quoted by them in their essay where relevant and can also inform their own ‘extra’ knowledge organiser on Brecht should they wish to complete one or should I decide they ought to!
You can access the PDF here: