ABSTRACT
The GCSE specifications’ greater focus on the application and evaluation skills means that where graphic organisers of knowledge are used their impact needs evaluating. We provide a useful checklist that evaluates cross-curriculum quality of Knowledge Organisers (KOs). Secondly, we focus on the prime value of teacher feedback to students. We propose an Iceberg Model of Learning assessment practice that interlaces teaching and learning, helping students address misunderstandings and embed key concepts in their long-term memory so they apply these fluently and with confidence. Students know more, remember more and do more, which is illustrated through school case studies.
Ultimately, the impact of KOs is measured by how successfully knowledge is retained over the KS3–KS4 journey by all students. No student is a tabula rasa. The best KOs will encourage students to use their prior learning, to extend and share their knowledge and skills with their peers.
Challenging students to develop curiosity and inquisitive minds is key to ‘knowledge building on knowledge’. We examine the impact of Socratic thinking (elaborative interrogation) and argue that KOs are not the golden panacea in themselves. Used effectively, along with timely and focused teacher feedback, KOs have potential for students to practise their metacognition skills and deepen knowledge.
