Knowledge Press me Comprehension Press me Application Analysis

Knowledge Press me Comprehension Press me Application Analysis Press me Synthesis Example Product List! Press me Evaluation Press me

Back to the start Knowledge noun - information and skills acquired through experience or education Arrange Define Describe List Memorise Name Order Quote Recall Repeat Reproduce Restate Generic Knowledge Activities Match Recognise Retain Generic Knowledge Question Stems

Arrange verb – put in a particular order i) Arrange these policies from most to least popular ii) Put these events in order of when they happened iii) What order do these elements of a court case go in? iv) Arrange the cards into the correct order v) Sort the voting reform acts historically Back to Knowledge

Define Back to Knowledge verb - 1 state or describe the exact nature or scope of 2 give the meaning of (a word or phrase) i) iii) iv) v) Write a definition of civil law How would you define ‘justice’? What is the meaning of responsibility? Where do the limits of government power fall? What does sustainability mean?

Describe Back to Knowledge verb - give a detailed account in words of i) iii) iv) v) Describe the workings of local government Describe the process of formal debate How would you describe prestige? Give a detailed written account of the school council Give a speech detailing your active citizenship project

List Back to Knowledge verb - make a list of i) iii) iv) v) List every MP in the House of Commons Draw up a list of issues most important to you Who would be on a list of famous heroes? What factors would you write to make a list of reasons behind the collapse of the USSR? Make a list of different ethnic backgrounds in our school

Match Back to Knowledge verb - correspond or cause to correspond i) iii) iv) v) Match the word with the definition Match the politician to the party Can you match the causes with the effects? Group the words into corresponding pairs Which pictures correspond to one another?

Memorise Back to Knowledge Verb - learn by heart i) iii) iv) v) Memorise the history of Britain Can you remember these four pictures when I cover them up? Memorise these behaviour rules by rote Use a mnemonic to remember the colours of the rainbow Can you learn these newspaper headlines off by heart?

Name Back to Knowledge verb 1 give a name to. 2 identify or mention by name. 3 specify (a sum, time, or place) i) iii) iv) v) Name three LEDCs Can you name all the components of democracy? What name would you give to a course promoting active citizenship? Identify the parts of the diagram What is the name of the Prime Minister?

Order Back to Knowledge verb - 1 give an order 2 arrange methodically i) iii) iv) v) Place these factors in order of importance How would you order these concepts? Can you put these events in chronological order? Sort the cards into an order of importance Choose a concept and order the materials accordingly

Quote Back to Knowledge verb - 1 repeat or copy out (a passage or remark by another). 2 repeat a passage or remark from i) What phrase would you quote from Barack Obama’s speech? ii) Can you repeat what the Prime Minister has just said? iii) Copy out the words of the council leader. iv) Read back to me what I have said v) Listen to your partner and then quote back what they said

Recognise Back to Knowledge verb - 1 identify as already known; know again i) iii) iv) v) What words do you recognise from last lesson? What allows you to recognise them? Draw a picture containing all the words you know Do you recognise this piece of music? What’s this?

Recall Back to Knowledge verb - remember: recall knowledge from memory; have a recollection i) iii) iv) v) Complete the pop quiz from memory Who can tell us what we did last lesson? Where did we say power lies in politics? What have we been studying this term? Do you recall your earliest memory of citizenship?

Repeat Back to Knowledge verb - say or do again i) iii) iv) v) Watch what I do, then copy it Listen to what I say, then repeat it Do everything your partner does with a 5 second delay What did we just hear? Can you repeat that excellent behaviour?

Reproduce Back to Knowledge verb - 1 produce a copy or representation of. 2 recreate in a different medium or context i) iii) iv) v) Reproduce the model in simple terms Can you draw exactly what I have said? Convey the exact meaning of this in a different medium Can you trace the map? Make a permanent record of your piece of drama

Restate Back to Knowledge verb - to state again; to state differently; to rephrase i) iii) iv) v) Take what Student A has said and put it in your own words How can you say that differently? Can you say that again? Can you say that more simply? How could you make that understandable to a Year 6 student?

Retain Back to Knowledge verb - continue to have; keep possession of i) iii) iv) v) Go over this until it sticks in your mind forever How could you ensure you remember this? Use the mnemonic to retain the information Write an acronym allowing you to retain the knowledge Revise this

Comprehension Back to the start noun - 1 the action of understanding 2 the ability to understand Characterise Classify Complete Describe Discuss Establish Explain Express Identify Illustrate Recognise Report Relate Sort Translate Generic Comprehension Activities Generic Comprehension Question Stems

Characterise Back to Comprehension verb - describe the distinctive character of i) iii) iv) What are the features of a democracy? What makes something ‘fair’? Can you characterise ‘Britishness’? Describe the distinctive character of an ethical company v) How would you characterise active citizens?

Classify Back to Comprehension verb - to identify by or divide into classes; to categorize i) Sort the cards according to the categories ii) Identify which features are those of an autocracy iii) Decide on categories and then classify the group accordingly iv) How would you classify this? v) What classifications could you use for these factors?

Complete Back to Comprehension verb - finish making or doing. i) iii) iv) v) Complete the word fill Finish the story How would you finish this speech? What does this diagram need to be complete? Is there anything you think will complete the model?

Describe Back to Comprehension verb - 1 give a detailed account in words of i) iii) iv) v) Describe the chain of events leading up to the G 20 protests Can you describe change? Can you give a detailed account of the picture in words Describe citizenship for a Year 6 audience How would you describe your own identity?

Discuss Back to Comprehension verb - 1 talk about so as to reach a decision. 2 talk or write about (a topic) in detail i) iii) iv) v) Discuss the picture in pairs Can their ever be zero crime? Discuss Make a play showing parliamentary discussion Discuss your ranking of the cards until you reach a consensus Discuss in threes the key points we need for successful learning

Establish Back to Comprehension verb - show to be true or certain by determining the facts i) ii) Let us establish what we already know about this topic Can you establish what your partner knows about this? iii) How might we establish the truth in this case? iv) Here is the issue – you must determine the facts in order to establish what is true v) Select the facts you would use to establish certainty

Explain Back to Comprehension verb - 1 make clear by giving a detailed description. 2 give a reason or justification for i) iii) iv) v) How can you show the difference between this and that? Explain why you think that What explanations could their be for this picture? Can you give a reason for your answer? Explain the history of the UN

Express Back to Comprehension verb - convey (a thought or feeling) in words or by gestures and conduct i) iii) iv) v) Show your partner how that made you feel Write a paragraph expressing your opinion on the death penalty How does the film make you feel? What does the image make you think? Express your thoughts through mime

Identify Back to Comprehension verb - 1 establish the identity of. 2 recognize or select by analysis i) iii) iv) v) Identify the words linked to politics What criteria would you give a Year 8 to help them identify the facts? Select the words most appropriate to persuasive writing Can you identify the tone of this article? Which are the legal terms?

Illustrate Back to Comprehension Verb – make clear by using examples, charts, etc. i) iii) iv) v) How can we illustrate this point? Illustrate this idea using physical theatre Use examples, charts and/or graphs to make the information clear Can you give me an example of that? Show me what you mean

Recognise Back to Comprehension Verb - identify as already known; know again i) iii) iv) v) Circle what you already know Identify the elements we covered last lesson What bits do you recognise? What did you already know about today’s lesson? How many of these faces do you recognise?

Report Back to Comprehension verb 1 give a spoken or written account of something. 2 convey information about an event or situation. i) iii) iv) v) Read the article and then report back to your group Can you report what you did for homework? Tell us what you did for your project Produce a news report about human rights abuses What happened? What did you do?

Relate Back to Comprehension verb - give an account of. i) iii) iv) v) What, when, where, who, why? How did you get on? Can you tell us how your grouped worked together? Relate to your partner your experiences in the lesson today Produce a piece of work relating your learning on the topic to a newcomer to the school

Sort Back to Comprehension verb - 1 arrange systematically in groups. 2 (often sort out) separate from a mixed group i) iii) iv) v) Complete the card sort Sort the causes from the symptoms Sort the ideas into groups Where should the factor group – into which group? How would you place this into the Venn diagram?

Translate Back to Comprehension verb - 1 express the sense of (words or text) in another language. 2 (translate into) convert or be converted into another form or medium i) iii) i) ii) Translate the concept into a piece of drama Play pictionary with your group Make a list of all you have learnt today then translate this into a Haiku Can you draw the article? Turn today’s learning into a short and snappy chant

Application Back to the start noun - 1 the action of applying 2 practical use or relevance Apply Calculate Choose Demonstrate Dramatise Employ Implement Interpret Operate Perform Practise Role-Play Sketch Solve Suggest Generic Application Activities Generic Application Question Stems

Apply Back to Application Verb - bring into operation or use i) Apply your learning to this problem ii) Use what we have done today to negotiate a controversial issue iii) How could you apply that idea to this instance? iv) Show me how you would apply your reasoning to a disagreement between police and protestors v) Can you use your learning to answer these questions?

Calculate Back to Application verb - determine (mathematically) i) iii) iv) v) What percentage of people voted for the Green Party? Calculate the number of protestors in the crowd How close to the water supply was the oil refinery located? Can you calculate the trend rate of growth in the economy? How many more people are unemployed this month?

Choose Back to Application Verb - 1 pick out as being the best of two or more alternatives. 2 decide on a course of action. i) iii) iv) Which option would be the best for the judge to take? Choose the most appropriate sentence for the crime What course would you take? Read the dilemma, make a list of possible responses in your group and then choose the one you think is best v) How will you approach this project in order to meet the success criteria?

Demonstrate Back to Application verb - 1 clearly show that (something) exists or is true. 2 give a practical exhibition and explanation of. i) Demonstrate that gravity is a constant ii) How would you demonstrate to the class that you are right? iii) Can you show that tougher sentencing is good for society? iv) Show us through drama how global warming works v) How would you demonstrate that you exist?

Dramatise Back to Application verb - present as a play (as drama) i) Dramatise the flow of wealth through the economy ii) Use drama to show sustainable development works iii) Use the court transcript to present a play showing what happened iv) How would you present the interplay of power, authority and oppression through drama? v) Turn the newspaper headline into a silent movie

Employ Back to Application Verb - make use of i) iii) iv) v) Can you employ that same reasoning on this different problem? Use the formula to answer the questions How would you employ your rule in unusual situations? Make use of the information to solve the problem What prior knowledge and skills do you think we will employ in today’s lesson?

Implement Back to Application Verb – put into effect i) Implement the changes to your plan ii) How would you implement these ideas? iii) What would you have to do to put these changes into effect? iv) How should the council implement its new education policy? v) Can you re-write your essay with these changes?

Interpret Back to Application Verb - 1 explain the meaning of. 2 understand as having a particular meaning or significance. 3 perform (a creative work) in a way that conveys one’s understanding of the creator’s ideas. i) iii) iv) v) Show your understanding of the story by interpreting it creatively How would you interpret ‘change’ and ‘continuity’ to an alien? Can you interpret this diagram of the UN for a Year 7 audience? Write an article interpreting the convention for a populist readership Storyboard an advert that will allow viewers to understand the raw data

Operate Back to Application Verb - 1 control the functioning of (a machine or process). 2 (with reference to an organization) manage i) iii) iv) Show me how you operate the drill How do you operate the drill? Manage the time your group spends on each task How would a minister have to operate in order to get a private member’s bill through parliament? v) What would an effective UN Secretary General do? How would they operate?

Perform Back to Application Verb - 1 carry out, accomplish, or fulfil (an action, task, or function). i) Perform an overhead kick from the edge of the area ii) Perform one of the pieces of oratory based on the success criteria iii) Can you carry out a cross-examination? iv) How would you accomplish a successful defence of you climate change bill? v) In your group show us how ministers vote

Practise verb - i) iii) iv) v) Back to Application 1 perform (an activity) or exercise (a skill) repeatedly in order to improve or maintain proficiency in it. 2 carry out or perform (an activity or custom) habitually or regularly. Practise that until you can do it Read a newspaper every day until it’s a habit Exercise your reasoning daily in order to improve your argumentation Keep practising your speeches ready for the presentation We will be discussing again today so you can practise verbal reasoning

Role-play Back to Application Noun - the acting out of a particular role i) iii) iv) v) Use the character cards to hot-seat in your groups Write a protest letter in character Can you act out the concept as a group? Today we are going to do a mock trial Write a speech that Kofi Annan might give tomorrow

Sketch Back to Application Verb - 1 make a sketch of. 2 give a brief account or general outline of i) iii) iv) v) How would you sketch the main features of the criminal justice system? Make a sketch of how the economy works Give a brief account of how your group worked Can you give a general outline of your coursework? Briefly, what is parliament and how does it function?

Solve Back to Application verb - find an answer to, explanation for, or way of dealing with (a problem or mystery) i) Here is your problem, you have 30 minutes to find a solution within the parameters I have set you ii) How would you have solved the problem of hyperinflation in Weimar Germany? iii) Can you find an answer to the problem of MPs expense claims? iv) On the surface this appears a mystery – what explanation can you find in today’s lesson to solve it? v) If famine is the problem, what is the solution?

Suggest Back to Application verb - put forward for consideration i) iii) iv) v) Suggest an alternative way of electing MPs Put forward some ideas in your groups Can you suggest a way to improve our learning as a class? How would you alter the situation in Burma? What ideas do you have for changing the school?

Back to the start Analysis noun - 1 a detailed examination of the elements or structure of something 2 the separation of something into its constituent elements Analyse Appraise Categorize Compare Contrast Differentiate Discriminate Distinguish Examine Experiment Explore Investigate Question Research Test Generic Analysis Activities Generic Analysis Question Stems

Analyse Back to Analysis Verb - 1 examine in detail the elements or structure of i) iii) iv) v) What criteria are used to determine a story’s position in the newspaper? How is political power distributed in England? Examine in detail the structure of the UDHR Analyse the wording of Barack Obama’s opening paragraph in his inauguration speech Can your produce an analysis of the constraints on private individuals wishing to add a loft conversion to their terrace house?

Appraise Back to Analysis verb - assess the quality or nature of i) iii) iv) v) Assess the quality of your work in light of the success criteria What assessment would you make of the speaker’s arguments? Can you offer us an appraisal of your partner’s strengths and weaknesses during the task? Of what quality is this source? How useful are these figures to us for helping to explain the increase in unemployment?

Categorize Back to Analysis Verb - place in a particular category; classify i) iii) iv) v) Read the quotes and then classify them based on the rhetorical devices they use Categorize the MP’s voting records for the county Explain your reasoning for placing it in that category Can you classify these items using the continuum from private to public? How would you classify power sharing in the context of democratic processes?

Compare Back to Analysis verb - 1 (often compare to/with) estimate, measure, or note the similarity or dissimilarity between. 2 (compare to) point out or describe the resemblances of (something) with i) iii) iv) v) Compare direct and representative democracy How do these two images compare? What similarities are there between monetary and fiscal policy? How do rights differ from responsibilities? Produce a split-screen image showing a comparison of justice and fairness

Contrast Back to Analysis Verb - compare so as to emphasize differences i) ii) Can you highlight the differences between autocracy and democracy? Compare and contrast the perceptions of the manager and his employees iii) How would you describe the contrast here? iv) Draw a picture emphasising the differences between trust and loyalty v) How does scientific thought contrast with religious thought?

Differentiate Back to Analysis verb - recognize or identify as different; distinguish i) Can you differentiate between fact and opinion in the article? ii) Differentiate the speeches according to the mark scheme iii) What criteria do we need in order to differentiate these manifesto claims? iv) Can you identify the inconsistencies within the evidence – what parts are different from the rest? v) Which of these does not fit and why?

Discriminate Back to Analysis verb - recognize a distinction i) iii) iv) Explain to us why there is a distinction between right and wrong Which of these is an example of civil law? Which are good, which bad? How would you discriminate when faced with all this information? v) Which are the key words in the question?

Distinguish Back to Analysis verb - 1 recognize, show, or treat as different. 2 manage to discern (something barely perceptible) i) What distinguishes a liberal democracy? ii) What differences can you distinguish between the two pieces of work? iii) What do we need to look for when distinguishing a civil case from a criminal case? iv) Show the problems inherent in this approach v) Discern the most appropriate course of action from the options

Examine Back to Analysis verb - 1 inspect closely to determine the nature or condition of. 2 test the knowledge or proficiency of. i) Examine the video bearing in mind the criteria we have devised ii) Examine the different media to determine their relevance to our task iii) What would you look for when examining whether this statement is factually correct? iv) What condition is Britain’s political system in? v) What is the nature of human rights discourse?

Experiment Back to Analysis verb - 1 perform a scientific experiment. 2 try out new things i) Design an experiment to answer the question ii) Experiment with the material until you find the best way to convey it to your audience iii) How could you use an experiment to prove the claim? iv) What experiment will tell us if CO 2 emissions are rising? v) Use an experiment to consider the effects of introducing communism to a capitalist country

Explore verb - i) iii) iv) v) Back to Analysis 1 travel through (an unfamiliar area) in order to learn about it. 2 inquire into or discuss in detail. 3 evaluate (a new option or possibility). 4 examine or scrutinize by searching through or touching. Use this time to explore the material prior to us discussing it Can you explore your answer further? How would a change in the cost of living affect that? Explore the object and then tell us what it has to do with citizenship Write a paragraph exploring what it might be like to live in an LEDC

Investigate verb - i) iii) iv) v) Back to Analysis 1 carry out a systematic or formal inquiry into (an incident or allegation) so as to establish the truth. 2 carry out research into (a subject). 3 make a search or systematic inquiry. Investigate the legitimacy of the Daily Telegraph’s claims Choose a topic you would like to investigate as an extended project Can you use reason or give evidence to push that analysis further? How would you find out why our school so ethnically diverse? What would you do to investigate the truth claims of the argument?

Question Back to Analysis Verb - 1 ask questions of. 2 express doubt about; object to. i) iii) iv) v) Listen to your partner’s argument and then produce a list of questions to ask Why do we live in a democracy? Why are people poor? Tell me why this might be untrue? What objections do you have to this interpretation of immigration?

Research Verb- i) iii) iv) v) Back to Analysis 1 carry out research into. 2 use research to discover or verify information to be presented in (a book, programme, etc. ). What research do you need to do in order to support your assertion that the world is a cube? How can we verify if what a politician says is true or not? Research the history of the UN Produce a report into the formation of the European Union Show us how to use the article in order to verify the podcast

Test Back to Analysis verb - subject to a test i) Use verbal reasoning to test your hypothesis ii) Would theory of the trickle-down effect stand up to testing? iii) How might we test whether unemployment really is rising? iv) I like your idea, what if we lived underwater – would it still work? v) Work through the different scenarios with your original moral position and note if it changes at all

Back to the start Synthesis noun - 1 the combination of components to form a connected whole Combine Compose Construct Create Devise Design Formulate Hypothesise Integrate Merge Organise Plan Propose Synthesise Unite Generic Synthesis Activities Generic Synthesis Question Stems

Combine Back to Synthesis verb - 1 join or mix together. 2 do or engage in simultaneously i) Combine three of the ideas we have come up with into an argument ii) Can you find a way to join the two suggestions together? iii) How can we combine democratic accountability with strong government? iv) Can we combine free speech and public tolerance in our society? v) Rub your stomach and pat your head

Compose Back to Synthesis verb - 1 create (a work of art, especially music or poetry) 2 arrange in an orderly or artistic way i) Compose a song advocating equal pay for under-18 s ii) Make a painting or drawing expressing your opinions regarding human rights iii) Can you put the key ideas from today’s lesson into a short poem? iv) How would you arrange these objects to convey what we have been discussing? v) Write 16 bars that will elicit sympathy in the viewer

Construct Back to Synthesis verb - 1 build or erect. 2 form (a theory) from various conceptual elements i) iii) iv) v) Take what we have talked about and build a theory of justice from it Can you theorise the class struggle from these sources? Construct an argument supporting your view that all oxen are lazy How would you construct a defence of the government’s energy policy? What can we build from what we already know?

Create Back to Synthesis verb - bring into existence i) iii) iv) v) Create a constitution for Britain Can you create something from nothing? Make a presentation ‘selling’ your idea to the rest of the class Create a new design for the Houses of Parliament What link can you make between the random words?

Devise Back to Synthesis verb - plan or invent i) Devise a way to stop crime ii) Invent a solution to global warming iii) Can you plan a timetable of implementation for the constitutional changes? iv) What solutions can you devise? v) Plan your project and how you intend to overcome obstacles

Design Back to Synthesis verb - 1 conceive and produce a design for. 2 plan or intend for a purpose i) Design a road map for peace ii) What would an alternative regulatory authority for the media look like? iii) Can you design a school council constitution that would take into account as many interests as possible? iv) Can you conceive of a different solution? Produce a plan of it v) Design me a perpetual motion machine

Formulate Back to Synthesis Verb - 1 create or prepare methodically. 2 express (an idea) in a concise or systematic way i) Formulate an argument in support of proportional representation ii) What ideas can you formulate regarding where we should go next? iii) Can you prepare a formula for sustainable living? iv) Develop your work until you can express it systematically v) Keep going over your work until you can persuade the class as concisely as possible

Hypothesise Back to Synthesis verb put forward as a hypothesis i) How can you explain the MPs expenses scandal? ii) What would happen if citizenship education were made non-statutory? iii) Develop a hypothesis that can explain inequality iv) Write a play showcasing a possible explanation for media panic over swine flu v) Tell us what you think will happen tomorrow

Integrate Back to Synthesis verb - combine or be combined to form a whole i) iii) iv) v) How would you integrate fair trade with the desire to make money? Can you integrate effective social policy and the free market? Take these different things we have discussed and combine them into a whole What conditions would we need in order to integrate successfully into the Euro? Can different cultures be integrated into a concept of ‘Britishness’?

Merge Back to Synthesis verb - 1 combine or be combined into a whole. 2 blend gradually into something else i) iii) iv) v) Merge these ideas together in your essay Write a speech merging these perspectives Can these perspectives be merged? If so, how? Join together with another group and merge your role-plays together How would you merge three arguments of team B into one concluding statement?

Organise Back to Synthesis verb - arrange systematically; order i) iii) iv) Organise your thoughts into a clear structure How would you organise a Middle East peace negotiation? Can you organise the aims of your project? Organise the issues according to which you think are most pressing for the government v) Use a system to arrange the possible solutions to climate change

Plan Back to Synthesis verb - decide on and arrange in advance i) Plan the next stage of your coursework ii) Draw a plan of how you will set the experiment up iii) Can you plan an answer to the questions you expect the opposing team to ask you? iv) How do you plan to raise awareness about your issue? v) Decide who is doing what in your group and arrange everything so you are ready in advance

Propose Back to Synthesis verb - put forward (an idea or plan) for consideration by others i) Propose a change to the way the school is run ii) How can human rights be protected around the world? iii) What ideas do you have for judging the effectiveness of local councillors? iv) Propose a ‘fit and proper persons’ test for MPs v) What proposals would you make for improving your local area?

Synthesise Back to Synthesis verb 1 make by synthesis. 2 combine into a coherent whole. i) Write an essay plan outlining all the ideas we have had ii) How would you explain these concepts to a Year 7 class using drama? iii) Produce a newspaper article that makes sense of all the information iv) What would a poster that explained the UN and UDHR look like? v) Can you visualise a storyboard that combines social, civil and political rights into an intelligible whole?

Unite Back to Synthesis verb - come or bring together for a common purpose or to form a whole i) iii) iv) v) How can we unite the concepts of justice and fairness? What would a noise uniting hope and joy sound like? What would a painting uniting trust and pleasure look like? Take two of the ideas regarding deregulation and weave an argument out of them Turn the two statements into a story explaining competing views of friendship

Back to the start Evaluation noun – an appraisal or judgement of the value of something Appraise Argue Assess Critique Defend Evaluate Examine Grade Inspect Judge Justify Rank Rate Review Value Generic Evaluation Activities Generic Evaluation Question Stems

Appraise Back to Evaluation verb - assess the quality or nature of i) iii) iv) How useful is this source to us? Would you advise me to teach this activity again? Why? Is this good? Under what measure of value? Read your partner’s work and then tell them three good things about it and one area for improvement v) What type of language is the dictator using?

Argue Back to Evaluation verb - give reasons or cite evidence in support of something. i) iii) iv) Who can give us an argument against that? What can you give us to support that? Write an essay arguing for or against the death penalty Produce a radio advert that gives young people a reason to vote v) Build an argument from your own opinion and the material around the room

Assess Back to Evaluation verb - evaluate or estimate i) What is the likelihood of newspapers revealing their sources? ii) Mark your work and set a target for improvement iii) Produce a report assessing the importance of freedom of information in a democratic country iv) What chances are there for the Kyoto Agreement proving a success? v) How can we evaluate the impact of Gordon Brown as Prime Minister?

Critique Back to Evaluation Verb – evaluate in a detailed analytical way i) Critique the speech in the context of the manifesto ii) Can you offer us a critique of the film? iii) Prepare a Newsnight interview-style role-play critiquing the proposed introduction of ID cards iv) Write an essay critiquing attitudes toward failure v) Can you critique media images of young people?

Defend Back to Evaluation verb – attempt to justify i) Defend your position! ii) Imagine there is no UDHR, Human Rights Act etc. , how would you defend your right to freedom of speech, education etc. ? iii) Can you justify MP expenditure on duck houses? iv) Defend the proposition. . . v) How can you defend your contention that the world is made of play dough?

Evaluate Back to Evaluation verb - form an idea of the amount or value of; assess 1) 2) 3) 4) 5) How useful is the source? What changes would you make to improve the White Paper? Evaluate the impact of government spending on educational achievement How effective was the presentation? Do you think peacekeeping is a good or a bad thing?

Examine Back to Evaluation Verb - inspect closely to determine the nature or condition of 1) 2) 3) 4) 5) Is the judicial system founded on principles of care or justice? Who has power in the UK? How democratic is school? Examine the source and determine its nature What condition is the local environment in?

Grade Back to Evaluation verb - arrange in or allocate to grades 1) 2) 3) 4) 5) Use the mark scheme to grade your work Write a mark scheme we could use to grade government behaviour in relation to democratic principles How would you grade the impact of the Kyoto Protocol? Which policies have been effective, which not so? An you grade the newspapers according to our ‘Tabloid Scandal’ scale?

Inspect Back to Evaluation verb - look at closely 1) 2) 3) 4) 5) What is really being said in this speech, ‘between the lines’? What key themes run through the UDHR? How does the language of the American constitution reflect its perceived content? What political messages and positions are underlying the performance? Inspect the picture for clues to its origin

Judge Back to Evaluation verb - form an opinion about 1) 2) 3) 4) 5) Prepare a list of criteria on which we should judge the presentations. Indicate priority and ratings. Judge the value of OFCOM to the British public What is your judgement regarding the case? Can you judge which of these ideas will be of greater benefit to the community? How effective are ASBOs?

Justify Back to Evaluation verb - prove to be right or reasonable 1) 2) 3) 4) 5) Can you defend your position on capital punishment? Use evidence to justify your argument What is there to justify these claims? How does the barrister attempt to justify the defendant’s actions? What justification is there for accepting a certain level of unemployment as ‘inevitable’?

Rank Back to Evaluation verb - give (someone or something) a rank within a grading system 1) 2) 3) 4) 5) Rank the arguments in order of efficacy Rank the pictures according to the level of bias How would you order these images to fit the grading system? Can you use the assessment criteria to put the performances in order? Place the policy suggestions according to what extent they solve the problem we highlighted

Rate Back to Evaluation verb - assign a standard or value to (something) according to a particular scale 1) 2) 3) 4) 5) Produce a scale which could be used to rate the effectiveness of council policies How would you rate your performance in the assessment? Rate these crimes in order of severity (by a scale, or implicitly through personal morality scale) Rate the proposals based on our criteria How do the sustainable development plans rate in relation to the requirements of Local Agenda 21?

Review Back to Evaluation verb - 1 carry out or write a review of. 2 view or inspect again 1) 2) 3) 4) 5) Review your work and make the changes that will take it to the next grade. Produce a literature review Provide a synopsis of the book What conclusions about the document have you come to? What are your findings having reviewed the film?

Value Back to Evaluation Verb - fix or determine the value of; assign a value to 1) 2) 3) 4) 5) What is the value of free trade to developing countries? Can you determine the value of the criminal’s behaviour? What effect has government policy had on unemployment? Why was this a valuable learning experience? What value would you assign to tolerance in a democracy?

Advertisement Debate Graphic design Museum exhibit Annotated bibliography Detailed illustration Greeting card Musical composition Art gallery Diary Illustrated story News report Biography Diorama Journal Pamphlet Blueprint Display Labeled diagram Pattern with instructions Board game Drama Large scale drawing Photo essay Book Cover Dramatic monologue Lecture Picture dictionary Brochure Editorial Letter Podcast Bulletin board Essay Letter to the editor Poem Card or board game Experiment Lesson Poster Chart Experiment Log Line drawing Reference file Collage Fable Magazine article Power. Point Presentation Collection with illustration Fact file Map Survey Collection with narrative Fairy tale Map with legend Video Comic Strip Family tree Mobile sculpture Vocabulary List Computer program Glossary Monograph Written report Crossword puzzle Graph Example Product list taken from http: //cs 1. mcm. edu/~awyatt/csc 3315/bloom. htm Back to the start

Generic Knowledge Activities Make a list of the main events. . Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the. . in the story. Make a chart showing. . . Make an acrostic. Recite a poem. From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Knowledge

Generic Comprehension Activities Cut or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Comprehension

Generic Application Activities Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game using the ideas from the study area. Make a clay model of an item in the material. Return to Dress a doll in national costume. Application Paint a mural using the same materials. Write a textbook about. . . for others. Design a market strategy for your product using a known strategy as a model. From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm

Generic Analysis Activities Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Return to Analysis Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture. From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm

Generic Synthesis Activities Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to. . . Write a TV show, play, puppet show, role play, song or pantomime about. . . ? Design a record, book, or magazine cover for. . . ? Make up a new language code and write material suing it. Sell an idea. Devise a way to. . . Compose a rhythm or put new words to a known melody. From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Return to Synthesis

Generic Evaluation Activities Prepare a list of criteria to judge a. . . show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School. " Write a letter to. . . advising on changes needed at. . . Write a half yearly report. Prepare a case to present your view about. . . From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Return to Evaluation

Generic Knowledge Question Stems What happened after. . . ? How many. . . ? Who was it that. . . ? Can you name the. . . ? Describe what happened at. . . ? Who spoke to. . . ? Can you tell why. . . ? Find the meaning of. . . ? What is. . . ? Which is true or false. . . ? From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Knowledge

Generic Comprehension Question Stems Can you write in your own words. . . ? Can you write a brief outline. . . ? What do you think could of happened next. . . ? Who do you think. . . ? What was the main idea. . . ? Who was the key character. . . ? Can you distinguish between. . . ? What differences exist between. . . ? Can you provide an example of what you mean. . . ? Can you provide a definition for. . . ? From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Comprehension

Generic Application Question Stems Do you know another instance where. . . ? Could this have happened in. . . ? Can you group by characteristics such as. . . ? What factors would you change if. . . ? Can you apply the method used to some experience of your own. . . ? What questions would you ask of. . . ? From the information given, can you develop a set of instructions about. . . ? Would this information be useful if you had a. . . ? From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Application

Generic Analysis Question Stems Which events could have happened. . . ? I. . . happened, what might the ending have been? How was this similar to. . . ? What was the underlying theme of. . . ? What do you see as other possible outcomes? Why did. . . changes occur? Can you compare your. . . with that presented in. . . ? Can you explain what must have happened when. . . ? How is. . . similar to. . . ? What are some of the problems of. . . ? Can you distinguish between. . . ? What were some of the motives behind. . . ? What was the turning point in the game? What was the problem with. . . ? From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Analysis

Generic Synthesis Question Stems Can you design a. . . to. . . ? Why not compose a song about. . . ? Can you see a possible solution to. . . ? If you had access to all resources how would you deal with. . . ? Why don't you devise your own way to deal with. . . ? What would happen if. . . ? How many ways can you. . . ? Can you create new and unusual uses for. . . ? Can you write a new recipe for a tasty dish? can you develop a proposal which would. . . From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Synthesis

Generic Evaluation Question Stems Is there a better solution to. . . Judge the value of. . . Can you defend your position about. . . ? Do you think. . . is a good or a bad thing? How would you have handled. . . ? What changes to. . . would you recommend? Do you believe? Are you a. . . person? How would you feel if. . . ? How effective are. . . ? What do you think about. . . ? From: http: //www. teachers. ash. org. au/researchskills/Dalton. htm Back to Evaluation