Creating and using a subject specific Bloom's Taxonomy. In this case for A2 English language

1. Bloom’s in the A2 English Classroom
Argue
Challenge (Require personal inferences –
creativity)
Illumination
Perceptiveness
Describe
Reflect
Explore
Evaluate
Judge
Justify
Judicious selection of…
Show
Apply
Explain
I teach a specific glossary of key
words for students to
understand the meaning of and
apply to coursework and exam
answers. These are in the
language of the exam or mark
schemes they are assessed by
effectively decoding the
language of the examiner. I
explain how high grades are
linked to high order thinking
skills.. (I have colour coded
them to match the Taxonomy
picture).

2. Using this to differentiate
Argue
Challenge (Require personal inferences –
creativity)
Illumination
Perceptiveness
Describe
Reflect
Explore
Evaluate
Judge
Justify
Judicious selection of…
Show
Apply
Explain
This becomes differentiation
when students specifically
tackle a level that is linked to
prior achievement
This could either be self
selection.
They analyse an existing piece
of the their work and identify
the level they are working at.
They then target the next level
Or based Decided by the
teacher
Or the teacher specifies the
next level for the student to
tackle, based on the teachers
assessment

3. Using this to differentiate
Argue
Challenge (Require personal inferences –
creativity)
Illumination
Perceptiveness
Describe
Reflect
Explore
Evaluate
Judge
Justify
Judicious selection of…
Show
Apply
Explain
It is essential that students
recognise that there is
progression up the list

4. Benefits of this approach
•The way that we improve our language is by being
exposed to language that is just beyond our own
•Students are challenged to achieve at a higher level
and stretched
•Students don’t attempt to work at a level that is
beyond their current skill level as this can result
work that is incoherent