Higher order thinking skills are essential within all phases of learning and are indicated to have a positive impact on the development of vital literacy skills (Building the Curriculum 4, 2009). It is essential that all pupils have acquired key skills to be successful within life, learning and work. According, to Scotland’s Youth Employment Strategy (2014) the acquisition of higher order thinking skills is a fundamental aspect that prepares young people for the modern workforce. Currently, attainment within Literacy is a national priority and is a focus within my school’s improvement plan, therefore, implementing Bloom’s Taxonomy as a differentiated questioning approach aimed at promoting higher order thinking skills, aligns with government and school policy.
The aim of this enquiry was to discover what happens when differentiated questioning, using Bloom’s Taxonomy, is implemented during Literacy. This enquiry will evaluate the impact of reading comprehension for all pupils with a specific focus on one same ability reading group within the class.