Not really. There is no implied hierarchy with this taxonomy. Fundamentally, it is a learning design tool. Knowledge has to be carefully constructed before you can use it creatively. We have used up-to-date ideas about cognition and knowledge. In many classrooms, Blooms has been taken out of context and distracted staff away from the core of their subject.

It helps teachers think through instructional tasks and children understand what they are being asked to do. It can be used in powerpoints, worksheets, books and planning meetings.

Both. This sensible approach embraces the idea that we cannot think with nothing. Knowledge is both a cause and effect of thinking. We need a new generation of expert thinkers and at the very least, this will help children to become independent, lifelong learners.

If you tick any of these boxes the answer is yes:
a) You want your pupils to do more of the thinking.
b) You use knowledge organisers but think you could get more out of them.
c) You are looking further ahead than just test results.

Both. If you are in the business of learning you are in the business of making thinking happen.