Transcript Year 10 Mock Exams in Maths and Science are March 22-23

Keep calm
and revise
Year 10 Mock Exams in Maths
and Science are March 21-24
Y10 English Mock Exam is July 4
Year 11 GCSE Exams start Fri
May 27
Students are on study leave
from June 6
REVISION
To help remember something you’ve learned before.
To make it stick in your mind for longer.
To work out something you’ve found difficult before.
To be prepared for a test, exam or interview.
To do as well as you can in a test, exam or interview.
REVISION
When to revise?
First make a list of any
commitments that
take up your time.
For example:
School
Homework
Sport
Family
Leisure
Babysitting
Work
REVISION
Now work out how much time you have
3 x weekdays = 3 x 45 mins
6 hrs 45 mins
Weekends = 2 x 1 hour
6 hrs
+
Over 3 weeks
12 hrs 45 mins
If you are revising Maths, Biology, Chemistry and
Physics, that is 4 subjects. So, you could allow
at least 3 hours per subject, to divide between
different topics.
REVISION
Use your planner!
Write down what topics you will revise on which day, and for how
long
Use a calendar too
So your family can see when to let you get on with it!
Chunk your time
Research shows we focus better and are more motivated when we
break tasks down into chunks
Plan blocks of 30 mins with 5 min breaks between
Vary the topics – it’s more interesting
Allow time at the end of a session to review/read over/check
through everything you have covered
REVISION
Ask your teacher!
Maths have provided a topic list – see the print-out
For Science, revise Unit 1 for Biology (B1), Chemistry (C1) and
Physics (P1)
Go through your books
Look at the Maths and Science homepages on Learning Space
Use MathsWatch, Kerboodle and Sam Learning
Make a hit list
3 topics you feel least confident about, or seem the least familiar
Study these topics first and allow more time later too
Look at the subject
homepage on ELE
Use the Specification sorter to find your course details,
then look them up on the exam board website. There
will be mark schemes and past papers to work
through.
REVISION
TECHNIQUES
And what we learn
Mood and learning
• Memory traces – a change in nerve cells or brain activity when
memories are stored
• Memory decay – fading or weakening of memory traces
• Disuse – a theory that describes the memory traces weakening when
memories are not periodically used or retrieved
• Availability – memories that are stored
• Accessibility – memories that are stored that can be retrieved
when needed
• Memory cue – a stimulus that enhances the retrieval of an associated
memory
• State dependency – body state influences outcome. If you can
match your learning state to your retrieval state memory improves.
• Intereference – tendency of new memories to impair the retrieval of
older ones, and the reverse
How much do you forget?
ie: what can you recall, when?
How much can you recall if
you review?
So, how do you do it?
Strategies for Visual Learning
• Visual cues
– Colouring in
– Noticing shapes
– “see the page”
• Spider diagrams (mind mapping)
• Concept maps (mind mapping)
How to mind map?
Strategies for Auditory Learning
• Play a particular
piece of
music/song for a
specific topic.
• Say things out loud
• Record and
playback
• Tell someone else
• make up
songs/rhymes
Strategies for Kinaesthetic
Learning
• Active writing
– Make notes
– Cut up to form
‘jigsaw’
– Sort out
– Make Flash cards
Tricks of the Trade - Revision
• Making it stick
Remind yourself-again
and again
• Revise something one
night
(eg:I hour)
• Read through it the
next day (eg:15 mins)
• Take another quick look
next week (eg:10 mins)
• Keep "topping up" until
the night before the
exam
"Look, Cover, Write, Check"
• read it
• hide it
• write it out
• check to see if you got it
right.
(This technique is good for
spellings, diagrams, equations
and lists of facts etc.)
Remembering labelled
diagrams
• Draw a copy of the
diagram - but
without the labels
• Fill in the labels
from memory
Highlighting
• Highlight key words / key ideas
Makes it easier to revise later, plus
scanning through your books looking
for the key stuff helps you to
remember it.
Make a summary of the
information
• Try to get the whole topic
onto one side of A4 paper.
It's the act of making the sheet
which fixes the information in
your mind.
Use "spider diagrams" - they really
help to show what's in a topic.
• Now try reducing it even
further onto a post-it note!
"Flash Cards"
• Put topic headings on one side
• Details on the other
Or
• Questions one side
• Answers the other
These can help you to remember facts and equations.
Carry them with you, and look at them when you have a spare
moment (lunch queues, break times, on the bus...).
Look for online apps to create flash cards.
Make "jigsaws"
• List things on a
sheet of paper
• Cut the paper up
• Jumble it
• Then sort it out
Here's a jigsaw example…..
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•
•
Mouth
Oesophagus
Stomach
Duodenum
Liver
Small Intestine
•
•
•
Large Intestine
Rectum
Anus
Grinds up the food
Connects the mouth to the stomach
Adds acid to the food to break it down
Connects the stomach to the small intestine
Makes bile to break down fats
Absorbs nutrients into the bloodstream for
transport around the body
Recovers water from the digested food
Waste is stored here, ready to leave the body
Waste leaves the body
This works for Kings, Queens , dates, who did what in a play, all
definitions, and much more.
Work out "what could they
ask me about this?"
E.g: a question about acids and
alkalis
• you'll be expected to know about
the numbers on the pH scale
• the colours that Universal
Indicator goes
• what "neutralisation" means, etc.
Practice on real exam
questions
The more you can try, the better.
You wouldn't expect to do any other performance
without a realistic rehearsal, and this is no different.
Be clear about what you're
expected to know
• If not - how do you know if you've revised it all?
• Check with your teachers if you're not sure.
• Go along to any revision sessions that you can.
• Get different teachers to explain any confusing bits- they
may explain it in a different way.
Identify your strong and
weak areas
• Go through your exercise book or revision
guide
• Put Green blobs beside stuff that you're happy
about
• Red blobs beside the bits you find more
difficult.
Now you know what to ask your teachers about at those
revision sessions.
Work with somebody else
• There's an old saying:
"the best way to learn is to teach".
• If you can explain stuff to somebody else, then
you know that you've got it straight yourself.
“I know”
“You’re very clever”
Parents are the..
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Attendance officer
Provider of toolbox – quiet space, pens, paper……
Banker – paying for the tools, revision guides
Study buddy – showing an interest in the subject, helping with(not
doing) homework, testing you when you ask for help
Entertainments officer – finding out about TV, films, theatre,
exhibitions that are relevant to the courses they are studying
Sound board and adviser – helping them break work into chunks that
are manageable, keeping a subtle eye on progress, celebrating
achievements and seeing positives when things go bad
Project manager – agreeing homework rules and revision (they won’t
work if they’re imposed), setting a realistic timetable, providing a
balance between work and ‘fun stuff’, showing a flexibility in revising
plans when needed
Go between – nipping problems in the bud
Information finder and interpreter – there is a lot of information and
help out there
Most of all, as a parent…..
…..your chief role will always be that of the
person who cares most in the world,
champion of their needs and admirer of
every achievement.
The most important role you will play is that
of the person who will love them and be
proud of them whatever happens.
Make a plan
• Stick to it!
• Keep reviewing your work
• Be positive – it will all help!
Happy revising and good luck!