Transcript Effective revision strategies

Supporting your Daughter or Son for
Success in Year 11
English: % of pupils
making expected
progress
Maths: % of pupils
making expected
progress
Wellsway School
76%
45%
77%
81%
83%
Ralph Allen School
73%
36%
73%
80%
74%
Norton Hill Academy
69%
42%
69%
77%
77%
Oldfield School
69%
18%
72
84%
74%
Hayesfield Girls School
66%
28%
69%
85%
72%
Saint Gregory's
Catholic College
66%
41%
67%
77%
72%
Chew Valley School
60%
32%
62%
68%
63%
Beechen Cliff School
60%
45%
62%
58%
81%
Broadlands Academy
53%
7%
54%
78%
37%
Writhlington School
53%
24%
59%
66%
60%
St Mark's CofE School
49%
21%
49%
71%
62%
Somervale School
44%
14%
44%
57%
50%
Bath Community
Academy
38%
6%
40%
72%
50%
56.60%
24.20%
58.90%
71.60%
65.50%
School name
England - state funded
schools only
% achieving 5+ A*-C
GCSEs (or equivalent)
including English and
maths GCSEs
% achieving grades A*C in English and maths
GCSEs
% achieving the English
Baccalaureate
GCSE Results Summer 2014
A Level Results Summer 2014
Average Point Score per
Ralph Allen School
Wellsway School
Hayesfield School
Somervale School
Norton Hill Academy
Writhlington School
Oldfield School
Beechen Cliff School
Chew Valley School
Bath Academy
Local Authority
St Brendans
A level
entry
231
229.8
214.8
214.2
211.9
200
216.7
215.3
215.2
194.3
217.6
200
A level
entry
express
ed as a
grade
BBC
C
C
CC+
C+
C+
D+
C+
C-
England - state funded
schools and colleges
211.2
C
A level
Grades
studen
AAB or
t
higher
(fullin at
time
least 2
equiva facilitating
lent)
subjects
786.5
28%
814.3
18%
746.6
16%
770.1
0%
773.3
8%
682.3
6%
747
10%
845.6
18%
772.3
14%
597.7
0%
780.6
15.30%
671.1
4%
772.7
11.90%
We aim to:
• Give you some clear strategies for supporting
your children with effective revision
• Give advice about health and well-being of
young people during a stressful period
• Give some specific advice about preparation
for English and mathematics
A quick biology test………
• Mitochondria – the parts of a cell which
release energy in respiration
• Cell membrane – controls the passage of
substances in and out of the cell
• Ribosomes – the parts of a cell which
synthesise protein
• Chloroplast – a part of a plant cell which
absorbs light energy to make food
• Vacuole – a region of a plant cell filled with
cell sap
• Nucleus – controls the activity of a cell
• Diffusion – the spreading of particles of a gas
or a dissolved substance to regions of lower
concentration
• Organ – a part of the body, made of specialist
tissues, which performs a function in the body
• Tissue – A group of cells with similar stucture and
function
• Respiration – reactions which break down sugar
to produce energy
• Photosynthesis – the process by which plants
convert carbon dioxide and water to oxygen and
glucose using energy from sunlight
• Muscular tissues – these contract to produce
movement
• Glandular tissues – these produce substances
such as enzymes and hormones
• Epithelial tissues – these cover parts of the
body
Your turn!
• Use the answer grids to define the biological
terms
countdown
Effective revision strategies
Why do we revise?
Retrieval
Rehearsal
Stimulus
Sensory
Memory
Short –
term
memory
Long –
term
memory
(long
term
store)
The aim of effective learning is to ensure that new material progresses
from short – term memory to long – term memory. Once there,
effective revision keeps retrieving previously learned material and
bringing this back into short – term memory, so that this material can
be used to respond to questions.
Effective revision strategies - what the
research says
• Dunlowsky et al (2013) studied 10 strategies used by students to
revise and prepare for examinations. The findings were:
• Higher effectiveness
– Regular practice testing
– Distributed practice
• Moderate effectiveness
– Elaborative interrogation
– Self – explanation
– Interleaved practice
• Lower effectiveness
–
–
–
–
–
Summarising
Highlighting
Mnemonics
Imagery to represent text
Re-reading
A blend of these techniques, tailored to
how the student likes to learn is more
effective than using one technique in
isolation
There is a strong scientific consensus that
regular and distributed practice have the
greatest impact and should be part of any
revision repertoire used by the students.
Percentage of material recalled
Memory performance over time
After 10
minutes
After 1
day
Time
After 2
days
After 3
days
Does music help you learn?
• A recent study by Perham and Vizard (2010) shows
music did not improve learning;
• In the study someone else talking, music enjoyed by
students and music disliked by students all had a
similarly distracting effect;
• The best condition for study and the learning of
new information was silence.
Implications
• The more difficult the material being revised, the
greater the need to minimise distractions;
• The material being revised will be recalled in the
silence of the examination room. It therefore
makes sense for the material to be learned under
the same conditions, so that the conditions of
recall replicate the learning conditions;
• Think of the example of the ‘Crimewatch’
reconstruction.
Examinations and stress
• We need to distinguish between:
• A – Eustress (positive and motivational)
• B – Distress (damaging to health and
relationships)
Recognising stress
• These are high stakes examinations and your
child will probably be feeling under pressure;
• This pressure is likely to grow between now and
May;
• You might see some of the following behaviour
signs:
–
–
–
–
–
–
Increased moodiness and irritability;
Increasingly argumentative;
Disrupted sleep patterns;
Becoming withdrawn;
Complaining of stomach aches and headaches;
Making negative statements about him or herself.
How to manage this
• Listen and try to be available;
• Offer reassurance – these examinations will not
last for ever;
• Try not to lose your temper;
• Encourage your child to use problem – focused
strategies, by being well planned and developing
feelings of control;
• Encourage your child to use emotion – focused
strategies by taking planned breaks and arranging
some positive distractions.
English Language IGCSE
Coursework Portfolio - 40% of
total marks.
Exam -40% of total
marks
.
Candidates submit three
assignments, each of 500–800
words.
• Assignment 1: Film Review
• Assignment 2. Saving Private
Ryan
• Assignment 3. Letter to The
Daily Mail
Speaking and Listening - 20% of total
marks
Approx. 10–12 minutes
Individual Task and Discussion.
Reading Passages (Extended)
Tuesday 5th November
•
•
2 hours
Candidates answer three
questions on two passages
of 600–700 words each,
linked by a common theme.
•
Eligible for Grades A*–E.
Question 1
You are Nicole Panteli, the journalist. Write a newspaper article for the local newspaper based
on your visit to the moor, with the title ‘Big Cat or Tall Story?’.
In your newspaper article you should comment on:
• what the local people believe about the ‘beast’
• your own memories and your experience while driving across the moor
• your opinions on the ‘beast’ and the locals, and predictions for the future.
Base your newspaper article on what you have read in Passage A, but be careful to use your own
words. Address each of the three bullets.
Begin the newspaper article: ‘Last week I went on a trip down memory lane to investigate a
longstanding
mystery…’.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
Question 1
Key Skills:
Understanding the extract
and finding key information
Creating a voice that makes
sense
Making inferences and
deductions
Revision activities:
• Take an opening or double page of
any novel.
• How are the characters
introduced?
• Do they change?
• How is setting introduced?
• Write the story from a character’s
point of view
• Plan out ideas with a clear
beginning, middle and end
You are Nicole Panteli, the journalist. Write a
newspaper article for the local newspaper based
on your visit to the moor, with the title ‘Big Cat or
Tall Story?’.
In your newspaper article you should comment on:
• what the local people believe about the ‘beast’
• your own memories and your experience while
driving across the moor
• your opinions on the ‘beast’ and the locals, and
predictions for the future.
Base your newspaper article on what you have read
in Passage A, but be careful to use your own
words. Address each of the three bullets.
Begin the newspaper article: ‘Last week I went on a
trip down memory lane to investigate a longstanding
mystery…’.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your
answer, and up to 5 marks for the
quality of your writing.
Question 2
Key Skills:
Selecting good descriptions
Give a meaning (dictionary
definition)
Explaining the effect of language
Revision activities:
• Read a newspaper or
magazine
• Choose an article/story
• Does it have a point of
view?
• How is it written?
• What is the purpose?
• How are language
devices used to support
the purpose?
• Which features of
language would you
comment on? Why?
Re-read the descriptions of:
(a) the appearance of the beast in
paragraph 3, beginning ‘As she
rounded…’
(b) the appearance of the farmer and
his farm in paragraph 4, beginning ‘A
little further...’.
Select four powerful words or phrases
from each paragraph. Your choices
should include imagery. Explain how
each word or phrase selected is used
effectively in the context.
Write about 200 to 300 words.
Up to 10 marks are available for the
content of your answer.
Question 3
Key Skills:
Finding key points
Writing in a short and concise
way
Revision activities:
Chose a short article from a
magazine/newspaper
Summarise the key points in
one paragraph
Read carefully Passage B, Unicorns and Yetis, in the Reading
Booklet Insert and then answer
Question 3(a) and (b) on this Question Paper.
Question 3
Answer the questions in the order set.
(a) Notes
What are the reasons for not believing in the existence of
unicorns and yetis, according to
Passage B?
Write your answer using short notes.
You do not need to use your own words.
Up to 15 marks are available for the content
(b) Summary
Now use your notes to write a summary of what Passage B tells
you about the reasons for
not believing in the existence of unicorns and yetis.
You must use continuous writing (not note form) and use your
own words as far as
possible.
Your summary should include all 15 of your points in Question
3(a) and must be 200 to 250
words.
Up to 5 marks are available for the quality of your
writing.ontent of your answer.
Literature IGCSE
Coursework – 40%
• Candidates will
study two or more
texts and complete
a coursework task
on these.
• Candidates will be
asked to comment
on the connections
across the texts.
50 marks
Examination (Unseen Poetry and
Prose) – 60%
Section A: unseen poetry text.
• Foundation tier - a number of
structured questions
• Higher tier - single open
response question.
• 35 marks
Section B: Drama text
• Foundation tier - answer a two
part question on the prose or
drama text of their choice.
• Higher tier paper - a choice of
two open ended questions on
each text.
• 40 marks
Revision
Guide
• £2.75
Revision Techniques for Maths
• Similar to other subjects
• Some recall of facts
• Mainly skills and methods
REVISION TECHNIQUES
Bad Revision
GENERAL TIPS
•
•
•
•
Use Revision Aids
Try different revision techniques
Use revision guides
Use web sites
GENERAL TIPS
Create a REVISION ENVIRONMENT
Choose a suitable place for this work. Use it
visually with posters, post-its, lists etc. This
may help you remember key points for the
exam.
SOME OTHER USEFUL REVISION TECHNIQUES
• VISUAL TECHNIQUES e.g., flow charts and spider diagrams
Very useful to help you remember key information and to
help you remember the sequence of things or how
different pieces of information link together.
• INDEX CARDS These can be bought at a stationers and are
very useful for producing your own revision notes by
summarising your notes into bite size chunks.
• POSTERS Another visual technique that can be very
effective. Design them to summarise important areas of
content and stick them up in your room. Make them
colourful and visually striking for maximum effect.
• POST-ITS Use post-its on your notes to help you remember
things that you are having difficulty with. You can also stick
them on your bedroom wall or on the back of the loo door
and keep testing yourself.
• LISTS Very useful to help you remember key information
and to help you remember the sequence of things or how
different pieces of information link together.
• GAMES Produce your own simple game e.g. matched pairs
• LOOK, COVER, WRITE, CHECK A simple and effective
method for self testing. Really useful for learning spellings
or grammar or facts
SOME OTHER USEFUL REVISION TECHNIQUES
• RECORDING & LISTENING A really effective method for
‘audio’ learners and for preparing for language oral exams.
• USE HIGHLIGHTER PENS To highlight key words and help
them stick in your memory
• USE A COMPUTER TO SUMMARISE NOTES, PRODUCE
DIAGRAMS You will end up with a neat and professional
looking set of revision notes.
• TEST YOURSELF WITH PAST EXAM PAPERS This will really
help you to see the relevance of your revision. It will also
help you to get your timing right, which is a crucial aspect
of exam preparation.
Mymaths
7 Simple Revision Strategies:
1. Display your exam timetable and revision timetable
in a place where you, your family and visiting friends
will see it regularly.
2. Use 40 – 10 revision technique. 40 minutes work, 10
minutes break.
3. Never rely on reading alone to revise. Make sure you
are processing information by solving problems,
producing concept maps or writing short notes.
4. Do keep up hobbies like sport or music. Maintain a
social life but in moderation.
5. Get up early and eat a proper breakfast on revision
and exam days. Choose foods carefully.
6. Vary the subjects you revise, saving your favourites
for last.
7. Ask your teachers for advice on exam technique –
they’re the experts.
During the examination
1.
2.
3.
4.
5.
6.
7.
8.
Read the entire question before answering, checking that you
have also looked at any additional text, graphs, tables or other
information.
Look for important command words like describe, explain,
compare, analyse or evaluate in the questions. (Highlight these
command words)
Look at the number of marks available for each question – this is
a guide to how many separate written statements are needed, the
required length of the answer, the amount of time to spend on
the answer, or how many stages there are in a calculation.
Find any additional help sheets available to you (for example a
formula or data sheet in science).
Always finish a question, even if you think you made a mistake at
an early stage or had to make a guess. You will score marks
despite this.
Show all of your working out in mathematical calculations.
Check carefully for errors at the end. If you used a calculator in
any questions, check these questions first.
Check the whole paper (even the back page) to make sure that
you have answered every question that you should have.
Revision Timetable
Revision timetable
Monday
8 am
11
9 am
10 am
11 am
12 pm
1 pm
2 pm
3 pm
4 pm
5 pm
6 pm
7 pm
8 pm
Tuesday
Name:
Wednesday
Thursday
Friday
Saturday
Sunday