We all need some help!
The new style 9-1 GCSEs 2017 • More rigorous in their content • More rote learning / closed book examinations • Changes in tiers of entry in some subjects REVISION IS MORE IMPORTANT THAN EVER BECAUSE COURSEWORK IS BEING REMOVED.
When – when should they revise? They should have already started because the time in Yr11 flies by – honest! Little and often is the best way.
Get them organised with a revision timetable
revisionworld.com Free to register • Enter names of exams and topics / number of sessions • Will generate a revision timetable •
Where – where are they going to revise? All of these: A quiet place at home with a desk and stationery... In bed – rereading information / notes... On the bus – listening to an audio version of a text, notes, formulas… With a friend at lunchtime – testing each with quiz questions / repeating quotes... In a computer room after school – using suggested websites...
Time management problems • Studying for hours on end results in a student who is not actually learning anything. • Time Management Technique – the Pomodoro method (it’s a real thing) – suggests setting a timer / app for 25 mins and focusing on just one task. Then break for 5 mins and do something completely different.
HOW ARE THEY GOING TO REVISE... This is the important bit... STARING AT THE BOOK FOR HOURS ON END IS NOT ACTUALLY REVISING – IT IS STARING AT THE BOOK ...and very few people have photographic memories… They need to be pro-active!
24 – 7 • If you know something 24 hours after you have learnt it, it is in your short- term memory. • If you know it 7 days later, it is in your long-term memory. • They need to keep revisiting topics and retesting their knowledge.
How can they revise smartly? • Reduce it by working out what they do know and what they don’t know. Get them to concentrate on understanding the ‘don’t know’ topics. • Get them to begin with jotting down everything they know about a topic… this should guide them towards the areas they need to focus on.
I already know that I am very cute!
If getting started is the problem… • Encourage them to have a set time to start – and finish! • Use a revision timetable and stick to it wherever possible.
If certain topics don’t come easy • Make them a number 1 priority… NOW! • Break them into even smaller revision units • Get them to give themselves twice as long to revise these topics • Get them to test themselves after every revision session • Encourage them to get a ‘study partner’ to help and encourage them
If they can’t master something and it’s getting them down? • Tell them to stop struggling immediately – it’s draining their energy. • Get them to make a note of the problem and ask the subject teacher for help the next day.
If they have no sense of time? • Encourage them to get used to working under time limits by allocating 10, 20, 30 or 40 minutes to revise a topic, do a test or write an essay. • This will make them familiar with the time limits they’ll allocate to questions during exams.
Here are a range of techniques – you can encourage your son / daughter to use… …for any subject
HIGH 5 • Decide on 5 key words / ideas / themes for each topic they are studying and rank order them…
PAST PAPER PRACTICE PRACTICE MAKES PERFECT • Use the internet / get them to speak to teachers and get copies of past papers. They could be extra cunning and just do plans for some…
RANDOM SELECTION • Encourage them to work with other people - get someone else to select a quote or fact from the text(s) and see if they can explain it / make some comments on it…
CHARTS / GRIDS • Devise their own chart / grid to display information they are learning. Transforming information helps it to stick…
SKETCHING / DRAWING • Sketch the key characters from a novel / from history / famous scientists and label them with key words (exaggerate the sketch to make it even more memorable)
MIND MAPS • Produce mind maps for each topic / chapter / event • Mind maps are good at start of revision to see what they actually already know!
MAKE A POSTER ABOUT A TOPIC • Use internet / notes and produce their own poster or fact sheet about each of their revision topics.
LISTEN AND LEARN • Get them to record themselves reading a text or saying key notes / quotes / formula so they can play them back at their convenience – when walking to school, on the bus, in the car...
QUIZZES • Get them to devise a series of quiz questions – they can then work with a friend who does a different section / topic or another text.
POST IT NOTES / CUE CARDS • Reduce to a post it / cue card. Reduce each topic, chapter, concept, theme to the size of a post it. • As they learn things they reduce again.
EQUIPMENT • Supply the student with a revision pack of stationery: post-it notes, highlighters, coloured pens and pencils, cue cards, folders, binders…
DON’T PANIC • Accept this is going to be a stressful time for all. • Keep positive. • Get them to attend every day. • Remind yourself (and them) it will end… and they’ll have a brilliant Summer!
Resilience 4 written exams + speaking task English paper 1 = 1hr 45mins English paper 2 = 1hr 45mins Literature paper 1 = 1hr 45mins Literature paper 2 = 2hr 15mins
Pre 20 th century content Cotherstone Academy Aug. 7. 1822 Dear Father Our Master has arrived at Cotherstone, but I was sorry to learn he had no Letter for me nor anything else, which made me very unhappy. If you recollect, I promised that I would write you a sly Letter, which I assure you I have not forgot, and now an opportunity has come at last. I hope, my dear Father, you will not let Mr. Smith know anything about it for he would flog me if he knew it. I hope, my dear Father, you will write me a Letter as soon as you receive this, but pray don’t mention anything about this in yours; only put a X at the bottom, or write to my good Friend Mr. Halmer, who is very kind to me and he will give it to me when I go to Church. He lives opposite and I assure you, my dear Father, they are the kindest Friends I have in Yorkshire and I know he will not show it to Mr. Smith for the Letters I write you are all examined before they leave the School. I am obliged to write what Mr. Smith tells us and the letters you send me are all examined by Mr. Smith before I see them, so I hope, my dear Father, you will mention nothing of this when you write. It is now two years come October since I left you at Islington, but I hope, my dear Father, you will let me come home at Xmas that we may once more meet again alive - if God permit me to live as long. Our bread is nearly black; it is made of the worst Barley Meal, and our Beds are stuffed with chaff1 and I assure you we are used more like Bears than Christians2 . Believe me, my dear Father, I would rather be obliged to work all my life time than remain here another year. George is quite well but very unhappy. Your respectful son Henry
How can you help? • Encourage students to read widely: newspapers, letters, articles, blogs, diaries… • Students will be set weekly paper 2 homeworks which will include pre 20 th century material.
It’s all about the quotes! If they tell you they have nothing to do…they can always be learning key quotations…
What exams they need to learn quotes for? Literature Paper 1 • ‘Romeo & Juliet’ / ‘Macbeth’ • ‘The Sign of Four’ / ‘A Christmas Carol’ Literature Paper 2 • ‘An Inspector Calls’ • Cluster poetry – Power & Conflict / Love and Relationships
How many do they need to know? This is a bit like asking how long is a piece of string… They need to know enough KEY QUOTES that they can use a variety in their essays. They need to learn enough to cover possible question topics.
How often should they learn them? • Little and often. • 24-7. If they know a quote 24 hours later, it is in their short term memory. If they know it a week later, there is a good chance it is in their long term memory. • They need to keep revisiting their selected quotes…
How can you help them learn quotes… • Remind them - just looking at them is not learning them! • Ensure they are actively learning and not passive…
REPETITION – VISUALLY / AURALLY • Get student to put quotes on cue cards and dot around the house so they see them over and over. • Record yourself speaking them and play back on headphones in ‘dead’ time e.g. on the bus, waiting for a lift, on a journey in the car…
Look / Say / Cover / Write / Check • This is how you helped them learn spellings when at primary school… • Because they use more than one sense (sight, sound, touch/feel) there is more chance of quote sticking in their brain.
Mnemonics • Get them to look for patterns in quotes and silly reminders • TTTTBB – four teas / two biscuits “teach the torches to burn bright” (Romeo & Juliet)
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