WHITWORTH COMMUNITY HIGH SCHOOL Y11 GCSE Revision Evening January 2017
WORKING TOGETHER…. HELPING YOUR CHILD WITH REVISION Ideas and techniques to help support our Y11s to achieve their potential
HOW TO GET THE GRADES YOU WANT • Create a vision of success • Formulate and commit to a plan to achieve your maximum potential • Be ruthless and aspirational in your determination to succeed • Knowledge and understanding of your subjects is essential • Plan a revision timetable and stick to it! • Put aside distractions!
MY GOALS –WHY DO I WANT TO DO WELL? • To get into the sixth form I • Because it has a want (wherever that reputation for great might be) progress – and support • To get to do the • Because I really want to apprenticeship I want to become a dental do technician • To make my parents / • Because they always carers proud support me • So I can honestly say I did • I want to feel good about my best myself – no regrets
How aware are you? • How many weeks are left before external exams start? • Have revision notes been started for all subjects? • Is there a file for each subject for revision notes and past questions? • What exam board and specification are your sons and daughters following for different subjects? • What is their target grade and what is their working at grade? • What needs to be done in particular subjects in order to close the gap between their working at grade and target grade? • Are weekends and evenings balanced between school work and other activities? • In which subjects are they making most / least progress?
WHAT IS REVISION? It means actively looking over work on a regular basis: To remind you of things you have 1. forgotten. To make links with other learning so you 2. have the bigger picture. To reinforce learning. 3. To identify what you don’t know. 4. To check understanding. 5.
WHY ENCOURAGE REVISION? • It reduces panic – gives students control and confidence. • It means that exams reflect what students can do, not what they learnt and then forgot! • To help identify problem areas. • Achieve better results!
THE CURVE OF FORGETTING
X How can you support your child?
SHOULD I HELP WITH REVISION? • Research and experience shows that children whose parents/carers take the opportunity to be frequently interested and involved in their child’s learning make most progress. • You will get to know your child’s strengths and difficulties and find out what they are studying. • Discussing work with them strengthens their understanding.
KEY POINTS ● Make sure your child knows what they need to revise for each exam paper ● Make sure they know what each exam paper entails (short answers, essays, 4 mark answers) ● Make sure they can talk you through a past paper
HINTS FOR AN IDEAL REVISION AREA
RESOURCES TO REVISE ▶ Help provide the right resources for your child to revise actively: ◦ Pen, rules, pencils, paper, glue, scissors ◦ Post-it notes ◦ Revision cards ◦ Coloured pens ◦ Highlighters ◦ Dictionary ◦ Revision guides, podcasts, revision sites ◦ Food and drink!!!
10 TIPS TO KEEP THEIR BRAIN HAPPY (AND PRODUCTIVE!!)
WHAT CAN YOU REMEMBER?
KEY TO SUCCESSFUL REVISION • Find out what you know and what you don’t know first! • Revise the bits you don’t know / didn’t remember • Don’t try to revise something you don’t understand – ask for clarification • Keep the plates spinning!
HOW? Mind map or make organised notes on a topic Next day – what do you know? • Check against your • Make the notes / mind revision guide / exercise map again – without book etc looking at the original • Add to your map/notes • Check against your what you had missed – in revision guide / exercise a different colour book • Revise what you had • Add to your map/notes missed anything you had missed – in a different colour
LEARNING STYLES • We all learn in different ways. • Knowing your child’s preferences may help them to get the most out of revision activities. • It is important not to see learners as fixed to one of these learning styles. • Learners need to use all of them, but we all have a preferred style which tends to dominate.
LEARNING STYLES V isual Symbols Text A uditory K inaesthetic
V ISUAL LEARNERS ● Visual learners have a preference for seen or observed things e.g: ● Images ● Pictures ● Charts ● Diagrams ● Record information in words and symbols ● Colour ● Work from lists
V ISUAL LEARNERS • What can they do to revise? • Create cue cards and arrange them in order • Hang notes on walls/doors/near desks… • Re-write notes/different subjects/topics in colour • Create models/charts/tables/mind maps • Use highlighters • Make mind maps (use Popplets) • Memorise notes
MINDMAPPING
MINDMAPPING: WHAT MIGHT IT LOOK LIKE FOR A TOPIC?
POPPLET
A UDITORY LEARNERS ● Auditory learners have a preference for: ● Listening ● Hearing an explanation of something rather than reading about it ● Recording notes and play them back ● Talking/discussing ● But, they are easily distracted by noise!!!!!
A UDITORY LEARNERS ● What can they do to revise? ● Download and listen to podcasts/recordings ● Record notes and play them back ● Discuss with friends ● Say facts over and over again ● Remember who said it! ● Use different voices ● Oral Mnemonics
K INAESTHETIC LEARNERS ● Kinaesthetic learners have a preference for: ● Physical experience (doing, touching, making…etc.) ● Trying things out ● Physical repetition eg. flashcards, matching tasks
K INAESTHETIC LEARNERS ● What can they do to revise? ● Copy notes over and over – reducing them each time ● Go on interactive revision sites ● Simultaneously talking-walking, walking-reading ● Revise different subjects in different places
PARENTS PLEASE NOTE! • Don’t be afraid to STOP if it isn’t going well. Try to agree what the difficulty is and when to come back together later. • ALWAYS end with praise (they’ll feel good, you’ll feel good) It should be (almost…..) enjoyable… for both of you!
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