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

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

? Y H W To help remember something youve learned before. To make it stick in your mind for longer. To work out something youve 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.

g n REVISION i n n a l P When to revise? First make a list of any commitments that

take up your time. For example: School Homework Sport Family Leisure Babysitting Work

g n REVISION i n n a l P 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. ?

n REVISION e h W 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 its more interesting Allow time at the end of a session to review/read over/check through everything you have covered ? t a

REVISION h W 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

tc n re e iff ent d e ffer s U di ries r f o eg o

t ca o rs u lo 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..

Mouth Grinds up the food Oesophagus Connects the mouth to the stomach

Stomach Adds acid to the food to break it down Duodenum Connects the stomach to the small intestine Liver Makes bile to break down fats Small Intestine Absorbs nutrients into the bloodstream for transport around the body Large Intestine Recovers water from the digested food Rectum

Waste is stored here, ready to leave the body Anus 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. Youre very clever I know Parents are the..

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 wont work if theyre 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!

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