Presentation on theme: "Supporting the challenge of exams and revision as a parent."— Presentation transcript:
Supporting the challenge of exams and revision as a parent
* This is a difficult time for parents as well as students * Try and de mystify what is going on for you * Try to re assure you of the things you can do to help and possibly be involved in
* Examination rules and protocols * The revision process * Exam Preparation Programme (EPP) * Command words * Q&A and revision cards
William Brookes School External Examinations
Regulations Exam Board Regulations applyExam Board Regulations apply Inspected to make sure we complyInspected to make sure we comply All candidates have been issued with a list of the current regulationsAll candidates have been issued with a list of the current regulations Copies of these are posted both outside and inside each examination roomCopies of these are posted both outside and inside each examination room Pupils have sat external examinations previously and are aware of the schools expectationsPupils have sat external examinations previously and are aware of the schools expectations
Regulations NO Mobile TelephonesNO Mobile Telephones NO IPods, MP3 players etcNO IPods, MP3 players etc
Equipment School does not provide any equipmentSchool does not provide any equipment Write in BLACK INKWrite in BLACK INK Not pencil unless asked to do soNot pencil unless asked to do so All equipment in CLEAR bag or pencil caseAll equipment in CLEAR bag or pencil case Only water allowed in Exam HallOnly water allowed in Exam Hall No glasses cases or calculator lidsNo glasses cases or calculator lids
Our expectations Arrive in Good TimeArrive in Good Time In School UniformIn School Uniform Properly EquippedProperly Equipped At least 10 minutes earlyAt least 10 minutes early Morning start time is 09:00Morning start time is 09:00 Afternoon start time is 13:30Afternoon start time is 13:30 School can vary the start time by 30 minsSchool can vary the start time by 30 mins
When can I leave ? School policy that candidates are in the Examination Room for the duration of the ExaminationSchool policy that candidates are in the Examination Room for the duration of the Examination Other exam papers may be running at the same timeOther exam papers may be running at the same time Obviously if a candidate is unwell they will be allowed to leave the Exam HallObviously if a candidate is unwell they will be allowed to leave the Exam Hall
What if ? Let the school know straightawayLet the school know straightaway All examination boards endeavour to assist the candidate in achieving the best possible outcomeAll examination boards endeavour to assist the candidate in achieving the best possible outcome School will request Special ConsiderationSchool will request Special Consideration
Finally Any queries let the school know as soon as possible.Any queries let the school know as soon as possible. Contacts are :-Contacts are :- Mrs. K RobinsonExaminations Officer Miss J Brown Examinations Assistant
* Why put ourselves through the misery of revision? * Because there is a direct correlation between exam grades and quality of revision * Hours of revision does not ensure success if it is not effective * Revision needs to be well structured * Revision needs to be active not passive
* A workspace which is clear and well lit * All materials needed close at hand * A clock to time revision sessions * Follow a revision timetable * Use time effectively * Revise what you don’t know * Visualise what success will bring * Drink plenty of water, eat healthily and exercise * Use lots of different ways of studying Preparing For Revision
* You can’t do the revision for them But you can be * Supportive and encouraging * Flexible * Sensitive to their stress * Help keep things in perspective * Keep them Organised * Be a ‘gopher’
Misreading the question and as a result giving an answer which misses the point; Failing to tailor the exam answer to the number of marks available; Extracting information inaccurately from tables, graphs, drawings, photographs or other sources in the exam; Using subject-specific, often technical language inaccurately or incorrectly Omitting units for numerical answers Poor spelling; Not making best use of time in the exam.
Fa iling to organise their revision, including failing to prepare a timetable; Not being able to prioritise the most important aspects to revise; Spending time ‘revising’ while not concentrating; Lacking a suite of effective revision skills and techniques; Having insufficient subject notes to revise from; Showing uncertainty about how to tackle the exam itself
To support our students in preparing for exams Provide structure to their revision and some skill development Utilise all possible revision strategies in the months leading to June Target revision sessions at aiding last minute preparation Reorganised classes to suit ability and learning abilities
Government want students in school for whole exam period We want them to maximise their learning The two weeks prior to half term are loaded with exams We want to tailor our approach to meet everyone's needs
Remain on timetable until May half term Normal lessons will be working on revision and preparation Removed from normal lessons for focused last minute Exam Preparation sessions This is not a replacement for a structured revision programme at home
Come prepared and focused to work Bring suitable equipment for both their normal lessons and EP sessions – see TT See the sessions as specific help and look to get individual queries solved and ensure a full understanding of the exam structure Be positive and well behaved Dressed in full uniform
Obviously the results in August and future career options Celebration Assembly day on Friday 24 th May School Prom Friday 28 June We will give them an extended holiday starting no later than Monday 24 th June!
Higher Order thinking
Name... Recall information e.g. Give the name of a hormone...
State... Write down simple information, no reasons required e.g. State the equation linking distance, speed and time
Give a reason... Say why something happens Just give one reason
Label... Show information on a graph or diagram and draw a line to it e.g. Label the test tube on the diagram
Draw... Either a diagram or graph or table Use symbols for a circuit diagram e.g. Draw a diagram to show a poly(propene) molecule
Write... A chemical or word equation e.g. Write a word equation for the combustion of ethanol
Plot... Show data on a graph A line of best fit can be straight or a curve
Estimate / Find Read information from a graph e.g. Use the graph to find the voltage when the current is 2.5A
Calculate... Show working. Give a number answer. Give units if none provided. e.g. Calculate the efficiency of the motor
Complete... Fill sentence gaps or fill in a table e.g. Complete the table of results
Describe... Link facts in a logical order. e.g. Describe how sedimentary rocks are formed
Suggest... Use what you know to work out answers to the situation given e.g. Suggest why space telescopes are better than ground telescopes
Explain... Say how or why something happens e.g. Explain why iron and aluminium are extracted using different methods
Compare... Give similarities and differences e.g. Compare S-waves and P- waves
Discuss... Compare and then explain or conclude e.g. Discuss problems caused by incomplete combustion of methane in a gas fire
Evaluate... Use facts and ideas to judge and justify e.g. Evaluate methods used to dispose of waste polymers
Apply Use knowledge or principles in a new context
Assess Make an informed judgement
Comment Present an informed opinion or infer points of interest relevant to the context of the question
Annotate To provide notes of explanation
Contrast Identify differences
Consider Review and respond to information provided
Deduce Draw conclusions from information provided
Analyse Separate information into components and identify their characteristics
Consider Review and respond to information provided
Determine The quantity cannot be measured directly but can be obtained by calculation. A value can be obtained by following a specific procedure or substituting values into a formula.
Identify Recognise or select relevant characteristics
Illustrate Make clear by using examples or provide diagrams.
Interpret Translate information provided
Justify Present a reasoned case.
Label To indicate (by using a straight line).
List Provide a number of points with no elaboration. If you are asked for two points then give only two!
Measure Establish a value using a suitable measuring instrument.
Outline Restrict the outline to essential detail only.
Predict Suggest possible outcome(s).
Recall Repeat knowledge from prior learning.
Recognise To identify.
Relate Make interconnections.
Sketch Produce a simple, freehand drawing. A single clear sharp line should be used. In the context of a graph, the general shape of the curve would be sufficient.
Summarise Present main points in outline only.
Use Apply the information provided or apply prior learning