Strategies and support Year 13 Revision Strategies and support

Purpose of the evening To increase awareness of the challenges of A level revision To make you aware of the support and guidance in place        

Exam dates and study leave Study Leave – May 17th Revision sessions will run throughout the exam period Lessons Seminars/ Lectures

Spring and Summer Term Revision Sessions

What do you need to be doing now? Action any feedback on your mocks and seek guidance from your subject teachers about working on your subject next steps Check your exam timetables are accurate and see the exams officer if you have any problems.

How to revise – Thing to remember There is no one perfect technique Try different methods to see what works Remove distractions Make use of the revision sessions, master classes and support we are providing Ask for support Slow and steady Short term pain for long term gain – think of the end goal

The 4 Stages of Revision Plan and organise Memorise the topic Practise with exam questions Reflect on gaps in knowledge and / or application

Stage 1: Organisation Gather books, notes and revision guides into individual piles Make sure there is no gaps in notes Add to difficult or uncertain topics through extra reading Plan a schedule using exam timetable Use lots of different styles of note taking to maintain interest Summary on a card Mind map Read / Cover / Recall Colour coding key themes

Stage 2: Memorise Use a technique that works for you: Memory maps Testing Conversation Re-writing Post-its Mnemonics Group work / Pair work Revisit knowledge

Pairs game – for two or more people When you were little, you developed your memory with this game. Make a version of now – but instead of matching pictures, have a key word on one card that matches the definition on another. The United Nations ? An inter-governmental organisation that promotes world peace, seeks to resolve conflict and solve problems ?

Summary posters Why? To summarise and review a topic with visual cues. Ordering information helps you to identify key concepts. Ideas to try: create a memory poster on a given topic / chapter of book etc. explain your summary poster to a friend. This helps identify what you know well and the gaps in your knowledge – if you can’t remember the meaning of a section of their poster, more revision is needed. swap summary posters and explain someone else’s ideas.

The triangle The inverted triangle To order and process information. Why? To order and process information. Ideas to try: Use as a revision aid by writing the topic at the top and adding more and more detail as you go down the triangle. Students can then fold along the lines, cover and test themselves. Use the triangle as a guide on how to answer exam questions – i.e. identify key words – add detail required to score highly. Use the triangle to prioritise revision tasks. The inverted triangle Why? To order and process information and track progress. Ideas to put this into practice: Use this to refine ideas into the minimum words to learn. Start with the detail at the top and gradually reduce details until there is just one key memory trigger at the bottom of the triangle. Give the inverted triangle at the start of a topic and note current knowledge at the bottom. As you progress through the topic / revision add detail.

Target notes / Ripple Diagram Why? Do some reading and organise your new knowledge in the target notes Ideas to try: the key concept goes in the middle and fill in the details in the surrounding layers Use this format to focus on key topics (one in each quarter or one topic could be subdivided into four) – students must identify what is basic knowledge (middle circle) and what is higher level (outer circle). You could use an A level essay mark scheme to help Ripple Diagram Can be used for organising knowledge An event or title goes in the middle The direct effects go in the frits circle Indirect effects in the second circle and peripheral effects in the outer circle. Examples: Name and locatin of an earthquake Prmary effects (such as deaths by crushing) Secondary effects (such as deaths through a disease outbreak)

Mind maps Reduces longer text into something more digestible. Why? Reduces longer text into something more digestible. Allows you to see links between topics. Ideas to try: Share and compare mind maps with a friend – copy ans swap them like football stickers colour coding and adding in of pictures to make the mind map more memorable. Mind maps

Flash cards / revision cards Why? Allows students to organise information / colour code / create resources to help them learn. Ideas to try: Part of the revision card could be a test that students would complete at a later stage. test each other with self created tests. design a revision card for yourself. Share and swap revision cards

Ted Talks – about almost anything https://www.ted.com/talks/dave_troy_social_maps_that_reveal_a_city_s_intersections_and_separations

http://www.bbc.co.uk/programmes/b053gf85

Stage 3: Practice Ask for help and papers from subject teacher Get your teachers to mark the papers and get structured feedback Look on exam board websites Set time limits Try to set exam conditions Slowly reduce aid memoires

Exam question practice https://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182/assessment-resources

Stage 4: Review Use checklists and specifications Identify gaps in knowledge Reorganise notes Review and amend revision timetable

What can you do to support your son/daughter? Make sure there is a quiet study space at home Gentle reminders Routines Plan for relaxation and rewards

Results day Results available at 9am on Thursday 15th August SFLT in for support and guidance (15th, 16th, 19th) UCAS Track is likely to update before this time – don’t use it as a gage for actual results

How can students deal with (inevitable) stress? Allow relaxation time Water, good food and fresh air Support Pastoral Manager: Mrs Moncur-Pearce Subject Teachers Head of Year: Mrs George Sixth Form Coordinator: Mrs Treby Deputy Head: Mr Sprake