1. Study Skills

2. Background Rationale Development Where we are now
A few years ago Dr Kerr and I delivered a couple of assemblies on studying to S4 pupils prior to their prelims and final exams. Our intention was to get students in the correct mindset for their exams and equip them with skills to do well.
The assemblies were well received and developed over the years into something more. I researched the topic areas and ensured that we covered all areas relevant to exam preparation.
At present we deliver a series of assemblies in the run up to the Assessment Diet and the Final exams. These are timed to maximize the attainment of our young people.

3. Evaluation
Increase in assemblies Views of S5 pupils Assessment Diet S4 Focus Groups Parental Involvement
Evaluating the process was key to it’s development. The assemblies grew in number for S4 pupils but this year we have rolled out assemblies to S3 pupils and have continued them for S5 and 6 pupils.
All assemblies are uploaded to the school website and letters have been distributed giving information on helpful websites.
Every year we gather the views of S5 pupils about their experience, following on from that we put in the S3 assemblies but we also invited along two pupils to speak to their S4 peers at assemblies.
This year we undertook a very in depth analysis of the Senior Phase pupils’ experience of the Assessment Diet. We asked all pupils for their perspective on their own performance as well as ours. After analysing these statistics we spoke with focus groups and intend to use the data gathered to help with future support for our young people.
One of the biggest changes came this year following consultation with our S5 pupils. One pupil suggested a more intimate environment that would allow more pupil interaction. Our new format has been established and this will be reviewed at the end of the year.
One of the findings was that a presentation to parents would benefit our young people. The theory behind this was that if you, as the parent or carer, could reinforce the message we are giving out using similar terminology it may help in the overall attainment of our young people.
Over the next 20 minutes it’s my intention to take you through the information that your daughter/son will receive during the assemblies and give you the reason behind why we deliver this content.

4. What we cover
Setting the scene – where you revise How do I study? Who can help? Last minute preparation

5. Study, what’s the point?
Better grades and more qualifications. College, university, employment or a training place. Access to an apprenticeship which now are more likely to require specific grades or qualifications. Wider job opportunities or access to further education options with good prospects
Talk about recent modern apprenticeship. Whilst it didn’t ask for any qualifications they were looking for skills. Most of the pupils I helped acquire these skills at school during the last two years.

6. Where to Revise
A room where you can be on your own. Somewhere with a desk or table and chair. A fixed place Somewhere with space for you to store your folders/textbooks and for notes to be spread out. Make sure you have enough paper, pens, pencils, ruler, etc. before you start. Water to drink and fruit to eat.
A Room with good ventilation.
A Room with good lighting
Fixed place – good to keep all your notes and equipment in one place but also to have somewhere you associate with studying.
Highlighters and post its are always a good idea – research has shown these have proven to be effective in helping students to remember points.
A little extra time to get organised will pay off in the long run – it’s crucial!

7. Getting started
30 – 50 minute periods with minute breaks Study when you are at your best Focus on every class not just what you enjoy and can do Be flexible Avoid distractions!
Be realistic
Put in meal times / clubs / activities / homework
Split the time equally between your subjects
Don’t stop after one 50 minute period
Be specific about what you intend to study
If you don’t have the notes – ask the teacher what’s missing / copy up from a friend
Avoid distractions – don’t say ‘I’ll do this first then I’ll study’, don’t spend 3 weeks creating the most beautiful timetable ever made, be ruthless and self disciplined
Don’t study till you get it right, study till you cant get it wrong!

8. Excuses, excuses, excuses

9. Studying Good notes Target Setting Rewrite notes Diagrams / Charts
Bullet points or Lists
Mindmaps or Spider Diagrams
Make notes colourful/Make use of a highlighter
Small chunks make it easier to take in
Measureable – you need to know yourself if you have met the target, can you answer questions on a particular topic now?
Achievable – be realistic, if your goals are outwith what you are capable of you will only get disheartened and switch off.
Long term targets – what grade are you looking for – display these, this is your long term goal.

10. Studying How we learn Visual Auditory Kinaesthetic Visual
Take notes, make lists.
Watch videos.
Use flashcards.
Use highlighters, circle words, underline.
Diagram sentences!
Auditory
Using word association to remember facts and lines.
Watching videos.
Repeating facts with eyes closed.
Participating in group discussions.
Taping notes after writing them
Kinaesthetic
Studying in short blocks.
Studying with others.
Using memory games.
Using flash cards to memorise.
Using wall displays.
Taking field trips, visiting museums

11. Studying
Understanding the Question Know what has to be studied Stress The internet
Sounds obvious but make sure you read the whole question before beginning your answer – don’t rush it.
Past Papers - Use these for each of your subjects, you have to know the format of the paper, the structure of the questions and exactly what you are being asked.
Once you have finished the question read the question again and make sure you have answered what was asked, in Maths a pupil will do all the relevant working and lose the last mark because they haven’t answered the question asked initially.
At the end of a paper it is always a good idea to go back over the questions.
Listen - Your teachers cant tell you what is in the exam but they will tell you where the questions will come from.
Make a list & Traffic Light - Once you have this list traffic light the topics – Green- I’m strong in this area, Amber – okay but need a little more work, Red –I really need help.
Be realistic, don’t be too hard on yourself and don’t be too lenient.
The aim is to get rid of the red.
Everyone will feel under pressure and stressed – some handle it better than others.
Junk food, sweets and chocolate reduce energy levels and can mess with your sleep.
Don’t have too much caffeine – can make you more stressed. – best is water.
Exercise – you don’t have to run a marathon, a little walk on a regular basis – get out and get some fresh air, it helps release nervous energy and lowers anxiety.
Sleep - Most of you will have this down to a tee, however you should try and get into a good routine, 8 hours night.
Be Realistic - I've spoken about this already – don’t set yourself impossible targets, don’t worry about what anyone else is doing. Some days will be better than others – when it doesn’t go well don’t spend hours trying to fix it. Take a break and come back to it or move onto something else.
No denying it, the internet is a fantastic resource. If you’re struggling with anything then more often than not the answer is there for you. Some great websites, SQA, Bitesize etc as well as ones your teachers will direct you to.
Try to stay away from facebook and other internet distractions –

12. Final Preparation Night Before On the Day During the Exam
Double check the time and place of the exam
Clothes
Don’t stay up all night ‘cramming’. You need to be relaxed, fresh and alert.
Get organised by packing your bag with: Pens/Pencils/Calculator/Notes/Water
Alarm clock/Sleep
Give yourself enough time
Breakfast
Get to where the exam is early
Be positive
It’s about what you’ve done not everyone else
Don’t take in anything you shouldn’t
Write down any important information, that you may forget, at the beginning of the exam.
Read the questions. Make sure you know what is being asked.
Assume the examiner knows nothing.
Show your working
Watch your handwriting.
Don’t panic if your mind goes blank.
Use all your time.

13. Who can help?
Teachers Parents / Guardians Friends Relations Library / Internet Brothers and Sisters
Talk about lunchtime support – almost every department do classes.
Parents / carers / friends can give you that extra push. they can encourage you to do well by giving some kind of incentive. Negotiate with parents