2. WELCOME to The 2019 Y11 Family Revision Morning
Reasons for changing: The format – revision and learning are complex processes and we didn’t feel we could do them justice in an hour’s lecture. The next 5 months will affect the whole family (not just the students) so crucial that you are together hearing the same message sand so can work together. Previously before mocks – too far from the real thing; previously last minute – will contradict much of what we’ll tell you. Today. This gives enough lead in and should also complement responses to the mocks…

3. Mock exams reflection:
Consider how much time was spent revising for them, sitting them, marking them…
How did you feel when you received your mock results?
Why was that?
Since you received your mock results at the start of term, what have you done with them?
How have these results affected your revision plans for the Summer exams?
How teachers will be using the mocks and learning points from them in an on-going way through the rest of the course – students need to be doing the same.

5. How students can accumulate marginal gains?
Come in 15 mins early every day and work = 17 hours
Revise during registration = 17.5 hours
Work for half of each lunch break = 17 hours
Stay behind for 45 minutes every day = 52 hours
Go to after school revision sessions
See your tutor and act on their advice
Do extra past papers
Switch off your phone when revising
Get extra feedback from your teachers
Use the subject links on the school website

6. To further support your revision:
Each subject has produced a revision overview which is on the school website:
Curriculum – KS4 – Year 11 Revision Information
Exam board
Assessment summary
Past Papers and Mark Schemes
Useful Revision Websites
Revision apps
Recommended revision guides
Other useful information

7. The Revision Process
Last 5/6 years has seen an enormous growth of interest and activity in the science of learning – seems bizarre that there wasn’t more before. People have tended to revise and prepare for exams in the same ways for years. Still a lot of good sense in some of those methods but there are others that research has proved to be ineffective and others that may initially seem counter-intuitive but improve knowledge retention….

8. Not very effective

9. Re-reading

10. Highlighting

11. Why? Low challenge. Little thinking required.
No quality assurance i.e. how do you know it’s working?
Makes the student think that they are ‘doing something’

12. “Whatever you think about, that’s what you remember
“Whatever you think about, that’s what you remember. Memory is the residue of thought.”
Daniel Willingham
Revision is challenging enough as it is, without having to think hard! But that is what students must do if they are going to be most effective – and it is those more effective methods that we intend exploring this morning…

14. Morning overview: 9:00-9:20 Overview in Hall 9:20-9:25 Movement
9:25-9:50 Workshop 1
9:50-9:55 Movement
9:55-10:20 Workshop 2
10:20-10:45 Refreshments in Hall (PTA)
10:50-11:15 Workshop 3
11:15-11:20 Movement
11:20-11:45 Workshop 4
11:45-11:50 Evaluations

15. Workshops: 1: Revision planning Mr Patrick in G1
2: Transform it Mrs Rossiter in G2 
3: Review and apply it Mr South in H1
4: Coping and supporting Mr Woodcock in H2
Student surnames A-D Workshop 1,2,3,4
Student surnames E-H Workshop 2,3,4,1
Student surnames I-P Workshop 3,4,1,2
Student surnames Q-Z Workshop 4,1,2,3