1. Strategies and support
Year 13 Revision
Strategies and support

2. 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

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

4. Spring and Summer Term Revision Sessions

5. 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.

6. 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

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

8. 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

11. 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

12. 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 ?

13. 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.

14. 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.

15. 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)

16. 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

17. 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

18. Ted Talks – about almost anything

20. 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

21. Exam question practice

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

23. 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

24. 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

25. 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