TLC Wednesday 14 th January Exam Techniques

Learning outcome To share good practice in the of examination skills. To be able to develop coaching skills through a down load listening activity. To identify a clear action that you will use to develop your students examination skills.

Starter Which examination skills will a student need to maximise their marks on an examination paper/assessment? Use your examination/ assessment paper as a reference. Join Near pod.

GCSE Students need to…… Identify/state/Examine/Evaluate/Justify Analyse data and information/ Explain using business concepts and examples Produce a balanced answer including a judgment TIME MANAGEMENT Business Studies Exam Skills: Exam Techniques

What challenges have you faced in developing examination skills? Discuss - How have you overcome them?

What is your favourite examination technique?

How do you prepare students for the examination? Exam Skills: Exam Techniques

Command Words Exam Skills: Exam Techniques

Command Words: annotating the command words to ensure students understand their meaning. Raff’s favourite examination technique is…. Exam Techniques

My Favourite exam techniques TLC Leader – you may want to include your own My is developing their understanding of the exam question. Building on Raffs.

Exam Techniques: Command Words What are the command words, how many marks, where are the hooks? Exam Techniques: Command Words What are the command words, how many marks, where are the hooks? State one Explain how/ why Identify one Meetings and written letters are two ways that JCB could have used to communicate its decision to its employees. Which of these do you think would be the better method for JCB to have used and why? Evaluate the effectiveness of the leaflet in communicating Ignite to its target audience. In your opinion, which of these would be the more effective presentation technique Louise could use? Justify your answer. *10 Using your knowledge of business communications, advise Adrian which method of communication would be more suitable and why.

Exam Techniques: Command Words How do your students learn their command words, which are hooks? Exam Techniques: Command Words How do your students learn their command words, which are hooks? State one (1) Explain how/ why( 3) Identify one (1) Meetings and written letters are two ways that JCB could have used to communicate its decision to its employees. Which of these do you think would be the better method for JCB to have used and why? (6) Evaluate the effectiveness of the leaflet in communicating Ignite to its target audience. (8) In your opinion, which of these would be the more effective presentation technique Louise could use? Justify your answer. (8) *10 Using your knowledge of business communications, advise Adrian which method of communication would be more suitable and why. (10)

Advantage Disadvantage VocabStudents, image, technology, access, training Connectives because, for instance, consequently, therefore, furthermore, also Opening sentence The impact of videoing lectures on NTU would be……… Punctuation ;,. ! d) State one advantage and one disadvantage to NTU of making lectures available on video in this way. For each, explain the likely impact on the university.(8) If candidate discusses only benefits to student, only two marks can be awarded for explanation. In order to achieve three marks for explanation, the advantage /disadvantage must be linked to NTU. Don’t forget to PEE!

Sharing Good Practice Speed Down Load Listening: TLC split into two groups. Pair should be facing each other Row A (Coach) will listen and only ask questions (TLC lead must make it clear about the rules of download listening) Row B (Coached) will raise a concern they have that is linked to develop examination skills in their class. For example: ‘How do I provide students with the skills to achieve A/A*? Objective: To identify an action that you will take in your lesson that will support students in developing their exam skills. Row B will move after spending 2 minutes, they should continue with the same question to the next person. Speed Down Load Listening: TLC split into two groups. Pair should be facing each other Row A (Coach) will listen and only ask questions (TLC lead must make it clear about the rules of download listening) Row B (Coached) will raise a concern they have that is linked to develop examination skills in their class. For example: ‘How do I provide students with the skills to achieve A/A*? Objective: To identify an action that you will take in your lesson that will support students in developing their exam skills. Row B will move after spending 2 minutes, they should continue with the same question to the next person.

Sharing Good Practice On Near Pod answer the last question by sharing a clear action that you will use to develop your students examination skills.

Examples of developing examination skills The following slide are strategies that have been used in lessons to develop examination skills.

Just some ideas Understanding Key words. Team Descriptive Challenge Students are divided into two teams. One student from each team stands at the front of the class, representing their team. Over their head the teacher projects the names of different ‘items’. Teams take it in turns to offer descriptive words to their player, one word per team. The players at the front have to guess what the object is. They can only give an answer when it is their team’s turn to offer a description. AfL strategy: The goal is for student’s to use descriptive words effectively. Through observing pupils performance in the competition teacher can gauge their ability.

Main activity Apply Understanding: Pupils are broken into pairs and the class is given an descriptive task, taken from a past paper. Each pair is allocated a paragraph. They have 5 minutes to draft their paragraph, using large, flip-chart paper. After 5 minutes, students swap their paper with another pair and attempt the next paragraph of the model order, until each paragraph has been completed. Sharing: Teacher leads pupils through their sample answers and provides tips as to what has been missed and what can be amended.

Activity Teacher Presentation: Teacher to make clear the common errors made during their mock examination. The aim of this lesson is to learn a clear method by which the question can be approached.

Task Display a typical question from the exam Paper. This requires students to read and answer questions Pupils given 2 minutes to consider the steps that they would first go through when faced with the question and to note them on A4 paper. Class sharing: What would you do first?

Strategies to access text. Active reading: See next slide – student need to be able to pull out the information and use evidence in their answers to hit a B grade – how do you teach this skill? Students are taught to annotate case studies to identify key business concepts and to make assumptions, to raise further questions all the way through the course and therefore they should do this naturally under examination conditions.

A grade: What judgements can you make? What further questions does it raise? B grade: What could assumptions could you make? C grade: What do we Know for certain? Read the following passage carefully and then answer the following questions. 6

Maximising the marks for each question How do your students know what to include for a 3/6/8/ mark question? Modeling answers. Students marking model answers to identify where the marks are achieved. As I ask my students, who marks your exam paper first? The reply ‘We do’. If the student can’t see where they are gaining marks then they may not achieve them.

Examination Techniques: PEE paragraphs and connectives used to help develop answers that hit the mark. 6c Explain one disadvantage to the examiners of being sent the information they require electronically? (3) Model Answer 6c POINT: The information arrives as an attached file or a pdf and will have to be printed (1) EXAMPLE: this leads to the examiner having to provide resources such as a printer and paper (1) EXPLANATION: therefore an increased cost for the examiner. (1) Model Answer 6c POINT: The information arrives as an attached file or a pdf and will have to be printed (1) EXAMPLE: this leads to the examiner having to provide resources such as a printer and paper (1) EXPLANATION: therefore an increased cost for the examiner. (1) Use sentence starters and connectives so the examiner can see the link to the marks. Point: The disadvantage is….. Example: for instance ……. Explanation: therefore………. Use sentence starters and connectives so the examiner can see the link to the marks. Point: The disadvantage is….. Example: for instance ……. Explanation: therefore……….

Examples of model answers showing where they hit the mark – peer/self assessment 6a The web is one part of the Internet which contains documents that are all linked together (1) and which can be viewed at a computer or other device. (1) 6b Full-time employees Examiners Candidates (1) Model Answer 6c The information arrives as an attached file or a pdf and will have to be printed (1) this leads to the examiner having to provide resources such as a printer and paper (1) therefore an increased cost for the examiner. (1) 6a What is meant by the term the web? (2) 6b From the passage above, identify one stakeholder of Exams4u 6c Explain one disadvantage to the examiners of being sent the information they require electronically? (3)

Self/Peer assessment Model answer for disadvantage: Disadvantage: There may be problems with technology (1 mark). The videos can be accessed by a variety of equipment including PCs, mobile phones etc. (1 mark). If there is an issue with connectivity some students may not be able to access video (1 mark). As a result the quality of their learning will suffer. This will have a negative impact on results at the Nottingham Trent University (1 mark). Model answer for disadvantage: Disadvantage: There may be problems with technology (1 mark). The videos can be accessed by a variety of equipment including PCs, mobile phones etc. (1 mark). If there is an issue with connectivity some students may not be able to access video (1 mark). As a result the quality of their learning will suffer. This will have a negative impact on results at the Nottingham Trent University (1 mark). Possible advantages include: Each lecture can be seen by a greater number of students. Cuts costs – no need to pay for duplicate lectures Can be used multi-site. Better results – can be used as a revision tool. Improved image for university. Possible disadvantages include: Technological problems with equipment and connectivity. Access issues – students may not have required equipment. Training requirements – for students and staff. Legal/copyright issues. Staff problems – may not be happy with impact on future employment Cost of purchasing and implementing equipment Possible advantages include: Each lecture can be seen by a greater number of students. Cuts costs – no need to pay for duplicate lectures Can be used multi-site. Better results – can be used as a revision tool. Improved image for university. Possible disadvantages include: Technological problems with equipment and connectivity. Access issues – students may not have required equipment. Training requirements – for students and staff. Legal/copyright issues. Staff problems – may not be happy with impact on future employment Cost of purchasing and implementing equipment

Evaluative questions that require balance and judgment How do you teach students the skills to produce evaluative questions?

Advantage Disadvantage VocabStudents, image, technology, access, training Connectives because, for instance, consequently, therefore, furthermore, also Opening sentence The impact of videoing lectures on NTU would be……… Punctuation ;,. ! d) State one advantage and one disadvantage to NTU of making lectures available on video in this way. For each, explain the likely impact on the university.(8) If candidate discusses only benefits to student, only two marks can be awarded for explanation. In order to achieve three marks for explanation, the advantage /disadvantage must be linked to NTU. Don’t forget to PEE!

Exam Techniques: Allocate Time. Time tasks: A minute a mark. How much time for reading case study, source information, etc. Timed exam questions. Time tasks: A minute a mark. How much time for reading case study, source information, etc. Timed exam questions.