1. Year 11 Mock Exams are December 2 - 14
Keep calm and revise

2. REVISION
WHY?
To work out something you’ve found difficult before.
To help remember something you’ve learned before.
To make it stick in your mind for longer.
To be prepared for a test, exam or interview.
To do as well as you can in a test, exam or interview.
The Mock exams should tell you what you need to work on towards your exams next year.

3. Common mistakes?
REVISION
What are they?

4. REVISION Common mistakes? Leaving it to the last minute.
Not allowing enough time.
Not planning your time.
Too many distractions.
Not having a dedicated workspace.
Working late at night.
Copying out everything rather than noting key points.
Simply looking at rather than working through a topic.

5. Planning REVISION For example: When to revise?
School
Homework
First make a list of any commitments that take up your time.
Sport
Family
Leisure
For example:
Babysitting
Work

6. REVISION
Planning
Work out how much time you could use for revision: 22 Oct – 4 Dec = 44 days Halfterm 5 x weekdays = 5 x 2 hrs 10 hrs Weekends = 4 x 1 hour 4 hrs + Over 3 weeks = 14 hrs Now work out how much time you have next term: 4 x weekdays = 4 x 45 mins 3 hrs Weekends = 2 x 1 hour 2 hrs + 5 hrs Over 5 weeks = 25 hrs

7. Planning REVISION Total time available for revision: Next term 25 hrs
Halfterm hrs
Total hrs
If you have mock exams in approx. 6 subjects, this allows 5.5 hrs per subject.

8. When? REVISION Use your planner! Use a calendar too Chunk your time
Write down what topics you will revise on which day, and for how long
Use a calendar too
So your family can see when to let you get on with it!
Chunk your time
Research shows we focus better and are more motivated when we break tasks down into chunks
Plan blocks of 30 mins with 5 min breaks between
Vary the topics – it’s more interesting
Allow time at the end of a session to review/read over/check through everything you have covered

9. What? REVISION Ask your teacher! Make a hit list Go through your books
Look at the Maths and Science homepages on Sharepoint
Use MathsWatch, Kerboodle and Sam Learning, etc
Make a hit list
3 topics you feel least confident about, or seem the least familiar
Study these topics first and allow more time later too

10. REVISION TECHNIQUES
And how we learn

11. How much do you forget? Or - what can you recall, when?

12. How much can you recall if you review?

13. So, how do you do it?

14. Strategies for Visual Learning
Visual cues
Colouring in
Noticing shapes
“see the page”
Spider diagrams (mind mapping)
Concept maps (mind mapping)

15. How to mind map?

16. Strategies for Auditory Learning
Play a particular piece of music/song for a specific topic.
Say things out loud
Record and playback
Tell someone else
make up songs/rhymes

17. Strategies for Kinaesthetic Learning
Active writing
Make notes
Cut up to form ‘jigsaw’
Sort out
Make Flash cards

18. Tricks of the Trade - Revision
Making it stick

19. Remind yourself-again and again
Revise something one night (eg:I hour)
Read through it the next day (eg:15 mins)
Take another quick look next week (eg:10 mins)
Keep "topping up" until the night before the exam

20. "Look, Cover, Write, Check" read it hide it write it out
check to see if you got it right.
(This technique is good for spellings, diagrams, equations and lists of facts etc.)

21. Remembering labelled diagrams
Draw a copy of the diagram - but without the labels
Fill in the labels from memory

22. Highlighting Highlight key words / key ideas
Makes it easier to revise later, plus scanning through your books looking for the key stuff helps you to remember it.
Use different colours for different categories

23. Make a summary of the information
Try to get the whole topic onto one side of A4 paper.
It's the act of making the sheet which fixes the information in your mind.
Use "spider diagrams" - they really help to show what's in a topic.
Now try reducing it even further onto a post-it note!

24. "Flash Cards" Put topic headings on one side Details on the other Or
Questions one side
Answers the other
These can help you to remember facts and equations.
Carry them with you, and look at them when you have a spare moment (lunch queues, break times, on the bus...).
Look for online apps to create flash cards.

25. Make "jigsaws" List things on a sheet of paper Cut the paper up
Jumble it
Then sort it out

26. Here's a jigsaw example…..
Mouth Grinds up the food
Oesophagus Connects the mouth to the stomach
Stomach Adds acid to the food to break it down
Duodenum Connects the stomach to the small intestine
Liver Makes bile to break down fats
Small Intestine Absorbs nutrients into the bloodstream for transport around the body
Large Intestine Recovers water from the digested food
Rectum Waste is stored here, ready to leave the body
Anus Waste leaves the body
This works for Kings, Queens , dates, who did what in a play, all definitions, and much more.

27. Work out "what could they ask me about this?"
E.g: a question about acids and alkalis
you'll be expected to know about the numbers on the pH scale
the colours that Universal Indicator goes
what "neutralisation" means, etc.

28. Practice on real exam questions
The more you can try, the better.
You wouldn't expect to do any other performance without a realistic rehearsal, and this is no different. ?

29. Identify your strong and weak areas
Go through your exercise book or revision guide
Put Green blobs beside stuff that you're happy about
Red blobs beside the bits you find more difficult.
Now you know what to ask your teachers about at those revision sessions.

30. Work with somebody else
There's an old saying:
"the best way to learn is to teach".
If you can explain stuff to somebody else, then you know that you've got it straight yourself.
“I know”
“You’re very clever”

31. Be clear about what you're expected to know
If not - how do you know if you've revised it all?
Check with your teachers if you're not sure.
Go along to any revision sessions that you can.
Get different teachers to explain any confusing bits- they may explain it in a different way.

32. Highly effective Moderately effective Useful Limited use
Practice testing
Practice papers; working through problems; applying and/or solving activity
Distributed (‘spaced’) practice
Schedule of revision
Moderately effective
Elaborative interrogation
Generating an explanation; devising your own questions; explaining to others
Self-explanation
Explaining how new information is related to known information, or explaining steps taken during problem solving;
Interleaved practice
Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session
Summarization
Reducing information to smaller notes
Useful
Highlighting
Keywords/mnemonics
Imagery use for text learning
Limited use
Rereading
Restudying text material again after an initial reading

33. Be positive – it will all help! Happy revising and good luck!
Make a plan
Stick to it!
Keep reviewing your work
Be positive – it will all help!
Happy revising and good luck!