1. Revision Skills Workshop
The push before exams

2. Get your students to print their timetables
Are there common periods where your students are free?
If you can book a classroom then students will attend
Can you see the majority of your class at the same time?
Do you need to see anyone for one to one support
Booking these things in the run up to exams often takes the pressure off
Are your students independent enough to form their own study groups

3. Revision Ideas Teacher to facilitate activities rather than re-teach
Remember students have already been taught the content
You are hoping to engage them enough to work independently and cover the content that is necessary for their exam

4. Activity 1 What you need Exam Questions (1 per student)
Mark schemes for each question
Whiteboard/pen
Prize

5. How It works Dan (4) Chloe (5) Aaron (3) Martin (6) Ciara Joe T Josh
Abbie
Eliza
Jack
Patryk
Joe H
Bryn
Vadim
Lee

6. How It works 3/5 3/3 5/6 1/4 4/5 6/6 4/4 1/6 2/3 2/4 2/6 4/6 5/5 3/6
Dan
(4)
Chloe
(5)
Aaron
(3)
Martin
(6)
Ciara
Joe T
Josh
Abbie
Eliza
Jack
Patryk
Joe H
Bryn
Vadim
Lee
3/5
3/3
5/6
1/4
4/5
6/6
4/4
1/6
2/3
2/4
2/6
4/6
5/5
3/6
3/4
0/6
2/5
1/3
0/4

7. Get the students to write down/take pictures of poorly answered questions
Redo for homework or time in class.
Note down all the poorly answered questions and re-teach if necessary
If they all did not know something then there could be a problem.

8. 1. Name three types of drug/ways of doping in sport
Beach Volleyball
1. Name three types of drug/ways of doping in sport
2. State three reasons why some elite performers might turn to illegal drugs/doping
3. Identify one consequence of illegal drugs/doping to each of the following:
society
sport
performers
4. State three possible strategies to stop the use of illegal drugs and doping in sport
5. State three possible causes of violence in sport (in relation to players or spectators)
6. Identify one implication of violence in sport to each of the following:
society
sport
performers
7. State three possible strategies to stop violence in sport (by players or spectators)
8. State three reasons why an individual or team might choose to under perform
9. Identify three ways that players might ‘fix’ a match

9. Become an expert (carousel lesson)
Teacher
Station 1
Station 2
Station 3
Station 4

10. Differentiated questions
Work in pairs, one answer and one mark
Get all the 1 mark
2 mark
3 mark
4 mark etc. questions
Get your students to race to 20 marks or however many marks is suitable for your subject.

11. Pair share
Share exemplar work, especially extended writing and get students to mark based on their initial thoughts.
Highlight what was good
Areas for improvement
Students regularly mark more harshly than they should and this can be a positive in explaining how simple some answers can be

12. Photocopy
Before the exam it is useful to photocopy students answers from your class and share them so students can see good practice and common errors
Also ask your class if they are happy to share their work, often a student who sees another piece of work from someone in their class then believes they can do it. Most students are happy to share as it gives them a sense of satisfaction that it is their work being praised.

13. Speed Date Put your class into pairs
The person on the left ask the question
Person on the right answers
Person on the right then moves to the left chair and stays to ask the question
Person who was on the left moves on to a new date where they will be asked a question (sat on the right)

14. Use mark Schemes
Where possible let students have copies of mark schemes. If there is guidance with the mark scheme then highlight this.

15. Writing Frames
Can you provide a writing frame for extended essay writing.
This should prompt lower ability learners
Start with a full mark essay and photocopy bits out. The more you take out the more differentiated it is.

16. Socratic Questioning
Socratic questioning places on person in the hot seat
The student in the hot seat is asked to explain/describe/evaluate something
This can be a picture/a philosophical debate/a concept or idea
The rest of the class then question them on every aspect of their explanation
Questions like why, how do you know, is there evidence to back this up, can you prove this, is there any evidence against this.

17. Students to write own questions
Show students the spec for your subjects
Get them to reword the specification into questions
The language used in the spec is how examining boards write their exam questions
The more familiar students become with this terminology, the less likely they are to become stumped in the exam.

18. Upper 6
Upper 6 Leave at the end of the May term and their study leave lasts until their last exam
Many subject teachers keep lessons in place after half term
Usually double periods are more beneficial for travel reasons
They are not compulsory but this is a good way to track and monitor progress in the build up to exams
Allowing students to come in and go over the range of topics they are struggling with is also good to reduce anxiety and stress as they know how and when they can get answers
Some subjects also offer support in half term but there is no obligation to do this

19. Lower 6
Lower 6 are likely to have a mock week in June. Not confirmed with dates.
Some students may still have modular exams and they will not have study leave so thinking of ways to fit revision in for them may be more problematic but you do still have your lesson time with them
Where appropriate they may also be able to attend the sessions you are doing with upper 6
The content will obviously be different but you can split your revision classes up