1. You!!!! Main Event this Year Is Period 1 introduction slide
Students should have their PSHE folder with them, all work from the focus day can go into their PSHE folder. This means they can continue using the resources in tutor time.
At the end of period 2 all students should return their PSHE folders to their tutor room.

2. Timetable for periods 1 and 2
Group
Period 1
Classroom
Period 2 1
CLA N9
SSI
N13 2
SDO N8
FHA
N14 3
JJE N6
DHA N3 4
LMA
N10
HLA N4 5
CBO
N11
REC N2 6
ARA N1
LSC G7 7
EMI G8 8
DAL M3 9
STA
N16
JEA G6

3. Learning Outcomes By the end of the lesson I will be able to
Identify which methods of revision I need to employ
Understand the differences between the revision techniques
Identify and explain the different command words used in examinations

4. Explain to the students that today is about them learning/recapping revision strategies and also how to use strategies to help them revise.
Explain that the light bulb is just the very basics of how to help themselves and help get into a good mindset. Revision is about Emotional/Mental and Physical wellbeing. It is also about being prepared in advance for the task ahead of them.

5. Practice – Review the methods that you are currently using in Year 11
Fill in this questionnaire in relation to the revision techniques you are using at the moment. Tick which ones you would usually use when revising and compare it to those you would only use sometimes or not ever.
Tuesday Period 1
Give out the questionnaire and ask students to complete them honestly. They need to spend time on this and have conversations in pairs to compare answers and ensure they are honest. There is no judgement on their previous technique, this just provides guidance for them moving forward.

6. Practice Now have a look at the table in this way…….. C= content,
S= skills,
F= feedback.
Have a look at your completed worksheet.
Which areas (C/S/F) do you concentrate on most?
Now ask them to compare their results against this version of the table. Which do they use more frequently? C/F/S

7. Practice
There is a strong link between the kind of revision someone does and the outcomes they get. So, which student will do better in an exam?
Student 1– all of revision is reading through class notes (C Content)
Student 2 – revision includes:
Making mindmaps,
Creating flash cards of key terms,
Writing timed essays, working through past papers and looking for patterns in questions asked and
Completing the hardest question they could find, followed by talking through it with their teacher.   
Student 1 only does content revision whereas student 2 does Content/Skill and Feedback.
Student 2 will typically achieve higher grades and our analysis of results last year supports this.
What will you change this year?
Explain what areas of revision they need to use to have a well-rounded curriculum – i.e. all of them but mainly F and S.

8. Do you know your command words?
Using the worksheet, begin to match up command words with the correct statements.
Command
Explanation of how to use the command words
Use an example
Requires a reasoned argument of factors in order to reach a judgement
Define
Break a topic/something down into its component parts
Discuss
Requires computation in relation to data (use of mathematical skills)
Examine
Group items or place them on a scale based on their characteristics
Give
Add information to a task (e.g. a graph, table chart, or sentence)
Students can either work individually or in pairs if they are finding the task challenging. The answers are on the next slide. Students can Self Assess their responses.
Students can also identify the command words that they are struggling with and write them into their planners so that they can learn them during tutor time

9. Explanation of how to use the command words
Assess
Requires a reasoned argument of factors in order to reach a judgement
Analyse
Break a topic/something down into its component parts
Calculate
Requires computation in relation to data (use of mathematical skills)
Classify
Group items or place them on a scale based on their characteristics
Complete
Add information to a task (e.g. a graph, table chart, or sentence)
Define
Give the meaning of a word or a term
Describe
Give an account without reasons. Statements in your response need to be linked to each other
Discuss
Explore the situation / problem, giving different contrasting viewpoints e.g. advantages and disadvantages
Examine
Justify or exemplify a point using analysis or evaluation
Explain
Justify or exemplify a point. Must contain some linked reasoning using conjunctives/connective
Evaluate
Review / analyse information, bringing it together to form a conclusion / judgement based on strengths / weaknesses. Come to a supported judgement of a subject’s qualities in relation to its context.
Give
Involves the recall of a fact or an example
Identify
Requires a selection from a given resource, such as an option from a multiple choice question, or an analysis of data from source material, such as a graph
Justify
Give reasons for your answer using conjunctives/connectives
Label
Requires you to add named structures or features to a diagram
Select
Make a choice based on an evaluation of information you are given
State
Involves the recall of a fact but can also require you to analyse information
Using an example
Provide an example to support the point you’re making
Explain that as well as using the correct revision/practise style they also need to be aware of how to use command words correctly. Please go through these and discuss any queries that are highlighted.

10. Command words and revision techniques Recap
Answer the following questions, write your sentence or paragraph on the lined paper provided.
Identify a revision technique that could be used to learn the structure of the heart
Explain why a mindmap is a suitable revision technique for learning a character in MacBeth
Discuss why using past papers is a good revision technique.
Explain why we have focussed on revision techniques and command words, Can you relate this to your studies?
Students to work answer the questions individually (Use the lined paper) to see if they understand command words and revision techniques.

11. Learning Outcomes By the end of the lesson I will be able to
Make notes using the Cornell revision technique
Create a script card to enhance my learning
Create exam questions and quiz to test
Understand how to access Year 11 examination papers

12. Red Yellow Orange White Purple Blue Green Black
This is a competition between the houses. First time around students say the words together; second time through the colour of the letters. As fast as possible. They will need a practice run and then a final run.
Fulston Manor School

13. Tuesday period 2 Top 6 Revision Methods
Use the Cornell system to make and re/make class notes
Create Script Cards to embed knowledge
Create Mindmaps/diagrams to recap topics
Using past exam papers and planning answers
Comparing models answers against your own work
Marking your own work to a mark scheme
Explain to the students that these 6 revision methods are the best way to revise. These methods will help them include content, skills, and feedback methods which they have covered in lesson 1 this morning.

14. Revision is a three step process
Knowledge:
Revise the basic facts
Understanding: Describe and explain the knowledge
Application:
Apply the knowledge to an examination question

15. Using time effectively
40 minutes revision
10 minutes break
Write down everything you can remember and compare to the original
Explain to the students that it isn’t about working harder, it is about working SMARTER. Mind Maps are a basic revision technique but other methods have proved better.

16. How to revise ‘actively’- The Cornell System
Notes
The revision notes have already been written for you
Blank A4 Paper
5cm
4cm
Key questions
Look at the key words and key phrases. Using the command words, devise 1 question for content and 1 question for skill. (use prior knowledge) Write them on this sheet.
Key points
Read through the notes carefully. Write down the key words and key phrases in this section
Transfer your summary onto a script card
You are going to teach the students how to use the Cornell system to make notes. (This could take upto 20 mins depending on your group)
Students will be provided with a pre populated worksheet with notes
Students are to read the notes, and highlight any key terms or phrases
Students have to identify the key terms/key phrases from the Notes and then write a summary of the on the worksheet provided.
Look at the key words and phrases, Using the comman words devise 1 questions for content and 1 questions for skill. Write these at the bottom of the worksheet.
Summary
In this section, write down a summary of the notes. This must be in your own words. Include all the key words and phrases.

17. Script Cards
Student are to watch the clip. They will then create their own script card for the notes they have been working on. Use the script cards in your resources box.
If the video does not work, Click on the title Script cards hyperlink to watch the video on how to create a script card. Explain that this skill can be transferred to any subject area. This is a simple clip about psychology
Each student will have a script card to write on for this part of the lesson

18. Script cards
Using the summary you have written in the previous task, begin to create a script card
Front of Script Card
Topic Title:
Definition
Back of Script Card
Advantages Disadvantages
Once you have played the video, student can use the notes from the previous slide and the summary from the cornell system to create their own script card.

19. Creating Exam Questions This is a very good revision technique
Final Activity
Using command words, create a lower level exam question linked to the topic studied today.
Then
Create a higher level exam question.
Swap your questions with the person sitting next to you and begin to answer them.
Explain to the students, how to use the Question Matrix. Ask the students to create a lower and high level exam question on the topic studied today.
Get students to feedback the type of questions they have created and begin to discuss how this will help them revise.
Students can swap questions and they can write a response to each question. If you run out of time this can be done verbally.
If students finish they can quiz each other on the topic studied period 2.

20. How to revise ‘actively’- Mind Maps
Generate your mind map using short sharp sentences, key words and diagrams.
Learn it
Place the mind map in a prominent place – you need to actually learn it!
Learn; Cover; Draw; Compare
Cover it
Cover the mind map with a blank sheet of paper try to redraw it
Go through the system and how to use it – explain why it is an effective system. Remind students that they need to actually learn what is on the mind map – not just draw one! Explain how they can do this.
If you have time, your students can create a mind map for the topic they have just
Compare it
Compare the new mind map with the original – the difference between the two is what you now need to learn

21. How to access exam papers
Best Revision Technique: Practising Past Papers
How to access exam papers
Go onto the school website,
Year 11 tab
Past Papers
Explain to the students how they can access the exam papers for each of their subject areas. They can do this via the school website.
Click on the Exam paper hyperlink, this should take you to the School website, this is where all subjects have identified their exam papers.