1. Exam Stress vs. Exam Success Identify what effective revision is Explain how this will be presented to the students to aid continuity To integrate your specific strategies to for maximum benefit

2. What is effective Revision? How does your picture show effective revision? Knowing the information Understanding how to use it Being able to recall it effectively Using your knowledge and understanding to make educated guesses Being prepared for the exam and exam room

3. What’s a normal reaction?

5. What’s going on? Blood pumped to limbs Shallow breathing causes co2 build up Focus on strategy for survival Empty stomach to focus body functions Forget everything else Need to go to the toilet/ feel sick feeling of butterflies Hands/ feet start to tingle. Feel dizzy from co2 poisoning Muscles ache, twitch, feel hot

6. In a bit more detail …. What happens next; Blurred Vision Going Red Heart Pounding Hyper-ventilating Sweating Feel Sick Needing the toilet Feeling Dizzy Difficulty in thinking clearly Muscle Ache What happens first; Vision Sharpens Mouth Gets Dry Heart Rate Increases Breathing Increases Feel Energised Butterflies Slight Sweating Muscles Tense up

7. What to do? LESS MORE

9. Starting Now (we will go through this next lesson) Make a long term realistic revision plan Have long, medium and short term check points Include special events, leisure time, hobbies etc. to keep a balance Plan the subjects and activities, (revise, review, apply) so that there is variety Don’t hide from difficult subjects Practise your routines/ breathing techniques Look after your body; food/ sleep/ exercise

10. The night before/ day of exam 1.Know you are ready! 2.Sleep well and pack your bag etc. the night before. 3.Some people like to have a ‘to do’ list written that they can tick off to be certain it is all done, (i.e. set your alarm). 4.Ensure that you eat well and do something nice for yourself 5.Think carefully about who you meet/ spend time with so that you don’t get stressed 1.Make sure you arrive with plenty of time

11. Rate how effective you think the following techniques are.. High, Moderate or Low? Elaborative interrogation - being able to explain a point or fact Self-explanation - how a problem was solved Summarising - writing summaries of texts Highlighting/underlining Keyword mnemonics - choosing a word to associate with information Imagery - forming mental pictures while reading or listening Re-reading Practice testing - Self-testing to check knowledge - especially using flash cards Distributed practice - spreading out study over time Interleaved practice - switching between different kinds of problems

12. HOW THE TECHNIQUES FARED Elaborative interrogation - being able to explain a point or fact - MODERATE Self-explanation - how a problem was solved - MODERATE Summarising - writing summaries of texts - LOW Highlighting/underlining - LOW Keyword mnemonics - choosing a word to associate with information - LOW Imagery - forming mental pictures while reading or listening - LOW Re-reading LOW Practice testing - Self-testing to check knowledge - especially using flash cards - HIGH Distributed practice - spreading out study over time - HIGH Interleaved practice - switching between different kinds of problems – MODERATE Source: http://www.bbc.co.uk/news/health-22565912

13. Keywords - Write down 5 words from this unit. Write out the definition and then re-write in your own words Cue Cards - Use topic/ specification headings.Use bullet points/ hi lighters. Consider colour and size of cards. Include examples and key terms 5, 5, 1. Reduce todays lesson into 5 sentences. Then reduce down to 5 words. Then 1 word. Mind Map- Use Specification for main branches. Use colour/ images/ symbols. Include examples and key words Podcasts- Use the official revision material/ specification to divide into section. Read out an essay ? Housekeeping - Right to reply—respond to any comment marking. Complete any unfinished work. Re- do any pieces you can improve You will need the subject specification/ key word list

14. REVIEW: This is where you start to move memory to longer term places, check how efficient your revision is! Helps re-call.(30 mins) Review your revision material and write out questions regarding the key points/ knowledge etc. Then turn info over and see if you can answer. Write a test - and a mark scheme on a topic – using the revision material/ specification and then test yourself. Create a Wordle on a topic and get someone to test how many words you get Q&A Cards—focus on key words/ teachings Create a game you can play to review what you have learnt. Pairs/ Fishes. Create a starter for next lesson based on todays lesson Have a mini debate on the issues we have been studying at home. Discuss and record your findings. Housekeeping Highlight any learning you think is good (tickled pink) and any that you could improve (growing green), use the level ladders to support you. Improve the work highlighted in green. You will need sample exam papers and mark schemes

15. APPLY: This is profound bit and can make sure that memory is moved to long term (1hr) A top tip for this stage is to ensure that you talk through with a partner – REVIEW your plan

16. What will you do ? Exam Stress Being in Control - Planning Being in Control – Techniques to suit you (OVERVIEW) Being in Control – Techniques to suit you (detail) Being in Control – Putting your plan into action