EFFECTIVE REVISION STRATEGIES How to maximise learning from revision

What to study when….. • Making a plan takes time but it’s a very important part of revision  Plan to work in small ‘chunks’ of time (15 min, 5 min, 20 min, 5 min, 15 min)  Plan which subjects and which topics you will study on which days  Build in definite breaks – and when they finish  Don’t try to cover too much, too fast – be realistic, small chunks are best  Keep half and whole days when you don’t revise – so they are available for emergencies  Don’t forget to include the dates of exams on your plan  Remember to build in time to revisit each subject briefly after a day and a week as well as just before the exam

Exactly how much revision should they be doing? •

• • • • •

Time allocated to revision should be approx 20% of the time covered learning the material in lessons For example; • 5 h a week Additional Science • Since the Dec mock exam - 12 weeks of lessons • Total hours studied in class = 60 h Allocated revision time = 12 h

• Don’t forget to tick off subjects on your revision timetable as you go along so that you can see regular progress

Stuck in your room…..what can the student do? • • • •

1. Break information up Scan the information and highlight the headings/subheadings Under one heading, scan the passage and highlight the keywords Only once you have done this tackle reading the whole passage

•

2. Summarise the material under headings on index cards / revision cards

• •

3. Make a conscious effort to commit the information to memory …….do this at least three times

• •

4. Test yourself Use the material to answer a question or address a problem not previously tackled.

• •

Extra hints; Don’t waste time struggling. Note down anything you can’t do and take it to your next lesson. Similarly if there are just one or two things that you just can’t get then leave them out (unless you’re aiming for an A*).

How can the parent help? •

Step 1. Identify the exams your child will sit and print as many past paper questions as possible.

•

Step 2. Help organise a folder of past paper questions and mark schemes for each subject.

• •

Step 3. Buy new stationery, highlighters and pens. Special revision equipment.

• •

Step 4. Make an exam question part of your daily routine. E.g. A question before dinner!

•

Step 5. Together highlight the command words from the question and discuss what it means using the exams verb help sheet.

•

Step 6. Time your child completing a question (Use one minute, one mark as a guide) and discuss the mark scheme.

Preparation is key! • Successful students can – • Picture a mark scheme. • Recognise different styles of question. • Understand the key command words.

Supporting Children Through Exams

A

C T

A

ADULT: What’s going on for me

? How am I feeling? What do I need?

C

What’s going on for my child ? How is she feeling? What does she need? CHILD:

T

What can I say or do that will help both of us get what we need ? TOOLS:

What feelings are you bringing along to your child’s exams ?

• Frustrated when you see them let opportunities slip away and you can’t do anything about it ? • Compelled to take on the responsibility for prioritising the exams if they won’t ? • Scared that they may ‘go off the rails’ and never recover ? • Drained ? • Nervous because you didn’t like exams as a child ? • Determined that they should achieve more than you did academically? • Worried that your relationship with your child may suffer if you put pressure on them ?

What’s going on for your child? • Focus is on them to achieve • Having to make decisions about their future • Fear of failure is huge for young people on the brink of adulthood • Still part child, struggling with the exciting but scary concept of going it alone – a big emotional adjustment • Moodiness, tiredness, challenging behaviour • Brick wall of resistance and anger if asked for answers about the important issues facing them

Highly motivated

STRIVING

CONSCIENTIOUS

Limited ability

Lots of ability

Works hard

Works hard Lots of ability

Limited ability RESIGNED

UNDERACHIEVER

Limited ability

Lots of ability

Doesn’t care

Doesn’t care

Not motivated

• Do you recognise your child on this spectrum? • Are there some areas where your child is motivated and some where they don’t seem to care? What makes the difference?

UNDERACHIEVER Important messages to convey:

• You are responsible for your own decisions and the outcomes of those decisions • Doing well in exams gives you more choices in life • Relaxing and catching up with friends is okay – in moderation • Encourage discussion about the types of things they want out of life • Build little treats into study time

RESIGNED Important messages to convey: • Actively encourage them if they show an interest in certain pursuits • Use positive messages of appreciation when they attempt something (irrespective of result) • Help them set realistic goals and devise sensible strategies to achieve them • Making an effort is courageous and praiseworthy • Encourage friendships with peers who have a sense of purpose

STRIVING Important messages to convey:

• These exams are not your only chance to achieve your goals in life • Exam grades are not a measure of your value as a person • Studying hard will not be wasted even if you fall short • Balance between work and rest is essential for best results • We are proud of your great effort and determination

CONSCIENTIOUS Important messages to convey:

• We value you for who you are as a person not just your achievements • You are more than the sum of your success • Short term sacrifice for long term gain is good – but in moderation • It is okay to make mistakes, it’s how we learn (perfectionists are nearly always conscientious) • We are proud of your efforts • Make sure you have some fun / relax this week

Keeping yourself and the household calm • Pretty much anything you say or do between now and the exams will be Unreasonable, Annoying and Unfair! • The best thing you can do is look after yourself extra-well, so you in turn can look after your exam-taking child. • Make home life as calm and pleasant as possible. Try not to nag or make too many demands on your child during exam time.

• During study leave, be at home as much as possible. • Make sure there are plenty of healthy snacks available, and try to provide good, nutritious food at regular intervals. • Encourage your child to take regular exercise. • Discourage your child from staying up late. • Be careful that you don’t organise them too much – taking breaks in the form of seeing friends or watching rubbish telly is important too.

• Listen. Resist lecturing or fixing. Create a safe space for feelings to be explored. Simply acknowledge what you’ve heard. • Ask what helps them prepare, and whether there is anything you can do to support them. • Give loads of praise, encouragement and support when asked. • Empathise, even if they seem very moany. • Let them know how proud you are of any efforts they seem to make. • Give the message that you love and value your child whatever their achievements.

• Accept that revising in 2013 might not look like revising did in the 70s or 80s when you were doing it. • Try to encourage them to have an overview of how their revision is going and what their priorities are. • Promise a celebration at the end of the exams. • Try to convince them that their best is good enough.

• Thank you for attending this evening Further information & literature about the services Family Lives offers can be obtained from www.familylives.org.uk Helpline Number: 0808 800 2222 Local Office: 01707 630107