Year 11 Mock Exams are December 2 - 14

Year 11 Mock Exams are December 2 - 14

Year 11 Mock Exams are December 2 - 14 Keep calm and revise REVISION ? Y H W To work out something youve found difficult before.

To help remember something youve 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. n o m m o REVISION

? C s e k a t s i m What are they? n o

m m o REVISION ? C s e k a t s i m

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. g n REVISION

i n n a l P When to revise? First make a list of any commitments that take up your time. For example: School

Homework Sport Family Leisure Babysitting Work g n REVISION i n n a

l P Work out how much time you could use for revision: 22 Oct 4 Dec = 44 days Halfterm 5 x weekdays = 5 x 2 hrs Weekends = 4 x 1 hour Over 3 weeks 10 hrs 4 hrs = 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 g n

REVISION i n n a l P Total time available for revision: Next term Halfterm 25 hrs 14 hrs

Total 39 hrs If you have mock exams in approx. 6 subjects, this allows 5.5 hrs per subject. + ? n REVISION e

h W Use your planner! 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 its more interesting Allow time at the end of a session to review/read over/check through everything you have covered ? t a REVISION h W Ask your teacher! 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 REVISION TECHNIQUES And how we learn How much do you forget? Or - what can you recall, when?

How much can you recall if you review? So, how do you do it? Strategies for Visual Learning Visual cues Colouring in Noticing shapes see the page Spider diagrams (mind mapping) Concept maps (mind mapping) How to mind map?

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 Strategies for Kinaesthetic

Learning Active writing Make notes Cut up to form jigsaw Sort out Make Flash cards Tricks of the Trade - Revision Making it stick 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 "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.) Remembering labelled diagrams Draw a copy of the diagram - but without the labels Fill in the labels from memory Highlighting

Highlight key words / key ideas tc n re e iff ent d e ffer s U di ries r f o eg o t

ca o rs u lo Makes it easier to revise later, plus scanning through your books looking for the key stuff helps you to remember it. 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! "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. Make "jigsaws" List things on a sheet of paper Cut the paper up Jumble it Then sort it out

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. 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. 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. ? 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. 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. Youre very clever

I know 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. Highly effective 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 Make a plan Stick to it! Keep reviewing your work Be positive it will all help! Happy revising and good luck!

Recently Viewed Presentations

  • Preparation - Periodic paralysis

    Preparation - Periodic paralysis

    CMAP changes following long exercise in an unaffected patient (A), a patient with hyperkalemic periodic paralysis (hyperKPP) and T704M sodium channel mutation (B), a patient with hypokalemic periodic paralysis (hypoKPP) and R528H calcium channel mutation (C), a patient with Andersen-Tawil...
  • A Critical Review of The Africa Rising Narrative

    A Critical Review of The Africa Rising Narrative

    In the Euro zone crisis countries for example, the average duration of unemployment reached up to 9 months in Greece and 8 months in Spain. Even in countries with signs of economic recovery such as the United States, long-term unemployment...
  • Creating Collaborative Learning Environments

    Creating Collaborative Learning Environments

    Brian Kayser Special Education Teacher at Walton Middle School in Charlottesville, VA [email protected] The Physical Space As a special education teacher, I have mostly taught collaborative classes, which meant I was always the guest in another teacher's classroom.
  • Guidance Department Planning for Success Los Gatos High

    Guidance Department Planning for Success Los Gatos High

    October - Counselor classroom presentations (in English classes) Students receive Naviance log-In information Throughout the year- Freshman Guided Conversations Self-image Pressures—Academic, Family, Friends Relationships Setting Boundaries Weekend Scene Nov 6th - End of second grading period Dec 17th - End...
  • Sentencing Update Alan Dorhoffer Commission Resources helpline

    Sentencing Update Alan Dorhoffer Commission Resources helpline

    A robbery offense that has an element of force sufficient to overcome a victim's resistance meets the level of force necessary to qualify as a violent felony under the elements clause of the Armed Career Criminal Act
  • JMB: Scaling Wireless Capacity with User Demands

    JMB: Scaling Wireless Capacity with User Demands

    maintain accurate phase synchronization within a packet. In JMB the lead AP initiates data transmission using a synchronization header, as in channel estimation. Each slave AP use this synchronization header to measure the current channel, hleadi (t) from the lead...
  • Unit 13 ORGANIC CHEMISTRY Aim #1 What is

    Unit 13 ORGANIC CHEMISTRY Aim #1 What is

    How can we name hydrocarbons? -IUPAC. 3. If it is an alkene, you must first indicate the location of the double bond(s) if the molecule has more than 3 Cs.Do this by numbering the carbons on the chain and stating...
  • Chapter


    The remaining convertible securities are anti-dilutive and are not included in diluted earnings per share. Earnings Per Share * Additional Notes (EPS) 1.About 1/3 companies in the U.S. has convertible securities or warrants. 2.If convertible securities are Not issued until...