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Class: Oct 2012 Exam: Date:

Class: Oct 2012 Exam: Date:. Class: Oct 2012 Exam: Date:. Record all interventions on SIMs.

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Class: Oct 2012 Exam: Date:

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  1. Class: Oct 2012 Exam: Date:

  2. Class: Oct 2012 Exam: Date: Record all interventions on SIMs.

  3. Revision TechniquesIt is essential that you learn to prepare for tests and exams. Below I have listed techniques and resources that you may find useful. Work out what suits you but try to find a variety as this will be more effective!

  4. Y10 follow the same intervention pattern that Y11 have. • internal exams will be completed at October half term (B1 progress), mid Nov (B1 mock), Feb Half term (P1 progress), Easter (P1 mock/ C1 progress), early May (C1 mock) and early June (C1/P1 mock 2)

  5. Revision StructureAs we return to a more summative assessment system, please try to emphasise the important of revision with your students. Unfortunately our students cannot just “revise” and the processes need to be introduced, taught and reinforced. Here are two revision structures for internal (end of topic) and external (GCSE style) exams. This also applied to KS3 SATs. Publish test dates to parents via letter. Discuss analysis with teaching partner and use it to inform planning for suspended timetable before exams. Update after second mock if needed. Ask students to self analyse and identify needs. Perhaps ask them to produce a revision timetable for homework and mark it in the way you would other work. Our students may not have revision guides. Provide simple booklets (all available on TES resources) and maybe exam questions to your “confidence” group). Ensure students know where to access other resources. The second mock paper should be completed to show progress. Re analyse and reconfigure your intervention plan. Record all interventions other than generic ones. Log all students who are not working/progressing and contact home if needed.

  6. Suggested strategies for revision lessons Starters • Use a hinge style question that students cannot get right randomly (they either know it of they don’t). • Ask them to use this information to self evaluate their knowledge (I call the groups R, A and G). You could also provide a self evaluation tick list. Introduction • Go back over the trickier concepts using whichever resources are appropriate with the whole class. • Set some exam questions at different levels and discuss how they should be answered in groups, perhaps writing exemplar answers for others to use. Active bit! • Get class to move according to their RAG. I then “teach” the R group, the A group have a group activity to complete like a mind map. They are encouraged to discuss and use the 4 B’s technique to explore the ideas. The G group may have an extension or be asked to apply their knowledge in some way. They tend to work more independently. • I might also have a circus of activities here if I want them to work in mixed ability groups. Plenary Usually I have a group game like I challenge you, OandX, wipeout or Connect 4. They share ideas and knowledge and I pick up on any misconceptions. It ends with a Q and A where they can ask the questions about the topic. The ending • It is sometimes good to complete a 551 activity to give them something to take away with them.

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