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					           Revision & Study Skills

  A Guide for Students, Parents &
  Carers of Year 10 & 11 Students

                           2012




       GCSE Results Day : Thursday 23rd August 2012

 Use this guide, work very hard in lessons and attend revision
sessions to ensure you are a very happy student on results day.

                               1
                                             When are my Exams?

                                      GCSE TIMETABLE SUMMER 2012

                                    All morning examinations start at 9:00am
                                  All afternoon examinations start at 1:30pm.
             All candidates must be outside the exam room 15 minutes before the official start time.

 Please Note: This timetable is an overview of the Exams taking place at Greenbank High School for the summer 2012
 Examination Series. Candidates should refer to their official Statement of Entries from the Examination Boards for exact
 details of their exams. The school will not be held responsible for any mistakes or incorrect information in this timetable that
 may result in a candidate not attending an exam. All exam absences must be explained within two days of the Exam in writing
 to the Examinations Officer. If possible a doctor’s note / prescription information must be provided along with a note from
 parents / carer.

 Modern Foreign Language Speaking Exams will take place as arranged by the Languages Department. The window for these
 examinations will commence from February 2012 until May 2012. Please ask your teacher for further details.

                                                         Exam                                                         Start
Title                                                    Code
                                                                     Duration    Date             Day & Session
                                                                                                                      Time

                                                  MARCH 2012
MATHEMATICS PAPER 1 : FOUNDATION PAPER                   1380 1F     1h 30m      2 March 2012     Friday pm           1:30pm
MATHEMATICS PAPER 1 : HIGHER PAPER                       1380 3H     1h 45m      2 March 2012     Friday pm           1:30pm
MATHEMATICS PAPER 2 : FOUNDATION PAPER                   1380 2F     1h 30m      5 March 2012     Monday pm           1:30pm
MATHEMATICS PAPER 2 : HIGHER PAPER                       1380 4H     1h 45m      5 March 2012     Monday pm           1:30pm

                                             MAY & JUNE 2012
HOME ECONOMICS: FOOD & NUTRITION UNIT 1                  430101       1h 30m     14 May 2012        Monday am         9:00am
MUSIC UNIT 1                                              42701         1h       14 May 2012        Monday am         9:00am
FRENCH UNIT 1: 1H LISTENING HIGHER                       5FR01 H      0h 40m     14 May 2012        Monday pm         1:30pm
FRENCH UNIT 1: 1F LISTENING FOUNDATION                   5FR01 F      0h 30m     14 May 2012        Monday pm         1:30pm
RELIGIOUS STUDIES UNIT 1: REL. AND LIFE BASED ON
                                                           5RS01      1h 30m     15 May 2012        Tuesday pm        1:30pm
A STUDY OF CHRIST & AT LEAST 1 OTHER REL.
HOSPITALITY & CATERING UNIT 2                            473201       1h15m      16 May 2012      Wednesday am        9:00am
FRENCH UNIT 3: 3H READING HIGHER                         5FR03 H      0h 50m     17 May 2012       Thursday am        9:00am
FRENCH UNIT 3: 3F READING FOUNDATION                     5FR03 F      0h 35m     17 May 2012       Thursday am        9:00am
DRAMA UNIT 1                                              42401       1h 30m     18 May 2012        Friday am         9:00am
POLISH UNIT 1 LISTENING                                   46851        50m       18 May 2012        Friday pm         1:30pm
BIOLOGY 3                                                 BLY3F/3H     45m       21 May 2012       Monday am          9:00am
BIOLOGY 2                                                BLY2F/ 2H     45m       21 May 2012       Monday am          9:00am
SPANISH UNIT 1F: LISTENING FOUNDATION                    5SP01 F       30m       21 May 2012       Monday pm          1:30pm
SPANISH UNIT 1H: LISTENING HIGHER                        5SP01 H       30m       21 May 2012       Monday pm          1:30pm
ENGLISH LITERATURE UNIT 1: FOUNDATION                    420101        2hrs      22 May 2012       Tuesday am         9:00am
ENGLISH LITERATURE UNIT 1: HIGHER                        420102        2hrs      22 May 2012       Tuesday am         9:00am
PHYSICAL EDUCATION UNIT 1: SHORT COURSE                   5PE03         1h       23 May 2012      Wednesday pm        1:30pm
PHYSICAL EDUCATION UNIT 1: FULL COURSE                    5PE01       1h 30m     23 May 2012      Wednesday pm        1:30pm
PORTUGUESE: WRITING                                      A834/01        1h       23 May 2012      Wednesday pm        1:30pm
GUJARATI: WRITING                                        A814/01        1h       23 May 2012      Wednesday pm        1:30pm
CHEMISTRY: UNIT 2                                        CHY2F/2H      45m       24 May 2012       Thursday am        9:00am
                                                                2
CHEMISTRY: UNIT 3                               CHY3F/3H    45m     24 May 2012     Thursday am   9:00am
ENGLISH LITERATURE: UNIT 2                      420201      2hrs    24 May 2012     Thursday pm   1:30pm
POLISH: UNIT 2 READING                           46852       1h     25 May 2012      Friday am    9:00am
POLISH: UNIT 4 WRITING                           46854       1h     25 May 2012      Friday am    9:00am
DESIGN AND TECHNOLOGY: PRODUCT AND DESIGN        45551      2hrs    25 May 2012      Friday am    9:00am
SPANISH: UNIT 3 READING FOUNDATION              5SP03 F     35m     25 May 2012      Friday pm    1:30pm
SPANISH: UNIT 3 READING HIGHER                  5SP03 H     50m     25 May 2012      Friday pm    1:30pm
ITALIAN UNIT 1: 1F LISTENING FOUNDATION         5IN01 F    0h 30m   28 May 2012     Monday am     9:00am
PORTUGUESE: LISTENING: WRITTEN PAPER            A831/01    0h 50m   28 May 2012     Monday am     9:00am
GUJARATI: LISTENING: WRITTEN PAPER              A811/01    0h 50m   28 May 2012     Monday am     9:00am
ITALIAN UNIT 1: 1H LISTENING HIGHER             5IN01 H    0h 40m   28 May 2012     Monday am     9:00am
DANCE UNIT 1                                     42301       1h     28 May 2012     Monday pm     1:30pm
ENGLISH UNIT 1 READING FOUNDATION               417101       1h     29 May 2012     Tuesday am    9:00am
ENGLISH UNIT 2 WRITING HIGHER                   417202       1h     29 May 2012     Tuesday am    9:00am
ENGLISH UNIT 1 READING HIGHER                   417102       1h     29 May 2012     Tuesday am    9:00am
ENGLISH UNIT 2 WRITING FOUNDATION               417201       1h     29 May 2012     Tuesday am    9:00am
RUSSIAN UNIT 2: READING                          5RU03     0h 55m   29 May 2012     Tuesday pm    1:30pm
RUSSIAN UNIT 1: LISTENING                        5RU01     0h 50m   29 May 2012     Tuesday pm    1:30pm
GUJARATI: READING: WRITTEN PAPER                A813/01    1h 00m   30 May 2012    Wednesday am   9:00am
ITALIAN UNIT 3: 3H READING HIGHER                5IN03     0h 50m   30 May 2012    Wednesday am   9:00am
PORTUGUESE: READING: WRITTEN PAPER              A833/01    1h 00m   30 May 2012    Wednesday am   9:00am
ITALIAN UNIT 3: 3F READING FOUNDATION            5IN03     0h 35m   30 May 2012    Wednesday am   9:00am
PHYSICS 2                                       PHY2F/2H    45m     30 May 2012    Wednesday pm   1:30pm
PHYSICS 3                                       PHY3F/3H    45m     30 May 2012    Wednesday pm   1:30pm
ICT UNIT 1                                      433101     1h 30m   01 June 2012     Friday am    9:00am
ARABIC UNIT 3: READING                          5AR03      0h 55m   01 June 2012     Friday pm    1:30pm
ARABIC UNIT 1: LISTENING                        5AR01      0h 50m   01 June 2012     Friday pm    1:30pm

     HALF TERM - MONDAY 4TH JUNE - FRIDAY 8TH JUNE 2011
ARABIC UNIT 4: WRITING IN ARABIC                5AR04      1h 00m   11 June 2012    Monday am     9:00am
MATHEMATICS 1 : FOUNDATION PAPER                1MA0/1F    1h 45m   11 June 2012    Monday pm     1:30pm
MATHEMATICS 1 : HIGHER PAPER                    1MA0/1H    1h 45m   11 June 2012    Monday pm     1:30pm
BIOLOGY: UNIT 1                                 BLY1F/1H    45m     12 June 2012    Tuesday am    9:00am
BIOLOGY UNIT 1 (NEW SPECIFICATION) - YR 10      BL1HP        1h     12 June 2012    Tuesday am    9:00am
BIOLOGY UNIT 1 (NEW SPECIFICATION) - YR 10      BL1FP        1h     12 June 2012    Tuesday am    9:00am
HISTORY: ASPECTS OF INTERNATIONAL RELATIONS
1919-2005 & CHOSEN DEPTH STUDY : WITH THE USA   A971/17    2h 00m   12 June 2012    Tuesday pm    1:30pm
1945-1975
MATHEMATICS 2 : HIGHER PAPER                    1MA0/2H    1h 45m   13 June 2012   Wednesday am   9:00am
MATHEMATICS 2 : FOUNDATION PAPER                1MA0/2F    1h 45m   13 June 2012   Wednesday am   9:00am
GEOGRAPHY SPEC B UNIT 1 HIGHER                  424102       1h     14 June 2012    Thursday am   9:00am
GEOGRAPHY SPEC B UNIT 1 FOUNDATION              424101       1h     14 June 2012    Thursday am   9:00am
MEDIA STUDIES UNIT 1                            48101      1h 30m   14 June 2012    Thursday pm   1:30pm
GREEK UNIT 3: READING                           5GK03      0h 55m   14 June 2012    Thursday pm   1:30pm
GREEK UNIT 1: LISTENING                         5GK01      0h 50m   14 June 2012    Thursday pm   1:30pm
RUSSIAN UNIT 4: WRITING                         5RU04      1h 00m   14 June 2012    Thursday pm   1:30pm
HISTORY: BRITISH DEPTH STUDY WITH HOW WAS
                                                A972/21    1h 30m   15 June 2012     Friday am    9:00am
BRITISH SOCIETY CHANGED 1890-1918?
CHEMISTRY: UNIT 1                               CHY1F/1H    45m     15 June 2012     Friday pm    1:30pm
CHEMISTRY UNIT 1 (NEW SPECIFICATION) YR 10      CH1HP        1h     15 June 2012     Friday pm    1:30pm

                                                      3
CHEMISTRY UNIT 1 (NEW SPECIFICATION) YR 10    CH1FP       1h     15 June 2012     Friday pm    1:30pm
GEOGRAPHY SPEC B UNIT 2 FOUNDATION           424201       2h     18 June 2012    Monday am     9:00am
GEOGRAPHY SPEC B UNIT 2 HIGHER               424202       2h     18 June 2012    Monday am     9:00am
GREEK UNIT 4: WRITING                         5GK04     1h 00m   19 June 2012    Tuesday am    9:00am
CHINESE UNIT 1: 1F LISTENING FOUNDATION      5CN01F     0h 40m   19 June 2012    Tuesday am    9:00am
CHINESE UNIT 1: 1H LISTENING HIGHER          5CN01H     0h 45m   19 June 2012    Tuesday am    9:00am
CHINESE UNIT 1: 1H LISTENING HIGHER          5CN01H     0h 45m   19 June 2012    Tuesday am    9:00am
CHINESE UNIT 1: 1F LISTENING FOUNDATION      5CN01F     0h 40m   19 June 2012    Tuesday am    9:00am
PHYSICS 1                                    PHY1F/1H    45m     20 June 2012   Wednesday am   9:00am
PHYSICS UNIT 1 (NEW SPECIFICATION) YR 10      PH1FP       1h     20 June 2012   Wednesday am   9:00am
PHYSICS UNIT 1 (NEW SPECIFICATION) YR 10      PH1HP       1h     20 June 2012   Wednesday am   9:00am
DESIGN & TECHNOLOGY : TEXTILES UNIT 1         45701       2h     21 June 2012    Thursday pm   1:30pm
CHINESE UNIT 3: 3H READING HIGHER            5CN03H     0h 50m   26 June 2012    Tuesday pm    1:30pm
CHINESE UNIT 3: 3F READING FOUNDATION        5CN03F     0h 45m   26 June 2012    Tuesday pm    1:30pm




                                                   4
LEARNING STYLE PREFERENCE CHOOSE ONE ANSWER FOR
EACH QUESTION – THE ONE THAT IS MOST “YOU”

1 At school, in class, I             7 I tend to choose dvds with:    13 When I get very angry I
understand things                    a) good special effects          tend to:
best when:                           b) good music                    a) go quiet and fume silently
a) there is something to look at –   c) lots of action or drama       b) shout and yell
diagrams, pictures, video                                             c) storm off, bang things
b) when things are explained
clearly
c) when there is something to do



2 When I am relaxing, I prefer       8 If I were famous I would       14 The subject I enjoy most is:
to:                                  rather be:                       a) music
a) listen to the radio or play       a) a famous singer               b) PE
music                                b) a famous sports star          c) art
b) do something physical             c) a famous movie star
c) read or watch television
3 When I am trying to                9 To know what sort of mood      15 In the evening, or on a trip,
concentrate I get                    someone is                       I prefer:
most distracted by:                  in I tend to:                    a) to kick a ball around
a) people moving around me           a) check their body language     b) to play cards
b) untidiness around me              b) look at their face            c) to tell & listen to jokes
c) noise                             c) listen to the tone of their
                                     voice
4 What I like most about my          10 I prefer the humour of:       16 I improve my sports skills
favourite TV programme is:           a) comics and cartoons           best when:
a) the way the characters look       b) comedians who tell jokes      a) the coach shows me how
b) what they say and how they        c) clowns                        b) the coach explains what to
say it                                                                do
c) the action or drama                                                c) I practice by myself
5 When I am at a party I notice      11 To get across a big city I    17 Most important to me is:
most:                                was not familiar                 a) what I sound like
a) what people are saying            with I would prefer:             b) how I feel
b) what people are doing             a) to be told how to get there   c) how I look
c) what people are wearing           b) to be taken there
                                     c) to be given a map to follow
6 When I am trying to spell a        12 If I won £30 I would spend    18 In class I like it best when
new word I:                          it on:                           we are:
a) try to get it to feel right       a) a day white water rafting     a) moving around, doing things
b) try to get it to look right       b) new clothes                   b) making notes or drawing
c) sound it out                      c) new music                     diagrams
                                                                      c) listening to the teacher
                                                                      talking




                                                          5
               PREFERED LEARNING STYLES: Modern Languages

We are all different types of learners and need to use a range of strategies in order to
achieve success. You may be finding Spanish difficult to revise because you are not using the
strategies best suited to your preferred learner style. It is important to vary your revision to
try the techniques suggested below.

              Visual                                Auditory                              Kinaesthetic
Create memory maps using               Describe/explain your                Create memory maps using
lots of colour                         memory map to a friend               colour, pictures, photographs, fabric

Create memory maps using collage       Link the vocab’ you need to          Walk” a friend through your memory
                                       learn to a story – the more          map
                                       outrageous the better
Visualise the word in picture form     Imagine yourself in class and        Picture yourself “doing” the topic you’re
– see the picture, see the word        “listen” to the teacher/friend       revising – how do you feel?
Associate vocab’ with a journey        Revise with a friend or relative     Practice role plays with a friend
you regularly make                     talking it through
Label items around the home            Link Spanish sounds to English       Link words to gestures
                                       sounds
Use post-it notes to record vocab’     Revise to music                      Revise to exercise
Make colour coded vocab’ lists on      Make up rhymes / poems / raps /      Make revision card games – play with a
post cards – a card looks              chants                               friend
achievable, an A4 list doesn’t!
Produce summaries                      Record your revision on tape         Make use of revision
                                       / CD / MP3/ mobile, and listen to    activities on the internet
                                       it frequently
“See” the vocab’ on display            Remember words in rhyming            Place yourself in the classroom when
                                       pairs                                the topic was introduced – what did we
                                                                            do?
Highlight important work in your       Play reinforcement games at home     Associate the words with feelings
exercise book / revision guide
Illustrate your revision notes         Teach someone else – it improves     Role
                                       your understanding                   play being he teacher and teach a point
                                                                            of grammar
To learn spellings use: look, write,   To learn spellings use: look, say,   Practise writing words in the air, or on
cover, write, check, write. Does       cover, say, check, say. Does the     someone else’s back. Does the spelling
the spelling look right?               spelling sound right?                feel right?
“See” a sentence as a jigsaw puzzle    Listen to news headlines in          Make phrase maker cards – how many
– put the pieces in order              Spanish – identify key points, or    different phrases can you make by
                                       watch a Spanish film and focus on    manipulating the cards?
                                       one particular character
Create your own picture dictionary     Make up and learn mnemonics          Invent ways of remembering
on the computer                        eg: DR VE MANTRAPS MD                / associating words with
                                                                            meanings

                                                           6
Whilst you probably have one preferred learner style, you learn effectively using
all three methods. Therefore, try them all out and decide which work for you.
Remember;
     Effective revision takes time
     Revision should be completed in bite-size chunks
     You need to build breaks and “me time” into your revision programme
     For information to be stored in your long term memory, you need to review it
      five times
     Don’t give up – use your belief in yourself, and your desire to succeed, to
      help you
     persevere when things seem difficult.



                              Buena suerte !!




                  MAKE THE MOST OF YOUR MEMORY


                                        7
Memory is improved if you:
☺ are interested in what you have to learn
☺ are selective and choose carefully what you need to know
☺ are keen to learn and remember certain facts
☺ are sure you understand what you have to learn and remember (ask
  for help if this isn’t true of you . . . . . . it will be so worth it!)

                         SOME BASIC MEMORY RULES

FOCUS your attention and do not let your mind wander . . . . . if it does
then RE-FOCUS

    Work in short, sharp bursts
    Recite the material over and over out loud by yourself . . . . . read,
     write, sing,
    colour code, illustrate, mind map, . . . . . whatever it takes for you
     to remember it.
    Review your work regularly and ask for support if you cannot
     remember all that is needed (don’t forget your parents, carers,
     teachers, mentors, all want you to do well)
    Develop a positive attitude towards your memory . . . . . using your
     memory is a skill that can be developed and improved over a very
     short space of time . . . .get going!




                        A FEW MEMORY TECHNIQUES

Missing words (cloze procedure)
                                      8
This is good for quotes, poems, tables, formula etc. Write out the material to be learned,
read it through 2-3 times (you can use your imagination to create pictures to help yourself).
Then block out some words (eg: every tenth word, every verb, every new piece of vocabulary
in French, every piece of subject specific scientific language) or ask someone else to do it
for you. Then read the text through again filling in the missing words from your memory.
You should also write out the missing words as you say them to reinforce your memory. Get
some help and/or ask someone else to test you.

Roman Room technique

Use a room you know really well (bedroom / kitchen @ home etc). Imagine that each work /
fact / name / quote that you have to learn in placed on an object in the room you have
chosen.
EG: If you are revising Respiration for example then write a fact about the lungs on paper
and stick it on the fridge, next fact stick on cooker, next fact stick on washing machine.
Make it as visual as you can and then in the exam start at the kitchen door and work your
way mentally round the kitchen collecting the facts for your exam question – try it . . . it
works!

Record the facts you need to know
(Voice recorder on mobile phone, I Pod etc)

Listen to the facts you record over and over again until you feel quite confident abut them . . .
once this happens then records it again with gaps and you have to fill then in when you hear the
playback.



Put headphones on and walk            listening to the facts you recorded . . . . you will then get
exercise as well and that is good for your revision programme.

Mnemonics (pronounced NEMONICS)

This is a verse to aid the memory. You can use it for a few facts or the spelling of am
important word – make up your own and have a laugh doing it!!
Eg:
BECAUSE: Big Elephants Cannot Always Understand Slippery Eels
SAID: Sally Anne Is Dancing


Flash Cards
These are particularly good for French (and other languages) but can also support you in
                                                  9
remembering scientific facts or formula you need to understand for Science and / or Maths.
Use postcard size card and write all the facts you need on it, say them over and over again as
you write. Perhaps write 2 words only and then once you see the flashcard you have to
elaborate on what these 2 words mean. This works for Geography / History / English / PE
etc.

                                     POSTCARD

                                World War 2 …
                              Invasion of Poland
                                    Hitler




Drill & Practice

This way of revising and learning is often seen as boring but for SOME people it is effective.
Repeatedly read, cover the book, write your own answer and then check it against the
correct work. Ask for help doing this or get someone else to mark it and then write a list of
the parts you missed out.
Remember: READ, COVER, WRITE OR RECITE, REVIEW . . . . . .

Numbers, Shapes, Rhymes, Lists

This is a very individual way to improve your memory but you can make a list or rhyme where
a few facts correspond to a list of numbers.
EG:
1 born in . . . . .        1 weather used to . . . . .
2 studied in . . . .       2 environmental influence . . . . .
3 influenced by . . . . .  3 result now . . . . . .
4 chose . . . . . .        4 long term effects . . . . . . .
5 worked as . . . . .      5 remedies . . . . . .




The following pages will give you idea for use of these techniques to assist your memory.


                                               10
Read through all of them and tick the ones that you know will help you.

Don’t forget to test yourself and / or ask members of your family to test you . . . . it will
help.

Also remember to make full use of past papers and advice for revision given in class by your
teachers.


  GOOD LUCK AND REMEMBER THAT YOUR MEMORY CAN
                    IMPROVE




                      Healthy Body = Healthy Brain……..

                                                 11
                              It’s true!

                           Revise to Music

Experts recommend the following music to aid concentration for
Revision
         ♫   The Four Seasons – Vivaldi
         ♫   Watermark – Enya
         ♫   William Tell Overture – Rossini
         ♫   Mozart
         ♫   Baroque Music
         ♫   OR Instrumental music of your own choice – avoid music
             with words as you may be tempted to sing along and
             distract yourself!


                  You can help your body to be more healthy
                  eating these:

   Carbohydrates such as wholemeal bread, bagels, muffins,
    crumpets
   Fruit – we all need Vitamin C
   Vegetables – especially greens and salads
   Lean meat or cereals, nuts, beans if you are vegetarian
   Bananas – good for stamina
   Pasta and rice
   Water – drink at least 8 glasses a day as it is essential for
    learning



But AVOID all of these in excess:
                                   12
     Sugar and sugary foods like sweets
     Coffee
     Alcohol
     Fizzy drinks, especially cola
     Artificial flavourings & “E” numbers
     Too many fatty foods such as chips & burgers

REMEMBER HEALTHY BODY = HEALTHY BRAIN

Exercise is a very important part of a Revision programme . . . . so try to
exercise at least 3 times a week

                            Cycling

                            Dancing

                            Walking (walk to school?)

                            Swimming

                            Aerobics

                            Team Sports

                            Running

                            Add your own exercise



Have a GOOD NIGHT’S sleep

                                    13
    Make sure you have at least 8 hours sleep
    Use relaxation exercises if you can’t sleep
    Ask for help with this if you find it hard
    If you still can’t sleet then at least try to think happy, positive
     thoughts
    It it’s too hot then see if you can have a fan in your room or open
     the top window
    If it’s too cold see if there is a spare heater for your room or a
     hot water bottle

DO NOT DO THIS . . . . . .




. . . as by the time you wakes up you will have forgotten all you learnt . . .




                  ASSESSING YOUR STUDY SKILLS

                                      14
O there are 2 copies of this exercise so that you and a friend can each fill one out. It
will help you highlight your similarities and also your differences . . . . a good starting
point to work together!
O Think about the study skills listed below and mark yourself according to your
strengths using the following scale:
O 5 = very good 4 = good 3 = average 2 = weak 1 = weak

Skill                                                                   5    4   3    2       1
Organisation Skills   Time management
                      Keeping files etc in order
                      Planning revision tasks
                      Meeting deadlines
                      Saving work, in appropriate area
                      (memory stick, PC, file, work area etc)
Reading Skills        Taking notes
                      Making notes
                      Summarising work
                      Using skim, question, read, write, review
                      techniques
Writing skills        Writing times essays & answers
                      Spelling, grammar, punctuation
                      Writing factual essays & reports
                      Writing analytical essays
                      Writing compare / contrast essays
Oral skills           Speaking, listening – discussion
                      Preparing talks and presentations
                      Giving talks and / or presentations
Research skills       Planning investigations & enquiries
                      using a range or resources
                      Sticking to a plan
                      Locating information
                      Collecting and recording data
                      Interpreting and analysing data
                      Evaluating data and providing
                      evidence of using it correctly
                      ASSESSING YOUR STUDY SKILLS

                                                15
O there are 2 copies of this exercise so that you and a friend can each fill one out. It
will help you highlight your similarities and also your differences . . . . a good starting
point to work together!
O Think about the study skills listed below and mark yourself according to your
strengths using the following scale:
O 5 = very good 4 = good 3 = average 2 = weak 1 = weak

Skill                                                                   5    4   3    2       1
Organisation Skills   Time management
                      Keeping files etc in order
                      Planning revision tasks
                      Meeting deadlines
                      Saving work, in appropriate area
                      (memory stick, PC, file, work area etc)
Reading Skills        Taking notes
                      Making notes
                      Summarising work
                      Using skim, question, read, write, review
                      techniques
Writing skills        Writing times essays & answers
                      Spelling, grammar, punctuation
                      Writing factual essays & reports
                      Writing analytical essays
                      Writing compare / contrast essays
Oral skills           Speaking, listening – discussion
                      Preparing talks and presentations
                      Giving talks and / or presentations
Research skills       Planning investigations & enquiries
                      using a range or resources
                      Sticking to a plan
                      Locating information
                      Collecting and recording data
                      Interpreting and analysing data
                      Evaluating data and providing
                      evidence of using it correctly




                                                16
                       ASSESSING YOUR STUDY SKILLS

Read through this list and decide which statements best describe you . . . .
o     I often / sometimes work late into the night
o     I have difficulty ‘getting started’
o     I often start tasks well but don’t finish them
o     I am often too tired to work when I get home after school
o     I feel overwhelmed and I don’t know what to do next
o     I sometimes repeat work unnecessarily
o     I find it hard to sort out which parts are most relevant to put in my work
      and in which order they go best

Advice
   Decide what time suits you best for revision each day and stick to it
   Plan an essay and / or answers in your head before you write anything and
      then start to write down key words that will provide a plan for the work.
   One by one pad out the key words with more detail and then you will be
      ready to start
   If you cannot finish a task then you may be too tired so pack away, have a
      sandwich and a drink (don’t forget the water), have a break for an hour
      and then return to it feeling fresher
   If you are too tired to work at the end of the day when you get home
      then try using the homework facilities at school each day so that you then
      can relax when you get home
   Feeling overwhelmed is horrible and also stops you moving forward with
      your work . . . so ask for help to plan the first step and only concentrate
      on that (on subject or one area of one subject) but do complete that task
      first so that you have sense of achievement that will help get you back on
      track
   Use mind mapping to keep your work focused and if you have repeated
      parts of any answer then choose which part sounds best and delete the
      rest (or save elsewhere so you can work on it again at a later stage)
   Write a list and enjoy ticking things off – reward yourself for completing
      your work.




                                               17
                Get to know the two sides of your brain


                        Left side = LOGICAL     Right side = INTUITIVE
                        Processes:              Processes:
                        Speech                  Creativity
                        Analysis                Patterns
                        Time                    Spatial awareness
                        Sequences
                        Recognises:             Recognises:
                        Letters                 Faces
                        Numbers                 Places
                        Words                   Objects




            WHICH IS YOUR STRONGES STRONGEST SIDE?


                      VARIETY IS THE SPICE OF LIFE

It is ESSENTIAL to vary the techniques that you use for your Revision
Programme as research shows we remember:

20% of what we READ



30% of what we HEAR



40% of what we SEE



50% of what we SAY

60% of what we DO
                                       18
90% of a combination of all!!

This shows that using a variety of approaches can DRAMATICALLY increase
the ability of candidates to memorise material.

The pictures also show that reading ALONE (one of the most common exam
preparation techniques) is the LEAST efficient so be creative and use all
of these methods regularly . . . . and ask for help to do it!



                  Setting clear and realistic goals




Long term goals

Your long term goals should be what you plan to revise in each subject to
achieve the best possible result for you. Make sure these goals are realistic
and then write a list of things to do for each subject.




Short term goals

Your short term goals should be each long term goal broken down into a
manageable chunk.

   Be clear about what you will revise in each session
   Decide how long you can concentrate for – and be realistic

   Set yourself a TARGET that you wish to achieve by the end of each session
   Check this is a realistic target with your parents / carers
   Initially choose one small goal and tick it off with relish at the end of each
                                         19
       session
      If there are goals that you haven’t achieved by the end of the session
       examine why. Were you over ambitious? Were you disturbed? Did you spend
       longer or too long on one part and this ate into your planned time for another
       part?
      Use this knowledge to plan your next session more successfully. If you work
       in this way consistently then after a few sessions you will be able to
       estimate correctly how much you can achieve in one session and be accurate
      Do not leave a topic ‘mid air’. It is better to stop a few minutes early than
       begin a new part and then leave it when you finish your allocated time. You
       are not likely to remember this hurried part so be a little flexible at times
      If you have a bad session and / or you are finding a particular subject or
       topic difficult then ASK FOR HELP. Ask your teachers, parents or friends.
       Remember that your memory is helped by understanding what you are
       learning so DO NOT CONTINUE IF YOU ARE GETTING NOWHERE



                          Core Time and Bonus Time
Answer these questions first with your parents / carers help . . .
How much time can you revise for?
Where do you revise best?
Will you revise every day?
Will you revise for the same length of time every day or will it vary
on weekdays and weekends?
Why are you revising?

Now you are clear of your intentions allocate CORE TIME which is the amount of the time
spent revising every day eg: 1½ hrs each night and/or 3 hours each weekend day morning (if that
is when you learn best). CORE TIME will not be changed. You will set your starting time and
stick to it. Tell your friends and family that this is your CORE TIME and ask not to be
disturbed or interrupted (unless you are taking a short break). This will encourage you to
persevere with your revision tasks. Don’t answer your phone or the door – just get on with it.

If you have time later in the day or it is the half term holiday then you could do more revision in
BONUS TIME. You may therefore do 2 extra BONUS TIME hours for two days and then on
the third day if a friend calls round and invites you out then go . . . . this is perfectly acceptable
so long as you stick routinely to CORE TIME still.
                                                  20
If you follow this principle you can revise and relax each day without feeling guilty or stressed.
Do not subtract BONUS TIME from CORE TIME. CORE TIME must be maintained. If you find
this too hard then perhaps you have set your CORE TIME unrealistically long. You can reduce it
once only and then stick to it!
Give yourself a reward at the end of each successful session eg: play on computer, watch TV,
listen to music (with words!) or kick a football/bounce a basketball around outside and THEN
COME BACK TO YOUR REVISION

                                THE FINAL COUNTDOWN

             Week Beginning            Weeks to go
             Half Term
             Spring Term 2012
             February 20                     11
             February 27                     10
             March 5                         9
             March 12                        8
             March 19                        7
             March 26                        6

             Spring Holiday (2 weeks exam preparation)
             Spring Holiday

             Summer Term 2012
             April 16
             April 23                        3
             April 30                        2
             May 7                           1
             May 14                          0


3 . . 2 . .1 . . . .0




                                                 21
                                       MOTIVATION

Motivation is essential for this to be successful. Think of all the reasons
why it will be good to do well in these exams (confidence, improved self esteem, pride, college,
long holiday after them, freedom, more chance of getting the job that you want and so on . . . .)

If you lack motivation then . . . . . .
    Tick off each topic as you have revised it – prove to yourself that you are making
      progress.
    Start each session with a review of yesterday’s work – prove to yourself that you have
      remembered lots of it and be proud of yourself when you have.
    Ensure that each revision session contains topics that you find easy/like as well as the
      other harder ones.
    Reward yourself regularly (food, drinks, music).
    Stick the exam timetable on your fridge to remind yourself how close the exams are.
    Buy a roll of lining wallpaper (cheap in B & Q, Homebase or any DIY store) and some thick
      felt pens – unroll it and write all over it (key words, motivational chants, reminders of how
      great you will feel when the exams are over, countdown calendar to FREEDOM!!)
    Stick it up on your bedroom walls and be proud of yourself.
    Visualise yourself coming into Greenbank at the end of August to collect your results –
      visualise how fantastic you will feel if you do well – even surpass you’re your predictions . .
      .go on you can do it with hard work, an organised revision programme and support from
      others! Other students have done this before you and so we know it possible.

GO   O   DLU   CK!
GO   O   DLU   CK!
GO   O   DLU   CK!
GO   O   DLU   CK!

COUNTDOWN

NOW: (6 - 7 weeks before the exams start)
    Write a weekly revision timetable and plan for CORE TIME every day
    from now on
    Identify the topics that need to be revised from the syllabus
    Look at the format of the exam questions in lessons (how many questions need to be
    answered, length of time for the exam? etc)
    Sort out all your notes into order in preparation for needing them in your revision
    programme
    Buy some cheap files if necessary to help you do this and page dividers and / or plastic
    wallets
                                                 22
      Don’t over-rely on published revision sheets as they are generic and do not know which
      areas you find easy / hard. Use a combination of your notes, published guides, GCSE
      bitesize and support work from your teacher
      Keep coming to school – don’t be tempted to revise alone all the time
      Ask teachers for help and then ask them again

SPRING/EASTER HOLIDAY: (3 weeks before the exams start)
     Set aside at least 2-3 hours each day to revise as CORE TIME
     Divide up each subject area into topics (2-3 at a time)
     Use the fact that you are not at school to clock up some BONUS TIME
     Write a list of all the questions you want to ask your teachers when you get back into
     school next week (you will certainly have few when you examine your own work – you may
     find a few gaps)
     Spend some time relaxing too

3 . . 2 . .1 . . . .0

BACK IN SCHOOL
     Read through your notes and summarise the main points – leave plenty of space so you can
     add things in after you have learnt more
     Read the notes out to someone who will support you (remember how much more you learn
     if you read, hear, say etc)
     Write down the key principles and / or theories
     Outline and define key terms and definitions – highlight them or circle them . . . . and
     write them on rolls of wallpaper and stick them up
     List important data / formulae – add numbers to support your memory
     Clarify all areas you are not sure of with parents / teachers / friends etc
     Make mind maps (large or small) and stick them up around your room
     Write key words on wallpaper – colour code them
     Practice answering exam questions – time yourself
     Use the pen that you plan to use in the exam
     Read past papers and answer out loud before writing anything down
     Set a timer / clock / phone at 25 minutes and write for as long as you can about one topic
     that will certainly come up in the exam . . . mark it against your own notes – how did you
     do?? If you missed out some vital points then write them on wallpaper and leave them
     stuck up on your bedroom wall
     Try all types of questions (multiple choice, essay, compare &
     contrast etc etc)
     Check your answers with a teacher and / or friend
     Learn from your mistakes


                                               23
SUMMER TERM: (2 weeks before the exams start)
    CORE TIME & BONUS TIME as often as possible
    Take advantage of the teacher’s advice in your last few lessons with them
    Try to get as much undisturbed sleep as you can so you are refreshing your brain each
    night
    Carry on with key words, wallpaper, mind mapping, timed essays, using class books to
    check up on facts, bitesize etc

THE DAY BEFORE:
     Check you have everything ready for the exam (see through pencil case, calculator & new
     batteries, pens etc)
     Check you know how to get to the exam hall
     Visualise yourself sitting there and being successful
     Try to avoid last minute revision . . . . go out, read a book, watch TV
     Relax as much as you can and get an early night

THE EXAM:
     Read the rubric (the words or notes of explanation)
     Don’t start writing until you have read through the exam paper
     Plan your time
     Recall all your memory prompts
     Choose your questions carefully and start with the one you think you will find easiest to
     give you some confidence
     Analyse the question (what do the examiners want here??)
     Brainstorm your ideas on scrap paper
     Concentrate on the content and check spellings etc later if that is hard for you
     Check back to the question and make sure you are answering what you are being asked
     If you have a ‘mental block’ then leave the question and move on – return to it later –
     make sure you leave enough time for that
     Do your best . . . . obvious but true . . . . keep a close check on the time (there will be a
     clock in the exam room)

AFTER THE EXAM:
     Try to avoid a ‘post mortem’ however tempting it is – particularly if it is the first of two
     papers
     Relax – play sport or whatever relaxes you if there is time before you concentrate on the
     next exam on your timetable
     Go home and mark off the completed exam on the timetable in a big, brightly coloured
     tick 




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