Year 11 Revision Guide 2009 by variablepitch333


									Year 11 Revision
  Guide 2009
                                                                           Y11 Revision Booklet 2009

Few people like exams!

Don’t fall into the trap of assuming that we’re all either good or bad at
exams and that’s the way it will always be.

Practice does make perfect! Anyone can improve their exam performance
and getting it right earlier rather than later will be less stressful in the long
run. Any performance (drama, sport event, concert you take part in) will
always go more smoothly when you have rehearsed or trained, building up
over a longer period of time.

Learning how to revise
You would be surprised by how many adults say they were never taught how to revise….

              “We were never taught any revision skills at school. We were
              told to go home and learn our notes. I just used to stare at the
              page and hope it would all go in. I read and read it but just got
              bored. Even at university no one told me how to revise. In the
              end it was more stressful not knowing and just struggling”

About this guide

This revision guide is as much for anyone who finds revision hard as it is for those who
seem organised and in control. You can improve your revision skills.

Effective revision includes things such as:

       getting your room ready for studying;
       sorting out a realistic and reliable schedule (that you can stick to);
       organising your notes – helps sort your thinking (reduces stress);
       going over headings/key words in highlighter pen – this helps find things much
       more easily and helps you review things;
       making notes from your notes – checks you understand and cuts down the volume
       of material you will end up having to look at;
       creating key fact cards on topics for subjects;
       sorting the information in a way that suits your learning style so that it is more
       easily understood.

                                                                        Y11 Revision Booklet 2009

Getting Your Environment Right
Invest time in setting up the atmosphere of the place where you will work. It should be:

       Quiet ~ if you work to music make sure it’s effective – it is impossible to
       concentrate on words of a song and revise key words at the same time. Be honest
       with yourself and experiment to see how effectively you are working.
       Few distractions ~ noise, TV, telephone, interruptions….
       Be organised ~ know where to find everything so you are not wasting time
       A place where you can alter the mood ~ having exactly the same environment
       for working and relaxing is not productive. As a result, you may find it hard to
       “switch off” when you need to. Use different lighting, clear work away into files/box
       Well equipped with what you need ~ desk or table, files, shelves, writing
       equipment etc.
       Somewhere to escape ~ it is good to take a break every so often.

One possible “shopping list” of revision materials is shown below. You might wish to
highlight the items you would find useful. Add further ideas to the list.

       A4 plain, lined, graph paper                      Highlighter pens
       Index cards for key facts                         Selection of pens/pencils
       A year planner Nov – June                         Calculator
       Dictionary                                        A3 paper for mind maps
       Termly/weekly timetables                          “Post it” stickers for page notes
       Plastic wallets                                   Stapler/paper clips
       Ring binder/files                                 Correction fluid
       Colouring pencils                                 Revision guides
       Copies of past exam papers

Some tips for a good revision environment…
◊   Use “mind maps” on your ◊      Use an old shoebox to ◊        Plan your room for
    bedroom wall for topics        store index cards you          revision with someone
    on exams you’ve got            use as Key Fact cards.         else. Two sets of ideas
    coming up.                                                    and another pair of
                                                                  hands can save you
◊   Have a notepad at the ◊        Use different colours for ◊    Make sure you pin up the
    ready and display ideas        different topics – even        timetable for exams –
    that pop up on the wall        paper/cards/headings.          date: Morning and/or
    “even while you are                                           afternoon slot?    Start
    daydreaming”.                                                 time? Length? Special
                                                                  equipment? Topics?

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Know The Barriers To Effective Study
If you know what holds you back, then you are more likely to be able to avoid them. Think
of what these barriers/excuses might be for you. Examples might include: feeling tired,
feeling hungry, pressure from friends to go out, notes missing, untidy desk etc.

Making a list of barriers (or obstacles) can often help you sort out the issues more easily.
You can work on some of these to improve the situation yourself, others you may have to
cope with, at least for now. It is never too late to think and, if you need to, ask for advice.

Task 1 (Spend 10 minutes identifying the barriers to learning)

Barriers to study    How can         I   improve      this What help might I need to ask
                     myself?                               for?

◊   Feeling tired    Decide on a more regular pattern of      Get some fresh air – walk, exercise or try
                     sleep for the period of the exams –      a short “nap”.
                     decide on the finish time to allow you
                     to get a restful night’s sleep.

◊   Untidy room      Set aside 10 minutes every night for     Adapt in small ways for now but think
                     clearing and planning workspace.         about longer term for June exams.
                     Ask parents for help getting files






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Further Handy Tips For Good Revision
  1    Start your revision early – allow at least two to three weeks before an exam.
       The sooner you start, the less you will have to do each day.

  2    Put together a timetable – put together a timetable and get someone to check

  3    Revision guides – these are excellent. Try to get hold of one for each subject.
       If you cannot afford to buy one for each subject ask at College and/or the local

  4    Go to all lessons – it may seem obvious but going to the revision sessions
       leading up to the exams will make a difference.

  5    Self discipline – it is easy to become distracted and/or put things off. You
       need to have a plan and stick to it.

  6    Get into a routine - have definite start and finish times. Sort out an order of
       subjects according to your plan, do not simply revise the subjects you like best.

  7    Give everything a go - make notes as you try things out. If you get stuck,
       annotate the work at the point you got stuck. “What exactly did you do or where
       has it gone wrong?” This can help your teacher identify exactly what he/she
       needs to do to help you.

  8    Make a list – make a list of what you are going to revise and when. Tick it off
       as you revise it and make any notes about your progress that could be
       important. (What you found easy, what you found difficult).

  9    Homework - if you are set homework and/or past papers you must have a go at
       them. Do not leave it until the lesson. You will learn far more from having tried
       something and got it wrong than having not tried it at all.

  10   Finding a technique - try to find out what revision techniques work for you and
       use them. There are plenty available in this booklet.

  11   Use the internet – all GCSE examination subjects can be found on the internet
       (OCR, EdExcel, AQA etc). Visit their websites - you can download past papers
       and model answers. This is useful in seeing how marks are allocated.

  12   Clear your head – relax for a minute before staring your revision. Work out
       what you would like to get out of the session.

  13   Take breaks – take plenty of breaks. Get up and walk around. It has been
       shown that getting up and walking around gets the blood flowing in the brain
       and helps you concentrate.

  14   Wasting time – do not waste your time struggling. Make a note as to where
       you got stuck and move on to something else.

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   15    Question spotting – if you have several past papers you could look for
         question types that are repeated year by year. If they are repeated often it may
         be worth putting the time and effort into learning to answer that particular

   16    Chunking down – try to break topics up into sub-sections (manageable
         chunks) and aim to concentrate on revising parts of subjects in different revision

   17    Revisit – every now and again you must look over the revision you have
         already done so that it stays fresh in your mind.

   18    Tell someone – this is often a good way of remembering, recalling and sharing
         what you know. Tell a friend what you have learnt and vice versa. You never
         know, together you might fill in some gaps.

   19    Familiarisation – do not leave it until the exam before looking at a paper for the
         first time. You will need to look at past papers. It is important to know how they
         are structured, the time you can spend and what sections you are answering.

   20    Get help – if you are not sure about something then ask - teachers, parents,
         older siblings or friends - someone will be able to help you.

   21    Reward yourself – from time to time, reward yourself with breaks and/or
         something you have looked forward to.

   22    Exercise – this is a great way for relieving stress and re-focusing yourself. Just
         because you are revising doesn’t mean that you shouldn’t exercise for three

Revision Techniques
These revision techniques are designed to help you get the best out of your
revision and make sense of key information. Not every technique will work for you.
You will need to try them out and find out which one and/or combination suits you best.
The revision techniques included in this booklet are:
    • mnemonics which can be divided into:
                  Rhymes and music
    • visual/story techniques are also recognised ways of remembering information,
      some of which include:
                  Roman room system
                  Journey method
                  Number shape system
                  Memory chains
    • memory techniques which could include the use of:
                  Flash cards
                  Fact cards
                  Skimming/Scanning/Chunking down
                  Mind Maps
                  Traffic lighting
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An acronym is a word (usually nonsensical) made up of the initial letter you are trying to
remember. For example, if you were trying to memorise the great lakes of North America
you could use the word HOMES (Huron, Ontario, Michigan, Erie, and Superior). Try it
yourself (make some up of your own).


Acrostics is also a way of using initial letters to remember important terms or phrases.
However this time it is not a word that is formed but a sentence (with each word beginning
with the letter that you are trying to remember).

Example:              to remember the colours of the rainbow

                      ‘Richard of York gave battle in vain’

                      Red     Orange     Yellow       Green   Blue    Indigo      Violet

Task 2 - Try this for yourself (10 minutes)

Stage 1                                           Stage 2

Choose 4 key words from a topic of                Use the 1st letter of each word to make
your choice                                       a sentence

eg    TREATY                                      T     Teachers
      VERSAILLES                                  V     Vote
      HARSH                                       H     History’s
      GERMANY                                     G     Great

                                                  (funny sentences      are      easier      to

Acrostics in Mathematics

You can use this technique to remember mathematical formulae such as trigonometry
(right angled triangles).

Silly Old Harry Caught A Haddock Trawling Off America
                                                                O           A                O
SOH CAH TOA can be rearranged to form the formulae             S H         C H              T A

Sin = Opposite/Adjacent   Cos = Adjacent/Hypotenuse           Tan = Opposite/Adjacent

Task 3 - Develop some of your own. You can adapt the technique to any subject area.

                                                                       Y11 Revision Booklet 2009

Rhymes and Music
This is a technique that some people use for remembering unrelated information. For
example, to remember the sequence of marriages of Henry VIII you could use “divorced,
beheaded, died, divorced, beheaded, survived”.

Task 4 (10 minutes) - Try coming up with some thymes yourself.

Visual Techniques - Roman Room and Journey Method
Imagine you need to remember to go to the shop to buy some eggs, a newspaper and
milk (these could be key facts that you are trying to remember for an exam). The idea is
to invent a story in which you can include (associate) the items you are trying to

To start with you need a peg. A peg is a landmark or room or something familiar that you
can include in your story with which you can imagine/associate the thing you are trying to
remember. Imagine you came home one day and there was newspaper strewn all over
the floor. As you entered the lounge you got an acute smell or rotten eggs and noticed
that someone had thrown them onto the television. You can see them running down
slowly. As you move forward you feel something wet underfoot and hear a bang. You
look down to notice that you have just trodden on a carton of milk and it has exploded
everywhere. You need to imagine the scene and remember it as a picture in your mind.

The next time you go to the shop you recall the scene and remember that you need eggs,
milk and a newspaper. Some people have been known to remember hundreds of facts
using this technique.

Task 5 (10 minutes) - Try it for yourself. The sillier the story, the easier it will be to

Number shape system

This is a way of remembering key numbers or facts by associating the numbers with
images (the objects become the pegs). It is particularly useful for remembering important
dates or numbers. You would associate each number with a shape and then invent a little
story in your head to recall the information.

In this example the numbers are associated with objects (see diagram on page 9).

   0      football
   1      candle
   2      swan
   3      seagull
   4      yacht
   5      iron
   6      tadpole
   7      bow of a ship
   8      snowman
   9      balloon
   10     fat man and thin woman holding hands

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Making up a story

A man is walking down the road. As he looks up he sees a seagull flying overhead. The
man is carrying a candle in one hand and a model yacht under the other. A sudden gust
of wind blows out his candle. At the same time he trips over something heavy. He looks
down only to see a large iron which someone had left in the street. He looks over the
street to see a boy making a snowman with a carrot nose and coal eyes wearing a
woollen hat.

You can use this story to remember the first digits to Pi

Seagull       3
Candle        1
Yacht         4
Candle        5
Snowman       8

π (Pi) = 3.1458 etc
Task 6 (10 minutes) – Try using this technique to remember a number or key information.
                                                                       Y11 Revision Booklet 2009

Skimming and Scanning/Chunking Down
Reading + re-reading is an active revision.
Skimming + scanning are ways of testing the memory that is quick and to the point.

Task 7 (5 minutes reading, 10 minutes notes)

(1)   Read through the passage in front of you.
(2)   Highlight the key words or important phrases.
(3)   Put these in an order that helps you understand/remember.
(4)   Look carefully at any last paragraph   all of the key information may be here!
(5)   Make your notes as short as possible under the headings; keep asking yourself
      what’s important. Summarise in bullet point form.

Notes on _______________



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Technique - Skimming/Scanning/Chunking down
Which student are you ~ A or B?


You are very conscientious and careful. You are   You may have failed to see the main
organised with paper, pen and books ready. You do not
                                                  point or issue.        You may become
want to leave out anything important so you start on
                                                  bogged down with detail. You are likely
page 1 and concentrate on every sentence as you go.
                                                  to find all this stuff hard to remember –
You make notes on each section or paragraph.      it all merges together. It’s taken you a
                                                  long time and you don’t seem to be
You make sure you include something from every making progress with revision. You
paragraph. You end up with maybe 3 or 4 pages of have got lots of unnecessary detail.
notes and feel you’ve done a very thorough job of When you look over notes again later
making notes.                                     you may not see where the main points


You “skim read” the full topic notes first before writing You have set out to fix clearly on the
anything down. You aim to find out the central theme important points. If you see them as
and main heading or key questions about the topic.        important you are more likely to
                                                          remember them.       You have used
You go back and write headings down.                      judgement to decide for yourself what is
                                                          important so you have had to think
Next you look at the end to see if there are any actively. You have probably cut down a
summary sections and check headings to see if you lot of the text to the key points so when
have missed anything.                                     you look at what is in front of you it
                                                          seems shorter and more manageable.
You now have a structure to help order your thinking as
you read.

You re-read the text and make your notes. You try to
work out what the main issues or messages are.

You make a list of the key heading and convert them to
bullet points on a Key Fact Card you have made.

Chunking Down

The art of chunking down is to make notes of key points reducing down what you have
written into abbreviated (shorter) notes. Then you would pick out key parts of these notes
and shorten them again. You would do this until you end up with a set of bullet points
from which you could recall all the information you started with.

Task 8 - Try it yourself and see whether it suits you.

Please note: this technique does not suit everyone.

                                                                      Y11 Revision Booklet 2009

Flash Cards
Flash cards are a way of triggering memories of key words and their meanings.


All these topics can be cut out to make 10 flash cards …..

      History                                         Business
      Versailles      League of                       Assets          Liabilities
      Mussolini       Hitler                          Net profit      Gross profit
      War guilt       Reparations                     Price           Cash flow
      Sudetenland     Abyssinia                       Promotion       Place
      Anschloss       Collective                      Product         Market
                      security                                        Segmentation

      PE                                              Geography
      Muscles         Fartlek                         Hydrographs     Hydrogical
      Ventricle       Respiratory                     Site            Urbanisation
      Carbohydrates Ossification                      Employment      Migration
      Fitness         Narcotic                        Depressions     Weather
                      analgesics                                      event
      RICE            Specificity                     Accessibility   Climate

Task 9 (15 minutes)

(1)   Using the cards provided, in pairs or a small group, make your own revision
      cards on a subject/topic of your choice.

(2)   Take it in turns to choose a card from the pack. Now tell your partner/group
      everything you know about that word/phrase; (partners may help if in

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Using Key Fact Cards
Key Fact Cards are ways of categorising different topics.

Handy tips:

•   Use different colour cards for different topics/subjects.
•   Use headings and bullet points.
•   Add simple diagrams.
•   Use a highlighter pen/coloured pencils to separate sections or make important bits
    stand out.

Topic: Pythagoras’ Theorem

    •       You must have a right-angled triangle.
    •       Identify the longest side, the hypotenuse.
    •       Square each of the shorter sides. Add these together.
    •       This should equal the hypotenuse squared.

                                                                            10² = x² + 8
        x                                            10cm
                                                                    x       100 = x² + 64
                     3 cm     x² = 3² + 4²
                                                                        ∴   x² = 36 by subtraction
                              x² = 9 + 16
                                                                        ∴   x = √36 = 6cm
        4 cm                  x² = 25                    8 cm
                     ∴        x = √25 = 5 cm


Task 10 (15 minutes)

Using the card provided, choose a revision topic to make your own Key Fact Card.

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Mind Mapping
Mind mapping is a useful way of visualising important points/sections and also linking

Handy tips:

   •   Use words and pictures.
   •   Try to include as much information as possible.
   •   Be selective about the words/phrases that you use, ie don’t go into too much detail!

Example 1 History Mind Map

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Mind Mapping

Variations might
include diagrams
such as this one
showing        the
causes of the first
world war.

Task 11 (15 minutes)

Try a mind map of you own on a subject/topic of your choice.

                                                                        Y11 Revision Booklet 2009

Traffic Lighting
This revision technique is about making better use of your revision time “revising smarter”.
the objective being to:
       identify your strengths and weaknesses;
       help you plan your time to focus on areas of weakness;
       familiarise yourself with exam papers;
       learn how exam papers are marked;
       build confidence.
Step 1 - First you will need to download some past examination papers and answer
papers (if available).
Step 2 - Put the papers in an A4 folder in order (year by year).
Step 3 - Now start going through the papers, skimming. Do not attempt to answer the
questions yet, simply go through and give yourself a confidence rating:
       Green = fully confident (able to do without a great deal of difficulty);
       Amber = you have some confidence but these questions will require some work.
       This is where the bulk of your efforts are going to go.
       Red = those questions that you just don’t understand.
Step 4 - At the end of each paper add up the total number of marks that you might be able
to score in the green, amber and red areas that you have identified.
In term of revising these mean:
       Green – you already know most of this work so you would not spend as much of
       your time revising this.
       Amber – you spend the bulk of your time learning work in this area. These are the
       areas which will make the main difference to your grades.
       Red – hopefully, there will not be too many of these questions and their impact
       should not be too catastrophic. You should not spend too much time trying to learn
       how to answer these questions unless it means the difference between a grade D
       and C or C and B or B and A etc. It really depends upon you.
The purpose of doing this is threefold.
   1      Firstly, it will reinforce what you already know about the subject and what you
          need to reach your target grade.
   2      Secondly, it will allow you to focus only on those areas you have a realistic
          chance of learning and/or need to learn to reach your target grade (these are
          the areas you have identified as being amber).
   3      Lastly (and perhaps most importantly), it is very easy to focus too much on the
          things you cannot do when in fact, they may not actually matter. Suppose you
          just could not learn how to do quadratic equations (maths) no matter how hard
          you try. By looking at different papers you might find that quadratic equations
          are only worth 5 marks out of 120 so it might not matter. This enables you to
          get a better perspective on the time you spend learning something verses how
          much you are likely to be rewarded for the effort in an exam. This means you
          can revise more effectively.
The technique will also familiarise you with how the exams are marked and by looking at
several examination papers, you might even spot questions which are repeated in one
guise or another year by year. This way you can learn those topic areas.

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WEEKLY PLAN                                              For week beginning ~
             Monday   Tuesday   Wednesday    Thursday   Friday    Saturday      Sunday

9 – 10 am

10 – 11 am

11 – 12 pm

12 – 1 pm

1 – 2 pm

2 – 3 pm

3 – 4 pm

4 – 5 pm

5 – 6 pm

6 – 7 pm

7 – 8 pm

8 – 9 pm

9 – 10 pm

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Exam Terminology
Exam questions usually involve some of the following key words or phrases. Make sure
you know what they mean so that you can show what you know and are not stumped by
the wording of a question.
Account for means explain, give reasons for something.
Analyse means to show relationships of parts to the whole eg poem, text, pattern on a
map, causes of an event.
Annotate means to label with notes, not just words or phrases but explanations.
Argue means to give reasons (argue a case) for or against something. Always try to
refer to evidence.
Assess means to weigh up, evaluate.
Case Study means refer to a detailed example of something you have been studying.
Comment on means to give views on – backed up with evidence.
Compare means to state similarities and mention differences.
Contrast means to state differences but comment on similarities.
Criticise means to give a well-argued judgement or opinion on the merit or truth of
Define means to give the meaning of something, say what its characteristics are.
Discuss means to weigh up (both sides of an argument – give strength and weaknesses
of something in a problem-solving or decision-making exercise).
Explain means to say how or why something is like it is – give reasons.
Hypothesis means a theory – a possibility to test out.
Identify means to give the key features or characteristics of something.
Illustrate means to give examples.
Interpret means to explain the meaning of something.
Justify means to argue a case for something.
Outline means to give the main features of something.
Prove means to show the truth or existence of something with explanation.
Relate means to narrate, show connection between eg events.
Review means to go over the evidence – survey what there is and assess it.
State means to present in a clear sharp form – give facts.
Summarise means to go over the main facts again concisely, in conclusion miss out the
Trend means to spot changes or patterns over time.

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Coping With Stress                      grrrrrrrrrrrrrrrrrrr

Warning Signs

The build-up to an examination is a stressful time and stress can be both productive and
destructive. You have to ensure that you can recognise, and then control and use it, so
that it is the former rather then the latter. Easier said than done for some people, but
anyone can suffer from the destructive elements of stress at some stage. It can manifest
itself in some of the following ways:
      tiredness, irritability, feeling unwell, or ill at ease;
      loss of appetite, unable to sleep;
      a constant sense of anxiety and worry;
      panic attacks;
      inability to focus, concentrate on, or complete tasks; switching haphazardly from
      one thing to another;
      inertia and a sense of paralysis; unable to do what needs to be done, putting things
      off, avoiding problems;
      self-doubt, negative thoughts, giving up;
      feelings of isolation, hopelessness and depression.

Strategies for coping with stress

There are strategies for controlling and channelling these symptoms. Try to construct a
framework where you:

      are aware of your strengths and weaknesses, and attempt to do something about
      the weakness;
      remain in control rather than letting your anxiety take over;
      identify what is causing the concern and tackle the cause (most problems have
      solutions if you face them positively);
      seek help and share your worries with someone; even talking about a problem
      helps to dissipate the stress it is causing and can open the way to a solution;
      practice breathing and relaxation techniques, take some physical exercise; do
      something different but strongly focused to take your mind temporarily off revision
      and examinations; strenuous exercise is an excellent way to refresh your mind and
      leave some time and diversion to wind down at the end of the day before you go to
      bed, so that you are not trying to go to sleep with unanswered thoughts buzzing
      around in your head;
      live a regular and moderate routine; eat, drink and sleep normally, avoid excesses
      and things which may upset you;
      try to keep the work and examination in perspective and do not take it all too
      make lists to tick off so that you can identify your progress;
      congratulate yourself for what you have achieved.

Remember, the prime objective is to get to the examination:

              at the right time;
              in peak condition (having eaten and well-hydrated);

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Exam Technique
Make sure you know which exam is on each day and what topics you need to revise and
what equipment you need to take. Most exams require you to write in blue or black pen.
Bring the minimum with you; bags and coats are not allowed in the exam room.

Get to the exam room in plenty of time so that you are not rushed. Stay calm – try not to
get into conversations about what you have revised / not revised. You do not want
anyone knocking your confidence at this stage. It is too late to worry and you can only do
your best.

Listen carefully to the invigilators – they will advise you of changes to the paper. They will
confirm any timed sections and start / finish times. Make sure you are sitting for the
correct tier of paper.

Check the front cover for information about the length of time, the number of questions,
equipment you can use etc.

Read and re-read each question. Use a highlighter pen or marker to highlight or underline
important words. These might be:

       trigger or instruction words like Describe… / Explain… / Evaluate… (‘see exam
       important subject words for which you need to think about the meaning;
       pitfalls to look out for eg if it says you need to use an example excluding part of
       what you have revised eg in Geography “an economically developed country”
       rather than an “economically developing country”.

Always look in the margin for the mark allocation (how many marks per question). This
will help you plan your time. Allow longer on questions worth more marks.

Allow time to read the questions - if there is a choice, this is particularly important.
Check you can do all parts of the question you think you will choose (or most parts).
Check you can do sections worth more marks before making a final decision.

Check you haven’t overlooked parts eg those where you have to add information to a
diagram, map or table. It is easy to miss out key information when you are in a rush to get
to the end.

Check your work over – if you finish an examination and you have time left, you should
always read through it and just satisfy yourself that you have not missed anything out.
Remember, you will not be given credit for things you intended to put down.

Do not spend too much time on one question - if you practice beforehand, you should
know approximately how long to spend on each question. Do not spend too much time on
questions which may not be allocated that many marks. Use your judgement.

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Revision Time Management
All good work needs planning.
Think about having:

           a short term plan (daily);
           a medium term plan (weekly);
           a long term plan (monthly).

Be Realistic
When you first start planning revision, you may be over ambitious. Do be willing to adapt
your plan.

Daily Plans – short term
-   Not all time is ‘quality’ or ‘high energy’. Think about different times for harder tasks eg
    in the morning. Lower level maintenance tasks can be done when energy levels are
    low eg straight after school, before meal times or late at night.
-   Do not forget to plan breaks for relaxation. If you usually go to football training/
    aerobics etc still go. As long as you have planned effectively, this is still possible.
-   At the end of the day’s revision adjust the revision plan if you need to. If you have not
    managed to get through what you have planned or you have got further than you
    expected, this can have an affect on the medium and longer plans of your revision.

Weekly Plans – medium term
-   These are designed to give you a bit more of an overview and will help you avoid
    missing out on subjects or spending too long on one thing.
-   Allow a time slot to set out the following week’s plan.

Long-term Revision
-   There are approximately 3 months remaining before the exams begin in earnest. Do
    not leave revision until you go on study leave! Start now.
-   Long-term revision plans need to accommodate many other demands made on you
    and will change:
           coursework/homework is still happening;
           school goes on;
           some of you have part time jobs.
-   Long-term revision plans need to recognise all of these AND STILL HAPPEN!
-   Be realistic; the time you set aside needs to be productive, effective and WORK.
-   Whilst at school take advantage of all the revision sessions and tasks put on by
    teachers in different subjects.
-   Use their expertise to clarify or reiterate any topic that you do not quite understand. In
    order to discover what they are, look over your subject materials in the next few weeks
    before it is too late!

                                                                                Y11 Revision Booklet 2009

    Long Term Revision Plan   29                 23             18         12

5 (March)                     30                 24             19         13

6                             31                 25             20         14

7                             1 (April)          26             21         15

8                             2                  27             22         16

9                             3                  28             23         17

10                            4 Easter Holiday   29             24         18

11                            5                  30             25         19

12                            6                  1 (May)        26         20

13                            7                  2              27         21

14                            8                  3              28         22

15                            9                  4              29         23

16                            10                 5              30         24

17                            11                 6              31         25

18                            12                 7              1 (June)   26

19 Year 11 Day                13                 8              2          27

20                            14                 9              3          28

21                            15                 10             4          29

22                            16                 11             5          30

23                            17                 12             6

24                            18                 13             7

25                            19                 14             8

26                            20                 15             9

27                            21                 16             10

                         Y11 Revision Booklet 2009

28   22   17        11

                                                                         Y11 Revision Booklet 2009

Daily Revision Plan                    Day:                          Date:

Use this page to plan a daily revision session for a number of different subjects and topics.
This will help you to avoid going over already covered ground.

Subject covered                Topic                  Details

                                                                                       Y11 Revision Booklet 2009

Summary of Revision Techniques

The table below provides an indication of the techniques that might be used as part of the
revision on a subject by subject basis. Please note, this list is not exhaustive and you
might be able to adapt the techniques to other subjects.

Acronyms – use to remember key facts, rules and formulas.
Acrostics – use to remember key facts, rules and formulas.
Rhythm and Music – use to remember sequences, events and key facts.
Skimming and Chunking Down – use for most situations to remember key facts, essays
and large volumes of information.
Room Journey Method – can be adapted to remember key facts in a wide variety of
subject areas.
Number Shape System – can be adapted to remember key dates and numbers.
Flash cards – memory jogger to be used in conjunction with skimming and chunking
down to recall large volumes of information, key facts and events. Suitable for all
Key Memory Cards – (can be used the same as flash cards) suitable for
remembering/recalling one off facts and formulae.
Mind Maps – suitable for all subjects. Easy way to recall and associate large amounts of
Traffic Lighting – a technique which can be used to tailor your revision and make better
use of revision time by targeting revision. Suitable for all subjects.

Subject   Acronyms   Acrostics   Rhythm     Room           Number   Skimming   Flash      Key      Mind     Traffic
                                 & Music   Journey         Shape        &      Cards     Fact      Maps    Lighting
                                             Story         System   Chunking             Cards
                                            Telling                   Down
Bus Ed


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