Revision Tips and

Techniques

Year 112017-

18

Contents

About this booklet

Barriers to revision

Weekly revision planner

Looking after your brain

Statistics to consider

Why we forget

Getting started on revision

Planning for effective revision

Steps to surviving exams

How to have a good exam

Mind maps

Create your own mind map

Revision cards

Create your own revision cards

Revision posters

Create your own poster

Spider diagrams

Create your own spider diagram

Flow charts

Create your own flow chart

Mnemonics

Create your own mnemonic

Revision websites

Key terms used in exams.

Coping with the stress of exams

About This Booklet Preparing for exams and revising can be hard work, boring and stressful – but it doesn’t have to be. If you get the basics right the exam period should be something you look forward. The more effective your revision is, the more confident you will feel about your exams!

Before you start revising, try to plan out your time over the next few weeks. There is an example of a planner you could use but it may be better to create your own that fits around your week. If you start organised you’ll feel much more positive about your revision as you do it!

This booklet starts with some revision and exam tips to make sure that you are getting the most out of your revision and you are fully prepared for the day of your exam.

There are also 6 specific revision techniques that are explained in this booklet. Each technique is explained, has some examples, then gives you a chance to have a go yourself.

Copies of all the worksheet in this booklet are also in the library. When you find one that works for you then keep using it!

You’ve worked hard for nearly five years preparing for your GCSEs, now see revision as a positive tool to help you put the hard work into the grades that you deserve.

GOOD LUCK!!!

Exam boards and codes – 2017-18

Faculty Subject Yr11 Spec CodeApplied Business Edexcel 2BS01Applied Business BTEC Edexcel BtecApplied Computer Science OCR G276Applied Health & Social Care Camb. National J811Applied ICT TLMApplied Psychology OCR J203Art Tech Art AQA 8201Art Tech Food Preparation WJEC C560U20-1Art Tech Music Edexcel BtecArt Tech Photography AQA 8206Art Tech Product Design AQA 4557English English Language AQA 8700English English Literature AQA 8702English Drama Edexcel 2DR01

Humanities Geography AQA 8035Humanities History Edexcel 1HI0Humanities Religious Studies AQA 8062Humanities Travel & Tourism Edexcel Btec

Keighley College Engineering GCSE AQA 4852Keighley College Fabrication & Welding G&C Level 1Keighley College Hair & Beauty NCFE Level 2Keighley College Motor Vehicle ABC Level 1

Mathematics Maths Edexcel 1MA01MFL French Edexcel 1FR0MFL Spanish Edexcel 1SP0P.E. Dance AQA 8236P.E. P.E. OCR J587

Science Double Science AQA 8464Science Biology AQA 8461Science Chemistry AQA 8462Science Physics AQA 8463

SEN Hospitality Edexcel BtecSEN Public Services Edexcel Btec

Barriers to Revision

Before you begin your revision, spend a few minutes writing down all the things that act as barriers to your revision. Now try to come up with techniques to overcome these barriers. One example has been done for you.

What barriers do you face when revising for exams?

What can you do to overcome these barriers?

E.g. Getting distracted by the internet. E.g. When I am revising, make sure my phone is in another room and the laptop is turned off.

Weekly Revision Planner

Looking after your brain

We all know that good athletes have to be fit. They have to eat well, sleep well and practise hard. They have to look after their bodies. To learn well you need to look after your brain.

You can improve brain power by:

Getting plenty of sleep; Your brain must have sleep in order to sort out information that has come in during the day.

Drinking lots of water – water helps to conduct electricity and speeds up learning by 30 percent. Dehydration will lead to headaches and tiredness. Water does not mean tea, coffee or coke . . . . it means pure H20.

Eating a balanced diet. Plenty of ‘brain food’ like fish and green vegetables really does help.

Exercise in general helps enormously; your brain uses up 20 percent of your total oxygen intake. Regular aerobic exercise is therefore very important. It also improves your mood and is helpful when you are stressed.

Avoiding too much chocolate, coffee, sugar, coke, foods with E numbers; these are bad for your brain. They interfere with the messages being passed from one cell to another.

Some statistics to consider . . .

We remember:

20% of what is said

30% of what we hear

40% of what we see

50% of what we say

60% of what we do

90% of what we see, hear, say and do

SO VARY YOUR REVISION

Why I forget – Reasons and explanations

R I don’t understand.E Your long-term memory will not be able to store information it does

not understand.

R I don’t take in the information in the first place.E If you have poor attention, your brain will not be able to take in the

information. If you tell your brain you are not interested, it will not work to help you remember it.

R I am distracted.E When your mind is on other things, the whole of your brainpower

can’t be put to good use. Try to remember things in short burst when you are fully concentrating.

R I don’t feel good.E If you are tired, anxious or bored you will not be able to remember

things well.

R My mind is muddled.E New information can become confused with existing information if

you learn similar things at the same time without fully understanding either of them. They will get muddles in your head – e.g. different but related science experiments.

R I don’t want to remember.E Unpleasant experiences (e.g. failure in a subject) make learning

harder. It is important to try to deal with failure as a chance to learn.

R I don’t have a good way of remembering.E This is when you haven’t used any memory techniques, pictures or

actions to store and then unlock information in your head.

R I don’t rehearse and practise things I need to remember.

E This is when you have left information before it is fully learned and stored in your brain. You haven’t gone over information enough before storing it in your long-term memory.

R I don’t think it’s important enough.E You remember those things you attach importance to – you won’t

remember what you had for you tea this day last year, but you will probably remember what happened on your birthday.

R I don’t organise things in my own head to make it easier to remember.

S This is when you try to cram in too much information into your memory without sorting it and making sense of it first. It all becomes a big jumble.

R I don’t come back to my learning often enough to keep it in my head.

S This happens when you don’t go over the information for a long time and therefore don’t give your brain a chance to revisit the information in your long-term memory. After a while it will get lost unless you practise going over it.

R I don’t look after my brain enough.S Your brain needs lots of water to help it to pass messages

backwards and forwards.

R I feel anxious when I have to remember in exams.S If you are feeling anxious your ‘thinking brain’ may begin to shut

down and it will be so much harder to retrieve anything from your memory.

Getting Started on Revision

Where? Find a fixed place to study (a particular desk/room at home, a spot in the library, etc.) that becomes firmly associated in your mind with productive work. All the equipment and materials you need should be within reach, and the room should be well lit and ventilated, but not too comfortable! Turn your room into a positive learning environment. Keep books and notes on the desk to a minimum and decorate your walls with colourful notes and key facts. Music is fine as long as it helps you to study and blocks out distracting noises. The very best sound to study to is thought to be that of Baroque composers or Mozart. Experiments show that brains are positively stimulated and IQs boosted by such music.

What?Remember that it's all about being active and focused on tasks, not time! Know at the start of a session what you want to have completed by the end of the period. Make the tasks specific and

How?Always work with a pen and paper at the ready. Getting started is often the most difficult bit, so start by 'doing'. It usually helps to begin with a subject you like, move on to other less favoured areas, and then finish up with a favoured topic to maintain the interest.

When?Try to schedule your study for times when you are more mentally alert. Most people find their ability to focus deteriorates towards the end of the day. Getting revision done earlier in the day aids efficiency and also offers the reward of having time to relax after the work is done.

Why?Test your progress at the end of a study session. Ask yourself "what have I just learned?" Review the material covered in your revision session. Merely recognising material isn't enough - you must be able to reproduce it without the aid of the book or notes.

Planning for Effective Revision

It is a good idea for you to use the strategies below to make your own step-by-step plan of what you need to do and in what order.

You could make it into a flow diagram Remember to make realistic times and dates for each stage.

Strategies

Make a list of all the subjects you are revising for. For each subject make a list of the important topics you need to cover.

Look through the syllabus/check with your teacher and make sure that you have covered each topic that may come up.

Make a detailed revision timetable several weeks before the exam. Decide what you will be studying and when. Make sure you have included time-out to relax and do other things.

Find out how many papers there are for each subject. Find out where, when and how long each exam is. Do you know what each paper will cover?

Organise a place to work. Try to clear space of distractions. Decide how to organise your space for how you like to work – what do you need? A chair and desk are useful – you need to be comfortable and have enough light. If you can, clear some space on the walls to put up posters, mind maps, reminders etc.

MondayMake a list of subjects to revise

(10 mins)

MondayBreak each subject down into topics

(1½ hours)

Collect together any resources you might need such as coloured pens/pencils, paper, post-it notes, a tape recorder, textbooks, library books etc

Do a ‘reality check’ – check your understanding of what you have been revising

Decide how much time you need to spend on each area

Take regular ‘stretch breaks’. Every 20 minutes or so move about, stretch and then re-focus

Keep your revision organised – know exactly where you are with things. If your timetable slips, re-organise it realistically so you can still cover everything

Figure out what you already know

Review your notes on the same day as you make them. This helps you to remember them because the topic is fresh in your mind

Get into the right state of mind, think positively and believe in yourself. Remember, ‘Whether you think you can or you think you can’t, you’re probably right’

Think about why you want to succeed – what are your hopes for the future.

Share your goals with someone else – it will help you to achieve them

Review what you have revised after ten minutes, at the end of the day, within 48 hours, weekly monthly

Use lots of different ways of studying each time you study: mind maps, pictures, body actions, taping your notes and using flash cards are just some.

8 Steps to Surviving Exams

Timing: Make sure you know how much time you will have in the exam, what kind of questions you will be asked, and how many there will be. That way you can split your time between the questions to make sure they all get answered.

End of exam: When you're doing an exam that involves long answers - for example English, it's a good idea to leave some space at the end of the answer so you can add any additional comments or arguments that might come to mind when you reread your paper at the end of the exam.

Move on: Don't spend all your time on questions you know the answer to. Remember that you have to answer all the questions, and you will get a worse mark for answering some questions supremely well and some not at all.

Handwriting: Make sure you're writing is legible, it's worth taking a little extra time making sure your work is neat enough for the examiner to be able to read it. Try to avoid spelling mistakes too!

Be prepared: The more prepared you are the more likely you are to succeed.

Keep calm: Most importantly, DON'T PANIC! If you feel yourself getting stressed take a deep breath.

Exam post-mortem: Don't try to dissect the exam once you've finished it. There's no point going through what answers you put down compared to your friend. If you've put down different answers it's not going to help you in your next exam by worrying about it.

Move on: Once an exam is over forget about it. There is nothing more you can do about it. The best thing you can do is go home and revise for the next one.

How to Have a Good Exam

Don't panic!

Revise: Make and stick to your revision timetable. This will make you feel in control of your work.

Study everything: Don't not revise a subject because you don't like it or find it hard. You'll still have an exam on it so it's important to cover everything.

Check dates and times: It's your responsibility to get to your exams on the right day and at the right time so make sure you do!

Get organised: Make sure you pack your bag and check you have everything you need for the exam the night before.

Early to bed: Don't stay up late cramming for your exams - you need to be fresh for the next day. So get to bed at a reasonable time and don't forget to set your alarm for the morning!

Think positive: Make yourself feel more positive by visualising the exams going well. Imagine you are confident and relaxed during the exam. Try to imagine the scene in as much detail as possible. If you do have negative thoughts replace them with this positive image.

Relax: Make sure you have time out in the lead up to the exams. Worrying constantly won't help you do any better in the exams so take time to chill out.

Eat breakfast: Even if you don't feel like eating before the exam try and eat something for breakfast, your brain needs energy to work.

Avoid caffeine: Drinking lots of coffee or other drinks containing lots of caffeine is not a good idea as this can make you feel more nervous.

Keep calm: If you start to feel nervous, breathe deeply.

A simple but

Revision Technique 1: Mind Maps

When creating a mind map, start with the theme in the middle of the page. Then develop your theme by creating different branches with key words and ideas. Use highlighters or coloured markers to colour code your branches. Make things stand out on the page so they stand out in your mind.Mind maps can be mostly text, or they can include more images (much easier to remember!)

A simple but

Revision Technique 1: have a go at creating your own mind map…

Revision Technique 2: Revision Cards

When creating revision cards start of by choosing the theme or topic and putting this into the main box in the middle of your page.Then try to summarise the key information into different boxes e.g. dates, times, characters, topics etc

Revision Technique 2: have a go at creating your own revision cardsusing the templates below…

http://www. freezingblue.com/iphone/flashcards/getting_started.php

Download the app

Technique 3: Revision Poster

A revision poster is a good way of summarising your notes and make them memorable in your own way. Try to ensure that the key information that you don’t already now is included in the poster. Use as much colour as many pictures as possible to highlight the key points.

Revision Technique 3: have a go at creating your own revision poster….

Revision Technique 4: Spider Diagrams

Spider diagrams can come in all different types of shapes and sizes. Below are some examples of different types of spider diagrams. You can either use them to summarise the key words associated with a topic or to give more detail about the different topics involved with a main theme.

Revision Technique 4: have a go at creating your own spider diagram…

Revision Technique 5: Flow Charts

You can turn your subject notes into a flow chart by writing the topic at the top of the page and listing the main ideas on the boxes below. You can also create a flow chart in chronological order as well for subjects such as History. Or, have questions within your flow chart that decides the path that you follow.

Revision Technique 5: Have a go at creating your own flow chart…

Revision Technique 6: Using Mnemonics

Mnemonics (pronounced without the ‘M’) don’t need to be as complicated as they sound. The word literally means ‘memory’ and it’s about putting something memorable into your mind to help you recall information.You create a code using rhymes, phrases or acronyms, which helps you to recall information that is essential for doing well in your exams.

Mnemonics have been used for centuries, for example:

Examples of those you could use in your subjects could be:

Order of geological time periods:(Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian, Triassic, Jurassic, Cretaceous, Paleocene, Eocene, Oligocene, Miocene, Pliocene, Pleistocene, Recent)Cows Often Sit Down Carefully. Perhaps Their Joints Creak?Persistent Early Oiling Might Prevent Painful Rheumatism.

The order of sharps in music, called the "circle of fifths":(F, C, G, D, A, E, B)Father Charles Goes Down And Ends Battle.And in reverse for flat keys the mnemonic can be neatly reversed:Battle Ends And Down Goes Charles' Father.

Revision Technique 6: Using Mnemonics

Have a go on the scroll below at creating your own mnemonic.The websites below can also be used to help you create your own.

http://spacefem.com/mnemonics/

http://www.rememberg.com/

http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes

Past Exam Papers / Exam guidance

http://www.edexcel.com/i-am-a/student/pages/past-papers-old.aspx

http://www.ocr.org.uk/i-want-to/download-past-papers/

http://www.wjec.co.uk/students/past-papers/

www.gcsepod.co.ukwww.samlearning.com

Some key terms used in examination questionsAccount for

Explain the process or reason for something being the way it is.

DiscussExplore the subject by looking at its advantages and

disadvantages (i.e. for and against). Attempt to come to some sort of judgement.

AnalyseExplore the main ideas of the subject, show they are important and how they are related.

DistinguishExplain the difference.

CalculateFind out using mathematics.

EnumerateMake a list of the points under discussion.

Comment onDiscuss the subject, explain it and give an

opinion on it.

EstimateGuess the amount or value.

CompareShow the similarities (but you can also point

out the differences).

ExplainDescribe, giving reasons ad causes.

CompleteFinish off.

ExpressPut the ideas into words.

ConcludeDecide after reasoning something out.

EvaluateGive an opinion by exploring the good and bad points. It’s a bit like asking you to assess something. Attempt

to support your argument with expert opinion.Concise

Short and brief.Factors

The fact or circumstances that contribute to a result.Contrast

Show the differences ~ compare and contrast questions are very common in

exams – they want you to say how something is similar and how it may be

different too.

Give an account ofDescribe.

CriticiseAnalyse and them make a judgement or give an opinion. You could show both the good

and bad points. You could refer to an expert’s opinion within this question.

Give reasons forUse words like because in your answer as you will be

explaining how or why something is that way.

DefineGive the meaning. This should be short.

IdentifyRecognise, prove something as being certain.

DescribeGive a detailed account.

IllustrateShow by explaining and giving examples.

DifferentiateExplore and explain the difference.

IndicatePoint out, make something known.

InterpretExplain the meaning by using examples and

opinions.

RelateShow the connection between things.

JustifyGive a good reason for offering an opinion.

StateWrite briefly the main points.

ListAn item-by-item record of relevant images. This would normally be in note form without

any need to be descriptive.

SummariseGive the main points of an idea or argument. Leave out

unnecessary details that could cloud the issue.

OutlineConcentrate on the main bits of the topic or

item. Ignore the minor detail.

TraceShow how something has developed from beginning to

end.Prove

Give real evidence, not opinion, which proves an argument and shows it to be true.

Answering Exam Questions

1. Scan all the questions.

2. Mark all the questions you could answer.

3. Read these questions carefully.

4. Choose the correct number of questions in each section.

5. Decide on an order: best answers first.

6. Divide up your time, allowing more time for the questions with the most marks.

7. Underline / HIGHLIGHT the key words in the question.

8. Plan your answer.

9. Stick to the point of the question.

10. Write your answer.

11. Use the plan at every stage – e.g. every paragraph.

12. Check your answer against the plan. Look out for mistakes.

13. If you have time, re-read the questions and your answers and make any necessary corrections

SCHOOL WORK AND EXAM STRESS

There is a lot of pressure on children and young people to do their best and get good results, and the stresses and strains of school life can sometimes get on top of them, and they can find it hard to get on with their school work and homework.

There may be a number of reasons for this:

Difficulties concentrating or focusing on what needs to be done Problems with friends or bullying Pressure around course work hand-ins or exams Problems learning due to specific learning difficulties such as dyslexia  Problems paying attention due to developmental problems such as attention deficit

hyperactivity disorder (ADHD) Problems at home getting in the way Feeling unsupported by parents or carers.

Children and young people may refuse to do their homework or to take part in lessons at school. Their marks may fall and they may stop trying their best. They may get stressed and angry, or develop behaviour problems, or they may withdraw and develop depression or low self-esteem. If your child is at an age where they do homework without supervision, they may say they have done it when they have not.

Some children and young people may become very stressed and anxious and may be very reluctant to go into school, or even refuse to attend at all.

Exam stress in particular can cause problems with eating, sleeping, anger and anxiety levels. If a child is already experiencing emotional problems or mental health difficulties, exam stress can be the last straw.

GETTING HELP

If you are worried about your child’s stress levels around school work or exams, the first thing to do is talk to them. They may not want to admit it at first and may be scared they will be told off. It’s really important to reassure your child they have your support and you want to help them do their best, even if it seems like it’s too late.

It is also important to talk to their teacher and / or Progress leader about your concerns. They should be able to tell you how your child is behaving at school and if there are any areas they need specific help with. They can help your child draw up a timetable of their work and when it needs to be done by.

To help your child with their homework and school work, it is important to find out what they are studying each term, what homework they have and when it needs to be handed in.

This is available to the students and is also on the website. Again, contact the school for advice on how to support your child with their learning and homework.

Rather than policing your child, it is important to support them to do their best – show that you value education because it will give them the best chances and bring out their talents. Reassurance is very important, so make sure they know you are proud of them and will love them even if they don’t get top marks.

If you feel your child’s worries around schoolwork or exams are developing into an emotional problem or mental health difficulty, or that they are making existing problems worse, you can ask your gp to refer them to specialist child and adolescent mental health services (camhs).

Youth counselling services can also help, and young people can refer themselves to these. Most will see young people between the ages of 13-25.

Tips on managing exam stress for parents

Exam time is a major cause of stress for children and parents and carers. Parents get anxious about how much their children are working, whether they are looking after themselves, and whether they will get the results they need. Children are often stressed, anxious and irritable, and can have trouble with eating and sleeping. Some parents find their own difficult memories of exams or school return at this time and make it harder to help their children.

The following tips should help:

1. Watch out for exam stressLook out for signs of exam stress. Stressed children may be irritable, not sleep well, lose interest in food, worry a lot and appear depressed or negative. Headaches and stomach pains can also be stress-related.Having someone to talk to about their work can help. Support from a parent, tutor or study buddy can help children air their worries and keep things in perspective.If you feel your child isn't coping, talk to teachers at your child's school.Find out more about stress and how to spot it.

2. Ensure your child eats well at exam timeA balanced diet is vital for your child's health and can help them feel well during exam periods.Some parents find that too many high-fat, high-sugar and high-caffeine foods and drinks (such as cola, sweets, chocolate, burgers and chips) make their children hyperactive, irritable and moody.Try out these healthy recipes at home.

3. Sleep helps exam performanceGood sleep will improve your child's thinking and concentration. Most teenagers need between 8 and 10 hours' sleep a night. Learn more inHow much sleep do children need?Allow half an hour or so for kids to wind down between studying, watching TV or using a computer and going to bed to help them get a good night's sleep.Cramming all night before an exam is usually a bad idea. Sleep will benefit your child far more than hours of panicky last-minute study.Here are some sleep tips for teenagers.

4. Be flexible at exam timeFamily Lives advises parents to be flexible around exam time. When your child is revising all day, don't worry about household jobs that are left undone or untidy bedrooms.Staying calm yourself can help. Remember, exams don't last forever.

5. Help your child reviseHelp your child revise by making sure they have somewhere comfortable to study. Help them draw up a revision schedule or ask the school for one.

6. Discuss any exam nervesRemind your child that feeling nervous is normal. Nervousness is a natural reaction to exams.The key is to put these nerves to positive use. Being reminded of what they do know and the time they have put into study can help them feel confident.

7. Encourage exercise at exam timeMake sure your kids are active. Exercise can help boost energy levels, clear the mind and relieve stress. Walking, cycling, swimming, football and dancing are all effective.Read 10 fun   ways for teenagers to get fit .Get advice on how boys and girls can get started with dance for fitness.

8. Don't add to exam pressureSupport group ChildLine says that many of the children who contact them feel that the greatest pressure at exam time comes from their family."Keep things in perspective," says Rosanne Pearce, a senior supervisor. "Listen to them, give support and avoid criticism."Before they go in for a test or exam, be reassuring and positive. Make sure they know that failing isn't the end of the world and they may be able to take the exam again if things don't go well.After each exam, encourage your child to talk it through with you. Then move on and focus on the next test, rather than dwelling on things that can't be changed.

9. Have treats after examsWhen the exams are over, help celebrate with a treat. These can be a real encouragement for the next time they have a test.Don't use rewards as bribes. Instead, encourage them to work for their own satisfaction, offering small, frequent treats.