Exam preparation Mr Falle An introduction Mr Pattinson - - PowerPoint PPT Presentation

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Exam preparation Mr Falle An introduction Mr Pattinson - - PowerPoint PPT Presentation

Aug 13, 2022 227 likes •785 views

Exam preparation Mr Falle An introduction Mr Pattinson Mathematics Mr Price English Mr Swanwick Science Mr Falle closing remarks Plan your day Lots of 30-45 minute sessions Meal breaks and short

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Exam preparation

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 Mr Falle – An introduction  Mr Pattinson – Mathematics  Mr Price – English  Mr Swanwick – Science  Mr Falle – closing remarks

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 Plan your day  Lots of 30-45 minute sessions  Meal breaks and short breaks scheduled  Stick to your programme  Little and often

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 Engaging  Difficult  E.g.

  • Don’t just re-read or re-write notes
  • Try to write notes in a different format,

from m me memory

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 Mind maps

  • 1. Pick a topic – write out sub-headings
  • 2. Write all you can about those areas
  • 3. Read topics in notes/books, close book
  • 4. Continue mind map using a different colour
  • 5. Using a third colour, add/correct using your

notes

  • 6. What did you forget? Ch

Check eck through t the g e gap aps in your knowledge

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 Self-examination methods are one of the best

tools for revision

 Place a question/term/topic on one side  Answer/definition/information on the other  Test yourself  Teach a relative

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1.

Don’t just attempt and mark

2.

Attempt in usual time allowance

3.

Add using additional time

4.

Add using your notes

5.

Check the mark scheme

6.

What did you miss? Revisit!

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 Trial  Q. The dodo lived on the small island of

  • Mauritius. It became extinct in 1681. Using

your knowledge of natural selection, suggest why the dodo may have become extinct (3 marks)

 3 minutes

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 Now added 2 minutes (different colour)  Now look through your notes/book (discuss

with someone near you for today)

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 Now add to notes with mark scheme

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Mr Pattinson p.pattinson@hautlieu.sch.je

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Mr Price s.price@hautlieu.sch.je

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 Know the text:

 Frankenstein  An Inspector Calls  Macbeth  Poetry

 Extract based on pivotal moment  Small groups of 3 or 4  10 questions  Discuss and record answers  Use technical terminology when discussing extract and

reference other parts of the text

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Engl nglish Langu h Languag age

 Understand the structure of exam

 Question stems  Assessment objectives (AOs)

 Subject terminology  Use opening of texts to practise (these often

  • nline)

 Paper 2 practise with material at home

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Mr Swanwick d.swanwick@hautlieu.sch.je

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 They are worth 6 marks each.  There are always two per exam paper.  They are always part of the last two questions

  • n each exam paper.

 Each paper is out of 60, so 12marks (20%) are

awarded for these questions.

 They usually have the command words

“suggest”, “explain”, “discuss” or “evaluate”.

 Weight given to the ‘quality of written

communication’.

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1.

A particularly long single specification point.

2.

A combination of points across a topic area.

3.

A key practical.

4.

Putting forward an opinion or balanced argument (e.g. pros and cons, or where there are ethical, economic or environmental dimensions.

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 B3H – ‘Describe how plants are genetically

  • modified. You may use a diagram to help with

your answer’.

 B2H – Explain how a sperm and ovum fuse

and develop to produce a mal ale e embryo. You may use a genetic diagram to help with your answer’.

 B2H – Microorganisms are used to produce

food such as mycoprotein. What are the advantages of using microorganisms’?

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 C1H - ‘Some biofuels are made from plants. The

biofuel is often made from sugar cane or sugar beet. Petrol is a fossil fuel that is made from crude oil. A small number of filling stations sell biofuels as well as petrol. Evaluate the advantages and disadvantages

  • f using biofuels instead of petrol as a fuel in cars’.

 C3H – ‘Your teacher gives you three salts and asks

you to carry out tests to show the ions present in one ne

  • f the salts. The three salts you are given are: copper

bromide, iron(II) bromide and iron(III) chloride. Explain, using relevant tests and equations where necessary, how you would confirm the ions present in

  • ne

ne of these salts.

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 P2H – ‘On some motorways there are chevrons on the

  • road. The markings are 40m apart. Drivers are

advised to keep at least two chevrons between cars. The maximum speed for a driver on the motorway is

  • 70mph. The thinking distance and braking distance

can be affected by other factors, as well as speed. Evaluate whether a distance of 40m between chevrons is suitable’.

 P1H – ‘Scientists have discovered star-forming clouds

in space between the galaxies in the Virgo Cluster. Our Sun is a star which formed from a cloud. It will eventually become a white dwarf. Describe the life sequence of a star like our Sun, from its formation in a cloud to its white dwarf stage.

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 Preparation and familiarity with this style of question.  Don’t panic at seeing a large number of lines.  Read these questions at the start of the exam.  Regular practice is key.  Always sketch a brief plan of what you are going to write.  Know what is expected by the command words. For

instance ‘explain’ questions must have answers which include reasons backing up statements. Those which are ‘compare’, ‘discuss’ or ‘evaluate’ will require students to think about both sides of an issue, weigh them up and then come up with a final answer/conclusion.

 Timing – a six mark question should take six minutes.  Look out for clues in the stem of the question and

underline them.

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 The examiner looks at the ‘indicative content’, which gives

an indication of the areas that might be covered in a students answer.

 The answer is then put into a band based on the quality of

the student response – so Level 1 is 1-2 marks; Level 2 is 3-4 marks and Level 3 is 5-6 marks.

 Once the answer has been assigned to a band, a

judgement is made about which of the two marks to award.

 This is influenced by QWC. The examiner if looking for:

 Correct and intelligent use of appropriate scientific and technical language  Is the answer well structured in a logical flow  Can the student’s expression be easily understood.

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 C1H - ‘Some biofuels are made from plants. The biofuel is

  • ften made from sugar cane or sugar beet. Petrol is a

fossil fuel that is made from crude oil. A small number of filling stations sell biofuels as well as petrol. Evaluate the advantages and disadvantages of using biofuels instead of petrol as a fuel in cars’.

1)

Look for clues in the question and underline key words.

2)

Draw a grid as so:

Bio iofuels ls Petr trol

  • l

Advantages Disadvantages

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 Mock week

  • Return Thursday 5th January
  • Friday 6th – Thursday 12th
  • Full examination preparation for all subjects
  • Timetable available on school website
  • Outside the hall 15 minutes before exam start
  • Bring all required equipment
  • Opportunity to build revision resources
  • Develop understanding
  • NOT

OT a stand-alone test, part of the learning process

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 16+ applications

  • Students have been completing these online
  • Due in Thursday 15th December

 Presentation available online shortly

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a.falle@hautlieu.sch.je p.pattinson@hautlieu.sch.je s.price@hautlieu.sch.je d.swanwick@hautlieu.sch.je