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

Exam preparation

 Mr Falle– An introduction  Mr Pattinson – Mathematics  Mr Swanwick – Science  Mrs Moss – English  Mrs Kelleher - MFL

 Return Tuesday 8th January  Exams 8th Jan – 14th Jan  Full examination preparation for all subjects  Timetable available on school website in due

course

 Outside the hall 15 minutes before exam start  Bring all required equipment  Opportunity to build revision resources  Develop understanding  Vital part of the learning process

 16+ applications

• Students have been completing these online
• Due in Friday 14th December
• Students must;

 select their option choices for next year  Write a personal statement, outlining the reasons behind their choices

 Plan your day  Lots of 30-45 minute sessions  Meal breaks and short breaks scheduled  Stick to your programme  Little and often  Research has shown that if you want to study

effectively, you should spread out your revision rather than cramming.

 Just looking at your notes won't necessarily

help you learn them.

 Instead, you need to reorganise the information

in some way e.g. mindmaps, flashcards, practice questions

 Revision should be challenging!  This approach, called "depth of processing", is

the way to ensure material gets lodged in your memory.

 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? Check

k throu

• ugh the gaps

ps in your knowledge

 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

 Writing exam answers is a skill.

. The big mistake many students make is not practising the thing they will be tested on.

 If your exam involves writing an essay, you need to

practise essay-writing. Merely memorising the material is not enough.

 Different subjects will have different structural

requirements within their examinations

 Research confirms that practising retrieving information is

• ne of the best ways to ensure you remember it.

1.

Don’t just attempt and mark

2.

Attempt in usual time allowance

3.

Add using additional time – use a new colour

4.

Add using your notes – use a new colour

5.

Check the mark scheme

6.

What did you miss? Revisit!

 The suggested ideas relate to a process easily

explained by ‘memory, add, mark’.

1.

Memory – do something using your memory. Don’t cheat!

2.

Add – add to what you’ve done using your notes or share answers with a friend.

3.

Mark – now mark what you’ve got and add to your answers again using the mark scheme or

• ther resources

 New research shows that a brief rest

t after learning g someth thing g can help p you remembe ber it a week k later. .

 Other experiments have shown that a full night'

t's s sleep p helps ps you learn new skills s or retain information.

 8 hours a night is the ideal amount!

Mr Durkin i.durkin@hautlieu.sch.je

Mock papers - completed in January They will highlight the Gaps in knowledge and allow the focussed revision so that students are working on topics they struggle with rather than topics they know well

What do YOU need to revise?

Content of the course will be completed by Early January – this means a lot of reviewing and revision in class time Constant review of lessons – looking back in exercise books 1:1 with teacher to highlight targets

Students will all receive a copy of this next week in their lesson

Online resources www.corbettmaths.co.uk www.mymaths.co.uk www.drfrostmaths.co.uk www.mathsisfun.co.uk Khan academy on youtube Many, many more to find….

YOUR TEACHER!

Ask for help – take in the question you are struggling with and get a teacher to work through the question with you.

Bite sized chunks – one technique

• Print off lots of questions
• cut out each question and put in a pile
• pick up a random question and try if for 2

minutes (maybe during an advert break instead

• f

looking at the latest Whatsapp post or snapchat)

• If you can do it – great
• If you can’t then bring it into school the next

day

Little and often is the key to success in Mathematics 10-15 minutes a day is not arduous and will help the progress rise exponentially

Mr Swanwick d.swanwick@hautlieu.sch.je www.edexcel.com

 They are worth 6 marks each.  There are always two per exam paper.  Each paper is out of 100, so 12 marks (12%) are

awarded for these questions.

 It is well worthwhile answering them as they are

generically marked, so marks are often easier to attain.

 They usually have the command words “suggest”,

“explain”, “discuss” or “evaluate”.

 Weight is given to the ‘clarity of writing, which

includes SPaG’.

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).

 B2H – Explain how marram grass is adapted to

survive in the hot, windy & dry conditions of a sand dune.

 B2H – Explain how substances are moved through a

plant by transpiration AND translocation.

 C1H – Diamond, graphite and a fullerene – Explain in

terms of their structure and bonding, their relative melting points, strengths and abilities to conduct electricity.

 C2H – Use the results of these experiments to

explain, in terms of the behaviour of particles, the effect of changing temperature and the effect of changing concentration of the solution on the rate of this reaction.

 P1H – Explain how momentum is conserved in

the collision. Use Newton’s third law and Newton’s second law in your answer. Newton’s second law can be written as: Force = change in momentum/time

 P2H – Explain, with the aid of a circuit

diagram, the method a student could use to investigate how the resistance of a single lamp changes with the potential difference across the lamp.

 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 and logical  Can the student’s expression be easily understood?

 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.

1)

Explain how substances are moved through a plant by transpiration AND translocation.

2)

Look for clues in the question and underline key words.

3)

Draw a grid as so:

Key ideas to include Transpiration Translocation Definition Substance moved Adaptations Description & Explanation of Method

Based ed on their performan ance e on this year’s papers, candidat ates es are offered ed the following advice: e:

 Recognise that the word 'explain' means additional scientific

information is needed that is linked to the answer given.

 Use all the information given in the question to help construct the

answer but avoid repeating the information which has already been given.

 Consider the context of the question to ensure they apply their scientific

knowledge to the situation they are being asked about.

 Develop their practical skills knowledge to ensure they understand the

difference between the factors being investigated and controlled variables.

 Check the number of marks given for the question and ensure that they

have included enough facts to match the marks awarded.

 Use scientific terminology accurately where possible in responses.  Always show the mathematical workings when doing calculations as a

mark can be awarded for errors carried forward.

 Practice a variety of calculations as described in

the specification.

 Learn the formulae of gases and simple

compounds as used in the specification.

 Practice writing and balancing equations.  Explain the results obtained from practical work.  Practice drawing diagrams of equipment.  Practice answering extended open-response

questions.

 To help with the above, there are plenty of

examples in examination papers of the previous specification which had a very similar coverage.

Based on their performance nce on these se papers, s, candidate tes s are offered the followi wing ng advice ce:

 make sure that they have a sound knowledge of the fundamental

ideas in all the topics.

 get used to the idea of applying their knowledge to new situations by

attempting questions in support materials or previous examination papers.

 when describing a practical procedure, make sure they are clear

about what is to be measured and how the measurements will be taken.

 when suggesting improvements or extensions to a practical

procedure, make sure they are relevant to the context of the question and not just ‘repeat readings’.

 where a question involves a calculation, make sure they understand

the physics of the situation before recalling or selecting an equation to use calculation.

 make sure that they recognise SI prefixes such as m and k and n and

how to handle these in calculations.

 use the marks at the side of a question as a guide to the form and

content of their answer.

Mrs Moss k.moss@hautlieu.sch.je

English Language Paper One (1 hour 45): 2nd April

English Language Paper Two – January mock (1 hour 45)

English Literature Paper 1 (1 hour 45): 29th Jan English Literature Paper 2 (2 hours 15): 19th March

1 hour r and 45 mins

Macbeth

Passage based question [30 marks + 4 SPAG] how Shakespeare presents theme/character in the passage how Shakespeare presents theme/character in the play as a whole.

• 52. 5 minutes

Frankenste in

Passage based question [30 marks) how Shelley presents theme/character in the passage how Shelley presents theme/character in the novel as a whole.

52.5 minutes

2 hr and 15 mins

Inspector Calls essay (choice of 2 questions) 30 marks plus 4 SPAG 45 mins Power and Conflict comparison 30 marks 45 mins Unseen response 24 marks 30-35 mins Unseen Quick Comparison 8 marks 10-15 mins

1 hour r 45 mins

Reading time 15 mins Question 1 Comprehension – 4 marks 4 mins Question 2 Language – 8 marks 8 mins Question 3 Structure – 8 marks 8 mins Question 4 Opinion on the text – argue for or against – 20 marks 20 mins Section B – Writing task Writing to describe or narrative writing – 40 marks 45 mins

1 hour r 45 mins

Reading time 15 mins Question 1 Comprehension – 4 marks 4 mins Question 2 Summary – 8 marks 8 mins Question 3 Language analysis – 12 marks 12 mins Question 4 compare their different attitudes compare the methods used support your ideas with references to both texts. [16marks] 16 mins Section B – Writing task Writing to express a point

• f view [40 marks]

45 mins

 Read, read, read! The exam is

testing your ability to absorb information and understand. Always look for meaning first, then analysis.

 Language revision guides on the

school network

 Know your terminology –

glossary of key terms and flashcards

 Lots of practice: AQA papers

and mark schemes

 Know which AOs go with each

question

AQA GCSE English Language

Paper 2: Writers’ viewpoints and perspectives

Revision Guide

adjective Adjectives describe the noun e.g. the tall man. They help to build up a fuller picture of whatever is being described so that the reader feels s/he can picture it very precisely. adverb Adverbs describe the verb e.g. he walked quickly away. noun A (common) noun is a word used to name a person, place or thing. Proper nouns identify a specific person’s name, places, organisations, festivals, days

• f the week and months and they always have a capital letter e.g. Fred, Monday, April,

Tesco, Christmas, England. Abstract nouns are things you can’t physically touch, feel, hear, taste or see e.g. Fear filled the room. Pronouns are used to replace the subject of a sentence to avoid repetition e.g. Tom took off his coat and he put it over the chair. alliteration Makes the text catchy – quick to read – grabs attention. emotive ve language The attitude and emotions of the author are transferred or made clear to the reader. hyperbole Hyperbole is the use of exaggeration for emphasis or effect. For example, it can act as an intensifier, such as saying ‘the bag weighed a ton’, or even be used to mock characters. Imagery/figurative ve language (similes, metaphors) All imagery gives the person/animal/thing being described the characteristics of something else. It, therefore, enlivens descriptions by helping us to see these people/animals/things in a new light – in a way we may have never seen them or thought about them before.

• Similes compare two things using ‘like’ or ‘as’
• Metaphors are more compact and tighter in their comparative description than

similes – they describe it as if it is something else

 Opening line/positioning of key lines and impact  Chronological/circular structure  Focus/viewpoints/foreshadowing  Zoom  Repeating, developing, narrowing  Shift/turning point between times or places/action  Contrast  Character to setting  Introduction to new characters at significant points  Individual – group  Internal – external (inside/outside)  Actions and thoughts  Ending

Under the moon, the river snaked its way to the sea.

The student, who was expected to revise very hard, looked tired and forlorn.

English Literature Advice

 Know your texts – read several times in

the run up to the exam

 Lunchtime sessions: Thursday English 5  Revision guides

 Prioritise quote learning for Paper 2  Top 20 quotations for each text –

character, theme, relationship.

 Fill in the gaps, online quizzes, who

said what and when?

 Select strong quotes that are

memorable and work on different levels

‘community and all that nonsense’ “We are members of one body. We are responsible for each other.” “The mind-forged manacles” “sudden successive flights of bullets streak the silence” ‘A new species would bless me as its creator and source’ 'Out damned spot! out, I say!'

• 1. What scene does Lady Macbeth say ‘out damned

spot’?

• 2. In what is the most significant theme in An

Inspector Calls Find a quote supporting this theme.

• 3. ‘It was the secrets of ……………… and earth that

I desired to learn.‘ (Frankenstein)

• 4. ‘The beautiful sun shone brightly in the sky.’

What word classes do beautiful and brightly belong to?

• 5. Study the piece of writing in Source A and

comment on the structure of the piece.

Mrs Kelleher m.kelleher@hautlieu.sch.je

• Listening 25%
• Reading 25%
• Speaking 25%
• Writing 25%

 Spend 10-15 minutes every day learning

vocabulary

 www.quizlet.com to help you learn your

vocabulary

 languagesonline.org.uk for grammar  www.bbc.co.uk/schools/gcse/bitesize/french

/grammar

 25%  12 minutes to

prepare

Approximate timing ngs Task k Found undation n tier Higher her tier Role play 2 minutes 2 minutes Photo card 2 minutes 3 minutes Conversation 3-5 minutes 5-7 minutes All tasks 7-9 minut utes in total 10 10-12 minut utes in total

 People  Action  Location  Mood  Weather

P A L M w

 Be aware that students need to do little and

• ften

 Remind students that they should not panic

• n the day- remember PALMw

 They may have made revision cards for the

speaking exam- parents could help test them

 Time for tortilla and ‘shloer’ or cheese and

‘shloer’ and find out how to pronounce correctly……

a.falle@hautlieu.sch.je p.pattinson@hautlieu.sch.je d.swanwick@hautlieu.sch.je k.moss@hautlieu.sch.je m.kelleher@hautlieu.sch.je