WHITWORTH COMMUNITY HIGH SCHOOL Y11 GCSE Revision Evening January - - PowerPoint PPT Presentation

WHITWORTH COMMUNITY HIGH SCHOOL

Y11 GCSE Revision Evening January 2017

WORKING TOGETHER…. HELPING YOUR CHILD WITH REVISION

Ideas and techniques to help support our Y11s to achieve their potential

HOW TO GET THE GRADES YOU WANT

• Create a vision of success
• Formulate and commit to a plan to achieve your

maximum potential

• Be ruthless and aspirational in your determination to

succeed

• Knowledge and understanding of your subjects is

essential

• Plan a revision timetable and stick to it!
• Put aside distractions!

MY GOALS –WHY DO I WANT TO DO WELL?

• To get into the sixth form I

want (wherever that might be)

• To get to do the

apprenticeship I want to do

• To make my parents /

carers proud

• So I can honestly say I did

my best

• Because it has a

reputation for great progress – and support

• Because I really want to

become a dental technician

• Because they always

support me

• I want to feel good about

myself – no regrets

• How many weeks are left before external exams

start?

• Have revision notes been started for all subjects?
• Is there a file for each subject for revision notes and

past questions?

• What exam board and specification are your sons

and daughters following for different subjects?

• What is their target grade and what is their working

at grade?

• What needs to be done in particular subjects in
• rder to close the gap between their working at

grade and target grade?

• Are weekends and evenings balanced between

school work and other activities?

• In which subjects are they making most / least

progress?

How aware are you?

WHAT IS REVISION?

It means actively looking over work on a regular basis: 1. To remind you of things you have forgotten. 2. To make links with other learning so you have the bigger picture. 3. To reinforce learning. 4. To identify what you don’t know. 5. To check understanding.

WHY ENCOURAGE REVISION?

• It reduces panic – gives students control and

confidence.

• It means that exams reflect what students

can do, not what they learnt and then forgot!

• To help identify problem areas.
• Achieve better results!

THE CURVE OF FORGETTING

How can you support your child?

X

SHOULD I HELP WITH REVISION?

• Research and experience shows that children

whose parents/carers take the opportunity to be frequently interested and involved in their child’s learning make most progress.

• You will get to know your child’s strengths and

difficulties and find out what they are studying.

• Discussing work with them strengthens their

understanding.

KEY POINTS

• Make sure your child knows what they need to revise

for each exam paper

• Make sure they know what each exam paper entails

(short answers, essays, 4 mark answers)

• Make sure they can talk you through a past paper

HINTS FOR AN IDEAL REVISION AREA

RESOURCES TO REVISE

▶ Help provide the right resources for your child to revise actively:

• Pen, rules, pencils, paper, glue, scissors
• Post-it notes
• Revision cards
• Coloured pens
• Highlighters
• Dictionary
• Revision guides, podcasts, revision sites
• Food and drink!!!

10 TIPS TO KEEP THEIR BRAIN HAPPY (AND PRODUCTIVE!!)

WHAT CAN YOU REMEMBER?

KEY TO SUCCESSFUL REVISION

• Find out what you know and what you don’t know first!
• Revise the bits you don’t know / didn’t remember
• Don’t try to revise something you don’t understand –

ask for clarification

• Keep the plates spinning!

HOW?

Mind map or make

• rganised notes on a topic

– what do you know?

• Check against your

revision guide / exercise book etc

• Add to your map/notes

what you had missed – in a different colour

• Revise what you had

missed

Next day

• Make the notes / mind

map again – without looking at the original

• Check against your

revision guide / exercise book

• Add to your map/notes

anything you had missed – in a different colour

LEARNING STYLES

• We all learn in different ways.
• Knowing your child’s preferences may help them

to get the most out of revision activities.

• It is important not to see learners as fixed to one of

these learning styles.

• Learners need to use all of them, but we all have a

preferred style which tends to dominate.

LEARNING STYLES

Visual

Auditory Kinaesthetic

Symbols Text

VISUAL LEARNERS

• Visual learners have a preference for seen or observed

things e.g:

• Images
• Pictures
• Charts
• Diagrams
• Record information in words and

symbols

• Colour
• Work from lists

VISUAL LEARNERS

• What can they do to revise?
• Create cue cards and arrange them in order
• Hang notes on walls/doors/near desks…
• Re-write notes/different subjects/topics in

colour

• Create models/charts/tables/mind maps
• Use highlighters
• Make mind maps (use Popplets)
• Memorise notes

MINDMAPPING

MINDMAPPING: WHAT MIGHT IT LOOK LIKE FOR A TOPIC?

POPPLET

AUDITORY LEARNERS

• Auditory learners have a preference for:
• Listening
• Hearing an explanation of something

rather than reading about it

• Recording notes and play them back
• Talking/discussing
• But, they are easily distracted by noise!!!!!

AUDITORY LEARNERS

• What can they do to revise?
• Download and listen to podcasts/recordings
• Record notes and play them back
• Discuss with friends
• Say facts over and over again
• Remember who said it!
• Use different voices
• Oral Mnemonics

KINAESTHETIC LEARNERS

• Kinaesthetic learners have a

preference for:

• Physical experience (doing,

touching, making…etc.)

• Trying things out
• Physical repetition eg. flashcards,

matching tasks

KINAESTHETIC LEARNERS

• What can they do to revise?
• Copy notes over and over – reducing

them each time

• Go on interactive revision sites
• Simultaneously talking-walking,

walking-reading

• Revise different subjects in different

places

PARENTS PLEASE NOTE!

• Don’t be afraid to STOP if it isn’t going well. Try to

agree what the difficulty is and when to come back together later.

• ALWAYS end with praise (they’ll feel good, you’ll

feel good) It should be (almost…..) enjoyable… for both of you!