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A Strategic Approach to

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This is not about.

Equipment

Diet / Water

Brain Gym

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A Strategic Approach to Exam

Preparation

This is about .

Strategy within the actual exam

Strategy in the lead up months

Strategy across the year

and hopefully strategy across otheryear groups

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A Strategic Approach to

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A Strategic Approach to

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We mustanalyse the exam paper!!!

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A Strategic Approach to

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What are the particular aspects of your

exam process that the pupils must

address to be successful?

Knowledge

Skills

Concepts

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A Strategic Approach to

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Task: In pairs (preferably from unrelatedsubjects) use the exam paper or marking

criteria to map out exactly what this

means that they have to do

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A Strategic Approach to

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Now go back to yourteam and compare

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A Strategic Approach to

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How much of this knowledge are they

able to use immediately?

How are our pupils performing in each of

these concepts or skills?

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A Strategic Approach to

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What we must do is find out or

Diagnoseearly .. AndIntervene!!!

How can we do this?

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A Strategic Approach to

Exam Preparation

What we must do is find out or

Diagnoseearly .. AndIntervene!!!

How can we do this?

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A Strategic Approach to

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Intervention Cycle:

Assessment

Diagnosis of Strengths & Weaknesses

Intervention Session

(Small Group / 20 Minutes / Didactic)

Re-diagnosis Intervention

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A Strategic Approach to

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How can we diagnose this?

How can we prepare for this in all

lessons?

How can we build this into Schemes of

Work?

How can we implement this in prior

years?

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A Strategic Approach to

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Question Analysis:

Type of Question: Short / Extended / Essay

EG. Social Sciences:

Command Word Domain

Direction of the Domain

Marks available

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A Strategic Approach to

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EG: Geography

There is enough foodin the world but it is not all of

the rightkindor in the rightplaces. Explain whytheseproblems are difficultto solve

EG: Science

In an ecosystem an autotroph andheterotrophs are

found.

Explain howan autotroph is differentfrom a

heterotroph (2)

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Top 10 Tips.

1. Decipher exactly what it is the pupils have to know and do

2. Put this into a framework in which the pupils can understand

3. Build these into Schemes of Work and use in lower years

4. Skills or Concept tests / practice / revision in lessons, per half

term, per term

5. Comprehensive revision package indicating which aspects

pupils will be studying in each session6. Diagnose Intervene Re-diagnose . Cycle

7. Intervention which is in small groups, targeted and didactic

in nature

8. Walking talking Mocks

9. Question analysis sessions within revision but also buildthese into everyday lessons and homework

10. Show them how to revise and ensure that there are elements

they must be able to recall