Supporting the challenge of exams and revision as a parent
*Y11 Parental Seminar
*Introduction
*This is a difficult time for parents as well as students
*Try and de mystify what is going on for you
*Try to re assure you of the things you can do to help and possibly be involved in
*Agenda*Examination rules and protocols*The revision process*Exam Preparation Programme (EPP)*Command words*Q&A and revision cards
William Brookes School
External Examinations
Regulations• Exam Board Regulations apply• Inspected to make sure we comply• All candidates have been issued with
a list of the current regulations• Copies of these are posted both
outside and inside each examination room
• Pupils have sat external examinations previously and are aware of the schools expectations
Regulations• NO Mobile Telephones• NO IPods, MP3 players etc
Equipment• School does not provide any
equipment• Write in BLACK INK• Not pencil unless asked to do so• All equipment in CLEAR bag or
pencil case• Only water allowed in Exam Hall• No glasses cases or calculator lids
Our expectations• Arrive in Good Time• In School Uniform• Properly Equipped• At least 10 minutes early• Morning start time is 09:00• Afternoon start time is 13:30• School can vary the start time by 30
mins
When can I leave ?• School policy that candidates are in the
Examination Room for the duration of the Examination
• Other exam papers may be running at the same time
• Obviously if a candidate is unwell they will be allowed to leave the Exam Hall
What if ?• Let the school know straightaway
• All examination boards endeavour to assist the candidate in achieving the best possible outcome
• School will request Special Consideration
Finally• Any queries let the school know as
soon as possible.• Contacts are :-
Mrs. K Robinson Examinations Officer
Miss J Brown Examinations Assistant
*Why put ourselves through the misery of revision?
*Because there is a direct correlation between exam grades and quality of revision
*Hours of revision does not ensure success if it is not effective
*Revision needs to be well structured*Revision needs to be active not passive
*A workspace which is clear and well lit*All materials needed close at hand*A clock to time revision sessions*Follow a revision timetable *Use time effectively*Revise what you don’t know*Visualise what success will bring*Drink plenty of water, eat healthily and
exercise*Use lots of different ways of studying
Preparing For Revision
*You can’t do the revision for them
But you can be *Supportive and encouraging*Flexible*Sensitive to their stress*Help keep things in perspective*Keep them Organised*Be a ‘gopher’
*The issuesMisreading the question and as a result
giving an answer which misses the point;Failing to tailor the exam answer to the
number of marks available;Extracting information inaccurately from
tables, graphs, drawings, photographs or other sources in the exam;Using subject-specific, often technical
language inaccurately or incorrectlyOmitting units for numerical answersPoor spelling;Not making best use of time in the exam.
*The issues continued…Failing to organise their revision, including
failing to prepare a timetable;Not being able to prioritise the most
important aspects to revise;Spending time ‘revising’ while not
concentrating;Lacking a suite of effective revision skills
and techniques;Having insufficient subject notes to revise
from;Showing uncertainty about how to tackle
the exam itself
To support our students in preparing for exams
Provide structure to their revision and some skill development
Utilise all possible revision strategies in the months leading to June
Target revision sessions at aiding last minute preparation
Reorganised classes to suit ability and learning abilities
* The Examination Preparation Programme
Government want students in school for whole exam period
We want them to maximise their learning
The two weeks prior to half term are loaded with exams
We want to tailor our approach to meet everyone's needs
*The principles for this year
Remain on timetable until May half termNormal lessons will be working on
revision and preparationRemoved from normal lessons for
focused last minute Exam Preparation sessions
This is not a replacement for a structured revision programme at home
*The process for students
*Students must …Come prepared and focused to workBring suitable equipment for both their
normal lessons and EP sessions – see TTSee the sessions as specific help and
look to get individual queries solved and ensure a full understanding of the exam structure
Be positive and well behavedDressed in full uniform
Obviously the results in August and future career options
Celebration Assembly day on Friday 24th May
School Prom Friday 28 JuneWe will give them an extended
holiday starting no later than Monday 24th June!
*Hard work with some reward
*Command Words
* BLOOM’S REVISED TAXONOMYCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
High
er O
rder
thin
king
Name... Recall
information e.g. Give the name
of a hormone...
State...Write down simple
information, no reasons requirede.g. State the equation linking distance, speed
and time
Give a reason...Say why
something happens
Just give one reason
Label...Show information
on a graph or diagram and draw
a line to ite.g. Label the test tube on the
diagram
Draw...Either a diagram or
graph or tableUse symbols for a circuit
diagrame.g. Draw a diagram to show a
poly(propene) molecule
Write...A chemical or
word equation e.g. Write a word equation
for the combustion of ethanol
Plot... Show data on a
graphA line of best fit can be
straight or a curve
Estimate / FindRead
information from a graph
e.g. Use the graph to find the voltage when the
current is 2.5A
Calculate... Show working.
Give a number answer. Give units if none
provided.e.g. Calculate the efficiency of the
motor
Complete... Fill sentence
gaps or fill in a table
e.g. Complete the table of results
Describe... Link facts in a logical order.
e.g. Describe how sedimentary rocks are
formed
Suggest... Use what you know
to work out answers to the situation given
e.g. Suggest why space telescopes are better than
ground telescopes
Explain... Say how or
why something happens
e.g. Explain why iron and aluminium are extracted using
different methods
Compare... Give similarities and differencese.g. Compare S-waves and P-
waves
Discuss... Compare and
then explain or conclude
e.g. Discuss problems caused by incomplete combustion of methane
in a gas fire
Evaluate... Use facts and ideas to judge
and justifye.g. Evaluate methods used to
dispose of waste polymers
Apply Use knowledge or principles in a new context
Assess Make an informed
judgement
Comment Present an informed
opinion or infer points of interest relevant to the context of the
question
Annotate To provide notes of
explanation
Contrast Identify
differences
Consider Review and respond to information
provided
Deduce Draw
conclusions from
information provided
Analyse Separate information into components and
identify their characteristics
Consider Review and respond to information
provided
DetermineThe quantity cannot be
measured directly but can be obtained by calculation. A value can be obtained by
following a specific procedure or substituting
values into a formula.
Identify Recognise or
select relevant characteristics
Illustrate Make clear by
using examples or provide diagrams.
Interpret Translate
information provided
Justify Present a
reasoned case.
Label To indicate (by using a straight
line).
List Provide a number of
points with no elaboration. If you are asked for two points then give only two!
Measure Establish a value using a suitable
measuring instrument.
Outline Restrict the outline to
essential detail only.
Predict Suggest possible
outcome(s).
Recall Repeat
knowledge from prior learning.
Recognise To identify.
Relate Make
interconnections.
Sketch Produce a simple, freehand drawing. A single clear sharp line should be used.In the context of a graph, the general shape of the curve would be sufficient.
Summarise Present main
points in outline only.
Use Apply the
information provided or apply prior
learning