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 TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing. 

EvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging 

 AnalysingBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding 

ApplyingUsing information in another familiar situation

Implementing, carrying out, using, executing 

UnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining 

RememberingRecalling information

Recognising, listing, describing, retrieving, naming, finding 

Hig

her

Ord

er

thin

kin

g

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