Year 11 Stepping Up Day 2019 - King Charles I School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Year 11 Stepping Up Day
2019
Revision: What doesn’t work? 1. Highlighting 2. Re-reading notes 3. Summarisation 4. Past papers (early in the revision process) 5. Mnemonic strategies 6. Focussing on the components of the exam
Revision: What does work? - Spacing - Half hour slots - Quizzing from flash cards, mind-maps, Cornell notes, Quizlet - Elaboration techniques - Commentary techniques - Exam questions - Following revision plans
How much time should I spend on revision?
In the following grid write how many hours you intend on
revising for each day
Wednesday
Thursday
Saturday
Total Hours:
Monday
Tuesday
Sunday
Friday
Dates
Dates
212
Week
Week beginning
beginning 21/01
21/01
Week
Week beginning
beginning 28/01
28/01 2 2 2 2 2 0 2
Week
Week beginning
beginning 04/02
04/02 2 2 2 2 2 0 2 Total subjects:
Week
Week beginning
beginning 11/02
11/02 2 2 2 2 2 0 2 10
Week
Week beginning
beginning 18/02
18/02 (Half
(Half term)
term) 2 2 2 2 0 0 2
Week
Week beginning
beginning 25/02
25/02 2 2 2 2 2 0 4
Week
Week beginning
beginning 04/03
04/03 2 2 2 2 2 0 4
Week
Week beginning
beginning 11/03
11/03 2 2 2 2 2 0 4 Hours per subject:
Week
Week beginning
beginning 18/03
18/03 2 2 2 2 2 0 4 21.2
Week
Week beginning
beginning 25/03
25/03 2 2 2 2 2 0 4
Week
Week beginning
beginning 01/04
01/04 2 2 2 2 2 0 4
Week
Week beginning
beginning 08/04
08/04 2 2 2 2 2 0 4
Week
Week beginning
beginning 15/04
15/04 (Easter)
(Easter) 4 4 4 4 0 0 0
Week
Week beginning
beginning 22/04
22/04 (Easter)
(Easter) 4 4 4 4 2 0 4
Week
Week beginning
beginning 29/04
29/04 2 2 2 2 2 0 4
Week
Week beginning
beginning 06/05
06/05 2 2 2 2 2 0 4
Week
Week beginning
beginning 13/05
13/05 Exams
Exams Begin!
Begin!
Spacing
The revision planner Monday 21st Jan Tuesday Wednesday Thursday Friday Saturday Sunday Subject: Option C Subject: Maths Subject: Option A Subject: Maths Subject: English Subject: English Task(s): Task(s): Task(s): Task(s): Task(s): Option C Task(s): Subject: Physics Subject: Biology Subject: Option B Subject: Chemistry Subject: Physics Subject: Maths Task(s): Task(s): Task(s): Task(s): Task(s): Task(s): Subject: Chemistry Subject: RE Subject: English Subject: Option D Subject: Biology Subject: Science Task(s): Task(s): Task(s): Task(s): Task(s): Task(s): Subject: Option A Subject: Option D Subject: Option C Subject: RE Subject: Option B Task(s): Task(s): Task(s): Task(s): Task(s):
Stepping Up Day
English
You can’t revise for the English
Language exams
WRONG
Narrative Writing Students find it difficult to: Generate ideas on the spot Organise their ideas Structure their work So, what is the solution?
What is the solution?
1. Plan each element of your narrative writing in advance.
2. Learn the structure of a good narrative piece through quizzing on the focus
of each paragraph i.e. setting and atmosphere / character / flashback /
development of narrative / suspense
3. Revise / quiz on each column OR each row of your plan, one by one. Learn
it off by heart.What does effective quizzing look like? Look / cover / check Don’t: Just stare at it and hope that it imprints on to your mind. Cheat – you can’t just copy it out instead of covering it up and writing from memory! Do: Read it over and over, and practise hearing the words in your head. Read it aloud – hearing it aloud will help it stick! Read it and write it out so that you see the words on the page. Use the cloze method (leaving blanks and testing yourself on these)
Step 1
Plan each element of your narrative
writing in advance.Here’s one I made earlier
Focus Development of ideas (3 bullet points Techniques & examples Ambitious vocabulary Sentence types (x2),
per paragraph) e.g. DR POISAM Punctuation (x2) / ISPACE
P1 Setting & Atmosphere 1. Deserted road. Simile: Trees swayed like a drunk Menacing / sinister / gloomy / Complex sentence
2. Mysterious and eerie – no one man in the dense fog. isolated / frightening / Minor sentence
about. threatening / alarming / Semi-colon / sub. comma
3. Pathetic fallacy – cold, wet, dim, Repetition: of dark & darker. ominous / melancholy /
foggy. depressed / abandoned
P2 Main Character 1. Driving down the deserted road Personification / pathetic fallacy: Squinted / staggered / Compound sentence
Max / 34 years old / being by himself. The grey fog enveloped him. enveloped / stumbled / encased Complex sentence
chased / in trouble with 2. Pulls up at the side of the road. Show don’t tell: His dark eyes / swirled / clandestine / forsake Dash / Exclamation mark /
people he owes money to He is injured – he has been squinted, and his place face / incapacitated / wounded / Question mark
/ feeling confused and attacked. twisted in pain. suffering / woe / anguish /
regretful / he has been 3. Gets out to take stock of the regretful / abscond / abandoned
beaten up and is seriously situation – head in his hands. He Repetition: There was no sound / desolate / callous / coerce /
injured / trying to escape. is confused, angry, unsure of – no footsteps, no voices, no conniving / embezzle / fractious
what to do next. He stumbles vehicles – nothing at all. / gluttony / hypocrisy /
into the woodland. perforated / pierced /
P3 Flashback 1. Flashback to being in the woods Shift in time: “The events of last Fuelled / determination / Complex sentence
Link the flashback to the as a child – happy building dens. week still haunted him...” / coldness / powered / fortitude / Simple sentence
story e.g. “His memories 2. Mother’s death – 10 yrs old. “When he was a child...” will power / contented / joyful / Dash
of such love made him all 3. Moving to a care home. shudder / distressed / saddened Ellipsis
the more determined to Repetition: Pure coldness; pure, / secluded / solitary / alone
escape.”/ “His anger icy coldness.
about the past only
fuelled his determination
to seek revenge.”The successful method
Create the plan + Learn the plan
= a confident, prepared, successful English
Language student.Step 2 – this is where the revision begins! Learn the structure of a good narrative piece through quizzing on the focus of each paragraph. P1: setting and atmosphere P2: character P3: flashback P4: development of narrative P5: suspense
Time to Recall Recall the focus of each paragraph now. P1 = P2 = P3 = P4 = P5 =
Time to check Use your green pen to tick / amend P1: setting and atmosphere P2: character P3: flashback P4: development of narrative P5: suspense
Step 3 Revise / quiz on each column OR each row of your plan, one by one. Learn it off by heart. You could choose to learn the 3 bullet points per paragraph first OR you could choose to learn row 1 first.
Step 3 – Over to you to ‘LOOK’
Revise row 1 of my grid.
You must use the techniques on your sheet to help you.
Focus Development of ideas (3 Techniques & Ambitious Sentence types (x2),
bullet points per examples vocabulary Punctuation (x2) /
paragraph) e.g. DR POISAM ISPACE
P1 Setting & 1. Deserted road. Simile: Trees swayed Menacing / sinister / Complex sentence
Atmosphere 2. Mysterious and eerie like a drunk man in gloomy / isolated / Minor sentence
– no one about. the dense fog. frightening / Semi-colon / sub.
3. Pathetic fallacy – cold, threatening / comma
wet, dim, foggy. Repetition: of dark & alarming / ominous /
darker. melancholy /
depressed /
abandonedStep 3 – Time to COVER
Write out what you can recallStep 3 – Time to CHECK
Using your green pen, tick / cross and add
in any amendments needed.Key Messages 1. Put the time into the creation of your plan. 2. Learn the effective way to quiz. 3. Use the quizzing methods discussed. 4. Regularly revise your plan!
Stepping Up Day Mathematics
What you should be doing? • Completing the homework set by your teachers. This is revision! • Working through topics identified from your mock exam using hegarty maths, your revision guide or your exercise book. • Revisiting the half-papers and your mocks independently • Quizzing on formulae and retrieving knowledge at home.
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Narrative method
Some to try yourselfStepping Up Day
ScienceBiggest barriers to revision….
• Don't know what to revise….
• You all have detailed revision timetables that state exactly
what topics to revise on each day between now and the exams
• These are on the school website too……Biology • Flash cards for equations with formula triangles and worked examples (magnification) • Annotated diagrams (specialised cells, digestive system, heart, vessels, alveoli, brain, genetic punnet squares, adaptations) • Flow charts (cloning, enzyme action, heart, transpiration, immunity, drug development, reflex arc, blood glucose control, carbon and nitrogen cycle) • Tables of comparison (plant and animal cells, diffusion, osmosis , active transport, mitosis and meiosis, xylem and phloem, vial, bacterial and fungal diseases, photosynthesis and respiration, sexual and asexual, biotic and abiotic)
Read, cover and recall….repeat…repeat….repeat Combined science equations you have to learn off by heart…
Read, cover and recall….repeat…repeat….repeat Separate science equations you have to learn off by heart…
Physics • Flash cards for equations with formula triangles and worked examples • Annotated diagrams (resistance in a wire, inside a plug, changes of state, inside a nuclear reactor, electric motor, solenoid, cooling/heating curves, scale diagrams, force diagrams, waves, reflection, refraction, diffraction, Flemings LH rule, right grip rule,) • Flow charts (energy transfers, power production, rules for resistors, national grid, lenses, transformers, • Tables of comparison (different fuels, components in circuits, particles in solids, liquids, gases, uses of radioactivity, fission and fusion, EM waves) • Elaboration questions- why questions to test a deeper understanding
Chemistry • Flash cards for equations with formula triangles and worked examples (mole calculations, reacting masses, % yield, atom economy, concentrations, titrations, rf value) • General formulas with specific examples • Drawing structural formulas (polymerisation, carboxylic acids and esters) • Annotated diagrams (atomic structure, ionic and covalent structures, electrolysis, reaction profiles, cracking, pollutants, making fertiliser) • Flow charts (separating techniques, development of periodic table, reactivity series, rate of reactions, waste water, Haber process) • Tables of comparison (metals and non metals) • Expand a sentence
Required practical's • Highlighted in yellow on your revision plan are all the topics that have a required practical in • Use your lab book! • Revise the apparatus and method for each practical • Reasons why certain equipment is used for each practical • How you can record and present the results • The exam assumes you have done the practical and are familiar with the techniques • They can ask you about; - Drawing a diagram of the set up - Variables to test - Collecting the results (draw a suitable table) - Analysing results (from given graphs and tables) - Drawing conclusions (based upon graphs and tables) - Making suggestions for improvements in the method (including sources of errors)
Stepping Up Day
Languages
A subject not like the othersWhat to revise
What to do then? The key to success in your GCSE exam is to space out your vocabulary learning and to test your listening and speaking skills in your revision.
Space it out! • Making your brain work with another language can be very straining on it and make the learning process less efficient if not spaced out. • Don't cram language learning into 1 afternoon!
Speaking and listening?! • Quizlet can say out loud the vocabulary saved in it, this is a great tool to work on your pronunciation. • In your notes, dot the silent letter and underline the difficult sounds (all of you have done this previously in lesson)
How do I do create revision materials efficiently?
• Space out vocab learning
• Use Quizlet – re-do older sets, none of them have been removed from the class area on
purpose.
• Test yourself on quizlet differently (writing, matching etc)
• Create unit specific vocab lists using your class book create flash cards with these
• Dual coding
• Create mind map systems as seen in class to revise each sub-theme and cover all the
key vocabulary from the units
• Word association
• STOP FINCKey vocab Talking in the present Time signals
NOUNS Je sors avec mon petit copain depuis trois mois. One side of the argument
un(e) ami(e) Je l’aime / Je le/la déteste D’habitude,
un copain/une copine Le weekend
Je le/la trouve + adj
un couple
Il faut qu’un ami soit gentil
Parfois exprimer son amour / sa foi
une famille
un(e) petit(e)-ami(e) Les enfants sont tristes / contents Quand j’étais jeune, avoir confiance
une carrIère J’ai un demi-frère qui s’appelle Il y a… ans offrir une certaine sécurité
le concubinage Je passe du temps avec mon père L’été dernier
adopter plus facilement
Key structures I will
ADJECTIVES
Talking in the past
A l’avenir s’engager use in this unit and
monoparental(e) Quand j’aurai 20 ans,
homoparental(e) Mes parents se sont séparés Après avoir voyagé être jaloux / jalouse learn by heart
traditionnel(le) Ils ont divorcé se lasser l’un de l’autre
recomposé(e) Je pensais que c’était.. Links
célibataire Il est parti Par exemple,
veuf / veuve Personnellement
Elle a beaucoup souffert
loyal(e) Tout d’abord, The other side of the artgument
compréhensif/ve Ils se disputaient souvent Puis,
fidèle Evidemment
casse-pieds garder son indépendance Key structures I will
stricte Talking about the future garder sa liberté use in this unit and
Je voudrais me marier learn by heart
VERBS
Je finirai d’abord mes études
Extra vocab vivre sans compromis
sortir
passer du temps Je rêve d’un marriage à l’église en robe blanche être libre de sortir
aimer Mon partenaire idéal serait beau / riche / aimant aimer sans le prouver aux autres
rencontrer On fera de grandes noces
s’entendre Si on se pacse et que cela marche, alors je me
se sentir seul
se disputer marierai savoir que 40% des mariages finissent en
se fâcher
se séparer
Si mes parents me le permettent, je me fiancerai divorce
se marier avec.. être facile / difficile financièrement
vivre (seul/en couple) Je ne me marierai jamais
Larguer Nous aurons trois enfants
fonder (une famille)Key vocab Talking in the present Time signals
NOUNS J'étudie le français depuis cinq ans
Le cours
souvent Matière préférée
J'aime beaucoup les maths parfois
Le proviseur
Mon professeur de musique est très sévère tous les jours le professeur m'aide beaucoup
La salle de classe
Les ordinateurs Nous avons une bibliothèque où j'aime lire et L'année dernière je suis créatif/créative
En quatrième
le gymnase réviser Ce matin je suis féru(e) d'histoire
Un bâtiment Les cours commencent/finissent à .. heures
un élève
Hier On fait des experiences
Les leçons durent une heure Récemment
Les matières
On travaille dur Quand j'étais à l'école J'ai toujours aimé cuisiner
Une bibilothèque
Un casse-croûte Je trouve l'anglais difficile primaire je veux voyager
Je ne mange jamais à la cantine Au lycée,
Un cartable Dans le futur, J'ai de bonnes notes
Les copains
Les copines Talking in the past Idéalement, J'adore lire
Si je pouvais +cond
Les labos J’ai eu cinq cours hier
ADJECTIVES J'aurai préféré avoir musique
difficile J'aurai aimé arrêter les sciences mais j'ai dû Links Matière que je ne supporte pas
sévère Par exemple,
fascinant
continuer
Personnellement
Je n'aimais pas le français à l'école primaire
moderne Tout d’abord, Le professeur crie beaucoup
démodé J'ai laissé tombé le dessin l'année dernière Puis,
facile Un nouveau gymnase a été construit Surtout, Je reçois trop de devoirs
utile On a agrandi la cantine Je ne comprends pas les problèmes
VERBS J'ai fait mes devoirs
étudier Je m'ennuie
J'ai beaucoup apprécié ma visite scolaire Dans ma classe
apprendre Ce n'est pas mon truc
faire En France
lire Talking about the future Dans mon ancienne
J'ai été puni(e)
manger Je vais aller au théâtre écoles Le prof a des chouchous
bavarder Je voudrais qu'on construise une piscine
jouer
Afin de m'améliorer C'est inutile
Il faudrait plus de plats végétariens Pour mon futur métier
constuire
dessiner J'irai à l'école à pied Si on a ce professeur
cuisiner On va faire nos propres vêtements en technologie
aller
emmenerStepping Up Day History/Geography
Where can I find resources? For history- you have been given booklets for everything (there is a new Germany one) Q:\History\Year 11 Revision Materials Quizlet- there are tonnes of sets you can test yourself on
Use these powerpoints to test your knowledge or each topic. You can then delete the slides including in formation that you know to focus on learning what you don’t.
On the front of each booklet is a checklist based on the specification for each topic. Go through the checklist to work out what you know and what you don’t. Make sure you could say at least 4 things about each bullet point rather than just recognising the words!
Revision in geography • Key terms – flashcards/quizlet. Learn exact definitions. • Case studies - flashcards/quizlet. Ask someone to test you on the key facts and figures.
• Explanations and concepts – use the knowledge organiser or revision guide to read through the steps e.g. how a waterfall is formed. Then try to write out a flow diagram to explain what is happening from memory. Check and correct your work, ensuring no steps have been missed and that you have included all the key terms. • Diagrams (physical geography, and the demographic transition model) – practice drawing neat diagrams with all the required labels. • Use them to DUAL CODE- make diagrams with explanations
Formation of an oxbow lake
1. At a curve in a river, the 3
water on the outside of the 1 6
bend has a higher velocity. 2 5
4
2. More erosion occurs on the
outside bend creates a
river cliff and narrows the
meander neck
3. The velocity is slower on the
inside bend deposition
occurs slip off slope is
created a meander with
an asymmetrical cross
section is formed.
4. Erosion continues at the outside bends of a meander overtime the
neck of the meander becomes narrower
5. In a flood the water cuts through the neck less water flows around the
loop the velocity is lower
6. Deposition occurs in the meander loop it is cut-off to form an ox-bow
lake while the river flows in a straight path.Actually revising Can’t escape- going to have to read through notes BUT- this alone is not revising You won’t remember much (or indeed any of it) You need to process the information
A useful method is elaborating on true statements As you go through, write down a number of statements that are true (you can use statements you have been given) Then try to elaborate on the statements explaining how you know them to be true Do this from memory first, and then you can look up what you have missed
The Holocaust 1938- Nazis added 250,000 Jews from Austria to population Nazis started using the ‘Vienna Model’ in 1938: brutally made Jews scrub streets, confiscated property, made them legally lesser Aim was to make them leave September 1939- added more Jews to population (around 3 million) as captured Poland Too many to use Vienna Model this time- so instead started to place them in ghettos Horrendous conditions- as many as 6000 could die per month. Walled off part of the city where had minimal food, not allowed in or out But as expanded territory in the east in 1941 meant gained even more Jews Did not want to place them in ghettos now- so employed Einsatzgruppen Mobile killing squads led by Reinhard Heydrich. Would follow the army into newly conquered territories and round up Jews Would shoot Jews- known as ‘Holocaust by bullets’. 1.1 million Jews shot dead
Statements Evidence that makes it true The Nazis’ treatment of Jews changed over time The Vienna Model aimed to make Jews leave The Nazis introduced ghettos The Einsatzgruppen killed Jews
Year 11 Stepping Up Day Advice from the 6th form: Start revising before Feb half term Increase the hours of revision as time moved closer to the exams 2-3 hours after school and up to 6 hours each weekend day Revision background knowledge at the start of the process Spend longer revising areas of weakness Revised by topic/task not always by time Be clear on what topics you need to revise – use the revision lists Use Quizlet 10 minute “brain dumps” – get your parents to test you Retrieval practice Used exam papers later in the revision process
You can also read
