Revision
Presentation
th
8 October 2015
Why?
Why are we doing the
exams?
Exams are;
• An opportunity for pupils to show us what they
can do (and how this has changed over time.)
• Data to inform future teaching and learning.
• examination technique practice for external
exams for 11+, 13+ and beyond.
• part of the bigger picture.
When?
• Year 6: English, Maths, Science & Verbal
Reasoning in November, all academic subjects in
June.
• Year 7: all academic subjects in February & June.
• Year 8: all academic subjects in November,
February & June.
Why revise?
• Find strengths and
weaknesses.
• Review and refresh.
Revision
• What to revise
• How to revise
• How to help
What to revise
Each subject will provide a revision sheet.
This will detail:
• Topics and skills the exam is testing
• Where to find the subject matter
• The format of the exam
YEAR 8 AUTUMN TERM MATHS REVISION
EXAMINATION: Paper 1: Non-calculator paper (1 hr), Paper 2: Calculator paper (1 hr),
Mental maths test (20 minutes approx.)
This external examination paper will assess the CE 13+ syllabus in its entirety.
Papers will be marked with particular attention to the specific revision topics below.
EQUIPMENT:
•
Candidates will need 2 sharp pencils, 30cm ruler, eraser, pen, protractor and compass.
•
A scientific calculator will be required for paper 2 (this can be purchased or borrowed from the school).
SPECIFIC TOPICS FROM THIS TERM:
•
ALGEBRA (simplifying expressions, solving equations, factorising, negative numbers) WEEKS 1-4
•
CIRCLES (formula for area and circumference) WEEK 5 (set 1 only)
•
BEARINGS (draw scale diagrams and measure bearings) WEEK 6
•
PIE CHARTS (interpret and construct) WEEK 7
REVISION TOPICS FROM Y7:
•
FRACTIONS (simplest form, 4 rules, equivalent decimals and percentages)
•
DECIMALS AND PERCENTAGES
•
APPROXIMATIONS (decimal places, rounding, significant figures (Set 1 only))
•
POLYGONS (naming, constructing, calculating angles)
•
PROBABILITY (language and use of probability scale)
•
ENLARGEMENT (linear and area scale factor, centre of enlargement) (Set 1 only)
•
GRAPHS (straight line conversion graphs and scatter diagrams)
•
HOW TO REVISE:
•
Use your classwork book, revision card notes, text book and practice papers to look through each topic we have studied. Remind
yourself of key facts and methods to tackle problems, then attempt practice questions from the text book or past papers to check
your understanding.
MATHEMATICAL SKILLS:
•
Mathematics is a cumulative subject. Skills learnt in previous years will be called upon to solve problems and answer general
questions involving the four rules of number, data representation, shape etc. Pupils should refer to their revision notes from year
7 as part of their preparation for this examination. A comprehensive description of the CE 13+ syllabus is available at
http://www.iseb.co.uk/pdf/Syllabus_CE_Mathematics.pdf
How to revise
• Plan!
• How much time have I got and what to do
when!
• Manageable chunks!
How to revise
• Go through a topic list and identify;
– Secure, so-so, not secure
•
•
•
•
Start with “What do I Know?”
“What am I secure with?”
What do I need to learn and improve?
How to assess that I have “got it.”
How to revise
• Be pro-active
• Pick out key facts
• Check recall with flash cards, quizzes, tests,
essay plans
• Random reminders
• Play to strengths (VAK)
What sort of learner
is my child?
http://homeworktips.about.com/od/homeworkhelp/a/lstyleqz.htm
What sort of learner is my child?
http://homeworktips.about.com/od/homeworkhelp/a/lstyleqz.htm
VISUAL
Is good at spelling
Needs quiet study time.
Likes colours & fashion.
Dreams in colour.
Understands/likes charts, diagrams and mind maps.
AUDITORY
Likes to read out loud. Is not afraid to speak in class.
Likes presenting to the class. Is good at explaining.
Enjoys music.
Is good at grammar and foreign languages.
Reads slowly.
Follows spoken directions well.
Can’t keep quiet for long periods.
Is good in study groups.
KINESTHETIC
Is good at sports.
Can’t sit still for long. Is fidgety during lessons.
Is not great at spelling or handwriting.
Studies with loud music on.
Likes adventure books, movies.
Likes role playing.
Builds models.
Is involved in martial arts, dance.
Revision activities
V
Likes to picture
work in head.
•
•
•
•
•
Mind maps
Coloured notes and plans
Pictures
Flash cards
Watch subject DVDs and website video clips
Likes to use
words, hearing,
reading and
saying out loud
work.
•
•
•
•
•
•
Record notes
Read notes out loud
Use word association
Make up songs and rhymes
Talk through work in groups
Make up your own lecture / presentation
•
•
•
•
•
•
•
Make & use things to help you learn (battle cards / flash cards)
Role play – act things out
Memory games
Create lessons to teach others
Work in short blocks
Create multiple answer and fill in tests
Use interactive websites
VISUAL
A
AUDITORY
K
KINESTHETIC
Likes to learn by
doing things
Skills
• Look back at examples of classwork
• Check with teacher
• Practice papers
Preparation
• Don’t just practise until you get it right. Practise until
you can’t get it wrong.
How to help
• Where to revise?
• When to revise
• How to get involved
Where to revise
When to revise
•
•
•
•
•
Start early before brain gets tired.
Weekend, mornings in the half term break
After school: quick break and then start
Lesson and homework opportunities
During exam week
How to get involved
• Help with timetabling: help child identify
suitable times on calendar
• Help with kit: index cards, highlighters, folders
• Set up the right environment
• Take an interest: praise, encourage, participate
When revising…
• Break session into manageable chunks with a
short planned break between them and a
reward at the end.
Look for
Active revision
to suit your child….
Supporting revision
1. Place:
comfortable but
without
distractions.
2. Time:
when brain isn’t
too tired.
3. Duration:
25 minute slots,
maximum of 4
slots in a row.
4. Precise task: 5. Monitor:
6. Reward:
at the end of
ask what’s being hard work =
this, I will know done & be shown
treat.
‘avoir’.
the final result.
Final preparations
• Encourage your child to use the revision notes /
aids they created as a quick recap tool before the
exam.
• Most children find the day before to be best time
for final preparations.
Don’t panic
After examinations
• Be positive – it’s a learning experience – we
learn most from our mistakes.
• Ask your child what he / she did well
• Does your child know how to make it better
next time?
• Let children recharge their batteries
• Staff feedback: class / individual
Be good, be safe, be proud, be kind,
but above all, be better than you
were yesterday. And that's progress.
Andrew Jeffrey, 2014