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Showing posts with label Exam Preparation and Technique. Show all posts
Showing posts with label Exam Preparation and Technique. Show all posts
Core Exam Timings
Below are the scripts we used for your Walking Talking Mocks.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 10 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 10 marks for content in part A. Therefore, you need to aim to find 10 separate points and jot them down on your paper.
7 MINUTES
Spend 7 minutes reading the text and highlighting those key points, aiming for at least 10 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
3 MINUTES
Your next stage is to quickly number the points you have and check you have got 10.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 10 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 10 bullet points completed. Remember you can use focused quotations OR your own words.
Question 3 b)
We'll quickly write this up to gain our final five marks.
3 MINUTES
Return to your bullet points. You are going to plan your summary now.
Take the next 3 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
10 MINUTES
Now you are ready to write:
The question specifies that you should write about 100 to 150 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 10 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
You are now 23 minutes into the exam - hopefully you have gained at least 7 - 10 marks from your bullet points and 3-5 marks for your writing.
We are going to move to Question 1:
You will need a highlighter for this.
Part a,b,c focus on certain paragraphs
10 MINUTES
We are going to take 10 minutes reading from paragraph 1 - 6:
Part a) is worth two marks so you need to highlight two things related to the question.
Part b) is worth one mark but you can see there are two bullet points so you will need to find two details.
Part c) i is worth one mark so you will have to find one detail.
Part c) ii is worth two marks and asks you to use your own words therefore you cannot copy from the text. You will need to read and interpret two effects.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
7 MINUTES
Part d,e,f focus on the next paragraphs.
Part d) is worth two marks so you need to highlight two details related to the question.
Part e) is worth two mark and asks you to write what the quotation means in your own words. This means you will have to give two answers.
Part f) is worth one mark so you will need to find one detail that relates to the question.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
10 MINUTES
Now Turn to Part G - You need to choose 3 out of the 4 phrases.
In the next ten minutes you need to do the following:
Look at the phrases now and cross out one phrase where you don't know what the words mean.
Write the letters of your three chosen in the first column of the table.
Go to the paragraph you've been directed to and re-read it highlighting where your chosen phrases have come from.
Write what the words in italics mean in the context of the sentence in the column marked i).
Explain what the phrases tell us about what the writer thinks and write your answer in the column marked ii)
You are now 56 Minutes into the exam hopefully you've added another 13-20 marks to your score from Question 3.
There are now 49 minutes left of the exam.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 10 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 10 marks for content in part A. Therefore, you need to aim to find 10 separate points and jot them down on your paper.
7 MINUTES
Spend 7 minutes reading the text and highlighting those key points, aiming for at least 10 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
3 MINUTES
Your next stage is to quickly number the points you have and check you have got 10.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 10 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 10 bullet points completed. Remember you can use focused quotations OR your own words.
Question 3 b)
We'll quickly write this up to gain our final five marks.
3 MINUTES
Return to your bullet points. You are going to plan your summary now.
Take the next 3 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
10 MINUTES
Now you are ready to write:
The question specifies that you should write about 100 to 150 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 10 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
You are now 23 minutes into the exam - hopefully you have gained at least 7 - 10 marks from your bullet points and 3-5 marks for your writing.
We are going to move to Question 1:
You will need a highlighter for this.
Part a,b,c focus on certain paragraphs
10 MINUTES
We are going to take 10 minutes reading from paragraph 1 - 6:
Part a) is worth two marks so you need to highlight two things related to the question.
Part b) is worth one mark but you can see there are two bullet points so you will need to find two details.
Part c) i is worth one mark so you will have to find one detail.
Part c) ii is worth two marks and asks you to use your own words therefore you cannot copy from the text. You will need to read and interpret two effects.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
7 MINUTES
Part d,e,f focus on the next paragraphs.
Part d) is worth two marks so you need to highlight two details related to the question.
Part e) is worth two mark and asks you to write what the quotation means in your own words. This means you will have to give two answers.
Part f) is worth one mark so you will need to find one detail that relates to the question.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
10 MINUTES
Now Turn to Part G - You need to choose 3 out of the 4 phrases.
In the next ten minutes you need to do the following:
Look at the phrases now and cross out one phrase where you don't know what the words mean.
Write the letters of your three chosen in the first column of the table.
Go to the paragraph you've been directed to and re-read it highlighting where your chosen phrases have come from.
Write what the words in italics mean in the context of the sentence in the column marked i).
Explain what the phrases tell us about what the writer thinks and write your answer in the column marked ii)
You are now 56 Minutes into the exam hopefully you've added another 13-20 marks to your score from Question 3.
There are now 49 minutes left of the exam.
We are going to move to Question 2:
10 MINUTES
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 3 and 4 points underlined.
6 minutes: You should have between 5 and 6 points underlined.
9 minutes: You should have between 7 and 9 points underlined. If you have finished, you need to go through and find MORE points to underline.
7 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 4 minutes - List your ideas in a grid.
4-7 minutes - Add Facts to your bullet points.
3 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
25 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 3 and 4 points underlined.
6 minutes: You should have between 5 and 6 points underlined.
9 minutes: You should have between 7 and 9 points underlined. If you have finished, you need to go through and find MORE points to underline.
7 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 4 minutes - List your ideas in a grid.
4-7 minutes - Add Facts to your bullet points.
3 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
25 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
4 MINUTES
You've now got 4 minutes to check over your exam. Hopefully you have gained at least 7 - 10 marks from your bullet point writing and 3-5 marks for your writing.
33 - 50 marks should give you a C grade.
Parent Corner
As teachers we know how stressful it can be watching students go through exam season but we also know that stress is more often than not vented at home rather than in the classroom. It is difficult to know what to do especially as you don't know the syllabus requirements or the best way to revise or when the exams are.
This post is aimed at supporting parents in helping their students prepare for the English exams at home.
This year all Year 11 will have exams on Tuesday May the 5th. This is a reading exam.
Some but not all Year 11 students will have a writing exam on Friday 8th May.
All Year 10s and some Year 11 students will have Literature exams on Monday 18th and Friday 22nd of May.
The best way students can revise at this stage is by carrying out practice questions which all students have had set as homework.
There are a number of posts on this blog with guides on developing exam answers and there are links to a range of revision videos.
If you have any questions about the examination period or supporting your child's revision, you can post a comment below.
This post is aimed at supporting parents in helping their students prepare for the English exams at home.
This year all Year 11 will have exams on Tuesday May the 5th. This is a reading exam.
Some but not all Year 11 students will have a writing exam on Friday 8th May.
All Year 10s and some Year 11 students will have Literature exams on Monday 18th and Friday 22nd of May.
The best way students can revise at this stage is by carrying out practice questions which all students have had set as homework.
There are a number of posts on this blog with guides on developing exam answers and there are links to a range of revision videos.
If you have any questions about the examination period or supporting your child's revision, you can post a comment below.
Year 10 - Revising for your Poetry Exam
As part of your revision for the last three weeks before the exam, this post gives you some practice questions and exercises you can do as part of your revision.
How does the poet present the idea of life in her poem?
The Summer Day
by Mary Oliver
Who made the world?
Who made the swan, and the black bear?
Who made the grasshopper?
This grasshopper, I mean-
the one who has flung herself out of the grass,
the one who is eating sugar out of my hand,
who is moving her jaws back and forth instead of up and down-
who is gazing around with her enormous and complicated eyes.
Now she lifts her pale forearms and thoroughly washes her face.
Now she snaps her wings open, and floats away.
I don't know exactly what a prayer is.
I do know how to pay attention, how to fall down
into the grass, how to kneel down in the grass,
how to be idle and blessed, how to stroll through the fields,
which is what I have been doing all day.
Tell me, what else should I have done?
Doesn't everything die at last, and too soon?
Tell me, what is it you plan to do
with your one wild and precious life?
Last of all, we all need a slice of luck in exams so prepare well and make your own luck.I wish you all the best!
First of all if you are struggling with analysis here is a post which talks you through the key stages. See this post before you move on.
If you are unsure about the requirements of the exam then you should take a look at the two posts below:
In addition there is a great 2hr 40 minute Youtube video that covers each of the poems in detail. You can skip through for poems you are unsure of:
The link is HERE if you would rather watch in Youtube.
So what else do you need to consider?
You need to ensure you have the accurate skills and content to access your top band marks:
Content
Points that answer the question
Choose an effective poem to compare to
3-4 Quotations per poem
Comparative connectives (Both similarities and differences)
Appropriate terminology and devices (don't get hung up on these though - your analysis is worth more marks.
Skills
Paraphrasing Quotations
Analysing Quotations
Evaluating Quotations
Effective Linking to the Question
Written Accuracy
A lot of the differences between the top bands come down to how your writing sounds so ensure you have.
A Formal Academic Register
Accurate Sentence Structures
Accurate Punctuation of Sentences
Accurate Spelling
Wide use of Language of the Expert (Terminology and Sophistication of Expression)
See HERE for tips on sounding like an expert.
Things you should be familiar with:
Forms of Poems
Dramatic Monologue
Elegy
Sonnet
Structural Terms
Stanza
Rhythm (Syllabic Pattern)
Rhyme
Enjambment
Caesura
Juxtaposition of Ideas
Devices
Simile
Metaphor
Alliteration
Extended Metaphor
Personification
Sibilance
Imagery
You should also have prepared poems that you think link well - see HERE for a sheet.
Then comes actually sitting down to revise - how much, how often and what.
This post should help you with exam stress and revision:
Top candidates will be able to access their quotations quickly so they don't have to waste time searching and can get into the nuts and bolts of writing very quickly developing more points overall.
Create a list of 5 key quotations for each poem. These quotations should fit most questions.
Each year the examiner produces a report on how students performed in the exam. The post below summarises what the examiner says makes successful answers. Read this and make notes on what you should do.
Then practice writing.
I'd recommend an exam question each week for both papers. You can try any of the ones below.
How does the poet present the idea of isolation in 'The Hunchback in the Park' and another poem of your choice?
How does the poet present desperation in 'Give' and another poem of your choice?
How does the poet present identity in 'Singh Song' and another poem of your choice?
How does the poet present power in 'My Last Duchess and another poem of your choice?
How does the poet present the idea of characters who have choices in the poem Give and another poem of your choice?
Here is an unseen poem for you to tackle:
What is the poet's attitude to different classes and how does she present that attitude to the reader?
I want a peek at the back
Where it’s rough and untended and hungry weed grows.
A girl gets sick of a rose.
I want to go in the back yard now
And maybe down the alley,
To where the charity children play.
I want a good time today.
They do some wonderful things.
They have some wonderful fun.
My mother sneers, but I say it’s fine
How they don’t have to go in at quarter to nine.
My mother, she tells me that Johnnie Mae
Will grow up to be a bad woman.
That George’ll be taken to Jail soon or late
(On account of last winter he sold our back gate).
But I say it’s fine. Honest, I do.
And I’d like to be a bad woman, too,
And wear the brave stockings of night-black lace
And strut down the streets with paint on my face.
How does the poet present desperation in 'Give' and another poem of your choice?
How does the poet present identity in 'Singh Song' and another poem of your choice?
How does the poet present power in 'My Last Duchess and another poem of your choice?
How does the poet present the idea of characters who have choices in the poem Give and another poem of your choice?
Here is an unseen poem for you to tackle:
What is the poet's attitude to different classes and how does she present that attitude to the reader?
a song in the front yard
I’ve stayed in the front yard all my life.I want a peek at the back
Where it’s rough and untended and hungry weed grows.
A girl gets sick of a rose.
I want to go in the back yard now
And maybe down the alley,
To where the charity children play.
I want a good time today.
They do some wonderful things.
They have some wonderful fun.
My mother sneers, but I say it’s fine
How they don’t have to go in at quarter to nine.
My mother, she tells me that Johnnie Mae
Will grow up to be a bad woman.
That George’ll be taken to Jail soon or late
(On account of last winter he sold our back gate).
But I say it’s fine. Honest, I do.
And I’d like to be a bad woman, too,
And wear the brave stockings of night-black lace
And strut down the streets with paint on my face.
Gwendolyn Brooks
How does the poet present the idea of life in her poem?
The Summer Day
by Mary Oliver
Who made the world?
Who made the swan, and the black bear?
Who made the grasshopper?
This grasshopper, I mean-
the one who has flung herself out of the grass,
the one who is eating sugar out of my hand,
who is moving her jaws back and forth instead of up and down-
who is gazing around with her enormous and complicated eyes.
Now she lifts her pale forearms and thoroughly washes her face.
Now she snaps her wings open, and floats away.
I don't know exactly what a prayer is.
I do know how to pay attention, how to fall down
into the grass, how to kneel down in the grass,
how to be idle and blessed, how to stroll through the fields,
which is what I have been doing all day.
Tell me, what else should I have done?
Doesn't everything die at last, and too soon?
Tell me, what is it you plan to do
with your one wild and precious life?
The last Exam question a week post- AQA
You are now 6 weeks away from your exam - have completed your Controlled Assessments and three mock exams and you now are fine tuning your skills for the main event.
Hopefully you've looked at any disappointing results as positives and worked out where you went wrong and how to put things right.
At this point I can point you to this post on marginal gains and remind you that an improvement of one mark per question is an improvement of a grade when you add these together.
The last post has the questions you should attempt and some tips no mistakes I have seen from your mock exams.
First of all here are your sources:
Source 1 - Kenya To Deploy Drones in All National Parks
Source 2 - Google Glasses
Source 3 - The Toughest Expedition of my Life
Question 1 - What do you understand about the issue of Poaching in Kenya's National Parks? (Source 1)
This question is gradually improving. Remember 3-4 quotations with inferences linked to the key words in the question.
Key Mistake from Mock - Inferences should be in your own words not repeating the words from the text and for the sophisticated band your inference should make a connection that is not expressly written in the text.
Question 2 - Explain how the Headline, the sub-headline and the picture are effective and how they link to the text. (Source 2)
You need to anlayse one or two features of the Headline and the picture. Each point your make should have a specific link to a quotation from the text.
Key Mistake from the Mock - Not linking your analysis to specific quotations from the main text and jumping straight to colour in the picture. Remember only use colour if it is a clear choice of the article - don't forget scale is also important.
Question 3 - Explain some of the thoughts and feelings of the writer about his Atlantic rowing adventure.
3-4 Quotations needed here. Link your inferences to thoughts and feelings.
Key Mistake from the Mock - Not covering thoughts and inferences simply re-stating what is in the text. Sophisticated tip - if your quotation has a device in it, mention it!
Question 4 - Compare some of the ways the writers use language for effect. (Source three and either Source 1 or Source 2).
This question has seen the biggest improvement. Remember you need 3-4 quotations from each text analysed focusing on effect and evaluated for the top band.
Key Mistake from the Mock - The device is not important the effect is. Don't technique spot, tell the examiner what the language suggests. Sophisticated Band tip - Only focus on individual words; you don't have to write down lengthy quotations.
Question 5 - Describe an experience where you had to show mental toughness and explain how you overcame it for an online teen blog.
5 - 6 paragraphs needed here. Remember your variety hand to ensure you include all the relevant details of writing.
Key Mistake from the Mock - Remember your purpose(s). Your writing needs to be decriptive, informative , explanatory or a combination of purposes. Tick each purpose in the question as you meet it.
Question 6 - 'If we continue to take nature for granted, we will soon be the only living organisms left on the planet'.
Argue for or against prioritising nature for a newspaper article.
Here you need 7-8 paragraphs. Remember your variety hand to ensure you include all the relevant details of writing.
Hopefully you've looked at any disappointing results as positives and worked out where you went wrong and how to put things right.
At this point I can point you to this post on marginal gains and remind you that an improvement of one mark per question is an improvement of a grade when you add these together.
The last post has the questions you should attempt and some tips no mistakes I have seen from your mock exams.
First of all here are your sources:
Source 1 - Kenya To Deploy Drones in All National Parks
Source 2 - Google Glasses
Source 3 - The Toughest Expedition of my Life
Question 1 - What do you understand about the issue of Poaching in Kenya's National Parks? (Source 1)
This question is gradually improving. Remember 3-4 quotations with inferences linked to the key words in the question.
Key Mistake from Mock - Inferences should be in your own words not repeating the words from the text and for the sophisticated band your inference should make a connection that is not expressly written in the text.
Question 2 - Explain how the Headline, the sub-headline and the picture are effective and how they link to the text. (Source 2)
You need to anlayse one or two features of the Headline and the picture. Each point your make should have a specific link to a quotation from the text.
Key Mistake from the Mock - Not linking your analysis to specific quotations from the main text and jumping straight to colour in the picture. Remember only use colour if it is a clear choice of the article - don't forget scale is also important.
Question 3 - Explain some of the thoughts and feelings of the writer about his Atlantic rowing adventure.
3-4 Quotations needed here. Link your inferences to thoughts and feelings.
Key Mistake from the Mock - Not covering thoughts and inferences simply re-stating what is in the text. Sophisticated tip - if your quotation has a device in it, mention it!
Question 4 - Compare some of the ways the writers use language for effect. (Source three and either Source 1 or Source 2).
This question has seen the biggest improvement. Remember you need 3-4 quotations from each text analysed focusing on effect and evaluated for the top band.
Key Mistake from the Mock - The device is not important the effect is. Don't technique spot, tell the examiner what the language suggests. Sophisticated Band tip - Only focus on individual words; you don't have to write down lengthy quotations.
Question 5 - Describe an experience where you had to show mental toughness and explain how you overcame it for an online teen blog.
5 - 6 paragraphs needed here. Remember your variety hand to ensure you include all the relevant details of writing.
Key Mistake from the Mock - Remember your purpose(s). Your writing needs to be decriptive, informative , explanatory or a combination of purposes. Tick each purpose in the question as you meet it.
Question 6 - 'If we continue to take nature for granted, we will soon be the only living organisms left on the planet'.
Argue for or against prioritising nature for a newspaper article.
Here you need 7-8 paragraphs. Remember your variety hand to ensure you include all the relevant details of writing.
Key Mistake from Mock - Not showing balance in your argument. Even if it asks you to argue for or against, the purpose of Argue means you still need to show balance.
Remember your exam questions are due in every Wednesday.
Revising for your Exams
As I always say, the best way to revise for any exam is to practise exam questions, have them marked by a teacher or tutor and then go back and improve it -correcting errors and checking it again with the teacher to see how you've improved (see here for advice).
However this can only make up part of your revision schedule as other subjects revision comes along and leaving time for the other essential part of exam revision - relaxation (not all the time though!). If you are over-stressed you can't function properly (just as if you are too relaxed you can't function properly) - so make sure you balance the two.
Throughout this post I'm going to link to some useful posts I've put together on how to prepare for exams.
This post was a big hit last year and helps you mentally prepare for exam - Stressed with revision? Click Here
There are two types of revision you can do - generic (focusing on all the things that could come up in the exam) and specific (weaknesses you know you definitely need to focus on).
Generic revision is everything you have covered in class but do you know what your specific weaknesses are? Your teacher should have told you, you should have written it down and you should be working on it. You will have done activities like the Writing MOT or feedback grids to help you identify this. Make sure you know your targets and what you need to put real time into focusing on.
Listed below are my top tips for short revision tasks for both Language and Literature examinations:
Language Exam
Mimicking Writing - Take an article from someone like Grace Dent, Charlie Brooker or Caitlin Moran. Take a paragraph and try to imitate their style (look at language, punctuation and sentence structure) about a different topic of your choice.
Top Trumps - Either check out my top trumps cards here or make your own.
Language Forfeits - Check out the list of vocabulary here and use it in sentences with your friends. If anyone can't use a word or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).
What's the Point - See how quickly you can identify the topic sentences in a newspaper or web article. Time yourself highlighting them and check what you've highlighted with your teacher.
Write the Headline / Produce the Picture - Do a random google image search and write an effective headline for the picture you've found or vice versa - search an online newspaper and produce the picture (check these with your teacher).
Literature Exam
Quotations, Quotations, Quotations
Quotabix - A great idea I saw another teacher promoting - Stick quotations from the set texts to your cereal box and they are the first thing you see every morning. Read 5 each bowl of cereal you have.
Memory Palace - People with better memories do better in exams. Lots of people with great memories create a memory palace. A room or place that is familiar to them they visualise retrieving the information from. Place quotations around your bedroom and read them aloud each time you pass them. In the exam you should be able to picture your room and where the quotations are.
Sounding Smrt - As you progress through the marks in an exam you often gain more marks for the way you sound as much as what you write. Make sure you are using formal standard English. You might want to check this post and practice using the phrases between now and the exam.
Class Characters - To help you remember a character in a text or poem assign someone in your class or someone you know who has some similar attributes. When you are in the exam and you need to describe characterisation you could visualise that person.
Quotatoin Forfeits - Go back and forth between friends saying quotations from your set texts. If anyone can't use a quotation or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).
Check here for some Of Mice and Men Quotations
Happy Revision!
However this can only make up part of your revision schedule as other subjects revision comes along and leaving time for the other essential part of exam revision - relaxation (not all the time though!). If you are over-stressed you can't function properly (just as if you are too relaxed you can't function properly) - so make sure you balance the two.
Throughout this post I'm going to link to some useful posts I've put together on how to prepare for exams.
This post was a big hit last year and helps you mentally prepare for exam - Stressed with revision? Click Here
There are two types of revision you can do - generic (focusing on all the things that could come up in the exam) and specific (weaknesses you know you definitely need to focus on).
Generic revision is everything you have covered in class but do you know what your specific weaknesses are? Your teacher should have told you, you should have written it down and you should be working on it. You will have done activities like the Writing MOT or feedback grids to help you identify this. Make sure you know your targets and what you need to put real time into focusing on.
Listed below are my top tips for short revision tasks for both Language and Literature examinations:
Language Exam
Mimicking Writing - Take an article from someone like Grace Dent, Charlie Brooker or Caitlin Moran. Take a paragraph and try to imitate their style (look at language, punctuation and sentence structure) about a different topic of your choice.
Top Trumps - Either check out my top trumps cards here or make your own.
Language Forfeits - Check out the list of vocabulary here and use it in sentences with your friends. If anyone can't use a word or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).
What's the Point - See how quickly you can identify the topic sentences in a newspaper or web article. Time yourself highlighting them and check what you've highlighted with your teacher.
Write the Headline / Produce the Picture - Do a random google image search and write an effective headline for the picture you've found or vice versa - search an online newspaper and produce the picture (check these with your teacher).
Literature Exam
Quotations, Quotations, Quotations
Quotabix - A great idea I saw another teacher promoting - Stick quotations from the set texts to your cereal box and they are the first thing you see every morning. Read 5 each bowl of cereal you have.
Memory Palace - People with better memories do better in exams. Lots of people with great memories create a memory palace. A room or place that is familiar to them they visualise retrieving the information from. Place quotations around your bedroom and read them aloud each time you pass them. In the exam you should be able to picture your room and where the quotations are.
Sounding Smrt - As you progress through the marks in an exam you often gain more marks for the way you sound as much as what you write. Make sure you are using formal standard English. You might want to check this post and practice using the phrases between now and the exam.
Class Characters - To help you remember a character in a text or poem assign someone in your class or someone you know who has some similar attributes. When you are in the exam and you need to describe characterisation you could visualise that person.
Quotatoin Forfeits - Go back and forth between friends saying quotations from your set texts. If anyone can't use a quotation or uses it incorrectly you choose their forfeit ( disclaimer... keep it clean: keep it legal).
Check here for some Of Mice and Men Quotations
Happy Revision!
