Revision+bites

Students are to follow these instructions to create a grid in which to write their subjects and examination requirements: 1. You need to know exactly what you are required to do in each examination. Draw up a grid with 2 columns and enough rows for all your subjects that have examinations. e.g 2. Write down all your subjects in the first column and in the second column write down what you will be required to do in the examination for that subject. 3. If there are any gaps in your grid, you need to clarify with your subject teacher what will be in the examination.
 * Revision bite 1: Planning for revision **
 * ** Subject ** || ** Examination requirements ** ||
 * English || Reading comprehension, 1 x response to text essay ||
 * RE ||  ||
 * Maths ||  ||
 * Social Studies ||  ||
 * Science ||  ||

Students are to follow these instructions: 1. Look at your subject and examination requirements grid (which should now be filled in). You will need to put time and effort into revising for all your subjects but now you need to identify which topics need the most revision. 2. Have 2 different coloured highlighters. In 1 colour highlight the examination requirements that you think will need the most revision. In another colour highlight the examination requirements that you are reasonably confident about but will still need an appropriate amount of revision.
 * Revision bite 2: Planning for revision **

Students are to follow these instructions: Using the revision timetable in the S Drive: (Revision folder) or 1. Put in all your regular commitments (e.g. Wednesday 5-5.30pm piano lesson). 2. Each day you should be studying up to 2 hours (if you are Year 9 or 10) and up to 30 minutes (if you are Year 7 or 8). Allocate specific 30 minute blocks to each aspect of a subject which you need to study (e.g. Monday 4-4.30: Revise //Edward Scissorhands// for the English examination).
 * Revision bite 3: Creating a revision timetable **

1. In the middle of a blank piece of paper students write “How do I revise?” 2. Give students 2 minutes to write answers to the question around the outside. 3. Then give students 30 seconds to circle all the ideas that they have written down that they think are effective. 4. Students then share their answers with a partner and add to their own ideas in a different colour. 5. Whole class sharing – brief feedback session on ideas from the class.
 * Revision bite 4: Planning for revision (Think-pair-share) **

Class brainstorm on the board – how can I study effectively? Ideas should cover environment, resources, nutrition …
 * Revision bite 5: Planning for revision **

The short term memory can remember between five and nine pieces of information in one chunk. The smaller more manageable the chunks, the faster you will pick up the information. Break your study content into small pieces so you find it easy to recall. Learn three or four pieces of data at a time, then revise it, check you can still recall the facts. Then learn three or four more pieces of information, revise these and the last ‘chunk'. If you still know this, continue this way, always pausing to revisit the previous ‘chunks.
 * Revision bite 6: Effective revision strategies **
 * Learn only three or four things at a time **

Pictures are located in the same part of the brain as the long term memory. When studying, turn your key concepts into pictures. The first picture drawn or thought of is usually the most memorable. The sillier the picture, the better it is for remembering as it stands out. Colourful pictures are often easier to remember. Visuals can be imagined, drawn or made. Use dates and words and write them large and in colour. The brain will process this as a picture not a word. Make sure key information is up high so the fast visual recall memory processes it.
 * Revision bite 7: Effective revision strategies **
 * Draw pictures and diagrams **

Mind Mapping is a useful technique that improves the way you take notes. If you have a data projector you can show your students the You Tube video at this link: [] media type="youtube" key="v8_H42Z9wxA" height="344" width="425" Otherwise, here are 7 steps to making a mind map. You could dictate this information for the students to write down. 1. Start in the CENTRE of a blank page turned sideways. 2. Use an IMAGE or PICTURE for your central idea. 3. Use COLOURS throughout. 4. CONNECT your MAIN BRANCHES to the central image and connect your second- and third-level branches to the first and second levels, etc. 5. Make your branches CURVED rather than straight-lined. <span style="font-family: Calibri; font-size: 14pt; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msoansilanguage: EN-GB; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">6. Use ONE KEY WORD PER LINE. <span style="font-family: Calibri; font-size: 14pt; mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msoansilanguage: EN-GB; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">7. Use IMAGES throughout. <span style="font-family: Tahoma; font-size: 14pt; mso-fareast-font-family: Tahoma; msofareastfontfamily: Tahoma; msolist: Ignore;">– Aiming for M/E focus on added detail
 * Revision bite 8: Effective revision strategies **
 * Creating mind-maps **
 * 7 Steps to Making a Mind Map **




 * All revision bites in TWO documents: **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14pt;">Other revision sites to recommend to students:
<span style="font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 90%;">10 steps to revision success <span style="font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 90%;">A student's guide to revision <span style="font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 90%;">Weekly revision planner for senior students =**Handouts from Lorraine O'Carroll**=