YEAR 11 REVISION EVENING - Cherwell School

YEAR 11 REVISION EVENING
The Cherwell School – TB and CP – 9/3/2012

Aims of the meeting
1. To provide a timeline of action between now and
final exams
2. To explain the approach to revision we will be
following in school
3. To provide some key messages to support parents
through the revision period
4. To update you in relation to resources with a
particular emphasis on E-Learning

TIMELINE
Most subjects still completing course content
t
From Monday 19 th March
A two week revision focus in assemblies and tutor time.
Easter Revision
Revision sessions over 3 mornings - Monday 2 nd to Wednesday 4 th
April.
Return to school- All lessons now revision lessons
Monday 14 th May - First exam
Thursday 31 st May – Leavers’ assembly
June holiday (Monday 4 th June to Friday 8 th June)
Monday 11 th June – School restarts
Wednesday 27 th June- Final exam

Easter Break
Monday 11 th April – Tuesday 26 th April
Revision sessions
available in school on
Monday 2nd Tuesday
3rd and Wednesday 4th
April

A realistic work schedule for the
Spring break…
15 days available from Monday 2 nd April
Take out Good Friday, Easter Monday and either Saturday/Sunday in both
weekends…leaves 11 days
Take out the three days which are set aside for scheduled revision in
school…leaves 8 days.
Divide the remaining 8 days into 3 sessions (a morning session from 10-12,
an afternoon session from 12-2 and an evening session from 6-8) the
student commits to focussing on their schoolwork for two of the three
sessions.
They then produce a written timetable which takes into account everything
they need to do

Morning Afternoon Evening
Thursday 5 th April French English
Saturday 7 th April Maths Science
Tuesday 10 th April History Business Studies
Wednesday 11 th April
Thursday 12 th
April
Friday 13th
April
Sunday 15 th April
Monday 16 th April

Check on
notes / books
Revision
guides
Timetable
What could
you do now?
Encourage! Discussion /
ask questions
Encourage to
work hard
Encourage to
ask for help

Key Questions you could ask...
1. How are you going to learn this?
2. How do you do well in the exam (not, what do you
have to do)? What is the examiner looking for?
3. What personal feedback have you had? How are
you going to act on it?
4. What resources do you need?
5. When do you plan to revise?

45 minutes at
a time
Work with
others
Avoid just reading
– be active and
have outcomes
Practical
Revision tips
Find out which
technique suits
Resource –
pens, card,
post-its etc
Practice – repeat
topics, do sample
questions
Be specific in
what you
revise
Get rewards

Traffic Lighting Exercise
Students use a copy of the
Subject exam content
Underline in green the skills
and content they are
confident about
Underline in orange the skills
and content they are unsure
about
Underline in red the skills
and content they are
struggling with

A revision approach...
Simplify
Reduce
Explode
Test

Motivation
What are we telling the students about motivation,
achievement and engagement?

Why are some people so successful at
school?
Fixed Mindset
• Ability is
largely
natural –
people are
just born that
way
Growth
Mindset
• Ability is
something that
is grown and
developed d –
they’ve learnt
to be good

Growth vs Fixed Mindset
Fixed Mindset
Growth Mindset
• If I find something
difficult, I’m not
clever!
• Why put the
effort in, when
other people are
just naturally
better?
• If I find something
difficult, it’s
because I’ve not
(yet) learnt how
to do it!

Examples of Fixed Mindset thinking
I’m just no good at... Art / maths / music / writing /
History / exams / getting on with others etc etc etc
etc
If I can’t do it right straight away, I must be no good
I’m good at English ...
......(and if one day I find something in English challenging, that’s
a serious blow to my self-esteem, because it turns out I’m not as
good as everyone thinks)

How do you get good at stuff?
Believe that you can
Work hard, work
smart
Take opportunities
i
Get help – training,
teaching, feedback

The equation for success?
•Teaching
1
•Opportunity
2
•Focused Effort
3

A note on failure / getting it wrong...
Successful learners get things wrong
What matters is your response
Watch the guy with the skateboard

Common responses to ‘GIW’…
Frustration?
Anger?
Shame?
Inadequacy?
Disengagement?
g

Growth mindset responses to ‘getting it
wrong’
‘GIW’ is a necessary
part of learning
‘GW’ ‘GIW’is an
opportunity
‘GIW’ can be
overcome
‘GIW’ just means you
haven’t learnt it yet.

www.youtube.com/cherwellonline

E-Learning – youtube.com/cherwellonline
Opportunities
Anywhere / anytime
Engaging g g and clear
Re-usable
Pause-ableable
Take care...
Can be passive
Watching isn’t
(necessarily) learning
Need to be used as a
revision tool, not as
revision in itself

School contacts
General enquiries
office@cherwell.oxon.sch.uk
Mr Chris Price, Deputy Headteacher x200
cprice@cherwell.oxon.sch.uk
Ms Barb Timms, Deputy Headteacher x306
btimms@cherwell.oxon.sch.uk
Mr Pete Davies, Assistant Headteacher x311
pdavies@cherwell.oxon.sch.uk
h
Dr Martha Hawes, Head of Year x244
mhawes@cherwell.oxon.sch.uk
Mrs Coralie Goble, Deputy Head of Year x244
cgoble@cherwell.oxon.sch.uk
Mrs Nicky Murray, Examinations officer x223 nmurray@cherwell.oxon.sch.uk