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How did each faculty help prepare students for revision
·         What pre exam work was done in class that really helped?
Homework

Research tasks- DT
Subject specific textbooks
Trial questions more regularly- weekly.
Syllabus statements- RAG to focus revision- science
Students confident with ragging - colouring in more confident than verbally saying what they find hard- TA viewpoint
Flashcards-good in class and for homework
History revision booklet filled in by students in advance of lesson.
Showbie excellent for revision resources.
Time in class- to revise. Covering the course is a challenge. Doing more in yr9 possible?
Gcsepod: crucial resource for revision.
Languages- Online resources and doddle. Voice notes on showbie. Don't need LOs.
Progress question- review at the end. Every lesson asks a question. Building resources every lesson.
iPads essential for exam prep.
Socrative and Kahoot - revising prior content. Students use proper names for Kahoot and then results printed and analysed to identify gaps in knowledge.
Students planning their own time- blank timetables- CW
Hours in school and outside school. Make students aware of the time they have and make it feel  achieveable.

Prep budget? Cue cards etc. Part of a pack? Would help students.

·         After the exam how will you use their papers with the students?

DIT sheets/ grids in science. PIXL layout. More able students have given good feedback on this system.
Lower ability- less independent.
DT- question which received top marks. Students explain how they did it to the rest of the class. Peer modelling and builds confidence- LA.
Modelling gold standard work from best responses to other students via PPT.
Group work-  come up with a perfect answer to a question.

More exam question techniques- walking talking mocks- science. Lower end improved.
Exam question straight after topic in class.
Extra resources for PP kids. English- all PP students have revision guides.
Tracking attendance of revision classes. Link to rewards. Early chasing up.
Tie in post yr11 awards to attendance at revision sessions?

·         How will you help students identify their strengths and weaknesses?
·         How will students be able to make rapid improvements in areas they did badly in?

Cogs-  identify and solve. AMs. More rewards to motivate.
Immediacy for going through questions. Too long after mock result hand out date.

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•         How did each faculty help prepare students for revision

Pe- previous exam review. Looking at questions students didn’t do well in. Mark in class to understand the question.

Eng- making students aware of assessment objectives. Labelling the revision and flashcards with the ao. Timed questions the amount of time they would have in the exam to practice the speed of writing.

Science- given check lists, practice papers and revision guides. Setting homeworks to revise.

Mfl- revision along the way of the course rather than being left to the end. 15 mins of French at lunchtimes.

Music – listening skills for the paper. Specific area they struggle with

•         What pre exam work was done in class that really helped?

Practice paper questions in class and ensuring that pupils understood the spec. Review of the mocks and overview. GCSE pod and kahoots used.

•         Similarly what kind of HWK had the best response?

Giving pupils past paper questions to go over and over so they understood the wording of the question. Understand the key words in the context of the exam, breaking this down for them so they could contextualise all the key words.

Eng literature- getting pupils to plan essays or do one paragraph for homework to formulate ideas rather than write the whole essay.

•         After the exam how will you use their papers with the students?

Sheet with the mark sheet and pupils to an analysis of their paper and then focus on the areas they struggled with. It might be making flash cards on the area of weakness. Showing examples to other students of other pupils work and answers and showing what they did well and what they need to do to improve. In mfl giving out the transcripts of exam so they can see the speaking and what areas they need to concentrate on moving forward. RAGing the paper to see where their strengths and weaknesses are. Sharing the examiners report so they can see what they are looking for and how specific they have to be in their answers.

Ensuring that pupils know what to expect with the layout of the exam so it is familiar to them. Making flash cards for exam skills not just content. It might be what you have to write how marks is that type of question worth so they knew what to expect.

•         How will you help students identify their strengths and weaknesses?

Feedback sheets with questions and the pupil records what mark they got for each question and then they use that to highlight their strength and weaknesses.

•         How will students be able to make rapid improvements in areas they did badly in?

Specific question dit given to pupils depending on what they struggled with in questions. Students who did really well to teach others who struggled to work to improve. Show pupils model answers for each grade and how the language for each is more detailed as they progress, and looking at the different between a 5 and 9 for example. Pupils knowing and understanding what they have done well and what they need to improve. Challenge misinterpretation in exam answers. Allowing time for reflection for the mock follow up some pupils can have that time to look and consider what they have done.

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Personalised DIT and revision - helping them to work out what type of learner they are. Earn the right to work independently. Skeleton mind map and then filling in the complete modelled one with a different colour so that they can see which information is their own and which is from the teacher. 

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Personalised DIT and revision - helping them to work out what type of learner they are. Earn the right to work independently. Skeleton mind map and then filling in the complete modelled one with a different colour so that they can see which information is their own and which is from the teacher. 

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Able grouped together - idependant pupil led
Higher level questions using higher end.
A* challenges
Answers questions in 30words / in a time

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Structure the RAG rating so it isn't all amber. They can only have a certain amount of red or only give them the green pen first. A sense of competition can be healthy here.  

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Structure the RAG rating so it isn't all amber. They can only have a certain amount of red or only give them the green pen first. A sense of competition can be healthy here.  

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Science doddle - feedback of result - focused revision - repeating until the get it wrong. Adding to model answers.
Red Amber Green - green sheet
Workshops for weaknesses whilst others are idependantly learning.
Getting them to focus on the topics the are weaker. Revision as a class collective.

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Show a real examiners report from 2017 and ask the class to write their own for their class mock

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Question by question analysis and sharing this with the class so that they can see who else in the class is getting full marks in a question they might struggle with.

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Mark using a visualiser so that students can see you marking and explaining why an answer received a certain amount of marks.

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Central directory for support staff to know how to assist students in revision.

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SHowing tips on how to answers paper, start with larger marks when times.
Model how to go through a paper.
Consistent setting of HWK - has made revision clear.
Look at the outlook of the examiner
Link to the language within the curriculum.
Embed the skills at home
Using evidence from TA understanding of key words -command words against each department

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Homework - revision booklets from exampro
Teacher gives verbal feedback and then students write that down in red pen straight away.

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How did each faculty help prepare students for revision

- science: 'I can do or RAG' before revising. This me links to their revision guides that covered all aspects of the exam. Introduce exam style questions and tests to give the, a sense of what it will be like and to help build/develop confidence of able students.

- PE/health and social: Unit check list for exam and then RAG at the end of each unit. Giving the students the opportunity to go back and look at past content and ensure they can recall it. Marking exam questions as peer starters and helping g the, break down the criteria and the understanding of what is expected.

- Maths: Friday is past paper questions day. Picking apart questions and highlighting key moments. Completed as peer discussions. The students k on that every week they will have a chance to explore with a paper, rip it apart and ask questions they are unsure of.

- Drama: Create an exemplar answer, ask students to highlight where they believe the marks have been awarded and then go over this as a class. They then sue this to structure and create their own answer in response to the question.

- English: Range of revision guides for students. DAPS get the. For free so all students have access to them. After school revisions sessions to support students.

What pre exam work was done in class that really helped?

- master class in certain area whilst class works independently. Can then make them accountable in lessons.

- Identifying what needs to be worked on.

- walking talking mocks in English really work.

Similarly what kind of HWK had the best response?

- Content covered in lesson, exam question set as homework and the. Peer marked as starter next lesson.

- Starter always links to the homework.

After the exam how will you use their papers with the students?

- Areas for development from the grading criteria. RAG using how many marks they have got.

- Highlighting WWW and EBI, then writing what their next steps are.

- Peer marking test papers and then linking tasks to doodle for each question.

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Chunked revision after short units rather than longer units of work

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List of topics so they know what to revise for.
RAG rating. And then a list of options on what activities to do.
Vary these resources for different learning styles.

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Model answers and use student responses or examples for exam board to focus on how to structure a longer answer

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Brutally honest with where they are, to try and break passivity.  Media

H and S clear revision booklet on Showbie / clear plan of revision prpeaprimg for actual exam in jan

Science -revision guide brough by department - doddle - analyses incorrect answers

Modelling of a revision session -using doddle to embed the content taught.

Keep going at the sameness test before they move on.

Revision guide topics for the mock 5 weeks prior to the exam revision guided on top off

Timeline for ARB for mock mock...

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Repeating the exact same exam paper later after peer, self and teacher feedback

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Using the mock exam papers as a working document