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.

- 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. 

- 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. 

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

- Starter always links to the homework. 

- 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.