KS4 Study Strategies - Uffculme School
KS4 StudyStrategiesFor all KS4 subjects
Study StrategiesResearch shows that there is a significant, positive correlation betweenhomework / home study and student achievement. In other words, studentswho take time to study and do homework perform better in school. Inparticular, “ .home study and homework is thought to improve study habits,attitudes toward school, self-discipline, inquisitiveness and independentproblem solving skills.”All students in Years 10 and 11 need to establish good after-school work andstudy habits to support and deepen their learning. We also want to foster aculture where students are proactive in thinking, questioning and developingindependence in their learning.These skills will be essential for success, not only at GCSE but in later life – forcollege, university and employment.Students should spend around one to two hours every evening and no morethan four hours over the weekend on tasks which are set by class teachers or,if no specific tasks have been set, on independent study.We encourage students not to exceed these limits as it is important that theymaintain a healthy balance between work and other activities. If they areregularly spending too much time on homework, please let us know so thatwe can intervene to make the load more manageable.This guide starts with some general information about study strategies thatstudents can use in their own time to help them in their learning. Then itprovides some subject specific ideas for the kind of study activities thatstudents should undertake when they have no specific homework tasks tocomplete. We hope that this will prove useful in helping students to use theirhome study time effectively.
5 learnerO F AN EFFECTIVEHow the science of learningcan improve your re visionand reduce stress.Retrieval PracticeQuestioning & ElaborationConcrete ExamplesSpaced PracticeInterleaving
Retrieval PracticeRetrieval practice means trying to remember material youhave learned as opposed to re-reading it. Two of the leasteffective ways of studying are reading over stuff andhighlighting it, which are also two of the most commonthings students do when revising.Reading over material and highlighting it can give a false sense of mastery and make you thinkyou have learned it when in reality, you will often forget that material a week later.A far more effective technique is to put everything away and test yourself on what you rememberfrom a particular unit or chapter. By regularly making yourself try to retrieve it from memory, youwill build a far stronger memory of it in the long term.STEP1STEP2STEP3STEP4Make a list of all the important information you need to knowfrom a particular unit or chapter.Close the books and create a quiz using flashcards or app.Try to retrieve everything you remember.Go back and check all your answers.It’s important to remember to space out your learning and not only do this once.Repeated exposure to learned material helps you to retain it better.Retrieval Practice: paradoxically, forgetting leads to better remembering
Questioning and ElaborationSo now you have learned a lot of material, what should youdo with it? Two of the most effective things you can do is toask questions of what you have learned and then try to findconnections between new ideas and concepts.So for example, let’s say you have learned a lot of material about World War II. Instead of askingwhen did this happen, ask yourself why did this happen? Or how did this happen?You can do this on your own or in pairs or even in a study group. The more information you haveabout a topic, the richer the conversation will be.Another example. Let’s say you have learned some quotes from Macbeth such as the daggerscene:Is this a dagger which I see before me,The handle toward my hand?One you have learned quotes like these, you might then move to asking yourself the followingquestions:Why does Shakespeare use this imagery here?2 What does this reveal about Macbeth at this part of the play?3 How does this connect with what we know with Macbeth at other stages in the play?1By elaborating on what you have already learned, you will be able establish new links and ideasand create a far richer mental model of the topic you are studying and will be far better preparedfor answering more open exam questions. As Professor Dan Willingham reminds us,“Understanding is remembering in disguise.”Questioning and elaboration: Asking how and why things work helps you connect new information with old information.
Concrete ExamplesLearning abstract concepts or ‘big ideas’ is all well andgood but often we struggle to relate them to other things.By using concrete examples, you will be able to create amuch stronger representation of that concept and be ableto use it in a range of situations.So you have learned lots of material, you have asked important questions about that materialand elaborated on its wider implications but what do you do next? Does this always transfer intoexam results? Not always. Having lots of information and ideas swirling around your head doesn’talways mean you can get it down in an exam in a way that will succeed.One of the most effective things you can do is to get concrete examples of abstract ideas youhave learned in class. For example,OsmosisWater moves from where there is a high water potential (a lot of free water and a low concentration of solute) to an area of low water potential (little free water and a high concentration of asolute).Another useful way to use concrete examples is to study the best possible example of the thingyou are trying to do, such as writing an essay.It’s very difficult to be excellent if you don’t know what excellence looks like.By evaluating an A or A* essay and taking it apart or ‘reverse engineering it’ you will begin to learnhow to put together all the information you have learned with the bigger concepts and ideas thatunderpin it. Ask yourself:How have they structured the essay?2 What particular phrases have they used to discuss their ideas?3 What specific examples have they used as evidence to support their arguments?1Concrete Examples: linking abstract concepts with concrete examples helps you form real-world examples of success.
Spaced PracticeProcrastination is part of human nature. Simply put, the human brain doesn’twant to have to think hard and will take all kinds of shortcuts in order to avoidit. This usually results in putting things off until you have no other option butto do it last minute. By spacing out your revision in smaller chunks over aperiod of time, you will remember that material far better and will also be a lotless stressed.Putting off the work is a lot harder than doing the work.CRAMLet’s say you have a test one week and you have 5 hours to prepare for it broken down into 30minute chunks. Very often that process looks like this.MTWMTFSS? ? ? ?303030 3030 303030 30TEST30 3030We call this process mass practice or cramming, and it’s one of the least effective ways of learninganything. It may get you through the exam but most of the material is quickly forgotten.It also tends to make people very stressed and unable to work properly.If, for example, you do this for a mock exam in March, it’s highly likely you will not retain any ofwhat you have learned by June and will have to do the whole process again.Instead of mass practice, a much more effective way of revising is to space out your revision likethis:MTWMTF3030303030SS30Relax!303030303030By breaking up your revision into 30 minute chunks and spacing out the time between revision,you will consolidate what you have learned and retain the material much more effectively.Space out your revision: little and often is much more effective than all at once.TEST
InterleavingAs we have seen with spaced practice, leaving gapsbetween studying is very effective but what if you arestudying multiple topics within a subject?Interleaving means mixing it up and not studyingall the material at once.For example, instead of organising your revision week like ORCALLSCREATIVEWRITINGUNSEENPOETRYJEKYLLANDHYDETFA much more effective way of organising your revision would be like s you are doing this, another highly effective strategy is to try to think of connections betweentopics you are studying considering similarities and differences.Studying one topic for a long time can give them impression you have mastered it but often thiscan be misleading.By mixing up or ‘interleaving’ what you revise and when, you will remember that material far more effectivelysimply due to the fact that you will have to revisit that material multiple times with more gaps in between.
Independent StudyIndependent study in a subject involves undertaking activities that will help astudent to improve in that area. A student might choose to focus on asubject that they are finding challenging, or they could choose to tackle theirsubjects in a rotation. Each subject has provided some ideas as to the sortsof things you could be doing to develop in that area.The guide is organised in the following order: Core subjects – English, Maths and Science Humanities (Geography, History and RE) and Modern ForeignLanguages Other option subjects (in alphabetical order)CORE SUBJECTSEnglish All pupils should be reading independently – fiction ornon-fiction. We encourage them to visit the libraryregularly to renew and exchange their wider readingbooks. KS4 Poetry Anthology Independent revision resourcesare shared in MyLearning and in the English portalpage. Past GCSE paper links are available to rehearse timedresponses and see exemplar graded responses on theEDUQAS website and EDUQAS OER (online examreview) https://www.eduqas.co.uk YouTube and BBC Bitesize (GCSE) have a wealth ofresources for revision set texts and anthology poems Year 11 pupils should use their EDUQAS EnglishLanguage Revision guide throughout Y11. Y10 pupils and Y11 dual entry route should bere-reading and condensing their set text revision notesthroughout the year.
MathsIn Maths, independent study/learning takes the form of‘doing’ maths.We will set one Hegarty Maths homework each week.Additional independent study could be: Use Hegarty or Corbett Maths to revise a topic you learnta few months ago:- Watch a video and then take notes- Answer the questions- Self-mark (either as you go with Hegarty or using themark scheme with Corbett)- Bring in to show your teacher Learn a new topic using the same steps as above (this isless useful than making sure you are solid on ALL previouslearning) Use Hegarty Maths ‘Fix-Up 5’:- Use this to practise areas that you have mademistakes on previously with Hegarty Maths Use resources to create a knowledge organiser for atopic- Bring it to show your teacher and you may want todiscuss it first to make sure that you have coveredeverythingTeachers may also ask you to: Learn specific vocabulary Look up a skill as preparation for a lesson Look up and learn some vocabulary relevant to a MathstopicThe following websites provide opportunities for students topractise Maths and to get feedback (some also includevideos or instructions to help if they become stuck).- Hegarty Maths - www.hegartymaths.com- Corbett Maths - www.corbettmaths.com- KESH - www.keshmaths.com/gcse-maths-takeaway3/- BBC Bitesize (Exam Board is Pearson Edexcel) www.bbc.com/bitesize- Somomaths - somomaths.wixsite.com/somo- SENECA - www.senecalearning.com
Science Learn sections of relevant knowledge organisers Watch videos for the required practicals (available onMyLearning)When revising the following strategies are recommended: Self-Testing by: Look-Cover-Write-CheckWriting and answering quiz questions Reviewing and rewriting the subject knowledgeorganisers. (Try dual coding for extra impact) Writing out the method (including equipment) for therequired practicals, ensuring correct use of languageand terminology Making mind maps of the subjects to show the ‘bigpicture’ and highlight the inter-connectedness of eachsubject Useful Websites- Senecalearning.com https://www.senecalearning.com/ -BBC Bitesize (Exam board is AQA) www.bbc.com/bitesize-Free Science Lessons http://www.freesciencelessons.co.uk/-Primrose Kitten - https://www.primrosekitten.com/YouTube Channels – to support the required practicals- Ms Huckins – covers the Biology required practicaltechniques-ATPHYSICS1 – covers the Physics required practicalsand taught units-Malmesbury Science – includes videos of most of therequired practicals across all three sciencesApps – Download the ‘Temple’ – its’s simple, easy to useand good for when you only have a short timeavailable
HUMANITIES AND MFLGeographyHistory Complete any unfinished work from the day’s lessons Make corrections to marked work Learn key language and definitions from the lesson Watch recommended video clips/documentaries Use a news feed app to keep up to date on relevanttopics Spend 10 minutes reading back over a previous topic Knowledge organisers – look, cover, rewrite Develop mind maps or flow diagrams of small sectionsof topics Create revision flash cards Flash card quizzes from previous week’s work Use past papers to practise questions Useful Websites –- My Learning- Educake - https://www.educake.co.uk/- BBC Bitesize Learn keywords / historical terminology Read an article from a History journal or magazine(copies available from your teacher; from the library; orthe Resources area on My Learning) Read books from the History Lending Library Knowledge organisers – look, cover, rewrite Make a mind map for a topic to show the ‘big picture’and highlight the different parts Watch recommended video clips / documentaries onClickview within My Learning Complete tests/quizzes on My Learning Make corrections to marked work Websites –- https://www.bbc.com/bitesize/subjects/zk26n39- https://www.bbc.com/bitesize/examspecs/zw4bv4j- https://spartacus-educational.com/- https://www.historyhit.com/
RELanguages Use your Knowledge Organisers (issued at the start ofeach topic) to:-Learn key words and ideas-Review and analyse quotations-Create revision resources (e.g. flash cards and mindmaps) Use your Graphic Organisers to help with informationretrieval Use past (and sample) exam papers to practise examquestions and mark them using the mark schemes thatare provided Useful Websites-My Learning – use this area to access lessonresources, materials for wider reading, as well as linksto videos to extend your learning. This area alsoincludes a folder to support exam technique withfurther practice questions, model answers andwriting frames)-Senecalearning.com https://www.senecalearning.com/ Vocabulary learning for past, current and future topics Grammar revision Purple book notes Reading practice – using RealNews Listening practice – using French / German radio online Create word cards for self-testing Create mindmaps for each topic Useful Websites -Linguascope - www.linguascope.com/-Memrise - https://www.memrise.com/-Languages Online - www.languagesonline.org-BBC BitesizeGojimo app
ALL OTHER SUBJECTSArt/TextilesDrama Completing the day's work by adding appropriate titlesand annotations Further research into artists and themes. Gathering of own resources and pictures to make yourwork more personal. Developing the skills used in lessons through furtherdrawings.(This will make you a more confident artist who is able todevelop independent ideas.) Experimentation - trying out ideas (and not being afraidto take risks in your work) Annotating your sketchbook to show your reflections onyour learning and progress.Based on Devising and Scripted Performances Research into the subject / topic that is beingconsidered Research into social historical and cultural context of ascript. Exploring the aim and intention of a topic Learning lines for your part Rehearsing – on your own and with others. Listening to feedback and responding Character development exercises(The department has laminated cards available tosupport with this) Useful Websites-BBC Bitesize
DTFoodPreparationand Nutrition Completing any supplementary homework tasks Learning key words and their definitions Preparing own knowledge organisers for each topic Develop mind maps or flow diagrams of small sectionsof topics Making revision notes (using dual coding) from booklets/ revision guide / scanned pages on Cloud Creating revision cards and quiz questions to testyourself (or get a friend to test you) Practising practical skills Useful Websites-My Learning-Senecalearning.com https://www.senecalearning.com/-Technology Student - www.technologystudent.com-Instructables – www.instructables.com Learn and revise keywords and subject specificterminology Read back over theory work completed in booklets make corrections where needed Complete revision questions from the GCSE CGPTextbooks Prepare own knowledge organisers or similar for eachtopic Create revision cards and quiz questions to test yourself(or get a friend to test you) Practise presentation techniques and timemanagement for practical skills at home where possible Useful Websites-Kerboodle - ng.com https://www.senecalearning.com/-BBC Bitesize – GCSE Food.
ICT Students are trained and encouraged to use the ICT siteof the Uffculme Cloud to support their bjects/ICT/SitePages/Home.aspxStudents should go to the Topic and Lesson and use theprompts and guides there to direct their learning Media StudiesFor revision students should:-Develop knowledge organisers for each topic andthen revise from them – using ‘look, cover, rewrite’-Develop mind maps or flow diagrams of smallsections of topics-Create revision flash cards-Write flash card and quiz themselves-Use past papers to practise questions Consolidation/revision based on work covered in class Learn key words Create knowledge organisers or mind maps for eachtopic and try to re-write from memory to embed thecontent Use of the revision guide (available from Spring 2019) toadd to notes and then test Read, watch and listen to copies of the set texts for theexam e.g.-Component 1, Section A: Media Language andRepresentations Set Product Booklet – MagazineFront Covers – Pride and GQ; Film Posters – The Manwith the Golden Gun and Spectre; Newspaper FrontCovers – The Sun and The Guardian and PrintAdvertisements – Quality Street and This Girl Can.-Component 1, Section B: Industry and Audience SetProducts - Newspaper Print and Online – The Sun;Radio – The Archers; Video Games – Pokemon Go.-Component 2, Section A: Television Sitcom – Friends– Season 1, Episode 1 and The IT Crowd – Season 4,Episode 2.-Component 2, Section B: Music Video and Online,Social and Participatory Media – Katy Perry, Roar;Bruno Mars, Uptown Funk; Duran Duran, Rio.
MusicPE - GCSE Continue composition and sequencing work Attend and discuss live music performances Listen to and discus a wide range of music Make notes (using dual coding techniques) from OCRtextbooks Using the knowledge organisers for each AttainmentObjective to research suggested tracks Create revision flash cards Useful Websites-BBC Bitesize - GCSE music-Education Quizzes heory/Practical: Pupils should be attending extra-curricular clubs topractise their skills and decision making in their 3practical sportsTheory: Learn key word definitions (e.g. Look – Cover – Write) Review knowledge organisers (Overview – Papers 1 & 2)using Look-Cover-Write, or by rewriting them etc Develop mind maps or flow diagrams of small sectionsof topics Create revision flash cards Watch a variety of elite level sport – developknowledge and understanding of the skill, rules tacticsand apply GCSE PE theory knowledge to those sports Useful Websites:-Senecalearning.com https://www.senecalearning.com/-BBC Bitesize - GCSE PE-BBC Sport page – current issues/news in sport
PE - DancePractical: Create own choreography plan each week using Skillsand A3 sheets to helpTheory:PE – SportStudies Learn key word definitions (e.g. Look – Cover – Write) Review 6 professional dance works videos and make /update notes Prepare own knowledge organisers Create and then review knowledge organisers forsection of work Develop mind maps of professional works Make notes (using dual coding techniques) from onlinetextbook Create revision notes from booklets Create revision flash cards and self-quiz or ask a friend /family member to help test you Complete mock papers – self check your answers usingthe mark scheme providedPractical: Pupils should be attending extra-curricular clubs topractise their skills and decision making in their 2practical sports (one team, one individual)Theory: Learn key word definitions (e.g. Look – Cover – Write) Review knowledge organisers (Overview – LO1) usingLook-Cover-Write, or by rewriting them etc Create revision flash cards and self-quiz or ask a friend /family member to help test you Useful Websites:-Senecalearning.com https://www.senecalearning.com/-BBC Bitesize - GCSE PE-BBC Sport page – current issues/news in sport(for RO51 and RO54)
By spacing out your revision in smaller chunks over a period of time, you will remember that material far better and will also be a lot . CALLS AN INSPECTOR CALLS JEKYLL AND HYDE JEKYLL AND HYDE JEKYLL AND HYDE AN INSPECTOR CALLS CREATIVE WRITING CREATIVE WRITING CREATIVE WRITING UNSEEN POE
ROMEO AND JULIET: TEXT IN PERFORMANCE KS4/5 In these activities, students will learn how to respond to the play not just as a piece of writing, but as a piece of drama. This is a lesson that we have taken from our KS4 / 5 Romeo and Juliet Scheme of Work, comprised of 30 lessons split into: Text in Performance, Characters,
Pupil profiles: Pupil A is a student who is likely to go on to do A levels after KS4 Pupil B is more likely to go on to do a Level 3 BTEC after KS4 Pupil C is more likely to go on to do a vocational course at college or an apprenticeshi
Kilo-Centi-Milli-meaning 1000 meaning one hundredth meaning one thousandth KS4 Home Learning. Measures and units MATHSWATCH CLIP 112 GRADE 3 . hecto- deca- deci- CENTI GRAM GRAM KS4 Home Learning. Measures and units MATHSWATCH CLIP 112 GRADE 3 W/C 22.06.20 Example KILO- MILLI- 1000 1000 1000
Academics Academic Support Programs Reading, Writing, and Study Strategies Center Reading, Writing, and Study Strategies Center Reading, Writing, and Study Strategies Center FAQs Resources Academic Support Programs Campus Center 1-1300 UMass Boston 100 Morrissey Blvd. Boston, MA 02125-3393 617-287-6550 Reading, Writing, and Study Strategies
Understand Grand Strategies for domestic and international operations Define corporate-level strategies and explain the portfolio approach. Describe business-level strategies, including Porter’s competitive forces and strategies and partnership strategies. Explain the major considerations in formulating functional strategies.
- Direction neutral strategies and Spread strategies - Vertical and horizontal spread strategies - Volatility strategies & Advanced structures with Options 3. Different views and strategies for each view - 2.5 hrs - Delta, Gamma, Theta, Vega - concepts and use in Risk management - Gamma scalping. Exotic options overview. 4.
Filipino language in terms of language aptitude, challenges and strategies in learning a language,communication strategies and purpose in leaning Filipino; 3. To determine the level of Filipino language learning strategies used by the respondents in terms of direct strategies and indirect strategies; 4.
Botany-B.P. Pandey 3. A Textbook of Algae – B.R. Vashishtha 4. Introductory Mycology- Alexopoulos and Mims 5. The Fungi-H.C. Dube . B.Sc. –I BOTANY : PAPER –II (Bryophytes, Pteridophytes, Gymnosperms and Palaeobotany) Maximum marks- 50 Duration - 3 hrs. UNIT -1 General classification of Bryophytes as Proposed by ICBN. Classification of Pteridophytes upto the rank of classes as proposed .
