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ContentsPage No. Title

3 Contents

4 At first, nobody likes revising!

5 Beat Exam Stress

6 - 8 Revision Techniques: think it through!

9 - 24 Subject Information

25 Revision Mnemonics

26 Exam Dates

27 Notes

This booklet is designed to help you prepare for your end of year exams.

You will have exams of one sort or another at the end of the year for the rest of your school career, so you need to start learning now how to prepare successfully for exams and get the highest grades you can.

Individual revision is the key to exam success. It helps if you follow an organised programme of revision out of school in preparation for your exams.

We want to help you achieve results that you will be proud to write down whenever and wherever you are required to do so: exam results that you can be proud of for the rest of your life!

The main message of this booklet is simple. If you prepare and plan effectively for any exam you are far more likely to succeed.

I hope you find this booklet useful.

Mr A BoulstridgeDeputy Headteacher

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At first, nobody likes revising!

You just have to face it and get on with it.

Good revision = Good exam grades. In the long run, it is worth the effort. So stop putting it off and get down to it! NOW!

Once you get into it, you will feel a sense of achievement and your confidence about the exams will grow.

Ten Top Tips for Successful Revision

Find a good place to work where you cannot be disturbed or distracted. Draw up a plan of what you are going to revise and when. Give yourself targets to achieve when

revising. Don’t work for too long at any one time and take regular breaks of 5-10 minutes during revision. Eat, sleep and live healthily during revision time and during the exams. Make sure you have breakfast

on the day of exams. Try to vary the ways you revise, don’t just sit there reading a book. There are lots of ideas in this

booklet to help you. Sometimes, revise with a friend; talking to someone about a topic/problem often helps your memory. Test yourself (or get someone to test you) regularly without looking at your notes. Re-visit topics/subjects regularly to help you memorise them effectively. Mix up your weak and strong subjects when you revise. Make sure whatever revision you do you make it stick – don’t kid yourself you have revised by sitting

in front of the TV or computer with your book on your lap!

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Beat Exam Stress. It is natural to feel anxious about exams. There is pressure to revise and do well from yourself, teachers and parents. The good news is that this anxiety can be managed.

You are not alone!

Most of your friends will have similar feelings. Talk to them and share your worries or concerns with them.

Talk about it!

It’s not just friends you can talk to. What about your tutor, Head of House, Assistant Head of House or a subject teacher you like and trust? What about one of our lovely people in Student Services?

Talking about your worries usually helps

Have confidence and be prepared

Working hard for your exams will stop you from dwelling on the problems and will obviously make it more likely you will succeed and enter an exam in a confident way.

Be Positive!

Focus on the positives such as finishing your exams and doing well in them. Don’t dwell on the negatives. You must be clear about what you want to achieve and how you are going to do it.

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Revision Techniques: think it through!The key to good revision is to use a variety of ways to revise, not just from reading books. There are many tried and tested ways to revise. The key point is that you must process the information you want to revise – in other words, you must think it through again.

Here is a list of possible techniques you could use:

INDEX CARDS The main points can be written out on cards to carry round with you. You can even design coloured symbols on the back. Then the symbols can be used as a trigger for your memory.

POST-ITS Stick post-its with key ideas in your bedroom, hallway or around the house. They can be re-ordered on a flat surface.

POSTERS Dramatic and colourful posters which summarise ideas visually can be placed at eye level, or above.

REVIEW TO MUSIC An enjoyable, easy way to remember. Music with 60-70 beats per minute is supposed to be the best to help your long term memory.

DRAMATIC MONOLOGUES It can help you remember if you speak out loud, especially if the voices are outrageous.

GET A MANAGER Make an arrangement with someone (other than a teacher) to listen to, test or interrogate you at fixed times.

HIGHLIGHTER PENS Practise picking out the main points with a highlighter. Ask your teacher if you’re right then have another go with something else.

AGAINST THE CLOCK Make a game of answering as many questions as you can against the clock. Keep trying to beat your last score.

PRIZE BRIBESAsk your parents to reward you with something good for reaching a target you set yourself.

VISUALISE IT Conjure up pictures in your mind of what you are revising. Make it real. It could help.

MAKE IT SILLY Think up silly suggestions. Things that make us smile are remembered more easily. 6

RECORD YOURSELFThis way you have to think about what goes in – and listen to what comes out.

POINTS OF VIEW In partner revision, or by yourself, take one person’s point of view – then swap over and argue the other side.

INTERVIEW Set up an interview situation – but the questions are on what you’re revising.

WALKABOUT Help your memory by learning things in different places and unusual locations. Learn different chapters of a book, say, in different rooms. Or put index cards on the floor in different sequences and walk between them, memorising as you go.

COLOUR CARDS Colour code your revision cards to help you.

DIAGRAMS AND FLOW CHARTS Tree charts, flow charts, spidergrams, split lists, sets – all are useful for organising your thinking.

MNEMONICS These make words out of the first initials, e.g. CHOPINS – Carbon, Hydrogen, Oxygen, Phosphorous, Iodine, Nitrogen, Sulphur.

READING OUT LOUD Saying things out loud can help you by making you slow down and organise your thoughts.

TEST, COVER AND RE-TEST Learn something, cover it and test yourself – then check. Repeat until a genius.

WORD GAMES Use word games, e.g. a Stalagmite MIGHT reach the ceiling, and a Stalactite holds TIGHT to the ceiling.

BUDDY TESTING Revise with a friend or group of friends. Some people do well when they bounce ideas off others.

PUZZLES Make logic games, anagrams or puzzles out of what you’re revising e.g. codes, symbols or crosswords.

POEMS Make your subject matter into a rhythmical poem. Remember the rhythm – remember the facts!

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KEEP A REVISION JOURNAL OR DIARY For some people, this allows a feeling of progress and a way to track your own progress.

COLLAGE Make a collage of your main facts, pictures, symbols, cuttings, quotations, formulae etc.

JOURNEY ROUND THE KNOWN UNIVERSE Put key ideas, cards or summaries at eye level around your room, in sequence. Visit them in order – then imagine you’re visiting them. What do they say?

INSIST LISTS Make lists of your MUST DO jobs – and carry them with you everywhere.

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SUBJECT INFORMATION

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What will the examination involve?

You will be offered a range of objects to draw. You will pick one and produce an observational drawing.

Main topics for revision

1) The accuracy of drawing the shape of the object you have chosen. (proportions)

2) How well you have used the space available to you on the paper (your design/composition)

3) The recording of detail in your drawing

4) The use of tone within your drawing to show the three dimensional nature of the object.

What can a student do to prepare?Top Tips

What you will need

Practise drawing from three-dimensional objects before at home.

Remember the correct order for drawing e.g. Line drawing first to make sure the shape is correct.

A drawing pencil (2B to 6B), a rubber and a sharpener.Useful resources (books, websites etc.)

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This will be a written examination. The year 7 examination will encompass all areas of the curriculum taught throughout this year. The tasks will range from drawing design ideas to answering questions in full sentences on resistant materials, food and textiles.


Resistant Materials: Design sketches Power sources for lamps Measurements Materials used in lampsFood: Research logos Health and safety in the kitchen Healthy diets including 5-a-dayTextiles: Types of stitching used in textiles Methods of decorating wall hangings including embellishments


What you will need

Use the booklets in their foldersUse the internet and books for resources

Pen, pencil, rule, crayons, pair of compasses

Useful resources (books, websites etc.)

Useful resources (books, websites, etc.)- technologystudent.co.ukBitesize

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Your teacher will assess your drama work in your normal drama lessons over the assessment period.


Focus on your drama skills: Show that you can work cooperatively with others Show that you can take on the role of a director and act as a

leader If you use your voice, be loud, clear and more expressive.

Think about how you deliver a line. Create strong shapes and poses in your practical work. Think

about how you stand and move. Add gestures to your characters and roles.

Develop your facial expressions to suit the character or role you are performing.

Be involved in discussions and show you can evaluate effectively. Give your opinions about work and add reasons for these views.

What can a student do to prepare?

Think about what you are normally like in drama lessons.What area of skills do you need to improve on? Focus on this area.


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QUESTION 1:Summary/ pick out four points from part of the text.QUESTION 2:Use part of the text: Explain how the writer uses language.You need to select words that have an effect on the reader.Use quotations to explain how the writer makes the reader feel.You need to know effects a word or sentence can have on the reader – build your vocabulary for moods/emotions.You need to link your quotations to how they could make the reader feel and why – you need to explain very clearly.You need to write about sentence structures and other techniques that are linked to the words used – sentences for effect, lists, tricolons, plosives, fricatives, alliteration, hyperbole, oxymorons, sarcasm, irony, onomatopoeia, strong contrasts. SEE THE DOORS IN YOUR CLASSROOM.You need to use technical words to describe how they create an effect on the reader (e.g. verbs, nouns, sibilance, alliteration, repetition).QUESTION 3:STRUCTUREYou need to know how the writer uses structure to bring the text to life and add interest.You need to use quotations to support your points as necessary.You need to know how the writer deliberately uses the structure of their writing to get the reader’s attention and interest. For example, think about how these techniques add interest for the reader:First/ second/ third personLong/ short paragraphsRepeated words/ motifsContrasts – over the whole text (beginning, middle, end)Changes in characterisation/ reader perceptionNarrative hooksCliff hangers at the end of sentences/ paragraphsBuilding up to a point - climactic tricolons, listsHow the writer changes the focus of the narration – zeroing in on the main character for interestEllipsis, dashesRhetorical questionsBuilding tensionParagraphs for effect/ emphasis (e.g. speech, short ones)A sudden unexpected event (also called a revelation or epiphany)Dramatic irony (the reader knows something that a character doesn’t)QUESTION 4:EVALUATION based on a quotation of somebody’s point of view, e.g. “Stories have to have interesting characters” or “All effective stories need a clear setting” or “If a story doesn’t have something exciting happening it hasn’t worked.”You need to explain your view.You will need to use character and place names from the text if necessary.You have to use quotations and clearly explain your opinions.You can agree or disagree with the quotation in the question, but you need to write as much as you can to explain your point of view clearly.You must explain clearly how you or the reader should feel – you need a

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good bank of emotion words.You need to use technical words that show how the writer has an effect on the reader (SEE THE WORDS ON THE DOORS IN YOUR CLASSROOM).CREATIVE WRITING QUESTIONSYou have a choice of TWO questionsQuestion (a): write a story based on a photograph.It could be a description.It could be first or third person.It has to be interesting and grab the reader’s attention.Question (b) is an anecdote or made-up story.It could be first or third person.It has to be interesting and grab the reader’s attention.FOR BOTH QUESTIONS the writing will need to be ACCURATE and INTERESTING. You need to think about using the following:A variety of sentences and punctuationClear simple and compound sentences – joined by connectives.Complex sentences that are joined by commas or semi colons or colons NOT CONNECTIVES.Complex sentences that start with a connective (+ comma).Complex sentences that start with an adverb (+ comma).Complex sentences that start with an –ed adjective (eg Rejected by the dog… Located by the fridge…)Complex sentences that start with, phrases joined by –ing continuous tense verbs (e.g. Moving towards the door… She ran, screaming as she went.)Complex sentences with embedded clauses - two commas, two dashes, brackets.EllipsisQuestion marksWord choices and imageryEffective verbsEffective adverbsEffective adjectivesSimilesMetaphorsPersonificationOnomatopoeiaHyperboleOxymoronsStructureParagraphingParagraphing of speechShort paragraphs for effect/ emphasisClear opening/ endClear sentence startersAlso think about:Creative anecdote - Realism/believability – Humour – Direct speech


Understanding the text. Know words that describe how people feel. Know about how words and phrases that show how writers

and characters in texts feel. Know how the writer can affect how the reader feels by tone

or word choices. Know technical words/language or techniques the writer can

use to have an impact on the reader, e.g. alliteration, noun. (See your classroom cupboard doors).

Know the ways a writer can organise and structure a text to add to the impact on the reader, e.g. narrative hooks, first person, direct speech.

Be able to explain a point of view about a writer and the text and back it up with a clear argument and evidence from the text.

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Evaluate how a text is effective and explain how it is or not. Writing creatively and accurately


Top Tips

What you will need

List and revise words that describe how people can feel Plan around words and phrases to think about what moods or

feelings they can cause in the reader List and revise technical words for language and structure

techniques Rewrite and correct any pieces of old work so you can

improve accuracy. Pen Coloured highlighters for picking out key details and

quotations from the texts in the exam.Useful resources (books, websites etc.)

Use iamlearning (through Frog)Reading newspaper articlesHighlighting and marking any articles you are given by your teacherRead stories


The examination is 1 hour long and will be out of 100 marks. The exam will look at both geographical content and skills. The exam is a mixture of multiple choice, one word answers and more extended questions.


The main topics for revision are place knowledge, map skills and rivers.For place knowledge students should know:

The 7 continents of the world The five oceans of the world

For map skills students should know: Compass directions

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Map Symbols 4 Figure Grid References 6 Figure Grid References Contours and Relief (Shape of the land)

For Rivers students should know: The Drainage Basin and key terms The Water Cycle River landforms such as waterfalls, meanders and v-shaped

valleys. - Flooding (Causes, Effects and Management)


Top Tips

What you will need

Use the study centre to revise and make notes in a way that suits your learning style.

The exam is point marked. That means for every point you make you gain a mark. So if the question is worth 4 marks that make 4 points to get them.

If you get stuck in your revision ask a friend and see if they can help. If they can’t it is important that you ask your subject teacher.

You will need a pen, pencil, eraser and ruler.Useful resources (books, websites etc.)

Use Mapzone on the internet to practise your map skillsThere are tests and quizzes on “I am Learning”. Log onto FROG and get practising


Source use and Essay Question


Henry VII rise to power and how he kept control. Henry VIII marriage, reformation and dissolution of

monasteries.What can a student do to prepare?

Top Tips

Use revision sheet and resources below.

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What you will needPen


https://www.youtube.com/watch?v=-3AzwCaVWWA – Henry VII Overviewhttp://www.bbc.co.uk/education/guides/zghrd2p/video - Henry VIII Overview


Designing algorithms and developing a game using Scratch programming


Be able to produce your own algorithms using flow diagrams to solve problems

To build / code your own computer game using “Scratch” To understand what makes a successful game within this

project To evaluate the success of your own game, making further

improvements where necessaryWhat can a student do to prepare?

Top Tips

Practise drawing flowcharts for solving problems Practise using the different coding commands to develop

game elements in Scratch including variables to hold data, motion scripts to animate a sprite and event driven programming blocks and functions

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http://www.bbc.co.uk/education/guides/zghrd2p/video

https://www.youtube.com/watch?v=-3AzwCaVWWA

What you will need

ComputerScratch software



Up to 30 questions on the topics listed below.


Number patterns Angles Simple percentages Probability Working with positive and negative numbers Types of number Simple algebra and solving equations Working with fractions Area and perimeter of shapes Translations, rotations and reflections


What you will need

Work on the red and orange sections on your self-assessments.

Use the hyperlinks on FROG in pupil resources to practise key topics.

Pen, pencil and ruler18


Your maths bookYour self-assessmentswww.mymaths.co.uk


Students will be sitting their exams in the Hall. The Paper will consist of Reading and Writing Tasks.Speaking and listening tests will be completed in class in lesson time prior to the exam dates.Instructions for the Speaking test will be issued by the teacher in class.


Themes studied in Year 7 and included in the tests are: For GERMAN: Self Introduction, Family, School, Free Time For FRENCH: Self introduction, Family, School, Free Time,

Where you live and HolidaysWhat can a student do to prepare?

Top Tips

What you will need

Revise from all vocabulary booklets that you have received during the year with topic key vocab and structures.

Revise and practise with Cue Cards and flashcards prepared in class during the course of the year.

Revise work done and notes made in exercise books, Cue Cards, Vocabulary Booklets, Folders, worksheets.

Use the websites listed below. They are all free. Pen, pencil and cue cards


Exercise books, Cue Cards, Vocabulary Booklets, Folders, worksheets.Visit these free Websites:I am learning (FROG school website)FREE APPS : mem.rise / Quizlet / Gojimo

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http://www.mymaths.co.uk/


Final practical assessment of The Beatles (various pieces) using guitar, voice and keyboards


Music elements: Structure and form of popular song Primary chord structures for I, IV and V Primary guitar chords and hand position for I, IV and V Terminology linked to popular music Self assessment: Listening tasks based on all of the above


Practise Hand positions Revision of terminology in log books

What you will need Keyboards, guitar, song sheets, recording equipment

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Practical activities that enable the assessment of skills, knowledge and fitness in a range of sports.


Fitness How the body copes with the demands of the activity. (i.e.

stamina, speed, strength and flexibility) Preparing the body safely for physical activity (i.e. warm up

and cool down)Knowledge

Correcting faults and identifying strengths and weaknesses Understanding rules and tactics

Skills Selecting and applying skills appropriately for the activity in

practise and competitive situationsWhat can a student do to prepare?

Top Tips

Attend extra-curricular clubs Listen to key teaching points during lessons Use key terms Try to answer questions Always give your best effort Take opportunities to lead others

What you will need PE KitAssessment bookletsPositive mental attitude

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One exam which is 1 hour long.It will consist of knowing key terms as well as shorter and longer length answers. PEE (point, evidence, explain) will be required to achieve Step 5 and above, as will knowledge of quotations and examples of religious teachings and practises. Students will be expected to evaluate ideas in longer length answers.


Multi-Faith Britain (Autumn term unit) Key Faiths of the World (Spring term unit)


Top Tips

What you will need

Create flash cards – put questions/key terms on one side and the answers on the back.

Create mind maps using different colours for ideas (points), examples and quotations.

Draw pictures on your revision notes to visualise while in the exam.

Ask parents, carers, family members or friends to test you.

A penUseful resources (books, websites etc.)

Exercise bookRevision sheet provided by your class teacher

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One paper will be sat by pupils; the paper will be an hour long covering Biology, Physics and Chemistry topics. Questions will be in the style of the structured part of their end of topic tests – correct spellings and key terms will be needed throughout the paper.


All topics covered so far this year:

1. Heat transfer2. Cells3. Energy4. Atoms5. Diet and Health6. Acids and Alkalis7. Light8. Formula and equations9. Interdependence10. General lab skills (may be relevant to a range of topics)

Year 7 will also cover ‘Space and Pressure’ as a topic but this will not be examined as most will not have finished the topic before the exam.


Look over their notes and use their end of topic tests to make revision notes/mind maps/posters/flash cards etc.


Pupil’s folder of end of topic tests and ILPs.The school website has a checklist and hyperlinks to relevant sites that will help pupils to revise. (Useful link- http://www.thepolesworthschool.com/departments/science/scienceks3.html)BBC KS3 Science Bitesize website.Past SAT’s paper questions and KS3 revision guides.

Revision Mnemonics.

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http://www.thepolesworthschool.com/departments/science/scienceks3.html

http://www.thepolesworthschool.com/departments/science/scienceks3.html

One of the tips for revision earlier in this booklet was to use mnemonics. Mnemonics help you to remember information by using short words that stand for something. Here is a Mnemonic for REVISION:

Rest (get some sleep – go to bed at a reasonable time).

Exercise (do something – even a 15 minute walk will help to clear your head.)

Variety (use a few revision techniques – don’t do the same thing all the time.)

Imagination (imagine the feeling of doing really well – that will help you to keep going.)

Structure (get into a routine – build some revision into every day but one in each week.)

Individual (find what revision techniques work for you and stick with them.)

Ongoing (start NOW – little and often is better than last-minute panic.)

Not too long (revise for 30 minutes; take 10 off; revise for 30; take ten off; revise for 30; stop!)

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Year 7 Exam Dates: Friday 1st July & Monday 4th July

You will receive your exam timetable a week or so before your exams start. Please keep your timetables safe as they show your exam room and seat number.

You must go straight to the exam room in the morning. You will line up outside the exam room and wait to be called in by an invigilator. You must enter the exam room in silence and leave your bags and coats at the front of the room.

Water bottles are allowed in the exam room if necessary. These should be CLEAR bottles with a spill-proof cap and there should be no label on the bottle.

Any problems please go to the exams office, located opposite the gym.

FINALLY ~ REVISE WELL and GOOD LUCK!

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You should NOT HAVE MOBILE PHONES IN YOUR POSSESSION.

They must be turned off and left in your bags, or handed in to invigilators for safe keeping during the exam. You should not have notes, IPods, MP3 players etc. in your possession.

You should bring BLACK pens, pencil, rubber and any other writing equipment needed to your exams. Only clear pencil cases are allowed on your desk. Gel pens are not allowed but you may use highlighter pens on your question paper but NOT your answer paper. There must be no graffiti on exam desks.

There is ABSOLUTELY NO TALKING or communication between students once you enter the exam room or during the exam. If you have any questions or problems, you should raise your hand once seated and an invigilator will come to you.

Notes and things to remember:------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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