KS4 research Project 2004

1

• KS4 research Project 2004
• 80 of pupils interviewed said that they felt
  that they spent a disproportionate amount of time
  in needless copying and paper based exercises.
  
• We used to do lots of active things and talk
  about stuff. Now we are having science done to us
  and copy down loads of notes I dont
  understand.

2
Two methods

• You now have four weeks to prepare for your
  science GCSE. Your goal is to achieve your target
  level or above, which requires extensive
  knowledge of all year 11 and some year 10 topics.
  
• Revision needs to split into two sections
• Understanding and learning the knowledge
• Applying the knowledge

3
Understanding and learning the knowledge

• This requires you to go through your science
  books and revision book and make a set of simple
  colourful notes. Aim to produce 1 side of A4, a
  mind map is a good example. Spend time learning
  this information, the one true test is whether
  you can rewrite it on a blank sheet of paper.

4
Applying the knowledge.

• Go through each test you have had. Make sure you
  can answer every question. Go through the bank of
  GCSE papers you have been given. Assess your
  answers.

5
Scrutiny of past papers terminal

• You must go through as amany past questions as
  possible. This will help you to see
  
• language used
• question type describe, explain, label etc..
• literacy skills
• numeracy skills
• graph skills

6
Common problems identified from Examiners report
2004
7

• Note making e.g. on cards GENERAL
• Skimming and scanning
• Highlight, underline, circle, annotate etc
• Flash cards
• Sequencing
• Pictograms
• Cloze activities
• Diagram completion and labelling
• Sort pictures, text, then complete
• True, false, unsure
• What was the question?
• Word list dictionary definition, pictorial
  representation, words associated with..

question stems describe, explain, suggest,..
thinktalkwrite key words sound out, roots, de
fine, use use connectives model answers key fe
atures? compose together scaffold leading to
independence problem solver writing ladders con
vert, dont copy purpose? audience?
LEARNING OBJECTIVE SOURCES Mock analysis specif
ication Exampro Examiners reports GCSE Booste
r Pack Professional judgement
Ideas and evidence Biology Chemistry Physics
content
writing
event chain GRAPHIC flow charts
ORGANISERS concept cycles network trees graphi
c outlining drawing and bullet pointing conseque
nce maps herring bone diagrams concept/mind mapp
ing
GENERAL The Teachers toolkit by Paul Ginnis
FOUNDATION - x fractions and decimals rate
s
percentage averages/means use of formulae
SCIENCE revision programme
calculation
skills
strategies
dominoes GAMES
loop snap happy families millionaire taboo a
nagrams word search crossword jigsaws back to
back and observer odd one out code making and
breaking
Revision timetable Equipment Place to work
organisational
EXAMPROAfL including self/peer assessment al
ternative answers best? worst? why?
interpret describe explain construct interpola
te
extrapolate
advance organisers LEADING IN
analogies LEARNING
audience and purpose classifying collecti
ve memory living graphs mysteries reading imag
es relational diagrams summarising
bar pie line Sankey
GENERAL
progressive glossaries PQRS/PQR3 Dictogloss/dia
gloss
KWL grid thinking graphs
graph