How do I revise?
These pages will give you some suggestions about how you can get your revision to 'stick'.
Tough Truths

REMEMBER:
DON'T JUST READ THROUGH
YOUR NOTES:
YOU WILL LEARN NOTHING!
YOU'VE got to do it.
Not your teachers with their revision sessions. Not your teachers with their revision aids.
Revising is like giving up chocolate. At the end of the day it's YOU that's got to do it, and it
involves decision, and will-power.
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Revision takes time.
There is no 'instant' version which will cut corners. Sleeping with your book under the pillow
doesn't do it. Stop playing at other things, and start working at your revision. And the
worse you are at it, the longer you've will have to spend on it ... or fail.
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Fix the information.
Revising is remembering. It's not 'revising' unless you're fixing it into your brain. If you
spend five hours working in your room, but you still can't remember it in the exam, you've
spent 5 hours working, but you've not done any revision. “Never just read your notes. You
must always be DOING something with them to FIX the information in your brain." Write it
down and condense it. If you are not writing then you are not fixing it!
Horses for Courses: Choose your Method
There is no 'way to revise' which works for everybody. All our brains work in different
ways. The thing to do is to find the way that works for you.
Choose your Method: Visual, Auditory, Kinaesthetic ('touch and movement')
Many people say that you can divide people into visual, auditory or kinaesthetic learners.
Auditory learners can appropriate what they hear. Visual learners can remember what they
see. Kinaesthetic people learn by doing.
There is a webpage here which will help you find out what kind of 'learner' you are, and how
you might use this knowledge to determine the best way to revise.
(http://www.sunderlandclc.org.uk/index.php?option=com_content&task=view&id=56&Itemid=1
but there are lots of others out there on the internet.
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SUGGESTION:
One of the best ways to revise is to MIX THE INPUTS - not just to use the visual, auditory
OR the kinaesthetic channels, but to use a revision method which used MORE THAN ONE.
Thus:
1. 'Write it down' is the best way to learn your notes
2. Walk around while you try to revise your notes.
3. Write down your notes, but put them into diagrammatic form as you do so.
4. Stick your notes on the far wall where you can't read them, then walk about at the far
side of the room as you try to remember what each bit on each page said.
5. Write down your notes on postcards, then spread them out on your table-top etc.
Handles and hooks
You can buy books on 'amazing memory strategies'. Most of them use a process of
association - they link the 'things to be remembered' to other things in their brain (e.g. if
they have to remember 'clock-shoe-banana' they imagine a man eating a banana by the town
hall clock bending down to tie his shoe.) Part of the key to revision is to find the hooks
(visual, auditory, kinaesthetic) which best help you to 'fix' the learning.
Notes on notes on notes
The easiest way to 'fix the information' in your brain is to:
WRITE IT DOWN.
Your brain has three kinds of memory cells - sound, sight and feel. The best kind of learning
occurs when you use all three at the same time. Writing it down does this - you see the
words, you say them in your mind as you write them, or say them out loud, and you are using
your movement/spatial senses as you write them down on the paper.
One tried and tested method is just to copy out your notes, by hand, again and again. Better
still - because it makes you THINK about what you are writing - is to make a paraphrase of
your notes, then a paraphrase of the paraphrase, and so on, until you have compressed your
notes into a series of cryptic headings. Not only are these easy to learn, by writing and rewriting the words you have helped to embed them in your brain.
Using revision sheets/ or revision cards to help you learn the notes:
Use the notes-on-notes technique to paraphrase the information.
OR use the sheets / cards to convert them back into proper longhand prose.
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Many of the notes on revision sheets /cards are presented as
auditory learning aids called mnemonics - words or phrases
which carry the first letter of the different points. Marry
these to visual images as a 'hook' (for instance, the mnemonic
for the Causes of the Cold War is BARE: to fix this word you
could imagine a Russian and an American as naked Sumo
wrestlers about to start fighting). Then make sure you can
remember all the points for all the mnemonics.
Many mnemonics are rude,
simply because we find these
easier to remember!
A colleague reports being
horrified because his pupils
had covered their exams with
rude words - before he
realised they were using
mnemonics!!!
Most revision sheets comprise numbers/lists of facts under a series of heads. Where these
are not linked by a mnemonic, you can invent your own mnemonics, or use other visual hooks to
remember them. When you think you have learned the sheet, stick the hard copies up on a
wall where you can read the titles but not the words, and then go through each sheet,
rehearsing what each section says. It is also really important to use colour in your writing
out of notes. Different colours for headings and sub headings, dates in one colour, famous
people in another colour etc. Even do doodles and cartoons of things to help you fix them in
your mind. Take the sheets downstairs, and ask a family member to 'test' you on them.
Self-tests
The best way to use these - as the name suggests - is to CHECK your learning of your
revision sheets. As you revise something write out a series of questions that you can use to
test yourself with later on. If you find that you cannot answer the questions without seeing
the answers, or are getting the answers wrong, go back and learn the revision sheets more
thoroughly. Ask a family member to test you (asking questions at random) on your knowledge.
Do past paper questions and write out essays – try and do these in the prescribed time so
you get used to working fast. Get these answers checked and marked (either by yourself or
by someone else).
Auditory learning: make podcasts or record tapes as you go through your notes. This way
you can listen to your revision as you exercise or travel about. As you record, try and leave
gaps so that when you listen back to it you can fill in the answers.
Create spider diagrams or mind maps. These are excellent ways of visually plotting the
main factors, reasons, results or just information on a topic. Use different colours for
varying importance, perhaps use different sized bubbles for more important reasons. You
may even do doodles next to each main point to help fix it in your mind.
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Top 10 Tips for general revision:
1 Place to revise: One of the most important things is the place where you want
to revise. It needs to be comfortable, you work best if you are relaxed (but not
too relaxed - work at a table/ desk and not lazing on your bed!) It needs to be
free from distractions - NOT while watching TV. If you are using a computer,
close any windows that may distract you (eg. game sites etc.) Turn off mobile phones too! If
you want, and are doing a long session, have a drink (preferably water - it will help you focus)
and maybe a small snack. Personally I don't have any music playing. I think you are kidding
yourself if you have music playing - you end up singing along or tapping the table in time, and
not really revising. It needs to be light, so you can see properly.
2. Plan your revision: Make a detailed revision timetable on a large piece of paper (A3 at
least) and post it up somewhere that everyone can see it. That way, everyone knows what you
are meant to be studying and when. Strangely enough, letting other people know your plans
actually lightens the load, because then it's not just down to you to motivate yourself.
Rather like getting married, you feel more committed to your vows if a lot of people have
seen you make them at the wedding. You can also tick things off, when you have done them
(very satisfying!) Also don’t do it all at once. We only retain a certain amount of what we
learn in a single sitting. You are far better off spreading your revision over a week than
cramming the night before. Even fifteen minute slots before you go to bed each night, or on
the journey to school can make all the difference.
3. Catch the worm
Just like those wriggling soil-dwellers, facts are at their most available and
digestible first thing in the morning. Start at 9am, and you can get the bulk of
your revision done early, so you don't spend the rest of the day feeling crushed
under the weight of unread A4 folders.
4. Synchronise watches
Revision is most effective when done in timed 35 minute bursts, with a 10-minute break in
between. That way, you don't fall asleep at your post. The best way to stick to this is to post
your timetable in a public place (the fridge door works well). That way, not only you, but the
rest of your family, know the times when you are meant to be studying.
5. Ask questions of yourself
Facts are sluggish, passive creatures and lie piled up inside your head, without giving off any
signs of life. You can, however, awaken them through the power of questions. So when you're
making notes, don't just write down "The Battle of Hastings was fought in 1066"; instead,
put "When was the Battle of Hastings?" in one column, and write "1066" in an opposite
column. Cover up the answer and each time you get it right, you'll feel a small, pixie-like pat
on the back. Better still revise with a friend - get them to test you. Make it a competition winner gets a treat.
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6. Make the stairs work for you
Let's face it, travelling between the ground and first floor of your home is
pretty much dead time. In which case, why not put those stair-minutes to
good use by placing revision cards on each step. Try the wives and children
of Henry VIII for example. Start at Catherine of Aragon 1509 and by the
time you reach the first turn, you should be at Catherine Parr. If you run
out of stairs, do the Tudors one day, the Stuarts the next. If you live in a
flat, line the monarchs in order along the hallway.
7. Get out the colouring pens! Making all of your revision notes in black ballpoint is fatal –
buy some cheap felt tips and write different words in different colours.
Pictures tell a thousand words, remember, especially if they’re in colour. Shout
it for the world to hear. You might feel an idiot at first, but it is definitely
worth reading your revision notes aloud. Speaking practice is essential for the
revision of foreign languages. Even saying basic words like “yes” and “no” and “please pass the
ketchup” in the language you are learning are steps towards fluency.
8. Cram it all in – onto one sheet of paper, that is. Try to summarise a module or a topic on
a single sheet of paper that you can stick to your wall. Not only will you be reminded of your
notes whenever you walk past them, but fitting the material into a set space forces you to
mentally organise the information, a massive step towards learning it. Making your notes is
50% of your revision
9. Exercise! Walk the dog (or tortoise, or small sibling, or whatever). Go for
short walks whenever you can. The change of scenery will stimulate your
imagination and your learning capabilities. Take a sheet of paper with a few
quotes to learn for an essay, or some formulae, or a vocabulary list, and you’ll be
surprised at how much more you take in just being outside. Alternatively do
some good exercise - it releases chemicals that actually make you brainier (honest!) and it
also breaks up your revision.
10. Watch television
Strange though this sounds you should reward yourself after you have done some good work.
Of course you shouldn't try to learn the periodic table of chemical elements while watching
Horrid Henry cartoons or a Shopping Channel knitwear special. But that doesn't mean you
can't record a favourite programme and watch it as a treat, between your morning and
afternoon revising time.
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Subject Tips
The staff have listed some particular tips for each subject area that in their experience has
helped people revise their particular topic. These are only guidelines – you must find the way
that suits your brain and you.
Remember: YOU have to do this – we can’t do it for you!
Mathematics
In Forms 6 and 7
November and Summer examinations.
Time will be set aside in lessons to revise thoroughly for the Years 6/7 tests.
Revision question sheets with solutions will be handed out.
In Form 8
November and Spring Mock examinations.
Time will be set aside in lessons to revise thoroughly for the Years 8 tests.
C.E. examinations
Past papers and relevant questions with solutions will be handed out for the Easter holidays
and half term break before Common Entrance.
Scholarship examinations.
Past papers and relevant questions with solutions will be handed out for the Christmas break
and half term break before the February examinations.
Revision Guides
A revision guide of important facts will be given out to all Year 7 pupils in the Summer Term
– this is to be used in Year 8 also.
A revision guide will be given out to scholars at the start of Year 8.
The Mathematics I.S.E.B. Revision Guide 3rd Edition and Mathematics Pocket Notes are
available from www.galorepark.co.uk.
There are the most relevant commercially available textbooks to buy and cover material in
Year 5 up to Year 8 examined in the 11+ and 13+ examinations.
English
Form 6
PAPER 1 – COMPREHENSION: READING (FICTION)
SEVEN GOLDEN RULES FOR COMPREHENSION (READING) – Highlight or underline
every rule you understand!
Carefully read through the passage at least once to understand its meaning.
Read through all the questions first to make sure you know what is required (asked) and to
avoid duplication (repeating yourself) in your answer.
Read the passage again to find the answer to the question knowing that the questions will
usually follow the sequence of the passage. If the question instructs you to look a particular
section of the passage for the answer, make sure you do so.
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Write in full sentences using the words of the question in your answer. Let the marks
awarded to the question guide you your length and depth of answer.
Use evidence from the passage to prove and back up any points you make; this could be
quotations or examples from the passage.
Write the answers in your own words unless you are asked to quote. If you quote, do not
copy long sections from the passage – quote only a few words – unless they tell you to quote
a sentence or one word only!
Check that your answers make sense and make sure you have no punctuation, spelling or
grammar errors.
KEEO = Acrostic and mnemonic (memory rhyme).
Remember these when doing comprehension (from novels and poems)!
1. K Use the key words of the question in your answer. (They help to make a full sentence.)
2 E Write enough information for amount of marks.
3 E Give evidence and proof for your opinion by using quotations. Remember to quote only a
few words and not long sentences!
5 O Give your opinion and use your own words if you are asked to do so.
FEATURES (INGREDIENTS) OF A STORY - Highlight or underline every feature you
understand!
As your comprehension is an extract from a novel it will be vital to know the features of a
novel (story) in preparation for the exam!
1 PLOT (STORYLINE)
Every story has a beginning, middle and end. This is the storyline or plot. The author will
usually keep the reader interested in his story during all the stages of the story.
2 CHARACTERS
All stories have characters. The main character is called a protagonist and sometimes has an
enemy (baddy) who is called an antagonist. Try to find out what characters look like and
what their personalities are. You can do this by looking at how the author describes the
character and by what the characters say and do (their words and actions).
3 SETTING (WHERE AND WHEN/PLACE AND TIME)
Setting is about the place and time that a story takes place. For example, it can take place
in modern times or in the Middle Ages and it can take place in a city or on a farm.
4 THEME
Every story has important themes which are the main ideas or messages in the book. Always
ask yourself what is the moral of the story. It can be things like “War is bad” or “Friendship
can be complicated”. It can even simply be “Love” or “Bravery”.
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5 EXCITING LANGUAGE
Writers choose their words carefully (and so should you). They do this to create certain
effects and add to the meaning of the story. Look for words that you feel are particularly
effective – this may include interesting adjectives and adverbs for example. It could also be
a particular way a scene is set or mood created.
PAPER 2: WRITING AN ESSAY: FICTION (STORY)
1. WRITING A SUCCESSFUL STORY!
What I have to do to get good marks!
• Clearly showing my characters (not too many), sequence (order) of events (not too many)
and detailed scenes/settings.
• Making sure my story has overall shape (beginning, middle and end) and unity (everything
sticks together logically). (I have an exciting start and a surprising ending!)
• Using paragraphs properly and correctly to separate ideas/events/people speaking!
• Doing what the question asks.
• Language clearly gives a worthwhile impression of my scenes, characters and events. It is
important that you showcase what you are capable of; this should include some dialogue.
• Catching the reader’s attention with my choice of words and expressions (i.e. exciting).
• Using different ways of story-telling to hold the reader's interest like narration,
description and dialogue!
• Using a variety in sentences – short, long, simple and complex!
• Using punctuation marks correctly – especially full stops, commas, question marks,
exclamation marks and speech marks!
• Most of my words used are spelled accurately – even less familiar words
Form 7
PAPER 1 – COMPREHENSION: READING (NON-FICTION)
CRITICISM (COMPREHENSION) GUIDELINES (SUCCESS CRITERIA)
KEECOF = Acrostic and mnemonic (memory rhyme).
Remember these guidelines when doing prose comprehension and poetry criticism exams!
1. K Use the key words of the question in your answer. (Helps to make a full sentence.)
2 E Write enough information for quantity of marks.
3 E Give evidence and proof for your opinion use quotations.
4 C Do not use colloquial (chatty) language.
5 O Give your opinion and point of view – what you think.
6 F Use formal and critical language.
SEVEN GOLDEN RULES FOR COMPREHENSION (READING)
Carefully read through the passage once to understand its meaning. A Poem and difficult
passage are to be read twice.
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Read through all the questions first to make sure you know what is required (asked) and to
avoid duplication (repeating yourself) in your answer.
Read the passage again to find the answer to the question knowing that the questions will
usually follow the sequence of the passage. If the question instructs you to look a particular
section of the passage for the answer, make sure you do so.
Write in full sentences using the words of the question in your answer. Let the marks
awarded to the question guide you in the number of facts and the amount of evidence you
should i.e. guide you in the length of your answer.
Use evidence from the passage to prove and back up any points you make. This could be
quotations or examples from the passage.
Write the answers in your own words unless you are asked to quote. If you quote do not
copy long sections from the passage – quote only a few words – unless they tell you to quote
a sentence or one word only.
Check that your answers make sense and make sure you have no punctuation, spelling or
grammar errors.
FEATURES (INGREDIENTS) OF NON-FICTION (BIOGRAPHIES, MEDIA AND
REFERENCE)
Your teacher will give you further notes on these before the exam.
1 Headlines (look for puns and alliteration).
2. Illustrations (what do they show, how do they show and what does the caption say?)
3 Columns and Sub-headings (used in newspapers to allow readers to skim read)
4 Persuasive Language (including: emotive language, jargon, formal OR informal language, use
of expert opinion or statistics, hyperbole and rhetorical questions).
PAPER 2: WRITING AN ESSAY: FICTION (STORY)
WRITING A SUCCESSFUL STORY!
What I have to do to get good marks! (Underline the points you are good at!)
• Vividly showing my characters (not too many), sequence (order) of events (not too many)
and detailed scenes/settings.
• Making sure my story has an effective shape (exciting beginning, middle and surprising end)
and unity. (I have a truly memorable start and an ending to remember!)
• Using paragraphs effectively for impact!
• Close sticking to exactly what the question asks.
• Language gives a crisp and detailed impression of my scenes, characters and events.
• Catching the reader’s attention with my well-chosen words and expressions (impact).
• Using different ways of holding the reader's interest: suspense, narration, description and
dialogue – make sure the focus is on description which creates a specific atmosphere!
• Using a variety of sentences – short, long, simple and complex – especially relative clauses!
• Using punctuation marks correctly – especially full stops, commas, question marks,
exclamation marks and speech marks; dashes, ellipses and semi-colons to feature too!
• Most of my words used are spelled accurately – even complicated words!
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FORM 8
PAPER I: READING (1 hour 10 minutes or 1h 20 with extra time)
This paper is divided into TWO sections. Candidates are given a non- fiction passage and a
piece of poetry to analyse and comprehend.
SECTION A: NON-FICTION (25 marks)
This means you are dealing with FACTS, INFORMATION and OPINION.
There might be one or two non-fiction passages taken from biography, travel writing, or
journalism for example.
 Think about whom the text has been written for and how the piece has been pitched for a
particular audience.
 Remember everything you need is in front of you on the paper. READ IT!
 Read the text first THEN read the questions before going to the text again. The
questions often provide help with comprehending the text.
 Reading: remember you are information gathering. Highlight key details.
 Don’t just take note of content, look at lay out too: font, headings, sub-headings, bullet
points, paragraphing, captions, and illustrations.
 Do what the question asks you to do read them carefully.
 Be prepared to support your opinions with evidence (quotes) from the text.
 An ability to SUMMARISE effectively is important.
KEY SKILLS to be tested will be:
understanding of vocabulary, use of quotes to illustrate answers
drawing inferences
evaluation of style, language and purpose.
Also delivery of opinions, judgements and arguments based on given material.
An awareness of how grammar, syntax and punctuation affect meaning.
A capacity to make comparisons and evaluate contrasts.
P
E
E
POINT
EVIDENCE
EXPLAIN
Use Technical terms such as ‘metaphor’ etc
in your answers
Remember:
The number of marks available is an indication as to how much you should write!
SECTION B: POETRY (25 marks)
This will consist of about five questions on an unseen poem to test understanding of poetic
technique and personal response.
 Make sure you are using the correct vocabulary: poet, verse, stanza, lines or writer,
author NOT sentences and paragraphs.
 Your job is to unlock meaning and present your personal ideas according to the questions
set.
 Don’t ignore what the title can tell you.
 Use line number, quote, and comment technique.
 As before, read the text first THEN read the questions before going to the text again.
The questions often provide help with comprehending the text.
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P
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E
Think about what MOOD the text creates: happy, sad, hopeful, gloomy, threatening, or
reflective.
Does the mood of the piece change at any point? How? Why?
Look at the change in language.
Remember to use the 5 senses to unlock the piece of writing. Is this strongly visual
(appealing to sight)? Are the other senses being appealed to?
Look for use of: simile, metaphor, alliteration, and personification. Understand what these
terms mean and what effect they have, and use these words in your responses.
Be aware of the use of language: adjectives, verbs, and colourful phrases.
Take note of punctuation, line length and the use of repetition.
Is rhythm and rhyme used to enhance the theme?
POINT
EVIDENCE
EXPLAIN
Use Technical terms such as ‘metaphor’ etc in
your answers
Remember:
The number of marks available is an indication as to how much you should write!
PAPER 2: WRITING (1 hour 20minutes, or 1h30 with extra time)
This paper is divided into TWO sections. Candidates are asked to make a response to studied
literature and write an essay.
SECTION A: STUDIED LITERATURE (25 marks)
There will be two or three titles to choose from on a set theme (CONFLICT). You must
select and answer ONE TITLE from those offered.
Book studied: “A Kestrel for a Knave” by Barry Hines (8L)
Or “Lord of the Flies” by William Golding (8M and 8AD)
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Do answer the central question in your chosen title.
Do use the “I” word in your response. This is your chance for presenting your opinions
and showing the examiner that you have engaged with your book.
Do spell book titles, author and character names correctly.
Do have at least three key incidents to talk about in relation to your question.
Do be prepared to talk about character developments.
Do discuss how issues in your chosen book were resolved.
 Do have an understanding of your theme and key vocabulary.
 Do write a concluding paragraph that pulls your thoughts together.
 Do have some good quotations up your sleeve to use – don’t forget speech marks – or
specific incidents which back up your points. Learn around 10 to 12 quotations.
Don’t simply retell the story. Don’t just waffle.
P
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Statement
Evidence (quote from the book)
Explain what you mean
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This shows/conveys/implies/indicates…….at the end of each point – try to make two points in
each paragraph. Keep referring back to the key words in the title.
Make your paragraphs “meaty”……even the Finally one towards the end when your hand might
be getting tired of writing!!!!
REMEMBER:
Intro paragraph – In “Kestrel for a Knave” by Barry Hines……then focus in on the essay title
and the key words.
Firstly…..
Secondly……
Finally……
In conclusion…….here, try to answer the question in the title and sum up your ideas
You should be looking to write one and a half sides of A4 in the time available.
SECTION B: CREATIVE WRITING (25 marks)
Choose one of the five or six titles on offer. Spend time evaluating the BEST OPTION.
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Do TRY to write a personal experience or descriptive essay.
Don’t write a story or piece of pure fiction.
Don’t simply tell what happened DESCRIBE what happened.
Use semi colons, but use them correctly.
Put in a golden sentence. Use a LOT of similes, some personification and metaphors to
keep your reader interested.
Use the whole of your vocabulary.
Do paragraph and structure your essay.
Do proof read your work as you go along.
Do make an effort to grab your reader’s attention with a catchy opening. (No birds
twittering in a beautiful blue sky please!)
Write honestly about what you see, hear, feel, taste and smell.)
Don’t use a long and waffling introduction that has nothing to do with your title.
Do get into your title and hold the central moment; explore it in detail.
Use speech if it will add to your essay but don’t over do it. No more than one quarter.
Do write a good conclusion.
Do be aware that handwriting, punctuation and good use of vocabulary count.
If in doubt it is not a bad thing to invent a personal experience to fit a title. It is far more
likely to be believable than a story option.
DONT GUSH, DON’T RUSH. THINK!!
SUCCESS COMES IN “CANS” NOT “CANNOTS”!
BE GOOD COMMUNICATORS! REMEMBER BASIC ENGLISH COUNTS; GET IT RIGHT!
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Science
Use the Science Exam Guide handouts to help as a checklist to keep track of the
topics to be examined.
 Make sure you have the revision sheets (you can always ask for a spare copy)
 Can you explain the key words / processes on the sheets?
 Can you draw and label any diagrams.
 Know correct units, equations for calculations (e.g. Density) and word equations.
Year 8 (Note: ISEB Science Revision guide available for those sitting external exams)
Science is divided into three subjects Biology / Chemistry / Physics
CE 13+ = tested on separate papers
Scholarship = In general, are in separate sections making up a science paper
Suggestions to help
 Know the meanings for key words and processes (e.g. Photosynthesis; Respiration;
Digestion; Displacement; Neutralisation; Density; Pressure; Moments; Renewable /
Non-renewable energy)
 Know the word equations for key processes (e.g. Photosynthesis; Respiration;
Neutralisation; Displacement reactions)
 Know the equations used to calculate density; pressure; moments; speed. (Remember
to show working out)
 Know the correct units (e.g. Force; Energy; Density; Mass; Volume; Speed; Pressure;
Moments)
 Experimental skills are important. Know how to fair test and make results more
accurate.
 Draw and label equipment (e.g. Liebig condenser; Chromatography; Filtering)
 Through evaluating your mock exams in class identify topics that require extra
revision focus.
 Balance revising your favourite topics with attention on topics you find more
challenging (you can always ask for help at School)
 Attempt the Past paper questions (and go through with mark scheme) that are made
available at Spring half term; Easter and Summer half term. (Note: Potential Scholars
will also have questions available for Christmas holidays to help with Spring term
examinations.)
 Independent Schools Examination Board (ISEB) set the CE 13+ exams – therefore
ISEB produced revision material is supportive.
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History
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Organise your files totally using the revision notes your teacher has given you.
Photocopy work from others if you have gaps
Use cards or A4 paper and create headings / sub-headings and sub-sub heading on
topics. For key events you should have: Causes / Key Features (events) /
Consequences.
To fill in the details refer to your file / your text book and compile all the key
information under your headings
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Get mum / dad / friend / granny to test you on the topics or write yourself tests and
answer them (one word answers)
Do some essay plans. Jot down some basic points to answer source questions
Do some past papers – some source papers and some essays. Mark them using the mark
schemes you should have in your files and / or show them to your teachers (you can
always email them). Always keep half an eye on the prescribed techniques you have
been taught.
Geography
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Ensure you have your Geography revision guide and any revision notes you require.
Make a plan and a timetable to ensure you have enough time to do the revision you have
been given.
Look at the revision methods suggested and ensure you find one (or more!) that works for
you!
Common Entrance candidates should ensure that they practise global locations using the
maps in the back of the revision guide – and have mastered all the O.S. mapping skills
which will be tested in the exam.
Ensure that you have a good grounding in vocabulary for each topic studied - the
complete list of topics and useful websites can be found on the Geography page of the
Cargilfield Website.
Scholars should ensure that they have mastered the essay writing skills needed for
their exams and have a very good knowledge of the themes and processes covered in
class. Knowledge and understanding of case studies in particularly important.
Always ensure you know exactly what to learn – if in doubt ask your teachers!
French
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As with most subjects, it is important not to be passive about this. Staring at verb tables
is very boring for most people (even French teachers!). Short, sharp bursts of 20 minutes
on a regular basis are better than longer revision periods done irregularly.
Practise Read – Cover – Write – Check (this works for both vocabulary and for learning
verbs). Vocabulary lists and revision guides can be found on the French department
website www.thefrenchdepartment.com
I suggest writing verbs on sheets of A4 and having them pinned up in your bedroom.
For oral practice I suggest talking aloud to yourselves as you walk around the bedroom,
garden, school grounds. Moving around talking to yourself seems better than just sitting
still. Practice with friends or parents. Also record your presentations and role plays and
play back – listen for the long gaps and umms and errrrs. You can do this using
www.schoolshape.com
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Latin
Vocabulary
Use vocabulary sheets and CE vocabulary books.
 Cover up the English meaning and say meanings out loud to hear the word.
 Write down any you don’t know and then test yourself another day.
 Involve your parent/older siblings – they can have the filled out sheets and you can have
the blank versions.
Grammar
Make sure you know:
 hic, haec, hoc and ille, illa, illud etc off by heart, and irregular comparison of adjectives.
 Write out noun grids until you are word perfect.
 Level 3 candidates will need to know all the relevant Latin constructions (PC, IC) and
passive endings by heart.
Background Topics
Learn the details of Livy’s stories. FACTS are required – names of characters etc.
Religious Studies
Go through your revision sheets and practice re-writing the stories. In the real thing, do not
use bullet points.
- Read and understand the themes behind the stories - this will help with the 'Explain.....'
questions.
- Watch the news - you might be able to use examples in the debate questions.
- Make note-cards/post-it notes for keywords. Put the keyword on one side and on the back,
put it's meaning. Use them to test you and your friends.
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