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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 Mnemonic

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 can a student do to prepare?Top Tips

What you will need

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

Pen, pencil, rule, crayons, pair of compassesUseful 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.


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

Useful resources (books, websites etc.)

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NON LITERARY TEXTS - READING RESPONSES AND NON LITERARY CREATIVE WRITING PAPER:There are 5 questions:

QUESTION 1Comprehension: tick four boxes that have the right answers

QUESTION 2Summary and comparisonOne text will be older than the other one so there will be big differences.Read the two texts and look for the BIGGEST differences in the two texts.QUOTATIONS MUST BE USED.You must try and explain what the quotations suggest – extra detail from the text/ quotations that show clear differences need to be used. For example “They had no proper shoes,” could mean that these people were poor and had bad feet and limped a lot.The higher marks need you to interpret the texts: say why they are so different/ how we know the texts are so different.

QUESTION 3USING ONE TEXT (usually the older one), explain how the writer uses language in a part of the text (not all of it).How does the writer use language?You need to select AND QUOTE words for effectYou need to know the effects/ moods of words or other language features (e.g. similes). You need to build vocabulary for mood/emotion (e.g. desperately sad, worrying and overjoyed).You need to explain clearly how and why the language causes these effects.You need to comment on sentence structures – sentences for effect, lists, tricolons, plosives, fricatives, alliteration, hyperbole, oxymorons, sarcasm, irony, onomatopoeia, strong contrasts.You need to use technical words linked to how they create mood (e.g. verbs, nouns, sibilance, alliteration, repetition, hyperbolic)

QUESTION 4This question asks you to compare the texts and how they affect the reader. It also asks you to compare how the writers feel about the subjects covered.You need a clear understanding of the differences in the details and attitudes of the people in the texts. Consider what are their perspectives/ views of their situations and why.The deeper your ideas are about the perspectives, the better the mark.You can comment and compare the form of the texts (e.g.

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newspaper report, report, interview, letter, speech). You can mention how the form can affect the reader (e.g. they are more/less believable, they have facts or opinions).Compare and comment on the perception of the texts: how do the writers feel about the topics they are writing about? QUOTE to back up your opinions. Make sure you comment on the fact that one of the texts is older or more modern.Compare and comment on the impact the texts should/ might have on an audience. This will cover some language features from question 2. Make sure you QUOTE and explain the effects and why the texts are so different.

NON-LITERARY CREATIVE WRITIINGOne question.The writing will have to be in a set form.It could be a speech, letter, article, report or other non-fiction form.The topic/ subject is linked to the reading texts.You need to use the right style or form:

Speeches:First/second/third personDirect speechClear start/endRhetorical questionsLists/ tricolonsFacts and figuresFiction as factGeneralisations/ stereotypesEmphatic techniques such as alliteration, fricative and plosive letters, repetitionHyperboleIrony and sarcasm

Letters:A clear opening and development:(1) Who you are; (2) why you are writing; (3) developed points/ reasons; (4)what you want to happen; (5) a round off about getting a reply/ some action.

Argument:You need to have a developed argumentYou need to have a clear point of viewThe techniques mentioned for speeches can be used:Direct speechClear start/endRhetorical questionsLists/ tricolonsFacts and figuresFiction as factGeneralisations/ stereotypesEmphatic techniques such as alliteration, fricative and plosive letters, repetitionHyperboleIrony and sarcasm


Look for content and attitude differences between texts. Read and know about differences between people now and in

the past. Know about words and phrases that show how writers and

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people in texts feel. Know about how the writer can affect how the reader feels by

tone or words. Know words that describe how people feel. Using inference – thinking of deeper meanings to texts or

words. Writing very accurately and in an interesting way that

convinces the reader. Writing in a set form in realistic way: a speech OR a letter OR

an argument (like for a newspaper).What can a student do to prepare?

Top Tips

What you will need

Revise and remember the technical words on the doors on your classroom cupboard doors.

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 practise being accurate.

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 teacher


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 one word answers, extended questions and a decision making exercise at the end.


The main topics for revision are population, coasts, map skills and Brazil.For coasts students should know:

Waves and keywords such as fetch. Coastal Processes (Erosion, transportation and deposition) Type of erosion and transportation Erosional Landforms such as bays and headlands

For map skills students should know: OS Maps in relation to coasts 4 & 6 Figure Grid References

For population students should know: General population keywords and knowledge. Population Density and Distribution China’s one child policy Migration

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Push and Pull factors Skills relating to population such as maps, bar charts and

population pyramids.For population students should know:

The geography of Brazil and South America The Amazon rainforest Layers of the rainforest Decision making exercise on an activity in the Amazon

Rainforest To know the terms social, economic, environmental and

stakeholders.What can a student do to prepare?

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 you map skillsThere are tests and quizzes on “I am Learning”. Log onto FROG and get practising


Source use and Essay Question


Domestic and Factory System Great Exhibition

What can a student do to prepare?What you will need

Use revision sheet and resources below.

A Pen


http://www.bbc.co.uk/education/guides/zvmv4wx/video - Overview of Industrial Revolution video clip and activity.https://www.youtube.com/watch?v=3Efq-aNBkvc – Domestic to Factory systemhttps://www.youtube.com/watch?v=eqM6PXyp5MA – Great Exhibition key points

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https://www.youtube.com/watch?v=eqM6PXyp5MA

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

http://www.bbc.co.uk/education/guides/zvmv4wx/video

https://www.youtube.com/watch?v=MV5C53qEwZ0 – Great Exhibition overview


Different encryption methods including ciphers and understanding binary


To learn to crack ciphers and read encrypted data To learn how to use some classical encryption techniques Understand how computers use binary Be able to convert binary to denary and denary to binary

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https://www.youtube.com/watch?v=MV5C53qEwZ0


What you will need

Practise deciphering messages using Pig Pen and Caesar Cipher encryption

Practise converting binary to denary and denary to binary

Cipher sheets and a pen



Up to 30 questions on the topics listed below.


Averages (mean, median and mode) Ratio problems Fractions, decimals and percentages Probability Working with positive and negative numbers Rounding numbers Simple algebra and solving equations Shape properties Area and perimeter of shapes Translations, rotations and reflections


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 ruler.

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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 8 and included in the tests are: For FRENCH and GERMAN : Self Introduction, Family, Daily

Routine, Going out, Health, Transport / Present and Past Tenses,

For GERMAN only : Berlin For FRENCH only : Paris


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.Websites:I am learning (FROG school website)FREE APPS : mem.rise / Quizlet / Gogimo

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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 Kit Assessment booklets Positive 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.


Christianity (Autumn term unit) Islam (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. Pen


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 – spellings and key terms will be needed throughout the paper.


All topics covered so far this year:

1. Electricity and magnetism2. Reactions of metals3. Reproduction4. The Earth5. Forces6. Variation7. Separation Techniques8. Photosynthesis and Respiration9. Sound and Hearing10. General lab skills (may be relevant to a range of topics)


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 8 Exam Dates: Monday 11th July & Tuesday 12th JulyYou 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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