Establishing a Framework to Support Independent Revision

An Action Research Project by Darragh McMullan (Humanities)

Focus

The focus for this will be year 10 students going into year 11. From previous experience and with the increasing demands on students to undertake exam revision, I feel students need to be clear what areas of a course they are weaker in and what areas they need to focus on more specifically for revision. This is not taking away from the fact that students still need to revisit the whole course but it can enable them to attend specific revision sessions and target certain areas in the run up to exams.

Actions

I set out to use PIXL to track students’ knowledge of topics in year 10. This was achieved by creating simple 10 question knowledge tests on the key points for that unit. Based on what students achieved they would receive a Green, Amber, Red rating. This was recorded in their books for their reference and also on an Excel spread sheet. This would enable targeting of students at revision time.

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Students can then prioritise attendance at revision sessions for areas of weakness. In these sessions I do not want them to be a similar lesson to the one taught the previous year. I feel the best way for students to revise independently is using learning mats (see below). This includes all the key questions students need to know for particular units. Students can find and discuss these questions in revision sessions with the teacher becoming a facilitator, helping students, answering questions and stretching students.

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Next Steps

Taking this further I have begun to look at exam questions and how this can be tracked to enable students to see what questions they need to concentrate on. I have also started to develop revision packs that include these questions as HW.

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This will enable HW to be set as a revision task with students looking at the different types of exam questions to enable them to practise these throughout the year. These questions will include mark schemes and suggested sentence starters so students are clearer about what is required for that particular question. This can again be recorded and students can be guided to practise certain questions that they are weaker on.

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The aim will be to ensure that at the end of the course students are clear what knowledge they need to revise, what questions they need to practice and will have the revision materials (learning mat, revision guides) to complete independent revision.

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Featured image:   Adams Monumental Illustrated Panorama of History (1878) By Creator:Sebastian C. Adams [Public domain], via Wikimedia Commons

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