Revision

Potential revision problems and support strategies:-

• Gaps in understanding.

Encourage the student to go to any revision or lunch time clinics at school; perhaps targeting specifically the subjects or topics they find difficult. Likewise as a parent, if the school hold talks about exams, revision or study skills, try to attend.

• Poor study skills – not knowing how to revise.

Whilst the lead should be taken from the individual, (some students will ask for help, while others prefer to be independent), always offer support when requested. This might include helping to devise a revision timetable, testing the student on revision cards, or demonstrating how to use a whiteboard to organise themselves. 

• Finding concentration difficult.

The student may have one preferred way of revising: admirable if the method is successful, but if not, it may be worth trialling a variety of alternative approaches. This could depend on the subject: past papers for Maths, audio books for English Literature, online interactive games for languages, revision texts for Sciences, or working with friends for Drama. Does the individual know when they work best: in the morning, evening, or at weekends? Could they revise more complex topics at that time? Using a range of revision strategies, plus regular breaks will help the student to maintain concentration.

• Poor time keeping.

Past papers offer practice in working within exam time restraints. The individual can then calculate how long to spend jotting down the main points of an answer before starting to write, how much time to spend on different sections of the paper, and how long to allow for proof reading.

• Procrastination.

The student will need an appropriate work area; preferably quiet, well-lit and ventilated. They will need resources to be accessible, so they don’t waste time searching for equipment. Pencils, pens, highlighters, rulers, different coloured paper, files, maths equipment, felt tips and a drink all need to be to hand. Mobiles are an excellent procrastination tool, and should be stored away out of sight.

• Poor organisation.

A realistic revision plan is essential. Work backwards from the exams, dividing revision time between different subjects appropriately, whilst allowing extra time for difficult topics. (Past papers can be useful to help identify which topics the student finds most challenging) It is important to ensure plenty of time for guilt free relaxation, as well as for unforeseen circumstances such as illness.  

• Low self-confidence.

When the individual gets enough sleep, exercise and follows a reasonable diet, their energy levels will be high, and it will be easier to remain motivated.  As an adult be reassuring, calm and kind. It is never too late to revise. The student will have been accessing subject classes for years, so will have retained more information than they think. Plus, there is always another chance: exams can be taken again and again, as many times as necessary.

• A weak memory.

It is essential to interact with the information in order to remember: simply reading through notes will not be enough. Revise by doing. Revamp notes in a mind map form, record information onto a smart phone, play interactive revision games, make question and answer cards for self-testing, write out bullet point summaries from revision books, (for example, the CGP series), or devise mnemonics to remember key points. 

It is only possible to concentrate effectively for about 20 minutes, then the individual should take a short break: get a drink, walk up and down the stairs a few times, then change the curriculum subject or the revision approach. 

• Panic. 

Encourage the individual to remain calm. Difficult exams will be difficult for everyone. What appears to be a low score may be enough for a high grade in an exam that everyone found challenging. Those individuals who remain calm and answer as best they can, will perform better than students who panic and do nothing.