NHS records show that 103, 215 patients in March 2022 had a referral for an ASD assessment: an increase of just over 74,000 on the previous year. Of these 103, 215 patients, 84,625 had been waiting for an assessment for at least 13 weeks.
ASD affects all ethnic and socio-economic groups, but minority groups will wait comparatively longer for an assessment.
A survey by the University of London of over 1,000 parents whose children had undergone an ASD assessment found that children had to wait three and a half years on average before receiving their diagnosis.
Referrals for ASD assessments tripled between Spring 2019 and Spring 2022, while waiting times for assessments quadrupled.
Research has found that ASD can sometimes be detected in children of 18 months, and detected reliably by an experienced professional at 2 years of age.
Between one and two thirds of ASD children will also experience ADHD, (Attention Deficit, and Hyperactivity Disorder)
The proportion of males to females diagnosed with ASD varies, but the ratio is always skewed towards males, and between 3:1 to 5:1.
Nearly 80% of women with ASD are misdiagnosed as having anxiety, and / or mood, learning or eating disorders before being assessed for ASD.
ASD is one of the most common childhood neurodevelopmental disorders, with an estimated prevalence of 1.76 % in the school aged population. The estimated prevalence in adults is about 1.1%, This would suggest that ASD is underdiagnosed in adults.
Estimates of adult ASD from University College London, suggest that between 150,000 and 500,000 people aged 20 to 49 years-old may be undiagnosed; and between 250,000 and 600,000 people with autism over the age of 50 may be undiagnosed
The term ‘demand avoidance’ refers to an individual persistently refusing to comply with such everyday requests as brushing their hair, putting on shoes or sitting at the table for lunch.
The individual seems to resist requests simply because they are being asked to do something by someone else. For the child on the autistic spectrum, this behaviour is a response to their fear of losing control of their situation, and the extreme anxiety they experience as a result. They may respond by refusing to comply with a request, hiding, running away, trying to distract the adult by silly behaviour or becoming aggressive and lashing out. Such reactions are best understood as an instinctive flight, fight or freeze response.
Strategies to help manage demand avoidance: –
It is important to understand that anxiety underlies the avoidant behaviour; to analyse any triggers and reduce the anxiety, perhaps by following a reassuring, predictable routine, giving advance notice of change, in addition to avoiding situations that are known to provoke demand avoidance.
The adult’s response to the behaviour is important. Keeping calm and using a neutral tone of voice when speaking with the child will help to de-escalate the situation.
Pick your battles. Focus on behaviour that might endanger the child or others, and let minor issues go.
Build plenty of ‘downtime’ into the child’s day to give them time to relax and build up the reserves necessary to cope with challenging situations.
Reduce the perceived demand level by making requests as indirect as possible and including an element of choice, so the child does not feel backed into a corner. ‘What do you fancy for breakfast. Porridge, Weetabix or Rice Krispies?’ ‘What do you think: trousers or shorts for school today?’
De-personalise requests. ‘The park keeper always shuts the gates at 6.00 pm.’ ‘The police don’t allow anyone to go that way.’
Turn requests into games, so the underlying task is marginalised. ‘Let’s say the colours of all front doors on the way to Grandma’s house.’
Ask the child for assistance. Pretend to be uncertain of how to do something, so the child is able to help.
Treat every day as a fresh start. Do not refer to previous battles, but assume everything will go well.
Allow the child generous amounts of time to pursue their own hobbies and interests. They need plenty of time to do things that they enjoy, as well as the things they have to do.
Feelings of anxiety for ASD pupils are often linked to their environment. Ten of the reasons why pupils may feel anxious in school are listed below: most of these anxieties could be eased by simple adjustments.
Sensory issues. Smells in the dining room may make the pupil feel nauseous, school uniforms feel scratchy and uncomfortable, and noisy, crowded corridors are overwhelming.
Solution = Provide alternative, smaller areas for pupils to eat their lunch, perhaps outside; relax uniform rules; stagger lesson times or have an agreement that pupils can leave lessons a few minutes before their peers.
2. Exhaustion. Schools have long days. Pupils with autism will have to concentrate socially and academically all day: very little they do at school will be achieved on automatic pilot.
Solution = A recognition by adults of the energy these pupils must expend in order to cope with the neurotypical world. Reduce homework to give more down time in the evening and at weekends.
3. The child’s behaviour is misunderstood by adults. For example, they may be accused of not listening, when they actually have a language processing difficulty.
Solution = A good understanding of the individual’s profile, an open mind, Quality First Teaching and appropriate differentiation.
4. School rules. When these are based on compliance, rather than logic, the pupil may be punished for breaking a rule they haven’t fully understood.
Solution = Rules and the reasoning behind them must be clarified and carefully explained, even when this seems obvious to the adult.
5. Social difficulties. The pupil will want to fit in and not judged to be different. They won’t ask for help, fearing this may draw attention to themselves.
Solution = All adults to be proactive and discreet in providing support.
6. Perfectionism. The pupil will want to do their best, but may not know how much work to do. What is enough revision? When is homework complete?
Solution = Make expectations of work crystal clear, with all instructions simple and explicit.
7. Misunderstandings. Communication difficulties may occur with adults as well as the pupil’s peers. For example, correcting an adult will be considered insolent behaviour, but the pupil may simply be trying to be helpful.
Solution = In-service training to focus on an appreciation of the presentation and behaviour of neurodivergent pupils.
8. Opportunities for relaxation that are anything but. Break and lunch time may seem more exhausting than lessons to the pupil because of social and sensory demands.
Solution = Provide safe, quiet places for pupils to use during breaks. Run lunchtime clubs linked to their interests.
9. Co-morbidity with other learning difficulties. For example, the handwriting of pupils who experience dyspraxia in addition to autism, may be slow and laborious because of their poor motor control. Their work rate will be far slower than that of their peers.
Solution = Increased use of IT in the classroom.
10. Unpredictability. Subject lessons, teaching staff, classrooms and lesson timings may all be subject to last minute changes, making the pupil feel anxious about what is coming next.
Solution = Be aware of the effect of unanticipated changes on these pupils, and prepare them as much as possible. Use visual timetables.
‘Sometimes the right path is not the easiest one’ – Pocahontas.
Traditionally speaking, career paths have been straightforward. The young person discovers an area of strength or interest at school, which is then developed through specialist training or higher-level qualifications. Employment is obtained in the field and steady progression made through the ranks until retirement.
Over the last 50 years there has been a shift from linear to more portfolio-based career paths. Portfolio careers being those involving a variety of roles in different occupations within different organisations.
Extreme versions of the portfolio path are likely to be followed by those on the ADHD spectrum.
‘Job hopping’ is common among these individuals as a result of their overwhelming need for novelty and change. Sometimes they may feel guilty about their apparent inability to follow a career path that is more in line with neurotypical expectations.
Facts for job hoppers to remember: –
It is what it is. ADHD brains have always been motivated by new challenges. The ‘feel good’ hormone dopamine can be low in those with ADHD, but variety and novelty will boost their production of this hormone, which in turn will motivate and energise the individual.
A bank of transferable skills is priceless. The ability, for example, to communicate, understand and relate to those from different professional, economic and social backgrounds, is an invaluable skill for success at work. These skills will develop through the experience of interacting with different groups in different work settings.
Being proactive in response to job dissatisfaction is courageous. Many adults stay in occupations or positions they dislike because they are afraid of change.
You alone know what type of activity will prolong your interest in a job, so act on that knowledge. Before applying for a job, find out what the post offers that you would enjoy and find motivating. For example: additional training, outreach work, independent research, in-house promotion, opportunities to work with others, or the chance to cross fertilize ideas within the company.
Pursuing activities purely for fun is a valid choice. Random interests often turn into an employment opportunity, become a useful skill to add to your CV, develop social networks, or simply provide relaxation and amusement for the week.
Engaging in several interests simultaneously can support motivation. In addition to the day job, take up a creative hobby, play a preferred sport, join a political movement, work towards a qualification, or engage in voluntary work. Juggling a number of activities will provide options when boredom strikes. If interest begins to flag in one area, engaging in an alternative will be re-energising.
Identifying the parts of the job that appeal most to you may be advantageous. What aspects of the work really interest you and provide most satisfaction? Would it be possible to use that knowledge to tweak the less appealing, more tedious aspects of the work to come in line with your preferred approach? Might it be possible to collaborate with colleagues and exchange tasks, so you both work to your preferences?
Conclusion
The neurotypical work force will provide continuity and stability, but may be set in their ways or resistant to change. The ADHD work force will provide hyperfocus and energy, but their enthusiasm is likely to wane after a period of time. Both groups, when managed appropriately and their strengths accommodated, will be able make different, but equal, contributions to success in the work environment.
‘Life is too short to stuff a mushroom’ – Shirley Conran.
It has been estimated that approximately 1 in 7 individuals in the UK are neurodivergent, with diagnoses increasing year on year. ADHD, (Attention Deficit Hyperactivity Disorder), diagnoses increased 20-fold between 2000 and 2018, and Autism diagnoses almost doubled between 1998 and 2018. The rise in numbers of individuals requiring assessments has led to lengthy waiting lists. The average wait for an autism assessment in some areas is between 3 and 4 years.
Neurodivergence is complex, with every individual presenting differently, and there is a danger that vital information will be missed if assessments are not carried out by a multi-disciplinary team, so one of the major causes for delay is this need for a team of professionals to carry out the assessments.
The multi-disciplinary team may include: –
The child’s parents as well as staff from their school to provide essential information about their behaviour over time, in different contexts, their academic performance, any personal strengths and interests and how they relate to others.
An educational psychologist to assess the child’s underlying ability.
A paediatrician to rule out medical conditions that may be affecting the child’s behaviour.
A speech and language therapist to assess language and social communication skills.
An occupational therapist to investigate any co-ordination or sensory issues.
A mental health practitioner to be helpful if the child experiences emotional difficulties.
Professionals will understand that the approach the child takes to assessment is as important as their results. Do they initiate conversation? How do they cope with challenge? Can the child sustain concentration? Can they follow instructions? Does the child understand humour? Do they react in an unexpected way to noise, light or touch? What are they distracted by?
Unfortunately, many local authorities are experiencing a shortage in the number of qualified professionals available in their area to make up these multidisciplinary teams. However, when waiting times for assessments are so long, it is useful to consider the social model of disability. This model suggests that challenges experienced by neurodiverse individuals have very little to do with the individual themselves, and more to do with society’s expectations and norms. When society is able to become more inclusive, neurodiverse individuals will be accepted, accommodations automatically made, and the number of individuals requiring assessments decline.
One opportunity for increased inclusion would be in schools. What works for neurodivergent pupils works for all pupils. Modifying the school environment and providing appropriate in-service training for staff would be a cheap and easily organised starting point. An ounce of prevention is worth a pound of cure.
Humans have survived as a result of their ability to adapt to their environment. Neurodiversity flourishes because of this need for different ways of thinking in order to cope with change. Neurodiverse individuals may have ASC characteristics and display, for example: an attention to detail and an ability to hyperfocus. Those who experience traits of ADHD will prefer to look at the bigger picture, will follow unusual angles as a result of their wide-ranging interests, and bring an energy and enthusiasm to everything they do. Teams of individuals who have different ways of thinking, will be stronger than groups who have similar thought processes.
What talents do these successful dyslexics believe they bring to the table?
An appreciation of the value of teamwork.
Pip Jamieson – Technical entrepreneur. ‘I know I’m not good at everything, I delegate because I’ve always had to.’
Dyslexics know they have an unusual mix of strengths and weaknesses. They will be well aware of their weaknesses and will have always depended on others for support. They understand that in certain situations they need to ask for help, and will be happy to work collaboratively.
2. Pragmatism.
Bill Amberg – Designer. ‘I’m practical and pragmatic: I don’t get over-dramatic.’
Dyslexics will not want to draw unnecessary attention to themselves: they tend to get on with things, and keep their heads down.
3. Empathy.
Obi Ohaka Daniel – Social worker. ‘I understand about learning differently and can empathise with the people I work with and their problems.’
Educational settings focus on areas that are challenging for dyslexics: spelling, reading aloud, structuring and writing essays, neat presentation and memorising screes of random information: times tables, French vocabulary and the spelling of scientific words. As a result of their struggles in school, individuals with dyslexia can empathise with the difficulties of others.
4. Problem-solving ability.
Pete Cohen – Author. ‘I’m obsessed with finding solutions to problems.’
The individual will have been forced to think laterally throughout their life in order to circumnavigate their personal difficulties, and will have developed a strong solution-based approach to challenge.
5. A work ethic.
Jayson Lilley – Artist. ‘I still work really hard at everything I do.’
Dyslexics understand the value of effort and hard work; they don’t coast or take anything for granted.
6. Patience.
Gosia Palys-Dudek – Coder. ‘Dyslexia has taught me to be patient. Behind my successes are hours of hard work, tiredness and tears.’
The person with dyslexia knows that there are no ‘quick fixes.’ They are certain to come across barriers: they will not expect anything to come easily.
7. Passion.
Charlotte Edmonds – Choreographer. ‘Choreography is my creative outlet; I put all my energy and passion into it. It’s all-encompassing.’
Dyslexics often have passionate interests or hobbies that they convert into lifetime careers.
8. People skills.
Mark Grotefeld – Music executive. ‘Being charming is very important for dyslexics: charm will get you everywhere.’
The individual will have had to rely on the kindness and support of others from an early age. They will have developed a wide range of social and ‘people’ skills.
9. Visual thinking.
Rashid Phoenix – Stuntman. ‘I work in my imagination and I visualise the stunt.’
An individual’s weakness with words, is often balanced by visual strengths. The dyslexic may find it easier to work with images, diagrams, models or visualisation.
10. Creativity.
Paul Smith – Fashion designer. ‘Dyslexics like myself, are more lateral thinking, more open and more creative.’
Individuals with dyslexia dominate creative industries because of their innovative ideas and ability to think outside the box.
11. Skills of observation.
Steven Naismith – Footballer. ‘I intuitively know where to be on the pitch. I am sharp at noticing things.’
The dyslexic individual can picture scenarios, anticipate what will happen next and how a situation will play out. They make good sportsmen and women because of this intuitive feel for the game.
12. Determination.
James Kinross – Surgeon. ‘To succeed you need to be really determined. I don’t give up easily.’
Anyone who experiences dyslexia will have learnt to be resilient: they know that personal effort is the key to success.
Society has always judged females on their physical appearance. Images from magazines, TV and Instagram reflect current beauty and fashion norms, with models and celebrities reinforcing such trends.
As a result of their sensory issues, many neurodivergent girls experience problems when trying to adhere to such ideals:-
Going to the hairdressers may be a painful experience, but keeping long hair well-groomed will also be difficult.
Applying make-up can be challenging if the girl has issues with artificial products on her skin.
The smell of perfume and other strong scent may be overpowering, and make the girl feel nauseous.
Wearing fashionable clothing is uncomfortable when seams, tags, collars, waistbands and labels rub and irritate the skin, and shoes feel too tight and restrictive.
Coarse fabrics like jean material, or artificial fabrics such as lace or polyester feel so scratchy and itchy, they cause the individual real pain.
To help the girl with sensory issues:-
Certain clothes never seem to go out of fashion, for example: T-shirts, sweatshirts, leggings and jogging bottoms. These items tend to be made from soft natural fabrics, and will be available in the subtle shades or darker colours that the girl might prefer.
Buy bamboo socks. These socks do not have seams to rub and irritate the individual’s toes.
Modify clothing by removing tags or labels, and flattening or covering seams.
Wear a soft T-shirt under school uniform to help to limit direct contact between the uniform and the skin.
If the girl finds items of clothing or shoes that she likes and are comfortable, buy several in the same style, but in different sizes.
Accommodations could be made so the girl can wear an adapted school uniform: perhaps a school sweatshirt rather than cardigan, or school jogging bottoms rather than polyester trousers or skirts.
Clothing that can be adjusted is useful, for example, shoes with Velcro fastenings that can be left loose or pulled tight depending on individual preference.
Wash any new items of clothing several times with non-scented detergent to soften the fabric.
Seek out non-scented, simple make-up produced specifically for sensitive skin.
Apply generous amounts of non-scented conditioner to make the girl’s hair easier to style.
The problems neurodivergent girls experience with clothing and beauty products should not be underestimated. The overriding aim is to help each girl to find her own style: a style that is comfortable for her and enables her feel confident.
Individuals with Attention Deficit and Hyperactivity Disorder may experience problems with healthy eating as a result of their specific ADHD challenges. For example:-
Limited impulse control = an unhealthy snack is eaten quickly without thought.
A weakness with organisation = detailed food shopping plans seem too complicated to carry out.
Poor attention control = careful monitoring of food intake is difficult when the process seems complex and boring.
Maintaining a healthy diet require organisation, long-term planning and self-control; all areas which the individual with ADHD finds challenging.
Knowledge is power. If you are aware of why you behave as you do, it will be easier to adopt self-help strategies:-
Many individuals will sit down in the evening to watch TV and relax, but those with ADHD will need more to do and become restless. They will reach for a packet of crisps or bar of chocolate for extra stimulus, and then continue to eat in an absent-minded way. Replace unhealthy snacks with more suitable grazing food: carrots, sliced apple, an orange, or make yourself a pot of tea. Choose an activity that offers more stimulation than watching television: knitting, reading a paper or a magazine, going for a walk, doing the ironing, a crossword puzzle, jigsaw or sudoku, having a bath or playing a game on your phone.
2. Sugary food provides a quick release of dopamine, the ‘feel good’ hormone. Anyone with ADHD will have naturally low levels of dopamine, so biscuits, cakes and sweets will provide an appealing and easily accessible source of the hormone.
3. The dopamine rush from sugary carbohydrates is addictive; it will be necessary to cut back slowly to avoid withdrawal symptoms. Take a small steps approach: change the usual biscuits with your morning coffee for a few grapes or a small banana.
4. Individuals with ADHD can experience strong emotions. If you become aware you are eating because you are upset, channel your anger, frustration or hurt into physical activity to burn off those negative feelings: clean the windows, walk the dog, sort out a cupboard, jog round the block, write in a journal or diary or clean the family’s shoes. Be aware of when you are using food to deal with your emotional needs.
5. The more time you spend out and about and moving, the less time there will be to feel bored and hungry. Cope with excessive energy and restlessness through movement rather than eating. Make exercising a regular habit by building 20 to 30 minutes of physical activity into your daily routine: walk to and from work, get off the bus at the stop before and walk the rest of the way home; go for a walk to get a paper at lunchtime; park the car a little bit further away from work; or take a different, longer route home.
6. Impulsive behaviour makes it hard to resist an appealing, but unhealthy snack. Be aware of such behaviour and try not to have unhealthy snacks such as crisps, cake, sweets, biscuits and fizzy drinks in the house. Out of sight, out of mind.
7. It is easy for individuals with ADHD to be overwhelmed, with work, chores and commitments piling up until the individual feels incapable of any action. The same feeling will stop you from changing eating habits. Work out which strategies help you most in such situations.
8. Go to places where food is not available. Make the activity sociable: if you go somewhere with a friend, you’ll be less likely to opt out at the last minute. Join a group or class, so you don’t have to think or organise anything, just appear. Choose something you’d enjoy that would be of benefit to you. Tai Chi is mediation through movement, so will suit some individuals with ADHD. Yoga is calming when you feel agitated. Martial arts develop self-control. Boxing releases feelings of aggression and frustration. Line dancing involves attention, memory, flexibility and balance as well as aerobic exercise.
9. Individuals with ADHD often experience issues with sleep. Their brains race with ideas and emotions, making it hard to fall and then stay asleep. Unfortunately, poor sleep intensifies the challenges of ADHD. A restful night’s sleep will lead to good decision-making, but a tired body will crave sugary high energy food and will attempt to slow down metabolism to save calories. Carry out your own research into good sleeping habits and see how you could help yourself.
10. Avoid black and white thinking. Set realistic goals. Instead of completely cutting out certain foods, allow yourself have one biscuit or small bag of crisps a day: feeling deprived may make you crave a specific food even more. Small steps will mean less risk of failure. Always remember that experiencing a few setbacks doesn’t mean that a whole project has to be abandoned.
Many students have a difficulty with motivation: they will start a piece of work or an activity with enthusiasm, only to quickly lose interest. Pupils with ADHD and ASD often experience a particular problem with tasks they find tedious, and revision can fall into this category. The pupil will be aware of the importance of revising adequately, but this will not be enough to motivate them.
Twenty self-motivating tips:-
Add pressure and immediacy to the task. Make arrangements to hold a ‘Question and Answer’ session with a friend after school tomorrow. If you do not devise your share of the questions tonight, you will be letting your friend down.
Create a checklist. Use a ‘to do’ checklist and just start somewhere / anywhere. This will reduce the danger of procrastination.
Remove physical distractions. If the room is too bright, noisy or stuffy for you to be able to concentrate, take steps to solve the problem. Wear sunglasses, noise cancelling earplugs or headphones, and open the windows.
Have visually appealing resources to hand. Coloured paper and files for different subjects, neon highlighters, a variety of pens, pencils and felt tips, and coloured post-it notes.
Use different revision methods. Create mind maps, timelines or Q and A cards, play computer-based revision games, record facts on your phone or work with friends.
Be spontaneous. If you suddenly find yourself in the mood to tackle revision, go for it; don’t wait until you’ve had a shower, walked the dog, watched the news or checked your phone for messages.
Think flexibly. Feel free to do the most appealing tasks first. Don’t imagine that you have to tackle revision in any particular order or sequence.
Work with or alongside others. Revising with friends may help you to focus for longer periods. Working alongside other pupils in a Library may be helpful because of the library’s quiet atmosphere.
Make lists. Ticking completed tasks off a list will give a sense of progress.
Alternate topics and revision approaches. Work on a Maths past paper for 30 minutes, then watch a video of a set text for 30 minutes, then test yourself on Spanish vocabulary for 30 minutes.
Make revision competitive. Computer games are good for testing yourself in a competitive way. See if you are able to improve on previous scores.
Try out new methods. Stick with any new revision approaches for a period of time before evaluating their success or failure.
Ensure an appropriate level of challenge. If you are revising a topic that is unfamiliar, pitch your revision at a basic level. If the revision covers a topic where you’re more confident, make the tasks more challenging.
Link the revision to personal interest. If you enjoy creating cartoons, pictures or diagrams, try to translate written text into a visual format.
Remind yourself why you’re revising. Why do you need to pass this exam or test? Why do you need a good grade? Who do you want to prove something to? Family? Friends? Teachers?
Give yourself small rewards. Allow yourself rewards you’d enjoy, perhaps 30 minutes TV when you’ve done two hour’s work, a short bike ride or a jog round the block. (Physical exercise is always preferable choice, as it will raise your energy levels.)
Make rewards immediate. If I revise this morning, I can go shopping, to the cinema, see a friend, play football this afternoon.
Encourage others to check and keep you on task. Ask your Mum to test you when you have completed a section of revision. She will be expecting you to have retained some of the information.
Don’t be hard on yourself. There are certain to be times when you feel tired, disappointed or simply find a task too hard. Be as understanding and kind to yourself as you would be to a friend. Minor hiccups do not mean a whole plan must be abandoned.
Take something from every experience. When an approach doesn’t work, think about why that might be and how you could adapt the technique in the future.
Before starting to revise, organise your files and notes.
Divide your Maths files into topics, so you have an overview of all the information that needs to be covered. Fill in any gaps or add further information you think might be useful, for example, a few worked examples of separate aspects of a topic.
2. Devise a realistic revision timetable.
Divide revision into short sessions. Revise for 40 minutes, then take a break. Allotting a specific amount of time to a topic, makes it easier to concentrate. Allow for downtime in your timetable: guilt free time to meet up with friends, watch TV, play football, go shopping or to the cinema.
3. Revise by doing.
Reading through your notes will not be enough to make the information stick: you will have to actually do something, engage your brain and really think about the topic. This sort of revision might include activities such as: organising a mass of text into a mind map or flow diagram; numbering the steps required to solve a calculation; playing interactive games on computer revision sites; revision sessions with friends; creating question and answer cards for self-testing or watching video clips.
4. Ask for help.
If you are stuck on a topic or a question, ask a friend, older sibling, someone from your class, your teacher, someone at home, or look on the internet for help. Attend any Maths revision clinics that school offers. Seeking 1:1 guidance from a teacher will clarify any information you have found hard to understand.
5. Use past papers.
Past papers are an excellent way to revise Maths. Past papers will help you to identify the types of questions that challenge you most, and will therefore need more revision. Are wordy problems a weakness? Or perhaps quadratic equations?
6. Practice time management.
Working through old papers will give practice in working under timed conditions, as well as improving your exam technique, for example, by checking the marks available for different questions and managing your time accordingly.
7. Use IT.
Make flash cards or flow diagrams using the computer, play maths games and quizzes, watch demonstrations of working through calculations, or on-line animations. These sorts of activities will help you to revise in a visual way and be more engaging. Visual input helps a lot of learners to remember facts, so use colour, highlighting, numbering, diagrams, drawings or cartoons.
8. Revise with friends.
You may find it useful to teach each other topics or devise question for the others to answer. By explaining information to others, your own understanding will improve, and you may learn different memory and revision techniques. It may be possible to work for longer periods if you are not alone.
9. Rotate revision between different Maths topics.
Change will help you to maintain your focus, and prepare you for exams where you will have to move quickly between topics.
10. Revise basics.
Always revise the basics: a solid understanding of the foundations of a topic is essential when answering more advanced questions. Make sure you know basic formulae and rules – not all of them will be provided in an exam.
11. Use revision guides and publications.
Check the content aligns with your syllabus, so you don’t waste time covering anything that is irrelevant to your course.
12. Attention to detail.
Careless errors will lose you marks. Be aware of this and make a supreme effort to focus.
Carefully read and interpret each question to avoid unnecessary mistakes, particularly with wordy problems. Follow command words to make sure you are giving the answer that being asked for.
Check your answers make sense and are not completely ridiculous.
Follow instructions exactly: if the answer is to 3 sig figs, give the answer to 3 sig figs. When the given unit is in kilograms, however the problem asks for the answer to be in grams, give the answer in grams.
Check that when the question referred to 57%, you didn’t write down 51% by accident. Take particular care to enter numbers accurately into the calculator.
Your handwriting will be less legible when working at speed. Try to write as clearly as you can: perhaps making your writing a little bit larger than normal or writing on every other line to add more white space.
Pat Guy Education Specialist & Author 