1. education
2. homework and study tips

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DEVELOPING
THE SKILLED
SIXTH FORMER
The skills-based tutorial scheme
SECOND
EDITION
Michael Senior
Mark Woodward
Caron Zar
DEVELOPING THE SKILLED SIXTH FORMER 2nd edition
The skills-based tutorial scheme
Michael Senior and Mark Woodward
With
Caron Zar, Student Counsellor
Editor: Sue Jones
Published by Senior Press
Senior Press P O Box 199 Pinner HA5 1WA
© Senior Press
Published 2008
ISBN Book 978-1-905371-18-1
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ALSO AVAILABLE
ISBN CD Rom version 978-1-905371-19-8
ISBN USB Flashdrive version 978-1-905371-20-4
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www.seniorpress.co.uk
info@seniorpress.co.uk
British Library Cataloguing in Publication Data. A catalogue record for this publication is available from the British Library.
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ACKNOWLEDGEMENTS
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Designed by www.callisto.co.uk
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Many thanks to all the students who provided advice to pass on to post-16 students embarking on their studies.
In particular, From Uppingham School: Fiona Johnston, Sophie Atkinson-Clark, Gabriella Tait, Lizzie Bridges, Miranda
Hickman, Oliver Mercer, Jeremy Rawlinson, Ben Myrtle, Edwina Richardson. From students at Drayton Manor High
School: Asif Habib, Ayan Robleh, Ayesha Malik, Rishi Gharu, Harmeet Gill, Hamet Tusan, David Lewis. From students
at Bablake School: Emily Wainhouse, Caitlin Jones, Christopher Walters, Alex Owens, Kim Butterick, Laura Goldie.
From students at South Dartmoor Community College: Ellen Bean, Kerrie Mott, David Ridge, Clare Halls, Kayleigh
Lethbridge, Chris Manning and finally from Castle School: Hannah Shackford and Marcus Scott.
Thank you to all the students who responded with advice and have not been mentioned but we were overwhelmed
with responses and included as many comments as we could. Your participation was greatly appreciated, though.
A special thank you to my wife Jane as well as our three children Ellen, Alex and Ben whose understanding and
patience is sometimes stretched to the limit while creating the material.
Michael Senior
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CONTENTS
CHAPTER
PA G E N u M B E R
MANAGING STRESS
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LEARNING FROM FORMER POST-16 STuDENTS
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LEARNING FROM CARTOONS
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LEARNING FROM EMPLOyERS
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STuDy SKILLS: What prevents you from studying?
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STuDy SKILLS: Do you want a realistic study schedule?
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STuDy SKILLS: How do you take even better notes?
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STuDy SKILLS: How organised are you?
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STuDy SKILLS: Why should you read even more?
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11 REVISION STRATEGIES (R E S T): ‘R’ is for managing Relationships
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12 REVISION STRATEGIES (R E S T): ‘E’ is for Learning Environment
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13 REVISION STRATEGIES (R E S T): ‘S’ is for Strategies
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10 STuDy SKILLS: Want to improve your vocabulary?
14 REVISION STRATEGIES (R E S T): ‘T’ is for Test yourself
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15 REVISION STRATEGIES: Tips just before and after the examination
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16 REVISION STRATEGIES: Tips for different styles of learner
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17 INTERVIEWS: Advice
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18 INTERVIEWS: Possible Questions
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01 MANAGING STRESS
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MANAGING STRESS
AIMS
By using the material in this section students should:
• Explore what is meant by stress.
• Attempt their own stress test.
• Consider strategies to reduce stress levels.
ORGANISATION
• Provide students with copies of ‘What is stress?’ and ask them to read it through. Talk to them about the fact that
some stress can be good – it is just that when there is too little stress life becomes boring and when there is too
much it prevents you from functioning.
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• Provide students with the sheet ‘Charting your stress levels’. Ask students to talk through their results in pairs.
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• Provide students with the sheet ‘Strategies for managing stress’. Ask students to pair up and talk about how they
manage stress and what alternatives they might use in the future, having completed the activity.
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• Provide students with the sheet ‘Strategies for coping with stress’. Ask students to read it through. Point out the
possible people they might use in school/college e.g. counsellor, tutor. Try to suggest that it is acceptable/advisable
to seek help: one strategy here is to ask them what they would hope their children would do if faced with too much
stress, i.e. would students expect their own children in the future to seek help, or not?
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MANAGING STRESS
WHAT IS STRESS?
Lots of people use the term stress, but what does it actually mean? The Royal College of Psychiatrists refers to stress
as situations or events that leave you feeling under pressure, worried, upset, sad, angry or with a mixture of similar
feelings. Students may complain of stress when, for example:
• work ‘piles up’
• preparing for examinations
• being teased or bullied
• there is a problem with a teacher
• they argue with parents, family or close friends.
Is stress bad for you?
When examining stress levels it is a little like the situation in the fairy tale ‘Goldilocks and the three bears’: Goldilocks
found that only one chair, one breakfast and one bed was just right for her. In the case of stress levels:
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TOO LITTLE. Too little stress is not good for you. This might mean that you are not really getting involved with life,
avoiding all pressure (called understress).
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TOO MUCH. Too much stress is not good for you. It will stop you performing well and might make you ill (called
overstress).
JUST RIGHT. Some stress can be good for you. Sometimes we need a little bit of pressure to motivate us to do things
that we have been avoiding, or to increase our performance.
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CAN YOU DETECT OVERSTRESS FROM YOUR PHYSICAL & EMOTIONAL STATE?
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SYMPTOMS OF OVERSTRESS
PHSYICAL
EMOTIONAL
palpitations
fear of silence
breathlessness
tears and mood swings
headaches
appearance obsessions
skin trouble
obsessive working
feeling too hot
loss of concentration and memory
loss of appetite
impatience and restlessness
over-sensitivity to noise or smell
loneliness, isolation, insecurity
fatigue and sleeping difficulties
sweating too much
indigestion
many colds
raised blood pressure
muscle cramps
THE MORE OF THESE SYMPTOMS YOU DISPLAY, THE MORE LIKELY IT IS THAT YOU ARE SUFFERING FROM OVERSTRESS.
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MANAGING STRESS
CHARTING YOUR STRESS LEVELS
Use the chart to identify your stress levels. Scores at or towards either ends of the scale show that you are in
‘understress’ or ‘overstress’. Circle the number that feels right for each pair of statements.
UNDERSTRESS
OVERSTRESS
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too much work to do
too few demands made on you
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people too demanding
tasks too easy
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tasks too hard
teachers expect too little
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teachers expect too much
all subjects too easy
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all subjects too hard
parents expect too little
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parents expect too much
parents uninterested
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parents over involved
not enough support
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too much responsibility
too little work to do
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too involved with work
don’t care about the future
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totally concerned about the future
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OVERSTRESS
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UNDERSTRESS
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too little work to do
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MANAGING STRESS
STRATEGIES FOR MANAGING STRESS
‘Stress fitness’ is a term used to describe behaviour that manages / controls stress to ensure it is at a productive level
and is not likely to be damaging.
What you can do to monitor your stress fitness
Tick the appropriate box for each of the following statements:
Regularly
Sometime
Never
I manage my time effectively
I can talk to people that I know
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I confide in at least one close friend
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I am able to express my feelings
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I give and receive affection
I realise when I feel tense and have ways of reducing tension
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I make sure I do something that relaxes me after a stressful time
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I laugh and have fun
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I take a quiet time for myself at least once a day
I take energetic exercise a couple of time a week
I choose tv, music, books, magazines, internet sites that I enjoy
I eat at least one balanced meal a day
I limit my tea, coffee, cola, chocolate to 3 or less a day
I give myself treats e.g. magazines, cds etc
I take part in an interest or hobby
How many ticks did you score in each column? The more ticks in the REGULARLY column, the more stress fit you
appear to be. If you have lots of ticks in the NEVER box then perhaps you need to try using some tips that help you
become more stress fit.
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MANAGING STRESS
STRATEGIES FOR COPING WITH STRESS
This advice is based on material published by the Royal College of Psychiatrists in ‘Coping with Stress’, Factsheet no. 18.
Identify the events / experiences that are stressful
List what you can do to make things easier. This might include
asking yourself, “Can I handle this situation or do I need
support?”
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Imagine yourself trying to deal with the events in different
ways – does this make you feel that you might have more
control than before?
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Picture how others might react to your way of dealing with
the situation.
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Rehearse different ways of responding when others react to
your strategy for dealing with the situation.
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Do not expect your strategy to work first time – try again or
try out a different strategy.
WHERE MIGHT YOU GO FOR FIRST-HAND SUPPORT
This is up to you. But do not try to cope alone if the problem is still causing you too much stress. Many people feel
trapped and alone when all they need to do is share the problem by talking it through with someone. Talking to
someone will not necessarily make the problem disappear, but at least you will feel others care and are there to help
you - surely a very good start. If you do not feel that the first person you chose was very helpful then remember to
talk to others as well - do not expect everyone to react in the same way or give you the same advice. Some people
you might wish to talk to include:
• A close friend
• Parents
• School nurse
• Teacher
• School counsellor
• Someone in your place of worship
• The Samaritans
• Doctor
You might wish to talk to people at:
Childline
The Samaritans
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Free helpline
National number
Tel: 0800 11 11
Tel : 08457 90 90 90
www.childline.org.uk
www.samaritans.org
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02 LEARNING FROM OTHER
POST 16 STUDENTS
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LEARNING FROM FORMER POST-16 STuDENTS
AIMS
By using the material in this section students should:
• Listen to advice from students who have just been through what the students in the session are about to embark
upon – they can avoid the mistakes of others.
• Consider their approach to retaking AS/A2 Units - if relevant.
ORGANISATION
• Provide students with the advice from former students. All of the advice is genuine and has not been changed at
all. The advice was gathered from the contributions of over 300 sixth form students in a survey taken from over five
centres in both the state and independent sectors.
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• Explain that a recent survey was conducted amongst Year 12 and 13 students in a range of centres including state
schools, further education colleges, sixth form colleges and independent schools. Students took a range of courses
including one year courses, AS and A2, Applied, BTEC Nationals and the International Baccalaureate.
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• Students should read through each Section and tick no more than THREE statements in each Section that they think
would be useful for them.
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“Have more initiative and get things done.” ˛
“Take time to utilize the opportunities.”
“Don’t get a part-time job - it’s a killer!” ˛
“Concentrate from day one.” ˛
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• Once they have ticked up to three statements they need to put a circle around the statement that they think is of
most importance to them, e.g. they might know that they have a demanding part-time job and therefore take the
advice about making sure that part-time work doesn’t affect studying.
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• At the end of the process ask students in pairs or groups of no more than four to discuss their circled statements.
• Remind the students to act on the advice.
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LEARNING FROM FORMER POST-16 STuDENTS
CONSIDERING ADVICE FROM A SURVEY OF SIXTH FORM STUDENTS
SURVEY DETAILS
• The following advice is based on a questionnaire given to Year 12 and 13 students studying a range of courses
in schools from both the independent and state sectors. Over 300 responses were considered to create the
advice for you that follows.
• Many thanks to the 292 students who took the time to complete the survey in 2008, particularly to the
following centres for encouraging so many of their students to take part – The Castle School, Thornbury;
Bablake School, Coventry; South Dartmoor Community College, Ashburton; Kingsbury High School, London;
Uppingham School, Uppingham; and Drayton Manor High School, London.
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THE ADVICE COVERS
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Section 1: Balancing your studies with social life
Section 2: Work throughout your course
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Section 3: Approaching revision
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Section 4: Approaching the examination and retaking units
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Section 5: Choosing your degree courses and universities
Section 6: Starting the course all over again, what would you do differently?
WHAT YOU NEED TO DO
1. Read the advice in each of the six Sections.
2. For each Section, tick no more than THREE statements that you believe are useful for you to consider.
3. For each of the three statements you have ticked in each Section, circle which statement you consider to be
THE most important one for you.
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LEARNING FROM FORMER POST-16 STuDENTS
ADVICE FROM A SURVEY OF SIXTH FORM STUDENTS
SECTION 1: BALANCING YOUR STUDIES WITH SOCIAL LIFE
TICK 3 MOST
USEFUL TIPS
“Probably the best thing to do is have a decent routine where you just get on and do
your work, say in the early evening and socialise thereafter.”
“I’m a big believer in this! So working after 9pm is very rare for me, this is my social
time and I work afternoon and evening to feel I have earned my free time.”
“Time manage well because the work will build up.”
“Do sport or something to get your energy running.”
“Remember that social life will be even better at university, but only if you get in!”
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“Don’t spend all your free periods hanging around.”
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“Try to do work even when everyone else isn’t.”
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“Don’t feel guilty when you go out - enjoy yourself and then you will feel more like
working.”
“Try to do work on the day its set and finish work before you go out.”
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“Definitely have a good social life, just make sure it doesn’t affect your work too much
to the point that you’re a failure.”
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“Prioritising and making lists helps you get organised.”
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“It’s really about trying things out and finding your own balance, you know how much
work you need to do, so it’s all about working efficiently to fit the free time and social
fun in.”
“Organise yourself so that you have set times to work and set times to socialise, and
try to stick to these. Also avoid procrastinating – just get stuck in to your work rather
than putting it off.”
“Give yourself a reward for the work you have done by having your social events to
look forward to, if you complete the necessary work.”
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LEARNING FROM FORMER POST-16 STuDENTS
TICK 3 MOST
USEFUL TIPS
SECTION 2: WORK THROUGHOUT YOUR COURSE
“Pay attention - you will pay the price at the end if you don’t.”
“Be prepared. Don’t be in denial!”
“Don’t over work but well structured revision in moderation is good.”
“Attend all lessons.”
“Just work steadily and keep on top of chapter notes, don’t leave them to the last
minute. Do the extra reading.”
“Aim as high as you can.”
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“If you still don’t understand it ask for an extra lesson.”
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“If you don’t understand something ask straight away.”
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“If you miss lessons make sure you have read through the material and copied things
up. Stay focused in lessons.”
“Use your study periods and do as much reading as possible.”
“Work really hard in the AS year – it takes the pressure off in the A2 year.”
“Read ahead.”
“Don’t get behind with work.”
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“Do the work the day it’s set, when it’s still fresh in the mind.”
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“Keep notes organised in a neat folder in date order, so when you need to find notes
you can easily do so.”
“Make notes on the topic after you have covered it in class.”
“Make sure you keep notes.”
“Always have organised files.”
“Background reading, extra knowledge is so useful.”
“Meet deadlines and never leave a day’s work for tomorrow.”
“Read and be prepared for the next lesson.”
“Make colourful revision posters whilst working through the syllabus. Hang them on
your walls.”
“Keep on top of your work throughout the year and get your teacher to explain things
if you don’t understand them at the time.”
“Don’t try to work in the common room - go somewhere quiet.”
“Don’t bunk off school - trust me.”
“Make lists of all the things you have to do so you don’t forget - cross things off when
you complete them.”
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LEARNING FROM FORMER POST-16 STuDENTS
SECTION 6: STARTING THE COURSE ALL OVER AGAIN, WHAT WOULD YOU DO DIFFERENTLY?
TICK 3 MOST
USEFUL TIPS
“Avoid having to retake exams – pass the first time round.”
“I would organise my work better.”
“Have fun.”
“Don’t get behind with work as it is more stressful to catch up.”
“I would work harder for AS, as re-takes really mess up the second year – and I would
have approached it with a more positive attitude.”
“I would have asked for help in my lessons earlier.”
“Have more initiative and get things done.”
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“I would have learnt methods of anti-procrastination A LOT earlier.”
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“Read more from the start, and use all my study periods productively!”
“Learn how to cook!”
“Take time to utilize the opportunities.”
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“Concentrate from day one.”
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“Don’t get a part-time job - it’s a killer!”
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“I would work a lot harder from the very beginning. I would do this by revising, even at
the beginning of the course, otherwise it all builds up.”
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03 LEARNING FROM
CARTOONS
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LEARNING FROM CARTOONS
AIMS
By using the following cartoons students should:
• Consider the range of factors that lead to better and worse revision strategies.
• Reflect on what independent learning embraces and how much independent study time they allocate per week.
• Explore the range of skills required for employment in a post-Fordist workplace, i.e. not factory-based but one that
is geared to producing ever-changing goods and services in a fast changing environment.
ORGANISATION
There are three cartoons, each dealing with different issues. Provide the students with a copy of the cartoon or project
it for them to see and ask them what messages the cartoon is attempting to convey.
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• Cartoon 1: Considering approaches to independent study
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The key issue in this cartoon is to encourage students to think about the number of hours they study independently
each week. In addition, students need to consider that they often mix with similar people so they might think
that everyone else studies as much/little as they do. They might not notice those who are studying more – hence
the trees around the track that hide those out in front, making those that are behind feel they are doing well and
believe (mistakenly) that they are in the lead. Notice the ‘T’ Shirts - ‘Have to learn’ and ‘Want to learn’.
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• Cartoon 2: Considering skills for the workplace: past and present
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The key issue in this cartoon is that students contrast how we worked during and after the industrial revolution
compared with today. Then we made mass produced goods under factory conditions where skills such as following
instructions and compliance to rules were required, but now we make a greater range of goods, offer more
services and need to respond to fast pace change so the desirable skills are foreign languages, working as a
team, good communication skills, working to deadlines, presenting information, selling, being an entrepreneur,
computing skills, working on your own at home. Considering how students can gather/show these skills is a
useful way to end the activity.
• Cartoon 3: Considering your study environment
The key issues relate to: misusing the computer (by overusing chatrooms); being seated in a position not conducive
to study (flat out on a bed); studying late at night (moon and stars shown in the window); eating unhealthily
(takeaway on the floor); distraction of the mobile phone (switched on and receiving messages); too much pressure
(Don’t Fail! Poster on the wall). Try to encourage students to discuss as much as possible about the cartoon.
Ask them if they were to draw a cartoon for a similar purpose, what would they add/take away?
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LEARNING FROM CARTOONS
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Cartoon 1: Considering approaches to independent study
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LEARNING FROM CARTOONS
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Cartoon 2: Considering skills for the workplace: past and present
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LEARNING FROM CARTOONS
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Cartoon 3: Considering your study environment
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04 LEARNING FROM
EMPLOYERS
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LEARNING FROM EMPLOyERS
AIMS
By using the following material students should:
• Consider the skills favoured by employers, according to ‘What do graduates do?’
• Match their current skills-set to the skills required by employers.
• Be encouraged to widen their skills-set throughout their post-16 experience.
ORGANISATION
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• Explain to students that employers will often look at GCSEs, A Level grades/International Baccalaureate, and, of
course, degree qualifications but they also expect a wide skills-set in addition to qualifications. Students need to
start widening that skills-set before they go to university. In addition, students need evidence that they have the skill.
Stating that you are motivated is not sufficient. Evidence - such as Duke of Edinburgh awards, gaining Grades in a
musical instrument, or taking part in Young Enterprise competition – is required that demonstrates the ability.
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• Student task – to identify which of the skills they can evidence. A possible list is provided at the end of the activity
for staff and students to consider. Point out that no single centre will always provide every opportunity from the list
provided on the sheet and there will be activities that are not listed.
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• At the end of the task you might point out that, if there are opportunities they would like to see available that are
not currently, why not try and work at setting them up – demonstrating skills in motivation, initiative, teamwork,
communication.
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LEARNING FROM EMPLOyERS
WHAT SKILLS DO EMPLOYERS WANT FROM GRADUATES?
‘And our survey showed…’
Surveys of employers e.g. in the annual publication What do Graduates do? have found that that
qualifications are not enough to gain employment. Certain skills and qualities have to be shown. These
qualities start being developed way before reaching university and you are likely to need to write or
discuss the skills you possess with employers to win that vital interview and to get that job during an
interview.
When outlining your qualities follow the advice below:
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“I am extremely
self-motivated”
“I am extremely selfmotivated as I organised
my own voluntary work
placement in two medical
settings - St Anyolds Hospital
and a local nursing home”
No evidence other than
self-stated belief
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Provides suitable evidence
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You might demonstrate a range of skills by being involved with the following. Remember - there will be
others not listed that are just as relevant.
Young Enterprise, voluntary work, peer listener, team and competitive sports, Sports Leaders Awards,
web design skills, Duke of Edinburgh awards, wider reading, school reports, interest in foreign languages
(e.g. Chinese), IT skills developed so far, European Computer Driving Licence (ECDL), new IT skills
learning at the moment, part-time work, NVQ qualification, playing a musical instrument, music Grades,
public speaking/debating society, amateur dramatics, fundraising for charity, guide/scout leader, air
training corps, project work through studies, book club, member of local club/society, language skills,
writing for school/college newspaper; first aid at work qualification.
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LEARNING FROM EMPLOyERS
yOuR TASK
Of the following characteristics that employers desire:
1. Tick which ones you believe you possess.
2. Write down in each box that you tick, the evidence that
you have developed each characteristic or will develop by
undertaking a particular activity such as Duke of Edinburgh.
Self-reliant
Your evidence..
Resourceful
Your evidence..
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Willing to learn inquisitive
Your evidence..
Problem-solvers
Your evidence..
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Competent in a
foreign language
Your evidence..
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Highly organised
Your evidence..
Leadership
Your evidence..
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Team workers
Your evidence..
Good listeners
Your evidence..
Good at interpersonal
(social) skills
Your evidence..
Reliable
Your evidence..
Competent in I.T. skills
Your evidence..
Flexible – able to
adjust to change
Your evidence..
Competent in literacy
and numeracy
Your evidence..
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Entrepreneurial
Your evidence..
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05 STUDY SKILLS:
WHAT PREVENTS
YOU FROM STUDYING?
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S T u D y S K I L L S : What prevents you from studying?
AIMS
By using the following material students should:
• Identify the factors that prevent them from studying.
• Consider strategies to overcome barriers to learning.
ORGANISATION
• Provide the activity ‘What prevents you from studying?’
• Explain the task to students. They need to write in the oval shapes those factors that prevent them from learning
that they CAN control e.g. using the internet to chat online, and the factors they feel DIFFICULT to control, e.g. too
much noise in the household.
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• Be sensitive. Make it clear that students need only reveal factors they feel comfortable writing down. Some barriers
might need to be left as a mental note rather than recorded. You might point out that not sharing experiences
doesn’t always need to indicate a major traumatic issue. Sometimes students might be sensitive about issues that
others view as trivial, and you are conscious of allowing them to choose what they share.
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• Try to get students to complete the task in absolute silence so that it helps them to reflect as individuals. After a few
minutes, ask students to stop writing. Provide a few minutes for students to talk in pairs about their responses.
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• Ask each student to volunteer an answer about the factors they CAN control. After a student volunteers an answer,
engage the rest of the group by asking for a show of hands if they also wrote down the same factor. After going
through the factors they CAN control, go through, in the same way, the factors they find DIFFICULT to control.
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• Ask the students to then identify, in pairs, THREE things they intend to do differently to ensure that they manage to
reduce barriers to their learning.
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S T u D y S K I L L S : What prevents you from studying?
WHAT PREVENTS YOU FROM STUDYING?
Your task
Write down the factors that stop you from studying or revising.
Write down the factors you CAN control, e.g. watching t.v., as well as factors you find DIFFICULT to control, e.g.
looking after a family member.
FACTORS YOU CAN CONTROL
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FACTORS DIFFICULT TO CONTROL
What next?
• Identify the top two factors that you CAN control and then rank in order the top two you find DIFFICULT to control
- most difficult = 1, next most difficult = 2.
• You need to manage those aspects that are within your control to prevent them from stopping you from studying
– these should be relatively easy as they are within your control.
• Think about each barrier and what you are going to do about it e.g. many students find internet communication such
as on-line chat rooms can consume a great deal of time. Will you allow your grades to suffer because you spent too
much time chatting on-line?
• You need to think carefully about how to work around those aspects you find difficult to control. Do not use the
aspects you cannot control as excuses not to study by turning them into barriers – see the problems as ‘challenges’
to be overcome, not barriers that stop you from studying. You need to work around the problems. This might include
seeking support. Think of four things you intend to change to reduce the barriers to learning you identified.
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06 STUDY SKILLS: DO
YOU WANT A REALISTIC
STUDY SCHEDULE?
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S T u D y S K I L L S : Do you want a realistic study schedule?
AIMS
By using the following material students should:
• Examine how much time they currently spend studying independently.
• Identify time periods they could use for independent study.
• Devise a realistic study schedule that balances competing demands for lessons, independent study, part-time
work, social life, domestic responsibilities.
ORGANISATION
Step 1: Provide students with the sheet ‘Finding extra time to study’, either a paper copy or projected version using
a whiteboard.
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• Ask students to identify 30 minute time slots when they could study throughout the day.
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• Encourage students to think about periods of time throughout the day that could be used for study,
so that they make better use of the day – allowing time for part-time work, socialising, leisure, sport, in
the evening.
Step 2: Provide or project the sheet ‘Designing your independent study schedule’.
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• Firstly, students read the notes at the beginning of the sheet to consider how many hours of independent study
they ought to be undertaking per week.
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• After considering the hours of independent study required, students should try to complete a realistic study
schedule that draws on their responses to time management in Step 1.
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S T u D y S K I L L S : Do you want a realistic study schedule?
STEP 1: FINDING EXTRA TIME TO STUDY
Thinking about when to study
•When planning time to study, many students think of identifying lengthy
blocks of study time e.g. 7pm-10pm in the evening.
•Study time does not have to be organised in such a way that it dominates
every evening.
Your task
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1. Select any typical weekday, Monday-Friday.
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2. Identify how you could find more time to study whilst still leaving time to do many of the things you enjoy – think of
30 minute minimum blocks of time.
PA
There is an example below showing a possibility of 4 hours study during the day, completing your studies by the early
evening - free to watch television, surf the net, play sport etc.
EXAMPLE
EXAMPLE
Arrive at
school earlier
- 30 minutes
work
free period
after school
early evening
EXAMPLE
EXAMPLE
EXAMPLE
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lunchtime
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early morning
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Example Schedule – finding blocks of time to study throughout the week
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30 minutes
work during
lunchtime
60 minutes
work during a
study period
– if you have
them
60 minutes
study after
school
60 minutes
study at home
during early
evening
TOTAL
4 HOURS
STUDY
BY EARLY
EVENING –
LEAVING
YOU TIME TO
RELAX
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S T u D y S K I L L S : Do you want a realistic study schedule?
WHERE COULD YOU FIND MINIMUM 30 MINUTE BLOCKS OF TIME TO STUDY?
early morning
lunchtime
free period
after school
early evening
How much
could you
study at
lunchtime?
How much
could you
study during a
free period – if
you have them
How much
could you
study immediately after
school?
How much
could you
study early
evening?
Your response
Your response
Your response
Your response
Your response
Your total
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NOTE
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How much
could you
study early in
the morning?
TOTAL
You do not have to study for four hours by early evening.
Any self-study during the day, instead of late evening, can be seen as a bonus – limiting the pressure on you to study
late into the night.
Working late can cause sleeping problems and fatigue the next day and can result in lateness to lessons / lectures.
This can cause people to get behind and can become de-motivating.
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S T u D y S K I L L S : Do you want a realistic study schedule?
STEP 2: DESIGNING YOUR INDEPENDENT STUDY SCHEDULE
HOW MUCH INDEPENDENT STUDY SHOULD YOU ALLOCATE PER WEEK PER SUBJECT?
To help, try answering the following question:
4
independent study hours per week
8
independent study hours per week
12
independent study hours per week
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A full time Advanced Level course should involve: Tick appropriate answer
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16+ independent study hours per week
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PL
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Answer – depends how successful at your studies you wish to be. The Government
recommends between 1.5-2.5 hours per DAY for Year 10 and 11 students. Over five
school days that works out at 7.5–12.5 hours independent study per week. Post-16
students are likely to need more hours of independent study than 14-16 year-olds to
achieve high grades.
Six small tips to designing your independent study schedule
• Not all students are the same – some need to study more than others. Not all students are aiming for the same
grades – some aim higher than others. However, those students who aim highest also tend to work hardest.
• At post-16 level, aim for to 12-16 hours independent study per week – you are competing nationally with others who
are studying for this amount of time. Some students will study beyond 16 hours week.
• Think about the periods in the day and evening when you CANNOT study e.g. lessons, domestic commitments,
sport, clubs, part-time job.
• Think about the periods in the day and evening when you CAN study – remember the time you identify is not only the
work that is set by your teachers, it includes time to read over your notes, practise questions, reading, researching
and learning.
• Schedule positive relaxation time e.g. reading, watching TV, computer, music, sport, socialising, drawing, writing,
clubs, dancing, walking, playing games.
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S T u D y S K I L L S : Do you want a realistic study schedule?
YOUR TASK - DESIGNING YOUR INDEPENDENT STUDY SCHEDULE
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SUNDAY
SATURDAY
FRIDAY
THURSDAY
WEDNESDAY
TUESDAY
MONDAY
EXAMPLE
Independent study
– identify blocks of
time
8.00-8.30
(before lessons start)
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10.30-11.30
(no lessons)
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PA
4.00-5.30pm
(after school)
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E
Total number of independent study hours per week:
7.30-9.00pm
(at home)
Total = 4.5
hours
Using the grid below, design a realistic study schedule that uses time more creatively to allow you to both study and
relax and take part in life around you.
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07 STUDY SKILLS:
HOW DO YOU TAKE
EVEN BETTER NOTES?
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08 STUDY SKILLS:
HOW ORGANISED
ARE YOU?
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09 STUDY SKILLS:
WHY SHOULD YOU
READ EVEN MORE?
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10 STUDY SKILLS:
WANT TO IMPROVE
YOUR VOCABULARY?
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S T u D y S K I L L S : Want to improve your vocabulary?
AIM
By using the following material students should:
• Explore strategies to expand their vocabulary.
ORGANISATION
• Explain how possessing a wide vocabulary is due to exposure to language: the more students experience different
words, the more likely they are to understand and use a wider range of words in their speech and written work. This
can help with both future employability and, more immediately, with grades.
• Provide the exercise ‘Want to improve your vocabulary?’
E
• Use Task 1 as a starter to gain their interest. Students have to match the words to their meanings by drawing a
line between the word and the correct definition. The answers are:
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Formication………….a terrible feeling like bugs are crawling all over you
Guddle………………....to catch fish barehanded
Bellicose……………….argumentative
Claver…………………...Idle talk or gossip
• Use Task 2 to point out that commonly used words (from a children’s dictionary) ought to be known and in future
life current students will be competing with people with language skills that could be more/less advanced than
theirs. There is the need to keep expanding word power all the time. The answers to Task 2 are:
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PL
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Appease………………………make less angry
Arbitrary……………………...at random
Callous………………………..cruel
Chronicle……………………..a list of events with their dates
Disinterested…………………not favouring one side or the other
Laborious…………………….needing a lot of effort
• State that you realise only a small number of the tutor group will try out the strategy as it takes hard work and
determination. By stating this, you might find some students want to rise to the challenge.
• You must keep reminding students to read books and write down the definitions of words.
• Ask students to try newly learned words out on colleagues or on you.
• Play games that require students to play with definitions of words – even inventing their own definition, as in the
radio and television programme, Call My Bluff.
• Try to provide as much positive feedback as possible for students who are trying to widen their vocabulary.
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S T u D y S K I L L S : Want to improve your vocabulary?
Task 1: Identifying the meaning of lesser used words
Try matching the following words with their definition by drawing a line between the word and the correct
definition.
Words
Definitions
Formication
idle talk or gossip
Guddle
argumentative
Bellicose
a terrible feeling like bugs are crawling all over you
Claver
to catch fish barehanded
E
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G
E
It is not lesser known words like the ones above that are required for success, as these words are not
likely to be known by many. Actually, there are many words that we could use that would make our
written work and our spoken conversations more accurate, academic and impressive – thus scoring
more marks in examinations. These are the words we need to learn for examinations as well as for life
in the future.
PL
Task 2: Defining commonly used words
Words
Appease
Arbitrary
Callous
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Write out the definitions of words selected from a recent edition of Oxford’s Children’s Dictionary.
Definitions
Chronicle
Disinterested
Laborious
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S T u D y S K I L L S : Want to improve your vocabulary?
Knowing and using a wider range of words can put us at a huge advantage both in studies and in the workplace.
Here’s one way to broaden the range of words you know and use.
You need to expose yourself to a wider range of words than usual. This involves reading because:
a. TV aims to be as accessible as possible to stop viewers switching off –
so TV is out as you rarely come across words you don’t understand.
b Friends tend to be similar to you - that is one reason why you get on –
so they are out as they tend to have a similar vocabulary.
c. You are left with reading!
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Six simple steps to widen your vocabulary.
G
1. Read an enjoyable but slightly stretching book. Classic novels are often cheap and full of rich
vocabulary.
PA
2. As you read a word that you do not know, look it up and write down the definition. This approach
takes real determination to maintain.
3. Every day, look over your list and test yourself.
PL
E
4. Try to use two new words a day in your conversation – treat the exercise with humour but this
approach is also a serious attempt to rehearse how and when to use the words.
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5. Try to write the two words down in the right context in your work – essay, project, presentation,
notes.
6. Tick off the words that you now seem to know and are able to use on your list every week.
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S T u D y S K I L L S : Want to improve your vocabulary?
MY NEW VOCABULARY RECORD
Read the following
• Try to write down and learn three new words a week by using the Vocabulary Record. Write the week number e.g.
week 1 for the first week you start. Write out at least three new words a week, if possible. Remember to write out
the definition. You will need a dictionary or use your computer / internet. Build in a small reward if you manage to
keep on target e.g. listen to a favourite track of music, watch a tv programme, go on the internet for 15 minutes
– try making aspects such as these a treat to be rewarded with rather than habits that you take for granted ie earn
them.
• Remember to use the new words, in the right context, in conversation and in your written work, as often as you can,
to learn them.
NAME
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• By learning 3 words a week, over 24 weeks of trying out the strategy you will have learned over 72 new words
over one year and 144 new words over a two - year course – that is more of a challenge than many might think!
Remember, it is not just knowing of the word, it is using it as well. You will have made a huge impact on your word
power for the rest of your life just by learning three words a week. But to do this, it takes regular reading, listening
and learning – determination and discipline – have you got it?
DATE
Week
Definition
E
Words
PL
•
•
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•
Reward yourself if…
NAME
Three words noted
Three words remembered
DATE
Week
Words
Definition
•
•
•
Reward yourself if…
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Three words noted
Three words remembered
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S T u D y S K I L L S : Want to improve your vocabulary?
NAME
DATE
Week
Words
Definition
•
•
•
Three words noted
Three words remembered
NAME
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Reward yourself if…
DATE
Week
Definition
E
Words
PL
•
•
SA
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•
Reward yourself if…
NAME
Three words noted
Three words remembered
DATE
Week
Words
Definition
•
•
•
Reward yourself if…
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Three words noted
Three words remembered
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11 REVISION STRATEGIES (REST):
‘R’ IS FOR MANAGING
RELATIONSHIPS
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘R’ Is for managng Relationships
AIMS
By using the following material students should:
• Consider the areas of conflict that might arise in their relationships that prevent them from studying.
• Think about strategies they might use to maintain even better relationships.
ORGANISATION
• Explain that effective study and revision can depend on four key areas:
E
1 Relationships (maintaining positive relationships with family, friends and staff)
2 Environment (ensuring that we study in a setting conducive to learning)
3 Strategies (using a range of strategies that are effective for each individual)
4 Testing (recalling and applying information before the examination)
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The reason why the first letters of each of the four words spell ‘rest’ is to remind us that we also need to look after
ourselves whilst studying and have a healthy perspective about what we do, e.g. keeping low grades in perspective,
eating the right foods, avoiding too much stress, getting enough sleep, developing the rest of our potential other than
academic, such as sport, music and hobbies.
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• Introduce the activity by talking about the fact that no-one feels like studying if they have had an argument with
someone. Explain that conflict, and even more trivial problems, can become like poor reception on the radio – lots
of crackle that distorts the music. Maintaining positive relationships helps to minimize this ‘crackle’, enabling
students to focus on their work.
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• Provide the exercise ‘Managing relationships – rate yourself and rank some tips’.
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• Ask students to read each of the Sections – Relationships at school, Relationships at home, Relationships with
friends – and ask them to tick THREE of the most useful tips in each Section. Then students add their own tip. After
which they circle THE most useful tip – which can be their own tip.
• Ask students to complete a section at a time then stop and discuss their views about maintaining relationships.
• Finally, ask students to think of three strategies they will try to use in any of the three Sections they have considered,
namely the school, home, friends.
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘R’ Is for managng Relationships
RATE YOURSELF AND RANK SOME TIPS
Many revision tips seem to be written by people who seem not to be surrounded by young people anxiously preparing
for examinations. If they were, their tips would include minimizing some of the problems that get in the way –
problematic relationships at school/college and at home.
Effective study and revision can depend on four key areas:
1 Relationships (maintaining positive relationships with family, friends and staff)
2 Environment (ensuring that we study in a setting conducive to learning)
3 Strategies (using a range of strategies that are effective for each individual)
4 Testing (recalling and applying information before the examination)
E
The reason why the first letters of each of the four words spell ‘rest’ is to remind you that we all need to look after
ourselves whilst we study and to have a healthy perspective about what we do –e.g. keeping low grades in perspective,
eating the right foods, avoiding too much stress, getting enough sleep, developing the rest of our potential other than
academic such as sport, music, hobbies.
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The first area we are to consider is R for Relationships.
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THINGS TO DO
b) Read the tips that follow each statement.
PL
c) Add your own tip if you have one to offer.
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a) Read each statement and complete the rating scale that follows by putting a circle around the number you
feel expresses your own view.
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d) Tick THREE tips that you think are the most useful and then CIRCLE the ONE tip that you think is THE most
useful – this tip might the one you provided
SECTION A: RELATIONSHIPS AT SCHOOL / COLLEGE
ON THE WHOLE, I HAVE A POSITIVE RELATIONSHIP WITH MY TEACHERS
Agree
1
2
3
4
Could be even better
Tip 1
You are more likely to be offered extra time and support if you
attend regularly.
Tip 2
If you miss a lesson, try to explain the reason to your teacher –
in advance, if possible. They might think it is deliberate, if you don’t.
Tip 3
Try to phrase things positively e.g. “I really appreciate it when you…
ask me if I have understood / give me hand-outs from a revision guide
/ give us something active to do / write the key points on the board.
This sounds better than, “I’m bored / I don’t understand you / I can’t
do this.”
RANK
EACH TIP
Your own additional tip
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘R’ Is for managng Relationships
ON THE WHOLE, I AM HONEST WITH TEACHERS WHEN I MISS DEADLINES
AND HAVE PROBLEMS WITH CLASS AND HOMEWORK.
Agree
1
2
3
4
Could be even better
Tip 1
We all miss deadlines from time to time. Teachers often become frustrated
with patterns of missing deadlines. If you have a pattern, there is a problem.
Tip 2
Try to warn teacher in advance of a deadline if you are struggling – at least
they know you are trying to meet the deadline and missing it is not because
you have forgotten.
Tip 3
Be honest with teachers and give a realistic deadline in which to complete it
– and don’t miss the next deadline.
RANK
EACH TIP
E
Your own additional tip
1
2
3
4
Could be even better
PA
Agree
G
I MAKE SURE TEACHERS KNOW THAT I AM WORKING HARD
Try talking to your teachers about the work you are doing in class
and at home. Try asking for recommended resources
– e.g. other textbooks.
Tip 2
Show teachers any extra notes you have taken from resources you
have found
Tip 3
Make sure teachers see your folder which, of course, will be highly organised e.g.
“Would you scan your eye over my folder and let me know what you think?
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PL
E
Tip 1
RANK
EACH TIP
Your own additional tip
SECTION B: RELATIONSHIPS AT HOME
I WORK HARD TO AVOID UPSETTING PEOPLE AT HOME
Agree
1
2
3
4
Could be even better
Tip 1
Keep your parents informed about your exam schedule so they know what is
going on in your life and make sure they know you are working – they might
sometimes worry that you are spending time on your mobile phone, playing
computers games, chatting on MSN Messenger. The worry might trigger
arguments.
Tip 2
Remember you are in a team and you still have to pull your weight – helping
others. Don’t be totally indulgent and refuse to lift a finger to help around
the house.
Tip 3
Talk about problems – if you can. Let your parents help – sometimes all you
need to do is ask, e.g. for money for books, allowance while you do less
part-time work during the examination period.
RANK
EACH TIP
Your own additional tip
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘R’ Is for managng Relationships
I TRY TO ASK FOR HELP WHEN I NEED IT
Agree
1
2
3
4
Could be even better
It’s easy to get frustrated with parents when they try to advise and take
an interest in what you view as your own affairs. Every now and again
they sometimes have a point that is worth listening to.
Tip 2
Parents often feel powerless to solve some of your problems as you get older.
When you were younger broken toys could be fixed, spellings checked, tables
recited. As a post-16 student, your academic work is often too specialised.
Your family might be able, and all too willing, if asked, to help with buying
books and revision guides. Try asking.
Tip 3
Have you tried letting parents read through work? They might not appreciate
the technical aspects of your mark schemes. The dialogue that reading your work
generates might help you to explain concepts and ideas more clearly and helps
parents to understand how well you are doing!
Your own additional tip
Agree
1
2
3
4
PA
I OFTEN TAKE MY STRESS OUT ON MY FAMILY
G
E
Tip 1
RANK
EACH TIP
Could be even better
Sometimes we feel more secure in upsetting family rather than friends but
this can lead to problems at home.
Tip 2
I am unaware if I take my frustrations out on family members – perhaps I ought
to ask. And if I do, then I must say sorry when it happens next time.
Tip 3
I need to find other ways of dealing with stress so that I don’t take it out on my
family if I can help it.
SA
M
PL
E
Tip 1
RANK
EACH TIP
Your own additional tip
SECTION C: RELATIONSHIPS WITH FRIENDS
I OFTEN TAKE MY STRESS OUT ON MY FRIENDS
Agree
1
2
3
4
Could be even better
Tip 1
I need to find ways of recognising when I am stressed so I do not take it out on
my friends.
Tip 2
I need to find alternative ways of dealing with stress such as exercise – going
for a run, taking up a sport that I used to do when I was younger.
Tip 3
I need to look after myself - avoid excessive alcohol and smoking, eat even
more healthily e.g. drink more water, reward myself for completing homework
by allowing myself a few minutes on MSN, text a friend.
RANK
EACH TIP
Your own additional tip
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘R’ Is for managng Relationships
I ADMIT MY ROLE IN CAUSING UPSET TO OTHERS
Agree
1
2
3
4
Could be even better
Tip 1
I often try to see how my body language, tone of voice and things I say
contribute to creating stressful situations with friends and colleagues.
Tip 2
When I am tired I try harder to say positive comments rather than
negative in an attempt to keep others feeling positive.
Tip 3
I try talking problems over with my friends rather than storing upsets and
I often say how I feel about a situation rather than saying that a friend is
like this or that, e.g. “When you laughed when I received a grade U
for my work I felt really upset”, rather than, “You were cruel to laugh when
I received that grade U.
RANK
EACH TIP
PA
MANAGING RELATIONSHIPS – MOVING FORWARD
G
E
Your own additional tip
Think of three overall strategies you will use to maintain positive relationships in any of the Sections you
considered.
SA
M
Strategy 3
PL
Strategy 2
E
Strategy 1
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E
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E
.
12 REVISION STRATEGIES (REST):
‘E’ IS FOR LEARNING
ENVIRONMENT
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘E’ is for learning Environemnt
AIM
By using the following material students should:
• Consider how they create an environment that encourages them to study and revise.
ORGANISATION
• Explain the R E S T principle:
1 Relationships (maintaining positive relationships with family, friends and staff)
2 Environment (ensuring that we study in a setting conducive to learning)
3 Strategies (using a range of strategies that are effective for each individual)
4 Testing (recalling and applying information before the examination)
E
Inform students we are dealing with the ‘E’ which stands for ‘Environment’.
G
• As a quick starter to get their attention, provide the questionnaire ‘What sort of environment do you create when
you revise?’
PA
• After completing the questionnaire, ask each student to describe three different activities they often engage in to
delay or distract them from studying.
E
• Provide the sheet ‘Creating a revision environment – rate your environment’. Ask the students to read each statement
and rate their response to each one. Try to get students to work in silence when they complete this section of the
activity.
SA
M
PL
• Ask students to work in pairs to discuss their responses.
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘E’ is for learning Environemnt
WHAT SORT OF ENVIRONMENT DO YOU CREATE WHEN YOU REVISE?
Do you:
Yes
No
Tidy your desk in a way it has never been tidied before?
Place highlighter pens neatly side by side in order of the colours
of the rainbow or involve yourself in a similar distracting task?
Go on-line to research colours of the rainbow to check if pens
are in the correct order or go on-line for other useless bits of information?
Put revision off until later when you might feel more motivated?
Ponder which has more caffeine in it – tea or coffee?
G
Go on MSN Messenger / Facebook and similar to keep informed
about what everyone else is up to?
E
Spend too long choosing music to play during revision?
PA
Settle down to revision and then decide the key to revision is a snack?
Check your mobile is on?
PL
Your own delaying or distracting tasks
3
SA
M
1
2
E
Respond to a newly arrived text message..rude not to reply…
Many students create a leisure environment for revision (distracting choice of music, phones, TV., internet) when
they should be creating a learning environment (comfortable seating position, no distractions)
One of these environments is pleasurable but ineffective
The other environment is about hard work and pays off
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CREATING A REVISION ENVIRONMENT - RATE YOUR ENVIRONMENT
1 “I revise somewhere with minimum distractions”
Strongly agree
4
Agree
3
Disagree
2
Strongly disagree
1
2 “I actively avoid distractions - mobile phone, friends, television, radio, computer games, MSN Messenger,
Face Book”
Yes - score 2 marks
No - deduct 1 mark for each distraction
Agree
3
Disagree
2
Strongly disagree
1
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Strongly agree
4
E
3 “I avoid listening to distracting music when I revise”
E
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It is possible to do two tasks at once as long as one of the main tasks is repetitive, simple and requires little
attention e.g. talk and make a cup of tea. But it is very difficult to do a complex task effectively, e.g. revise
and perform another task that demands attention, e.g. listening to lyrics. Psychologists call this ‘divided
attention’. Revision is a sole activity - don’t divide your attention or you will not be giving it your full attention.
Some music that makes your environment more enjoyable, and therefore revision less of a chore, can be
useful but it has to be music that does not demand your attention.
Agree
3
Disagree
2
Strongly disagree
1
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Strongly agree
4
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4 “I sit in an upright and comfortable position that is good for my back”
Remember, over the years you will be spending a long time revising so don’t end up with a sore back in later
life. Sit upright in a chair as much as you can
5 “I do not spend too long revising in any one session”
Strongly agree
4
Agree
3
Disagree
2
Strongly disagree
1
It is difficult to concentrate for very long periods of time. Everybody has a different concentration span.
However, some people claim that concentration lasts no longer than 20 minutes bursts. No marks awarded
or deducted.
6 “I actually revise when I sit at my desk”
Strongly agree
4
Agree
3
Disagree
2
Strongly disagree
1
It is no good staring at pages if you are not in the mood. If you get to the point where you are taking nothing in
then try leaving revision for a while. Sometimes, of course, you have to force yourself to get on with the job.
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘E’ is for learning Environemnt
7 “I set myself achievable targets”
Strongly agree
4
Agree
3
Disagree
2
Strongly disagree
1
Set yourself achievable targets by identifying small chunks of information to revise, rather than whole topics.
Set yourself at least three small targets for a one hour revision session - you’ll feel more successful.
8 “I test myself as part of revision”
Strongly agree
4
Agree
3
Disagree
2
Strongly disagree
1
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Reading notes is helpful but actively testing yourself is necessary – don’t wait until the examination to find
out if you remember the information. Try writing down the key points then test if you remember them. Check
how many you recalled correctly. Write down the points you forgot. Test yourself again until you recall all the
key points. You will feel less nervous in the exam if you know that you recalled the points successfully when
revising.
Strongly agree
4
Agree
3
PA
9 “I apply the knowledge to examination-style questions as part of my revision”
Disagree
2
Strongly disagree
1
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Recalling information successfully is one thing but applying it to questions is another. Try tackling past
questions. Many of these can be downloaded from the examination board web sites. Tackle the hardest
questions because if these or similar turn up in the examination, you will have prepared for them.
10 “I give myself all the right resources for revision”
Agree
3
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Strongly agree
4
Disagree
2
Strongly disagree
1
Try to drink plenty of water instead of stimulants such as tea and coffee. Eat healthily and avoid junk food
that gives you energy quickly – eat foods that release energy slowly such as rice and pasta. Try to keep up
with exercise, it makes you feel better, relieves stress and helps you sleep.
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Your revision score
40
Excellent score! Well done.
39-39
Very good score. Minor areas to think about.
34-34
Good score. Read the advice and examine the few areas at which you
could be even better.
29-29
Reasonable score. You need to be even better on a range of areas so
identify what exactly you intend to do to get even better.
24 & below
Concern. Good job that you know your score so you can work hard at
quite a few areas so you end up better at revision.
E
Moving forward – revision environment
G
Three things I intend to do in future to make my revision environment more effective are:
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13 REVISION STRATEGIES (REST):
‘S’ IS FOR STRATEGIES
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AIMS
By using the following material students should:
• Explore a wide range of revision strategies.
• Actively engage in trying out some of the revision strategies.
ORGANISATION
• Explain that this section relates to S for revision strategies:
E
1 Relationships (maintaining positive relationships with family, friends and staff)
2 Environment (ensuring that we study in a setting conducive to learning)
3 Strategies (using a range of strategies that are effective for each individual)
4 Testing (recalling and applying information before the examination)
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G
It is important that students understand that reading through notes is not the most effective way of remembering
and learning information: doing something with the notes - a process of changing the notes into another form - is
what helps to retain and understand the material. What people do with the notes will vary for each individual so it is
important to try out different methods to see which ones are most effective.
E
• Step 1: Preparing the raw material. Provide students with the sheet ‘Prepare the raw material’ or project the
information. Discuss the aim which is to ensure that students have all the information they need to guide them
through their studies and revision. Discuss the items on the sheet so that students understand fully all the different
types of information they might require.
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PL
• Step 2: Reducing your file to a set of revision notes. Provide the sheet ‘Reduce your file to a set of revision notes’
and ask students to rate the most useful ways to convert a set of notes into short revision notes. Ask students to
describe any method of making revision notes that they find useful that was not listed. Finally, ask students to
identify TWO ways of making revision notes that they know work or that they might try.
• Step 3: Remembering information Part A. Ask students to read through the sheet ‘Strategies to get information
into long term memory’. Ask students to respond to each method by using the ready-made responses provided.
Ask students to identify other methods they use and broadcast these to the rest of the group for discussion. Finally,
students choose THREE methods they intend to try using in future.
• Step 4: Remembering information Part B. Ask students to read through the sheet ‘Strategies to get information out
of long term memory’. As before, students need to read through each strategy that deals with recalling information
and consider the ready-made responses. Ask students if they use any other methods of recalling information that
were not listed and broadcast these to the rest of the group for discussion. Finally, students choose THREE methods
they intend to try using in future.
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘S’ is for Strategies
STEP 1 PREPARE THE RAW MATERIAL
You cannot revise without having all the raw material in place first so...
What you need to do
Still to do
Done it
• Find the specifications
Make sure you have a copy of the specification for each of your
courses so that you know what you need to cover for the examination.
• Examiners’ reports and mark schemes
Gather examiners’ reports and some examples of mark schemes for
different types of question.
E
• Organise your files
Place your notes into sections that relate to the specification - then you
know that you have covered all the key areas.
PA
G
• Find missing work
Check somebody else’s file to see if you are missing work - choose that
person wisely!
• Check with others
See what they are doing to aid revision - particular revision books or web
sites they are using.
PL
E
• Gather revision guides and other text books
Revision guides and a range of text books - they all have strengths and
weaknesses. Why not: join a library, persuade parents to buy, buy them
yourself, buy second hand over the internet, share with a small number
of colleagues you trust to be fair - a sort of ‘revision group’.
SA
M
• Don’t waste time gathering too many resources
The internet is a powerful and useful tool to gather information and advice.
However, it is also easy to spend hours gathering information at the expense
of using time to learn information. You have to get the balance right.
• Prepare your working area
Given that you need to spend a long time revising, make sure that your
working area is comfortable and well lit – desk lamps can purchased cheaply.
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STEP 2 REDUCE YOUR FILE TO A SET OF REVISION NOTES
How useful is the following advice for you?
• Read and make notes. Make notes from sheets that should have been read the first time round
when you were provided with them. You should not need to keep these sheets - just your notes
from them.
Really useful
Quite useful
Not useful
3
2
1
• Write key points. Reduce your lengthy notes to bullet points. Try the following strategies: ‘C H U
G’ your notes along: To help highlight key points - names, dates, evaluation points:
Quite useful
Not useful
3
2
1
PA
Really useful
G
E
Coloured pens
Highlighters
Underlining
Gaps (space between points)
Quite useful
3
2
Not useful
SA
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PL
Really useful
E
• Prepare revision cards. Use card or a folded sheet of A4 paper to force you to reduce notes to a
set of bullet points - revision guides can often help you highlight key points.
1
• Diagrams that force you to organise material - you might remember a diagram more than a
page of notes
Really useful
3
Quite useful
Not useful
2
1
Describe any method of making revision notes that you find useful that has not been listed.
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘S’ is for Strategies
STEP 3 REMEMBERING INFORMATION
Once you have reduced your notes to a set of revision points then it is time to commit them to memory.
Psychologists have explored memory and suggest that in the examination you will only recall information from long
term memory (LTM).
Revision the night before is still part of LTM!
Short term memory (STM) only lasts for about 1-30 seconds - enough to remember a phone number from the operator
while you dial. So do not rely on STM!
LTM
THE GOOD NEWS
Not much information is lost from long term memory, once it has gone in!
PA
G
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THE BAD NEWS
The problem is not whether the information is there (availability) but rather how the information that is in LTM can
be located (accessibility). The following strategies help you get the information INTO long term memory and locate it
afterwards.
PART A: STRATEGIES TO GET INFORMATION INTO LTM
Short Term Memory
PL
E
Long Term Memory
Circle your response to each strategy to get information from STM into LTM
SA
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REHEARSAL
Re-reading your notes to yourself is one way to improve recall.
Do this already and it works
Tried this and it didn’t work
Will give it a go
PLAYBACK
Record yourself reading out key points and playback on your iPod/tape cassette/CD
Do this already and it works
Tried this and it didn’t work
Will give it a go
UNDERSTAND YOUR NOTES
Information you understand tends to be recalled easily - this is known as semantic processing - semantic is a word
that refers to the meaning of words or understanding, e.g. if you understand that the word library is where books
are lent to the public, you probably don’t need to revise the word - you just know it because you understand it.
I always leave the lesson understanding my notes
I sometimes leave the lesson being unclear about my notes
I need to seriously improve my notes so that I understand them
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CHECK UNDERSTANDING AS YOU LEARN INFORMATION
Ask questions in class. A French author called Maupassant once wrote, ‘If you don’t understand it, it must be
intelligent.” Does this quote sound similar to the way you respond to information in class that you find challenging
– you don’t understand so you avoid asking a question as you feel it will expose you? Instead of seeing the lack of
understanding as your problem, see it as the problem of the teacher/lecturer being unclear - and politely ask a
question. Asking questions keeps you engaged and teachers generally like it as they know you are engaged and
want to learn.
I have a good approach to asking questions in class
I need to be even better at asking questions in class
USE DIAGRAMS
E
Pictures/drawings/diagrams. Visually representing information is a powerful tool. If you can draw a diagram
to summarise a point, then you clearly understand the information. Try it – you will find it easier to recall the
diagram than the paragraph.
PA
G
Do this already and it works
Tried this and it didn’t work
Will give it a go
USE SPIDER DIAGRAMS
200
Staff
Staff
PL
E
Try to use spider diagrams to connect points together like a spiders’ web. To summarise the features of a school,
you could draw something like this:
SA
M
People
Car park
Students
50%
Boys
50%
Girls
Gender
Ethnicity
Multicultural
Age
40%
yR 13
SCHOOL/
COLLEGE
Classrooms
Sports
Block
Facilities
Admin area
60%
yR 12
Student
Recreation
Curriculum
areas
Vocational
12
Subjects
AS/A2
36
Subjects
Try it yourself with one of your topics. It is not easy because to see how ideas connect requires you to understand
the information.
Do this already and it works
Tried this and it didn’t work
Will give it a go
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘S’ is for Strategies
REDUCE YOUR NOTES TO REVISION CARDS.
Reduce your notes from lots of paragraphs to a series of bullet points each supported by only one or two key facts.
The process you go through is as important as the finished product, i.e. the act of thinking about how to summarise
your notes is as important as the revision cards you produce at the end as it means that you must have understood
the key points in order to be able to produce bullet points and extract the key supporting information.
Do this already and it works
Tried this and it didn’t work
Will give it a go
HIGHLIGHT KEY POINTS.
Read through your notes to highlight the key points then use these points as the bullet points in your diagrams
and revision cards. If you have no revision cards, fold A4 paper in half.
PA
ORGANISE YOUR NOTES 1 – KEEP NOTES IN ORDER
G
E
Do this already and it works
Tried this and it didn’t work
Will give it a go
PL
Do this methodically
Need to be even better at this
E
Keeping notes in order aids understanding. It is hard to revise a topic if it is incomplete. Bring your notes from the
previous lesson to the next lesson so you use the same piece of paper to continue from where you were. This will
provide you with a complete set of notes.
SA
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ORGANISE YOUR NOTES 2 – COPY UP MISSED NOTES
Copy up notes that you miss – at the time, not weeks later.
Do this methodically
Need to be even better at this
ORGANISE YOUR NOTES 3 – PUT NOTES INTO SECTIONS
Organise your notes into the key areas according to the syllabus so they make sense in terms of the way you will
be assessed, e.g. Unit 1 all together and not mixed with Unit 2.
My notes are really well organised
My notes are reasonably well organised and one evening would make them really well organised
I need to do some serious work to make my notes complete and organised
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ORGANISE YOUR NOTES 4 – USE BULLET POINTS
Bullet point lengthy text. As you write notes try to think about how to summarise the point - underline the key
word. If there is a lengthy paragraph, think about a suitable bullet point to summarise it – try asking your teacher
to help by asking, “If that paragraph was to have a bullet point to summarise it, what would it be?”
Do this already and it works
Tried this and it didn’t work
Will give it a go
ORGANISE YOUR NOTES 5 – USE HEADINGS
Headings and sub-headings. Try to ensure that each point you write down is part of a ‘story’ that you understand.
Ask yourself, “What does this point relate to?” If you don’t know then however will you understand it months later
when you revise it?
PA
G
E
Do this already and it works
Tried this and it didn’t work
Will give it a go
What other methods of learning information do you use that have not been listed?
E
Finally, choose THREE methods of learning information you intend to try using in future.
PL
1
2
SA
M
3
PART B: STRATEGIES FOR RETRIEVING INFORMATION FROM LTM
Long Term Memory
How to get the information out of Long Term Memory
The trick is to develop retrieval cues- triggers that jog your memory for specific pieces of information.
METHOD OF LOCI
‘Loci’ means places: place key points you need to remember in an imaginary room (or place) and then try to
remember the layout of the room e.g. to remember a shopping list - a picture of a carrot on a wall, peas scattered
on the floor, glass of milk on a coffee table etc
Do this already and it works
Tried this and it didn’t work
Will give it a go
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R E V I S I O N S T R A T E G I E S ( R E S T ) : ‘S’ is for Strategies
ASSOCIATIONS
Associate ideas with an “odd” or “bizarre” image e.g. to remember two criticisms of a study - you might have an
image of the researcher arguing over the two criticisms and the person being criticized, holding two fingers up!
The images just have to work and sometimes the more bizarre, the more memorable.
Do this already and it works
Tried this and it didn’t work
Will give it a go
MNEMONICS
Think of the first letter of a series of key points then make a word from them to help you remember all the points
e.g. a shopping example, CHAP: Cabbage, Ham, Apples, Pears. Hint: manipulate words to make the process
easier, e.g. if it is difficult with the available words to find a mnemonic, find a similar word that provides a more
useful letter.
G
E
Do this already and it works
Tried this and it didn’t work
Will give it a go
PL
Do this already and it works
Tried this and it didn’t work
Will give it a go
E
PA
ORGANISATION
Sorting notes into categories might help provide retrieval cues - triggers that jog your memory. The shopping list
example (again!) - categories such as bakery, meat, fruit and vegetables, dairy - might help recall a greater range
of items. Mark schemes often reward a range of issues rather than lots of points from a similar point of view so
thinking of different categories is useful. Organising notes into the categories will help you recall the range of
points.
SA
M
MAKE YOUR OWN FLASH CARDS
Place a key theory / explanation / period in history on one side of the card and on the other write down the key
points. Carry the card with you and test yourself.
Do this already and it works
Tried this and it didn’t work
Will give it a go
USE FRIENDS TO TEST YOU
Students who form a small revision group often state that it helped to make revision more varied and less of a
lonely exercise. Use colleagues to test each other.
Do this already and it works
Tried this and it didn’t work
Will give it a go
What other methods of recalling information do you use that have not been listed?
Finally, choose THREE methods of recalling information you intend to try using in future
1
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14 REVISION STRATEGIES (REST):
‘T’ IS FOR TEST YOURSELF
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15 REVISION STRATEGIES:
TIPS FOR JUST BEFORE AND
AFTER THE EXAMINATION
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16 REVISION STRATEGIES:
TIPS FOR DIFFERENT
STYLES OF LEARNER
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17 INTERVIEWS: ADVICE AND
POSSIBLE QUESTIONS
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INTERVIEWS:
ADVICE AND POSSIBLE QUESTIONS
BEFORE THE INTERVIEW
INTERVIEW DAy
AFTERMATH
QuESTIONS
SuMMARy
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I N T E R V I E W S : Advice and possible questions
BEFORE THE INTERVIEW
Making an impression
‘All I am looking for is someone who is drop dead shrewd’- Sir Alan Sugar
‘Remember, you don’t get a second chance to make a first impression’- Alan Chalmers, Commercial
Law Partner (DLA Piper)
Firstly, congratulate yourself on landing that ‘hot date’. Your paperwork has done its job. You are halfway there and
you definitely have as much chance of that job offer as any other candidate. Taking the same care preparing for the
interview as with your CV and Covering Letter, means your success really can be in your hands.
1
Quite useful
2
3
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Invitation to Interview
Very useful
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Not Useful
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MAKING AN IMPRESSION – YOUR RATING
E
Be positive! They want you! It’s time to make you even more irresistible. First impressions last and being as professional
as possible again will be vital. Don’t feel indebted for the interview. How could they not have asked you?! Now… are
you going to be an interview hottie or a nottie?
SA
M
PL
Remember this is where the interview starts. A polite phone call, email or letter to accept the interview will leave a
good impression- but remember to be professional, enticing and accurate. Drawing the potential employer’s notice
to further evidence of your suitability for the post is allowable but stop short of pestering/ stalking them. Too much
contact may be ill advised at this stage. Remember to turn your profile on networking sites like My Space and Facebook
to your advantage as your potential employer may be watching.
Obviously, don’t forget to read the invitation carefully as it may ask you to send further information beforehand or
produce paperwork on the interview day. Don’t fall at this first hurdle.
INVITATION TO INTERVIEW - YOUR RATING
Not Useful
1
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Quite useful
Very useful
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I N T E R V I E W S : Advice and possible questions
BEFORE THE INTERVIEW
Research and Preparation
Know the job spec inside and out. Read up on current trends in the profession and the employer’s rivals. Have
ideas ready on how you intend to defeat them. Work out questions you may be asked and begin working out snappy
replies.
Keep digital or actual copies of everything you submit for your interview. Don’t forget to reread your original paperwork
where you promised to bring certain qualities to the post.
If you can, find out about your competitors for the job- a canny interviewee will identify his/ her specific strengths and
USPs.
E
You need to find out the interview dress code and a dummy journey run, where practical, is essential to avoid the panic
of trying to find a new location on the morning of the interview and ending up flustered. If your interview is very early
and miles away, seriously consider staying in a hotel nearby overnight.
PA
G
Like preparing for an exam, have everything packed and ready the night before, catch a good night’s rest and set that
alarm! Have your document wallet/ portfolio ready to grab and reread your CV/ Covering Letter. If you are going to
deliver a presentation, ensure you have it backed-up and pack the relevant disc/ memory stick. If you are auditioning,
have your instrument or voice in fine fettle. Remember to have access to a map, some money, a breath-freshening
sweet or two, some wet-wipes/ tissues, an umbrella, comb/ hair-brush and/or rain-proof coat and a bottle of water.
2
Very useful
3
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Quite useful
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Not Useful
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I N T E R V I E W S : Advice and possible questions
INTERVIEW DAY
Feeling Good
The interview begins… when you wake up on the day of the interview. Leave any negative side or unimpressive
character traits at home! Enjoy the adrenalin! Feel confident and really believe in yourself- everyone is going to be
nervous. Tell yourself you are going to enjoy the day and picture yourself being successful. Some even recommend
you imagine the interviewers will be your best friends.
Have a shower, eat a good breakfast; blast out your ‘feel-good’ song with your hair-brush or in the mirror and set
out to arrive in good time. Arriving late is unacceptable; though ring ahead if something unavoidable happens. Switch
your mobile to silent before you reach the interview!
Don’t forget your key paperwork, portfolio, instrument etc…
G
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Remember that whoever you meet that day could be influential in the final decision. How you greet people in the car
park, in reception, on the stairs/ in the lift, in the toilet is often monitored and fed back to the key decision-makers.
Be on your very best behaviour from the moment you set out for the interview. Treat your fellow candidates with the
utmost respect at every stage. Anyone giving you a tour is sure to be asked for their impression. Your friendly manner
will leave a lasting impression.
PA
Listen all day! Remember the names of the receptionists, guides and interviewers.
FEELING GOOD - YOUR RATING
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3
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Very useful
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Quite useful
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Not Useful
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I N T E R V I E W S : Advice and possible questions
INTERVIEW DAY
Dress
Your appearance is your marketing brochure. Leave a perfect impression - stylish and professional, Express yourself.
Look classy, chic and stylish. Even in an age where office wear has become more informal, play safe at interview. If
in doubt, dress up rather than down! Your image will help gain the trust of the interviewer. Remember though to suit
the profession/ employer- is there a company image? You can be too fashion-conscious or too conservative- do your
research.
Wear something comfortable- there is no sense buying new shoes the day before and hobbling around with blisters
halfway through the interview. If you want to wear your lucky pants, fine… just make sure they are not on show and
haven’t been worn for days beforehand!
E
Clean shoes, moisturised skin, clean nails, immaculate ties, crisp shirts and tidy hair all rate high on the employers’
wish lists. The choice between trousers or skirt is less of an issue than a decade ago but if you choose the latter, take
care with the length and tights beat bare legs. No shorts or flip flops either!
PA
G
Too much cleavage or flesh, too many piercings, bad breath, smell of smoke, smelly armpits, overstated make-up,
overbearing perfume or after-shave, comedy ties, cheap bling, scruffy clothes and gaudy colours are not a pretty sight
and will count against you. Be real not plastic- less is usually more. Within 7 seconds of meeting you, an interviewer
will have made an initial judgment! Check your interview gear with your best mate days before!
A subtle piece of jewellery (necklace, brooch) will often leave a good impression if you want to stand out.
E
University interviews for non-vocational courses tend to be a little more casual but leaving a positive impression
would be essential.
Quite useful
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Not Useful
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I N T E R V I E W S : Advice and possible questions
THE INTERVIEW!
Types of Interview
There are so many permutations- combinations of interviewers (1 to 1 or panels with a range of ages/ roles
represented); in-tray exercises and other assessment exercises; psychometric tests; group interviews; ‘speed-dating’
pitches; role-plays; character/ job specific questioning; telephone interviews; presentations; 10 minute chats/ 1 hour
interrogations/ full day of assessment; even lie-detectors!
Don’t worry! Not all companies make the interview like a taste of Extreme Reality TV/ an episode of Jackass. Find out
what you will be experiencing. Talk to current employees/ rival companies about their experiences at interview. Do
you know who will be interviewing you and their subject expertise?
What are Interviewers looking for?
Evidence of… preparation, research, potential, commitment, enthusiasm, personality, interest, a genuine smile,
warmth, humour, confidence, social skills, intelligence, suitability and maturity.
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What turns Interviewers off?
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Poor preparation, wooden answers, diffidence, cockiness, lack of drive, skills’ poverty, extreme views, negative body
language, superficial beauty, criticism of previous employers and ignorance about current affairs and the course/
company.
Body Language
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‘It ain’t what you do… it’s the way that you do it. That’s what gets results!’
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Remember to breathe- deep down from the diaphragm not in short rapid bursts from your neck!
A sharp knock, poised entrance, confident stride, relaxed smile, and firm hand-shake are vital for that first impression.
No air kisses, ‘high fives’, gawkiness, mad lunges and wet-fish handshakes then!
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Once you have been asked to sit down, maintain eye contact without freakishly out staring your interviewer(s), smile,
relax and keep your head up, back straight and shoulders back. Gently lean forward. How you project your answers is
often as important as your content. Speak clearly and with animation.
Don’t slouch, rock, or fidget; fiddle, eat or twirl your hair; swing or kick your feet; swagger or cross your arms; chew
your nails, sit on your hands, put your hands in your pockets or clutch your portfolio; touch your nose/ ear/ mouth,
yawn, frown or scowl; be over-familiar or answer aggressively; multi-task with your phone; expose any flesh or chew
gum!
Remember immaculate table manners if the interview procedure involves lunch or dinner- no slurping, noisy eating,
greedy gobbling, picking at food, belching or overindulging in any alcohol on offer!
Use moderate and open arm/ hand gestures to convey your interest and emotion. Your face can be your fortuneremember to show animation.
And don’t make a desperate dash for the door at the end! Thank the interviewers for their time, shake their hand
firmly again, smile and leave calmly and confidently. Remember the interview is never over until you leave the car
park/ building- don’t let your guard down in reception.
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I N T E R V I E W S : Advice and possible questions
THE INTERVIEW!
Answering questions
Make yourself irresistible- ever so subtly charm and flirt with all your interviewers. Look enthusiastic but not over the
top or false. Be at ease and show your true charisma. A good interview is actually a really rewarding conversation and
exchange of ideas, not an interrogation. Go for it! Picture success! Relax and you will flourish. Be your best self!
Think before responding! Keep your answers tight and appealing- don’t ramble. Keep your tone interesting and not
monotonous. Speak clearly but not at breakneck speed! Vary pace, tone and volume to enliven your content.
Show you have done your research- refer to info found online, research into rival companies and attendance at
relevant Open Days. Don’t rush into replying- give yourself thinking time. Ask for further elaboration if unsure. Often
the interviewer is looking for potential so will be happy to coax or guide you. Answer positively, offering examples
of past actions to back up your claims and strengths. If asked for weaknesses, offer negative strengths, e.g. overdiligence. Avoid controversy- especially in reference to previous employers.
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Sell yourself but don’t interrupt, dominate or offend your interviewer(s). Don’t dig holes, lie or trap yourself in a
corner. Don’t promise to deliver goods you don’t have! Also never diss a current or previous employer and never ever
swear.
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Always have a few questions to ask the interviewers at the end. Don’t be afraid to ask them if they would like you to
expand on any of your replies. Ask them what they enjoy most about their own jobs. Ask about training given. Where
possible, ask questions that are not answered in a company brochure or on their website.
Don’t forget small-talk during the day. Be natural but don’t let your guard slip until you are firmly back at home!
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Testing tactics
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Don’t be bullied or fazed by your interviewers. Baiting candidates shouldn’t be a national sport! Don’t be afraid
to refuse to answer intrusive or personal questions but do so calmly and with gentle humour. Be assertive if an
interviewer is out of eye contact or your seat has the sun streaming in on you. You’ll impress the interviewers!
THE INTERVIEW! - YOUR RATING
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I N T E R V I E W S : Advice and possible questions
AFTERMATH
Email, telephone or write immediately to thank them for the interview. Ask if they would like you to offer further
information or elaborate on any aspect of the interview.
The Decision!
a) If everything has gone to plan, celebrate your successful application. Before accepting the post, consider
carefully if the terms and conditions are right. Remember that you were interviewing them just as much as
they were interviewing you. Trust your instincts!
For the first few weeks/ months of your new post (especially if you are on trial), show the same positives as you did
at interview- enthusiasm, professionalism, class and endeavour. But don’t fail to stand up for yourself if you are put
upon.
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b) If your talents have not been recognised, never burn bridges. However disappointed or convinced an injustice
has been committed, react maturely and ask for feedback on your performance. Convince yourself inside it is
their loss, not yours, if you are rejected. Remain on good terms though- another post may come up soon or
you may be recommended in turn to another employer. It is amazing how small some professional networks
are. Bounce back quickly and stronger than ever- don’t lose heart. Learn from the experience and believe in
yourself. Persevere!
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Help other students/ applicants by reporting on the questions and interview proceedings to your careers adviser/
Head of 6th/ peers. Your experiences and advice can be really helpful for others.
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THE DECISION! - YOUR RATING
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I N T E R V I E W S : Advice and possible questions
EXAMPLES OF QUESTIONS
Often university interviews are as much about selling the course to you but in a competitive interview your academic
potential is the most likely area to be tackled. Expect to show you know the course structure and topics to be studied
inside out.
Be ready to enthuse about your A Level studies and reasons for wanting to take on a degree course. Anything you
stated in your Personal Statement, CV or Covering Letter might be leapt upon, so be prepared!
While university interviewers are more likely to investigate your academic potential, employers will be looking for
your key skills. Don’t be surprised to be given a question/ case study/ related article to ponder and then answer in
discussion.
Don’t dig holes if you are stuck- ask for some pointers. Where you are asked for an opinion, remember to show
consideration of more than just your own viewpoint.
a) About You!
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Your chance to stand out for a good reason! Enjoy the challenge.
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Enjoy the challenge and look at the interview as a conversation not an interrogation.
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• Which topic have you most enjoyed studying in your A Level course?
• What attracted you to this course/post or university/ company?
• Why should we offer you a place/ employ you?
• Tell us about yourself.
• What are your strengths and weaknesses?
• What extra knowledge or work experience related to your application do you have?
• Why have you decided to have a gap year? How do you plan to spend it?
• Give an example where you a) worked as a team, b) met a tight deadline or c) were challenged.
What did you gain from each experience?
• How do you spend your spare time?
• What’s your favourite advert/ newspaper/ TV show? Why?
• What ambitions do you have?
• Where do you see yourself in 5 years’ time?
• What will you do if you are not offered the place/ job?
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I N T E R V I E W S : Advice and possible questions
EXAMPLES OF QUESTIONS
b) Topical/ Current Affairs
Read a good quality broadsheet newspaper.
Watch news summaries or programmes like Newsnight/ Question Time or
satirical news programmes like Have I Got News For You.
Listen to news broadcasts or satirical shows/ pod casts.
The following are just examples:
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• ‘Children are to be taught traditional British values.’ Define!
• Define the ‘MP3 woman’ and ‘50 quid man’.
• Should GPs work evenings and weekends?
• Is a car a luxury or a necessity?
• Are snobbery, insularity, slobbery, politeness, nostalgia, pessimism, repression,
self-deprecation and anti-intellectualism the new British values?
• Who is Minister for Education? Name 2 other cabinet ministers.
• What has happened to the lunch-hour in business?
• How effective is the UN?
• Are there circumstances when phone tapping would be a legitimate practice for a reporter?
• What are your views on Reality TV?
• How would a heatwave damage the UK?
• What are your views about asylum-seekers?
• ‘Rural shops and pubs are dying out.’ How would you cure this? Community?
• Should doctors try to save extremely premature babies?
• To what extent are you a supporter of recycling?
• What is your favourite advert at the moment?
• How big is your carbon footprint? Are you concerned about it?
• Does keeping cool cost the earth?
• Is a zero-carbon Britain possible?
• What is carbon-offsetting? Is it just a way of easing your conscience?
• Will Scotland or Wales ever be fully independent?
• Why do England freeze in key sporting occasions?
• How would you solve binge-drinking?
• Is Web 2.0 a good thing?
• ‘Desks are cafeterias for bacteria.’ Discuss.
• ‘I’ll do my utmost.’ Is that enough?! (Gordon Brown PM)
• 2012 London Olympics. Good thing? Bad thing?
• Can Britain compete economically at the top level?
• Is packaging excessive? What can we do about it?
• Should we worry about extinctions or are they just part of evolution?
• You are part of ‘Generation Debt’. Is university still worth it?
• Gap years- simply ‘voluntourism’ and flexing Mummy or Daddy’s credit card?
• How vital is learning a foreign language?
• Do the Top 100 companies care about us?
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I N T E R V I E W S : Advice and possible questions
EXAMPLES OF QUESTIONS
c) Specific Subjects
Expect detailed questions on: current course content; background reading; favoured aspects of the subject so
far in the A Level course; future study; recent developments in the news related to the subject.
Read subject specific magazines (e.g. New Scientist) and related newspaper supplements (e.g. ‘Media’ on
Mondays in the Independent and Guardian). Also sign up for email updates/ news digests from linked websites.
And if the course/ job involves any foreign language work, expect part or all of the interview to be in that
language.
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• What is (…insert profession, e.g. Accountancy)?
• What has attracted you to…?
• Why not…?
• Talk about your work experience/ further study.
• What path do you need/ want to take after your degree/ professional exams?
• Are you too narrow/ too broad studying…?
• What did you discover on www. (…insert professional body).co.uk or .com?
d) Stinkers!
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Remember Sir Alan Sugar’s boardroom on the Apprentice is a TV set. Candidate baiting is no longer a national
sport. Some questions cannot be asked, so politely refuse to answer intrusive personal questions. Similarly if at
a panel interview, an interviewer sat behind you, it could be impressive if you quietly asked for the situation to
be adjusted.
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Good/ fair interviewers will not resort to extreme behaviour, however tough questions are a legitimate way
to gain an insight into a candidate’s potential. Interviewers do like to see how candidates react outside their
comfort zone.
Don’t be unsettled or fazed.
• Does the camera always lie?
• Do you want to arm-wrestle me?
• What’s the worst day of the week?
• Who has inspired you?
• Which famous figure do you most resemble?
• Who do you think has got the golden touch? Why?
• Sell yourself in 30 seconds.
• How would you like to be remembered by us?
• How do you think the other candidates have done?
• Do you have a temper?
• How iconic are you?
• Frighten me! Surprise me!
• What’s your favourite animal?
• ‘A horse is a camel designed by a committee.’ Discuss.
• Tell me a joke!
• Impersonate… (insert celebrity’s name)!
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I N T E R V I E W S : Advice and possible questions
EXAMPLES OF QUESTIONS
e) Your questions! Your chance to interview them!
Always have a few questions ready for the interviewer but avoid asking the obvious, e.g. info available online or
in prospectuses. It is also your chance to offer a little more clarity for any question you felt you underperformed
on.
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• Would you explain more about the mentoring/ further personal development available?
• What career progression is possible?
• Would like me to expand upon any of my earlier answers?
• What is the best part of your job/ course/ company?
• How is the department/ company looking to expand?
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SUMMARY
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• Perfect preliminary paperwork
• Precise research
• Professional practice
• Friendly enthusiasm
• Calm confidence
• Class and style
• Chemistry
• Persistence
• Believe! You can do it!
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To give yourself the best chance, following these essentials will prove vital.
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I N T E R V I E W S : Advice and possible questions
QUESTIONS ON SPECIFIC SUBJECTS
Check individual university department websites to see if they supply any advice on interviews and questions.
INTERVIEW QUESTIONS
Interview questions might be as simple as: “How did you find travelling here today?” They might be general questions
about current issues, personal interests or subject specific concerns.
PERSONAL QUESTIONS
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Why this company / University?
What attracted you to this course / department / career path?
Have you researched different options?
How did you research your choices?
How do we differ from... (company / University)?
What is the value of... (subject)?
Why should we offer you a job / place?
What will you do if you are not offered the post / place?
Which AS/Applied Level subject do / did you enjoy most?
Which AS/ Applied Level subject do / did you enjoy least?
What have you studied most recently in...(subject)?
How confident are you of achieving your required A2 Level grades?
How do your AS/A2/Applied Levels complement your intended degree choice?
How does your degree relate to your career aspirations?
Has your school / college lived up to your expectations?
POLITICAL, BUSINESS AND TOPICAL ISSUES
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What steps must we take to protect our environment?
Should the Dome have been built?
How would you run the National Lottery?
Should your employer be able to read your e-mails?
Name three members from the Cabinet and the same number from the Shadow Cabinet.
Is the internet merely a breeding ground for subversion and depravity?
Should the railways be re-nationalised?
Are we right to restrict use of the car?
MODERN CULTURE
What do you consider the greatest TV programme / single / CD ever?
Which is the more effective media: internet, radio or TV?
Will working from home destroy society?
What do teenagers think about pregnancy and abortion?
At what ages should we start and finish driving?
Are we part of an e-everything culture?
Do children grow up too fast?
Who are suitable female icons for the 21st century?
Is cookery the new rock’n’roll?
Should pub opening hours be restricted again?
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I N T E R V I E W S : Advice and possible questions
QUESTIONS ON SPECIFIC SUBJECTS
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In what way might London be seen as a drain on Britain?
Is there an East / West divide as well as a North / South divide in 21st Century Britain?
‘Life as a 6th Form student or undergraduate is one of many priorities. In increasing order of importance: academic
work, UCAS / Job applications, part-time employment and parties!’ Discuss!
Should we work to live or live to work?
Do our genes predetermine our choice of career?
Are women still paid less than men for the same work, in many jobs?
Are you, in any way, ‘the weakest link’?
Is all humour abusive?
Why are service stations able to exploit their market?
Where would you invest £1000?
Which age group presents the greatest danger to our society?
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SUBJECT SPECIFIC QUESTIONS
ART / DESIGN / FASHION / HISTORY OF ART
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Bring your portfolio to discuss at the interview: occasionally you might be asked to complete a drawing task.
Why have you chosen a Foundation course?
Do you prefer working in 2D or 3D?
Do you consider yourself an artist?
Who/what inspires your work?
Are fashion designers becoming increasingly misogynistic?
Are you willing to experiment?
Are you able to take advice?
How would you redesign the casing for a PC?
How does your AS / A2 Level work match your chosen option?
What are the current trends in Art / Design / Fashion?
Which galleries or exhibitions or collections have you seen recently?
How would you compare the Tate Modern and the British Museum?
Discuss the decor of this room.
What are the relationships between perception and creativity and between vision and photography?
Are you broadminded? What are your views on ‘shock art’?
What opportunities exist abroad for artists and designers?
Art is censored, sentimentalised and treated as a commodity but we cannot reduce its power. Discuss.
BIOCHEMISTRY/ BIOLOGICAL SCIENCES / GENETICS
How does DNA work?
Explain human genome sequencing.
‘It’s life, but not as we know it.’ Is mankind being reshaped?
Describe the structures of a cell of your choice. How do animal cells differ from human ones?
What are the effects of the ‘Human Genome Project?’
How far should transplanting go? What is a transgenic animal?
What are your views on genetic engineering? What are the acceptable and unacceptable uses?
How might the public be allowed to make an educated decision on genetically modified foods?
What future career have you considered?
What makes a gene recessive or dominant?
What are the benefits of sunlight?
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I N T E R V I E W S : Advice and possible questions
QUESTIONS ON SPECIFIC SUBJECTS
BUSINESS MANAGEMENT / ECONOMICS AND FINANCE / E-BUSINESS
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Define ‘marketing’.
Explain ‘stealth’ or ‘buzz’ marketing.
How can ‘human resources’ really make money?
Explain the business benefits of the ‘download’.
What are e-trading platforms?
Can you explain EDI/XML communications?
How have events in Japan and the Far East affected British businesses?
How will the single currency affect British business if we do/do not sign up?
‘A single currency should not be considered for 10 years’. Discuss!
Within the new single currency, would it be feasible for different countries to set different interest rates?
How does a government drag a country out of a recession?
What are invisible exports?
What are the qualities a good manager needs?
How might you save an ailing firm?
Should reducing inflation be a major goal for a government?
Business parks and superstores devastated town centre trade, but will ‘online’ shopping condemn them in
turn?
Discuss Keynesian economics.
What are the main branches of accountancy?
What makes a successful accountant?
How can you relate economic concepts to everyday life?
What business plan would you have to revive an ailing dot.com?
What are the common causes of business failure?
CHEMISTRY
CLASSICS
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How helpful is the periodic table?
What is the difference between metal and non-metal pollution?
What is an enzyme?
Describe the most challenging practical you have been involved in.
How would you test a sample from a river that had turned blue?
Who do admire most: the Athenians, Spartans, Alexandrians or Romans? Why?
What strikes you most about the ancient world?
The ancient myths: the first soap operas?
Is Virgil merely Homer in disguise?
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18 WEB WATCH FOR
POST-16 STUDENTS
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DEVELOPING
THE SKILLED
SIXTH FORMER
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Michael Senior is an Assistant Headteacher
in charge of a large and successful post 16
centre in London. A former Chief Examiner,
Michael has published widely including
Writing an effective Personal Statement
(4th edition) and Creating the Personalised
Sixth Form. Michael organises the Annual
Heads of Sixth Form Conference which is
attended by nearly two hundred delegates
every year. Details of all the resources
and conferences can be found on www.
seniorpress.co.uk.
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Developing the Skilled Sixth Former (2nd
edition) is produced by authors aware of
the challenges faced by both students
and tutors alike. This completely updated
edition provides a wealth of activities to
help students become more successful
in their studies. The material is written to
engage students by actively involving them
as they read and work through a suite of
exercises.
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Michael Senior Mark Woodward Caron Zar
SECOND
EDITION
SA
The material includes:
• Revision skills
• Stress management
• Interview advice and questions
• Learning styles
• Independent learning
• Organisation
• Learning from previous students
Book version: ISBN 978-1-905371-18-1
USB flashdrive version: ISBN 978-1-905371-20-4
CD-R rom version: ISBN 978-1-905371-19-8
Mark ‘Woody’ Woodward has been Head of
Careers at Bablake in Coventry since 1998.
Editor of Stretch (www.stretch-mag.co.uk)
and founder and webmaster for www.
woodyswebwatch.com, Woody is currently
Careers Guru for the ETC magazine and has
been a workshop leader for schools and
various careers organisations like CRAC.
His interests are the media, photography,
sport and writing.
Caron Zar is an experienced student
counsellor providing one-to-one counselling
as well as running stress management
workshops for students including sixth
formers. Caron wrote all the material
relating to stress management for the new
edition.
SENIOR PRESS P O BOX 199, PINNER HA5 5ZG
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