Our approach to learning at KS3 and KS4 is broadly similar. At both levels, our goal is to help train learners to be able to identify their own next steps by using information from tests and quizzes.

The recall of knowledge is hugely important in science and our lessons and topics are designed to support the development of memory. However, every child is different and therefore we tailor our approach to learning for every student.

We set regular personal study (home work) that builds or revisits prior knowledge. However, we know that some students will spend some time on a task whilst others have it finished in minutes. Therefore we always encourage building into each week, a period of 20-30 minutes of practice in science for each discipline (Biology, Chemistry, Physics). This could be filled with the personal study or additional tasks. We strongly believe in a focused approach to revision, which is outlined below.

Our approach to revision builds on the philosophy that the biggest gains will come from focusing on the weakest areas. However, we have come to recognise that every student is different (OK, we knew that part!) but every child will need a slightly different approach to revision. In the following section, we outline different approaches based on different types of student.

All of our revision approaches build on the same core values:

• Identify the weakest areas of understanding

• Revise knowledge using effective strategies

• Review and test your new knowledge

• Repeat

Our core strategy for effective revision is based on the approach outlined below. This is good for most students who are happy to put some time into revision. Where students are reluctant revisers, we sometimes find that they do not put enough time into this strategy to get the rewards, in which case the other strategies on this page might be better.

Identify what you need to know.

The curriculum is broken down into teachable objectives and we have shared these with students in a booklet referred to as a PLC, personal learning checklist. Checklists for KS3 are found on each topic page and at KS4 they are available for download. KS4 students are issued a paper copy in year 10.

Students should use this booklet to first identify topics that they are unfamiliar with and then individual learning points. At the start of any revision session, a student should colour code a section of the PLC, using Red, amber and green. It is really important to use the full range of colours. Knowledge of what they do and do not understand can come from previous assessments, a subjective view or by completing a low stakes multiple choice quiz. Although, for the most able, they tend to score well on these quizzes as they have a strong recall and may struggle with longer written answers.

Revise

Once the weakest areas are identified, students should then write summaries of these learning points. The most effective methods are those where students THINK about what they write, rather than mindlessly copy. Knowledge organisers are ways of condensing knowledge into small chunks, picking out key words, diagrams and facts. They will ANSWER the objective. For example, students might need to Describe the factors that effect the rate of photosynthesis.

We have prepared two sets of resources that match the list of PLC statements and form a framework for adding content. Flash cards are good for those students who will put some time into their revision. They are really powerful when used correctly. They are weak when students only add one or two words, base them on a simple question (e.g what is the unit of force - Newton) and lose them before they get home. Our mindmaps are organised by topic and are more manageable for many. Both can be printed and are also available for a small fee from the science technicans if you wish to save on toner! Alternatively, students can design their own summary posters, but they should be based on the objective statements, not simply what information they find.

Test

The vital step to check understanding and fill in gaps is to practice real exam questions. We have created 100's of packs of mobile friendly questions based on each sub topic area. These can be found on each subject page. Students are often far too generous in their marking, especially with longer answers. Encourage them to learn EXACTLY what the examiner wants, not go for the good score now. Only one exam counts and that one is in June.

We encourage student to write in bulleted sentences in science. This is easier to mark (by an examiner and the student) and conveys a message more clearly. It is never penalized, even when a question says "quality of written communication." Each sentence should include a key word as it is often just the key word (in the right context) an examiner is looking for.

In recent years, we have refined our approach to revision to recognise that for some students who find science very hard, often quickly get overloaded with the resources we have created and can spend more time organising resources than using them!

Approach 1

For some students, who do not enjoy revision, a digital approach might be most effective. The advantage of going digital is that "what to revise" can be largely left to the software program. We recommend two resources Tassomai and Seneca. Read about these in the digital child section below.

Approach 2

Children who find science hard often have a weaker understanding across the board and our highly focused traditional approach feels unmanageable. Often these students prefer Biology because they can relate to it and take an interest, whilst Chemistry seems to abstract and Physics has "too much maths."

Step 1

Ask your child to start revising one of the five areas below. These are the core ideas and link to lots of other concepts.

1. Biology - The structure of the cell and how things get in and out of the cell (Diffusion)

2. Chemistry - The structure of the atom and the different types of atom (elements).

3. Chemistry - How atoms are joined too each other (structure and bonding) and how we write about chemical reactions

4. Physics - What are the different types of forces

5. Physics - What are the different types of energy (energy stores and transfers) and how is it transferred from one place to another (waves)

If your child feels confident in these areas, they could also use this checklist for the main topics in science.

Step 2

Make a knowledge organiser on each topic. A knowledge organiser should include a topic heading, a list of key words and their meanings for the topic, lots of diagrams and a summary of the key ideas. It should not be text heavy, but very concise so students can quickly look at it to revise from.

Step 3

Assess yourself. Check your understanding and help to fill gaps by taking part in low stakes tests or exam style questions. Low stakes tests are multiple choice tests. Students are more likely to "give it a go" and its ok to get it wrong. BUT, spend some moments reviewing the correct answers and update your knowledge organiser. Exam style questions can be more challenging and we would not expect full marks. Encourage students to write concisely. Within the KS3 and KS4 sections, we have made 100's of mobile friendly packs focused on each topic area for both low stakes quizzes and exam style questions, all organised by subject and paper.

Time input vs reward

It is important work is well presented and we regularly see both ends of the spectrum. I sometimes refer to the "lazy boy approach" (not to say some girls do not fall into this category!). This refers to the student who seems to do the bare minimum, writing down a few key words in a scruffy handwriting yet gets good scores. Meanwhile the "super diligent student" who has reams of writing of long flowing paragraphs does poorly.

Why the difference? It is not to do with the work, but the thought. The "lazy boy" quite often considered what to write, sifting through the information to pick out the most important things to write and so thought about it. Meanwhile, the super diligent student worked hard, but copied most of the text from a book or website and did not actually engage with it, but simply copied it all. The learning is actually less.

Our flash cards and mindmaps can help to focus students on what they need to learn and help avoid the pitfalls of writing lots and lots. They can be found on the KS4 home page or KS3 topic pages. Encourage children to write concisely and to highlight key words.

We have spent many hours reviewing different websites and looking for the best ones. The market changes all the time, but we have lots of experience with the following resources.

• Seneca Learning is a very effective website that students can work through. For students who "just don't get anything," it is often good to start back at the beginning because the fundamental ideas may have been lost. They can work through Seneca sequentially. There are some paid for resources on Seneca, but there is ample free content that covers the entire course. We believe Seneca is particularly effective because of the way it assesses content that students have read.

• Tassomai is an app that focuses purely on recall. On a foundation tier paper, around 60% of the paper assesses some form of recall. Tassomai uses an algorithm to learn strengths and weaknesses of the student and targets the weakest areas back at the student. Progress is made when a fact is correctly repeated 3 times. Some students find Tassomai hard because it "doesn't teach them anything." This is not strictly speaking correct. Tassomai now sends students revision videos to watch based on areas of weakness. However, at its core, Tassomai teaches students by continous recall of facts. Students fall down when they learn avoidance strategies, e.g. they learn the position of the correct answer or another clue, rather than trying to remember the correct answer itself. Those who use Tassomai effectively, are very successful.

• Tassomai can be purchased as an annual subscription through the school. We secure generous discounted rates. If you have missed the first round of purchase, please email Dr Rose who can help.