EXAM REVISION THE PARENTS' GUIDE TO - The Parents' Guide to Exam revision 2020 2021 - Ark ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
The Parents’ Guide to Exam revision
2020 - 2021 2020 - 2021 ©
THE PARENTS’
GUIDE TO
EXAM REVISION
GCSEs
The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
CONTENTS
30
6 Helping them
revise
Keeping them healthy 32 - Revision plans
20
Structuring revision and breaks
6 - Sleep
48
Why it’s important and how to get enough
36 - Ways you can help Click
m
take e and I’
10 - Eating Providing the right How to get involved in their revision you l
there l
homelife Exam nerves
42
Fuelling the body
14 - Hydration 22 - Routine 50 - Managing stress
Are they drinking enough water? How it frames positive habits During exam time What you can do to help
16 - Caffeine 26 - Being active 44 - Preparation 56 - Further support
Boosting energy or draining reserves? The key to mental and physical wellbeing How to help them prepare When to ask for help
Page 2 www.theparentsguideto.co.uk
The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
PARENTAL INVOLVEMENT IS KEY
TO STUDENT SUCCESS
Introduction
We want our children to do well in exams most and which environments limit them
and effective revision plays a crucial role. versus which help them flourish.
Whilst you can’t revise for your child, there
are lots of ways you can help them. This Effective revision also requires developing
ranges from checking what they know and growing essential life skills, such as
and helping them remember things, to good time management; the ability to
providing the right homelife so that they deal with situations when things go wrong;
can be at their most alert, healthy and and finding the right balance between
resilient. work and play. These are areas where you
have lots of experience and can help them
Taking GCSEs is a big step in a teenager’s develop systems that work best for them.
development. They are reaching
the middle to oldest children in the This guide shows how to support them in
school, they’re working toward actual making revision time as productive and
qualifications which will affect decisions helpful as possible, helping them keep
they make later about their future and a balanced lifestyle, and hints and tips
they are beginning to feel grown up. This on providing a homelife that encourages
is an ideal time for you to help them form success. We’ve mostly focused on long-
good habits that will set them up for the term support, but there are also some
future, not only in terms of lifestyle (eating pointers on how you can help just ahead
the right foods, being active, building of examinations when the pressure is
resilience) but also in helping them especially high.
discover which ways of learning suit them
I’m in
Click teractive
me to !
join
Join us
If you’re interested in regular updates
about other ways you can help your
teenage children, click here and join
our online community.
Page 4 Page 5 www.theparentsguideto.co.uk
The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Sleep
Sleep is an essential element for Be firm about bedtime when they’re in and other messaging services, not to example by ignoring the rule if it doesn’t
optimum health, so make sure your child their mid-teens. At this stage you can mention their compulsion to play games suit you). Establish rewards for appropri-
is getting enough rest. Teenagers need insist they go to bed at the right time and catch up with box sets late into the ate phone use.
a lot of sleep given the huge changes which should encourage them to stick to a night.
taking place in their bodies – somewhere similar routine when they reach their late Some wireless providers allow you to
between eight and ten hours each night. teens when it’s not so easy for you to tell To combat this you may want to minimise set daily phone use limits, so you could
Tempting though it may be for them to them what to do. the number of screens they have in the add time limits for all apps, or different
revise into the small hours, they will be bedroom, encourage them to have at time limits for different apps. You could
much better off putting work aside and Mobiles, screens and sleep least 30 mins screen-free time before try the app Our Pact, which enables you
settling down for an early night. Work settling down to sleep and get them to to block or grant access to internet and
backwards! If they have to get up at 7.00 Getting enough sleep can be severely use night screen settings in the evening to apps on your child’s device at any time,
am, then they need to be asleep by 11.00 impaired by ready access to a 24/7 online reduce glare (white light on bright screens from anywhere. Netflix allows you to
pm – which probably means being in bed community via their phones such as prevent sleepiness). Phones should be set modify user preferences, so you can block
much earlier. Instagram, Snapchat, Tumblr, WhatsApp to silent at bedtime so that sleep is not programmes and box sets that you don’t
interrupted by regular pinging with alerts want your teen to watch or to restrict
and messages. Encourage them to use them watching at inappropriate times
TRY TO GIVE YOUR CHILD AT the “Do not disturb” feature if their phone (removal won’t be instant but will filter
has one, which will automatically silence through). You could make some things
LEAST 30 MINS SCREEN-FREE
alerts at the same time each night. available only via your profile so you’re
TIME BEFORE BED aware of what and when your child is
watching.
Other ways to minimise phone
Importantly, have conversations with
time your teen about using mobiles sensibly,
Create rules for the whole family – such as and do this at times when neither of you
no phones at the table during mealtimes, are tired nor emotional. This will avoid
no phones before school, no phones heated discussions or rows and you’re
after 9:00 pm. If you do this, it’s impor- much more likely to reach a compromise
tant you’re consistent (don’t set a bad that suits you both.
Useful links I’m
Click interact
m iv
you t e and I’l e!
o thei l
r web take
site
Our Pact
Page 6 www.theparentsguideto.co.uk Page 7 www.theparentsguideto.co.uk
The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
A bedtime routine Avoid lie-ins
Creating a “bedtime” routine, such as At the other end of the day, try to set a
switching the phone to silent, putting routine so they get up at a similar time
it away 30 minutes before bed, taking a each morning and, hard though it may
bath, having a hot drink and dimming be, try to limit lie-ins at the weekend
the lights can all help calm the mind and to just an extra hour or so in bed. Long
prepare it for sleep. lie-ins disrupt their sleeping rhythm,
making it harder for them to go to sleep
Sticking to a similar routine every night at an appropriate time on Sunday night
signals to the body that it is time for bed and consequently, making it harder for
and helps it switch off so try to get your them to wake up on time on Monday
child into the habit of doing the same mornings. Where possible, bedtimes
things before bed and going to sleep at a and get-up times should be similar from
similar time (especially on week nights). one day to the next allowing the body to
synch to a regular cycle. Make plans for
Encourage them to keep a notebook weekend mornings so they have a reason
where any worries or important things to to get up if there aren’t activities they
do the next day can be jotted down. This can do through school or if they aren’t
prevents the mind turning over once the inclined to organise anything themselves.
lights go out and fretting about forgetting
things thus preventing sleep. Walk your talk!
If they share a room, curtaining off their Are you setting a good example? It might
sleeping area helps give them some be harder for them to get into good sleep
personal space. patterns if you are not following the
advice you give them.
Useful links
Sleep
NHS
council
Live well
UK
Page 8 www.theparentsguideto.co.uk Page 9 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Eating
Food is fuel for the body, so making Eating regularly Snacking Cook together
sure they eat at regular intervals with Whilst it may not be possible every
It’s important that teenagers eat at regular The temptation to eat sugary, highly
plenty of healthy ingredients is vital. night, it’s great if you can include some
intervals to avoid peaks and dips in energy salted, unhealthy snacks to keep energy
Try to ensure they have a healthy levels. Breakfast, lunch and dinner should levels up is not only bad for overall home-cooked meals (from scratch) regular-
breakfast before leaving the house be punctuated with healthy snacks. health but can negatively impair their ly throughout the week. Not only is this
(even if it is only cereal), provide a Providing a packed lunch and snacks for performance and ability to concentrate. much healthier and cheaper than buying
packed lunch and a nutritious supper them when they are on the go can help Help them make the right choices when ready-meals and take-aways, it’s one of
in the evening. ensure they are eating the right types of they are in a hurry by providing them the best lifestyle habits to teach your child
food. If possible, sit down for a family meal with healthy alternatives. If chocolate is a which they’ll benefit from throughout their
together at the end of each day (mobile and must, swap milk chocolate or chocolate adult life.
A balanced diet
tablet free!). Not only will this start a fantas- bars for dark chocolate. This doesn’t
As well as their “five a day” (about a third tic lifestyle habit for them to take through mean they can’t have an occasional treat, Cooking together provides a very good
of the overall diet), everyone should have to adulthood, it will also provide a break but it’s better to avoid eating high sugar opportunity to spend time together and
some starchy carbohydrate (another third), from being online and a chance to chat and and salty foods too often. bond. It’s a non-pressurized space for them
and the remaining third split between share one another’s experiences that day. to talk to you about things that may be
protein and milk/dairy with a small troubling them without making it the central
amount of fat . Ensure vegetarians and focus – you can catch up on good news too.
vegans are getting enough protein with KEEP THE HOUSE STOCKED
plenty of protein rich vegetables (such WITH PLENTY OF HEALTHY
as peas, sprouts, sweet corn, asparagus,
SNACKS
broccoli and avocado) as well as nuts,
pulses and beans.
Good food choices to maximise concentra-
tion include green leafy vegetables, herbs,
oily fish and pulses so try to include these
as a regular part of their diet – it will be
good for the whole family too!
Useful links
NHS - Eatwell BBC
Guide Good Food
Page 10 www.theparentsguideto.co.uk Page 11 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Growing up
As teenagers are getting older and more
independent, they will be preparing food
for themselves and it’s not possible for
you to watch what they are eating every Healthy snacks
meal time. However, where possible, shopping list:
provide food for them rather than money
which they might be tempted to spend
on unhealthy favourites. Remember, they • Mixed nuts
are going to eat what you have available • Raisins
in the house, so if your fridge, freezer and • yoghurt
cupboards are full of good options, that’s • Fruit
what they’ll reach for when they’re hungry. • Dried fruit
• Popcorn
Fast food, sweets, crisps and other treats • Rice cakes
are absolutely fine, so long as they are a • Flapjacks
small part of an overall diet and not the • Dark chocolate
staple foods. However, tired teenagers • Carrot sticks
are often tempted by convenience and • Cottage cheese
“quick fix” energy boosts so may be drawn • Kale chips
towards unhealthy options despite your • Hummus
best efforts to encourage them otherwise. • Eggs
• Smoothies
• Olives
Walk your talk! • Peanut butter
The foods you have available in your house, • Avocado
and what you eat will influence your child’s • Tuna
choices. Are you being a good role model?
Page 12 www.theparentsguideto.co.uk Page 13The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Hydration KEEPING HYDRATED IMPROVES
CONCENTRATION AND
FOCUS
The teenage body is made up of around Eight glasses a day
60% water. Not drinking enough water
Health experts recommend adults drink
reduces productivity, both mentally
at least two litres of water each day. This
and physically, and symptoms can equates to roughly eight 250ml glasses.
include tiredness, confusion, reduced
energy levels and the temptation to
snack when not actually hungry (thirst
is often mistaken for hunger).
Have water on hand at all times
The best way to make sure your child is
drinking enough is to ensure they have
water on hand at all times – at their desk,
in bottles in their bag when on the go, and
served alongside food. Plain water is ideal,
but to add interest, use natural ingredients
to give flavour – such as cucumber, lemon,
lime, orange, tangerine, mint or ginger.
Other drinks
Natural fruit juices are great, but can
be high in natural sugar, so why not
dilute them? Herbal teas or honey with
a dash of lemon offer hot, caffeine free
alternatives. Limit your child’s fizzy drink
Walk your talk!
intake – whether calorie controlled or If your children never sees you drinking a
not, including energy drinks. They are all glass of water they are less likely to think
unhealthy if drunk in large quantities. of drinking themselves.
Useful links
Natural
NHS
Hydration
Live Well
Council
Page 14 www.theparentsguideto.co.uk Page 15The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Caffeine
Caffeine affects us in different ways, Energy shots and drinks Food Isotonic gels
and different people are more sensi-
Energy shots can be deceptive as they Less obvious sources of caffeine are Teens often love isotonic gels, some
tive to it than others. On average,
are tiny in quantity but often packed with foods. Chocolate cake with chocolate of which contain as much as 75 mg
adults shouldn’t consume more than caffeine – for example a 60 ml shot can of caffeine per pack. These are fine
frosting or cup cakes with chocolate
400mg of caffeine a day and adoles- contain around 200mg of caffeine. Likewise, consumed in moderation but watch out
topping are likely to be very high in
cents should have much less. many energy drinks don’t necessarily have caffeine (as well as sugar) so this is not that your child isn’t having too many or
huge percentages of caffeine, but they are ideal to eat as a dessert after dinner. substituting an energy rush when they
Look out for caffeine served in large volumes (half litre bottles) so Likewise coffee flavoured products can are thirsty and should be drinking water.
consumption the amount of caffeine your child is drink- also contain lots of caffeine, so look
ing is a lot (160mg of caffeine in a can of out for ice-creams, frozen yogurts and Melts
Caffeine is present in coffee, tea, energy Monster), whereas a small glass of the same milkshakes.
drinks and chocolate so keep an eye on product would be fine. Melt-in-the-mouth tablets which are
how much of these your child consumes. available in various flavours, each
Energy shots are often very high in Most supermarkets and high street stores have containing about 80mg of caffeine.
caffeine and a firm favourite with teens. banned sales of energy drinks to under 16s.
Drinks with high caffeine (more than
150mg per litre) need to show this on BE AWARE OF THE AMOUNT
the label, although it is not always clear Coffee OF CAFFEINE CONTAINED IN
– and it doesn’t apply to drinks bought If your child regularly drinks one or two ENERGY DRINKS
in coffee shops. Lots of products high cups of coffee each day, it’s absolutely fine
in caffeine are available in health food to continue this, even during exam time,
shops which can give the impression as their body will be used to it. What’s
that they’re good for wellbeing but, like not good is introducing changes, so they
many things, can be harmful if taken in shouldn’t start drinking a cup of coffee or
large quantities. two during revision periods to help keep
them alert if this is not something they do
regularly. It’s more likely to make them
jittery, hyper and unable to concentrate.
Useful links
British
Nutrition
Foundation
Page 16 www.theparentsguideto.co.uk Page 17 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Keeping them healthy
Effects of caffeine
Too much caffeine can result in loss of
Keep an eye on their caffeine intake and,
if possible, get them to avoid it complete- Caffeine indicator
ly from lunchtime as a year-round rule. 330 mg
sleep, loss of energy, low mood and low Amount of caffeine per cup
concentration – the opposite of what’s
needed to revise well. Caffeine is also Walk your talk!
long lasting, so drinking caffeine-high If you’re reaching for a strong coffee
drinks in the afternoon can still impact several times daily to try and keep your
on your child’s ability to sleep that night. energy levels up, you’re impacting your
It’s an absolute no to drinking coffee (or own ability to sleep at nights, as well as
other caffeine fuelled drinks) late in the sending the wrong message on how to
evening to try and overcome tiredness manage tiredness.
and revise into the night.
215 mg
CAFFEINE IN MODERATION IS OK
BUT TRY NOT TO LET YOUR CHILD
135 mg
DRINK COFFEE LATE IN THE
EVENING
95 mg
88 mg
Grande Starbucks coffee
55 mg
Energy shot (5-hour)
40 mg
Instant coffee
20 mg
Filter coffee
Diet Coke
Black tea
Red Bull
Green
tea
Page 18 www.theparentsguideto.co.uk Page 19 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Providing the right homelife
Environment WORK WITH YOUR CHILD TO
FIND A CALM SPACE TO
REVISE
Chatting Finding the right space
Teenagers have a reputation for being Help them find a calm space to revise.
non-communicative, so when they do chat Things to consider are noise levels, light-
to you, don’t be tempted to quiz them on ing, ability to store their papers tidily, not
how they’re getting on with revision and being disturbed by other family members.
studying every time! Of course you will Different people have different needs, for
want to show interest, but sometimes a some, background music is helpful to study-
complete break is a good thing and there ing, for others it’s a distraction. Different
are lots of other things you will want to talk locations can help some children, so rather
to them about. than always working in their bedroom, they
might like to use the dining room, or living
Bedroom area from time to time. Give your child
space to work out what works best for them
A calm environment can encourage sleep, (which may not be what works best for you).
so make sure their room is a comfortable
temperature; their linen is fresh, clean and
cosy; they have blackout blinds/curtains to
Other options
reduce light in summertime (or eyeshades If there’s not a good place to revise at
if that’s not possible) and that it is quiet. home, maybe they could spend time in
Of course, you can’t be responsible for a local library or a local café with wifi, to
whether or not they keep their room tidy help inspire them by providing a different
(although you can try to encourage it) environment (and where adults working
but it is proven that a calm, uncluttered can act as role models). Varying the
environment helps relaxation. revision space can be helpful in creating
new energy to take in things differently.
Page 20 www.theparentsguideto.co.uk Page 21
21The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Providing the right homelife
Routine
Routine is important, not only Keeping routines
when it comes to creating a revision
It’s also much more difficult to “duck out” of
timetable, but also for homelife
activities when they are part of the regular
in general. People respond well routine rather than occasional exceptions.
to routine and by creating regular For example, if the family always spends
activities at regular times, you are half-an-hour together to eat and chat at
creating your own family rituals and around 6.00 pm, it’s much more difficult to
traditions. take food upstairs while revising or snack in
another room than it would be if the regular
Home timetable routine were to eat in different places at
different times. As far as you can, don’t
Try to set breakfast, dinner, family time, encourage your teen to take mealtimes in
family activities at similar times to create their room (or in front of the television).
stability and familiarity. It can be difficult
when everyone has their own schedule
but it is worth having some anchor points Improve time management
throughout the week when you all get Creating regular activities at regular times
together, such as breakfast at 7.15 am on of the day will help your child take breaks
weekdays or at 9.00 am at weekends, or from revising as well as improve their
family dinners on Monday, Wednesday time-management skills by having to
and Friday at 6.30 pm. organise revision around these times.
Page 22 www.theparentsguideto.co.uk Page 23The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Providing the right homelife
Taking a break
It’s vital for effective study that your and assimilate information, it’s an impor-
child takes regular breaks (both long tant way to find an appropriate work-play
and short) – without feeling guilty! balance to ensure a productive and happy
life in the long term. Try and help them
Short breaks ensure their breaks include a variety of Ideas for revision breaks
different activities (not just staying in their
When helping them create a revision room watching a Netflix series). Encourage your child to:
timetable, ensure they factor in five or ten
minute breaks within 30 or 60 minute study • Get creative, such as painting, puzzling,
Taking a day off sewing or drawing
sessions. Short bursts of studying produce
much better results than long stretches. From time to time, we all need to take
Even if they have to study all day or all a break. When things get tough, it can • Get active, such as going to the gym or
evening, they should not do more than an sometimes be helpful to step away from playing sport
hour at a time without having a short rest. the problem and revisit it with a calm mind
and renewed outlook rather than struggle • Get some fresh air by taking a walk or
on. If, on occasion, your child doesn’t stick sitting outside
Long breaks rigidly to their revision timetable, don’t
It’s important for them to take time out and worry, they are probably doing enough to • Go screen free and read a book or
do things they enjoy – such as watching a stay on track. If you don’t think they are, magazine
film, being part of their regular sports team, and the school agrees, it might be time
attending a concert, spending time with to work out different rules to help them • Interact with others by chatting to a friend
friends and family. Not only does this give refocus. or family member
the brain a chance to switch off, refocus
• Relax by taking a bath, watching an
episode of their favourite TV series or
listening to some music
• Refuel by preparing a healthy snack and
eating it away from their desk or computer
• Recharge by having a power nap
Page 24 www.theparentsguideto.co.uk Page 25 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Providing the right homelife
IT’S VITAL FOR EFFECTIVE
Being active STUDY THAT YOUR CHILD
TAKES REGULAR BREAKS
Being active is a key component in healthy
living – both for mental and physical Of course, it’s great if you can do some
health. If you can arrange some outdoor activities together, but if they are exercising
activities with your child this will not only alone or with friends, this can also increase
give you some quality time together, it the chances of them having life-long
will ensure they are getting out in nature, healthy habits as well as releasing energy
taking a break from being online and and making themselves physically tired
getting some exercise. Active hobbies (instead of just mentally tired, which can
release “happy” hormones that are make it hard to sleep).
fantastic for regulating mood, promoting
self-confidence and reducing stress. If your child is not keen on being active (for
example they don’t like swimming, playing
Doing active things as a family not only sports, running or dancing) encourage
helps bond but also creates an expecta- them to take regular walks to boost
tion that life should include “doing” (being circulation, stretch their muscles and be
physical in some way) as well as “resting” outdoors. It is very important that they
(such as watching TV or going to the spend some time being active outside
cinema). Good examples include going every week.
for a walk together, joining parkrun on
Saturday mornings, taking a day out to a *Some activities and attractions are likely
castle or local attraction, visiting a national to close, given the current circumstances.
park or city farm. If the weather’s poor, Listen carefully to the guidance given by
there’s ten-pin bowling, table tennis, visit- the government and limit all social inter-
ing a museum or stately home, ice-skating, action if you or your child display flu-like
swimming or visiting an aquarium* symptoms.
Useful links
Health for NHS
teens UK Live Well
Page 26 www.theparentsguideto.co.uk Page 27The Parents’ Guide to Exam revision (Sixth Form) 2020 - 2021 ©
If you’re enjoying this guide, you may be interested in:
ple
t o sams
c k me e page
Cli som
WWW.THEPARENTSGUIDETO.CO.UK
Page 28 Scroll on for next chapter
www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
Planning
Factor in relaxation time Be strict yet flexible
Sit with your child and help them Goal setting
work out a revision timetable, You can also make sure they are taking Part of the value in creating a revision
As well as long term goals (i.e. passing their longer breaks by including activities that timetable is to ensure all topics are covered
planning months ahead of exam
GCSEs), help them break down their different are not related to revision so that they can in the lead up to exams, rather than your
time - not just weeks before! Smaller, still enjoy time with friends and family and child getting side-tracked by one subject
regular revisions sessions are revision goals, so they will get a sense of
achievement after every revision session. their hobbies. Even in the lead up to exam they either find very difficult or prefer doing.
usually much more productive than time, taking time out is crucial. It’s impor- Sticking to the timetable is important and
Feeling that they have done what they set out
cramming (or leaving everything tant that as well as outlining when they promotes self-discipline. However, sometimes
to do will positively reinforce and encourage
to the last minute, which increases them to start their next revision session will be revising, they can also see that they things take longer than expected, so don’t
stress) so starting revision well in feeling capable rather than over-whelmed. have dedicated time for fun things too. get cross if your child deviates from the plan.
advance is a good strategy. Also, A good idea is to factor in some unassigned
it leaves time to adjust and adapt revision time to make flexibility easier.
if what seemed like a good idea in Keep subject focus
theory doesn’t prove as helpful in They might be taking lots of subjects at A REVISION TIMETABLE WILL
practice. GCSE but try to stick to just two or three HELP STRUCTURE REVISION
subjects on weeknights to help them
If your child is well organised and wants stay focused and block the sessions into AND KEEP YOUR CHILD
to create their own timetable without chunks with short breaks in between. For FOCUSED
your help, fantastic! If possible, get them example, rather than suggest revision
to share it with you and talk through why from 7 pm until 9 pm, have revision in 25
they’ve structured it the way they have so minute stretches with five minute breaks
you can help tweak it early on if you spot in between. This doesn’t mean they can’t
areas that could be improved. spend 50 minutes on one subject, it just
allows them to rest their eyes and change
Useful links
Down
load
me!
Revision
template
Page 30 www.theparentsguideto.co.uk Page 31 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
Revision timetable - Easter holiday
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8am Maths Geography Science Art English
Fractions and Revise case exam paper 1 – Family Coursework Make notes on
algebra studies timed breakfast main text
9am Geography conditions (2hr) French
Volcanos Drums lesson Vocab revision Drums lesson
Maths
Simultaneous
equations
10am History Science Maths
Essay question revision day Simultaneous
French with friends equations
Vocab revision
11am Maths History Geography English
Algebra Read through Time off Revise coastal Make notes on
Unit 2 notes defences main text
LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH
2pm Science Art Geography Science
Physics Coursework Football and exam paper 1 – Biology
swim lesson timed
Art conditions History
Coursework (90 mins) Key dates
3pm Science Art Unplanned
Chemistry Coursework revision
4pm Unplanned English
revision Complete an Dinner and Evening off
essay question cinema
5pm Gym Time off Gym
6pm Time off Time off Time off
Evening English Maths History
Look through formulas Make flash
unit 1 notes French cards on unit 2
Vocab revision
Page 32 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
Understanding their revision style
Every child works differently and what to make learning easier for them. If you
works for one child may not work at all haven’t already, identify what learning Auditory
for another. However, in broad terms, style works best for your child and help
Auditory learners prefer to listen and speak, so they should
there are four different learning styles them construct revision around this
work around these themes:
and, whilst using a combination of these learning style to make study sessions
styles can be effective (and indeed, some more productive and less boring. If they 1. listening to pod casts and audio books where the infor-
styles overlap), some children (and as have a preference for digesting infor- mation they should learn is spoken aloud;
adults later) will exhibit a preference for mation in a specific way, it will be more 2. joining study groups so they can listen and talk over
one style over another – it just seems interesting and stimulating for them. ideas with others;
3. listen to speakers/teachers/lecturers whether in live
sessions or online;
4. engage with you by talking, discussing and explaining
Visual Learners what they know;
Visual learners prefer colour and pictures, so they should work 5. using sound and music to help them learn;
around these themes: 6. teaching (or pretending to teach) others to demonstrate
knowledge;
1. make their notes colourful, with different colour pens,
paper, highlighters and post-its; 7. speaking answers to past papers aloud.
2. use images and pictures instead of words;
3. use symbols to represent key messages;
4. use maps and charts where possible;
5. adapt text to flow charts; Tactile Learners
6. express change and ideas in diagrams;
7. use doodles when note taking. For others, their preferred method of learning is through
action or movement. This is good for practical areas, such
as experiments in science and drama, but can require a little
extra imagination to help them translate theory to practice.
Reading writing 1. Where possible, do the activity themselves (cooking,
carpentry, design);
For some, the traditional method of reading and writing still 2. Use real life examples to help them understand abstract
works best, so they should work around these themes: concepts;
1. Take lots of notes (both during lessons and during study); 3. Take frequent breaks to enable them to be active;
2. Re-write notes in different styles; 4. Use art and drawing to help memorize ideas and themes;
3. Do lots of practice papers; 5. Study in groups and act out the material;
4. Use post-it notes to emphasis key points; 6. Make study sheets and flash cards to help memorize
5. Use highlighters to make important items stand out; information;
6. Read books, online articles, magazines and their own 7. Watching videos of people doing the activity (when they
notes. can’t do it themselves).
Page 34 www.theparentsguideto.co.uk Page 35 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
Ways you can help
Practise and repetition Timed exams / questions
If you have the time and it’s something Closer to the exams your child will benefit-
they’d find helpful, give them the chance from completing a number of past exam
to recite, repeat and practise what they’ve questions. Help them prepare by creating
learnt with you. Even if you don’t know an environment that resembles the
the answers, the opportunity to say out conditions they are likely to experience in
loud what’s in their mind can help clarify the exam hall - minimise external sounds,
whether they have grasped the concepts setup a clear desk and if you can, locate
or whether they are still hazy. This style of a single clock to encourage your child to
revising might not appeal to those who time manage under test conditions. Once
prefer reading/writing, but it’s especially the allocated time has come to an end, get
useful to aural and tactile learners. your child to stop writing as they may be
tempted to continue. If they did not finish
Other ways you might be able to help is get them to reflect on the reasons why. Do
using quizzes, mind maps, white boards, they need to do more revision, improve
multiple choice or sound bites to see what their time management or work on their
they’ve learned. exam technique?
Host a revision day * Act as the student
Revising together can also help, so encourage Another effective revision technique is to
them to revise with friends if it’s something encourage your child to speak through
they enjoy. This gives them a chance to test their subject knowledge. By taking on
one another, swap revision notes and revise the role of the student, ask your child to
in different atmospheres. But don’t compare! explain a topic from one of their subjects.
Everyone is different, so whilst it’s fine to hear Listen carefully and don’t be afraid to ask
how other children are revising (either directly them a question if you do not fully under-
from them or via their parents) it doesn’t mean stand what they are saying. Studies have
they are doing better or worse than your child. shown that one of the best ways to revise
is by teaching others.
*This may not be appropriate given the current
circumstances. Listen carefully to the guidance
given by the government and limit all social
interaction if you or your child display flu-like
symptoms.
Page 36 www.theparentsguideto.co.uk Page 37 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
More ways you can help
Memory and examinations are connected to their
goals and ambitions and rewarding them
It might seem that with the internet at when they work hard with treats such as
our fingertips, there’s no longer a need to making their favourite dinner or watching
commit everything to memory. However, a film together.
examinations are a test of understanding
and your child will need to have some
facts in mind to express their knowledge. Prepare yourself
If your child’s forgetful in giving you their
Research has shown how much informa- examination timetable, arrange to get one
tion we retain through different ways of for yourself from their school or college:
receiving it. Most people only remember that way there are no nasty surprises!
10% of what they have read for the Put their exams and important dates in
first time, whereas they will remember your own calendar or diary so that you
three times more if they have watched a don’t forget what’s coming up.
demonstration.
Don’t make arrangements for big days out
It’s a good idea for your child to use or several days away from home during
lots of different ways of reviewing the intense revision time (i.e. just before
same information which will help them exams). It can be both distracting and
remember more over longer periods unsettling to have a packed agenda when
of time. Trying different ways will also their focus should be on revision. This
help them discover which work best for does not include shorter family outings
them. Use this in combination with their (for a couple of hours or half a day) to
preferred learning style (page 32) for make sure they take rest time.
maximum effect.
Years 10 and 11
Motivating them to revise
Make sure you’re familiar with the rhythm
Don’t be tempted to use bribery (such as of the GCSE years (especially Year 11 when
financial incentives or exemption from they’ll be sitting their GCSEs) so you are
chores) to get them to revise. They are aware of challenging periods. That way
doing this for them, not you! However, you can avoid making arrangements that
encourage them to be motivated by might put too many demands on their
helping them visualise how their revision time.
Page 38 www.theparentsguideto.co.uk Page 39The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Helping them revise
Key milestones
Starting Year 11
Your child may or may not have
exams as they begin their Yr 11
SEPTEMBER 2020 journey; however it is essential
that they start the year as they
Post 16 options mean to go on. Help them
Schools and teachers will prepare a clear space for study.
pay particular attention to
your child’s approach to work
and study as the academic
OCTOBER year progresses. A poor work
ethic and little home revision
could negatively impact your
child’s post 16 options, such
as the ability to progress with Christmas holidays
certain qualifications.
Most schools will schedule
mock examinations either just
before or just after the Christmas
DECEMBER holidays. Encourage your child
to approach the holiday period
maturely with a healthy balance
Mock examinations between revision and socialising.
Try to approach these with
an attitude similar to those of
the official exams. Mimicking
JANUARY 2021 exam conditions will help
reduce nerves when the final
exams begin. Easter holidays
The emphasis here is
independent learning. Schools
are closed for 2-3 weeks and
your child will have a significant
APRIL period of time to revise and
study. If your child hasn’t created
May half-term / examinations a revision timetable yet, now is
Your child may or may not the time. This will help focus and
have completed some of their structure their revision efforts.
MAY
exams already. May half-term is
a crucial time for consolidation
and reflecting on their past
exam performance.
Examinations
JUNE This should not be a time for
cramming.
Page 40 www.theparentsguideto.co.uk Page 41The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
During exam time
During exam time EXAM TIME CAN BE STRESSFUL
SO HELP YOUR CHILD
FEEL IN CONTROL
thinking patterns by taking a break in
between.
Feeling in control will be very impor- Eating
tant to their mindset when entering Ideally your child should eat a healthy
an exam. Being late, rushed and breakfast ahead of morning exams. If they
forgetting things they need to bring are not keen on eating first thing in the
with them has the opposite effect. morning, then make something that they
Spend time with them the evening can take with them and eat once they’ve
before the exam going through all the arrived at school – ensuring they have
things they will need and making sure left enough time to eat it before the exam
they have packed them in their bag starts! Entering a long exam on an empty
(pens, pencils, ruler paper, dictionary, stomach won’t help them perform well.
calculator etc).
Don’t let them have too many stimulants
before an exam. They might be tempted
Help them prepare to fuel themselves with sugar (sweets),
Have all the clothes they plan to wear ready caffeine (an energy shot) or taurine (Red
(so there is no last minute searching!) and Bull), whilst this could produce a temporary
help them consider what they need. It may high it’s possible they might be too hyped
be summertime and very warm outside, to focus calmly at the beginning of the
but if there is air-conditioning in the exami- exam, and then find their energy levels
nation centre, they’ll want something warm dipping significantly half way through,
to wear over summer uniforms. making them sleepy. It’s fine for them to
have a coffee if that’s what they usually do –
Prepare lunch, snacks and a clear water but not if they don’t.
bottle for them to take with them – as well
as making sure they have set their alarm If they are doing two exams in one day,
leaving enough time for them to have a they’ll need something to revitalise them at
healthy breakfast and wake up fully before lunchtime and a water bottle they can refill
heading to the exam. to ensure they’re drinking enough. If mints
and gum are permitted in the examination
centre, it might help concentration.
Page 42 www.theparentsguideto.co.uk Page 43The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
During exam time
Drinking that the journey will be traffic or accident
free, even if it’s a route you take on a
It’s great for them to be fully hydrated regular basis, allow extra time. Your child CHECKLIST:
before an exam, but if they have too will want to familiarise themselves with
many fluids they may frequently need the their surroundings, may wish to use the Avoid any last-minute stress on the morning of the
bathroom, so strike a balance! rest room, perhaps have a snack before exam by preparing the night before:
the exam (food is not usually allowed).
Getting there Once an exam has started, most centres Double-check the date, time and location of
Whether they are travelling alone or you’re won’t allow late entrants because it unfair- their exam
taking them, allow plenty of time in case ly disturbs other students and, no matter
how earnest, exceptions will not be made.
there are delays on the way. Don’t assume Have they prepared what they’ll need for their
exam, including special equipment such as a
calculator, dictionary … etc
REDUCE MORNING STRESS BY They will need a watch (no smart watches) to
help them keep to time during the exam
PLANNING AHEAD
Make sure they get their clothes ready to avoid
any morning rush
Make sure your house is fully stocked for a
healthy breakfast
Make sure they’ve packed a clear water bottle -
hydration is important!
Try to encourage them to have an early night.
It’s OK for them to do some light revision the
night before, but they should not be cramming
late into the night
Page 44 www.theparentsguideto.co.uk Page 45 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
During exam time
Supporting your child DURING EXAM TIME FOCUS
ON THE POSITIVES RATHER
THAN THE AREAS THEY
Be positive Cramming HAVE STRUGGLED WITH
Be positive and reassure them about what The night before or morning of the exam
they have achieved to help boost their confi- is not the right time to start trying to learn
dence before going to an exam. Don’t add new information, so as far as you can,
to their stress by telling them they haven’t help them to avoid this type of panicked
done enough (even if that’s what you think!) learning. It’s fine for them to go over notes
and remind them that failing the exam is not they’ve already made and reviewed sever-
the end of the world. They can always retake al times already but it’s better to avoid
it or choose to do something else. trying to learn something new.
Be interested Household chores
Give your child an opportunity to chat with Give your children a break from household
you after each exam to talk through how chores during exam time. They are under
they felt it went, if that’s what they want to enough pressure, so let them off the extra
do. Focus on the positives where you can work until exams are over.
– rather than the areas they struggled with.
Remember, once an exam is over they can’t Talk about exam nerves
change their answers, so focus on what’s
coming up and can be positively influenced. Exams make some people more nervous
than others. If they are nervous, reassure
them that it’s completely natural to feel
General health anxious about taking exams and give them
Getting enough sleep, eating well, drinking space to explain to you how they are feeling
plenty of water, being active, taking time and whether the nerves are manifesting in
out are all essential for performing well physical or mental symptoms. Don’t make
during exams, so pay special attention to them feel anxious about feeling anxious!
these areas and try to help your child do
as many of the right things as possible. If you are concerned about their levels
of anxiety, see more detail in Chapter 5,
Exam Anxiety.
Useful links
Mumsnet
Page 46 www.theparentsguideto.co.uk Page 47The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Exam anxiety
Exam anxiety
It’s perfectly natural for your child to Prolonged periods or bouts of intense anxie- Signs of anxiety and stress • Talking over and over the same
be worried about taking exams and ty may have a negative impact, but there concern and being unable to either
are lots of ways you can help them manage It’s good to be aware of the signs of stop thinking about it or to find relief;
how they will perform – you might
this anxiety and use routines to help keep anxiety and stress so you can watch out
even be a little worried too! for them. A change in behaviour for a • Physical symptoms (sweaty palms,
them calm. If you haven’t introduced them shaking, fast heartbeat, aching
to some of these techniques already, we’ve day or two might be nothing to worry
In small doses, anxiety can be a good about, but if you notice a regular change, muscles);
thing: helping your child to focus, get included some suggestions.
then it’s usually a sign that something is • Restlessness and being unable to stay
motivated to study and even recall wrong. Some of the more common signs still;
However, in some cases there can be times
answers they were unaware they’d of anxiety include:
when anxiety reaches exceptional levels • Inability to concentrate (such as
learnt. and professional support is required. How • Losing interest in things they’ve previ- taking in what’s happening in a TV
can you tell the difference? ously enjoyed; programme);
• Behaving in the opposite way to • Panic attacks;
IT’S GOOD TO BE AWARE OF usual – quiet children can become
• Not sleeping.
THE SIGNS OF ANXIETY SO YOU very chatty, chatty children can get
withdrawn;
CAN WATCH OUT FOR THEM Remember to keep perspective. If they
• Being grumpy and irritable; have had several late nights, they are
• Lots of headaches and digestive likely to be tired and this increases
problems (stomach aches, diarrhoea, irritability. If they’ve been exercising, they
constipation, vomiting etc); might have aching muscles. If they’ve just
run to meet you, they’ll have a fast heart
• Worrying all the time, this can show rate. Individual or a short-term combina-
itself in only picturing negative tion of the above symptoms are normal.
outcomes (what if I fail, I’m going to
fail, I can’t do this);
Page 48 www.theparentsguideto.co.uk Page 49 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Exam anxiety
How to help
If you notice your child is suffering, Physical activities – It doesn’t Talking – it may not be to you! A Avoiding stimulants – bright lights,
it’s time to help them. That doesn’t matter what activity - dancing, football, sibling, grandparent, family friend or loud music, caffeine, sugar, alcohol, too
always mean you stepping in (that swimming, walking – so long as it’s friend at school or perhaps a charity much excitement (a thrilling computer
could add to the anxiety) although it’s something they enjoy, gets their endor- chatline. Expressing worries out loud can game, exciting movie) can all promote
good to let them know you’ve noticed phins flowing and requires focus so the sometimes make them feel less signifi- adrenaline production and increase
something’s wrong and give them a mind is concentrating on something differ- cant than when they’re playing on loop in feelings of anxiety, so these are best
chance to talk to you if they want to. ent. Team games are great, as connectivity the mind. Talking aloud also encourages avoided.
Avoid broaching the subject in front and communications with others is restor- finding their own solutions – prompts
of others, this could make them feel ative. such as ‘what would need to happen Reducing lighting (have dimmable lights
to make you feel better’, can help them or table lamps in the bedroom) also
embarrassed or inadequate and make
Music – Music has an amazing ability to reframe to seeking solutions rather than helps to increase feelings of calm and can
them feel worse (they might think transport you to a different time and place. dwelling on troubles. help prepare for sleep.
they are doing a job good of hiding it). Anything that evokes positive memories
Don’t forget, the aim isn’t to eliminate and experiences is a good thing. To reduce
anxiety but to teach them how to anxiety, it’s better to listen to relaxing and
manage it. calming music rather than something that
stimulates.
There are two ways to help. Encourage EXPRESSING WORRIES OUT
them to take part in an activity that will LOUD CAN SOMETIMES MAKE
provide a distraction so they stop thinking THEM FEEL LESS SIGNIFICANT
about whatever is making them anxious.
Giving the brain some time out from
worrying can help obtain a better perspec-
tive later.
Useful links
Anxiety UK Childline
Page 50 www.theparentsguideto.co.uk Page 51 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 © The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Exam anxiety
The second way to help is to provide an Mindfulness with meditation, breathing Practising yoga regularly has been Herbs and smells – For centuries we’ve
opportunity for them to learn some proven techniques, visualisation or yoga. Anxiety proven to improve the heart rate as well used herbs and smells to invoke different
techniques which help reduce anxiety. It’s can induce rapid, shallow breathing which as physical strength. Meditation trans- atmospheres. Essential oils can be burnt
a really good idea for your child to practise encourages the heart to beat faster to ports the mind to a completely different in diffusers, added to baths, placed on
some of these methods when they’re not try and compensate for lack of oxygen. place and experience. There are many candles, mixed with water as a spritz or
anxious, so they can familiarise themselves Learning slow breathing and how to take different types of meditation including poured on a tissue (great for on the go and
with the approaches and get comfortable deep breaths has an immediate physical auditory (describing experiences) and to pop in a pocket) and are inexpensive
with the experience and how it makes effect and is particularly useful in prevent- visual (looking at something). These to buy. Some useful staples are: lemon
them feel. Then, should anxiety strike, it’s ing anxiety escalating. Meditation, visual- activities can be done in short or long (promotes concentration and calming);
something they’re relaxed about doing. isation and yoga all encourage positive bursts and alone or in groups, which lavender (reduces stress and can help
Regularly practising relaxation techniques breathing techniques. makes them ideal to put into practise sleep), jasmine (uplifting and calming),
helps keep anxiety at bay too. Some good when on the go or needing a ready tool peppermint (invigorating so helps to
choices are: Apps like Headspace can be loaded on the when nerves strike. clear the mind) and rosemary (acts as a
phone so your child readily has help to pick-me-up).
hand in any place at any time.
PRACTISING RELAXATION Herbal teas are a great caffeine free hot
drink and, as well as benefiting from the
TECHNIQUES CAN HELP smell, the herbs work within the system
REDUCE FEELINGS OF too. Try camomile, peppermint, lavender
ANXIETY or lemon balm.
Useful links
NHS
Headspace
exam nerves
Page 52 www.theparentsguideto.co.uk Page 53 www.theparentsguideto.co.ukThe Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Exam anxiety
Reflecting on your own behaviour REDUCE EXAM NERVES BY
FOCUSING ON EFFORT
RATHER THAN OUTCOMES
A common reason for children being reinforcement for something good that’s
anxious is the expectation their parents been achieved, rather than “Well done, all
have and the worry that they cannot that revision’s really going to help you pass
live up to that and will let everyone your exams” which sets an expectation for
down. You may unwittingly be putting a future event yet to be achieved.
pressure on your child by being
positive about how well they will do. There are other options
You may think you’re being reassuring
by saying, “of course you’re going to As an adult with your own life experience,
pass every exam” and expressing your you know that doing well in exams will
faith in them; they may misinterpret open doors and provide lots of opportuni-
what you mean and take it that if they ties to succeed. You’re keen to make their
don’t pass every exam you’ll be disap- life easier. But exams are not for everyone,
pointed and think less of them. and if your child doesn’t do well in theirs,
there are plenty of other options and lots
That’s why it’s a good idea to focus of routes to success. Keep this front of
on effort rather than outcomes: “I’m mind so you don’t give them the impres-
really impressed that you finished your sion the world starts and ends with their
revision this afternoon” gives positive exams.
Page 54 www.theparentsguideto.co.uk Page 55The Parents’ Guide to Exam revision (GCSEs) 2020 - 2021 ©
Exam anxiety
Where to get support
Professional support includes more of a similar age can sometimes feel
than counsellors and psychiatrists easier than speaking to an adult, or
(although both these approaches can speaking to someone just slightly
be helpful). There’s a range of profes- older, who has more recently been
sional options available including: through a similar experience can be
very reassuring;
1. Teachers at school – both in an
academic capacity to help understand 4. Charities – most now offer both online
subjects better, as tutors to help create and telephone support. This anonymity
better ways of working outside school (i.e. not being face-to-face) can make
and pastoral experts who can help talking over problems and worries easier.
with emotional issues;
2. Some schools have an independent Too much anxiety
counsellor available with whom your If your child is showing several signs of
children can talk in confidence (i.e. anxiety on a regular basis (several days
they will not relay the information to each week) over a prolonged period of
the school); time (several weeks) then do seek help
3. Peer support networks – these can be from external support services and a good
very helpful as speaking to someone place to start might be visiting your GP.
Useful links:
Page 56 www.theparentsguideto.co.uk Page 57You can also read
