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Exam boards now have a lot of resources to help students and teachers do them. Take AQA GCSE for example... This is what they have on their GCSE chemistry website under teaching resources. First, the command words and the subject specific vocabulary are must reads. The command words are a list of words for the exam questions which explain what the question expects based on the word. The subject specific vocabulary contains terms which you need to know for your investigations

Leading on from the previous post, we now have the materials we need, so we will approach the question in order to maximise learning. First, do the question. You get the most learning by doing it without notes or things to refer to. This way, you get the best picture of what you would know in an exam. Secondly, mark it, and mark it as honestly as you can. Sure, it would feel good to know you got full marks, but do you deserve them? It won't do you any good to be too generous

Past paper exam questions can offer a great deal of learning if approached correctly, both in terms of understanding and exam technique. This post will go through the resources you need to make the most of an exam question and also the approach you should take to be able to ace that exam question. Resources Obviously, you need the question itself. Next, you need the mark scheme. This may sound obvious, but you won't get the most of a question if you do it without knowing if i

There are a few things that can get lost in the general maelstrom of content when you revise your science. One of those things is unit conversions. In GCSE science, you need to make sure that you have all of your units in SI units for the maths questions. That is: Kilograms for mass Amps for current metres for distance seconds for time Joules for energy If the units you have been given are different, you need to know how to convert them. To convert them, you need to know the

I recently read this article on the TES on SLOP (Shed Loads of Practise) Although the acronym is new, the concept is not. You get better at things when you do lots of practise. It is an idea we should be promoting to children anyway, as Carol Dweck's research shows - we should be linking their successes to the amount of effort they put in. In the context of revision, this means doing lots of questions then looking at the answers to see how you have done, marking them and thin