SIXTH FORM STUDY Students at 6th Form level have the privilege of timetabled private study time to help them complete tasks, homework and research. Library and ICT facilities are available to assist the student at these times and a study skills programme is also followed in a directed Tutor period where students can improve their knowledge and skills. 
Students Hard at work! Below you will find some tips on how you can best learn your work, become familiar with examination technique and how to deal with the stress element involved. · Learning styles · Answering questions / essay writing · Note-taking · Key words clarified · Stress Busters · Tips for studying for examinations · Useful websites So – How do you learn? · Only 30% of people remember what they hear during a lesson · 40% retain what they read or see · 15% learn best when they handle materials and write and drawwhat they are learning · 15% learn best by taking part in practical activities which they recognise as having relevance to them The Visual Learner Children and adults who exhibit a preference for a visual learning style may: 1. Enjoy reading / would rather readthan be read to / pick up cues from body language and facial expressions 2. Be particular about their clothes– appearance matters to them! 3. Enjoy drawing, painting, designing– they may doodle when thinking 4. Have good visual recall – good with directionsremember where they have left things 5. Interestingly, use or respond to language which reflects their visual preference, such as ‘I see what you mean .....’ or ‘It looks to me as if ....’ If you are a visual learner you might: · Use ‘mind maps’ to help record notes and information · Use highlighter pens and a range of coloured penswhen presenting written work · Use labelled diagrams and pictures as well as extended pieces of writing · Try to take a few minutes to visualise your work before beginning it
Auditory Learners
Children and adults who exhibit a preference for auditory learning styles may: 1. Enjoy discussion, debateshaving stories read to them 2. Enjoy talking and have an extensive vocabulary for theirage 3. Like telling jokes and making up stories 4. Relate to others through conversation and explanation 5. Use like language such as ‘Can we talk about it?’ or ‘I’d like to discuss that a little more ...’ If you are an auditory learner, you might: · Read out information dramatically · Summarise information out loud, perhaps by giving short presentations to your friends · Create sound pictures or compositions to reflect key aspects of your learning · Record yourself Kinaesthetic Learners Children and adults who exhibit a preference for kinaesthetic learning styles might:1. Enjoy sports and other physical activities 2. Reveal emotions through body language rather than words3. Respond to people through touch 4. Fidget during quiet times and find it difficult to keep still 5. Learn through the use of 3-dimensional equipment such as blocks and rods 6. Use language such as ‘The way I feel about it is …’; ‘I’m not sure that I follow …’ If you are a kinaesthetic learner you might: · Make sure that you move about every 25 minutes or so · Set yourself the task of remembering something in the length of time it takes you to walk around the playground or down a corridor · Try to devise some visual actions to show your understanding of the characters or plot of a book, a period in history or a place in geography · Consider learning in a group
Answering questions / Writing Essays Be sure that you are familiar with key question words: Compare Ask yourself if things are similar or if there are important differences. Which point of view is better? Why? What are the pros and cons for both arguments? Contrast Look for differences between the various arguments or theories. Define Give the meaning of a word or theory. Discuss Are there 2 sides to the question? Consider the arguments both for and against the point. Write about the important features of the topic. Distinguish Explain the difference between two arguments or characteristics. Examine Look at all arguments and characteristics of the topic and describe them in detail. What significance do they have? (The word ‘Critically’ often goes in front of ‘examine’ – ensure that you use evidence to back up your opinions and arguments on the value or significance of theories or facts). Explain Make clear. Evaluate Judge the importance or success of an argument or theory. Again ensure that you use evidence to support your opinions and arguments on the value or significance of theories or facts. Illustrate Provide examples in your work to make your arguments clear. Outline Write about the most important aspects of a topic. Do not go into minor details. Relate Show the connection between facts or theories or issues. State Briefly write about the main point or identify what you are asked to. Summarise Bring together the main points – this does not mean that you repeat what you have already said! What consequences / impact do these main points have?
Note-taking 1. Summarise- what are the key points / opinions detailed in the article? Use ‘key words’ and phrases from the source in your sentences. Read over what you have written and check you haven’t left any of the main points out. 2. List the important details/characteristics– identify specific details and data that back up the main points evident in your summary. If you are including theexact words of the author or another speaker, make sure you use speech marks and don’t forget to acknowledge the quotation! 3. Acknowledge your source – include all the information you would need to know to identify the source in a bibliography: · The name of the book or Publication · The Chapter number or article title · The Author · The Publisher · The date it was published. *Just a note to say that information can be catalogued in a few different ways in a bibliography: Chronologically (by date – earliest first) or Alphabetically. Both are acceptable as long as you are consistent in whichever approach you use
Stress Busters 1. Think and be positive! Congratulate yourself on yoursuccesses and view failures as an opportunity to learn. 2. Have a varied lifestyle –‘All work and no play’ is no good for anyone! Build opportunities for relaxation into your schedule! 3. Keep a sense of proportion– if things do not work out, there will always be an alternative option, so don’t panic! 4. Talk to others if you’re feeling anxious – friends, family, even a counsellor. 5. Get plenty of sleep and don’t work right up until the lastminute.Allow your mind some time to wind down before you lie down to sleep. 6. Lists are good – and there’s great satisfaction in ticking things off. 7. Don’t complain about your situation – you have the power to change it! Don’t be a victim. 8. Break down tasks and make them more manageable – then they won’t seem as daunting. 9. Focus and concentrate – try and have a calming thought or vision which has a positive effect and reduces anxiety. 10. Smile – life’s too short not to and you will feel better. So will those around you. Tips for Studying for Examinations
Planning Ahead - Have a study timetable A study timetable: · Gives you a target to aim for · Spreads your study time over the week · Helps you get into a routine for study so that you do not feel torn between your leisure and study time · Encourages you to keep your work up-to-date. This is really important as falling behind can get you down and it is very difficult to catch up. Use your time effectively Make your study periods a reasonable and realistic length · Build in short breaks to your study time · Ensure you have something to look forward to when you have finished studying: chatting to a friend, going out, watching TV or even chocolate! Use ‘Post-its’ Stick them everywhere you spend time! Use different colours for different topics. Take them down and see if you can remember them or mix up the order and try and sequence them. Use Index Cards You can write key words on these to summarise a topic. You can draw a symbol or image on the other side of the card. Mix the cards up and then sequence them to help you learn the stages of the process. Go Walkabout! Remember new information by learning it in an unusual location. You might try and remember facts by learning them while walking or exercising. Place cards or post-its in different rooms, memorising facts as you move between them. Highlight it Use highlighter pens to mark out key words so they will stand out when you read them again later. In Languages, you could use different colours for different parts of the sentence. Rap ‘n’ Rhythm Put facts in a verse or in a rhyme or to music. You might want to use a suitable movement to accompany this. This is a good way to memorise dates, formulae in maths and science, lists of facts, even the periodic table! 2 heads are better than 1 Ask a friend or family member to listen to you, question you or test you. Get in tune! Learn lists in time to fast music (60-70 beats per minute). This particularly aids long-term memory. Playing background music can also create a relaxed atmosphere, opening the mind to absorb information. Think big! Display large and colourful posters, brainstorms or mind maps at eye level in the room in which you are studying.
As a Sixth Former, you’ll need to be familiar with a lot of things and you’ll also be keen to find things out outside of your subject learning. Hope you find these websites useful!
Websites for 6th Formers
Directgov - Young people
http://www.direct.gov.uk/en/YoungPeople/index.htm
Access a wide range of online serivces for young people.
need2know
http://www.need2know.co.uk/
Information and on health, money, work, leisure, sex and relationships, housing and much more. Has links to loads of other useful websites
Connexions Direct
http://www.connexions-direct.com/
Confidential advice and practical help for young people aged 13-19. Information on topics such as careers, learning, health, housing and your rights
ChildLine
http://www.childline.org.uk/Helpandadvice.asp
Call 0800 1111
· Afree 24-hour helpline for children and young people
· You can call about any problem, at any time day or night
· ChildLine's counsellors are there to help you find ways to sort things out
· Their website can also offer you help and advice
There4me.com
http://www.there4me.com/home/index.asp
· Advice for 12-16-year-olds on all sorts of issues, including bullying, drugs, relationships, exams and difficulties at home
· Provided by the NSPCC (National Society for the Prevention of Cruelty to Children)
Citizens Advice Bureau: Advice Guide
· Advice and frequently asked questions on issues to do with family, health, housing, education, money, rights and the legal system
Criminal Justice System Online
http://www.cjsonline.org/
· Information on criminal justice and the law, whether you are a victim, witness, offender, or defendant
Educational Maintenance Allowances
http: //www. emani.gov.uk
Provides information on eligibility, applications, procedures and payments.
Council for Curriculum,Examination and Assessment
http://www.ccea.org.uk
Assessment andQualifications Alliance
http: //www.aqa.org.uk
All about the courses you are studying – see course specifications, assessment requirements and past papers.
KEY STAGE 5 STUDENTS CELEBRATE MASS TOGETHER
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