How to revise for your GCSEs.

This blog is aimed at all you stressed out Year 11's. This half-term things will seem tough. Every subject teacher will tell you that their subject is the most important! You may be feeling overwhelmed and as a result you may come to a standstill. You will be being told that active revision is best! However, you may feel that you have too many resources! Your teachers will be printing revision booklets by the seconds and demanding your presence at revision sessions before school, at lunch and after school! Your parents will want to see you studying when you arrive home! You may feel trapped in an endless cycle of work, bed, work, bed…

So how are you going to take control of this situation?

Firstly, breathe and then create a timetable! This way you can schedule time for you without the guilt! You can play games online, go out with friends, watch your favourite show, scroll your socials! You should start by printing out each day from 8am until 11pm. You can then block out time at school. Block out lunch and tea time. Depending on when you work best, block out two hours after school for revision and if you really need more time, you can have an optional extra hour. I would not advise you to work any longer than three hours after school as you may feel like you are going to burn out. If there is a particular subject that you are struggling with prioritise this for a couple of weeks. Watch “You Tube” videos on the subject, use BBC Bitesize and Quizlet. If you can afford to, buy flashcards or hire a tutor. Take action, don’t avoid it. Revise what you find difficult and complete practice questions against the clock. Ask your parent to test you or a friend if you work well together. Make sure to attend those revision classes even if it is the last thing you want to do! Finally, you should schedule a Saturday or Sunday as a no work day! Nobody can work seven days a week without a break.

When to do more!

From February to Easter, you should timetable topics that you have not looked at for a while. Actively, use your notes or a text book to read through and familiarise yourself with the topic. Use your mobile phone to set a timer and write down as much as you can remember. You will be surprised at how little you have retained just through reading. Now you will see the need for more active activities. Move onto answering questions from the text book then use education sites to assist your understanding. You may then find a “You Tube” video on the topic. Use your flashcards and get someone to test you. Finally, try some past examination questions.

When Easter arrives, attend those extra classes! You now need to look at which examinations arrive first. English Literature is usually one of the first and Biology was one of the first in 2024. Create a new timetable to fall in line with the dates of your examinations. You will feel pressured but you are close to the finishing line. You need to give it one final push and then you will be rewarded with a very long Summer break. The night before your examination do practice questions and check if you need to fill any last minute gaps. Most importantly, go to bed by Ilpm and get a good night's sleep. The best bit is ticking off each examination day by day. Know that you have tried your best and you will get your results in August. There is no point worrying once they are completed!

A week in the life of VB Tutoring.

Victoria offers her support and expertise during the week to a wide range of parents and students. Monday’s start with a Pilates Class and then it is home to prepare for the evening lessons. On a Monday, Victoria focuses on supporting G.C.S.E English resit students. These students have previously scored a Level 3 and are looking to gain a Level 4 next time round. The planning for these sessions is carefully crafted as the first chance to resit is in November, meaning there is a race against time to target areas that can increase the students chance of passing.

On a Tuesday, Victoria’s students are Year 10’s and 11’s following the G.C.S.E English Language and Literature Syllabus (classes for Eduqas and AQA Board). Recently, the Eduqas students have been exploring the Eduqas Poetry Anthology and learning to identify and think about the effects of poetic form and techniques; they have then received guidance through modelling as to how to write an analysis. The AQA students have been looking at past papers and discussing how to plan their time effectively in an examination. At the end of the evening, Victoria introduces Shakespeare to her Year 5 student. They read an illustrated version of The Tempest. The focus is to understand the plot and characters which they do by watching a short illustrated video of the play. They can then tackle the language by reading both the Shakepearean words and the translation. The illustrations are also discussed and this supports the student to enjoy their first experience of Shakespeare.

It is Wednesday morning and it is time for Victoria to be the student! After not passing her driving test in her early twenties, she has decided to try again. It is a humbling experience as she remembers what being the student is like. This has certainly added to the empathy that Victoria has when she is the teacher. By Wednesday afternoon, Victoria is back in her comfort zone presenting a one to one lesson to a new Year 5 student. Victoria needs to spend a few weeks assessing the student but reassures by presenting the tasks as quizzes and the student is helped in the moment if struggling. There is laughing and smiling and the student tells her about his day. The atmosphere is friendly and the student tells Victoria, it has been fun! Both Victoria and her new student look forward to seeing each other to continue learning next week. The last lesson is a G.C.S.E group session. They are practising creative writing. Victoria offers guidance as to the do’s and don’ts and shares her experience as an examiner. The students write their descriptions independently and Victoria gives one to one help and guidance throughout. At the end of the session, one of the students stays on the call to thank her and tell her how much the sessions are helping him.

Thursday is Victoria’s day off but she often spends it catching up with parents and feeding back any information needed regarding how a child is progressing. There is time for going the gym, getting her nails done, catching up with friends and family most weeks though. This particular Thursday is spent updating her safeguarding knowledge with an online Tutors Association Course.

Friday means planning for the following week based on the sessions that have been completed last week. Victoria keeps a written teaching diary so that she knows where a child is headed and what key objectives and targets need to be addressed. This informs the plans for the week ahead. Victoria finishes the week with three hours of back to back sessions, starting with a Year 2 child who enjoys reading and enjoying stories. Next, is a Year 4 student who wants to improve her English skills, and then to finish, a Year 11 student from one of the most prestigious schools in Liverpool. They are currently doing a deep dive into Jekyll and Hyde as the student aims for the top grades at G.C.S.E.

Victoria enjoys supporting all her students who offer such gratitude for the support they receive and looks forward to supporting many more children with their English Studies in the future.

Contact: burnsv@vbtutoring.co.uk

Evaluation of the Unseen Poetry Workshop.

I am pleased to report a successful workshop. My aim was to improve the confidence of those who attended. Although a little nervous at first, students were soon all smiles and enjoying the sharing of ideas. Each individual was able to record their thoughts on a sticky note before the verbal discussion. This allowed for maximum participation and students were then able to enjoy listening to the ideas of others too.

40% of the students who attended gave the session 4/5 for helpfulness and 60% gave it 5/5. I was delighted to find that 100% of those who attended said it had developed their confidence in approaching the Unseen Poetry element of G.C.S.E English Literature.

Students were encouraged to write a short review as part of the evaluation process. Overall, they wanted more sessions in the future and advised that further guidance on how to structure an essay would be helpful. I am pleased to say that students who complete the follow up assignment will get this guidance straight away.

Some amazing positive comments included:

• “This session was fantastic for improving my ability to analyse language in poems and to show how the tone and mood plays a role in the poem as well.”

• “I really liked the group setting and it was helpful to see other people’s opinions and points of view on the poetry given.”

• “My learning was supported.”

• “I would recommend future group sessions.”

• “Victoria is very supportive and helps me a lot.”

It has been an absolute pleasure to run this event. Watch out for future workshops coming soon.

Why join my Workshop?

This premium workshop is a unique opportunity for Year 10 and Year 11 to work in a small group and build confidence in approaching this challenging element of the G.C.S.E English Literature Paper.

The G.C.S.E English Language and English Literature syllabus is very demanding and teachers often find that they do not have time to teach this area. If they manage to fit it in then it is often brief as the demands of the set texts are overwhelming. Put simply, there isn’t enough time to cover all the materials properly.

In this workshop students will be given the skills to approach any unseen poem. They will learn the importance of a title and key words in a question. In addition they will learn to have the confidence to think independently and trust their ideas enough to actually write them down. Students are often lacking the ability to think independently as they have grown reliant on their teacher interpreting the set texts for them. In an ideal world, students would have spent two years discussing texts and learning how to analyse independently. However in reality, time does not allow teachers to let their classes enjoy the experience of free thought! This then, ironically works against them when asked to independently analyse a poem that has not been prepared previously.

If you think that your child would benefit from this event then please feel free to book a place or a chat to gain further information.

Fostering a love of reading.

Do you remember your favourite story as a child? Maybe it was a bedtime story that always made you feel happy and warm inside. I grew up in a household where books were treasured and shared. Studies have shown that children who grow up with books and a culture of reading in their household achieve better academically and are more likely to secure professional employment as adults.

As a child I struggled to learn to read but my parents continued to support and encourage me. I received books as presents and I was taught that books are to be treasured and enjoyed. By the age of 14 I became an avid reader. I devoured my mother’s “Mills and Boon” collection and at University I found a love of Ian Fleming’s “James Bond” novels. These are not arguably part of the “classical” literature that we are encouraged to value but they fostered a love of reading that would lead me to become an English Teacher!

Being a role model for our children is the best thing we can do. Not everyone is fortunate enough to grow up in a house full of books but we can encourage schemes where books are available to borrow from our local community hubs and services. We can value our libraries and encourage conversations about what we are reading as the norm. If children see the adults - that they look up to - valuing books from a very early age, they too will learn to value reading.

Research shows that reading for pleasure is also great for our mental wellbeing!

Share your reading journey with us! We would love to know how you fell in love with reading. What are your favourite books?