Effective intervention sessions should always be planned specifically for improving the knowledge, skill or exam skill of the pupils you are targeting and should never be generic revision sessions. Use your student’s PLCs and analysis of their mock exams to identify where you can help bridge the gaps. Targeting specific exam skills and reinforcing basic concepts are often easy wins. Ensure you read the last year’s exam report and identify any ‘silly’ mistakes that were frequently made so that you can prepare your students to avoid them this year!
Always ensure you are carefully planning your intervention sessions so that learning time is time well spent. Some teachers/departments/schools like to use the same format for each lesson. This can provide a comforting structure for many students but may be too ‘boring’ or restrictive for others. Remember to use what works best for your students. Here is an example of an intervention lesson format:
Ultimately remember that revision is like riding a bike or driving a car. Students should be so comfortable with skills or content so that in the exam they can answer questions with ease. The key to this is repetition. The key to this is repetition. You must revise content and then test, recap knowledge, learn from mistakes and repeat.
Revision can often become quite tiresome and very stressful for students (and teachers!) Here are some links to boost the energy levels of your intervention lessons or revision sessions, avoiding the hours of poster making, lecturing or ‘silent revision’ that can lead to over-stressed students getting burnt out.
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