Brandon Learning Centre: British Education - process, preparation and practicalities

Here is a brilliant tip for anyone who is about to sit Common Entrance (or any other exam for that matter!) Reading and making notes will help your remember your information but teaching and explaining your topics will help you even more. In stages... 1: Revise one of your topics (e.g. life processes) and make your notes, 2: Try to teach the topic back to a member of your family. Plan your lesson around providing the information needed to answer typical Common Entrance questions. Refer to the marking scheme when you are thinking of how much information to include. Your aim is to teach the materials and for your student (victim?) to be able to reply to your questions. 3: As you are teaching, remember to repeat key points or share mnemonics (MRS GREN?!) Through teaching your student, you are ensuring that the topic will stick in your mind. 3: At the end of your lesson, if you have explained everything clearly, your students should be able to give you complete answers. You are

Common Entrance and Scholarship exams are almost upon us... Easter is a brilliant time to consolidate all your hard work and make a final push before the Common Entrance or scholarship exams. Try these steps. Get a copy of the Common Entrance syllabus from iseb.co.uk. Print out each subject. Choose three coloured pens. Go through the syllabus and use a different colour to mark each topic depending on your knowledge level (e.g. red - 'I am confident with this topic', green - 'I need to revise', yellow- 'I have no idea!') Plan your revision based on your findings. If you have identified big topics which are confusing (e.g. tectonic plates) start with those. In the next update, I will give you some ideas for planning each study session. In the meantime, and importantly, don't panic! I have had students whose grades have gone from Ds to As after Easter revision sessions. There is still time, you just need to use it wisely.

If I had a pound for every time parents had asked me to explain the difference between Common Entrance (11+/13+) and schools' own papers, I would have a nice little pot of savings! So here we go: 1: Common Entrance is an examination created by the ISEB (Independent Schools' Examination Board). The exam is available for a board range of subjects and different levels are available (maths has three for example). Individual schools decide: which papers candidates should sit and, the level required. You need to check requirements with the school (ask for subjects/levels). Registration is done through the ISEB website. Schools are provided with a suggested marking scheme but some adapt to suit their needs (e.g. rewards for correct spelling/forgiveness of incorrect spelling) Depending on the selectivity of the school, Common Entrance could be used to confirm an offer or just for setting purposes. Common Entrance can be sent to ONE school. The only way that it can be used fo

For all of our Brandon (and non-Brandon!) students who are about to start their Common Entrance exams, some last minute advice: 1: Take a deep breath, panic will only make you feel overwhelmed 2: The night before your exam, pack your pencil case. Don't forget that you will need calculators for some non-maths exams, including biology. 3: Review your notes. Put your books away and relax by reading. Don't be tempted to go online, computer games will only stimulate your brain and prevent rest. Get a good night's sleep. 4: Before the exam, review your notes again, take a deep breath. Off you go! 5: During the exam, draw a line through mistakes rather than using Tippex and remember to show your workings. Good luck!

As I try to finish my thesis, I am reminded of all my poor study habits! Including: Procrastinating Overworking when I am on form resulting in exhaustion  Distraction... jumping from one topic to another All the above are common experiences. I suggest the following remedies! Get on with it. You know you have to start! The arranging of your desk/books/papers isn't really preventing you from studying. Try to work in blocks with some flexibility. Give yourself breaks. Run around the room to get the blood flowing. Add exercise/eating/time out into your study plan.  Create a study guide. As you think of new topics, write them in and schedule them within your existing plan. That way, you are acknowledging that there may be something you need to also study but you are not neglecting existing work.  If your plan is too rigid, you will find sticking to it challenging. If you do get behind, rework your plan, don't panic and try to cram everything in. Most importantly; be r

The exam content may differ but the basic premise is the same; you study for a period of time, assemble the facts and techniques and attempt to distill your learning into a few short hours. One of the common consequences of this situation is a month of blind panic during which you know that you should be revising and can't think where to start. So here is an idea: 1; Acquire a copy of your syllabus 2; Go through the above, dividing content into three columns marked "confident I know this," "need to go over it," "not the faintest clue" 3; At this point, you will need to seek help with anything that falls into the latter category 4; For the remaining topics, start allocating revision time. Clearly, your focus is on updating your knowledge of the familiar but consecrating more time to the unfamiliar 5; Break down your time into realistic blocks (seriously, are you going to cane through a topic a night?) Factor in time-cushions for unexpected del