Getting-in is a new educational resource website based around a ground-breaking principle: a one-stop shop for students’ educational needs as they make the crucial, potentially life-changing transition from school to university and beyond.
Getting-in offers a uniquely broad range of services, from GCSE and A Level revision materials to university guides and course listings. From articles on how to writie a great personal statement to tips on applying for apprenticeships and the graduate job market, Getting-in caters for everyone.
Stephen Newall, CEO, commented: "Rather than focusing narrowly on one specific age group, we cater for the whole spectrum of students from secondary school all the way up to and beyond university graduation. Our catering to this broad church is based on the belief that students ought to be able to have access to guides and resources that will help them make the transition from one stage of their education to another before finally entering the job market.
GCSE Biology is a fascinating subject, yet many students underestimate how difficult achieving an A−C* grade can be. Students will often find the key topics engaging but when it comes to their final exams find that their results don’t reflect their predicted grades.
To help your students get the grades they deserve LearnersCloud have developed the most comprehensive GCSE Biology revision resource available. Consisting of easy-to-follow video tutorials and end-of-topic exam styled questions, each clip follows the UK’s leading exam board specifications and are delivered by real GCSE tutors.
I thought I would revisit Wikispaces with my Year 9 class this week. We have internal examinations next week so it was a revision lesson on Unit 1 AQA GCSE Physics. I thought, wouldn’t it be good to set up a wiki of revision notes in an hour? I set up a page for each section of the specification, which corresponded to a double page spread in their text book. I made the wiki publically editable to save them having to join up and be approved.
Each student was allocated a section of the text book on which to make summary notes, add images and weblinks to further resources, all of which I explained how to do (5 minutes).
I tried this out today with a Year 7 group of students. I am sure you remember using one of these when you were at school to predict who would be your next girlfriend or boyfriend! Here is a giant one some students made today.
What did we do?
Instead of predicting your future love interest, we replaced the names with science revision questions, then each student tested each other using the fortune tellers.
Every year group for the next few weeks will be completing end of year exams in all subjects here at the International School. I have been exploring with a group of students how they revise. We then discussed how teachers and our parents support us to revise. As a result, we have produced a document below which we have made available to all students across the school.
There are so many different ways of revising. The default technique, that most students adopt, is one of just reading their notes. This is a good starting point, but is not necessarily effective as it isn’t active. It does work for the small minority of people who have a photographic memory, but most of us are not that lucky!
Today I trialed something different in my classroom. Over the past month, my GCSE PE class have been involved in directed revision classes for their forthcoming exam. I wanted to do something that freshened this up and caught the students off guard, taking them way out of their comfort zone. I had decided on my drive into school this morning that I was going to trial a student led revision lesson that involved the students presenting different areas of the syllabus to the whole group. I wanted to make it similar to a TeachMeet event, having presentations strictly timed, hence the name 'TeachMe'.
Students were told that they would be selected randomly via my name selector on the interactive whiteboard and that they would have exactly 3 minutes to present to the group, with a clock counting down on the whiteboard behind them. Each student, once selected, had to come out to the front of the class, pick a topic from the Wonderwall of topics and then deliver it. To make it fun I downloaded a free app (Big Buttons App) on my iphone that gave me access to lots of funny sounds (air horn, desk bell etc). Students were instructed that as we were all sportsmen and women, that we needed to make it competitive. Therefore, every time a student made an 'A Grade' comment or statement in their presentation, I would hit one of the sounds. The total number of sounds they received in the 3 minute time allocated would result in their personal score.