Revision guidance for students from the Guardian Teacher Network.
Top techniques
Guardian Education have produced a number of useful articles on techniques that can be used in exams, including examples of good practice.
Turning the tables
Garrett Nagle looks at how to tackle exam questions that ask you to use tables of information.
Graphic arts
Garrett Nagle shows you how to impress the examiners with your ability to interpret graphs
The right answer
Hints on how to make the answer fit the question, by Garrett Nagle
On the case
Hints on when and how to use case studies in your exam answers, by Garrett Nagle
Oral exams
Peter Loach gives advice on preparing for and doing oral exams
Diagrams
When drawing maps and diagrams, make sure you follow this simple advice, by Peter Loach
Turning the tables
Many subjects, such as geography, biology, PE and maths use tables of data in exams for data response or data stimulus questions These questions ask you to make some comment about a set of information.In an exam, you are being asked to communicate with the examiner. He or she does not know you and cannot be expected to show you any favours. For example, you may think something is obvious but you must still tell the examiners - otherwise they do not know what you are thinking. You will not be given any credit for something that you have not shown. You also need to be clear and keep to the point.
When describing a set of data there are certain features that you should look out for:
ñ the highest value (the maximum).
ñ the lowest value (the minimum).
ñ the trend or general pattern.
ñ any exceptions.
Not all sets of information will allow you to show all these features but if you keep them in mind you will get the correct answer across to the examiner. You should use the data to support your answer: this means that you must name names and quote figures.
For example, this table shows the composition of food (per 100 grams)
You might be asked to:
"Study the table which shows the nutritional value of foods commonly used on bread" and then answer the following questions:
Question 1 Using the data given show which food gives the most energy per 100g (2 marks)
Answer Marmite provides the most energy. It gives more than twice the amount of energy as cheese does and more than three times as much as jam or tuna paste.
Examiner's comment For 2 marks students will need to say more than just "Marmite". They will need to use the data, as has been done in this answer. The student has correctly identified Marmite, and also gone on to compare it with other foods. She has also adapted the data and converted it into comparative amounts.
Question 2 Which foods provide most protein and which provide most carbohydrates. Is there any pattern that you can see? (5 marks)
Answer Marmite, cheese and tuna paste are all good sources of protein. Marmite contains the largest by far, but even tuna paste contains about 40 times as much protein per 100g as does sugar or honey. By contrast, jam and honey, which are very low in protein, are very high in carbohydrates (66g per 100g and 80g per 100g) whereas Marmite (7g per 100g) cheese and tuna paste (both 0.1g per 100g) are low in carbohydrates. Thus, the foods with a lot of protein contain few carbohydrates whereas those rich in carbohydrates have small amounts of protein.
Examiner's comment This question is worth 5 marks. Sometimes we may look for five points or better still three points supported with evidence from the table. Here the student has identified the basic difference between the quality foods (cheese and Marmite) and the quantity or energy foods (jam and honey). She has used data to support her answer and uses words and phrases such as "by contrast", "hence" and "thus". There is a real feeling that the student is on top of the subject and has communicated this clearly to me. 5/5 - full marks!
Question 3 Which of the foods mentioned in the table is best? Give reasons to support your answer (5 marks)
Answer I think Marmite is the best food. It contains lots of protein and gives lots of energy although it hasn't got many carbohydrates.
Examiner's comments This is not a strong answer. The data are not used effectively - there is no comparison with the other foods, and the student has not quoted any evidence. However, she has correctly identified Marmite as the best food (we would accept cheese or tuna as an answer providing it is supported with evidence) but has not used the data to support her answer. 2/5.
A better answer might read: Marmite is the best food. This is because it contains extremely high levels of protein (45g per 100g) and provides much energy (886 cals per 100g). By contrast cheese, which is another quality food, only provides about half as much energy and protein. Jam and honey, although they are high in carbohydrates, are low in protein and energy. So, on the evidence provided I think that Marmite is the best food (pity about the taste!).
Graphic arts
Graphs can show us things more clearly than words do and allow us to put large amounts of information on a simple diagram. For example, the graph (below) of coal consumption in the UK shows clearly that that consumption has fallen. If we were to provide the data in a table or in words it would be less clear and take much longer to read. Another point to consider is why we use a particular type of graph. The questions and answers on this page will show you.
Question 1 Using Figure 1 and Figure 2 show how the market for coal has changed between 1950 and 1993 (4 marks).
Answer The market for coal has fallen between 1950 and 1993. We can make an educated guess about consumption in the 1950s from the trend of the graph in Figure 1. In addition, the demand has changed dramatically between 1950 and 1993. In 1950 the domestic market accounted for about one-third of the demand for coal, industry one-sixth and power stations one-sixth. By contrast, in 1993 power stations account for over three-quarters of the market for coal. This is an enormous percentage increase. However, all other users have declined: industry uses about one-twelfth and domestic residences even less.
Examiner's comments A good answer. The candidate has referred to both pieces of information, as the question asks. Moreover, she has made an educated guess which is quite plausible, ie that levels of coal consumption were higher in the 1950s compared with the 1990s. As for the changing demand, she has identified the main users in both charts, and commented on the scale of the change. She has used words and phrases such as "however" and "by contrast". These are excellent link words in an exam.
Question 2 What are the advantages and disadvantages of using pie charts to show the changes in demand?
Answer The advantages include clarity. Pie charts can be used for data that add up to 100 per cent. We can see how the per cent composition has changed over time. However, we are not told about the size of the market. The two pie charts suggest that the size of the market is the same in both years. One way round this would be to have the size of the circle proportional to the size of the market.
Examiner's comments Spot on. The student has read the question properly and given the good points and the bad points. She has gone even further and suggested how the diagram could be improved.
Figure 3
Question 3 Comment on the information shown in Figure 3, the number of collieries and their output. Why have bar charts been used? (5 marks)
Answer The number of collieries, output of coal, and the size of the workforce have all declined since 1955, but not at the same rate. The number of collieries has declined the most, over 90 per cent, from about 850 in 1955 to about 20 in 1994. The workforce has also declined by a huge amount, from 700,000 to well under 50,000. By contrast, the output has declined the least, about 50 per cent, from 200 million tonnes to 100 million tonnes. Bar charts are useful here as they show a cross-section of the coal industry at four particular times and allow us to compare these times.
Examiner's comments There are four or five good points here, and they are supported with evidence from the graphs. There is also a good use of language, and the student compares the decline of the three features very well. She has also made use of the scale to work out some of the answers.
The right answer
In any exam, the type of answer you give depends on the question you are asked. For example the question may ask you to
ñ list
ñ describe
ñ evaluate
ñ compare
ñ contrast
For example, a question such as "For an urban area that you have studied, list the factors that make it vulnerable to flooding" requires only a list of points as the answer.
By contrast, a question which says "Describe the flood problem in an urban area that you have studied" looks for more detail and the use of local information. It is also asking for full sentences. So an answer might read:
If the question is "Explain the flood problem for an urban area that you have studied," the answer requires explanation, examples and full sentences. An answer might read:
"Evaluate the problem of flooding in Oxford." This question asks us to compare the problem of flooding in Oxford with other areas, and to assess how important flooding is in Oxford. For example:
One the case
A case study is a detailed, real example of what you have studied, eg a village, farm, region or country.
When you mention case studies in an exam make sure you use:
ñ a real example – give its name and a location
ñ an example which shows the points you are trying to make
Revising case studies
Learn a number of case studies of different scales or size - local, regional and national.
When to use a case study
Certain phrases in exam questions are like clues which let you know you should use your knowledge about a case study in your answer. Here are some examples of phrases:
ñ "Using an example from your studies..."
ñ "With reference to an area you have studied..."
ñ "For a named industry/city/region that you have studied..."
ñ "Use an example in your answer..."
How to use a case study
When you use a case study:
ñ Do not write everything you know about it. Pick out the information which fits in with the question asked.
ñ Make sure that you include facts and figures about your case study as well as using names of places.
ñ Use a labelled sketch map or diagram.
ñ Use specialist terms as much as possible.
Oral exams
Orals can be more nerve-racking than written exams because they take place in front of teachers, friends and even moderators.
In French, you should have rehearsed a number of possible situations such as conversations about your family or what you do in your free time, based on previous oral exams. You will have to comment and answer questions on these situations, and learn basic phrases and words that will help you.
To make this revision more enjoyable, active and useful, try to work with a friend or relative, preferably one who has taken a French exam already. Tape-recording what you say can help you to evaluate your performance and identify the areas that need improving. It will also help your pronunciation.
Careful listening techniques are needed and it will help if you listen to the radio in the foreign language for 10-15 minutes each day, in the bath or anywhere.
You can revise in similar ways for the English orals. Practise presenting your talk to a small group who you will not be working with in the exam.
On the day
ñ Speak slowly, loudly, clearly and with expression.
ñ Listen closely to comments and questions, responding accurately and relevantly. Remember: questions/answers will depend on what you have already said, so you can steer the conversation to a certain extent towards topics that you prefer.
ñ Remember: even if your teacher speaks to you in the tu form in French or the Du form in German, you should reply in the vous form or Sie form.
ñ If you do not understand a question, stay calm and ask the examiner to repeat it. If you still do not understand, be honest and say, "I am sorry but I do not understand the question," and the examiner will then rephrase the question or move on to another.
Diagrams
Draw large, clearly labelled diagrams in pencil. Then if you make a mistake you can change them.
ñ Maps and diagrams each need to have a title.
ñ In science exams you may have to draw diagrams of experiments and you will need to include the diagram of the control.
ñ Mark graphs clearly with the appropriate units on each axis.
ñ Use a ruler to plot your graphs.