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The booklet explains the rationale and scientific evidence behind the strategy, emphasizing that the content must be learned independently over time due to challenging GCSE demands. It replaces traditional after-school revision classes with a targeted approach aligned with in-class teaching, using mock feedback to direct progress. 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The aim of this booklet is to introduce you to our plans for intervention and revision over the coming weeks, explain the rationale and scientific evidence behind our plan and to equip parents with information that will allow you to help.  \nThis programme closely follows the programme that was followed over the last two academic years. The fantastic GCSE and BTEC results achieved by our students in both Teacher Assessed grades and in external examinations in previous years are strong evidence of the impact of this programme. Student voice questionnaires completed by our students confirmed that they felt that the revision programme equipped them for their final exams while encouraging them to become independent learners.  \nThe GCSE specifications  \nThe GCSE specifications even with the adaptations for 2022, are very challenging. The sheer volume of material that students need to memorise means that revision is along term process and not a last minute fix. Unfortunately, we cannot learn the content for our students; they need to spend many hours learning the key words, formulae, statistics, quotes and concepts for themselves. There are no short cuts to revision andrecalling information and therefore for students to be successful, they will need to putin the hard yards.  \nWe have moved away from traditional revision classes in favour of a more strategic and bespoke provision. Even if students attended revision sessions after school everyday, it wouldn’t be enough and they (and their teachers) would end up exhausted. This is why our approach is much more targeted, efficient and is designed to work alongside high quality teaching in class and students working independently at home.  \nDetails of this strategy can be found inside this booklet. We hope you find the information useful.  \nYours faithfully,  \nJenny MacAulay  \nAssistant Head  \nWhy not ‘traditional’revision classes?  \n• Delivery of revision lessons after school, at weekends and in holidays reduces the time available for teachers to plan effective lessons and give feedback on work. We must remember that the greatest amount of time students have to access a teacher is in timetabled lessons.  \n• Students become stressed, tired and effectively burnt out by Easter because they have been under pressure to attend revision classes until 5pm every night, in addition to holiday and weekend attendance. This means that they do not reach their peak performance at the right time, it is unsustainable and, in our experience, impacts mental health and general wellbeing.  \n• Students will be required to study independently to succeed at College and University. Generic revision sessions promote a dependency culture where students are not able to take responsibility for their own learning and achievement and cannot function effectively in further and higher education.  \n• We want students to realise that the provision of revision and intervention opportunities is a luxury that is not afforded to students in further and higher education.  \n• We aim to ensure that students are able to achieve their best whilst preparing them to be expert learners in the future.  \nMock Feedback  \nFollowing the mock exams, students have been provided with a personalised document to signpos","cbCaic80SRagYz0z","https://ap.wps.com/l/cbCaic80SRagYz0z","pdf",1729434,17,"English","# TCS Exam Preparation\n## Why not ‘traditional’ revision classes?\n## Mock Feedback\n## What additional support will be happening?\n## iPrep\n## Enhanced Learning and Knowledge (ELK sessions)\n## Study Based Behaviours & the Intervention Code of Conduct\n## Which revision techniques should I use?\n## What strategies can support students with additional needs? \n## 100 Things Handbook\n## What can parents do to help?\n## Key Revision Websites","[{\"question\":\"Why does the programme avoid traditional after-school revision classes?\",\"answer\":\"Traditional revision classes after school, weekends, and holidays reduce teachers’ planning and feedback time, and can lead to student stress, fatigue, and burnout by Easter. The booklet also notes that generic sessions may create dependency rather than independence for later education.\"},{\"question\":\"How will students know what revision they need after the mock exams?\",\"answer\":\"After the mock exams, students receive a personalised document that signposts the revision required to progress. Combined with other assessment information, it helps students clearly identify areas to work on at home.\"},{\"question\":\"What support do students receive through iPREP and ELK sessions?\",\"answer\":\"Most students attend a mix of iPREP and ELK sessions based on need. iPREP uses the library for independent work (including past papers) and provides access to revision websites, while ELK sessions are 35-minute lunchtime or after-school classes targeting common weaknesses identified in the mocks.\"}]","TCS Exam Preparation - Information for Parents and Students - Revision Programme | PDF",1790748525,43]