Teach Secondary - Issue 13.2

“We need to rethink exam preparation” How has the student experience changed? More than ever before, an enormous amount of information is at the fingertips of school children who are expected to filter and process attention-grabbing material to become successful in assessment situations. Many young learners need to become competent not only in how to retain information, but also in how they can self-regulate their behaviours to properly understand it, and then use it in exams. Learners in ‘revision mode’ prior to taking their GSCEs need to prepare well to optimise their performance. What is the challenge we face? Although we understand the significant importance of this period in a young person’s life, exam preparation should not involve constant cramming in uniform settings without any complimentary, purposeful stimulation. The human brain will switch off when exposed to long, lacklustre, and overly controlled activities. It will also struggle to take in information from multiple sources at the same time. Despite popular assertions, the human brain cannot multitask effectively. What’s the solution? Varied events in short, deliberately spaced cycles – which are responsive to enquiring minds, and which use relevant, meaningful stimuli to ignite emotions such as ABOUT JOHN: Dr John Allan is Head of Impact and Learning at Kingswood Contact: kingswood.co.uk sales@kings wood.co.uk 0800 655 6564 What’s the difference? + Experiences are tailored around your desired learning outcomes – whether they’re communication, confidence or just fantastic memories + Our programme design is backed by the latest pedagogical research and we are partnered with several academic bodies + Ask about our subsidised NCS experiences for teens, designed to help their transition to adulthood 30 SECOND BRIEFING For over 40 years, Kingswood has been harnessing and perfecting the power of outdoor adventure education. Across 11 UK locations, our highly- trained instructors deliver curriculum- linked residential experiences designed to encourage confidence, resilience and life skills, meaning that the impact lasts well beyond the end of the trip and into their personal, accademic and professional lives. Q&A Dr John Allan explains why enabling students to lose themselves in the outdoors can ignite their capacity to learn laughter, incredulity and even mild apprehension – will often generate much more meaningful learning. How does OAE come into play? Outdoor activities in natural spaces are known to deliver these sorts of experiences, generating a range of beneficial psychological, social and physical skills which underpin our health and well- being. Nature exposure and the freedom to play is recognised as integral to young people’s learning, particularly on tasks requiring focus, working memory and collaborations with others – all transferable skill sets that aid revision. More importantly, immersion within nature-based activities enables young people to become refreshed, focus their attention and regulate emotions, which take a pounding during exam preparatory periods. We may believe that incessant screen staring or note take-taking with background music is enabling effective understanding and retention of information, but it is, in fact, counterproductive to good learning. Can students afford the break from study time? Absolutely. Don’t be misled into thinking that time away from revision is wasteful and will negatively affect their abilities to acquire desired or predicted grades. Neuroscience tells us that the most impactful forms of learning are those which intersperse organised chunks of learning with interruptions for inspiring experiences with others, or quiet time. This process allows new material to be absorbed as new brain cells are created and neural pathways are strengthened. Exposure to the outdoors is built upon these principles, and will heighten their chances of success. PA R T N E R C O N T E N T 71 teachwire.net/secondary