Leeds East Academy


Revision and Exams

Independent Study

At Leeds East Academy we are committed to supporting all pupils in being able to study and revise effectively independently. We have implemented a home learning policy centred around the knowledge organiser, and teachers use common techniques across the curriculum that are underpinned by evidence based research,s to support pupils in developing effective learning habits and revision techniques.

Knowledge Organisers

Each term every pupil will be issued with a knowledge organiser that provides the key powerful knowledge pupils need to be successful in the subject that term.

Every week, pupils will be directed to learn specific parts of their knowledge organisers by heart. This learning is then tested as an ‘Iterative’ activity at the start of a following lesson. Pupils are also expected to continually revise previously-learned knowledge. This is tested in end-of-term cumulative assessments.

View and download our Knowledge Organisers below.

Term 1 Term 2 Term 3
Year 7 Link Link Link
Year 8 Link Link Link
Year 9 Link Link Link
Year 10 Link Link Link
Year 11 Link Link

Why do we use knowledge organisers?

GCSEs and BTECs have become more challenging, with many subjects having had controlled assessments (previously known as coursework) removed and replaced with additional exam papers. The focus of these exams is the retrieval and application of knowledge. This puts increasing pressure on pupils to know and retain even more information for longer.

Our short-term memory is designed to be just that and has limited capacity. Pupils find themselves unable to retain the information, they become stressed and often give up, convincing themselves they are no good at revising or that they “can’t do subject ‘x’ ”.

The secret to success is to regularly revisit the knowledge to be learned (known as ‘spaced retrieval’). This helps transfer the knowledge from the short-term memory to the long-term memory. This not only helps to make it ‘stick’ but it also frees up our short-term memory for day-to-day learning and experiences.

Using the Knowledge Organiser to Support My Child

Many parents ask us how they can help to support their child at home. Some are worried that they don’t have all of the subject-specific knowledge to be able to help their child. Other parents feel unsure about how to check that their child has done their home learning and revision.

The knowledge organisers will help parents to do this easily.

Here are some strategies that might help you to support your son/daughter.

  • Read through the organiser with your son/daughter – if you don’t understand the content then ask them to explain it to you – ‘teaching’ you helps them to reinforce their learning.
  • Try converting the information into a mind map or make your own version using clip art imagery if the organiser contains a lot of text. Display on the wall or the fridge door until the memory ‘sticks’.
  • Test them regularly on the spellings of key words until they are perfect. Make a note of the ones they get wrong – is there a pattern to the spelling of those words?
  • Get them to make a glossary (list) of key words with definitions or a list of formulae.
  • Try recording the knowledge from the organiser as an mp3 sound file that your child can listen to. Some pupils retain more information this way.
  • Read sections out to them, missing out key words or phrases that they have to fill in. Miss out more and more until they are word perfect.
  • Once they are word perfect and can remember all of the knowledge on the organiser, use the internet or a book to find out more or ask the teacher for some (more) exam questions.

Video Strategies for Using the Knowledge Organiser

Mind Maps

Look, Cover, Write, Check

Flash Cards

Effective Revision Strategies

(Research taken from https://www.learningscientists.org/)

Here are the six most effective revision strategies and techniques according to current research. You should use these strategies to maximise the impact of the time you spend revising for all of the subjects you are studying. They are listed in order of impact on results (i.e. spaced practice will have the biggest impact on your progress).

Spaced Practice Retrieval Elaboration
It is vital to spread out revision over several weeks before any assessments. You should space your revision out in plenty of time before any assessment – cramming before a test is less effective and knowledge will not be remembered in the long term. Evidence shows that you remember significantly more if you revise for the same amount of time if it is spaced out compared to revising for the same duration in a short space of time just before the assessment. This involves recreating something you have previously learned from your memory (not copying directly from your exercise books or revision guide). This needs to be spaced out (see above) so you have had a chance to forget it just a little. Practising retrieval makes it easier to remember, and apply, your knowledge in the future.
A particularly effective way to use retrieval and spaced practice is to organise flashcards according to how well you can retrieve the information.
This involves explaining and describing ideas with many details. To practice this skill, start by making a list of all of the ideas you need to know. Then, keep asking questions about how these ideas work and why and find answers in your exercise books and revision guides. Self-interrogation like this highlights what you already know, what you need to focus on learning next and encourages you to make connections between different ideas.
Presentation / Poster Presentation / Poster Presentation / Poster
Interleaving Concrete Examples Dual Coding
Research shows that switching between topics whilst revising helps both knowledge retention (remembering information) and problem solving (applying this knowledge to new and potentially challenging situations). This switching is called interleaving. Interleaving also helps you see the similarities, and differences, between ideas. Concrete examples: This involves turning abstract ideas into real world examples. Creating a vivid, concrete example can help knowledge stick better. In science, teachers may use a seesaw to explain balancing moments and in English Romeo & Juliet provide a concrete example of romantic love. Make sure to explain how the concrete example explains the concept so you don’t just learn the example itself! Dual Coding: This involves combining verbal and visual materials, including timelines, diagrams and cartoon strips. Having the information in two formats gives your brain two ways to remember this. For example, drawing a timeline will help you organise events in history or in the plot of a story. A labelled diagram can be really helpful in science or geography. You can use dual coding with retrieval when you try to recreate your visuals from memory.
Presentation / Poster Presentation / Poster Presentation / Poster



The Leeds East Academy Revision Guide is now available both online and as a handy printed reference guide.

The guide been created to help students achieve the best possible exam results this summer. Putting plans in place now and spreading revision over the coming weeks will be much more effective than trying to cram your revision immediately before your exams.


To view or download a printer-friendly PDF of the guide, click here.

Bound copies of the LEA Revision Guide are available throughout the Academy. Speak to your coach or contact Student Reception for more details.



Exam Board




3 exam papers 

English Language 


2 exam papers 

English Literature 


2 exam papers 

Science Combined 


6 exam papers 



2 exam papers 



3 exam papers 



4 exam papers 



3 exam papers and a speaking exam 



Coursework & 10hour controlled assessment 


Edexcel BTEC 

2 controlled assessments & 1 exam paper 



3 controlled assessments 

Health & Social 

Edexcel BTEC 

2 controlled assessments & 1 exam paper 


OCR Cambridge National BTEC 

3 controlled assessments & 1 exam paper 

Tips from ActionJacksonUK

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