The 3 main fears students have around exams are:

1) Fear of the Unknown (What will they ask?)

2) Fear of Uncertainty (What does the Q really mean? What do they want in my answer?)

3) Fear of Running Out of Time.

That third one happens because students are writing more than they need to.

And that happens for two reasons:

• 1. Not being sure what will get marks or what the Q really requires – see Fear #2 above – so they end up ‘throwing spaghetti at the wall’ and hoping some of it sticks (gets marks).
• 2. Answering the same way they do every day in lessons or assignments – which is the opposite of what’s required in exams.

And there are 2 super-simple, instantly-actionable solutions that will give your teen back SO much time in every Q in every exam they sit from now on.

The focus of the question I’m marking is all about analysing impacts around a challenge within a specific case study.
There are MANY different impacts student could identify and this is often the case in all different subjects, topics and case studies.

Sometimes there are so many that it’s overwhelming.
Sometimes it can feel tricky to identify them or see how to put them across coherently.
So, I’m offering some specific ways to identify impacts or effects
and then a strategy to help decide which ones to select to actually include in an answer,
and what order to put them in.