Glossary

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Subject: 

  • English First Additional Language
  • English Home Language

See degrees of comparison of adjectives and degrees of comparison of adverbs.

Related Terms: 

degrees of comparison of adjectives
degrees of comparison of adverbs

Related Content

fact
Subject:
English First Additional Language , English Home Language

something that is true and can be proven.

summary
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English First Additional Language , English Home Language

a shortened version of an article, story, film or other literary text, in which only the main...

stanza
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English First Additional Language , English Home Language

a verse or group of lines in a poem, separated from other verses or groups of lines by a gap in...

elegy
Subject:
English First Additional Language , English Home Language

a formal poem written to honour and remember the death of a particular person or group of people...

euphemism
Subject:
English First Additional Language , English Home Language

a figure of speech in which a harsh fact is expressed in a gentle way, e.g. He passed away.

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Exam practice is essential. Make sure your students have access to practice exam papers for the subjects they take. Make sure the exam papers relate to the correct version of the curriculum.

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Remind your students that studying should be active. They should be making notes, working through examples, doing practice exam papers and testing themselves on the sections they are studying.

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Formulae sheets or key concept sheets are useful for quick revision. Make some sheets your students can stick on a wall or at the back of their books. The more they look at the formulae and key...

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Different study methods work for different students. Encourage your learners to find out what works for them so you can support them.

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Many subjects require students to know work from the previous grades. Make sure your child has access to a good reference book that contains the concepts they need to refer back to.

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Be calm and supportive on the morning of the test or exam. Leave any difficult conversations for another time.

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Encourage your child not to cram at the last minute. The work that is learned while your child is panicking is unlikely to be...

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The night before the exam, encourage your child to relax. Allow him to do something fun and make sure he gets to bed early.

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On the afternoon before the exam, get your child to review her notes and summaries, especially for sections of work where she is less confident.

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On the morning of the exam, get your child to go over his formulae sheets to remind him of key information.

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Once your teenager has completed practise exam papers, go over the areas where they struggle. Get a study guide to help you and your student if you need help with a particular section.

[ more ]

Exam practice is essential. Make sure your student has access to practice exam papers for the subjects they take. Make sure the exam papers relate to the correct version of the curriculum.

[ more ]

Studying should be active. Your child should be making notes, working through examples, doing practice exam papers and testing herself on the sections she is studying.

[ more ]

Formulae sheets or key concept sheets are useful for quick revision. Get your teenager to stick them on the wall in their room. The more they look at the formulae and key concepts, the more likely...

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Different study methods work for different students. Find out what works for your child so you understand how you can support him or her.

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When you are writing an exam, first write down all the formulae or important facts you are worried about forgetting.

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Make a list of the stationery and instruments you need for your exam and pack it the night before.

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Go to bed early the night before tests and exams so that you can wake up in time to quickly read through the sections you are worried about.

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Always test yourself on what you have studied - or ask someone else to test you.

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Look up definitions for words you don’t understand.

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Study for 30 to 45 minutes at a time and then take a break – otherwise you won’t concentrate as well.

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