What is UKiset, UKiset Prep and how can Gabbitas help?

If you’re reading this article now, you may already be contemplating UKiset and how it may benefit you or your child to take it. Furthermore, you may be wondering how you can possibly prepare for a test as challenging as UKiset. So, we have asked our Assessment Manager to break down our own UKiset preparation service and explain why you should be considering it if you’re taking the assessment.

 

Q: What is UKiset?

UKiset is a standardised test that efficiently compares international students to their peers who have been in British schools all their lives. It is a computerised test which is designed to adapt to the student as they answer questions. Anyone from the age of 9.5 to 18 years old can take the test.

After the student has taken the test, the UKiset team can send a UKiset report to schools which provides valuable information on a student’s current level, as well as their academic potential. This type of assessment tool is especially important for international students as it bolsters their application with credible evidence that they can compete within the system.

UKiset tests students on some of the fundamental skills required to thrive in the British independent school system. The skills tested are English, maths, and verbal and non-verbal reasoning. UKiset uses various methods, including an essay question and comprehension tasks, to get a more well-rounded view of how a student may perform at their desired schools.

 

Q: What makes it so challenging to prepare for independently?

UKiset is notorious for being a well-guarded assessment tool. Sample papers are not issued and it can be hard to get to grips with unfamiliar styles of questions, such as the non-verbal reasoning questions. Many students will not have come across these types of questions in their daily schooling so may not completely understand what the question is asking. However, these questions are a reliable way of seeing a student’s problem-solving skills and logic.

My advice to those looking to prepare for the UKiset is to focus on the fundamental English and maths skills, vocabulary and grammar being very important, as well as knowing their times tables up to 12. I would also recommend taking the time to practice spatial reasoning questions, as the more familiar the student becomes with the style of questions, the easier it will be to recognise patterns.

 

Q: How can Gabbitas help you prepare to take UKiset?

Gabbitas has been offering high quality tuition for over a century in various subjects from the Sciences to the Arts. Our tutors are all DBS-checked and many hold more than one degree including doctorates, masters and even degrees in Medicine, all awarded by prestigious universities. Our most recent venture has been the UKiset preparation service, otherwise known as ‘UKiset Prep’.

 

Q: So what is UKiset Prep and how does it work?

Our UKiset Prep service provides one tutor for all aspects tested in UKiset. We aim to put the student at the centre of their own learning to fully engage them and encourage them to fulfil their potential. UKiset Prep has been designed to provide targeted tutoring to really focus on those areas where a student feels less confident or tends to score lower.

This targeted learning is established through a pre-assessment designed by our assessment team to reflect the actual test as much as possible. In summary, it has a non-verbal reasoning section, a maths section, and an English section that each vary in difficulty depending on the age of the student, as well as their initial English level.

The pre-assessment is analysed by the assessment team and the student is given areas to focus on. At Gabbitas, we involve the parents and student in their learning plan as much as possible to ensure that we are providing the most suitable tuition. For example, when a student is found to learn more efficiently from visual prompts, our tutors tailor their methods to engage the student and deliver outstanding results.

 

Q: What’s different about Gabbitas’ UKiset Prep service?

At Gabbitas we understand that the tutoring market is highly saturated. It can be a deeply confusing experience for parents and student to find the tutor or agency that is the perfect fit for them. We know that to produce the best results, communication is key.

Throughout the process of selecting the most suitable tutor and onwards during tuition, we aim to provide thorough, consistent feedback that puts client experience at the heart. Each student is unique and learns in their own way. Gabbitas listens to all concerns, queries and requests and works to deliver a bespoke learning experience that takes into account a student’s individual requirements.

We’re known for delivering exceptional results, with the vast majority of our students achieving their desired goal and beginning their exciting new journey into the British independent school system, with Gabbitas providing support every step of the way.

 

Q: How do I get in touch to receive UKiset preparation from Gabbitas and when can I start?

To register your interest in UKiset Prep, contact Lina Baubliene, our UKisetPrep Consultant, directly at linabaubliene@ukiset.com or call our mainline on +44 (0) 7767883914.

 

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Your UCAS personal statement is a vital component of your university application. The personal statement is representative of you – your ambitions, your aspirations, your interests – everything that separates you from the thousands of other applicants.

Writing a concise, eloquent and stand-out UCAS personal statement can be daunting. Your use of language and knowledge are put to the test. Gabbitas provides bespoke guidance, ensuring you demonstrate your academic prowess and genuine passion for your chosen field of study. In this article, we are going to walk you through the process required to write a winning personal statement.

 

What to Include:

1. Passion for the Subject: Clearly articulate your passion for your chosen subject, using particular features of your chosen subject that got you ‘hooked’.

• What books have you read? Is there an inspirational figure in your field?
• What life experiences have intrinsically linked you to this subject?
• What first got you fascinated?

2. Showcase Your Achievements: Include those moments you should be proud of. Highlight your biggest academic achievements, instances where you’ve gone above and beyond, and any additional qualifications and courses you’ve done.

• How do these make you come across as a strong candidate?
• How do they relate to you field of study?

3. Extracurricular Impact: The activities and interests you have outside of the classroom have shaped you and will continue to play an instrumental role in your further and higher education. Discuss your participation in sports, clubs, volunteering and other extracurricular activities. Be sure to emphasise any leadership, teamwork, or instances that demonstrate your skills and depth of interest beyond the classroom.

4. Future Aspirations: Outline your future goals and explain how the course you’re applying for aligns with these aspirations. Showcase your understanding of the field and your commitment to furthering your knowledge.

5. Use of Language: Looking through your personal statement, ensure your vocabulary is varied, developed and mature, and that subject specific words are correctly used. Punctuation and use of paragraphs can make a personal statement flow seamlessly, highlighting vital points, making it an easy read for an admissions officer. The register of the personal statement is also crucial.

• How does it sound to a new reader?
• Is it approachable and professional? Does it express you?

 

When is all this happening?

UCAS 2025 Application Submission Deadlines

3 September 2024: UCAS Undergraduate Deadline

2 October 2024: Deadline for conservatoire/music applications

15 October 2024: Oxbridge, medicine, dentistry, and veterinary science deadline

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Credit: Cambridge University

 

How can we help?

We provide personalised guidance to help students clearly articulate their motivations and craft compelling personal statements that stand out.

Our services include:

• • • Subject specialist support from Oxbridge and Russel graduates
  • • Strategic planning
  • • Interview practice with subject experts
  • • Admissions tests preparation
    • Help with selection of target courses/universities

 

Please contact us for a complimentary telephone discussion about your application.

Front Image Credit: Oxford University

 

In a world where education extends far beyond the classroom walls, British summer schools stand as beacons of comprehensive growth and exploration. These institutions, located in the picturesque landscapes of the UK, offer students from around the globe an immersive and enriching learning experience. In this article, we delve into the world of British summer schools, exploring what they offer, why they matter, and the transformative impact they have on students.

 

What should a student expect from a summer school? 

Rooted in the rich academic heritage of the UK, these programs combine traditional educational principles with contemporary teaching methodologies. Attending a summer school broadens the student’s horizon allowing them to learn and develop new skills in a supportive and welcoming environment. Whether it’s exploring the hallowed halls of Oxford and Cambridge or delving into the vibrant cultural scene of London, students are exposed to a diverse range of experiences that stimulate their intellect and challenge them to be independent. Oxford Royale Summer School is an excellent example of a programme offering the ultimate British experience.

 

Credit: Oxford Royale, Cambridge

 

Will going on a summer course help with English language learning?

There is no better way to master a language than by immersing oneself in its native environment. British summer schools provide just that – an immersive learning experience where students don’t merely learn English, they live it. This not only enhances linguistic abilities but also equips them with a global skill set.

With flexible class sizes ranging from small groups featuring a staff-to-student ratio of 1:3 in booster classes, to more intensive English programmes and traditional classroom settings, there is something tailored for every learner’s needs. Prestigious institutions that Gabbitas work with such as Sherborne, Marymount and Hayleybury offer a variety of language programmes, ensuring that each student can find the perfect match for their educational goals  a variety of language programmes, ensuring that each student can find the perfect match for their educational goals.

 

What other academic subjects are offered in a summer school course? 

One of the hallmark features of British summer schools is their diverse and dynamic curriculum designed to ignite students’ passions across various fields. From STEM to the humanities and arts, these programs cater to diverse interests. Students engage in hands-on activities like programming robots, exploring ecosystems, and participating in guest lectures with renowned scholars.

This enriching experience not only deepens existing interests but also opens new avenues for exploration, potentially guiding future university and career choices. It’s an excellent opportunity for students to discover and develop passions that influence their academic and professional paths.

 

Credit: Seven Oaks

 

What about extra-curriculum activities/hobbies? 

UK summer schools offer a breathtaking array of extra-curricular activities, designed to ignite passions. Students can dive into competitive sports like football at La Liga Camps or experience the tranquillity of sailing through the scenic Lake District. Beyond physical pursuits, creativity thrives with innovative options such as drama, craft and game design available at esteemed institutions like Charterhouse.

Students have the unique opportunity to customise their summer experience, choosing additional activities that align with their personal interests. The highlight for many is the carefully curated day trips and excursions, which not only offer a chance to explore new settings but also to cultivate a broader global perspective. These outings often include visits to historic university cities like Cambridge and Oxford, where students can engage in quintessentially British activities such as punting on the river, touring magnificent botanic gardens, and exploring iconic libraries like the Bodleian in Oxford and the Wren Library in Cambridge.

This compelling blend of athletic, creative, and cultural opportunities ensures that every student can find something to enrich their summer learning experience, making it not just educational but truly transformative.

 

Credit: Whitgift Summer School

 

What added value does a summer school have? 

Beyond academic achievement, British summer schools nurture personal growth and development in students. Participants are encouraged to step out of their comfort zones, challenge themselves, and embrace new experiences and build life-long friendships. Whether it’s conquering a fear of public speaking, leading a team project, or navigating cultural differences, students emerge from these programmes with enhanced confidence, resilience, and self-awareness.

 

Explore summer schools with Gabbitas 

Explore our exclusive selection of premier summer schools and secure your spot today. For a comprehensive list, subscribe to our newsletter.

Contact us at info@gabbitas.com or call +44 (0) 203 026 7443 to arrange your bespoke summer experience.

 

 

As we approach the A-levels Results Day on the 17th August 2023 and potentially the Clearing process, Gabbitas consultants wanted to provide you with some important tips to help your children prepare for their phone calls with universities.  

For Clearing, check which universities are open and the courses with availability at https://www.ucas.com/clearing-launch 

 

The following steps will ensure a smooth and successful Results Day experience:

 

1.Prepare a long list that includes the university name, phone number, course code and title. Leave space to note down any important details during the call. This will help you stay organised and avoid confusion.

 

2. Research each university and the course. Familiarise yourself with key information, such as their offerings and reputation. Utilise university websites, league tables, and platforms like Unibuddy or similar https://www.ucas.com/chat-to-students to gather insights from current students.

 

3. Before making any calls, have the following items ready in front of you:

• Your UCAS Personal ID number 
• Your Clearing number 
• Your grades/UCAS Tariff points 
• Bullet points outlining why you want a place on the course and your relevant achievements (based on your Personal statement) 
• Choose a quiet location with a good phone signal to ensure clear communication during your calls. It is crucial that both parties can hear each other clearly. 

 

While it may be tempting to have someone else make the calls on your behalf, it is essential that you speak directly to the university. Remember that the university staff are there to assist you, and there is no need to worry or be intimidated. 
 

4. Be positive, enthusiastic, and polite. Make a strong impression by showing your passion and enthusiasm for the course. Clearly articulate why you want a place at the university. Even if you feel stressed, maintain a polite and calm demeanour to increase your chances of success.

 

5. Please note that some universities will ask you to send further information or proof of your grades via email after the call to complete additional checks before confirming whether you can apply or not.  

 

If your child did not achieve their offer grades, the first thing they need to do is still contact their firm/insurance choice universities to enquire if they can still be considered. Sometimes universities may still consider a candidate who did not meet their predicted grades. 

 

6. Do not hesitate to reconsider universities that you previously declined. If you had a positive experience during a campus visit or felt it was a good fit for you, there is nothing wrong with exploring those options again. 

 

7. While it may be a busy period, ensure you make an informed decision. Do not rush into choices out of desperation. Take the time to select a university and course that genuinely aligns with your aspirations and interests.  

 

You can only apply for one university and a course via UCAS for Clearing. Therefore, it is important to weigh up your options and research the shortlist of preferred universities (based on phone call feedback) before you decide which to apply for. 

 

If speaking on the phone is challenging for you, remember that universities often offer various communication channels. Utilise emails, live chat functions or reach out through social media platforms to connect with admissions teams.

 

 

If you need additional support and advice, we are here for you. 

Our education consultant, Sarah OshunWilliams, recently visited Brighton College Prep Kensington to find out more about the school’s all-rounded, top education in the heart of Central London. Read our consultant’s comprehensive review.

 

• • Head Mrs Lois Gaffney
  • Gender Co-educational
  • Age 2-13 years
  • Day/Boarding Day
  • Location 10 – 13 Prince’s Gardens, London, SW7 1ND
  • Fees Contact us

 

 

The School

Brighton College Prep Kensington (BCPK) is an impressive and innovative school with high expectations and even higher standards. As the name suggests, the school is located in the heart of Kensington and is within walking distance to a number of local attractions, which has been expanded upon below. BCPK is a Cognita Group school, meaning that it has international links thanks to its global network of schools, teachers and education professionals.

 

 

 

Location & Facilities

Located on a nice residential street in Kensington by the stunning Prince’s Gardens, BCPK is a stone’s throw away from various educational attractions, such as the V&A, the Science Museum and the Natural History Museum.

The school is also a 5-to-10 minute walk away from Hyde Park, where the children are sometimes taken for Physical Education and Forest School. When they don’t want to leave the school, though, they are fortunate to have 2-acres of green space behind the school, known as their ‘Secret Garden’. They utilise this space for, again, PE and outdoor learning but also for concerts and performances for parents, which was taking place on the day we visited.

The school consists of four beautiful Grade II listed Victorian townhouses, with many original features. The townhouses are owned by Imperial College London which has forged a link between the two educational institutions, and this has only been strengthened by the children having access to the Imperial College Sports Centre next door. This facility is also used for PE, namely swimming and water polo, thanks to the indoor pool within.

Their summer renovations will also see the additions of a senior grade Science Lab, an Art Studio space and an extra library. The school is also very proud of their Music Room due to its abundance of equipment, as well as its domed ceiling, provides great acoustics.

 

 

Academics

Whilst there is a certain scholastic threshold children have to meet upon admission to the school, they also take pride in the exploration and refinement of holistic, creative and technological skills. The school is exceedingly proud of their Makerspace, a classroom specifically designed to facilitate an all-rounded approach to education.

The Makerspace contains two 3D printers which the children can use from Year 3 and there is even an area for the children to take apart and put back together various devices and pieces of technology – even through glue-gunning & metal wielding.

The art curriculum has been completely redesigned by the head of the department to incorporate even more creative learning. With the help from specialist music tutors from the Royal College of Music, the school ensures that the children are only being taught by the very best. In fact, the school delivers a robust training and development programme for the teachers so that the pupils are being taught the ‘Brighton Way’.

 

 

School Ethos

The school puts a strong emphasis on three pillars: Confidence, curiosity & kindness. They are passionate about their pupils being individuals with the self-confidence to make their own decisions on things and step out of their comfort zone for any opportunities that come their way. They want the children to be comfortable being themselves, not the “second version of someone else”, no matter how quirky or unique they may be.

Kindness is also an integral part of their ethos, they even promote that ‘kindness is the currency at Brighton College’. They aim to instil kindness in the children towards all things; towards themselves, towards each other, towards the environment and towards society itself. The hope is that this kindness will then be extended to those who were not fortunate or privileged enough to be able to attend a school like BCPK.

The school also stresses the importance of children having access to nature and the outdoors, as it allows them the space to run, grow and be free. From every window you looked out of, there was always lots of greenery which is unique for Central London and good for those who may not have a garden at home.

 

 

Entry Requirements

The school likes to meet every candidate and entrance is subject to testing at every stage.

For the younger years, the school administer age-appropriate focus tests, and candidates must have a certain level of English or they may have to undergo an intensive English language course through Cognita.

As they get older, the entrance exams include an English element, a Maths element and both verbal/non-verbal reasoning. Whilst the school is quite academically selective, they stress that so long as they pass a threshold, they will also be considering the candidate’s personality, social skills and characteristics. Prospective candidates are also required to attend interviews and provide references before admission.

 

 

Our Takeaway

Brighton College Prep Kensington is a very impressive school that provides many sought-after amenities. The extensive outside space, the Makerspace, the partnership with Imperial College and the central location are all very unique features aimed at developing an all-rounded student.

The pupils themselves seem very content and the original features of the townhouses were a sight to behold, especially with the abundance of natural light. It has the traditional feel of an independent school with some contemporary twists.

For children and families looking for an academically rigorous environment with plenty of outdoor activities in the heart of London, Brighton College Prep Kensington is a serious contender.

 

 

 

 

Want to apply to this school?

 

 

Day school hosting provides an alternative to the boarding school model –  one where integration and assimilation into British culture is at the forefront.   

 

International students who come to the UK for their studies will discover that integrating into British life and culture, as well as interacting with the local community and other students in their school, is essential to their education, playing a significant role in a student’s academic performance and engagement.  

 

Questions asked by international families, here at Gabbitas, confirms this narrative. These include: ‘How do schools help international students integrate better locally?’, ‘What actions do schools take if students are struggling socially?’ and ‘How do schools support students on weekends?’     

  

Day School Hosting   

 

Watch our interview with Will Croston, Director of the International Program and UCAS advisor at Norwich School, where we discuss the benefits of day school hosting for international students. We explore how this model has benefitted both international and domestic students, as well as the support process provided. 

Day school hosting provides an alternative to the boarding school model – one where integration and assimilation into British culture is at the forefront.   

 

Gabbitas, in collaboration with Norwich School, was the first British independent education consultancy to offer a day school for international students.

 

This has created new opportunities for international students to fully immerse themselves in the day-to-day activities that British families offer their children, providing them with a more authentic experience, immersing them in the English language and setting them up for life in the UK after they leave school.    

 

Since 2014, Gabbitas has helped hundreds of international students in qualifying for places at top British independent day schools, which would otherwise have been inaccessible to them.

 

Through a model that combines guardianship, host families and collaborations with schools, students receive well-rounded support in all aspects of their lives including academics, school life, as well as local and cultural integration.

 

These pioneering initiatives have given international students the ability to enjoy everything that a day school has to offer whilst being able go home to family life at the same time.   

Learn More

To learn more on Norwich School’s International Pupil Integration and Development initiatives, visit their website, or email Will Croston at wcroston@norwich-school.org.uk.   

 

If you’re interested or want to know more on having a guardian in the UK for boarding or day school entry, contact our guardians by emailing guardian@gabbitas.com or visit our guardianship page.

CATALYST by Winchester College provides novel programmes aimed at developing and propelling students in their critical thinking and metacognitive skills through current issues.

 

Our immediate climate, whether socio-political, cultural, or environmental has polarised young people’s everyday life – and subsequently their lifestyle.

Social media activism, increasing coverage of protests and nationwide strikes, cuts in social care and health – in addition to global warming and the consequences of globalisation and technology.

These fundamental and immediate issues are inescapable and demand full attention from every corner of society – including education.  

Education and educators are catching up. Whilst the traditional education syllabus might fail to actively address current issues, schools across the UK are increasingly borrowing pedagogy from higher education institutions to better deliver a theoretical framework directly addressing real-worlds problems and solutions.  

By means of incorporating current events, real-world issues and new theoretical ideas, students are much more likely to connect their learning to the world around them.

To ultimately prepare the next generation of young people to become active and engaged citizens, capable of creating positive change to society.  

 

CATALYST by Winchester College 

Novel courses such as Winchester College’s summer programmes by CATALYST, aims to help with just that.

Through a pedagogy of inquiry-led practice which teaches students how to think, challenging established opinions and engendering a passion for discussion and exploration – the courses’ interdisciplinary approach is concurrent with epistemological ways of navigating real issues.   

Through a combination of online seminars, lectures, teamwork, and off-screen activities – students from around the world are connected to top UK educators and wider global leaders.

With this new type of pedagogy in secondary education – it is therefore appropriate to introduce new mediums of study.  

Their course is predominantly taught online through their virtual campus.

Designed specifically for the course (and completely exclusionary to the zoom archetype), the virtual instillation of the Winchester College campus conjoins elements of gamification to foster a space for interaction, idea sharing and cohort community building.    

What is most interesting about their courses, is that they draw on Winchester College’s unique pedagogy, Div. Div ‘defines the liberal character of Winchester academic life’, by teaching students to think, discuss and debate far beyond the syllabus.

Div contextualises students’ metacognitive abilities and ways of processing information and critical thinking – which ultimately bleed into a student’s syllabus, exam preparation, future education and further into their adult lives. Learn more about metacognition here.

CATALYST in the same respect, develops the DIV framework by simultaneously also including themes of dynamic change and theoretical volatility – to catalyse change. Read more on their mission here.  

 

How are the programmes marked?  

A key feature of the course is the opportunity for students to engage in one-on-one sessions with educators from Winchester College, along with the benefit of small class sizes.

This personalized approach to instruction affords students the opportunity to receive invaluable feedback and enables them to acclimate to a learning style closely aligned with that of their future university experience.  

The candidates are subject to thorough monitoring and analysis by their educators, resulting in heightened levels of feedback and attention to individual areas of improvement.

Upon completion of the course, candidates are presented with a transcript that includes personalized feedback on their strengths and weaknesses across six distinct competency areas:

• Negotiation & Resolution  
• Narrative Defence  
• Empathetic Collaboration  
• Critical Analysis & Problem Solving  
• Quantitative Fluency  
• Effective communication  

Typically, conventional marking practices lack the specificity found in CATALYST’s evaluation system. Although traditional methods may provide grades, annotations, and marking criteria, they generally do not offer the depth of categorization and analysis that CATALYST provides. 

Through the rigorous feedback included in CATALYST’s transcript, students gain invaluable insights into their strengths and weaknesses, enabling them to target specific areas for improvement in critical thinking, understanding, and argumentation.

These competencies are essential components for success in higher education and beyond, as students embark upon their future careers. 

 

University Help  

Their courses are particularly suited for ambitious, highly motivated and independent thinkers. International or domestic home-schooled candidates that are thinking about attending top universities or secondary schools would gain an invaluable experience of British Independent education.  

Alongside a critical thinking framework and the study of current issues, CATALYST focuses on developing students for their university and school applications . 

Upon course completion, CATALYST provides outstanding students with a personalised letter of recommendation for Winchester college to the university or school of the student’s choice.   

The course also embeds further assistance to students through their coaching and advisor initiative. Students will get a chance to be coached by expert advisors for university entrance and school exams and admission processes, in addition to establishing their personal statements for university applications.  

The programme also offers funding for students to further develop their individual change projects after completion of the course. 

 

Programmes Available  

CATALYST currently has spaces on just three of their courses. Below is a summary of what they include:

 

• Foundations Programme 

Dates: 10-14 July 2023  

Duration: 1 Week  

Ages: 10 – 13 

Location: Remote/Online  

About: This programme focuses on building skills in communication, critical thinking, negotiation, and narrative defence. The course focus on societal change through a range of different topics such as technology, science, philosophy, and ethics.  

Enquire here

 

• Rethinking Change System

Dates: 17-28 July 2023  

Duration: 2 Weeks  

Age: 13-18 (average age 15) 

Location: Remote/Online  

About: This is the most selective programme offered by CATALYST which explores the foundations of change – particularly exploring how students can facilitate change in their own communities.  

Enquire here

 

• Rethinking Change Systems

Dates: 31 July-11 August 2023  

Duration: 2 Week  

Age: 13-18 (average age 15) 

Location: Remote/Online  

About: This is the most selective programme offered by CATALYST which explores the foundations of change – particularly exploring how students can facilitate change in their own communities.  

Enquire here

 

Get in touch 

Get in touch with our expert team of consultants to find out if CATALYST is right for you or if you need more information on these programmes. Gabbitas offers an expansive list of summer schools to choose from. If you are interested in viewing our full summer schools list for 2023, email info@gabbitas.com or call +44 (0) 203 026 7443. 

This guide on how to prepare for GCSE exams has been developed in collaboration with our team of expert tutors, mentors and consultants, where we lay out the best revision methods and learning styles – with tangible examples.

 

When should I start revising?  

Revision should be a part of a student’s daily routine at school. Revising throughout the year will help students stay on top of their school and revision work, whilst also providing enough time to consolidate their understanding of the syllabus. Digesting content will be easier when revision is broken up, into small sections.  

Consistently revising will also train students to develop their own learning styles and manage their time more effectively.

A student’s revision schedule should start as early as possible. April and Easter break will also play a big part in the run up to the final exams. Whilst students should rest, they should also take this time to rectify any revision they have missed.

Getting this sorted early on, will relieve cramming later.  It is also the time to understand how comfortable a student is with past papers, the syllabus and get to grips with their time management for the summer term.   

Tutors and mentors should set up their own mock exams with students, tailored to their areas of weakness, giving them constructive feedback and pointing out areas to improve. This will make the final exams seem more familiar and less overwhelming. Contact our tutors for a bespoke revision plan.  

Tutors and mentors are also a great way to develop metacognitive learning processes that stretch far beyond their ability of helping with a particular exam or syllabus; mentorship for study skills is a way to advance how students understand their own learning processes, their revision techniques, and contextualising their learning. Learn more on metacognition here.  

 

Best methods and learning practices  

Knowing how to revise is equally as important as knowing what to revise. Students are encouraged to identify the revision methods that are the most effective for their personal learning style. This will make revising content-heavy material much easier to deal with.  

For example, visual learners will differ from tactile and auditory learners in that they process and remember information differently. Visual learners depend more on visual cues when learning, whereas tactile learners are contingent with a ‘hand-on’ approach to studying. Auditory learners focus more on voice, sound and hearing to effectively take in information.  

People learn through all these different ways, but many of us have preferences in how we learn, fostered by past experiences, our balance between thinking practically and theoretically, and the complexities of one’s cognition.  

Regardless, being open to different techniques and revision methods will help a student discover methods that resonate with them. Encouraging them to be conscious of their learning practices will save them invaluable time to the run up to their exams.  

 

Visual Learning  

Visual learners make up 65% of the population. Visual information takes on many formats, such as images, diagrams, flowcharts, graphs, cartoons, colours, PowerPoint presentations, films, artwork, games.

More recently, AI and Augmented Reality has also been seen to enact on visual learning processes, given the highly immersive visual experience created within these paradigms.  

The Journal of Education and Practice published a paper on the role of visual learning in improving students’ high-order thinking skills. The paper analysed how visual learning helps students improve their problem thinking skills through a high-order thinking framework.

Essentially, the paper concluded that students were able to increase their problem solving and collaborative skills through visual cues and representations.  

These buzzwords and theorised ideas are a good starting point to get students to think about their learning practices in a theoretical way. But how do they translate in the real world? How do students know which visual cue or medium best suits them?  

Practising revision with different visual representations and media might be the easiest way to understand how information is better processed. Overtime, students will naturally gravitate towards their preferred learning method, and will surpass their need to consciously think about their metacognitive processes.  

The following is a list of useful visual learning methods and techniques to help students get started:  

1. Emphasise notes by underlining and highlighting using different colours.
2. Create mind maps, flowcharts, and infographics when constructing arguments or exploring complex topics.  
3. Use flashcards when memorising facts and statistics.  
4. Utilise the use of images and diagrams in curriculum books and articles.
5. Find relevant videos on the subject.  

 

Tactile Learning  

Whereas visual learning is highly location specific, tactile learning uses movement, spatial parameters and a sensory approach processing information.

Tactile learners have a ‘hands-on’ approach to their learning processes. This means that they work best when they experience and practice first-hand with information or material.  

Passive learning has no place in the tactile learner. They are active participants of all their information processes.  This means moving around, actively using their hands during revision etc.  

A study which compared the learning style of different students found that students that relied more on one style of learning were outperformed by students that developed a combination of learning practices.  

Yet it is important to understand with which learning style students can get the most out of their revision. The following list include some methods and practices for tactile learners: 

1. The use of movement or movement patterns when revising  – Chewing gum, walking around the room, fidgeting.
2. Matching physical movement with certain answers or moving revision notes into patterns can work well.  
3. Explore other mediums which require active participants: such as attending live performances of the syllabus & books or incorporate games and props.
4. Physically creating notes, art or shapes to represent ideas for revision. Reading on a screen simply won’t cut it.  

  

Auditory Learning  

Auditory learners incorporate speaking, listening and verbal forms of communication to process information. These types of learners are able to recollect spoken information at a higher rate than tactile and visual learns. They are also subject to increased scoring in verbal exams and have a skill for speaking.  

Auditory learners prefer learning that incorporates a high level of discussion and requires active forms of listening. A study by the Journal of Humanities and Social Sciences found that student’s ‘skills, attitudes and predispositions to Auditory Learning Style are significative and determinative factors for learning effectively’.

Essentially, this means that students in their survey confirmed that learning through sonically emphasised communication has a significant impact in their studies and schoolwork.  

The following is a list of real-term methods in enacting upon an auditory learning practice: 

1. Play background music when revising, linking certain music with certain information.  
2. Participate in group discussions and debates. Talk through an answer or question with a peer or tutor. 
3. Watch videos on the subject. 
4. Read aloud. 
5. Memorise through mnemonical practice (using songs, rhythm, acronyms)
6. Listen to lectures, talks and podcasts on the required topic.  

 

Learn your learning style  

Students might find that one learning style will benefit them more than another, or that certain parts of each will resonate with them. Whatever the style and methods chosen for revision, that feels right, students often struggle to know if their revision is effective.  

This consciousness in learning style and techniques will help students far past their GCSE exams, and past their university graduation – into their career and everyday adult life.  

Academic mentors and tutors and a great way to aid in the development of  student’s learning styles by accurately assessing their learning.

Gabbitas mentors and tutors have a high degree of subject, pedagogical and metacognitive knowledge, a combination that can help students through their revision and exams – whether that is to prepare for GCSE exams, A-Level or Higher Education.  

To contact our mentors and tutors here. Alternatively, email info@gabbitas.com,  or call [].

Metacognition can be defined as an awareness and understanding of a person’s thought processes. In education, metacognition is the ability to think about one’s own learning, Playing a critical role in effective teaching and learning.

By helping students become more aware of their learning processes and strategies, metacognitive pedagogy can enhance academic performance and promote self-directed learning. Teaching practices that promote metacognition shares many similarities with those of Academic Mentorship.  

Academic Mentorship is a form of private tutoring that can be a powerful tool for promoting metacognitive development among A Level, Undergraduate and Master’s students, as they make the transition into ever more challenging academic realms.

Using a combination of pastoral, holistic and academic approaches, academic mentors support and guide a student’s understanding of critical and intentional thinking approaches to their studies. Read our guide on Academic mentorship. 

 

What research suggests 

The Education Endowment Foundation (EEF) is an independent charity, supporting educational institutions in helping reduce the trend between family income and attainment.

The EEFs’ work specifically aims at distilling the myriad of studies and research into concrete strategies and tactics for excellent teaching practice. 

It has produced extensive guidance for teachers on how to promote metacognition in the classroom. The guidance recommends a range of teaching strategies, including modelling, explicit instruction, questioning, and peer-to-peer learning.

These strategies are designed to help students become more aware of their own learning processes, and to develop the skills and strategies they need to learn effectively. 

Recent studies have provided strong evidence to support the effectiveness of metacognitive pedagogy.

A meta-analysis conducted by the EEF found that teaching metacognitive strategies had a positive impact on students’ academic performance across a range of subjects and age groups, claiming that metacognitive strategies “can be worth the equivalent of an additional +7 months’ progress when used well.”  

Other studies have shown that metacognitive strategies can be particularly effective for students who are from disadvantaged backgrounds, or struggling academically, be it in their mandatory GCSEs, or their undergraduate modules at top universities. 

 

Peer tutoring  

In recent years, several studies have highlighted the benefits of metacognitive pedagogy for student achievement. Recent studies have explored the potential benefits of using metacognitive pedagogy within the context of academic mentoring in university.  

For example, Backer and colleagues (2011) investigated the impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation.

The study found that students who participated in peer tutoring showed improved metacognitive regulation skills, including self-evaluation and planning. 

In institutions in which peer tuition can be difficult to carry out, the role of an academic mentor, as both as an experienced alumnus and professional tutor, can be a peer, developing and modelling their own study skills, research and articulate their learning processes alongside the student in tailored tutorials.

To learn more on Academic mentors, read our Academic mentorship Q&A with Gabbitas’ Director of School Placements and Higher education.  

 

English Language Development  

Another study by Al-Jarrah and colleagues (2018) investigated the attitudes of ‘English as a Foreign Language’ (EFL) students when using metacognitive strategies in their writing. Download their study here. 

This study found that students who received explicit instruction in metacognitive strategies demonstrated greater motivation and engagement in their writing, as well as improved writing skills. This is particularly pertinent for students coming to the UK to study.  

English is the global lingua-franca for business, international relations, research and the arts. Having a native, bilingual or fluent mentor upon whom a student can lean on to check the nuances of English for Academic Purposes, is hugely beneficial and provides that ‘edge’ in essays and dissertations. 

 

Enhancing Performance, Engagement and Motivation  

Dunn and Mulvenon (2009) examined much of the research on the impact of metacognitive instruction on students’ ability.

For solving maths problems, they report that students who received explicit instruction in metacognitive strategies performed significantly better on problem-solving tasks than students who did not receive this instruction.  

Perhaps students who articulated the thoughts in approaching difficult problems triggered verbal memory to recollect previous similar problems? The research concluded that “metacognitive instruction is a powerful tool for enhancing student learning in mathematics.” 

In addition to improving academic performance, metacognitive pedagogy has also been shown to enhance students’ motivation and engagement.

A study by Yan and colleagues (2018) found that metacognitive instruction increased students’ intrinsic motivation to learn and their confidence in their ability to learn.

The researchers noted that “metacognitive strategies can help students feel more in control of their learning, which can lead to increased motivation and engagement.” 

 

Practical Applications of Metacognition  

Real studies have provided compelling evidence to support the effectiveness of metacognitive pedagogy for enhancing student achievement, motivation, and engagement.

Mentorship can be a powerful vessel for exploring metacognition in learners, providing the scaffolding for a student to implement this ‘thinking about thinking’ into a student’s learning process.  

By analysing a student’s unique learning methods, and drawing upon a wealth of experience in tuition and academic study, Gabbitas Academic Mentors will provide tailored guidance and support to help students develop the skills and strategies they need to become self-directed learners and achieve their academic goals. Enquire to speak to our mentors and tutors here.  

 

To find out more on how specific metacognitive strategies tailored to an individual student can help their learning in exponential ways, email our experts info@gabbitas.com, or call +44 (0) 203 026 7443.  

 

 

This article was written by Gabbitas’ Head of Tuition, Johnny Reynolds, and is part of Gabbitas, a section providing in-depth, first-hand coverage of the UK education landscape and global market trends.