Year 9

STUDY TIPS,
RESOURCES AND
TECHNIQUES

Study booklet
designed to help you
ace your year 9
exams

Created by Sharni King and Medina Toric

1

Contents
Page 3 Aim of this booklet
Page 4 Study tips
Page 5 How to stay organised
Page 6 Preparing for your exams
Page 7 How to organise study groups
Page 8 How to run a study group
Page 9 Places to study
Page 10 Defining common exam instruction words
Page 11 The multiple intelligences
Page 12 Multiple Intelligence test
Page 13 Multiple intelligence test results
Page 14-16 Why are the multiple intelligences important for your learning?
Page 17-22 Note taking strategies
Page 23 Where can you use these note taking strategies and summarising
strategies?
Page 24-25 Mnemonic devices
Page 26 References
Page 27
Useful
websites
Page 2835
Tem-

Aim of this booklet

The aim of this booklet is to assist you in the preparation of your year 9 exams, by providing
you with various study tips, skills and techniques that will enable you to achieve your maximum potential.

Furthermore, you will gain skills in organization and time management, as well as strategies
on handling and reducing stress and anxiety levels during exam time.

This booklet will also assist you in future assignments especially during your VCE years.

We hope that this booklet will allow you to study efficiently and effectively and be a useful tool
during the remainder of your school years.

Study Tips

Get a good nights sleep (Minimum of 8 hours.)

Exercise for at least 30 minutes a day, every day (great way to relieve
stress and anxiety, gets blood flowing to your brain- which can help you
think more clearly)

Drink plenty of water (brains need to be hydrated)- Bring a bottle of water with you to the exam. Take small sips every few minutes.

Remember your teachers want you to do well

Focus on what you know rather than what you dont know

Eat a low GI, nutritious breakfast (Studies have found that students who
skip breakfast experience a 20-40% reduction in thinking skills)

Avoid drinking caffeine (eg. Energy drinks, coke and coffee) Caffeine gives
you a rush and makes you feel good in the short term, but eventually it
wears off and makes you feeling cranky and wanting more.)

Go straight home after the exam. (Move on, focus on the next exam,
there is not much you can do about exam you have just completed.)

Take a few deep breaths when you get stuck (in for the count of 3 and
out for the count of 3, if you
dont know how to answer, move
on)

Revise early and do not leave

revising to the last minute.

How to stay organised

Staying organized throughout the term and during the exam period is critical
to your success at the end of the year. Below are a list of strategies that ensure that you are fully prepared and organized when taking your exams.

1. Make a study area

Make sure you pick a study area that is away from distraction and noise.

Ensure that you have all of the equipment and resources required to study
with you. These include books, pencils, pens, rubbers, paper, sharpeners,
highlighters etc.

Choose a space (eg. A wall) that you can display all of your timetables, exam notes, study time tables (See page 5) and list of goals and dreams you
aspire to achieve. This will help you stay motivated and encourage you to
achieve your best.

2. Prioritise your studies

Write down when your exams are. Make them visible to everyone in your
household (For example on the fridge)

Make sure that you study for your first exam sooner than your later exams.
(Study for your Monday exam before your Thursday one.)

Figure out how much time you need to study for each subject. Make sure
you allocate enough time and do not cram all studying the night before the
exam.

3. Ensure all of your notes are up to date and relevant

Make sure that your notes cover all of the content that you have covered
for that subject throughout the semester.

Talk to your peers and teachers if you have been absent from school so
that you are up to speed with all of the content that needs to be revised for
the exam.

Preparing for your exams

Ensure that all your notes are up to date, as this allows you plenty of time to
revise.

Make sure you have completed all revision that your teachers have provided
you during class and ensure that your answers are correct and detailed.

Ensure you have asked all your teachers for the correct past exam papers for
each subject and complete them before your exam. Have a copy of the
answers sheet in order to check your answers. If any of your answers are
incorrect, make sure you revise that particular topic or ask your teacher for
assistance.

Develop an understanding of how the marks are broken down in all your
previous exams and discuss with your teacher the areas where you need
improvement.

On the day of the exam, make sure you:

Arrive at least half an hour before your exam commences

Bring all appropriate equipment (pens, pencils, calculator if you are

completing a math exam and a bottle of water etc.)

Use the reading time appropriately

Answer questions
relevant on marks
allocated

Relax and stay

hydrated by drinking
lots of water

How to run a study group

Select a topic or chapter that each person will cover during the study
session

Ensure that you complete work on your topic or chapter before your study
session as you will be teaching your group members this content. This
may be in the form of a PowerPoint, notes or a mind map, depending on
which best suits your learning style.

Allocate timings

Allocate a time when each person will present the content that they have
been studying. Make sure the content covered at the start of the term is
covered first during your study session.

Presenting your content

To ensure everyone has a deep understanding of the content being

presented, complete practise exam questions at the end of the study
session. This will allow you to see which areas you still need to work more
on. Allow for discussions and questions to explain any misconceptions.

Take breaks

It is important to take breaks while you're studying, especially if you're

feeling tired or frustrated. Working too long on a task can actually
decrease your performance.

When you take a

break, make sure you
get away from your
desk or study space.
A bit of physical
activity - even just a
walk around the
block - can
sometimes help you
to look at a problem
in a different way and
could even help you
to solve it.

How to organise study groups

Choose people you can work well with

While you can study with your friends, make sure you will be able to get
your study done. Remember that it is not about socialising (You can do that
after the exam!)
Select the right location

The space where you study should be away from distractions and accessible
to all your study buddies. For example, a library or someones house.
Make sure that the space you will work at is spacious and allows for lots of
room for all your study notes.
Organising a timetable

Select times that suit all member of your study group and ensure that you
meet on more than one occasion if possible. Ensure that you meet weeks in
advance to your exam.
Preparing for your study day

Ensure all your notes are up to date and that all content has been covered.
This will ensure
that you are not
wasting your
time on the day
and that studying runs smooth.
Make sure you

Places to study
It might be difficult to study at home due to distractions or simply not having
an adequate space. Below are some other places where you might like to go to
Library

The library is a great, quiet place that allows you access to internet and books
(with a valid library card if you do not have one, you need to go with a parent
or guardian to sign up its free!) and has plenty of space where you can set up
your study area. The library is also a good place to run a study group as has
been mentioned earlier in this booklet.

Other relatives house

If you have relatives with houses that are generally quiet (for example grandparents) you can ask them if its ok to use a space in their house as a study area. Make sure your parents or guardians are ok with this.

Park

If its a nice and sunny day, why not pick up your books and head to the local
park? It might be useful to have a change of scenery and if there is no distractions, it might be a nice and quiet place to start/continue your studying! Make
sure that you do not go if the weather is not good because you do not want all
your books to get wet and ruined.

Friends house

If you have a friend that is studying the same subject as you and is not a distraction, you may like to create a little study group where you go to the friends
house and have a study session together. Make sure your friends parents as
well as your own are ok with this.

Defining common exam instruction words

Analyse

Take apart an idea, concept or statement and examine and

criticise its sub-parts in detail.

Assess

Describe a topics positive and negative aspects and say how

useful and successful it is or consider its contribution to
knowledge, events or processes.

Criticise

Point out a topics mistakes or witnesses as well its favourable

aspects. Give a balanced answer.

Compare

Put items side by side to see their similarities and differences.

Contrasts

Emphasise the differences between two things.

Define

Give the meaning of an idea, either a dictionary definition or

from an academic authority in your subject of study.

Describe

Give details of processes, priorities, events and so on.

Discuss

Describe, explain, give examples, points for and against, then

analyse and evaluate the results.

Evaluate

Similar to discuss, but with more emphasis on a judgment in

the conclusion.

Examine

Take apart and describe a concept in great detail.

Explain

Give detailed reasons for an idea, principle or result, situation,

attitude and so on. You may need to give some analysis as
well.

Illustrate

Give concrete examples including figures or diagrams.

Interpret

Explain and comment on the subject and make a judgment.

Justify

Give reasons to support a statement.

List

Provide an itemised series of parts, reasons or qualities.

Prove/disprove

Provide evidence for or against and demonstrate logical arguments and reasoning.

Relate

Emphasise the links, connections and associations.

Review

Analyse and comment briefly, in organized sequences.

State

Give the relevant points briefly.

Suggest

Give possible reasons analyse, interpret and evaluate.

10

The Multiple Intelligences

Every person learns in a different way. You might find it easier to learn by
making mind maps and posters or you might learn better by creating study notes
or booklets. Take the test on the next page to find out how you learn best. Take
into consideration that you might have more than 1 intelligence
(Churchill et al. 2011)

11

Multiple Intelligence Test

Look at each column and check the box next to each phrase that describes how you learn
best. Once youve read through each phrase, add the number of boxes youve checked and
write that number in the total line for each column.
You can check your results on the sheet that describes your unique learning style on the

COLUMN A

COLUMN B

COLUMN C

When you are learning or

studying, you prefer to:

When you are learning or

studying, you prefer to:

When you are learning or

studying, you prefer to:

Use Visual materials such as

pictures, charts, maps,
graphs, etc.

Participate in class
discussions/debates

Take part in hands-on

class projects like lab
experiments or art
projects

Have a clear view of your

teachers when they are
speaking.

Make speeches and

presentations

Write or draw while you

are learning

Use colour to highlight

important points in text.

Discuss your ideas with your

friends, family or teachers

Take notes or look at

handouts from your teacher.

Illustrate your ideas as a

picture before writing them
down.

Move around while you

learn new things (for
example, change your
sitting position or walk
around the room)

Record lessons instead of

taking notes

Do your class work or

homework in a standing
position

Read text aloud or listen to

someone reading it to you

Chew gum

Write a story and illustrate it.

Create short songs or

musical jingles to help you
remember information or
facts

Use bright colours to

highlight reading material

Use different media

(computers, iPads, film).

Use rhymes or phrases to

remember facts or concepts

Decorate your work space

with posters

Read illustrated books.

Dictate to someone while

they write down your
thoughts

Listen to music

Visualise information as a
picture to help you
remember it.

Tell a story to communicate

your ideas

Skim through reading

material to get an
overview before reading it
in detail

Total for Column A

Total for Column B

Total for Column C

12

If Column A had the

highest score, you learn
best through Seeing

If Column B had the highest If Column C had the highest

score, you learn best
score, you learn best
through Listening
through Moving, Touching
and Doing

You are a Visual Learner

You are an Auditory Learner

Visual Learners store

information as images in their
minds. They learn best by
viewing written materials,
diagrams, posters, graphics,
live demonstrations, maps,
charts and actual objects

Auditory Learners store

information as sound bites in
their minds. They learn best
through listening to
instructions or lessons, talking
through a problem, discussing
topics with others, asking
questions, and sometimes
through hearing music or other
sound effects

Suggestions for the Visual

Learner:

- Use the ideas listed in

Suggestions for the
Column A to help you in class
Auditory Learner:
or with your homework
- Use the ideas in Column B
- When you need to memorise
to help you in class or with
something (like a list of facts
your homework
or a reading passage) write it
- Ask your teachers or
down and create graphs,
classmates for verbal
charts, tables or illustrations
for the information as often as instructions whenever possible
you can
- Talk through your ideas or
thoughts with a friend, your
- Picture a word in your mind
teacher or a family member as
when you try to spell it or
you do your homework
remember its meaning
- Draw diagrams or graphics
organisers to organize your
notes and to solve math
problems
- Keep your workspaces at
school and at home neat and
organized
- Read cartoons and comic
books in your free time. Also,
when recalling something you
read, sketch the events out in
cartoon frames so that you can
visualise what happened

- Say a word aloud when you

are trying to spell it or
remember its meaning
Volunteer for projects that
involve talking with other
people, like interviewing
people with different careers
or life experiences
Read all characters dialogue
aloud when you read, or
imagine what it would sound
like.

You are a Tactile or

Kinesthetic Learner
Tactile or Kinesthetic Learners
store information best when
they can feel or touch what
they are learning about. They
learn best through hands-on
projects or activities: writing,
drawing, moving, handling
objects, exploring and roleplaying.
Suggestions for the Tactile
or Kinesthetic Learner:
- Use the ideas listed in
Column C to help you in class
or with your homework
- When given the option, do
oral reports or demonstrations
in place of written reports
- Record words on index cards
with the meaning on the
opposite side, to help you
remember their meanings
- Seek out reading materials
that have a lot of action, such
as science-fiction books or
mystery novels
- Use objects or physical
models to help you solve math
problems
- Take frequent, short breaks
when you are working on
homework or studying.

- Volunteer for projects that

require physical activity or
- When you are solving math
movement, such as plays or
problems, talk through it aloud role-playing.
to yourself or to another
- Before sitting down to study
13
person.
or do homework, take a walk

Why are the multiple intelligences

important for your learning?

Multiple intelligences (MI) as developed by Dr. Howard Gardner is based on the

understanding that people learn utilizing different types of intelligences. This
means that individual learning varies across a platform of human potentialities in
which individual differences stemming from bio-psychological and cultural factors
affect their skills sets and even abilities.

Multiple intelligences (MI) among intelligence theories specifically caters to the

diversity characterizing individuals, and hence leads to a more effective and
sensible approach to address unique learners in the classroom.

You might think about yourself as being one specific type of learner and dismiss
previously untried activities 'because it's just not me". In the short term, this is
counter-productive because education should be about developing a range of
abilities, whether you demonstrate an initial aptitude or not. In the long term, it is
even worse. People with PhDs are widely assumed to be incapable of tying their
own shoelaces because of the belief that high academic ability equals spatial
incompetence.

14

Think about a piece of work that you might consider your favourite or an
achievement you are proud of. Look at the table below and see if you can match
your piece of work to the linked intelligence:

Favourite piece of work

Linked intelligence

Story, poem, reading record, book written or read,

audio recording made, audio book listened to, notes
from a debate

Verbal/Linguistic

Graph, calculation, maths/science investigation result

Mathematical/Logical

Composition, music, dance set to music

Musical/Rhythmic

Map, video, photograph, mind map, painting,

sculpture

Visual/Spatial

Model, sculpture, gym sequence, sports achievement

Bodily/Kinesthetic

A product of teamwork

Interpersonal

A product made alone, diary

Intrapersonal

Tree diagram, Venn Diagram, visit report/photographs Naturalist

(Fleetham, Charles & Sheppard 2006)

15

16

Note taking strategies

To get the most out of your studying, you should be familiarised with a range of
different note taking strategies. Note taking strategies can help you sort out
your notes for each subject, summarise various topics and help you visualise
what you have to learn for your exams. On the next few pages, you will be
given examples of different ways you can take notes and prepare for your
studies in order to help you achieve the best scores for your exams.

17

To effectively summarise you must:

Delete some information, substitute some information and keep some

information

Delete info that is not going to convey the overall meaning of what you are
summarising

Substitute terms such as crystals to compounds or flowers to roses, daises etc

Keep terms, phrases and sentences that convey key info or facts

Notes are a work in progress You should continually add to your notes and
revise over them to deepen your understanding of the topic There is a strong
relationship between the amount of notes taken and achievement on exams

18

Cornell Notes
A

Write the topic and the learning intention

PURPOSE

Write your notes in Section

B
C
NOTES

Write the key terms and guiding questions

in Section B

KEY TERMS
AND
QUESTIONS

D
SUMMARY
Write your summary of everything in

19

Blooms taxonomy represents the process of learning. By using cornell notes, you
are stimulating critical thinking skills proposed by Bloom. Remember:

Before you can understand a concept, you have to remember it.

Before you can apply the concept, you must understand it.
Before you analyse it, you must be able to apply it.
Before you can evaluate its impact, you must have alanysed it.
Before you can create, you must have remembered, understood, applied, analysed and evaluated (Anderson, Krathwohl & Bloom 2001).

20

Mind Maps

Mind maps are a great study technique to use if you are a visual learner. Make sure
you put your topic in the middle and branch out any key words, concepts and ideas
that relate to that topic and can help you with your studying.

21

Lotus diagram

A Lotus Diagram is an analytical tool for breaking broad topics into their components. Lotus
diagrams great if you want to expand your learning in a tidy way. A single topic should be
placed in the middle of the paper and any questions, ideas, or concepts should surround the
major topic in the middle. Each question, idea or concept is given its own box and you are able
to expand any details in the surrounding boxes that relate to that particular question, concept
or idea.
Make sure you do not put more than 3 words per detail box. This will allow you to summarise
your notes without adding any sentences but rather key words that relate to the concepts,
ideas and questions. This will make it easier to visualise what you have to learn and allow you
to easily interpret what needs to be studied for the exam.

22

When can you use these note taking and

summarising strategies?
English
Lotus Diagram- can be used to discuss themes in a book
Mind Map- can be used to summarise different characters and chapters. You can include key scenes, important points, and key quotes. Can also be used as a planning
strategy to plan what you will include throughout your essay
Cornell Notes- can be used to summarise different themes, characters and chapters

Maths
Lotus Diagram- can be used to summarise a topic. You can include information on
each chapter as part of the topic and include formulas and examples
Mind Map- can be used to summarise a topic. You can include information on each
chapter as part of the topic and include formulas and examples
Cornell Notes- can be used to solve problems that you find struggling or confusing

Science
Mind Map- can be used to summarise a topic

23

Mnemonic devices
Mnemonic devices are techniques a person can use to help them improve their ability to remember something. In other words, it is a memory technique to help your
brain better encode and recall important information. Its a simple shortcut that
helps us associate the information we want to remember with an image, a sentence,
or a word. Here are some examples of mnemonic devices you can use to help you
when studying for your exams.

The method of Loci

Using the method of Loci is easy.

First, imagine a place with which you are familiar. For instance, if you use your
house, the rooms in your house become the objects of information you need to
memorise. Another example is to use the route to your work or school, with landmarks along the way becoming the information you need to memorise.
You go through a list of words or concepts needing memorisation, and associate
each word with one of your locations. You should go in order so that you will be
able to retrieve all of the information in the future.
For example,
below:

look at the picture

24

Acronyms
An acronym is a word formed from the first letters or groups of letters in a name or
phrase. An acrostic is a series of lines from which particular letters (such as the
first letters of all lines) from a word or phrase. These can be used as mnemonic devices by taking the first letters of words or names that need to be remembered and
developing an acronym and acrostic.

Rhymes
A rhyme is saying that has similar terminal sounds at the end of each line. Rhymes
are easier to remember because they can be stored by acoustic encoding in our
brains. For example:

In fourteen hundred and ninety-two Columbus sailed the Ocean Blue.

Thirty days hath September, April, June and November; All the rest have thirtyone, Save February, with twenty-eight days clear, And twenty-nine each leap
year.

Chunking and Organisation

Chunking is simply a way of breaking down larger pieces of information into smaller, organised chunks of more easily-managed information. Mobile numbers are a
perfect example of this- 10 digits broken into 3 chunks, allowing almost everyone
to remember an entire mobile number with ease. Since short-term human memory
is limited to approximately 7 items of information, placing larger quantities of information into smaller container helps our brain remember more, and more easily.
Organising information into either objective or subjective categories also helps. Objective organisation is placing information into well-recognised, logical categories.
Trees and grass are plants, a cricket is an insect. Subjective organisation is categorising seemingly unrelated items in a way that helps you recall the items later. This
can also be useful because it breaks down the amount of information to learn. If
you can divide a list of items into a fewer number of categories, then all you have
to remember is the categories (fewer categories), which will serve as memory cues
in the future.

Imagery
Visual imagery is a great way to help memorise items for some people. For instance, its often used to memorise pairs of words (green grass, yellow sun, blue
water etc.) The method of Loci mentioned above is a form of using imagery from
25

References

Anderson, LW, Krathwohl, DR & Bloom BS 2001, A Taxonomy for

Learning, Teaching and Assessing, 2nd edn, Longman, South Carolina.

Churchill, R, Ferguson, P, Godinho, S, Johnson, NF, Keddie, A, Letts, W,

Mackay J, McGill, M, Moss, J, Nagel, MC, Nicholson, P & Vick, M 2011,
Teaching: Making a Difference, 1st edn, John Wiley & Sons, QLD,
Australia.

Fleetham, M, Charles, R & Sheppard, K 2006, Multiple Intelligences in

Practice : Enhancing Self-esteem and Learning in the Classroom,
Continuum International Publishing Group, London.

Gardner, H 1993, Multiple Intelligence,: The Theory in Practice, 1st

edn, Basic Books, New York.

Marzano, RJ 2004, Classroom instruction that works: Research-based

strategies for increasing student achievement, Hawker Brownlow
Education, Moorabbin, VIC.

McFarlane, DA 2011, The Most Effective Platform for Global 21st

Century Educational and Instructional Methodologies, College
Quarterly, vol. 14, no. 2, pp. 1-8.

26

Useful websites
Studying tips

www.howtostudy.org
www.testtakingtips.com
www.studypoint.com
www.how-to-study.com
www.studyvibe.com.au

Note taking resources and templates

https://crmsliteracy.wikispaces.com/Note+Taking+Templates
www.timeatlas.com/5_minute_tips/
generalword_templates_and_cornell_note_taking#.U_Kc21A_7qA
www.eduplace.com/graphicorganizer/
www.quizlet.com

Timetable templates

www.calendarpedia.co.uk/timetable-exceltemplates.html
http://office.microsoft.com/en-au/
templates/daily-scheduleTC102930020.aspx

27

28

29

30

31

32

33

34

35

GOOD LUCK
WITH YOUR
36