Study Sensei

STUDY SENSEI
Student Template Pack
© 2016 Elevate Education
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Activity 1: Note-Making Planner
In the Study Sensei seminar, your presenter showed you how to use the course outline or syllabus to
work out exactly what was going to potentially be in a test, and then how to make notes on it. If your
tests are being made from the syllabus or course outline, you want to make sure you are studying notes
that also come from it – that way, your notes are 100% complete, and you can be confident that you are
going to memorise everything that could potentially come up in a test.
In this activity, your teacher is going get you to look at your course outline or syllabus, and make a plan
for when you are going to make notes on each of the learning outcomes. On the next page there is an
example of how it works – but here are the main points:
Step 1 – What do I need to learn?
In the course outline or syllabus, there are things called ‘learning outcomes’ that show you what is being
taught and what you need to know for your tests. You want to read these and write them down in the
planner under ‘syllabus point’.
Step 2 – When am I going to write notes on it?
Let’s face it – there is a lot going on each term and it’s easy to put off things that don’t seem very urgent.
The problem is, if you leave all your note-making till the last minute, you aren’t going to get it all done –
meaning you won’t end up memorising a complete set of notes. The next step is to add in a deadline for
when you are going to write notes for the outcomes you’ve just added into the planner. Ideally, you’re
going to give yourself a week to finish the notes after you’ve finished learning the outcome in class – ask
your teacher for when these dates are if you can’t work it out from the course outline.
Step 3 – Track your progress
Once you’ve put your note-making goals into the planner, you want to make sure that you keep tabs on
how you’re going. Each week your teacher is going to be checking to see whether you’ve made your notes
or not – so make sure you are getting them done each week to show in class!
For an example on how to complete the planner, check out the guide on the next page. Your own planner
is on page 4.
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Example: creating the note-making planner
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Note-Making Planner
WEEK SYLLABUS POINT DEADLINE STATUS
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Activity 2: Making effective notes
In the Study Sensei seminar, your presenter would have showed you how to make a page of notes using
trigger words, or words that bring back a lot of memories. When you write using trigger words, not only
do you end up writing a lot less, but you also remember more from the notes as trigger words bring back
a lot of memories. Think of the words you write on your hand – you probably only write 1-2 words to
remember a lot of information. Here are some tips for writing your notes in a way that not only saves
time, but makes them easier to remember when it comes to studying for a test:
Make your Main Heading

nice and bold – it should
be the topic of the page
and the first thing you
see when you look at the
page.
Make your sub-headings

bold (or in their own
colour) and put them at
the top of a new topic
related to the main
heading.
Your bullet-points should

be only a few words long
and focus on key words –
you don’t need to write
full sentences!
To help you cut down the

number of words you
write or type, try drawing
or imagining a line
running down the middle
of the page that you
don’t write past.
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Activity 2: Making your notes
Now it’s time for you to give it a go. Using the template below, try making a set of trigger-word notes
using content you’ve learned in class this week:









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Activity 3: Independent Learning File
One of the points your presenter covered with you in the seminar was how to do some extra reading each
week to help you stand out in assessments or exams. When you think about it, every single student in
your class, and every student doing your subjects across the state, are basically learning the same content.
When it comes to year 11 and 12, everyone is learning exactly the same content. This means in an exam
or test, 99% of students are just regurgitating the same facts, quotes, ideas and examples. But if you can
do just 20 minutes of extra reading each week to bring something new to your test, instantly your answer
goes to the top of the pile – it’s something new and different. The advantage here is that teachers often
reward extra reading with more marks – and it barely takes any time at all!
Make an extra-reading file
Your teacher is going to help you create a file that you will keep extra reading in, which will help you keep
track of things you’ve read, seen or heard each week that might help you write an awesome answer in a
test. Each week, make sure you cut out and make notes on things which might help you stand out. Here
are some examples you can use with different subject types:
Notes
Make some extra notes on another text that is referenced in the book you
are studying.
Humanities
Quotes
Subjects
Go and find 25 extra quotes from major characters in the play you are
studying in class. Add them to your existing set of notes.
Alternative arguments
Go and find the opinion of another author or academic that disagrees with
a common interpretation of the text you are studying. Make notes on it
and bring it up in your next essay
Alternative explanations
Maths & Science Grab another text book and read another author’s explanation for a
process you learned in class. This is ideal for tricky maths and science
equations and calculations.
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Activity 4: Mind-Mapping
In the seminar, your presenter showed you how to create a mind-map using a set of notes. Mind maps
are an awesome way to take 5 pages of notes and condense them down to one page – this makes them
easier to memorise, and helps you understand how things on different pages of notes tie together. If you
need a refresher, here are the steps for creating a mind map from a page of notes:
Step 1 – Main idea in the middle
The main topic of your mind map goes in a circle in the middle of the page. For example, in biology this
might be something like “cell division” if that’s the major topic you’re studying at the moment. When you
are studying, this should be the very first thing you see when you pick up the page.
Step 2 – Sub-headings branch off the middle
Next, take the sub-headings from your page of notes and have them coming as branches off the centre
circle.
Step 3 – Bullet points branch off branches
Once you’ve done that, take the bullet points from your sub-headings and have them branch off the sub-
headings in your notes.
Step 4 – Link different branches together
Once you’ve put a few pages of notes into the mind map, have a look for ways you can link them together.
For example, you can link different sub-headings together which share a common theme. Have a look at
the example on page 9, then try turning the set of notes on page 10 into a mind map on page 11.
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Example: turning notes into a mind-map
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Exercise: Making your mind map
Now that you’ve seen how the process works, turn the page of notes below into a mind map on page 11. If you
get stuck, look through the example above and re-read the introduction to Activity 4 – or ask your teacher for
help!
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Create your own mind-map (Use the notes from page 10)
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Create a personal mind-map (Use your own set of notes)
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Student Template Pack

© 2016 Elevate Education

Step 1 – What do I need to learn?

Step 2 – When am I going to write notes on it?

Step 3 – Track your progress

WEEK SYLLABUS POINT DEADLINE STATUS

Make your Main Heading

Make your sub-headings

Your bullet-points should

To help you cut down the

Make an extra-reading file

Step 1 – Main idea in the middle

Step 2 – Sub-headings branch off the middle

Step 3 – Bullet points branch off branches

Step 4 – Link different branches together

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