I revised mm, honestly, I did loads.

[RomanyQueen]

Is it just me or is it glaringly obvious that kids of year 10 onwards should be able to understand the basics of learning, I'm not talking serious lecture, but just basics to understand you can't revise what you didn't learn.

I've prepared a plan for what I'm doing over the holiday but you know that the plan won't work because they haven't learned how to plan.

I'm not teacher bashing here btw, just as much our responsibility as parents to get this through their skulls.

What do you do, if they just don't see it. You can try and explain even giving good reasons to save time and energy but do they listen.
Nah, it's just mum going on about where learning didn't take place.

Happy summer holidays folks, 2 weeks on Friday, for us, yeh!

Redsky - if you find anything let me know ...:) I was a v poor student and did no revision -but luckily could regurgitate enough for O levels (am old) DH v v academic and organised mind hower DS is dyspraxic and we and he still cant work out how to learn...
He tried Seneca but didnt seem to work on answering longer questions... he is ok on slowly accumulating info (slow processing) just not answering questions!

I think the OP views this as a 3 step process: 1) be taught something, (and make sure you understand it?) 2) learn it so you do 'know' it, even if you then forget
3) revise it - ie refresh your memory and brush up on the details

Oh ok. For me, the 2nd step doesn't really feature. The 'learning/knowing' it would have happened at the end of step 1. I might then forget some of it, but learning it at step two, only to forget it again and have to re-revise it later wouldn't make sense to me!
The exception for me would be MFL (my own subject), which is more of a holistic learning process, where you need to be using a lot of the vocab and grammar all of the time, not just for the particular topic you're on.

Everyone works differently though. Lots of people (including me) absolutely can't be doing with things like mind maps, but others love them!

I do agree with OP. Especially for subject like math, science etc.

After teacher teaching the children in the classroom, then there is a process that children will understand the knowledge, then practice to make sure they can apply it. This is supposed to be finished at the classroom. However, everyone is different, there will be children that grasp it immediately, there are children won't get it, but will after some practice, but there are children who take much longer time to do that. Time is tight in classroom, so here comes the homework, children apply what they have learned by doing the homework and they will know they didn't grasp it if they can't do it. For children who need help at this stage, if source is available, like some parents are able to provide help, then the children will master it and move on. But for children who don't have this help, they will build up gaps in their knowledge. That would led to the never catch up bad circle. If teacher identify the problem by marking the home work, and provide the needed support, these children might catch up. The trouble is , school might not have enough resource to help this. And also,there is often an anti homework, anti test attitude in some parents. That led to the situation that some state schools don't have unit tests, some event don't have end of term test, who knows who don't mastered.

If source is available, homework club for identified students will certainly improve some children's learning outcome.

At DS1's college, they operate lunch time club, teacher and a few high achieving students answer questions, anyone can come to ask what they don't understand. It provide quite popular.