Grade 6 + 7 Study Skills Workshop: 29 April

Our Grade 6 and 7 children recently participated in a valuable Study Skills Workshop led by Kath Cass. The session focused on helping children understand not just what to learn, but how learning actually takes place.

Kath began by exploring the important difference between studying and learning. The children were encouraged to see that studying can sometimes become rushed and passive, especially when it occurs just before a test. True learning, however, happens steadily over time through active thinking, understanding, and practice. A key message was that the aim of learning is to transfer information from short-term memory into long-term memory — and that thinking is the “superglue” that facilitates this process.

The workshop introduced the children to a clear four-step process for learning success: Input, Think, Write, and Output. They explored how to take in information through listening and reading, how to pause and make meaning, how to organise notes using headings, subheadings, key words, symbols, diagrams, arrows, linear summaries, or mind maps, and how to practise retrieving information through explaining, answering questions, teaching others, writing from memory, and reviewing their notes.

What made the workshop especially meaningful was that the children applied these strategies directly to their own learning. They used their Social Science and Natural Science notes and practised transforming existing content into more effective study notes. This helped make the skills practical, relevant, and immediately useful.

The Grade 6 and 7 children were fantastic. They listened attentively, asked questions, participated fully, and approached the session with real maturity. It was wonderful to see them engaging so thoughtfully with strategies that will support them well beyond a single test or exam.

At home, parents can support this process without needing to reteach the content or test their children. A helpful approach is simply to sit beside your child for a short section of revision and guide them through the same learning steps introduced in the workshop:

Input: “Let’s choose one small section of your Social Science or Natural Science notes. What is this section mainly about?”

Think: “What are the most important ideas here? Which words do you need to understand properly? Can you explain this in your own words?”

Write: “How could you organise this so it is easier to learn? Would headings, subheadings, key words, arrows, a linear summary, or a mind map help?”

Output: “Now close your notes. What can you remember? Talk me through it, draw it, or write it from memory. Then let’s check what you remembered well and what still needs more practice.”

This kind of support helps children slow down, think actively, organise their notes clearly, and practise retrieving the information. It also builds confidence and independence, while giving parents a meaningful way to support learning at home.