S.M.A.R.T Targets

S.M.A.R.T is an acronym that stands for:

  • Specific – something that students can actually do. Planning to ‘revise for music’ is not specific. Planning to revise ‘key composers in the Romantic period’ is specific

  • Measurable - a task that can be measured/judged/graded. Being within 2 marks of the top mark for extended writing questions is an example. Achieving a 6 grade (66%) in an upcoming mock exam or practice paper by using the grade boundaries if they’re available

  • Achievable - following on from above, setting a measurable target of an 8 grade in students' first PPE might not be achievable for most students. Working their way up to this makes sense – 3 grade, then 4/5, then 6 and so on

  • Realistic - make things realistic, so use a timer for certain questions, practise a presentation/performance to an audience, use past-papers from the previous year and actual exam questions

  • Time Bound - set deadlines for when these things must be done. For example, ‘I must achieve a 5 in in my June/July PPEs taking place in year 10’; ‘I must have completed a timed essay question by [day of the week e.g. Friday’s] lesson’. Deadlines create urgency


Examples of activities that fit the above SMART targets:

  • Completing specific CGP Study Guide revision summary questions for a specific topic

  • Creating and reviewing a PLC (personal learning checklist) for an exam topic that students are weak in

  • Accessing and annotating examiner reports via the music department website

  • Completing timed essays/questions on specific topics

  • Attending a specific revision session and/or seeing the teacher about a specific area of struggle

  • Pulling a folder together with revision notes under specific headings/titles

  • Learning a certain number of key terminology phrases or words from Quizlet each evening for 5 minutes

  • Achieving a certain percentage/grade in a PPE or complete paper done at home

  • Making a certain number of voluntary contributions in class each lesson

  • Catching up a specific missed lesson (when students were ill or absent)


Other revision strategies to try

Here are some more tips and strategies that students can use to further help them, in addition to the above S.M.A.R.T revision method

  • Consolidate – turn theories/concepts/events/pages of information/topics into JUST ONE PAGE. Students can use drawings, bullet points, charts, spider diagrams; anything that they understand. STUDENTS SHOULD THEN MAKE SURE THEY REGULARLY REVIEW THEIR NOTES AND READ THEM. Click here to see some examples

  • Remind – students can put reminders for simpler things around their environment. For example, key terms in the inside cover of a book, post-its on key things around their room with names to remember, create posters using large sheets of paper with the key dances and key instruments for Greek music

  • Repetition – revise constantly and practise regularly as often as possible, exam questions or exam-style questions are as close to the real thing so students should do lots of them. They can find lots of questions in textbooks and on this music department website via this link (CGP textbooks are very good)

  • Test – students should periodically (regular occurring intervals) test themselves on how much they have learned from ALL OF THE ABOVE METHODS (!) using mock performances, mock exams, exam-style questions under timed conditions