I have my pupils practise, say comprehension, in 8 minutes bursts rather than whole papers. Or find a non-verbal and practise in 5 or 10 minutes, depending on number of questions and complexity.
Good idea, thank you.
Fortunately, in the University of Durham exam, time mismanagement is much less likely as basically the time is managed for the children by putting the exams into sections; yes, they might mess up one section but it is always possible to recover from this because it need not mean they mess up the time on all.
Good point, think I will make the most of this to reassure DS that each section is a new start.
I would tailor my advice to the child for a Durham paper, depending on what they are doing in tuition. For instance, in some sections, if a child is incapable of working accurately at speed, then you might set them the goal of doing 2/3 of any particular section rather than advising them to attempt to answer it all.
Yes I know those sections! Why do my DSs switch off when they look at an English comprehension?