You can almost hear it in the air at the moment, the familiar hum of exam preparation resonating within schools and households across the country. For parents of students facing GCSEs or A Levels, this period often brings a unique blend of pride and trepidation. We naturally wish to provide the best support, yet the methodology of revision has evolved significantly since many of us were at school. Understanding the science of learning can transform a stressful period of cramming into a structured, manageable process that builds genuine confidence.
Students often equate time spent at a desk with knowledge gained, falling back on passive techniques such as scanning through textbooks or highlighting vast swathes of prose. However, cognitive science suggests that these methods are the least effective for long-term retention and recall. We have to insist on much more active approaches and, importantly, ones that are specific to the exams being taken.
Fundamentally, this simply involves the student closing the book and attempting to retrieve information from memory. At its best, this is via practice papers, but written summaries (sometimes known as blurting) and flashcards can also be useful. The good news is, that when a student finds it difficult to apply a concept, that mental strain is actually the moment the memory is being strengthened. As parents, we can facilitate this by asking them to explain a complex idea to us as if we were the students ourselves.
Thankfully this is an area we have focused on for many years at Northampton High School, by embedding metacognition into our teaching and learning approaches, and through our On Track Study Skills programme. In Years 10 and 11, each student has an On Track teacher who works through the key revision techniques and can guide and support students individually to make better revision choices.
A cornerstone of effective revision is spaced repetition. The human brain is remarkably efficient at discarding information it deems unnecessary, a phenomenon often referred to as the ‘forgetfulness curve’. To combat this, students should revisit topics at increasing intervals, perhaps a day after the initial study session, then a week later, and again a month after that. This reduces the stress that leads to panicked, late-night sessions in the weeks preceding the exams. Having a structured revision timetable that incorporates this spiralled approach can alleviate the feeling of being overwhelmed, ensuring that no subject is left to gather dust until the eleventh hour.
Linked to this is the so-called ‘Pomodoro method’, which takes in the science around human attention span. This peaks at around 20-25 minutes. As a result, the advice is to ensure we have a mini pause in revision or any prolonged cognitive activity, such as an exam itself, at around 25 minutes every hour. This can be as simple as closing one’s eyes and thinking of something else, or taking a quick walk around the room, having a healthy snack etc. The key is to get back to the activity before you lose the thread, however, so this break should only last a few minutes.
Longer breaks and good nutrition are also associated with good cognitive function. We recommend a working day for revision during study leave as being made up of 6 hour-long sessions, with mini breaks included. As an example, this could be from 9am to midday and then, after lunch, 1pm to 4pm. If this forms part of an organised revision schedule across the weeks leading up to the exams, it is ample time to cover the topics and complete enough past papers for success. Of course, prep time after school and weekends plays an important role too.
The physical environment and the student’s wellbeing are vital components that parents are uniquely positioned to manage. A dedicated, quiet space can make all the difference. Ultimately, however, the most valuable contribution a parent can make is to be calm and supportive. A Levels and GCSEs are undoubtedly significant milestones, but research into how girls learn best shows that pressure can sometimes become counterproductive. As parents and teachers, we must try our best to avoid adding to the stress.
The easiest way to achieve this is by focusing on the process of revision rather than the final grade. Through this simple approach we make it less personal and help foster a growth mindset which is central to our learning without limits ethos at the High School. Remind them that mistakes made during practice papers are not failures, but rather essential data points that highlight where more focus is needed. Encourage them to add the simple word ‘yet’ if they say they can’t do something – be 10% more committed and to have another go!
Through a combination of evidence-based techniques and steady emotional support, we can help our children navigate this challenging period with resilience and success.
At Northampton High School, our students learn without limits to achieve excellent results at GCSE and A Level. Discover our vibrant curriculum, skills-forward teaching and girl-focused wellbeing philosophy. Call us to arrange a personal tour.
Mr Henry Rickman
Deputy Head
