Revision Tips for Schools: How to Help Pupils Prepare for Exams

Why is effective revision important in schools?

Revision gives pupils an opportunity to revisit previously taught material rather than encountering it again for the first time immediately before an assessment.

It can also help teachers see where further explanation or support may be required. When pupils attempt questions, quizzes or practice exam papers, staff can identify misconceptions and areas where knowledge is less secure.

The EEF highlights the importance of metacognition and self-regulated learning, including helping pupils to plan, monitor and evaluate their learning. These skills can be particularly useful during revision because pupils need to recognise what they know, what they still need to practise and which strategies help them make progress.

Schools should therefore think of revision as part of teaching and learning, rather than simply providing pupils with more work.

How can schools create comfortable revision spaces?

The environment can make a considerable difference to how easy pupils find it to settle down and concentrate.

Look around the classrooms, library and other available learning spaces in your school. Where possible, identify quiet areas where pupils can work independently alongside suitable spaces for paired or group revision.

Keep revision areas organised and make commonly used resources easy to access. Depending on the age of the pupils and the subjects being revised, this might include:

• exercise books
• exercise paper
• revision cards
• coloured pens
• highlighters
• sticky notes
• whiteboards
• whiteboard pens
• folders
• popper wallets

Avoid cluttering the space with resources pupils are unlikely to use. A simple, tidy revision station can make it easier for pupils to collect what they need and begin working promptly.

Natural light, comfortable seating and reducing unnecessary distractions can also help create a calmer working environment. However, schools should remember that pupils have different preferences and needs. Some may work best independently, while others may benefit from structured collaborative revision.

How should schools plan revision timetables?

Working with teaching staff to develop realistic revision timetables can provide pupils with more structure during the run-up to assessments.

Rather than trying to cover everything at once, identify the most important topics and spread revision across the available time. Teachers can then plan opportunities to return to previous learning alongside normal curriculum teaching.

The NHS recommends creating a realistic revision schedule and breaking revision down into manageable chunks rather than trying to tackle everything at once.

Where appropriate, give pupils their own copy of the revision timetable so they know what they will be covering and when. Older pupils may also benefit from being shown how to adapt that timetable for their own independent study.

Teachers can encourage pupils to think about questions such as:

• What do I already know confidently?
• Which topics do I find more difficult?
• What should I practise next?
• Which revision method works well for this subject?
• What have I improved since my last revision session?

This turns revision planning into a useful learning skill rather than simply a timetable pupils are expected to follow.

Why should revision be spaced over time?

The original principle of keeping revision manageable remains important, but there is no single session length that will suit every pupil, subject or activity.

Instead, schools should focus on providing regular opportunities to revisit important knowledge over time.

Spacing means returning to learning after a gap rather than attempting to revise an entire topic in one long session. The EEF includes spaced learning within the cognitive science approaches being explored for supporting pupils’ learning and memory.

A revision session might therefore focus on one clearly defined objective before pupils move on to another activity. The appropriate length will depend on pupils’ age, needs, the complexity of the material and the type of revision taking place.

Build in opportunities for breaks where appropriate and avoid creating revision schedules that become so demanding that pupils struggle to maintain them.

How can retrieval practice support revision?

Retrieval practice involves pupils recalling previously learnt information from memory with little or minimal prompting.

This could include:

• answering short questions
• completing a low-stakes quiz
• recalling key facts without looking at notes
• labelling a diagram from memory
• explaining a concept to somebody else
• writing everything they can remember about a topic before checking their notes

Retrieval should have a clear purpose. The EEF advises teachers to consider what knowledge pupils need to retrieve, why they are retrieving it and how feedback will be provided so that misconceptions are not reinforced.

This means revision should not become an endless sequence of quizzes. Retrieval activities work best when teachers select important curriculum knowledge and follow up pupils’ answers.

How can practice exam papers help pupils prepare?

Practice exam papers can help pupils become more familiar with the structure, wording and expectations of an assessment.

Teachers can use previous or appropriately designed questions to help pupils practise:

• interpreting questions
• applying knowledge
• managing their time
• structuring longer answers
• checking their work
• identifying topics that need further revision

The most useful part of completing a practice paper is often what happens afterwards.

Encourage staff to review answers with pupils, address misunderstandings and identify areas requiring additional teaching. Pupils should understand why an answer was successful or where it could be improved rather than simply receiving a mark.

It is also worth making sure pupils can practise with the equipment they may need. Depending on the subject, this could include rulers, calculators, compasses, protractors, pencils, pens and erasers.

Having suitable exam stationery available ahead of time also prevents missing equipment becoming an unnecessary distraction.

What revision games can schools use?

Revision games can provide variety and encourage pupils to recall information in a different way.

The important point is to make sure the game still requires pupils to think about the knowledge or skills being revised.

Create revision raps, rhymes or poems

Turning important information into a rhyme, poem or memorable phrase can provide pupils with another way to organise what they need to remember.

This will not suit every topic, but it can be particularly useful for sequences, vocabulary or key information that pupils need to recall.

Use team quizzes

A class quiz can encourage pupils to retrieve previously learnt information while giving teachers an opportunity to identify areas that require more attention.

Keep questions focused on curriculum content rather than making speed the main objective. Allow time to discuss answers, particularly when pupils have made common mistakes.

Use revision cards

Revision cards or flashcards can be used for key vocabulary, definitions, formulas, dates, questions and short explanations.

Encourage pupils to attempt the answer before turning the card over. Simply rereading a completed flashcard is less demanding than actively trying to retrieve the information.

Try mini whiteboard challenges

Whiteboards can make whole-class retrieval quick and visible.

Ask pupils to write an answer, calculation, definition or labelled diagram before showing their responses together. This can help teachers quickly see whether a topic needs further explanation.

How can schools support pupils who feel worried about exams?

Revision should help pupils feel more prepared, not create additional pressure.

The NHS advises pupils preparing for exams to plan realistically, find revision approaches that work for them and ask for help when they do not understand something.

Schools can support this by keeping expectations clear and ensuring pupils know who they can speak to when they are struggling.

Teachers should also watch for pupils who appear overwhelmed by the volume of revision or who are repeatedly struggling with particular topics. Additional explanation, adapted resources or a more manageable revision plan may be more useful than simply setting more work.

SENCOs and teaching staff should consider individual pupils’ needs when organising revision so that materials and approaches remain accessible.

Most importantly, remind pupils that revision is about improving understanding and confidence over time rather than achieving perfection in every session.

What common revision mistakes should schools avoid?

Even well-intentioned revision plans can become less effective when schools try to do too much.

Common mistakes include:

• leaving revision until immediately before an assessment
• expecting every pupil to use the same revision technique
• spending too much time rereading without checking what pupils can recall
• completing quizzes without discussing incorrect answers
• producing revision timetables that are unrealistic
• focusing only on pupils’ strongest topics
• overwhelming pupils with too many revision resources
• treating revision as a replacement for clear teaching
• forgetting to consider pupil wellbeing

Teachers should be able to adapt revision when it becomes clear that an approach is not helping pupils make progress.

What should School Business Managers prepare for revision and exams?

School Business Managers and office teams can support staff by making sure essential resources are available before demand increases.

Speak to teaching and curriculum teams early about what they expect to use. This may include paper, revision cards, folders, stationery and subject-specific equipment.

Check existing stock before purchasing more and consider which resources can be used across several classes or year groups.

Preparing pencil cases or sets of commonly needed equipment can also make distribution easier, particularly during busy assessment periods.

Good preparation helps teachers focus their time on supporting pupils rather than searching for missing supplies shortly before an assessment.

How does GLS support schools with revision?

At GLS, we understand that exam season adds another set of practical tasks to already busy school days.

Having the right resources ready will not replace good teaching, but it can make revision sessions easier to organise. From exercise books and highlighters to calculators, folders and everyday school stationery, making sure commonly used materials are available gives staff one less thing to think about.

Planning requirements in advance can also help schools avoid unnecessary last-minute ordering and make better use of existing stock.

It is a straightforward approach that reflects how we work with education settings every day: practical support, useful resources and an understanding of what busy schools actually need.

Schools. We get you.

Preparing your school for successful revision

Effective school revision is not about doing as much as possible before an exam. It is about helping pupils revisit important knowledge, practise using it and recognise where further support is required.

Create suitable study spaces, agree realistic revision timetables with staff, use retrieval and practice questions purposefully and make sure revision resources are ready when they are needed.

With thoughtful planning, schools can make exam preparation feel more organised for staff and more manageable for pupils.