Month: April 2019

Exam Revision Health Check – Are You Studying Too Much?

Study Revision Blocks

With exam season about to get into full swing it seems a strange question to ask, but are you studying too much? Just how much is too much? And how much should you study during the holidays leading up to exams?

Exams are not just about the ability to simply recall key words, but being able to apply then in context; and this is where long term memory techniques are needed! Comitting information to your long term memory requires a combination of repetation of similar topics in small chunks, and a low stress environment.

According to Barnaby Lennon, ICS (Independent School Council) Chairman and former Headmaster of Harrow, students should be revising for 7 hours each day for most of the Easter Holidays. This applies to both gcse and a level students. whilst I don’t entirely disagree with him open brackets and certainly don’t disagree with his methods close brackets, my own approach uses the 10-minute approach that can be applied to any year group.

The 10 minute method is usually applied to the amount of time for homework during a usual term time. But can be easily adapted to plan revision during the holidays full stop new line the system suggests 10 minutes of study for each year of education per day. For example, in year 11 in the UK, you’ve been in formal education for 12 years:

12 x 10 minutes = 120 minutes or 2 hours per night

This means that over 5 days you’ll be studying 2 hours per night or 10 hours per week when also attending school with usual lessons.

Revision Takes Time
Revision takes time. But how long?

Using Barnaby Lennon’s theory, if you continue your 2 hours of homework time throughout the holidays and add the time you would usually be in class (5 hours) then 7 hours makes perfect sense. However, class time also includes group discussion, admin (register, answering questions, other disruptions) so working individually may not actually require quite so long. Instead, try this equation for working out your easter revision schedule:

10 Minute Rule (TMR)  = (Year Group + 1) x 10 minutes

TMR x 5

Add (2 x Number of Subjects)

Using this, the average Year 11 with eight GCSE subjects could calculate their time in the following way:

TMR = (11 + 1) x 10 = 120 minutes per day (2 hours)

(TMR x 5) + (Subjects x 2)

(2 x 5) + (8 x 2)

10 + 16

= 26 Hours per week during the holidays


  5.2 hours each day

But how do I spend that much time studying?!

Breaking down your revision into manageable chunks will help. using the calculation above, you could cover all 8 subjects each day with 40 minutes per subject.

Study for 80 minutes, then build in a 20-minute break. The example below shows how you could divide your eight subjects into smaller, more manageable daily chunks. This is a technique called “time chunking’ that many bloggers and vloggers use to maximise their time:

12.40Computer Science
1.20Science 1
2.40Science 2

For the days you want to go out with friends, or just have a little downtime, split the study in two or get started little earlier. Don’t be tempted to remove the breaks though! It’s important to give your brain some time to digest the information – just like you wouldn’t go for a run straight after a meal.

If you’re struggling to set out your study plan, you can always use a timetable templates like my Painlessly Planned Revision planner to help get organised. Just remember to spend more time revising then planning!


For more information about GCSE Computer Science, revision resources, online tutoring, online courses, and teacher CPD, visit

On April Fools Day, Education Is No Joke

I was all for writing a lighthearted blog this week with a quick fool in it. After all, the sun is shinging, the tank is clean…

Unfortunately, I was also sent this article over the weekend and my heart just hurts.

Pupils without 100% attendance sent to the back of the lunch queu

I know that school attendance is important, and there is clear evidence of a correlation between good attendance and higher levels of achievement. Encouraging good attendance is never a bad thing. But using food and public shaming as a punishment can’t possibly be seen as an acceptable method to deploy… anywhere, let alone a school.

For those that haven’t read the article about Immanuel College in Birmingham in full, in summary each student is awarded two badges at the start of the term – one for attendance and one for behaviour. Those without 100% attendance lose their badge, those who misbehave lose their other badge. When joining the queue for lunch, those with two badges go first, followed by the “one badges”, with those without badges going last.

After working in education for over a decade, and with young people for over twenty years, I am acutely aware of the unique and individual issues that any number of children face with attendance and behaviour. There is no way I could tackle the intricacies of these in a single blog (or even a whole book), but to just skim the surface…

The following issues may cause a drop in attendance:

  • A virus
  • Obeying the 48 hour vomiting rule
  • Injury (sports or otherwise)
  • Medical appointments
  • Mental health
  • A family funeral

Of course, there are students who may stay off school for illnesses where they could be ok to be in school, and yes there are students who truant. However, combining the student who had emergency surgery with the student who sauntered off at lunchtime & didn’t return is just plain wrong at best, and at worst dips into disability discrimination.

My other concern here is the risk that parents will begin to ignore the rules on contagious periods. As someone with a compromised immune system, contact with a child with flu is a nightmare (and one of the reasons I changed my role), but with these rules I wholly understand why a parent would feel under pressure to send them in.

Finally, let’s turn to the behaviour badge. Whilst the attendance badge irked me, this badge made me sadder for our education system than I have been for a long time.

Put yourself in the position of the child for a moment: Home is perhaps unstable, you have caring responsibilities and you’re tired, or your anxiety is at an all time high, so because you’re a teenager who is still wrangling your hormones you verbally lash out. Instead of a teacher stepping in and acting like the adult that you need and talking you through what’s going on, you lose your behaviour badge. For the rest of the term you are visibly less than the others around you. How’s that anger issue going?

Kids with poor behaviour do not deserve to be stigmatised by the adults who are meant to be supporting them and encouraging them to take an alternative path. Yes, they are hard work. Yes, there needs to be consequences for poor behaviour. But consequences shouldn’t be making a child feel that they are less worthy than others.

As educators, we need to do better.


For more information about GCSE Computer Science, revision resources, online tutoring, online courses, and teacher CPD, visit