Exams and Revision
Exams and Revision
Helping pupils prepare with confidence
Information for Secondary pupils and families about PPEs, exam preparation, revision strategies and support.
At Trinity Secondary, we want pupils to approach assessments and examinations with confidence, good habits and a clear understanding of how to revise effectively.
This page brings together information about PPEs, exam preparation, revision strategies and useful guidance for pupils and families.
Preparing well is about steady habits. Revision is most effective when pupils start early, return to key knowledge regularly and ask for help when they need it.
PPEs and assessments
PPEs, or pre public examinations, help pupils practise the routines and expectations of formal examinations.
They give pupils the opportunity to:
- understand what sitting an exam feels like
- practise managing time under exam conditions
- identify what they know well
- recognise where they need further revision
- build confidence before public examinations
- help teachers understand where further support may be needed
Current PPE timetables and examination information will be shared with pupils and families when available.
PPE timetables
Current PPE timetables will be added here when they are ready to share.
Exam preparation
Preparing well for exams is not about last minute cramming. It is about building good habits over time.
Pupils are encouraged to revise regularly, use feedback from teachers, revisit key knowledge and practise applying what they have learned.
Families can support pupils by helping them:
- create a realistic revision timetable
- build regular revision routines
- find a quiet space to study where possible
- balance revision with rest, sleep, food, exercise and wellbeing
- avoid leaving revision until the final week
- ask for help if they are unsure what to revise
How to revise effectively
Effective revision means doing more than simply reading notes again.
Pupils should practise remembering, explaining, applying and checking their knowledge. The strategies below can help pupils revise more purposefully.
Spaced practice
Spaced practice means spreading revision out over time.
Revising for shorter periods across several days is usually more helpful than trying to do everything in one long session. It gives pupils more time to return to knowledge, check what they remember and strengthen recall.
A revision timetable can help pupils plan what to revise and when.
Retrieval practice
Retrieval practice means testing yourself.
Instead of only reading notes, pupils should try to bring information back from memory. This could include answering questions, using flashcards, completing quizzes, explaining a topic aloud or covering notes and trying to write down what they remember.
Testing yourself can feel harder than reading, but it is often more useful because it shows what has been remembered and what still needs work.
Flashcards and the Leitner system
Flashcards can be useful when they are used carefully.
Pupils can write a question on one side of the card and the answer on the other. Cards they know well can be reviewed less often. Cards they find difficult should be reviewed more regularly.
This approach is sometimes called the Leitner system. It helps pupils focus more time on the knowledge they have not yet secured.
Interleaving
Interleaving means mixing topics or subjects during revision.
Instead of revising one topic for a long time, pupils can revisit different topics across the week. This helps them practise choosing the right knowledge and method for different types of question.
A revision timetable can help pupils plan this carefully.
Dual coding
Dual coding means combining words with visuals.
Pupils may find it helpful to use diagrams, timelines, icons, symbols, posters, mind maps or labelled drawings alongside written notes.
This can help pupils organise information and make connections between ideas.
Elaboration
Elaboration means asking deeper questions about what is being learned.
Pupils can ask themselves:
- Why does this happen?
- How does this connect to something I already know?
- What example would help explain this?
- How could I explain this to someone else?
This helps pupils move beyond memorising and begin to understand ideas more deeply.
Concrete examples
Concrete examples help pupils understand abstract ideas by linking them to real examples.
This may include examples from lessons, model answers, practical demonstrations, stories, diagrams, worked examples or past paper questions.
Using examples can help pupils understand how knowledge is applied.
The Pomodoro method
The Pomodoro method can help pupils manage revision in short, focused sessions.
One simple approach is:
- 25 minutes of focused revision
- 5 minute break
- 25 minutes of focused revision
- 5 minute break
- 25 minutes of focused revision
- 5 minute break
- 25 minutes of focused revision
- longer break
Short sessions can feel more manageable and can help pupils avoid becoming overwhelmed.
Wellbeing during exams
Exams can feel stressful. Pupils should be encouraged to prepare carefully, but also to look after their wellbeing.
This includes:
- getting enough sleep
- eating properly
- taking breaks
- staying active
- asking for help early
- talking to a trusted adult if they feel worried
- using revision time carefully rather than trying to revise all night
We want pupils to learn that exam preparation is about steady effort, good routines and support, not panic.
Support in school
Teachers will guide pupils on what to revise, how to use subject resources and how to prepare for assessments.
Pupils should speak to their subject teachers, Family Group Leader, Head of Year or another trusted adult if they are unsure how to revise or if they feel worried about exams.
Exam documents
Current exam documents will be added here when available.
Contact
For questions about exams, assessments or revision, please contact the school office and your enquiry will be directed to the appropriate member of staff.
Trinity Secondary
Taunton Road
Lee
London
SE12 8PD
Telephone: 020 8852 3191
Email: admin@trinity.lewisham.sch.uk