Everything the evidence says about revision. In twelve short reads.
Written for parents and for 10 to 16 year olds. Every claim sourced. No jargon, no hedging, no selling in the middle. These are the papers StudyBuddy is built on.
Testing yourself beats re-reading. Every time.
The single most reliable finding in a century of memory research, and the reason every StudyBuddy session starts with a question rather than a page.
Cramming works for tomorrow. Spacing works for June.
Why the gap between revision sessions matters as much as the sessions, and how StudyBuddy sets the gaps so nobody has to.
Mix it up. Blocked practice is lying to you.
Doing twenty of the same question in a row feels brilliant. It is the reason you freeze when the exam mixes them.
Put the highlighter down. Here’s what the evidence says.
The most common revision techniques are the least effective. A landmark review ranked ten of them. The results should change what happens at your kitchen table.
Ask “why?” until it clicks.
Elaboration and self-explanation: the two techniques that turn facts you’ve memorised into things you actually understand.
Words and pictures together. Not pretty notes.
Dual coding is one of the most misunderstood techniques in revision. Here is what it actually means and how to do it properly.
“Visual learner” is a myth. Personalisation isn’t.
Why we refuse to label your child a visual, auditory or kinaesthetic learner, and what we build the learning profile on instead.
Sleep is revision. The all-nighter is sabotage.
Memories are consolidated while you sleep. Cut the sleep and you cut the learning, however many hours you put in.
Your phone is stealing from you. Even face down.
The evidence on phones and attention, what it does and doesn’t show, and the one change that works.
Nerves are normal. Here’s how to stop them costing marks.
What exam anxiety does to working memory, what the evidence says helps, and how to prepare so the exam hall feels familiar.
The timetable isn’t the plan. The “if-then” is.
Why colour-coded revision timetables fail by week two, and what the evidence on planning, metacognition and mindset says to do instead.
What parents can actually do. And what to stop doing.
The evidence on parental engagement at secondary age is clear and a little counter-intuitive. Plus: how to use past papers properly, because that is the question we get asked most.
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