Acing A-Level Exams- Revision and Exam Preparation Tips

July 18, 2024

Introduction

Students who undertake advanced level qualifications (A-levels) at sixth form or college are primarily assessed through exams that they sit at the end of their final (second) year that test their knowledge, skills or abilities in the subjects they have been studying. A-level exams are a significant milestone in a student’s academic journey, and proper preparation and revision are key to increasing their chances of success.

In 2023, 186,380 (66.6%) of students in England took three A-levels. 75.4% of students gained A-levels at grade C and above (across all subjects), and 3,820 achieved three or more A and A* grades (Ofqual). The latter would have likely started planning and preparing for their exams early, had good time management and organisation and adopted revision techniques to help them retain more information and understand the questions asked.

This blog post aims to offer valuable insights, study techniques, and tips to help students navigate the challenging process of A-level revision and perform at their best in their exams.

The Importance of Effective Revision

Revision is “the process of rereading a subject or notes on it, especially in preparation for an examination” (Collins English Dictionary). It can also include summarising notes, highlighting essential points, using mnemonics and testing knowledge.

Students will be given a lot of information in their classes/lectures and will read extensively during their studies. However, they cannot remember everything and may find they forget what they have learnt, which is normal. Our brains naturally start forgetting soon after learning something new, but revision helps with this, and it is a critical step in the exam preparation process. When students regularly, consistently and effectively revise, they strengthen the neural connections in their brains, which helps to reinforce knowledge and improve memory retention.

Students who are well-prepared and revise properly for their A-level exams will be more confident and less anxious than those who do not do any revision or try to cram at the last minute. Proper and effective revision helps students remember and recall information better and understand what they have learned, which can lead to better exam performance.

Creating a Study Schedule

A study schedule is also known as a revision timetable or plan, which is essentially a diary or calendar. It is where students plan their study goals, manage their time and include their lessons, revision, breaks and leisure time. When students break down their revision, it can make it more manageable and less daunting.

There are various types of study schedules. Most are weekly and have the days of the week across the top and the time down the side. Students can create them in Word or Excel, create a handwritten version, buy a planner pad, or use specific apps, e.g. MyStudyPlan.

When creating a study schedule, students need to set realistic goals and structure them to suit their learning style and academic needs. Here are some tips on how to do this:

Divide time on the plan into one-hour or 30-minute blocks, whichever suits you.
Figure out the number of revision days before exams to know how much time is left.
Decide how much revision to do daily and add a start and finish time.
Make a list of all exams and divide revision time for each subject; some may need prioritising, depending on their complexity and if it is a difficult subject.
Revise different subjects during the day, as no one can study the same subject all day.
Be sure to include regular breaks, eating, sleeping, socialising and leisure time to avoid burnout and be realistic about how much time to devote to revision.
Check the plan at the start of the day and commit to sticking to it, as it will increase productivity.
Be flexible, and do not be afraid to revise the study schedule in light of unexpected events or if it is not working.

Effective time management and setting achievable goals can have many benefits for students, as it helps them to:

Manage and balance their time and stay organised.
Stay motivated and focused.
Be self-disciplined and keep on track with their revision
Prevent procrastination and promote productivity.
Feel less stressed, overwhelmed and anxious.
Meet their goals and feel more prepared for their exams.
Achieve success in their exams.

A study schedule must be realistic and not too rigid for students to stick to it and to help them manage their time and meet their revision goals.

Active vs. Passive Learning

A-level students can learn in various ways, and there are two main learning methods to help them revise for their exams – passive learning and active learning.

Passive learning

When a student passively learns, they receive information without actively participating, and it is more teacher-focused (traditional teaching), for example:

Sitting through a lecture and listening to a teacher rather than engaging but may write notes.
Reading books, journals, newspapers and blogs.
Watching videos and attending webinars online.
Listening to podcasts.

Passive learning requires students to absorb and assimilate information and consider and translate what they have heard, read or watched without providing feedback or really engaging with the process.

Students can use passive learning to revise (passive revision), for example:

Reading through their notes.
Typing out their notes.
Highlighting information in texts.
Listening to lecture recordings.

Passive revision techniques may not be as effective as active learning, as they do not require students to engage that much or use their brains. Therefore, they are unlikely to take in further information or retain what they have read or listened to.

Active learning

This type of learning differs from passive learning, as it is not just receiving information, but students engage and interact as they learn. It is more student-focused and can include group discussions, presentations and practical exercises where students can listen, think, discuss, challenge, analyse the information, and provide feedback.

Like passive revision, students can also revise actively. They may use techniques such as:

Mind maps.
Mnemonics.
Rhymes.
Practice questions.
Study groups.
Flashcards.

Active learning is more effective than passive learning as it helps students to:

Develop skills, e.g. critical thinking and problem-solving, as they consider and evaluate their own understanding of the subject, test their knowledge and reflect on their own experiences.
Better retain information and memorise facts, as being an active participant and engaging can help students understand their study materials better and connect the dots between topics.
Recall information in the long term, as they have to think, use new knowledge and skills and understand subjects more deeply.
Stay engaged and interested as they are not just receiving information and providing no feedback; they are thinking, discussing, evaluating and acting.
Check their subject understanding as they can actively participate, ask questions and receive feedback.

Students will learn passively and actively during their A-levels, but active learning and active revision techniques are more beneficial when revising for their exams.

Subject-Specific Revision Tips

The most common A-level subjects include mathematics, sciences, humanities, and languages, and they may require varying revision methods, techniques and strategies to increase the chances of success in exams.

Mathematics

A-level mathematics is one of the most complex subjects to study, as it requires students to understand mathematical principles, solve complex problems, think logically and have an aptitude for numerical reasoning.

To help revise for mathematics, students could:

Develop their algebra skills and understand formulae; it is not just memorising them but also applying them in the exam.
Try teaching someone else to help reinforce concepts and principles.
Attend mathematics summer schools or boot camps, but there is usually a cost.
Use specific online A-level maths resources to supplement their learning, for example:
AMSP – A-level Mathematics resources.
Maths Genie – A Level Maths Revision.
A Level Maths Revision.
A-Level Maths Tests – Math Quiz.

Sciences

A-level science subjects include biology, chemistry, physics, and environmental science, which are also complex subjects to study and revise.

To help revise for science, students could:

Develop their maths skills, as they may need to use formulae and statistics in exams.
Watch videos on biology, chemistry, physics or environmental science, e.g. YouTube.
Visit museums, e.g. the Natural History Museum, as they have information, exhibits, researchers and tours.
Attend a live event, such as Science Live, designed for A-level Biology, Chemistry or Physics students.
Use a tutor specialising in science subjects to help with revision and exam preparation.
Attend revision session webinars via Zoom or Microsoft, some of which may be free, e.g. Eventbrite.
Use mnemonics to make it easier to remember scientific information, e.g. for chemistry – OILRIG, Oxidation Is Loss of electrons and Reduction Is G
Use specific online A-level science resources, such as Revision Science.

Humanities

Humanities can include many A-level subjects, such as history, sociology, geography, English language, English literature, Media studies, Politics and Film Studies.

To help revise for humanities, students could:

Travel to different places locally, regionally, nationally and internationally to help identify where places are to help with geography.
Visit historical places, battle sites and museums, and attend events to help with history.
Attend theatre and watch Shakespeare’s plays, which can help with English literature.
For politics, students could visit public galleries in the House of Commons and the House of Lords and watch debates.
Boost grammar, punctuation, spelling and writing skills (English Language).
Watch and analyse various films for film studies, e.g. historical, silent, British, American, etc.
Listen to radio programmes and podcasts, visit the National Archives website for the history of press and newspapers and watch adverts for media studies.
Use York Notes A-Level English Literature Revision Study Guides.
Use specific online A-level humanity resources, such as Mr Allsop History, the History Learning Site, Geography Revision, Simply Sociology, the Sociology Teacher, Study Politics and Media Studies.

Languages

Students can study modern languages, such as A-level French, German and Spanish, and other languages, e.g. Chinese, Italian or Russian.

To help revise for languages, students could:

Use apps, such as Babbel and Duolingo, as they have interactive games and exercises.
Visit language cafes or choose a study group to converse with fluent speakers and develop language speaking and listening skills.
Travel to the country which speaks the language(s) they are studying, but there will be a cost. There are various summer schools and international language camps.
Use specific online A-level language resources, such as Laprofdefrancais, Teachit and rachelhawkes.com.

A-level exam questions will differ depending on the subject. Some exams may be open book, closed book or practically assessed. The questions can also vary, e.g. multiple choice, short answer, extended writing, data interpretation, calculations, drawings, labelling, etc. For example, A-level mathematics may require students to interpret equations, sequences, and graphs, find coordinates and values, make calculations, etc. Whereas, A-level sciences and geography questions may ask students to outline, explain, analyse, assess and evaluate.

The best thing for students to do to tackle the different types of subject exam questions is to visit their exam board’s website and download past papers, marking schemes and examiner’s reports. They will then be able to see the type of questions asked in previous A-level exams, the correct answers and what examiners look for so students get full marks.

Revision Resources and Materials

Resources can help A-level students prepare for their exams and revise. Some examples are:

A-level textbooks – awarding and examination bodies, e.g. Pearson Edexcel, AQA and OCR, produce revision guides and exam practice books. There are also guides from educational publishers and textbook publishing companies, such as Coordination Group Publications (CGP). Textbooks range in price, depending on the subject. If there have been no changes to the syllabus, it may be worth checking charity shops or eBay for second-hand copies.
Online platforms – many websites offer free revision resources and materials, but students will usually need to register. Some examples include:
- Revision World – provides free A-level revision resources for a range of subjects.
- Get Revising – has study plans, practice papers, flashcards, mindmaps, quizzes, etc.
- Seneca – is a homework and revision platform with interactive flashcards and mini-tutorials based on exam board specifications.
- StudyWise – has revision notes, quizzes, worksheets and videos.
- Revisely – has notes, questions by topic, past papers, videos and an AI flashcard generator.
- Study Rocket – has a website and an app with notes, videos, quizzes and a revision timetable.

Exam board websites – students can find past papers, exam specifications, marking schemes and examiner’s reports on exam board websites, such as AQA, Pearson Edexcel, OCR, CCEA, Eduqas Past Papers and WJEC.
Educational apps – students can download apps on their SmartPhones to help them revise. It is important to note that some apps may be Android or iPhone and have in-app purchases. Some examples of apps include:
- A+Papers – for past papers.
- AnkiDroid – making flashcards.
- Evernote – for taking and organising notes.
- Exam Countdown Lite – sets deadlines and tells students how many days they have to go until their exams.
- Forest – to help stay focused and avoid distractions.
- iMindMap – for mind mapping.
- Some textbook publishers may also have apps to access after purchasing a textbook.

Students must choose the correct study materials that meet their needs, learning styles and revision goals to maintain motivation and focus while revising. The materials selected should be interesting, engaging, easy to understand and clear to help students get the most out of their studies and revision. The content should also relate to the latest exam board specifications and syllabuses, so it is crucial to check that it is accurate and up-to-date.

Students will also have to consider the cost when choosing revision resources. While most are free and may have everything they need, others may charge a fee for access or to unlock premium content. It is what works for the individual, and if they find that paid resources are better for them, it may be worth the investment to help with their revision and increase their chances of success in their exams.

Effective Note-Taking Techniques

A-level students will take notes during classes/lectures and when studying independently. Their notes must be well-written, organised, clear and structured to help them revise later. If their notes are messy and all over the place, students will find it more difficult to be organised, they may miss important information, and their revision could suffer.

Effective note-taking is important as it:

Promotes information retention, positive memory and a deeper understanding of subject matter.
Helps with remembering concepts, information recall, thinking, reasoning, reflection and developing meaningful learning skills.
Requires active listening, as students will need to listen and not just hear what their teacher/lecturer is saying, which can also help them to stay attentive.
Helps them to prioritise and ask for further clarification if there are any points they do not understand.
Improves their organisational skills, as they will need to organise their notes properly to become more efficient.
Requires students to think about what they are writing down and helps them to make connections between topics.

There are various note-taking methods to help students produce quality and structured notes that can help them prepare for their exams and revise later on. It is crucial to choose one that works for them, and some examples are as follows:

The Cornell Method

It is used for taking, organising and summarising notes.
It makes it easier for students to write better selective notes, review their notes and identify the most important points and ideas.
It involves dividing an A4 page into three parts (use a ruler):
5 inches left margin for cues and questions to review the notes, what needs to be remembered and a prompt.
6 inches right for taking notes in class.
2 inches at the bottom of the page for a summary that highlights the main points.
The University of Nottingham has an example of this method here.

Mind mapping

It is also known as spider diagrams or concept maps.
A visual note-taking technique that provides an overview of key points and links between topics and ideas to help students remember.
It can be helpful for students who find it difficult to revise from notes.
It involves:
Organising pages into topics.
Writing down the main topic in the centre of the page.
Adding branches from the main topic for subtopics, writing down a heading for each and any important notes underneath.
Connecting subtopics and supporting ideas and adding further information where necessary.
An example of a mind map is on the Open University here.

The outline method

It is for neatly organising notes and structuring more detailed topics.
It can be helpful for students to see the relationship between topics and subtopics, and they can also turn the points into study questions.
It involves:
Writing down headings for each of the main topics.
Slightly indenting a subtopic below the main topic.
Writing down the key points below the subtopic in bullet point format.
An example of this method is on the University of Lincoln here.

There are also many other methods, such as the charting method, the sentence method, the sketch notes method, the box and bullet method and the annotation method.

Most, if not all, people can take notes. However, not everyone can take good notes; some will try to write down everything, and others may miss essential information and concepts. While student’s notes will vary widely in quality, they can learn to take higher quality notes by choosing the method that is suitable for them and also trying some of the following tips:

Find a suitable note-taking method, e.g. paper, card or electronic.
Divide revision notes into topics and themes and break them into manageable chunks.
Colour-code notes (if using paper) and keep all related notes the same colour, but after class and not during.
Do not try to write everything down in class; focus on what is said and note the important concepts. On the other hand, do not write too little, as it can make it hard to understand what the notes mean.
Write down sources of information to help with referencing and to avoid plagiarism.
Add dates and topics to each note and keep an index of notes to keep them up to date.
Ensure notes are clear and legible.
Understand abbreviations, drawings, sketches, and diagrams if using them.
Highlight any points that need clarification with the teacher/lecturer.
Consolidate notes to identify any gaps in knowledge that need attention.
Store notes so they are easily accessible.
The Open University has some good note-taking techniques here.

Managing Stress and Exam Anxiety

The World Health Organisation defines stress as “a state of worry or mental tension caused by a difficult situation”. Stress is a natural response to feeling under pressure or threatened. It is not always a bad thing. In small amounts, it can motivate A-level students to work hard and succeed. However, prolonged stress can result in reduced academic performance and lead to mental health problems, such as anxiety and depression.

Exams can put significant pressure on young people and make them feel stressed. In fact, it is actually known as ‘exam stress’ due to the effects it can have before, during and even after exams. Some common sources of exam stress include:

Overwhelmed with the amount of information to study and revise.
Feeling unprepared or not ready for their exams, especially if they have left their revision too late or not done as well as they thought in previous tests and exams.
Concerned about what will happen during exams and how they feel and perform.
Pressure from parents, guardians, teachers/lecturers, peers, social media and even themselves to get particular grades.
Worried about not getting good results and not getting into the university they want and how it can affect their future.

Some signs of exam stress can include:

Insomnia and sleeping difficulties.
Changes in appetite, i.e. eating too much or too little.
Irritability, anger, anxiousness and depression.
Being upset and crying.
Negative thoughts and behaviours.
Losing interest in enjoyable things.
A lack of focus and concentration.
Feeling physically unwell, e.g. headaches, tiredness and stomach aches.

Young people will experience stress in various ways; what will affect one student and their symptoms can differ from another.

Students must manage exam stress effectively for their physical and mental health and well-being. If they do not, stress can become prolonged, leading to burnout, i.e. a state of physical and mental exhaustion caused by long-term stress (Mental Health UK). Students could manage their exam stress by trying relaxation techniques that activate a relaxation response in the body. Some examples include:

Mindfulness – helps pay more attention to the present moment without judgment. It has numerous benefits, which Mind and the NHS have further information on.
Meditation – trains people to become more aware and focused. There are many types of meditation, such as mindfulness, guided, spiritual, transcendental meditation and many others. The NHS has information on how to meditate for beginners here, and there are also meditation apps available, such as Calm and Headspace.
Muscle relaxation exercises – help to relax the muscles, as they tense when a person is stressed and anxious. Progressive muscle relaxation involves relaxing the body and mind by tensing and relaxing the main muscles in the body.
Breathing exercises – to help slow down the heart rate and calm nerves. There are numerous types of breathing exercises, such as mindfulness breathing, box breathing, calming breathing, etc.
Body tapping – also known as EFT (Emotional Freedom Technique), is an alternative acupressure therapy where a person lightly taps specific body parts with their fingertips.

Videos on YouTube and online articles can help students get started on relaxation techniques. There may also be nearby classes and courses. It is always best to consult a GP before starting a new technique, especially if there are any existing health issues.

A-level students may also want to consider the following to help alleviate stress:

Spend time outside in nature.
Try guided imagery and visualisation techniques.
Yoga, pilates, Tai Chi or Qigong.
Be around animals.
Start a new creative hobby, e.g. drawing, painting, sculpting, poetry, etc.
Try journaling, i.e. writing down feelings and thoughts.
Practice self-care, i.e. encouraging young people to look after their own bodies and minds. Tips are on YoungMinds, NHS Self-Help Tips and NHS Every Mind Matters.

Further information on exam stress and how to manage it can be found on:

Practice Makes Perfect

As the saying goes, “practice makes perfect”, and also relates to preparing and revising for A-level exams. Teachers and lecturers will encourage students to use past papers and practice exam questions as part of their revision as it helps them to:

Familiarise themselves with the structure and layout of exam papers, the language they use (i.e. command words), and the type of questions that may come up on exam day. It will help them to know what to expect and prevent unpleasant surprises.
Develop their time management skills, as they must manage their time effectively during exams to answer all questions and provide enough accurate information in their answers to gain marks.
Understand the marking scheme and how examiners allocate marks so they can refine their answers and save time in their exams.
Know where their knowledge gaps are and what to focus on in their revision if they are struggling to answer a question or get one wrong.
Communicate with examiners as well as use their knowledge to answer the questions. Past papers provide an opportunity to put learning into practice and help students write correct, clear and concise answers that examiners can understand.

“If at first you don’t succeed, try, try again”. Students not doing as well as expected when practising past papers should not feel disheartened. Making mistakes and getting things wrong can be a fantastic way to retain information and learn, as long as students try again and understand what they must improve on when exam day arrives.

For practice papers to be useful in helping students revise and improve their exam performance, they should use them effectively. Some of the following strategies may help:

Look at many past papers – students should do many past papers, as the questions differ from year to year, but some may come up again but worded differently. It also enables them to practice answering various types of questions so they feel more confident in their exams.
Use past papers in mock exam conditions – whether at home, school or college, students can set up a mock exam somewhere quiet and ask someone to act like an invigilator and time them while practising a full past paper in the allotted time. If students do not practice in the time available for actual exams, they may run out of time on the day.
Obtain the marking schemes for past papers – on exam board websites. Students can use marking schemes to mark their answers after practising exam questions from past papers to see where they did well or went wrong.
Use examiners reports – these provide feedback on the performance of previous exams and question walk-throughs. They highlight how students answered questions, where they did well, what they missed, and reasons for mark deductions. Students can use these reports to mark and review their answers from practice papers.
Understand command words – students can have excellent knowledge of their subjects. However, if they do not understand command words in exam questions, they can answer incorrectly or only half of a question, which can mean fewer marks. When using past papers, they should have a solid grasp of the meanings of command words.
Learn from incorrect answers – if a student answers any questions incorrectly when using past papers, it is a good idea to jot these down along with the answers to learn where they went wrong and try again.

Healthy Habits During Revision

Adopting a healthy lifestyle while preparing for exams and revising is important as it:

Promotes and maintains physical and mental health and well-being so students can feel more alert, confident and happier.
Helps students to stay engaged, motivated and focused and improves concentration.
Enhances thinking, learning, remembering and reasoning as it boosts brain health.
Prevents stress and anxiety, as it boosts mood and energy.
Prevents illnesses and infections by improving immunity. The last thing a student wants at exam time is to get sick.

The fundamentals of a healthy lifestyle include a balanced diet, proper hydration, exercise, sufficient sleep and regular breaks/leisure time. Here are some tips:

Eat a healthy and balanced diet

Eat at least five portions of fruit and vegetables every day.
Do not skip meals, as it can affect blood sugar and concentration and increase tiredness.
Get a balance from all food groups for good nutrition. The Eatwell Guide has some information on getting a healthy and balanced diet.
Eat a good breakfast on exam day, as it fuels the body and helps it to function. Being hungry during a three-hour exam is likely to be distracting.

Properly hydrate

The amount to drink depends on many factors, but try to drink plenty of fluids. The government recommends 6 to 8 cups or glasses daily, but a good indicator is urine colour; it should be straw or pale yellow.
Water is best, but lower-fat milk, lower-sugar or sugar-free drinks, tea and coffee can also count.
Limit fruit juices, smoothies and promotional drinks from coffee houses as they contain a lot of sugar.
Avoid energy drinks, too much coffee and alcohol, as they can affect sleep and reduce productivity.

Get plenty of exercise

The NHS recommends an average of at least 60 minutes of moderate or vigorous intensity physical activity a day across the week up to the age of 18.
Young people should include various aerobic and strengthening exercises, e.g. gym, lifting weights, jogging, cycling, walking, sports, dancing, physical education, YouTube workouts, etc.
Spread activities across the whole day and avoid sitting or lying down for long periods.
Try to exercise outside to get some fresh air to boost well-being.

Get plenty of sleep

Relax before bedtime by not studying, watching television or looking at mobile phones for at least 30 minutes.
Aim for 8-10 hours of sleep a night to feel fully recharged for the next day.
Do not go to bed too late, especially leading up to exams.
Adopt good sleep hygiene practices. Further tips are on Evelina London and the Teen Sleep Hub.

Have regular breaks and leisure time

Take frequent short breaks and avoid studying for hours and hours, as it can increase tiredness and affect concentration.
Factor in breaks and leisure time into study planning.
Make time for leisure and do enjoyable activities of interest.

Exam-Day Strategies

Exam day has arrived. Remember, it is natural for students to have nerves and worry about the day and what could happen. However, proper preparation and knowing what to do can help alleviate nerves and make the day go smoothly. Here are some tips to help:

Before the exam

Have a good breakfast, be positive and do some relaxation techniques to help with nerves.
Wear something comfortable and take additional layers, just in case the room is cold.
Know where to go and at what time and set off early. It is better to be a bit early rather than rushing to get to the exam or even being late. Sort out any travel arrangements beforehand.
Try not to cram in the morning or just before the exam, as it is unlikely to help and may increase stress.
Take the essential equipment and supplies for the exam, e.g. calculator and writing materials. Find out before what can and cannot be taken into the exam.
Stay hydrated, but do not drink too much; it will mean more toilet visits during the exam. Sip a little and often before and during.
Avoid panic-stricken students, as it can be catching and could derail success.

During the exam

Sit comfortably while waiting and breathe calmly.
Ensure the name is on the paper or remember to add it, as examiners cannot mark a paper if they do not know whose it is.
Do not panic when turning over the exam paper, but read the questions carefully to understand what the examiners are asking for. Avoid diving straight in, as it can result in missing something important.
Look at the marks for each question to see how much detail is required in the answer and the points to cover. Questions that require them to explain, describe or analyse are likely to require more information than those that ask them to give or identify.
Spend time planning answers, including breaking questions down, looking at the command words, highlighting key points, making notes and drawing diagrams.
Look out for questions with more than one command word, e.g. describe and explain, and ensure the answer covers both.
Try easy questions first if struggling, but do not spend too much time on them, as the marks tend to be lower, and time may run out when answering questions with higher marks.
Write down anything and make some notes if drawing a blank; it may help to remember something, and some marks are better than none.
Use the time allocated in the exam to read through the answers on the exam paper and ensure the questions have been properly answered.

After the exam

Do not worry or overthink how the exam went; try not to think the worst. Remember that it is not the end of the world if things do not go as anticipated, as there are always options, e.g. re-sits.
Try not to discuss with other students how the exam went straight after, as it can lead to anxiousness and second-guessing if they did something differently.

Conclusion

A-level qualifications are complex and are a significant leap from GCSEs. Students must revise effectively and prepare for exams to bridge the gap and perform well. There are various methods, techniques and resources to help with revision, and the most appropriate ones will depend on their needs, learning styles and goals. Past papers are used widely by students and recommended by teachers/lecturers, as they help practise exam questions.

A-level students need to manage exam stress and anxiety to promote their physical and mental health and well-being, avoid burnout and increase the chances of success on exam day. Trying relaxation techniques and maintaining a healthy lifestyle can boost cognitive health and help students focus and concentrate when revising and during their exams.

A-level students must approach their revision and exam preparation with confidence, motivation and dedication. Success is achievable through effective planning, hard work and choosing the correct study materials. However, even if they do not achieve what they want in their exams, they should use it to learn lessons and focus on improving. While it is an important chapter of their academic journey, it is not their whole story, and there are numerous options out there no matter what happens on exam day.

Please share revision and exam preparation tips or questions in the comments section. Use the space to foster a supportive and informative community of students and educators.