How Exam Stress Can Be Reduced Through Revision
April 12, 2024
How To Reduce Exam Stress Through Revision
Did you know that studying and revision are two different things? In a nutshell, ‘studying’ refers to the initial exposure a student has to the course material. This happens in the classroom or by reading the textbook.
Revision, however, is what happens after the initial study happens and relates to strategies or techniques used to visit and revisit the course material at consistent intervals, in order to gain a deeper understanding and easier recall.
The 2,3,5,7 revision method
This method refers to the intervals at which revision is done, after the initial learning has taken place.
Day 2 and day 3 are revision days of the learning achieved on Day 1.
Day 4 is a rest day, while Day 5 you re-visit the work.
Day 6 is another rest day, and finally Day 7 is your last re-visit opportunity before you write your exam.
These revision sessions should not take more than 45 minutes, with a 15-minute break. Planning your revision will ensure that you get what you need done, instead of ‘wandering’ about the content aimlessly. You can use various revision strategies to help you learn the course material in different ways.
What are some revision strategies?
Did you know there is ‘Active’ revision and ‘Passive’ revision? Passive revision is simply reading the course material, typing out neat notes, and highlighting sentences. This is very simplistic and not enough to get the information into your memory. Active revision, on the other hand, is a more energetic approach and uses different methods to learn and understand the content.
Here are some handy revision methods:
- In the Past: Past papers are a fantastic way to simulate an actual exam while testing your knowledge of the coursework. First, do the test as if it’s a live exam. Then test your answers against your own notes. Once you are sure of your answers, mark yourself against the memo.
- On the cards: Flash cards (and colourful sticky notes) are great for active revision because you have to take the comprehensive information and condense it into a single card or note. This requires understanding of the work.
- Comfort in numbers: Grab some friends and create a pop-up study group. Not only will others keep you motivated, but they will also be your sounding board as you teach them concepts (without your notes) and they can also act as a guide if you are stuck on some material.
- Rap it: The same way song words stick in your head, if you add a melody or a rhyme to information, you will remember the facts more easily. For instance: ‘Wishy-washy on his own, signed it was a whale bone’. A silly rhyme to remember that George Washington, signed the Treaty of Independence in Nantucket (home of the whale) – for example.
- Rest it: You simply cannot revise all the time! It’s exhausting and unproductive. Build some flexibility into your revision plan because self-care is important to learning. Sleep, eat, revise, play and repeat.
Setup a Revision Timetable
So now you know what you need to do, create a timetable to manage your revision slots. Start with a blank month page and add the following to your timetable:
- Fixed activities. This includes school time, sport practices and matches, family commitments, etc.
- Flexibles activities. This includes exercise, chores, socialising, meal times and games.
- Hot hours. Analyse when you work best, such as in the morning or the night. Steal open hours this time because that’s when you’ll get the best quality revision done.
- Exam Dates. Once you’ve added your assessment dates, work backwards from those dates to make sure you have enough revision time. How much time is enough time? Remember our 2,3,5,7 method above, featuring 45 minute slots with a 15 minute break? Apply that method as best you can and soon it will become clear if you have enough time or not.
- Tricky first. For each of your subjects, write down the main topics or sections. Now rate how confident you are in those topics. The topics you are least confident in should be the ones you tackle first, practise longest, and the ones you re-visit most often.
Now that you have some sort of structure to your revision, start today! That one hour you would’ve spent lying in the bath watching reels can now be spent revising one section for 45 minutes, and then you can lie in the bath for the remaining 15 minutes. Take responsibility and plan well.
Crawford International students please know this: we understand that exam time can be stressful. We believe that if you simply revise your work (as stated above), then you will alleviate your exam anxiety. Remember too that we are all here to help you if you are struggling. All you have to do is ask.
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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