Revision Newsletter

December 28, 2025•2 min read

Revision Newsletter 28th December 2025

In this newsletter, we aim to provide a summary of key information on revision and exams.

GCSE Exams Continue Shift Towards Application Over Recall

Recent commentary from exam boards and assessment analysts highlights a continued GCSE shift towards application, interpretation and extended responses, particularly in science and maths. Mark schemes increasingly reward clear reasoning, method, and explanation rather than isolated facts. For students, this means that revision that relies solely on rereading notes is unlikely to translate well into exam performance. Practising exam-style questions, explaining answers out loud, and learning how marks are awarded is becoming just as important as content knowledge. This trend reinforces the need for structured, active revision rather than last-minute memorisation.
Source: Ofqual / exam board analysis roundup
https://www.gov.uk/government/organisations/ofqual

Evidence Still Strongest for Retrieval Practice in GCSE Revision

Education research organisations in the UK continue to point to retrieval practice as one of the most effective revision strategies, especially for GCSE students. Studies consistently show that testing memory — even when it feels uncomfortable — leads to stronger long-term retention than highlighting or rereading. The message is clear: struggling to recall is not a sign of failure, but a sign that learning is happening. For GCSE students, short, frequent self-tests beat long revision sessions every time.
Source:Education Endowment Foundation

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/retrieval-practice

Concern Grows Over Passive Revision and Digital Overload

UK educators are increasingly raising concerns that passive digital revision tools— watching videos, scrolling summaries, or copying model answers — can create an illusion of learning without improving exam performance. While technology can support revision, it is most effective when paired with active strategies such as answering questions, correcting mistakes, and spaced review. This is particularly relevant for neurodivergent learners, who often need structure and feedback rather than more content.
Source:TES – GCSE revision commentary
https://www.tes.com/magazine

Sarah Kennett

Sarah Kennett is the founder of Science Café and a passionate advocate for making science simple, engaging, and accessible. With a background in Biochemistry and Physics, a Master’s in Teaching Leadership, and experience as Head of Science in three schools, Sarah brings a wealth of expertise to her mission. Her innovative approach has helped hundreds of students thrive, earning outstanding Ofsted ratings along the way. Through Science Café, she’s dedicated to turning exam prep into a science adventure—breaking down barriers and sparking lifelong curiosity.

Back to Blog

TESTIMONIALS

From Parents like you

"Gave me back my daughter"

"As a scientist myself, I thought it would be very easy to tutor my children. Science Café worked absolute miracles and achieved more than I even they thought possible."

Claire, Parent, PhD in Biochemistry