Exam periods can be stressful for students, especially if they are resorting to last-minute cramming. This lesson will help to equip students with effective planning strategies for managing their study time better, reducing stress and improving results.

Year level

9-12

Duration

60 minutes

Type

In class activity

SEL Competencies

Self-management

Responsible decision-making

Learning intention

Students will learn to create and implement effective study plans to avoid cramming before exams.

Key outcomes

By the end of the lesson, students will be able to:

  • identify their personal study habits and areas for improvement

  • create a realistic and effective study plan

  • apply time management techniques to their study routine

  • develop strategies to stay motivated and focused during the study period.

Materials needed

Mapped to

Australian Curriculum: Health and Physical Education

  • Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others' health, safety and wellbeing may be at risk (ACPPS091)

  • Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Australian Curriculum: General Capabilities

  • Personal and Social Capability:

    • Self-management

    • Social management

  • Critical and Creative Thinking:

    • Generating ideas, possibilities and actions

    • Reflecting on thinking and processes

NSW PDHPE Syllabus

  • Assesses their own and others' capacity to reflect on and respond positively to challenges (PD5-1)

  • Assesses and applies self-management skills to effectively manage complex situations (PD5-9)

Victorian Curriculum: Health and Physical Education

  • Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)

  • Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP150)

Show details

Activity 1

Group discussion: Why cram?

15 minutes

  1. Ask students to share their experiences with cramming for exams:

    • What led to cramming?

    • How did it make them feel?

    • What were the results

  2. Present on the whiteboard, or have students access the ReachOut article, Why you shouldn't cram before exams (and how to study properly instead).

  3. Discuss the main points of the article:

    • the ineffectiveness of cramming for long-term retention

    • the increased stress and anxiety associated with cramming

    • the potential for burnout and poor performance.

Activity 2

Reflection: What are my study habits?

10 minutes

  1. Ask students to reflect on their current study habits by considering the following questions:

    • How far in advance do you typically start studying for an exam?

    • Do you have a regular study schedule or routine?

    • How do you prioritise your study topics?

    • What are your biggest challenges when it comes to studying?

  2. Have students share their reflections with a partner, discussing similarities and differences in their approaches.

  3. As a class, compile a list of common challenges and potential areas for improvement in study habits.

Activity 3

Create your own study plan

25 minutes

  1. Introduce the concept of a study plan and its key components:

    • setting goals

    • breaking down topics into manageable chunks

    • allocating specific amounts of time for each subject

    • including breaks and self-care activities.

  2. Distribute the exam schedule. Ask students to create a study schedule (in their calendar or in writing).

  3. Guide students through the process of creating a study plan. Encourage students to be realistic. This isn’t a test; rather, it’s an opportunity to make a plan:

    • List all subjects and major topics to be covered.

    • Estimate the time needed for each topic.

    • Allocate study sessions across the available time before exams.

    • Include regular breaks and review sessions.

    • Factor in other commitments (e.g. part-time work, extracurricular activities).

  4. In pairs, have students review each other's study plans, offering suggestions and improvements.

Activity 4

Time management and motivation strategies

15 minutes

  1. Discuss extra strategies for supporting effective studying. For example:

    • applying the Pomodoro Technique (25 minutes of focused study followed by a 5-minute break)

    • creating a dedicated study space

    • using recall techniques (e.g. practice tests, flashcards)

    • forming study groups for motivation and support

    • giving rewards for achieving study goals.

  2. Ask students to share any other strategies they use or ideas they have.

  3. Ask students to make a commitment to using two of the strategies suggested.

Print

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              We acknowledge the traditional owners of Country throughout Australia. We pay our respects to Aboriginal and Torres Strait Islander cultures, and to Elders past and present. We recognise connection to Country as integral to health and wellbeing.

              We acknowledge people with lived experience of mental ill-health and recovery and the experience of people who have been carers, families, or supporters.

              ReachOut values diversity. We are committed to providing a safe, culturally appropriate, and inclusive service for all people, regardless of their ethnicity, faith, disability, sexuality, or gender identity.

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