How to Revise with ADHD, Dyslexia or Additional Learning Needs
- Revision Notes
- Aug 2
- 22 min read
Updated: 2 days ago
Revision advice is often presented as though the same method should work for every student.
It does not.
Students differ in how they:
Process written information
Maintain concentration
Organise tasks
Remember instructions
Manage time
Read and write
Respond to visual or auditory information
Cope with busy environments
Demonstrate knowledge in an examination
A strategy that helps one student with ADHD may frustrate another student with ADHD. Two students with dyslexia may have very different strengths, difficulties and preferences.
A diagnosis or identified learning need does not automatically tell you which revision technique will work best.
The most useful approach is to:
Identify the particular barrier.
Choose one strategy that may reduce it.
Test the strategy through an active revision task.
Measure whether it improves recall, accuracy or concentration.
Keep, adapt or replace it.
This guide explores revision approaches that some students with ADHD, dyslexia or additional learning needs may find helpful.
It covers:
Breaking tasks into smaller stages
Using visual structure
Reducing distractions
Using audio and text-to-speech tools
Including movement breaks
Colour coding with a clear purpose
Revising in different formats
Practising with approved access arrangements
These are options, not rules.
You do not need to use every method. Choose the strategies that address your own needs and produce evidence of learning.
There Is No Single “ADHD Revision Method”
ADHD, dyslexia and other learning needs can affect students in different ways.
Some students may find it difficult to:
Begin a task
Decide what to do first
Follow long written instructions
Remain focused on repetitive work
Estimate how long a task will take
Organise several resources
Read dense pages of text
Write quickly
Remember multi-stage instructions
Work in a distracting environment
Other students may have different challenges or may not experience these difficulties at all.
Some may also have strengths in:
Verbal explanation
Creative connections
Problem solving
Visual thinking
Recognising patterns
Long-term interest in particular topics
Original examples
Discussion
Practical work
Effective revision should reduce unnecessary barriers while still requiring active learning.
Begin with the Barrier, Not the Label
Before choosing a strategy, ask:
What is making this particular revision task difficult?
For example:
Barrier
I cannot begin because “revise Biology” feels too large.
Possible strategy
Break the topic into a five-minute starting task.
Barrier
I lose my place when reading a dense page.
Possible strategy
Use shorter sections, visual spacing, text-to-speech or a reading guide.
Barrier
I understand topics aloud but struggle to organise written essays.
Possible strategy
Record a verbal explanation, turn it into a paragraph plan and practise one section at a time.
Barrier
I can focus for a long time once I begin, but timers interrupt me.
Possible strategy
Use task-based sessions or longer concentration blocks instead of rigid 25-minute periods.
The most appropriate strategy depends on the barrier.
Test Strategies Rather Than Assuming They Work
A revision strategy is useful when it improves something measurable.
This might include:
Starting more quickly
Completing more questions
Remembering more after a delay
Making fewer reading errors
Understanding instructions more accurately
Producing a clearer essay
Finishing more of a timed paper
Feeling less overloaded by the task
Try one change at a time where possible.
For example:
During this session, I will use text-to-speech for the revision notes and then answer five questions without the audio.
Record the result.
This gives you better evidence than deciding that a tool “felt helpful” without checking whether the knowledge was retained.
Breaking Revision Tasks into Smaller Stages
Large, vague revision tasks can be difficult to begin and organise.
Instead of writing:
Revise Chemistry.
break the task into stages.
For example:
Open the bonding revision page.
Read or listen to the section on ionic bonding.
Write three retrieval questions.
Close the notes.
Answer the questions.
Complete two exam-style questions.
Mark the answers.
Record one weakness.
Each stage has one clear purpose.
Use One Instruction at a Time
A long list of instructions may become difficult to hold in mind.
Cover later steps or display only the current one.
For example:
Current step
Complete a five-minute brain dump on osmosis.
Once complete, reveal:
Check the brain dump against the revision notes.
Then:
Answer two application questions.
This reduces the number of decisions competing for attention.
Create a Visible Task Sequence
Write the stages on paper or use a digital checklist.
Stage | Task | Complete |
1 | Read or listen to one short section | □ |
2 | Close the notes | □ |
3 | Recall five key points | □ |
4 | Complete three questions | □ |
5 | Mark and correct | □ |
6 | Schedule the next review | □ |
Ticking stages can make progress more visible.
However, the checklist should remain simple. Creating the system should not take longer than the revision.
Use the “First Physical Action”
When the task feels overwhelming, identify the smallest physical action required.
For example:
Put the phone away
Open the revision page
Write the date
Read the first question
Draw the first box in a diagram
Enter the first value into a formula
Do not ask yourself to feel ready for the entire session.
Complete the first action.
Read How to Stop Procrastinating and Start Revising for more ways to reduce the starting barrier.
Use Five-Minute Starts
A five-minute start may be helpful when beginning feels difficult.
Choose one small task:
Answer two flashcards
Label one diagram
Complete one calculation
Write one essay point
Read one short paragraph using text-to-speech
Correct one mock question
At the end of five minutes, you can:
Continue for another short period
Complete the current stage
Take a planned break
Record the next action
Five minutes is not the whole revision plan.
It is a way into the task.
Use Task-Based Sessions
Some students prefer to work until a defined stage is complete rather than stopping when a timer ends.
For example:
Work until the five questions have been attempted and marked, with a maximum session length of 40 minutes.
This combines structure with flexibility.
It may be more suitable when an arbitrary timer interrupts concentration.
Use Timed Sessions When They Help
Timers may help students who:
Lose track of time
Delay starting
Continue one task for too long
Need a visible end point
Forget to take breaks
Possible patterns include:
10 minutes working, 3 minutes resting
20 minutes working, 5 minutes resting
25 minutes working, 5 minutes resting
40 minutes working, 10 minutes resting
50 minutes working, 10 minutes resting
There is no requirement to use 25 minutes.
Do Not Interrupt Useful Concentration Automatically
Some students may take time to settle into a task but then concentrate deeply.
Stopping at exactly 25 minutes may interrupt:
An essay argument
A multi-stage calculation
A complex explanation
A productive period of focus
You might use:
A minimum work period
A flexible stopping window
A natural task endpoint
A longer session with a planned maximum
For example:
Work for at least 25 minutes, then stop at a natural point between 25 and 40 minutes.
Break Large Topics into Smaller Content Units
Instead of:
Revise Memory.
use:
Multi-store model
Working memory model
Types of long-term memory
Interference
Retrieval failure
Eyewitness testimony
Each unit can then be divided into:
Definition
Key features
Evidence
Example
Evaluation
Exam question
This makes the course easier to navigate.
Use a Minimum Version of Each Task
Create a smaller version for difficult days.
Full version
Complete and mark ten questions.
Minimum version
Complete and mark two questions.
Full version
Write a timed essay.
Minimum version
Create the plan and write one paragraph.
Full version
Review a complete topic.
Minimum version
Retrieve one definition, one example and one evaluation point.
The minimum version should still involve active learning.
Using Visual Structure
Visual structure can make information and tasks easier to navigate.
This does not mean that every student needs decorative notes or complex mind maps.
Useful visual structure may include:
Clear headings
Short sections
White space
Checklists
Numbered steps
Tables
Timelines
Flowcharts
Diagrams
Progress bars
Topic maps
The aim is to make relationships and instructions clearer.
Use Clear Page Layouts
Dense pages may be harder to process.
Try:
One topic per page
Short paragraphs
Larger spacing
Bold key terms
Bullet points
Consistent heading levels
Space between questions
A clear margin for corrections
The website’s free GCSE and A-Level revision notes are designed to provide structured sections that can be reviewed one at a time.
Use a Reading Window
A reading window can reduce the amount of visible text.
You might use:
A blank sheet of paper
A ruler
An index card
A screen-reading focus mode
Reveal one line or paragraph at a time.
This may help students who lose their place or feel overloaded by a full page.
Use Flowcharts for Processes
Flowcharts can help organise stages.
They may be useful for:
Scientific processes
Historical events
Legal procedures
Economic cause-and-effect chains
Research methods
Mathematical methods
Essay planning
For example:
Interest rates rise → borrowing becomes more expensive → spending may fall → aggregate demand falls → inflationary pressure may decrease
After studying the flowchart, recreate it without looking.
Use Timelines for Chronology
Timelines may help with:
History
Politics
Literature
Scientific developments
Legal changes
Do not use the timeline only as something to reread.
Cover it and attempt to reconstruct:
Event order
Key dates
Causes
Consequences
Connections
Use Comparison Tables
Comparison tables can make distinctions visible.
For example:
Feature | Informational influence | Normative influence |
Main motivation | Desire to be correct | Desire for approval |
Common outcome | Internalisation | Compliance |
More likely when | Situation is ambiguous | Group approval matters |
Example |
Complete the empty table from memory.
Use Diagrams with Words
A diagram can make relationships clearer, but it should not replace precise subject language.
Combine:
Labels
Arrows
Short explanations
Examples
Key terms
Keep Visual Systems Consistent
If every page uses different symbols, colours and layouts, the system may become harder to follow.
Choose a simple pattern.
For example:
Title at the top
Key terms on the left
Explanation in the centre
Example below
Questions at the bottom
Consistency reduces the need to relearn how each resource is organised.
Use Visual Timers Carefully
A visual timer may help some students see how much time remains.
It may also distract or create anxiety for others.
Test whether it improves:
Starting
Pacing
Completion
Break timing
Stop using it if you spend the whole session watching the timer.
Use Visible Progress
You might divide a session into four boxes:
Review
Retrieve
Practise
Mark
Shade or tick each box when complete.
This makes the process visible without requiring a detailed timetable.
Reducing Distractions
Distractions can come from:
Phones
Notifications
Noise
Movement
Clutter
Open browser tabs
Other people
Internal thoughts
Unclear tasks
Different students are distracted by different environments.
Some need near silence. Others may find complete silence uncomfortable and work better with steady background sound.
Test the environment rather than assuming one setting is universally best.
Put the Phone Out of Reach
Physical distance is often more effective than relying on willpower.
Place your phone:
In another room
In a bag
In a drawer
With a family member
On a shelf behind you
Use a separate timer where possible.
Use Focus Settings
When the phone or computer is required:
Turn off notifications
Use focus mode
Block distracting apps
Close unrelated tabs
Log out of social media
Use full-screen mode
Keep only the resource required for the current task.
Create a Defined Workspace
A defined workspace may help signal that revision is beginning.
It does not need to be permanent.
You might use:
One end of a table
A library desk
A school study space
A cleared bedroom desk
A particular chair
Keep the materials for the current task visible and remove unrelated work.
Match the Environment to the Task
A busier environment may be manageable for:
Organising flashcards
Reviewing familiar vocabulary
Planning a timetable
A quieter setting may be preferable for:
Reading complex material
Writing essays
Completing calculations
Sitting a predicted paper
Learning unfamiliar content
Use Ear Defenders or Headphones Where Helpful
Some students may find ear defenders or noise-cancelling headphones useful for reducing environmental sound.
If using audio, choose something that supports rather than competes with the task.
Lyrics or frequently changing tracks may interfere with reading and writing for some students.
Remove Visual Clutter
Keep only the materials needed for the current stage.
For example:
One revision page
One question set
Blank paper
Pen
Calculator
A full stack of textbooks may act as a reminder of everything not yet completed.
Use a Distraction List
Keep a small piece of paper nearby.
When you remember an unrelated task, write it down.
For example:
Email teacher
Pack calculator
Review enzymes
Check exam room
Reply to message
Then return to revision.
This may help with thoughts about unfinished tasks.
Prepare Materials Before the Session
Searching for a worksheet can turn into:
Opening several websites
Checking messages
Comparing resources
Watching videos
Delaying the start
Prepare:
Revision notes
Questions
Mark scheme for later
Equipment
Timer
Water
Then begin.
Audio and Text-to-Speech Tools
Audio tools may help some students access written content more comfortably.
Options may include:
Text-to-speech
Screen readers
Audiobooks
Recorded revision explanations
Teacher recordings
Speech-to-text
Personal voice notes
The appropriate tool depends on the student, subject and task.
Text-to-Speech
Text-to-speech reads digital text aloud.
It may help students who:
Find dense text tiring
Lose their place
Benefit from hearing and seeing the text together
Need support checking written work
Process spoken explanations more comfortably
Use a speed that remains understandable.
Faster is not automatically better.
Follow the Text While Listening
Some students may benefit from following the words visually while listening.
This combines:
Written form
Pronunciation
Pacing
Auditory information
Others may prefer audio alone for an initial overview.
Test both approaches.
Pause Audio Frequently
Listening continuously can become passive.
Pause after a short section and ask:
What was the main idea?
Which terms were important?
Can I explain it without the audio?
What example could I give?
Which question might test it?
The aim is learning, not reaching the end of the recording.
Turn Audio into Retrieval
Use this sequence:
Listen to one short section.
Pause or close the resource.
Explain what you remember.
Write three key points.
Check accuracy.
Complete a question.
Audio should lead into active recall.
Record Your Own Explanations
You might record:
A definition
A process
An essay plan
A case study
A formula explanation
A comparison
Creating the recording can be more useful than repeatedly listening to it because you must organise and explain the knowledge.
Keep recordings short and focused.
Use Voice Notes as Prompts
Record a question, pause, then record the answer.
When reviewing:
Play the question.
Pause the recording.
Answer aloud.
Continue to check.
This turns audio into a retrieval activity.
Use Speech-to-Text for Planning
Speech-to-text may help some students capture ideas before organising them.
For example:
Explain an essay argument aloud.
Convert the speech into text.
Identify the strongest points.
Arrange them into a plan.
Write a timed response independently.
Check the transcription carefully because technical vocabulary may be recorded incorrectly.
Use Audio for Proofreading
Listening to written work may help identify:
Missing words
Repetition
Unclear sentences
Awkward paragraph order
Incomplete explanations
The tool should support checking rather than replace understanding of the content.
Do Not Assume Audio Is Automatically Easier
Some students may:
Lose attention during recordings
Process written diagrams more effectively
Need to slow down technical explanations
Find synthetic voices distracting
Prefer discussion with a real person
Audio is one option.
Use it when it improves access and retention.
Movement Breaks
Sitting still for a long time is not necessary for every revision task.
Movement breaks may help some students:
Reset attention
Release restlessness
Return to the task
Reduce physical discomfort
Separate work periods
Movement should have a clear boundary so that the break does not replace the revision session.
Use Short Movement Breaks
Possible activities include:
Standing
Stretching
Walking around the room
Walking outside briefly
Refilling water
Using the stairs
Completing a short mobility routine
Set a break timer.
Move During Appropriate Revision Tasks
Some revision can be completed while moving.
For example:
Reciting flashcards while walking
Explaining a topic aloud
Listening to a short recording
Reviewing vocabulary
Rehearsing an essay plan
This may help some students remain engaged.
However, calculations, diagrams and exam writing usually require a stable workspace.
Use Movement as Part of Retrieval
Place questions around a room.
Move to each station and answer:
A definition
A calculation
An example
A comparison
An evaluation point
The movement should support active recall rather than become the main activity.
Try Standing Revision
A standing desk or high surface may suit some tasks, such as:
Flashcards
Verbal explanation
Diagram labelling
Short question review
Switch position when discomfort or restlessness develops.
Plan Movement Before Starting
For example:
Work for 25 minutes, walk for five minutes, then return to mark the questions.
A planned break is easier to control than leaving whenever the task becomes difficult.
Do Not Use Movement Breaks to Escape Every Challenge
Difficulty can be part of useful learning.
If you stop whenever a question requires effort, it becomes harder to build persistence.
Use breaks:
At planned intervals
After a defined stage
When attention has clearly reduced
When physical discomfort needs addressing
Build Towards Exam Conditions
Most written exams require students to remain in the examination setting for the full paper, subject to any formally approved arrangements.
Revision should gradually include:
Longer seated tasks
Timed question sets
Full paper sections
Complete predicted papers
Use your approved arrangements where applicable.
Colour Coding with Purpose
Colour can make information easier to navigate.
It can also become distracting or time-consuming when every word receives a different colour.
Use colour to represent a consistent category.
Give Each Colour a Meaning
For example:
Blue: definition
Green: example
Orange: evidence
Purple: evaluation
Or:
Red: weak topic
Amber: partly secure
Green: secure
Create a small key and use it consistently.
Use Colour to Show Relationships
Colour may help identify:
Causes and consequences
Theory and evidence
Formula and unit
Argument and counterargument
Question and answer
Original response and correction
For example, use one colour for a claim and the same colour for the evidence supporting it.
Limit the Number of Colours
Too many colours can:
Increase visual clutter
Slow note-making
Make categories difficult to remember
Turn revision into decoration
Two to four purposeful colours may be enough.
The exact number depends on what remains clear for you.
Colour-Code the Specification
You might mark topics:
Red: not secure
Amber: partly secure
Green: secure in questions
Update the colour using evidence.
Do not mark a topic green simply because you have read the notes.
Use Colour for Corrections
Complete a brain dump or practice answer in one colour.
Add missing information in another.
This makes gaps visible.
When you repeat the task later, check whether the second colour is still needed.
Do Not Highlight Everything
When most of the page is highlighted, nothing stands out.
Highlight only information that will be turned into:
A retrieval question
A flashcard
A diagram
An exam response
Consider Contrast and Readability
Choose combinations that are easy for you to read.
Very pale colours or low-contrast text may make revision harder.
Do not rely on colour alone to communicate meaning.
Also use:
Labels
Symbols
Headings
Patterns
Written keys
This makes the resource more accessible if printed differently or viewed on another screen.
Revising Through Different Formats
Knowing information in one format does not guarantee that you can use it in the exam.
For example, you may be able to:
Recognise a flashcard answer
but struggle to:
Explain it
Apply it
Compare it
Write it under time pressure
Use several formats to make knowledge flexible.
Format 1: Written Retrieval
Try:
Brain dumps
Short-answer questions
Empty tables
Formula recall
Timelines
Essay plans
Format 2: Spoken Explanation
Explain:
What the idea means
How it works
Why it matters
An example
A comparison
A limitation
Format 3: Visual Representation
Use:
Diagrams
Flowcharts
Timelines
Mind maps
Comparison grids
Process maps
Create them from memory where possible.
Format 4: Practical or Physical Activity
Where appropriate, use:
Models
Card sorting
Sequencing activities
Formula matching
Quote sorting
Question stations
Labelling exercises
The activity must still require accurate retrieval.
Format 5: Digital Tools
Possible tools include:
Flashcard platforms
Online quizzes
Text-to-speech
Speech-to-text
Digital mind maps
Interactive diagrams
Website blockers
Visual timers
Choose the simplest tool that solves the barrier.
Format 6: Exam Questions
Exam questions test whether you can turn knowledge into marks.
Use:
Topic questions
Mixed questions
Timed questions
Past papers
Predicted papers
Move Between Formats Deliberately
For example:
Listen to an explanation.
Draw a diagram.
Explain the diagram aloud.
Answer a written question.
Mark the response.
Retake it after a delay.
Each format tests a different part of the learning.
Do Not Spend the Whole Session Changing Formats
Variety can support engagement, but constant switching can prevent depth.
Complete one defined stage before changing.
For example:
Ten minutes audio review
Ten minutes written recall
Fifteen minutes questions
Five minutes marking
Use Formats That Match the Exam
If your final exam is handwritten, include handwritten practice.
If it includes:
Calculations, show working
Essays, practise extended writing
Sources, analyse unfamiliar material
Listening, use listening tasks
Speaking, practise speaking aloud
Accessible revision should prepare you for the assessment you will actually complete.
Subject-Specific Examples
GCSE Maths
Possible approaches include:
One worked example at a time
Large, clearly spaced working
Formula cards
Colour-coded operation steps
Verbal explanation of the method
Mixed questions after focused practice
A checklist for units and signs
Avoid copying completed solutions without attempting the method independently.
GCSE Biology
Possible approaches include:
Labelled diagrams
Process flowcharts
Text-to-speech for revision notes
Spoken explanations
Blank practical-method templates
Colour-coded variables
Short application questions
GCSE Chemistry
Try:
Particle diagrams
Equation cards
Step-by-step calculations
Colour coding for reactants and products
Audio explanations followed by written recall
Practical sequencing cards
GCSE Physics
Use:
Formula triangles only when they support understanding
Large working spaces
Unit checklists
Diagram labelling
Spoken explanations of each variable
Mixed calculations without topic headings
GCSE English Language
Possible strategies include:
Text-to-speech for extracts
Reading windows
Annotation keys
Short paragraph frames
Speech-to-text for initial planning
Timed written practice
Audio proofreading
GCSE English Literature
Try:
Audio versions of texts
Short quotation cards
Character and theme maps
Colour-coded evidence banks
Spoken essay plans
One paragraph at a time
Timed handwritten responses
Audio access should still be followed by retrieval and analysis.
GCSE History
Use:
Timelines
Cause-and-consequence flowcharts
Audio summaries
Evidence cards
Source-analysis checklists
Paragraph frames
Spoken arguments followed by written essays
GCSE Geography
Try:
Process diagrams
Case-study grids
Colour-coded maps
Audio explanations
Data interpretation
Short retrieval questions
Fieldwork-method flowcharts
Modern Languages
Possible approaches include:
Audio vocabulary
Text-to-speech pronunciation
Speech practice
Colour coding for noun gender or tense
Short translation tasks
Sentence-building cards
Spaced retrieval
A-Level Psychology and Sociology
Use:
Theory comparison tables
Audio study summaries
Research evidence cards
AO1, application and evaluation labels
Spoken explanations
Essay paragraph frames
Timed application questions
A-Level History and Politics
Try:
Timelines
Argument maps
Evidence banks
Audio explanations
Source-reading guides
Essay plans
Colour-coded argument and counterargument
A-Level Law
Use:
Legal-process flowcharts
Case and principle cards
Scenario highlighting
Spoken issue identification
Structured problem-question plans
Timed written application
A-Level Business and Economics
Possible approaches include:
Calculation templates
Diagram practice
Case-study annotation
Chains of analysis
Colour-coded evidence and evaluation
Spoken reasoning followed by written answers
Using Approved Access Arrangements
Access arrangements are intended to reduce barriers so that eligible students can demonstrate their knowledge more fairly.
The arrangements available to an individual student depend on their needs, evidence, normal way of working and the formal approval process followed by their school, college or examination centre.
Not every student with the same diagnosis receives the same arrangement.
A diagnosis does not automatically guarantee a particular adjustment.
Speak to Your School or College Early
Do not wait until the day before the exam.
Speak to:
Your teacher
Learning-support team
SENCO, ALNCo or equivalent support lead
Examinations officer
Head of year
Parent or guardian
Ask:
Which arrangements have been approved?
Which papers do they apply to?
How will they work in the exam?
Where will the exam take place?
Which equipment will be provided?
How should I practise?
Possible Arrangements
Depending on individual need and formal approval, arrangements may include support such as:
Extra time
Supervised rest breaks
Use of a word processor
A reader or computer-based reading support
A scribe or speech-recognition arrangement
Modified papers
Alternative rooming arrangements
Practical assistance
Other approved adjustments
These examples are not a list of entitlements.
Your school or examination centre should confirm the exact arrangement that applies to you.
Practise Using the Approved Arrangement
An arrangement is most useful when you understand how to use it.
For example, if you have approved extra time, practise:
How to divide the additional time
Whether to use it throughout or mainly for checking
How to prevent overwriting
How to pace each section
If you use a word processor, practise:
Typing extended answers
Moving between questions
Formatting paragraphs clearly
Saving work as instructed
Checking spelling without depending on unsupported tools
Completing the paper within the approved time
Do Not Add Unapproved Conditions to Practice Scores
When testing exam readiness, use the conditions that are expected to apply in the real examination.
Do not give yourself:
Unlimited time
Notes
Internet access
Informal help
Unapproved breaks
These can make the score less representative.
Use Rest Breaks Strategically
Where supervised rest breaks are formally approved, practise the process advised by your school.
This may involve learning:
When a break is useful
How to signal for it
How to record where you stopped
How to restart the question
How the timing is managed
Do not assume a rest break works like an informal phone or snack break during ordinary home revision.
Follow the procedure explained by your examination centre.
Practise Full Papers with Your Arrangements
When ready, complete a full past or predicted paper using:
The approved time
The approved technology
The approved break structure
The correct equipment
Closed-book conditions
A realistic environment
This tests both subject knowledge and your ability to use the arrangement effectively.
Ask Questions Before the Exam
If you are uncertain, ask:
Do I type all answers or only longer responses?
How will diagrams be completed?
Can I use my usual keyboard?
How is extra time displayed?
How are supervised breaks recorded?
Which reading support is available?
Where will I sit?
What happens if the technology fails?
Clear information can reduce uncertainty.
Keep Revision Tools and Exam Arrangements Separate
You may use a wider range of tools during normal revision than in the examination.
For example, at home you might use:
Text-to-speech
Audio notes
Colour coding
Movement
Online quizzes
Speech-to-text for brainstorming
Only use tools in the actual examination when they are formally approved and permitted.
Using Predicted Papers with Access Arrangements
Our GCSE and A-Level predicted papers can help students test:
Knowledge
Reading and processing demands
Question interpretation
Writing or typing stamina
Timing
Use of approved arrangements
Concentration across a full paper
Complete the paper using the conditions expected in your real exam.
Then use the accompanying answers and mark scheme to identify whether marks were lost because of:
Missing knowledge
Retrieval
Reading errors
Misinterpreted instructions
Weak application
Calculation problems
Essay structure
Timing
Ineffective use of an arrangement
Use the Mark Scheme to Separate Barriers
Suppose a question receives no marks.
Ask:
Did I know the content?
Did I read the command word accurately?
Did I lose my place?
Did I understand the language?
Did I complete the answer?
Did typing or handwriting slow me down?
Did I use my approved time effectively?
The solution depends on the cause.
Create an Accessible Practice-Paper Review
Question | Topic | Result | Barrier | Next action |
2 | Cell transport | 1/3 | Definition incomplete | Retrieval card and retest |
5 | Calculation | 2/5 | Lost place in working | Use spaced calculation layout |
8 | Application | 2/6 | Dense scenario misunderstood | Use reading guide and annotate |
11 | Essay | 8/16 | Planning took too long | Practise short visual plans |
14 | Final question | 0/4 | Time ended | Review pacing and approved time |
This creates a targeted plan.
Creating a Personal Revision Toolkit
Your toolkit should contain only strategies that help you access, remember and apply knowledge.
It might include:
A visual task checklist
A reading window
Text-to-speech
Headphones or ear defenders
Blank diagram templates
A limited colour key
A visual timer
A movement-break routine
A distraction list
A formula checklist
A digital calendar
Approved exam technology
Not every student needs every item.
Review the Toolkit Regularly
Ask:
Did this help me begin?
Did I complete the task?
Did I remember the content later?
Did it reduce errors?
Did it create more work than it saved?
Can I use it independently?
Does it prepare me for the exam format?
Remove tools that create distraction without improving learning.
Avoid Collecting Endless Revision Tools
Searching for new apps, templates and stationery can become a form of procrastination.
Begin with the simplest tool that solves the problem.
For example:
Problem
I forget what to do next.
Simple tool
A six-step paper checklist.
You may not need a complicated project-management app.
Create a Personal Strategy Record
Barrier | Strategy tested | Result | Keep, adapt or replace |
Difficulty beginning | Five-minute start | Began successfully | Keep |
Dense text | Text-to-speech | Understood but did not recall | Add retrieval questions |
Timer interruption | 25-minute sessions | Broke concentration | Use 40-minute blocks |
Colour overload | Six-colour notes | Distracting | Reduce to three colours |
Restlessness | Five-minute movement break | Easier to restart | Keep |
This recognises that revision should be personalised.
Asking for Support
You do not need to solve every barrier alone.
Speak to:
Teachers
Learning-support staff
Family
Tutors
Examination staff
Trusted adults
Ask for specific help.
Useful Questions for Teachers
Which topics should I prioritise?
Can you break this task into smaller stages?
Could I have the instructions in writing?
Which parts of my answer are unclear?
Can I practise using my approved arrangement?
Is there a model structure for this question?
Could you check one paragraph rather than the whole essay?
Which resource matches my exam board?
Useful Support from Family
Family members may help by:
Providing a quiet period
Holding your phone
Testing questions
Reading instructions aloud during ordinary revision
Helping print materials
Supporting a routine
Reminding you of breaks
Helping you contact school
They do not need to teach the content.
Use a Revision Partner Carefully
A revision partner may help through:
Accountability
Quizzing
Verbal explanation
Silent study sessions
Comparing answers after independent attempts
Set a clear purpose.
Avoid sessions that become mainly conversation or copying.
What to Do When a Strategy Stops Working
A technique may help initially and later become less effective.
For example:
The timer becomes easy to ignore
Flashcards become too numerous
Audio becomes passive
Colour coding becomes complicated
Movement breaks become long interruptions
A checklist grows too large
Return to the barrier.
Ask:
What problem am I trying to solve now?
Adapt the strategy.
Common Mistakes to Avoid
Assuming One Method Fits Every Student
Test strategies individually.
Using a Diagnosis as a Complete Revision Plan
Identify the particular barrier.
Making Every Task Highly Complicated
Use simple, visible stages.
Creating Beautiful Visual Resources Without Testing Them
Recreate or apply the knowledge.
Listening Passively to Audio for Hours
Pause, retrieve and answer questions.
Using Too Many Colours
Give each colour a purpose.
Using Movement Breaks Without a Return Time
Set a timer and next action.
Changing Revision Format Every Few Minutes
Complete one stage first.
Depending on Technology Without Practising It
Use tools regularly and know the backup plan.
Waiting Until Exam Week to Discuss Arrangements
Speak to your school or college early.
Assuming an Arrangement Is Automatically Approved
Confirm it formally.
Practising Under Easier Conditions Than the Real Exam
Use your approved arrangements accurately.
Comparing Yourself with Other Students
Use your own performance evidence.
Measuring Only Hours
Track recall, questions, accuracy and completion.
A 30-Minute Accessible Revision Session
Five minutes: Prepare
Put the phone away.
Display the visual task list.
Open the relevant revision page.
Set up any audio or reading tool.
Ten minutes: Access the content
Read or listen to one short section.
Pause and identify the main ideas.
Ten minutes: Retrieve
Close the notes and use:
A brain dump
A verbal explanation
A blank diagram
Five retrieval questions
Five minutes: Check
Correct errors and schedule the next review.
Add a movement break afterwards where helpful.
A 60-Minute Mixed-Format Session
Stage 1: Fifteen minutes
Review the topic using text, audio or a structured diagram.
Stage 2: Fifteen minutes
Retrieve the content in a different format.
Break: Five minutes
Move, stretch or get water.
Stage 3: Twenty minutes
Complete exam questions.
Stage 4: Five minutes
Mark and identify one next action.
A Full-Paper Preparation Sequence
Stage 1
Review weak content using accessible revision notes.
Stage 2
Retrieve definitions, processes and examples.
Stage 3
Complete topic questions.
Stage 4
Practise individual timed responses using approved arrangements.
Stage 5
Complete one full paper section.
Stage 6
Complete a full predicted paper under realistic conditions.
Stage 7
Use the answers and mark scheme to create an improvement plan.
Accessible Revision Checklist
Before revision:
What specific barrier am I addressing?
Is the task broken into clear stages?
Can I see only the current step?
Are distractions reduced?
Is my phone away?
Do I need text-to-speech or another tool?
Is the colour system simple?
Is a movement break planned?
Do I know what finished looks like?
During revision:
Am I actively retrieving information?
Is the tool helping or distracting me?
Do I need to adjust the session length?
Can I explain the topic in another format?
Have I recorded unrelated thoughts?
Am I using accurate subject terminology?
After revision:
What did I remember?
Which questions could I answer?
What barrier remained?
Did the strategy help?
What will I change?
When will I review the topic again?
Do I need support from a teacher or family member?
Before exam practice:
Have my access arrangements been formally confirmed?
Do I understand how they work?
Have I practised using them?
Am I using the official time allowance that applies to me?
Do I have the correct equipment?
Am I working without notes?
Will I stop when the approved time ends?
How to Revise with ADHD, Dyslexia or Additional Learning Needs: Final Advice
There is no single perfect revision method for students with ADHD, dyslexia or additional learning needs.
Use strategies as tools, not rules.
A helpful process is:
Identify the exact barrier.
Break the task into smaller stages.
Make the first action easy to begin.
Use clear visual structure.
Reduce avoidable distractions.
Test audio or text-to-speech where useful.
Include planned movement breaks where they help.
Use colour only when it communicates a consistent meaning.
Revise in several formats.
Move from accessible content into active recall.
Complete exam questions.
Practise using formally approved access arrangements.
Ask teachers, support staff or family for help.
Keep strategies that improve measurable performance.
Adapt or replace those that do not.
Start with the website’s free GCSE and A-Level revision notes and choose one manageable section.
Access the content in the format that works best for you, then close the resource and retrieve the information.
Use diagrams, speech, writing, movement or technology where they reduce a genuine barrier.
Then apply the knowledge through topic questions and use our GCSE and A-Level predicted papers to practise the full examination under the conditions and approved arrangements that apply to you.
The aim is not to revise in the same way as everyone else.
It is to build a method that allows you to understand the content, remember it and demonstrate what you know. 🌱
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