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Exam prep7 min read

A two-week plan for any exam

Learn first, then practise at growing gaps, then rehearse. A day-by-day template you can follow on paper, or let Cramby build from your lessons.

The Cramby team

Cramby, by Clerval

Two weeks is enough time to do this properly, if you use the time in the right order. Most last-minute plans fail the same way: all the new material lands in the final three days, so there’s no time left to practise it, and the night before turns into a reread of everything.

Here’s a structure that avoids that. It works on paper, and it’s the same shape Cramby uses when it builds a plan for you.

Start with the date#

Before planning a single day, collect three things:

  1. 1

    The exam’s scope

    Which units, chapters or lectures are in. Check the syllabus and any review sheet, then list them in teaching order.
  2. 2

    Your honest starting point

    Mark each topic: haven’t learned, shaky, or solid. A 10-question quiz per topic is more honest than a gut feeling.
  3. 3

    Time per day

    Pick a number you’ll actually keep, even 45 minutes. A plan you follow beats a heroic plan you drop on day three.

Days 1–8: learn and check#

Spend roughly the first 60% of your days on anything you haven’t learned or that’s shaky, in teaching order: later topics often build on earlier ones. End every session by testing yourself on what you just covered, even briefly.

From day 2 onwards, start each session with ten minutes of review on earlier days’ topics. This is where spacing begins: the first review of each topic lands a day or two after you learned it.

Days 1–3

Learn the earliest unfinished topics

Finish each session with a short self-test.

Days 4–6

Learn the middle topics

Open with 10 minutes of review on days 1–3.

Days 7–8

Learn what’s left

Review now rotates across everything learned so far.

Days 9–13: mix and stretch#

No new material now. Switch to practice: mixed question sets that jump between topics, weakest topics first. Mixing feels harder than doing one topic at a time, and that’s the point: on the exam, nobody tells you which chapter a question is from.

Let the gaps grow. A topic you practised on day 9 and got right can wait until day 12. A topic you got wrong comes back tomorrow.

Days 9–10

Mixed practice, weakest first

Past-paper style questions across all topics.

Days 11–12

Target what you missed

Rework mistakes, then fresh questions on the same ideas.

Day 13

Light mixed review

Flashcards and a short mixed set. Nothing new.

Day 14: rehearse, then rest#

Do one short mock under exam conditions, timed and closed-book, then review only what it shows you missed. Stop early. Sleep consolidates what you’ve learned, and a tired brain on exam morning undoes more than an extra hour of study adds.

When you fall behind#

You will miss a day. When it happens:

  • Don’t try to do two days at once. Shift the remaining learning forward and squeeze the practice phase instead.
  • Protect the last two days. A rushed final mock still beats no mock.
  • Drop the lowest-value practice first: topics you’re already solid on.

Let Cramby plan it#

In Cramby, choose Plan for an exam, pick the lessons and the date, and set your minutes per day. You get this shape automatically: learning first, practice at growing gaps (weakest concepts first, with lessons mixed together), a daily flashcard review when cards are due, and a short mock on the last day.

Your Today card on the home screen shows what’s next, and if you miss a day, the plan rebuilds the rest from your current mastery, not from where you were supposed to be.

The short version

  • Learn new material in the first ~60% of your days, in teaching order.
  • Then switch to mixed practice at growing gaps, weakest topics first.
  • Finish with one timed mock and an early night.
  • When you slip, move learning forward and protect the last two days.

Sources

  1. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095–1102.
  2. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58.

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