Supporting GCSE Exam Revision through Behavioural Insights

CHALLENGE

For Year 11 students, the post-Easter period represents the final and most pressurised phase of GCSE preparation. At Macmillan Academy, staff identified that many students struggled to revise effectively during this period, not because of a lack of ability or intent, but because revision felt overwhelming, unstructured and difficult to sustain alongside other demands.
Leaders wanted a practical way to support students to revise more consistently and effectively, without relying solely on exhortation or adding significant burden to teaching staff. The focus was on helping students translate motivation into action during a high-stakes, time-limited window.

approach

Caja worked with Macmillan Academy to design a behavioural insights–led revision intervention for Year 11 students, grounded in evidence about goal-setting, habit formation and self-regulation.
Drawing on behavioural insights and classroom experience, we focused on reducing the cognitive and motivational barriers students face when revising, including:
  • Difficulty turning abstract goals (e.g. “do more revision”) into concrete plans
  • Procrastination and avoidance when tasks feel large or unclear
  • Limited feedback loops to reinforce progress and effort
  • Drop-off in motivation over time
Rather than introducing new systems, we designed a single, structured tool that could be embedded into existing school routines and used independently by students.

solution

The result was “The Final Push for Success” a behaviourally informed GCSE revision planner designed specifically for the post-Easter revision period.
The planner translated behavioural insights into simple, student-friendly prompts and structures, including:
  • Goal setting and mental contrasting, encouraging students to articulate a clear revision goal, anticipate obstacles and plan how to overcome them.
  • If–Then planning, helping students form implementation intentions (e.g. “If I feel tired after school, then I will revise for 30 minutes before dinner”).
  • Time-boxing and planning prompts, breaking revision into manageable one-hour slots and encouraging realistic weekly schedules.
  • Commitment and progress tracking, through weekly task lists, sign-off points and visual progress indicators such as the ‘Wheel of Success’.
  • Light-touch incentives, including prize draws, designed to reinforce effort and persistence rather than outcomes alone.
The planner also aligned with school-based support, signposting students to supervised revision sessions and encouraging regular check-ins with tutors.

Impact

The planner was rolled out to Year 11 students in the run-up to GCSE exams and used as a structured support tool during tutor time and independent revision. Early feedback from staff suggested that the planner:
  • Improved the quality and specificity of students’ revision plans
  • Helped students feel more in control and less overwhelmed during the exam period
  • Provided a shared, consistent framework for conversations about revision between students and tutors
In the 2025 GCSE results, Macmillan Academy students achieved outcomes that reflected this sustained effort and focus. Local performance data show Macmillan among the stronger state secondary schools in Middlesbrough.
These results alongside rich qualitative feedback illustrate how practical, insights-led tools can support student effort and engagement at a critical academic milestone, adding momentum to broader achievement trends within the school and the local community.

Get in Touch

Interested in how behavioural insights could support learning, motivation or outcomes in your organisation? Get in touch with the Caja team.

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