However, teachers have a crucial role in helping students not only master the content but also stay calm, focused, and motivated throughout this demanding period. Here are some practical ways early career teachers can support students through this high-pressure period, whilst building confidence in their own teaching practice.
1) Building confidence in problem solving
Maths and physics often provoke feelings of anxiety due to their perceived difficulty – and students can quickly lose confidence if they struggle with even one or two topics. Breaking down complex problems into smaller steps in lessons and revision sessions can help demystify difficult concepts.
Use retrieval practice regularly to reinforce key formulae, techniques, and processes. Embed revision into your day-to-day lessons, starting each class with short retrieval tasks: a mix of prior content and recent material. This could take the form of low-stakes quizzes using mini-whiteboards, or short exam-style questions to help students build recall and reduce cramming later.
2) Targeted revision strategies for STEM subjects
Effective revision in maths and physics is about practice and precision. Teachers should guide students in creating topic-based revision plans, encouraging them to balance time between areas of strength and weakness. Providing students with curated lists of past paper questions by topic can be invaluable.
Teach students how to analyse mark schemes and understand where marks are awarded. In physics, emphasise the importance of using correct scientific vocabulary and units. And in maths, you could highlight the need for method marks and accuracy. Short, focused sessions on common pitfalls such as failing to show working can help students build their exam technique.
3) Promoting a positive mindset
Exam pressure can lead students to believe they’re “just not good at maths” or they “can’t do physics.” Teachers can counter this mindset by reminding students that growth is possible with effort, feedback, and persistence. You could share stories of students who improved significantly over the year and celebrate progress in mock exams.
Use classroom language that emphasises learning through mistakes. Remind students that they’re allowed to find things hard, and that growth comes from persistence, not perfection. Avoid phrases like “This is easy”; instead, say “This might be challenging, but let’s break it down together.”
4) Take care of yourself as well as your students
As an ECT, this year may be your first year teaching a Year 11 class. Without having experienced exam season already, ECTs may be more susceptible to the pressures of trying to help everyone at once.
Be realistic about what you can do. Prioritise planning clear and focused lessons over trying to produce endless resources. Don’t be afraid to reuse high-quality revision materials or ask colleagues for what’s worked for them in the past. After all, you needn’t reinvent the wheel! Exam season is a marathon, not a sprint – for both you and your students.
Exam season is a key learning curve for ECTs. It’s an opportunity to sharpen your teaching skills, build strong student relationships, and develop your classroom confidence. By focusing on clarity, consistency, and care, you can make a real difference in how your students experience – and perform in – their exams.
