Focus Question: How can we help students feel confident for exams?
Introduction
Our fourth National Online Event was held on 18 March 2026, where we asked: How can we help students feel confident for exams?
Below, you can find out about what we explored and some of the insights discussed in our breakout sessions.
1) Exploring the Question
This session focused on the role of confidence in exam performance, recognising that success in GCSE maths is not determined by knowledge alone. For many learners in FE, confidence is a significant limiting factor, shaped by prior experiences of difficulty or failure in maths.
We explored the idea that students can often do the maths but struggle to demonstrate this under exam conditions. This reframes the challenge: alongside developing knowledge and skills, there is a need to explicitly support students to feel capable, prepared and in control.
Polling during the session highlighted the scale and context of this work. Most participants reported entering all learners for GCSE maths, often with large cohorts. When asked how they would prioritise support for students, the strongest themes were:
- effective revision techniques
- believing in themselves and their ability to be successful
- overcoming anxiety
- time management
This reinforced the importance of addressing both the cognitive and affective aspects of learning.
The session introduced two key ideas.
The first was the importance of building confidence within everyday teaching. The Do–Secure–Reflect model was explored as a way of structuring lessons so that students experience success, understand how marks are gained and reflect on how to improve. This approach emphasises carefully chosen questions, explicit attention to working and opportunities for reflection on what supports success.
The second was the need to provide students with a clear and repeatable strategy for approaching exams. Without this, students may make poor decisions under pressure, even when they have the necessary knowledge. A consistent approach can help students manage time, access marks and feel more in control during the exam.
2) Discussion and Collaboration
.Mentimeter responses and breakout discussions highlighted a wide range of approaches currently used across colleges to support students in the run-up to exams.
In terms of lesson time, many colleagues described using the remaining weeks for:
- revision sessions and past paper practice
- focused teaching on areas identified through mock exams
- problem solving and higher-mark questions
- revisiting key topics and “back to basics” approaches
There was also discussion around how lessons are structured, including the use of repeated starters, targeted questioning and grouping students to support peer learning.
Alongside this, there was a strong emphasis on building confidence deliberately. Strategies shared by colleagues included:
- celebrating small successes and “quick wins”
- creating a classroom culture where mistakes are expected and explored
- using body language and reassurance to reduce anxiety
- encouraging students to attempt challenging questions with a focus on gaining marks, rather than getting everything correct
Colleagues also discussed the importance of explicitly addressing exam technique and anxiety. This included talking openly about exam experiences, modelling how to approach questions and helping students understand what to do when they feel stuck.
Revision approaches were equally varied, with many practitioners drawing on a combination of:
- online platforms and quizzes
- past papers and exam-style questions
- low-stakes activities and challenges
- opportunities for students to create and discuss their own questions
There was a clear sense that no single approach is sufficient. Instead, effective preparation combines structured revision with opportunities to build confidence, familiarity and independence.
3) Shared Links and Resources
Resources which were shared during the session include:
NCETM Checkpoints: https://www.ncetm.org.uk/classroom-resources/checkpoints/
Exam board resources (All boards)
Other freely available resources, such as:
https://justmaths.co.uk/ Particularly: “Free Stuff” and “60 second challenges”
https://corbettmaths.com/
https://www.mathsgenie.co.uk/
Join us for our next event
We are grateful to everyone who joined us for our first National Online Events, and we look forward to seeing you at our next event.