Teaching & Learning

Top tips: The best way to memorise for a test

For any Year 7-12 student preparing for an assessment, there are two key things that need to happen:

1. First, you need to memorise information and store it in your long-term memory. This includes things like definitions, formulas, vocabulary, concepts, and processes.
2. Second, you need to practise using that knowledge by completing textbook questions, practice tests, or test-style questions and seeking feedback from your teacher.

Both are essential. You cannot perform well on a test if the information is not stored in your long-term memory, and you cannot apply knowledge confidently without practising questions. The good news is that research in cognitive science has shown that some study methods are far more effective than others for storing information into long-term memory. The difference between them can be significant. 

Below is our St George's ranking of common study methods from most effective to least effective:

The most effective method for memorising information is using digital flashcards with spaced repetition, through free software that's globally recognised, such as Anki. Anki works by showing you flashcards at precisely timed intervals based on how well you remember them. If you recall a card easily, it will show it to you again later. If you struggle, it will show the card sooner. Over time, this system gradually moves information from short-term memory into long-term memory. You can learn more about Anki here: https://apps.ankiweb.net

The most important thing to understand is that flashcards are not something you do the night before a test. They work best when used a little bit every day over a long period of time. A practical approach for students is to make flashcards as part of their nightly study routine. After each lesson, create cards for the key ideas from that day, such as definitions, formulas, processes, or worked examples. Then spend a few minutes reviewing your cards each evening. Think of it like Duolingo for school subjects. A short daily routine builds knowledge steadily over time, so when assessments arrive the information is already deeply embedded in long-term memory.

Physical flashcards are also very effective because they rely on active recall, which is the process of testing yourself rather than simply rereading notes. Students write a question on one side of the card and the answer on the other, then practise recalling the answer before checking it. While this method works well, it lacks the automatic spaced repetition system that digital flashcards provide. Students need to manually organise cards into piles such as “known”, “review soon”, and “review later”. For this reason, digital flashcards tend to be slightly more efficient.

Handwriting notes can help with understanding because writing forces students to slow down and process information more carefully. However, the limitation is that students often re-read their notes rather than test themselves, which is far less effective for memory. Simply reading over notes can create the illusion of understanding without actually strengthening recall. Handwritten notes can still be valuable when they are used as a starting point for creating flashcards or practice questions.

Typing notes is often the least effective method for memorisation. Students can type quickly without deeply processing the information, which means less learning occurs. Like handwritten notes, typing also encourages rereading rather than active recall. Typing notes can be useful for organising information, but by itself it is not a strong method for storing knowledge in long-term memory.

Effective study methods also help reduce stress before assessments. When students review information regularly using techniques like flashcards and spaced repetition, knowledge builds gradually over time and is already stored in long-term memory when a test arrives. This makes revision far more manageable than last-minute cramming. The good news is that it is never too late to experiment with new study methods, and even small changes to study routines can make a big difference to how well information is remembered.

Please see below key teaching and learning information relevant to your child’s year group:

Year 12

Course Change Deadline

For all Year 12 ATAR and APEx courses, changes must be finalised by Term 1, Week 7 – Friday 13 March, in line with School Curriculum and Standards Authority guidelines (next week).

Year 11

Course Changes

Course changes for Year 11 students are now locked for the remainder of Semester One and will reopen after Semester One examinations next term, in line with School Curriculum and Standards Authority guidelines.

Year 10

Looking Ahead to Exams

Year 10 students will sit their first set of high school exams in Week 8 of Term 2. Now is a good time to begin preparing digital flashcards to organise notes and reduce stress ahead of next term. As students move into senior school, it is normal practice to begin the early stages of study preparation around one term before examinations.

Year 9 NAPLAN

NAPLAN assessments will be conducted during periods 3 & 4 on the following dates, using student laptops:

• Wednesday, 11 March: NAPLAN Writing
• Thursday, 12 March: Writing Catch-up (Absentees)
• Friday, 13 March: NAPLAN Reading
• Monday, 16 March: Language Conventions
• Tuesday, 17 March: Numeracy
• 19–21 March: Catch-up (Absentees)

Year 8

There are no additional academic updates specific to Year 8 at this time.

Year 7 NAPLAN 

NAPLAN assessments will be conducted during the first two periods on the following dates, using student laptops:

• Wednesday, 11 March: NAPLAN Writing
• Thursday, 12 March: Writing Catch-up (Absentees)
• Friday, 13 March: NAPLAN Reading
• Monday, 16 March: Language Conventions
• Tuesday, 17 March: Numeracy
• 19–21 March: Catch-up (Absentees)

Mr Anthony Bochrinis

Dean of Teaching & Learning