BESA CORNER


This month in our ongoing feature highlighting the work of members of the education suppliers’ trade body BESA, we hear from Educake and KI Europe.


Revision season – without the chaos


You can tell it’s revision season when the staffroom tea bags disappear at record speed, the corridors are unusually quiet, and students swing between last-minute cramming and blissful denial. For teachers, it’s the time of year when they wear more hats than ever – subject expert, motivational speaker, crisis manager, and occasionally, walking caffeine dispenser. But supporting students through revision doesn’t have to drain every last drop of your energy. In fact, it can be smart, manageable – even empowering. And no, it doesn’t require reinventing the wheel. With the right tools and mindset, we can help students take ownership of their revision, stay on track, and actually retain what they learn. That’s where Educake comes in. The myth of ‘more is better’


It’s easy to think that successful revision means doing as much as possible – pages of handwritten notes, endless past papers, long library sessions. But research (and experience) tells us otherwise. Effective revision isn’t about quantity – it’s about strategy. That means short, focused sessions, frequent retrieval, and revisiting topics over time (not just the night before). Educake is built around this kind of learning. With quick, auto-marked quizzes and smart topic tracking, students can revise little and often, with real insight into their progress.


Why active recall wins every time


One of the biggest revision traps students fall into is mistaking recognition for understanding. They’ll say, “I read it last night” and genuinely believe they know it – until they have to write it down in an exam. What helps? Active recall – pulling information out of memory, not just reviewing it passively. Whether it’s answering a few Educake questions, summarising a topic without notes, or teaching it to a friend, this kind of practice strengthens memory far more than re-reading ever will. Making planning less painful


We all know the dangers of vague revision plans (“I’ll just revise science later”). Comment by Educake


But equally, an overambitious schedule filled with colour-coded perfection can be its own form of procrastination. Encourage students to start with the subjects or topics they find hardest. To mix up subjects to keep things fresh, and to be realistic – a balanced day beats a 10-hour marathon. Educake’s revision features make it easy for students to revisit topics they’ve found tricky, and keep their efforts focused. Spotting the ‘busy work’ trap


Some students do revise – just not effectively. They might spend hours rewriting notes or highlighting textbooks until they glow in the dark. It feels productive but doesn’t always lead to deeper learning. Instead, guide them towards revision with purpose: use quizzes to test knowledge, not just read it. Encourage them to reflect on their mistakes (Eduake gives instant feedback to compound that understanding) and keep switching between topics to strengthen long-term memory. For your own sanity


Supporting students through exams is intense. Tools like Educake can take some of the pressure off – less time spent marking, more time helping students one-on-one. And when it feels like no one’s listening, remember: your encouragement matters more than you realise. Sometimes, hearing “You’ve got this” from a trusted teacher is more powerful than any revision guide.


You’re not just helping students pass exams – you’re teaching them how to learn, reflect, and bounce back. That’s a life skill they’ll carry far beyond Year 11. So, in the weeks ahead, keep things simple, keep them supported, and let Educake do some of the heavy lifting.


Readers can start a free 30 day trial of Educake, with subjects from KS2-KS5 at uwww.educake.co.uk


How furniture can support inclusive learning spaces Comment by KI Europe


As understanding of neurodiversity continues to grow across the education sector, schools are increasingly rethinking how their environments support pupils with different ways of thinking, learning and engaging. While curriculum and teaching are the focus, the physical classroom itself and particularly the furniture within it plays a powerful but sometimes overlooked role in shaping inclusive learning experiences. For many years, classrooms were designed around a relatively narrow set of expectations: pupils sitting still, facing forwards, and maintaining sustained attention in a uniform way.


However, this model does not reflect the reality of today’s classrooms. Neurodiversity, the natural variation in how people process information and respond to their environment is present in every school. With an estimated one in seven people identifying as neurodivergent, most teachers will already be supporting pupils with autism, ADHD or sensory processing differences.


Thoughtfully designed seating and classroom layouts can help pupils to self-regulate in ways that are subtle, non-disruptive and inclusive. For example, chairs that allow gentle movement or flexible sitting positions can support concentration for pupils who find it difficult to remain still. These options can be made available to all learners, normalising choice and reducing stigma.


Our Ricochet Wobble Stool encourages movement, focus and flexible learning. This product was specified at Pebble Brook SEN School in Aylesbury, which supports 11 to 19-year-olds with learning difficulties and autism. They sought seating to boost concentration and chose the Ricochet stool, with its rounded base allowing 12 degrees of rocking motion, to help students stay engaged. This was so successful, staff also adopted them.


Equally important is the idea of offering variety. No single solution works for every pupil, or even for the same pupil throughout the day. Some learners may benefit from stable, grounded seating, while others


May 2026


may seek out opportunities to move. Providing a range of seating options, from traditional polypropylene chairs like Postura+, which offer flexibility and comfort, to stools, soft seating and standing-height workstations allows pupils to select what works best for them at any given moment. This sense of agency can have a positive impact not only on engagement, but also on wellbeing and confidence.


Alongside furniture design, the sensory qualities of the classroom environment also deserve careful consideration. Colour, texture and acoustics all contribute to how a space feels. In many schools, there has been a gradual move away from highly stimulating colour schemes towards calmer, more neutral palettes. Softer tones and reduced visual clutter can minimise overstimulation for a more balanced environment that supports focus.


These approaches are not solely beneficial for neurodivergent pupils. Classrooms that offer flexibility, reduce sensory overload and support autonomy tend to be calmer and more productive for everyone. Many teachers report that when pupils are more comfortable and better able to regulate themselves, low-level disruption decreases and task engagement time improves. In this sense, designing for neurodiversity aligns closely with the principles of universal design: strategies that support those with additional needs often enhance learning conditions for the whole class. Small, practical changes to the classroom environment can make a meaningful difference. Introducing a wider range of seating options, creating quieter zones for focused work, or simply reducing visual clutter can all contribute to a more inclusive space. While not every school has the budget for a full redesign, incremental adjustments can still have a significant impact.


uwww.kieurope.com www.education-today.co.uk 15


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