Planner inputs
Fill the form, then press Generate Plan. Your results appear above the form under the header.
Formula used
This planner uses a simplified forgetting curve and spaced review growth model. Retention over time is estimated with an exponential decay:
After each successful review, stability increases by a multiplier influenced by difficulty and study method. That expansion produces longer review intervals as memory strengthens.
How to use this calculator
- Set your start date and exam date to define your study window.
- Enter total topics and realistic minutes per topic and review.
- Choose difficulty and familiarity to tune spacing and time needs.
- Pick a target minimum retention to decide how early to review.
- Add buffer days for mocks, summaries, and weak-topic practice.
- Generate the plan, scan heavy days, then export to CSV or PDF.
Example data table
Sample preview for a 14-day plan with 12 topics and 60 minutes/day.
| Date | New Topics | Reviews | Planned Minutes | Note |
|---|---|---|---|---|
| 2026-03-01 | 2 | 0 | 52 | Start with active recall and brief notes. |
| 2026-03-02 | 2 | 2 | 60 | Review yesterday’s topics before learning new. |
| 2026-03-03 | 1 | 4 | 58 | More reviews as spacing overlaps begin. |
| 2026-03-04 | 1 | 4 | 58 | Focus on errors, not rereading. |
| 2026-03-05 | 0 | 6 | 60 | Review-heavy day; keep sessions short. |
Inputs that drive retention timing
This planner converts your start date, exam date, and total topics into a daily workload. Daily minutes set the capacity ceiling, while “minutes per new topic” and “minutes per review” convert that capacity into counts. Difficulty is scored from 1 to 5, familiarity from 0% to 100%, and the target minimum retention ranges from 50% to 95% to control how early reviews trigger.
How review intervals are generated
A simplified forgetting curve estimates retention as an exponential decay with stability S (in days). Initial stability rises with familiarity and falls with difficulty. The next review interval is selected so predicted retention stays above your chosen minimum; for example, an 80% target schedules sooner than a 70% target. After each successful review, S grows by a multiplier influenced by study method: practice questions typically expands spacing more than passive reading, so later intervals become longer.
Balancing new learning versus reviews
Each study day first allocates time to due reviews, then uses minutes to introduce new topics. If reviews exceed your daily limit, overflow is carried to the next study day and shown as late reviews. This creates an early warning signal: sustained late reviews indicate an overloaded plan, usually solved by adding minutes, including weekends, reducing difficulty assumptions, or extending the timeline. A healthy plan keeps late reviews near zero most weeks.
Using buffer days for exam readiness
Buffer days stop new-topic scheduling a few days before the exam so you can run mocks, error logs, and mixed sets. Set buffer days from 0 to 30 depending on exam format. A longer buffer is useful for cumulative tests with many question types, while a shorter buffer can suit narrow syllabi. Optional warmup adds a final sweep on the last available study day before the exam.
Interpreting the schedule outputs
The results summarize topics scheduled, topics left unplanned, total reviews, and estimated minimum retention near the exam. Use the daily table to spot heavy review clusters and split work into sessions using your session-length setting (10–90 minutes). Export CSV for full tracking and PDF for quick sharing, then revisit inputs weekly as your speed and confidence change.
FAQs
How many topics should I enter?
Use the count you will actively recall: chapters, flashcard sets, or problem groups. If a chapter is large, split it into smaller topics so reviews stay short and measurable.
What does target minimum retention mean?
It is the lowest recall level you want before a review is scheduled. Higher targets (like 85–90%) create earlier, more frequent reviews; lower targets reduce review load but increase risk of forgetting.
Why do I see late reviews?
Late reviews appear when due reviews require more minutes than your daily limit. The overflow is pushed to the next study day. Reduce new topics, increase daily minutes, or include weekends to stabilize the backlog.
Should I enable buffer days?
Yes for most tests. Buffer days prevent new content near the exam and protect time for mocks, mixed practice, and error review. Start with 2–5 days and increase for broader syllabi.
How does study method change the plan?
Methods that force retrieval, such as practice questions or flashcards, increase the growth factor so intervals lengthen faster. Reading-heavy methods expand more slowly, producing tighter spacing and more review demand.
Is the PDF export the full schedule?
The PDF is a quick summary and shows a limited preview of daily rows to stay readable. Use the CSV export to capture the complete schedule and track edits over time.