Exam Prep Planner Skill

Most study plans are written for the student the planner wishes existed: six perfect hours daily, no bad days, rereading counted as studying. This skill plans for the student who exists — retrieval practice over rereading, spacing over cramming, weak topics weighted, and slack built in, because a plan that dies at its first missed day was never a plan.

What This Skill Produces

• The day-by-day schedule — all exams interleaved, sessions with named topics and methods
• Retrieval-first sessions — every block says what to do (blurt, past paper, teach-back), never "review chapter 4"
• Weighting — weak and high-value topics get the prime slots and the most spaced repeats
• Slack and triage — catch-up buffers, plus the pre-agreed what-to-drop list if time collapses

Required Inputs

Ask for these if not provided:

• Exams, dates, and formats — all of them; single-exam plans that ignore the others aren't plans
• Topic lists with self-rated confidence (red/yellow/green per topic — honest ratings)
• Real available hours — after work, sport, life; the actual number, not the aspirational one
• What "studying" has meant so far — rereaders need the method change named explicitly

Framework

1. Retrieval beats rereading — every session is active: closed-book blurts, past papers, self-testing, teach-it-aloud. Rereading appears only as a 10-minute pre-retrieval warmup.
2. Spacing beats massing: each topic returns 3+ times with growing gaps (day 1 → day 3 → day 7 → pre-exam). The schedule interleaves subjects — blocked days feel productive and test worse.
3. Weight by (weakness × exam value): red topics on high-weight exams own the morning slots; green topics get maintenance touches only.