Academics · Subject Resources

A study plan that fits
the week you actually have.

Enter how many minutes you have each day and every test or due date with the hours it needs. The generator spreads each subject across the days before its date, mixes subjects within a day, and tells you straight away if something will not fit.

Build my scheduleWhat you get

The schedule generator

The worked example is made up: a student with an Algebra quiz, a Spanish test, a Biology test and a History essay over two weeks, 90 minutes on most school nights. Put in your own week. Nothing you enter leaves this browser.

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What you get

Academics · Subject ResourcesAlso for Academics · Study SkillsAlso for Teaching · For TutorsFree

What you finish with
A day-by-day study schedule of 25 to 60 minute sessions that fits the minutes you have each day, gives every subject its hours before its date, spreads each subject over several days and mixes subjects within a day; the total study time; and a clear flag for any subject that cannot get its hours in time, with what to change. The schedule prints with check boxes and downloads to a calendar or a spreadsheet.
Who it is for
Middle school, high school and college students facing several tests or deadlines at once, the parents who help them plan, and tutors building a schedule with a student.
Format
Browser tool. Works on a phone, tablet or computer; the schedule rebuilds as you type. Up to eight subjects and 180 days. Prints the schedule; downloads a calendar file (.ics) and a spreadsheet (.csv); export and import a file.
Access
Free. No account, no sign-in and nothing to install. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Subject Resources space in Caveat Academics; also listed for Study Skills (students planning their own study); also listed for For Tutors (tutors building a plan with a student).
Support
Questions, a correction or a request: team@caveatacademic.com.

How to use it

  1. Set the day to start, the session length and whether a subject may get one or two sessions in a day.
  2. Enter the minutes you have for study on each day of the week.
  3. Add each test or due date with the hours of study you think it needs.
  4. Read whether everything fits; if a subject falls short, start sooner, add minutes or allow two sessions a day.
  5. Print the schedule or add it to your calendar, and tick off each session as you do it.

Build my schedule

How the schedule is built

Sessions, then the most pressed subject gets each slot.

1 Hours become sessionsBiology4 sessions3 h × 60 ÷ 45, rounded upHistory6 sessions4.5 h × 60 ÷ 45Monday, 90 min2 slots90 ÷ 452 Each slot goes to the most pressed subjectAlgebra, Monday2 ÷ 4 = 0.50sessions left ÷ days leftHistory, Monday6 ÷ 11 = 0.55goes firstBiology, Monday4 ÷ 9 = 0.44waits a day3 Rules that spread the workOne session of a subject a dayspaced, not crammedsubjects mix within each dayNothing on the test dayall 14 placed by Dec 7a subject that cannot fit is flagged1 Hours to sessionsBiology4 sessions3 h, 45 min eachMonday2 slots90 minutesMost pressed subject firstHistory 6 ÷ 11 = 0.55beats Algebra 0.50, Biology 0.442 Spread it outPer subject1 a dayspacedTest daykept freefor the test3 The resultAll 14 sessionsplaced in timeshortfalls are flagged
The worked example: four tests and an essay need 14 sessions of 45 minutes; the generator places all of them before their dates, one session of a subject a day.

The rules

Each subject’s hours become sessions, rounded up. Each day’s minutes become slots of the session length. Day by day, each slot goes to the subject with the most sessions left per day remaining before its date, ties to the earlier date. A subject gets at most the number of sessions a day you allow, nothing is scheduled on or after its own date, and any sessions that cannot be placed are reported as a shortfall.

Why spread and mix

Learning research finds that the same study time spread over several days is remembered better than one long session, and that mixing related topics within a session helps you tell problem types apart. Testing yourself, by working problems or writing what you remember before checking, beats rereading. The schedule handles the spreading and mixing; how you use each session is up to you.

Sources

  1. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58.
  2. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
  3. Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498.
  4. Pashler, H., et al. (2007). Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Institute of Education Sciences.

The worked example is made up. The schedule comes from fixed rules applied to the dates and minutes you enter; it does not use AI. Your schedule stays in this browser. Support: team@caveatacademic.com.