A fortnight is an awkward amount of time. It is long enough that drifting through it on general revision is a waste, and short enough that no honest plan can cover both modules in full. Two weeks will not turn an unfamiliar format into a strength, and it will not supply the practice volume that three months would have. What it will do, spent deliberately, is convert two or three specific weaknesses into dependable method and bring your pacing under control — which is usually worth more than the diffuse revision most candidates do instead. If you are starting from nothing, the six-week plan is the shorter honest answer. With fourteen days, you are not building a preparation; you are triaging one.
Start by deciding what you will not fix
Before you plan anything, you need a current picture of where you stand, and it has to come from a timed sitting rather than a feeling. If you have not sat a full paper in the last week, sit one now — a full practice test under conditions as close to real as you can manage. Spending an evening on this before you have planned anything feels extravagant. It is also the only thing that stops the other thirteen days going on the wrong problems.
Then take the result apart properly, which means going question by question rather than glancing at the total. For every question that went wrong, decide which of three things happened: you did not have a reliable method, you had one but ran out of time, or you knew exactly what to do and slipped anyway. The distinction matters because the three respond to completely different treatment, and only the first is genuinely a study problem. Method gaps are what a fortnight can close. Timing problems close only partly, and mostly as a side effect of method becoming automatic. Careless slips are a process issue and will not improve by studying harder — they improve by changing how you check, which costs minutes rather than days.
Now shortlist. Pick at most three method gaps to work on and consciously abandon the rest. Three is not a compromise; it is roughly what two weeks can carry to the point of reliability, and a list of eight produces eight things you half-know. If you have kept an error log, your shortlist is already written and you only need to choose from it. Resist picking your weakest area on principle. The best return comes from a weak area with a learnable procedure behind it, not from whatever scores lowest in absolute terms, and it is worth being honest about where your weak and strong areas actually sit before committing the time.
One exception overrides the shortlist. If there is a task type on the syllabus you have never attempted even once, fix that first, today. Meeting a format for the first time in the exam is the one avoidable disaster left on the table, and it costs an hour to prevent.
Days one to seven: repair method, not coverage
Work your three items in short, dense sessions rather than long evenings. Forty focused minutes on one task type will teach you more than a three-hour sitting that drifts, and you have enough days that spacing the sessions is possible — each item wants three or four separate contacts across the week rather than one heroic block.
Within each session, the order matters. Work untimed until the procedure runs without hesitation, and only then put a clock on it. Doing it the other way round trains rushing rather than method, and rushing is what produced the problem in the first place. The Core module rewards this approach particularly well, because its formats really are procedures: there is a right way to set about a sequence or a grid, and once you own it the speed follows. The General Academic module is less procedural and more about a consistent approach to the material, so practise the approach — how you attack a passage, what you read first in a table — rather than trying to accumulate content.
Keep everything else warm rather than cold. Twenty minutes, twice in the week, on the areas you are not repairing is enough to stop them decaying while your attention is elsewhere. And review what you practise: an hour spent understanding why the wrong answers were wrong does more at this stage than another set of fresh questions, which is the opposite of what panic tells you to do.
Days eight to twelve: rehearse the sitting
Somewhere around day eight or nine, sit one more full paper — and sit it properly, at the same time of day as your exam, on a screen, without pauses. This one is not there to produce a score. It is there so that the experience of a complete sitting is rehearsed rather than discovered, and simulating the conditions is most of its value. Treat the number it produces as noise. Treat the shape of it — where your concentration dropped, which section ran short, whether the repairs from week one held under time — as the actual result, and check your pacing against what you intended rather than against what you hoped.
Spend the next day or two working the errors it surfaced, then stop sitting full papers. A mock taken after roughly day twelve arrives too late to act on, and a bad number in the last stretch does more damage than the information repays.
The last two days: stop adding
The final stretch is deliberately thin, and the final week before the exam is worth reading on its own for how to handle it. In short: no new material, no new methods, no last mock. Reread your own notes and the procedures you have spent two weeks building. Sort out documents, route and timings early so they are not competing for attention on the last evening. Sleep normally, which means starting two nights out rather than one.
Two weeks rewards subtraction. Most candidates arrive at the last two weeks wanting to do more, and the ones who improve in that window are almost always the ones who did less, on purpose, and finished what they started.
