How to walk into matric 2026 prepared: A step-by-step holiday plan
Want a clear roadmap to distinctions in matric maths and physics? This holiday study plan shows you what to revise, what to study next, and how to walk into term 1 prepared.
A term 1 maths and physics study plan
The December break feels long…until January arrives and suddenly you’re thrown into the deep end of deadlines, tests and teachers who waste zero time easing you in. Whether you sink or swim in those first few weeks has very little to do with how “smart” you are and everything to do with the preparation and planning you’ve done before the real work begins. The work before the work, so to speak.
Students who sink usually walk into term 1 trying to juggle the new material, old gaps and the pressure of being in matric all at once. Students who swim? They’re the ones who used their holiday to set themselves up for success.
This blog is a clear step-by-step plan to ensure you’re the student who swims. Let’s map out exactly what you should do this holiday to start 2026 ahead.
Step 1: Know your term 1 matric maths and physics topics
…because you can’t prepare for what you don’t know. Before you crack open a textbook, you need clarity on what’s waiting for you in January. So, here’s a brief breakdown of term 1 mathematics and physical sciences based on the 2025 Approved Teaching Plans (ATPs). If you want the full outline, including mark allocation and every tiny detail about these sections, you’ll find it in the exam guidelines (for students writing the DBE NSC exam) or Subject Assessment Guidelines (for students writing the IEB NSC exam).
| Mathematics | Physical science |
|---|---|
| Sequences and series Functions and inverses Trigonometry | Momentum and impulse Vertical projectile motion Organic chemistry |
Step 2: Fix your grade 11 foundations for matric success
Before you start studying anything new, you must fix your foundations. Think of matric content like building a skyscraper: if your grade 10 and grade 11 base is shaky, term 1 will feel like Jenga on a wobbly table. So before we even think about new chapters, let’s strengthen the base.
I’ll walk you through the key skills to revisit for each subject so that the term 1 topics actually feel manageable – even easy.
Mathematics
Start with functions (because if you don’t understand functions how can you expect to understand its inverse?). You won’t be able to score marks in this topic unless your grade 11 functions are sharp. I’m talking about:
- Linear functions
- Quadratic functions (parabolas)
- Hyperbolas
- Exponential functions
So let’s start with a brutally honest skills audit. Ask yourself: can you confidently…
- calculate the x and y-intercepts of a function?
- write the equations of the horizontal and vertical asymptotes of hyperbolas and exponential functions?
- calculate the turning point coordinates of a parabola?
- sketch the graphs of a linear function, parabola, hyperbola and exponential function?
- write the domain and range of the above-mentioned functions?
- find the equations of the above-mentioned functions?
- write the equations of the axes of symmetry of parabolas and hyperbolas?
- calculate the point of intersection between two functions?
- apply and interpret transformations i.e. translate functions horizontally/vertically and/or reflect them about the axes?
- write down values of x for which a function is positive/negative or above/below another function?
If you’re feeling a little uneasy reading that list, that’s actually a good sign. It means you know exactly what to revise. Now here’s a structured way to rebuild everything properly (and efficiently).
| Session | Focus | What to do |
|---|---|---|
| Session 1: Linear + quadratic functions Goal: refresh basic properties of linear and quadratic functions Duration: 45 – 60 min | Linear function: standard form of the equation of a line, finding intercepts, sketching and transformations Parabolas: different forms of the equation, finding intercepts + turning point, axis of symmetry, basic sketching and transformations | – create a cheat sheet which summarises the key features of linear function + quadratic function (note different forms of the equation, how each variable affects the graph and key formulae) – practice 2 – 3 basic questions on sketching each function |
| Session 2: Hyperbolas + exponential functions Goal: refresh basic properties of hyperbolas and exponential functions Duration: 45 – 60 min | Hyperbolas: standard form of the equation, asymptotes, axes of symmetry, sketching + transformations Exponential functions: standard form of the equation, asymptotes, sketching and transformation | – create a cheat sheet which summarises the key features of hyperbola + exponential function (note different forms of the equation, how each variable affects the graph and key formulae) – practice 2 – 3 basic questions on sketching each function |
| Session 3: Mixed functions Goal: Consolidate the work Duration: 90 – 120 min | – sketching multiple graphs on one set of axes – identifying intervals where functions are positive/negative – comparing functions (above/below) – finding points of intersections – finding the equations from graphs | – attempt 1 – 2 exercises that combine all four functions in a mixed practice exercise. |
| Session 4: Exam-style problems Goal: Solve exam-style function questions with ease Duration: 90 – 120 min | – timed revision under exam conditions. | – select 5 – 6 questions on functions from past grade 11 exams to attempt them under exam conditions – Check answers against memo and note errors |
Now let’s move on to trigonometry – everyone’s favourite, right? (I know, I know…I’m joking.) But in all seriousness, trig is not a forgiving topic. Like functions and inverses, grade 12 trigonometry leans heavily on the skills you were meant to sharpen in grade 11. So, again, before you drive into the big girl stuff, we’re doing a proper skills check. Ask yourself: can you confidently…
- define the basic trigonometric ratios i.e. sine, cosine and tangent in right angle triangles to find unknown lengths and angles?
- apply the sine, cosine and tangent ratios to the cartesian plane?
- derive values of the trigonometric ratios for the special cases without using a calculator i.e. 0°, 30°, 45°, 60° and 90°?
- simplify expressions using reduction formulae, co-functions rules and special angles?
- use diagrams to determine the numerical values of ratios on the cartesian plane?
- use diagrams to express ratios in terms of variables?
- find the general solution of various trigonometric equations and determine the solutions in specific intervals?
- recall the quotient and square identities?
- prove identities and determine for which values of a variable an identity holds?
If you paused, hesitated, or felt a tiny internal scream at any point…that’s where you start. Just like the functions plan, here’s a structured trig revision schedule you can use.
| Session | Focus | What to do |
|---|---|---|
| Session 1: Trig definitions + CAST diagram + simplification Goal: Simplify tricky expressions cleanly Duration: 90 – 120 min | – SOHCAHTOA basics in right-angle triangles – CAST rule and signs of ratios in the Cartesian plane – reduction formulae, co-functions, negative angle rules – exact values of special angles – simplification of trig expressions using formulae + special angles | – use a right-angle triangle to test understanding of SOHCAHTOA – draw the CAST diagram and explain the signs of each ratio in each quadrant – write a list or create a diagram with the various reduction formulae, cofunctions and negative angle rules – draw the special triangles and write the values of each special angel – review worked examples and note the steps – attempt 1 – 2 basic practice exercises on simplifying trig expressions involving all of the above |
| Session 2: General solution + identities Goal: Prove identities and find general solutions using logical steps Duration: 90 – 120 min | – steps for finding the general solution of a trig equation – different types of general solution questions – finding the solutions in a specific interval – the quotient and square identities – proving a variety of different types of identities + finding the values for which the identity is undefined | – review worked examples of different types of general solution questions and write down the steps for each – attempt 1 – 2 basic practice exercises with mixed problems on general solution – review worked examples of different identities – attempt 1 – 2 basic practice exercises with mixed identities |
| Session 3: Pythagoras problems Goal: Identify when and how to use a diagram to solve trig problems Duration: 60 – 90 min | – questions on sketching diagrams on a Cartesian plane to find the value of trig ratios without the calculator – questions on using a diagram to express a ratio in terms of a variable | – review worked examples on questions requiring a sketch to find the value of a trig ratio and write down the steps – practice 5 – 6 basic questions on this – review worked examples on expressing a ratio in terms of a variable and note down the steps – practice 5 – 6 basic questions on this. |
| Session 4: Exam-style practice Goal: To consolidate the work and solve exam-level problems Duration: 90 – 120 min | – timed revision under exam conditions | – attempt at least one revision exercise with mixed questions – then select 5 – 6 structed trig questions from past grade 11 exams to attempt under exam conditions – Check answers against memo and note errors |
Physical science
Similar to maths, physics is a cumulative subject. Nothing you’ve learned in grade 10 and 11 ever truly disappears. It just quietly hides in the shadows…waiting to ambush the moment you hit a higher order question.
Both paper 1 topics (momentum and impulse + vertical projectile motion), require skills and knowledge from former years. Make sure you’re solid on the following:
- Newton’s laws and their applications
- Vectors and scalars
- Motion in one dimension (displacement, velocity, acceleration i.e. the holy trinity)
- Instantaneous velocity and equations of motion (your entire kinematics toolkit)
- Graphs of motion (because examiners love nothing more than giving you a graph and asking ten questions about it)
Did any of these give you a jump scare? That’s okay; because once again I’ve got you covered with a revision plan.
| Session | Focus | What you’ll cover |
|---|---|---|
| Session 1: Vector refresher Goal: rebuild the skeleton of all mechanics Duration: 60 – 90 min | Adding and resolving vectors in 1D + 2D | Quick review of key terminology + concepts (15 – 30 min) Practice: – 2 – 3 short problems on basic vector addition/subtraction – 2 – 3 questions on resolving 2D vectors into components – 3 – 4 mixed questions involving 1D and 2D vectors where you have to find the resultant vector |
| Session 2: Forces + Newton’s laws Goal: recap the forces and laws that explain motion Duration: 90 – 120 min | – identifying types of forces – forces on an inclined plane – drawing free-body diagrams and force diagrams – Newton’s 1st, 2nd and 3rd laws of motion | Quick recap of: -the different types of forces, their definitions and how to calculate each – how the forces work on an inclined plane – three laws of motion + formulae Practice: – 3 – 4 problems drawing free-body diagrams – 2 – 3 basic calculations involving Newton’s 2nd law (Fnet = ma) – 3 – 4 calculations involving inclined planes – 5 – 6 complex calculations based on the laws of motion |
| Session 3: Kinematics Goal: Sharpen technical skills Duration: 60 – 90 min | – displacement, velocity and acceleration – instantaneous vs. average velocity – equations of motion | Quick recap of: – definitions of terminology – sign convention for vector quantities – key formulae and when to use each Practice: – 5 – 6 problems requiring the equations of motion |
| Session 4: Graphs of motion Goal: visualise motion Duration: 60 – 90 min | – position-time, velocity-time, acceleration-time graph – using gradients – finding displacement using the area under the graph – recognising constant vs. changing acceleration | Practice: – 2 – 3 questions on describing motion when given position-time, velocity-time and acceleration-time graphs – 2-3 problems on sketching position-time, velocity-time and acceleration-time graphs from descriptions – 3 – 4 graph interpretation questions involving calculations |
Finally, the big boss of term 1 physical sciences: organic chemistry. Yes, the name alone sounds like something that should come with a warning label – but listen. It’s one of the largest paper 2 topics, and while it can feel overwhelming, mastering it in term 1 means you’re golden for 2026. Nail it now, and you’re already halfway to acing the chemistry final before the year even warms up.
There’s a lot of new content coming your way in this section, however, one part: factors affecting the physical properties of organic molecules requires former knowledge on:
- the different physical properties of compounds
- the different types of intermolecular forces
- the relative strengths of each intermolecular force
- factors that can affect the strength of intermolecular forces
- how the strength of intermolecular forces influences boiling point, melting point, vapour pressure etc.
Not ringing any bells? Here’s a structured plan to help you revise.
| Session | Focus | What to do |
|---|---|---|
| Session 1: Types of IMF + physical properties Goal: refresh knowledge Duration: 45 – 60 min | – identifying the types of IMF (london forces, dipole-dipole and hydrogen bonding) – understanding the different physical properties (boiling point, melting point and vapour pressure) – linking physical properties with IM | – recap the definitions of key terminology – create a comparison table where you write each force, explain the requirements and give examples – make a diagram that compares the strength of each type of IMF – practice basic exercises to identify the type of IMF – explain how the strength of IMF in a compound affects its boiling point, melting point and vapour pressure – explain how molecular size could affect IMF strength and in turn physical properties |
| Session 2: Applying the concepts Goal: predict trends and justify them Duration: 90 – 120 min | – explaining trends in physical properties – comparing the physical properties of molecules | – select and attempt 5 – 6 mixed structured exam questions. Check your answers against the memo. – end the session with a short summary of what influences physical properties |
Step 3: A smarter way to study term 1 matric content
Congratulations! You’ve laid a solid foundation for your skyscraper. Your grade 11 skills are rock solid and ready to support whatever comes next. Now its time to start stacking the floors. In simple terms, you can crack open your new matric textbooks and get into the term 1 content.
Here’s the step-by-step sequence that works best for each topic when learning the material from scratch:
- Understand before doing – make sure you know why it works, not just how.
- Worked examples – study 2 – 3 solved questions and note down the steps
- Guided practice – try a few similar questions on your own
- Independent practice – attempt 5 – 10 problems from a practice exercise without looking at your notes
- Check and correct – compare answers with memos and write down mistakes for review
Pro tip: Keep a "question bank" notebook where you note down anything you don't quite get or tricky problems for later review. When you get to school you can ask your teacher for guidance or go to your tutor.
Following this approach ensures you’re building understanding and confidence, not just mindlessly ticking off exercises. I’ve put together a structured plan for two of the key term 1 topics: functions and inverses in maths and organic chemistry in physics. I’ll leave the other topics up to you – for now, here’s why I picked these two.
Inverse functions? Honestly, its not that bad. Its manageable enough that you can tackle it on your own and actually master it without a teacher. Organic chemistry, on the other hand, is a whole different beast. As previously mentioned, it’s one of the biggest chemistry topics, packed with a ton of content and theory you really need to know. The earlier you start engaging with it, the more comfortable and confident you’ll feel when finals roll around.
Now that you know what to focus on and why, its time to get practical. I’ve designed a holiday prep roadmap that breaks these topics down into bite-sized, doable sessions. Each session tells you exactly what to study so you don’t waste time guessing where to start.
Mathematics: Inverse functions study plan
| Session | Focus | What to do |
|---|---|---|
| Session 1: Intro to inverse functions + how to find its equation Goal: Grasp what an inverse function is and learn how to calculate its equation algebraically Duration: 90 – 120 min | – understand what an inverse function is – finding the equation of the inverse of a linear function (y = mx + c), quadratic function (y = ax²) and exponential function (y = bˣ) algebraically | • Review theory and examples: (use textbook/study guide notes or YouTube video(s)) – define a function and different types of relations – explain what makes a relation a function – define an inverse function – explain how an inverse function relates to a function – learn the notation to represent an inverse function • Basic practice: – 5 – 10 questions on identifying the different types of relations and whether they are/aren’t functions • Review 3 – 4 worked examples on how to find the equation of an inverse and note the steps • Practice: – 10 – 15 basic questions on finding the inverse equation • create a cheat sheet to summarise the properties of an inverse function + steps to calculate its equation |
| Session 2: Sketching inverse graphs Goal: connect algebraic inverses to their graphs Duration: 60 – 90 min | – plot functions and their inverses on the same set of axes – domain and range of functions and inverses – understand symmetry about y = x – predict coordinates on inverse/function by swapping x and y | – review 1 – 2 worked examples of sketching the graph of the inverse of each type of function (linear, quadratic and exponential) and write down the steps – practice 8 – 10 questions on sketching graphs of functions and their inverses (attempt questions on linear, quadratic and exponential function) by implementing the steps – make observations regarding axis of symmetry, how the coordinates of a function and inverse relate and domain + range (add these to your cheat sheet) |
| Session 3: Consolidation + mixed practice Goal: Build confidence and fluency in all aspects Duration: 90 – 120 min | – review content from previous sessions – attempt mixed problems | • Quick review of key concepts and processes (15 – 20 min) • Practice: – 10 – 12 mixed questions where you have to calculate, sketch and interpret inverse functions. Check your answers against the memo. |
| Session 4: Exam-style practice Goal: Reinforce and tie together all content and skills Duration: 90 – 120 min | – timed revision under exam conditions | – select and attempt 5 – 6 mixed structured exam questions on inverses – check your answers against the memo and correct any errors. |
Physical science: Organic chemistry study plan
| Session | Focus | What to do: |
|---|---|---|
| Session 1: Intro to organic molecules + classification + drawing Goal: Know the homologous series + functional groups and how to draw them Duration: 60 – 90 min | – understand what makes a compound organic – structure of organic compounds – graphically represent organic compounds (structural, semi-structural and condensed formulae) – classification of organic molecules into homologous series – identify the type of functional group present and use it to classify the molecule | • Review theory and examples: (use textbook/study guide notes or YouTube video(s)) – define an organic compound – differentiate between structural, semi-structural and condensed structural formula • Review 3 – 4 worked examples drawing structural, semi-structural and condensed formulae • Practice 4 – 5 basic questions on interchanging between each graphical representation • Review key terminology and theory (use textbook/study guide notes or YouTube video(s)) – define functional group + homologous series – draw a table to summarise the different homologous series and relevant functional group + general formulae • create a cheat sheet that summarises everything • Practice: – 10 – 12 questions on identifying the homologous series of organic compounds |
| Session 2: Structural isomers Goal: Recognise, draw and classify the 3 types of structural isomers Duration: 45 – 60 min | – understand what is a structural isomers – 3 types of structural isomers (chain, positional and functional) | • Review key terminology and theory (use textbook/study guide notes or YouTube video(s)) – define isomers – distinguish between 3 types of structural isomers – create a table that summarises the 3 isomers and include examples • Practice: – 6 – 8 questions on identifying the type of isomerism – 6 – 8 questions on drawing the different types of isomers of compounds |
| Session 3: IUPAC naming of organic compounds Goal: Correctly name organic compounds Duration: 60 – 90 min | – IUPAC naming rules – name organic compound when given the structure – draw organic compounds when given the IUPAC name | • Review theory and examples: (use textbook/study guide notes or YouTube video(s)) – explain what is the IUPAC naming system – know the components of an IUPAC name – create tables for suffixes + substituents – learn rules concerning formatting • Review 3 – 4 worked examples on how to IUPAC name compounds – write down a step-by-step process based on the worked examples • Implement step-by-step process to 4 – 5 basic examples and compare answers • Attempt: – practice exercise with mixed question (10 – 15 questions) – mark with memo and reattempt any incorrect questions |
| Session 4: Consolidation classification + isomers + naming Goal: Reinforce naming, drawing and isomers Duration: 90 – 120 min | – apply knowledge from first 3 sessions to answer mixed questions | – Complete a question set on drawing, naming and identifying isomers – Check answers against the memo and correct any errors. |
| Session 5: Factors affecting physical properties Goal: Identify types of IMF in organic compounds and explain how it affects properties Duration: 90 – 120 min | – types of IMF in the different organic compounds – affect of the type (strength) of IMF on physical properties (boiling point, melting point and vapour pressure) – affect of other factors such as chain length and degree of branching on IMF + physical properties | • Review key terminology and theory (use textbook/study guide notes or YouTube video(s)) – identify the type of IMF in each homologous series – explain how the strength of IMF for each homologous series influences its boiling point, melting point and vapour pressure -> compare properties of molecules from each homologous series – investigate the affect of chain length + degree of branching on IMF and physical properties -> compare molecules within the same homologous series but with differing chain lengths and branches. • create a cheat sheet that summarises everything • Practice: – 5 – 6 basic questions on identifying the type of IMF – 3 – 4 worked examples where you have to compare physical properties of different molecules – 2 – 3 exercises on predicting and explaining trends in physical properties (questions involving data in tables + graphs) |
| Session 6: Consolidation of physical properties Goal: Predict and justify trends in physical properties Duration: 90 – 120 min | – explaining trends in physical properties o – comparing the physical properties of molecules | – Select and attempt 5 – 6 mixed structured exam questions. – Check your answers against the memo and correct any errors. – End the session with a short summary of what influences physical properties |
| Session 7: Intro to organic reactions (pt 1) Goal: Understand addition and elimination reactions Duration: 60 – 90 min | – three categories of reactions (addition, elimination and substitution) – different types of addition reactions – different types of elimination reactions – formation of major vs. minor products – reaction conditions for each | • Review key terminology and theory (use textbook/study guide notes or YouTube video(s)) – explain what happens during an addition vs. elimination reaction – list the specific types of addition and elimination reactions – note the reactants, products and reaction conditions for each – explain Markovnikov’s addition and Zaitzev’s elimination rule and how they are each used to predict major vs. minor products • Create a cheat sheet that shows reactant → product conversions i.e. each specific reaction, reactants, products, reaction conditions and to which the rules apply. • Practice: – 5 – 6 basic questions on identifying whether the reaction is addition or elimination – 3 – 4 worked examples of flow diagrams involving a mix of addition and elimination reactions – 5 – 6 complex flow diagram questions from an exercise |
| Session 8: Intro to organic reactions (pt 2) Goal: Understand substitution, esterification and combustion Duration: 60 – 90 min | – different types of substitution reactions and the conditions for each – esterification and its reaction conditions – reactants and products of combustion reactions + balancing them | • Review key terminology and theory (use textbook/study guide notes or YouTube video(s)) – explain what happens during a substitution reaction – list the specific types of substitution reactions – note the reactants, products and reaction conditions for each – explain what happens during esterification and combustion respectively – note the reactants, products and reaction conditions for each • Add this information to the summary sheet created in the previous session • Practice: – 3 – 4 basic questions on identifying whether the reaction is addition, elimination or substitution – 2 – 3 worked examples on predicting the reactants/products of an esterification reaction – 2 – 3 worked examples on balancing combustion reactions – 5 – 6 complex flow diagram questions from an exercise (involving all types of reactions) |
| Session 9: Consolidation of organic reactions Goal: Reinforce the different types of organic reactions + reaction conditions Duration: 90 – 120 min | – apply knowledge from session 7 + 8 to answer mixed questions and flow diagrams on organic reactions | – Select and attempt 5 – 6 mixed structured exam questions. – Check your answers against the memo and correct any errors. – End the session with a short summary of the different reactions |
| Session 10: Exam-style practice Goal: Consolidate the entire organic chemistry topic Duration: 90 – 120 min | – timed revision under exam conditions | – Select and attempt 3 – 4 organic chem section questions from various past papers under timed conditions – Check your answers against the memo and correct any errors. – Note errors and concepts that need to be revisited |
I think this goes without saying, but let’s say it anyway: these plans are flexible. You’re not required to follow them like a military schedule. Spread them however you like – one a day, two a day, or squeeze them into a power week if that’s your style. You can split longer sessions in half, repeat sessions that didn’t quite click or add extra practice where needed. The idea here, is to give you a starting point.
Step 4: How to use this matric study plan during the holidays
Here’s how to actually use this plan (without overthinking it):
Choose YOUR structure first – decide how many days you realistically want to work during the holidays. Be honest. Consistency beats heroics.
Work through sessions in order – each session builds on the previous one. Don’t skip ahead because it usually creates gaps that come back to haunt you later.
Don’t rush understanding – you have plenty of time this holiday. If a concept feels shaky, pause, rewatch, re-read or redo. Mastery > speed.
Track your weak spots – keep a running list of concepts that need revisiting. When you get to school or start tuitions next year, you can ask your teacher/tutor for guidance.
Use consolidation sessions properly – these aren’t “light days”. They’re where everything is supposed to click together and where exam confidence is built.
Stop while you’re still winning – studying until exhaustion is not the way. Rather end a session feeling clear and in control. Again, you have time during the holiday, so don’t rush.
Final advice for matric 2026: Start prepared
Walking into matric feeling prepared does not mean knowing everything. It means (1) you understand how to learn (2) your foundations are stable (3) you’re not meeting the new content for the first time under exam pressure.
If you do nothing else this holiday, fix the foundations and start early with the heavy hitters. That alone puts you ahead of most of the cohort. Students that get distinctions are the ones that were most prepared. And preparation? That starts now (calmly, intentionally, and on your terms.)
