There is evidence from neuroscience, cognitive psychology and educational practice that the delivery of information in a spaced format (i.e., presented over time with gaps) rather than in a massed format (presented all at once) leads to more effective learning even if the time spent on study is the same. This is known as the spacing effect, spaced learning, or distributed practice. This information was used in a series of program innovation workshops between researchers and science teachers to develop a spaced learning programme for secondary science revision classes. The programme was explored in four schools and found to be feasible to deliver. Feedback from the science teachers and pupils was used to amend the programme materials, training and delivery method. Then, in order to identify the optimum version of the program, a randomised controlled trial of the three variants (with two control conditions) was conducted in 12 schools. The trial found the optimum variant of the programme had a significant effect on science attainment of pupils. Which has now been developed into the SMART Spaces programme. SMART Spaces is currently being trialled in a large randomised controlled trial study with over 100 schools in England.