The Photography & Video Show NEC 2026: a smaller show, and for us, a disappointing one

We went to The Photography & Video Show 2026 at the NEC Birmingham, running from 14–17 March 2026 in Hall 5, hoping to come back inspired, slightly poorer, and carrying at least one new gadget we didn’t know we needed. Officially, the show billed itself as a major event for photographers, filmmakers and content creators, with hundreds of brands and a packed programme of talks and demos.

Sadly, for us, it felt rather different on the ground.

The first thing that struck us was that the show seemed physically smaller than in previous years. We managed to see everything we wanted to see in a couple of hours, which is not usually the sign of a giant day out packed with irresistible temptations. The official material talks up 250+ exhibitors and brands, but the overall feeling was still that the event had less breadth than we had hoped for, particularly if you were looking for specialist or niche kit.

What was missing? In a word: exhibitors.

Some of the big names were there. Canon had a substantial presence, and RØDE was also exhibiting. Adaptalux was around too, which was nice to see, as familiar faces at these shows always make things feel a bit more personal.

But many smaller companies seemed absent, and some of the specialist things we were hoping to explore simply were not there at all. We were particularly keen to look at a new time-lapse camera, but saw nothing that really fit the bill. I am also using filters more and more these days, yet there seemed to be very little on display in that area either.

That was a theme throughout the visit: plenty of things to look at, but not many things that genuinely matched what we actually use in our work.

We did spend some time trying out the Canon EOS C50, and also looked at the Canon dual fisheye lens approach for stereo and immersive imaging. Canon was very much presenting its latest hybrid and creative imaging tools at the show, so it made sense to have a proper look.

But for our purposes, it just did not quite land.

In theory, stereo imagery and specialist immersive kit are clever. In practice, for what we do in a science lab and on a boat, a 360 camera is simply more useful. It is more flexible, often quicker to set up, and far better suited to awkward spaces, practical demonstrations, and filming where you cannot always stand in the ideal place waving a tripod around like a demented conductor.

There were also some lighting companies, a few models posing for photographers, and the usual pockets of interest where you stop, look, and think, “That’s clever.” But those moments were too few. The overall impression was that this was much more of a photography show with a few scattered video bits attached, rather than a truly balanced photography-and-video event.

That was perhaps the biggest disappointment of all.

For those of us who work seriously with both stills and video, the “video” side still felt like the poor relation. Yes, audio was represented — RØDE had microphones on show — but we already have a decent selection of microphones, so that did not tempt us. And beyond that, there was not enough video-focused gear, workflow, or specialist support to make the trip feel especially worthwhile.

So, was it a bad show? Not exactly.

If you are new to photography, want to attend talks, try some mainstream kit, or enjoy the atmosphere of a creative trade event, there was still plenty going on. The official programme was extensive, with hundreds of talks and demonstrations, and I am sure many visitors will have had an excellent day.

But for us, it was underwhelming.

We did not come back with a new gadget. We did not find the specialist products we were hoping to compare. We did not feel that the video side had enough substance. And we left with the feeling that, unless the show changes direction in future years, this may well be the last time we visit.

That is a shame, because these shows used to feel like treasure hunts.

This year, it felt more like checking a medium-sized shopping list and realising the shop had run out of most of the interesting items.

A camera show without the right exhibitors is a bit like a photography tripod with one leg missing: technically still standing, but not quite doing the job.

 Creating Images to Aid Learning

We often tell students to “make notes”. Fair enough. But sometimes a page of notes looks less like learning and more like the aftermath of a biro explosion.

That is where images come in.

Creating images to support learning is one of the best ways to make difficult ideas easier to remember. A good image can simplify a process, show links between ideas, and make something stick in the memory far better than another dense paragraph of text.

Brains, rather annoyingly, do not always fall in love with long written explanations. They do, however, tend to notice colour, shape, pattern, position and odd visual connections. So if you want to remember something, turning it into a picture is often a very smart move.

Why images help learning

An image can do several jobs at once. It can:

• make abstract ideas more concrete

• show relationships between parts

• reduce the amount of text needed

• help memory by giving the brain something visual to “grab”

• make revision quicker later on

For example, in Biology, a labelled diagram of the heart is often more useful than three paragraphs describing where the ventricles are. In Chemistry, a sketch of particle arrangements in solids, liquids and gases is quicker to understand than a wordy definition. In Physics, a force diagram can save a lot of confusion. In Maths, even a rough graph can reveal what an equation is doing.

In other words, sometimes a picture really is worth a thousand words — and in exams, it may also be worth several marks.

What sort of images work best?

Not every image helps learning. A random decorative picture of a beaker is not the same as a useful scientific diagram. The best learning images are simple, clear and purposeful.

Useful examples include:

• labelled diagrams

• flow charts

• mind maps

• timelines

• comparison tables with icons or sketches

• annotated photographs

• colour-coded processes

• symbol-based memory aids

• quick cartoons showing cause and effect

The key is that the image must help explain or organise the idea.

Draw it yourself — badly if necessary

Many students think they “can’t draw”, as though every revision sheet needs to look like it belongs in the National Gallery.

Rubbish.

Your learning image does not need to be beautiful. It needs to be useful. A terrible sketch that helps you remember mitosis is far more valuable than a perfect title page covered in flowers, banners and elaborate shading.

Stick men are allowed. Boxes and arrows are allowed. Clouds, blobs, stars, dodgy circles and uneven labels are all allowed. This is learning, not an art competition.

Turn information into pictures

A very effective revision method is to take a chunk of information and ask:

How could I show this as an image instead of writing it all out?

For instance:

• a sequence becomes a flow chart

• a structure becomes a labelled diagram

• a comparison becomes a split-page sketch

• a cycle becomes a circular diagram

• key facts become picture flashcards

If you are revising food tests in Chemistry or Biology, draw the test tube, the reagent added, the colour change and the result. If you are learning geography processes, sketch the coastline or river system and label each stage. If you are revising English literature, create character maps showing links and tensions between characters.

The act of creating the image is part of the learning.

Images are especially useful for revision

When revision time comes, students often realise they have pages and pages of notes but no quick way of seeing the whole topic.

This is where image-based revision wins.

One side of A4 with a large diagram, key words and arrows can often replace several pages of notes. It also makes it much easier to test yourself. Cover the labels. Redraw the process. Explain the image out loud. Recreate it from memory.

That last one is particularly powerful:
look, cover, redraw, check.

If you can recreate the image, you probably understand the topic far better than if you have simply read about it six times while slowly eating biscuits.

Digital or hand-drawn?

Both work.

Hand-drawn images are often better for memory because physically creating them slows thinking down and forces selection of what matters.

Digital images are useful when:

• you want neat versions for later revision

• you are combining photos, screenshots or diagrams

• you want to share learning resources

• you are producing teaching materials

A good approach is often to sketch by hand first, then produce a cleaner version later if needed.

A few simple rules

When making images for learning:

• keep them clear

• do not overcrowd them

• use colour with purpose

• label everything properly

• include only the key facts

• make connections obvious with arrows or grouping

• test yourself from the image afterwards

If the image looks impressive but teaches you nothing, it has failed. If it looks simple but helps you remember a difficult idea, it has done its job.

Final thought

Creating images to aid learning is not a childish trick. It is a highly effective study technique. Whether it is a mind map, diagram, flow chart, sketch or visual memory aid, the right image can make learning clearer, faster and more memorable.

So next time you are revising, do not just write more notes.

Draw the idea. Map it. Label it. Turn it into something your brain can actually see.

It may not be a masterpiece — but it might just help the knowledge stay put.

 Creating Mnemonics to Aid Memory When Learning and Revising

One of the most powerful tools students can use when learning new material is the mnemonic. It sounds technical, but in reality it’s simply a memory trick that helps your brain store and retrieve information more easily.

When you are learning a large syllabus — such as GCSE or A-Level science — remembering long lists, sequences or classifications can become overwhelming. A good mnemonic compresses lots of information into something short, memorable, and sometimes slightly silly.

And the silly part is important — the brain remembers unusual or amusing patterns far better than dull lists.

---

What Is a Mnemonic?

A mnemonic is a memory aid that turns information into something easier to remember, often by using:

• Acronyms

• Acrostic sentences

• Rhymes

• Visual imagery

• Patterns or stories

They are extremely useful when learning content for the first time and again when revising before exams.

---

Example 1: Planets of the Solar System

Many students remember the order of the planets using:

My Very Easy Method Just Speeds Up Naming Planets

• M – Mercury

• V – Venus

• E – Earth

• M – Mars

• J – Jupiter

• S – Saturn

• U – Uranus

• N – Neptune

The sentence itself is meaningless, but the first letters trigger the correct order.

---

Example 2: Biology Classification

Students often struggle to remember the biological classification hierarchy.

King Philip Came Over For Good Soup

• Kingdom

• Phylum

• Class

• Order

• Family

• Genus

• Species

Once learned, this mnemonic can unlock an entire exam question.

---

Example 3: The Colours of the Spectrum

The visible spectrum is often remembered as:

ROYGBIV

• Red

• Orange

• Yellow

• Green

• Blue

• Indigo

• Violet

Short, simple, and extremely effective.

---

Why Mnemonics Work

Mnemonics work because they use several principles of how the brain stores information:

Chunking
Breaking large amounts of information into smaller pieces.

Association
Linking new information to something familiar.

Pattern recognition
The brain remembers patterns far more easily than random facts.

Emotion or humour
Funny or unusual sentences stick in memory.

---

A Trick I Recommend to Students

When creating your own mnemonic:

1. Use humour — the stranger the sentence, the better.

2. Keep it short — long sentences defeat the purpose.

3. Make it visual — imagine the scene in your head.

4. Write it on flashcards or add it to a mind map.

For example, students studying electricity sometimes remember circuit laws with their own phrases, which they remember far better than textbook wording.

---

Mnemonics + Flashcards = Powerful Revision

Mnemonics work particularly well when combined with:

• Flashcards

• Mind maps

• The Leitner system

• Traffic-light revision methods

These techniques reinforce the same information from multiple angles, strengthening memory pathways.

---

A Final Thought

The best mnemonics are the ones you invent yourself.

They might make absolutely no sense to anyone else — but if they make you smile and remember the information in the exam, they have done their job perfectly.

After all, if a strange sentence about King Philip and his soup can help you remember biological classification for the rest of your life, that’s a pretty good return on investment.

 

Traffic Light Your Knowledge

A simple but powerful way to start learning effectively

One of the biggest mistakes students make when revising is starting with what they already know. It feels productive… but it isn’t always the most efficient use of time.

A much better starting point is to “traffic light” the syllabus.

This method is simple, visual, and extremely effective for GCSE and A-Level students.

---

Step 1: Get the Official Syllabus

Start with the actual exam board specification (AQA, Edexcel, OCR, etc.).

Every topic that could appear in the exam is listed there. Think of it as the examiner’s checklist.

Print it out or open it on a tablet.

---

Step 2: Colour Code Each Topic

Now go through the specification and mark each item:

🟢 Green – I understand this well

• I could answer exam questions on it now

• I could explain it to someone else

🟠 Amber – I partly understand it

• I recognise the topic

• But I would struggle with harder exam questions

🔴 Red – I don’t understand this yet

• I have little or no confidence in this area

• This is where the learning needs to start

---

Step 3: Build Your Learning Plan

Once the syllabus is colour coded, the priorities become obvious.

Start with:

1️⃣ Red topics first – this is where the biggest gains are
2️⃣ Amber topics second – practice questions help here
3️⃣ Green topics last – occasional review only

Many students discover that only 20–30% of the syllabus is actually “red”. Fix those areas and your grade can improve dramatically.

---

Step 4: Turn Reds into Ambers

For each red topic:

• Watch a teaching video

• Read the textbook explanation

• Make a mind map or notes

• Attempt a few exam questions

Once you start getting questions right, move the topic from red → amber.

---

Step 5: Revisit Regularly

Learning isn’t a one-off event.

Re-traffic-light your syllabus every few weeks.

You’ll often see progress like this:

🔴 → 🟠 → 🟢

That visual progress is incredibly motivating.

---

Why This Works

After 40 years of teaching, one thing is clear:

Students often don’t know what they don’t know.

Traffic lighting the syllabus makes the gaps visible — and once you can see them, you can fix them.

It turns revision from random activity into a clear plan.

---

✔ Simple
✔ Visual
✔ Examiner-focused
✔ Highly effective

And best of all… it takes less than 30 minutes to set up.

Why Team Learning Can Be More Effective Than Studying Alone

 

Why Team Learning Can Be More Effective Than Studying Alone

Most students imagine revision as a solitary activity: one desk, one set of notes, one slightly worried student surrounded by textbooks and empty coffee mugs. And while individual study certainly has its place, learning as a team can often be far more effective.

In fact, some of the best understanding happens when students work together.

Explaining Forces Understanding

One of the most powerful learning tools is teaching someone else.

When a student explains a concept to a friend, something interesting happens. They are forced to organise their thoughts clearly and fill in the gaps in their own understanding.

Many students think they understand a topic—until they try to explain it.

Suddenly they discover:

• The bit they never quite understood

• The step they always skipped

• The formula they memorised but never really grasped

Teaching exposes weak areas quickly, and fixing those gaps leads to much deeper learning.

Different Brains See Different Things

A group of students rarely think in exactly the same way.

One student might be strong at algebra.
Another might be brilliant at visualising physics problems.
Another might remember key definitions or biological processes.

When they work together, the group becomes stronger than any individual member.

Often one student will say something like:

“Oh, I thought about it this way…”

—and suddenly the whole problem becomes clearer.

Team Learning Keeps Motivation High

Studying alone can become tiring and demotivating, especially during long revision periods.

Working in a team introduces:

• Discussion

• Competition

• Shared problem solving

• A bit of humour when things go wrong

It also adds accountability. If you say you are meeting friends to revise at 4pm, you are far more likely to actually turn up prepared.

The Best Team Learning Method

Team learning works best when it is structured, not just chatting around a table.

A good format is:

1. Each person revises a topic first

2. One person explains the topic to the group

3. The group asks questions

4. Everyone tries exam-style questions together

This process turns passive revision into active learning.

The One Rule: Small Groups Work Best

There is one important rule: keep the group small.

Two to four students is ideal.

Any more than that and the session can easily become social rather than productive.

Final Thought

Learning alone helps you concentrate.
But learning in a team helps you understand.

The most successful students often use both approaches:

• Individual study for focus

• Group study for discussion and deeper understanding

And occasionally, the best learning moment of all is when someone says:

“Wait… I think we’ve all been doing this wrong.”

That is when real learning begins.