A beautifully crafted GCSE Maths Foundation Scheme of Work for Years 9, 10 and 11, designed and delivered by experienced mathematics teachers. Included is a complete three-year curriculum overview covering Years 9, 10 and 11, providing a clear picture of how the Foundation curriculum is sequenced and developed from Year 9 through to GCSE. Alongside the three-year overview, the scheme includes a comprehensive overview for each individual year group, followed by detailed plans for every unit. Each unit plan includes: • Clear lesson objectives and learning outcomes • Common misconceptions and strategies to address them • Detailed teaching guidance • Differentiation and adaptability ideas • Support and scaffolding strategies for SEND students • Extension and challenge ideas for higher-attaining students • Links to high-quality teaching and learning resources • Literacy opportunities • Careers links • SMSC opportunities This scheme of work has been carefully compiled, refined and developed over a three-year period, drawing on extensive classroom experience and ongoing curriculum review. It was created alongside day-to-day teaching, allowing the content to be continually adapted and improved in response to student needs, progress and outcomes. Particular attention has been given to adaptability and differentiation. The plans provide practical ideas for supporting students who need additional scaffolding, including SEND learners, while also offering opportunities to stretch and challenge higher-end students within a Foundation curriculum. The result is a practical, classroom-tested scheme of work that has supported teachers, strengthened curriculum delivery and contributed to some brilliant results across the department. All documents included are provided in fully editable formats, allowing departments and individual teachers to adapt the materials to suit their own curriculum, teaching style and students’ needs. Save hours of planning Rather than starting your GCSE Foundation curriculum from scratch, benefit from three years of planning, teaching, evaluation and refinement in one complete resource. This is a scheme of work that has been built in the classroom, tested with real students and refined over time. It provides a strong starting point for departments looking to improve consistency, reduce planning time and deliver a well-sequenced GCSE Maths Foundation curriculum. A resource built by teachers, for teachers, with the realities of GCSE Maths classrooms at its heart.

GCSE Maths Higher: Formula and Facts Booklet A clear and comprehensive booklet covering most of the essential mathematical facts and formulae required for GCSE Maths at Higher tier. This vibrant resource features carefully structured content, clear diagrams, and dedicated space for pupils’ own notes, making it ideal for classroom teaching, independent study, and revision. Suitable for all GCSE exam boards, it provides a reliable, well-organised reference that supports secure understanding and confident exam preparation. Designed to be fully interactive, the booklet can be used effectively both in school and at home, encouraging active engagement with key concepts and supporting long-term consolidation of learning. Flexible ways to use the booklet: • Print for students, selecting or omitting pages to adapt for Foundation level • Screenshot key pages for use in lesson slides • Print in A3 to create display posters or desk mats A versatile resource with a wide range of practical classroom applications. Buy it today!

GCSE Maths - Foundation Formula and Facts Booklet A single booklet that covers all the important maths facts and maths formulae your pupils will need for GCSE Maths at Foundation tier. A colourful resources that includes diagrams and blank notes section that will help you and your pupils prepare and revise for their GCSE Maths exam. Suitable for all GCSE exam boards - get one today!

Isn’t it the case that pupils tend to forget a lot of the maths knowledge and skills that they are taught? Do you not find that previous knowledge is replaced with newly taught content? Isn’t it time that pupils are assessed against some of their previously taught knowledge alongside some more recent content? Yes! It’s time for a Knowledge Retrieval Test. Find attached a brilliantly devised test to aid pupil recall of basic maths knowledge and skills. This test is designed or a middle ability class in Year 8 and ideally used in autumn term. Pupils are given 45 minutes to complete the test and correct final answers are given a mark (no method marks are awarded). This resource includes a set A and set B version, which has the same questions but with numbers carefully changed. The set B version of the test can be used to re-test the whole class or pupils who achieve a lower than expected score. This resource includes all test papers, answers, and solutions. 5 attachments in total. Pupils are motivated to do well and enjoyed being assessed a range of content. It was great to see how many were able to recall expected knowledge and how well they had grasped some of the more recent topics taught - progress was demonstrated!

Isn’t it the case that pupils tend to forget a lot of the maths knowledge and skills that they are taught? Do you not find that previous knowledge is replaced with newly taught content? Isn’t it time that pupils are assessed against some of their previously taught knowledge alongside some more recent content? Yes! It’s time for a Knowledge Retrieval Test. Find attached a brilliantly devised test to aid pupil recall of basic maths knowledge and skills. This test is designed or a middle ability class in Year 8 and ideally used in autumn term. Pupils are given 45 minutes to complete the test and correct final answers are given a mark (no method marks are awarded). This resource includes a set A and set B version, which has the same questions but with numbers carefully changed. The set B version of the test can be used to re-test the whole class or pupils who achieve a lower than expected score. This resource includes all test papers, answers, and solutions. 4 attachments in total. Pupils are motivated to do well and enjoyed being assessed a range of content. It was great to see how many were able to recall expected knowledge and how well they had grasped some of the more recent topics taught - progress was demonstrated!