3 year Maths GCSE - Three-year Scheme of Work

Sep 5, 2026

Upload by Graffin

Three-year scheme of work for Pearson Edexcel Level 1/Level 2 GCSE (9–1) Mathematics (1MA1), designed for first teaching from September 2014. The programme follows an eight-term model across both Foundation and Higher tiers, structured into flexible units and sub-units. For each unit and sub-unit it specifies tier, specification-linked content, prior knowledge, keywords, recommended teaching time, student objectives, success criteria, common misconceptions, and notes, with approximate teaching hours treated as guidance.

LanguageEnglish

CategoryExam

FormatPDF

Pages159

Reading Time6 h 41 min

AccessFree to download

Introduction

Foundation Scheme of Work

Foundation course overview

Foundation units

Higher Scheme of Work

Higher course overview

Higher units

Changes made for Issue 2

Changes made for Issue 3

Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in Mathematics (1MA1) Three-year Scheme of Work For first teaching from September 2014 Issue 3 (November 2015) Contents Introduction 5 Foundation Scheme of Work 7 Foundation course overview 9 Foundation units 11 Higher Scheme of Work 75 Higher course overview 77 Higher units 79 Changes made for Issue 2 149 Changes made for Issue 3 155 Introduction This scheme of work is based upon an eight-term model over three years for both Foundation and Higher tier students. It can be used directly as a scheme of work for the GCSE Mathematics specification (1MA1) . The scheme of work is broken up into two tiers, and then into units and sub-units, so that there is greater flexibility for moving topics around to meet planning needs. Each unit contains: 􀁸 Tier 􀁸 Contents, referenced back to the specification 􀁸 Prior knowledge 􀁸 Keywords. Each sub-unit contains: 􀁸 Recommended teaching time, though of course this is adaptable according to individual teaching needs 􀁸 Objectives for students at the end of the sub-unit 􀁸 Possible success criteria for students at the end of the sub-unit 􀁸 Common misconceptions 􀁸 Notes for general mathematical teaching points. Teachers should be aware that the estimated teaching hours are approximate and should be used as a guideline only. More information on teaching time for the GCSE Mathematics specification (1MA1) can be found on p.20 of our Getting Started document on the Edexcel mathematics website ([http://qualifications.pearson.com/en/home.html](http://qualifications.pearson.com/en/home.html)). Additions and amendments to the text from Issue 2 (February 2015) are marked with vertical lines in the margins; a full list of the changes for Issues 2 and 3 can be found on p.149ff. and p.155ff. below respectively. The most significant change for Issue 2 was that Foundation units 5 and 7 were swapped round. The most significant change for Issue 3 has been the addition of the “Opportunities for reasoning/problem solving feature” that already appears in the two-year scheme of work. More information on our free support for the GCSE Mathematics specification (1MA1) can be found on the Edexcel mathematics website ([http://qualifications.pearson.com/en/home.html](http://qualifications.pearson.com/en/home.html)) and on the Emporium ([www.edexcelmaths.com](www.edexcelmaths.com)). GCSE Mathematics (1MA1) Foundation Tier Scheme of Work | Unit Title
Estimated hours | | | | | --- | --- | --- | --- | | 1 | a
b
c
d | Integers and place value | 6 | | | | Decimals | 5 | | | | Indices, powers and roots | 7 | | | | Factors, multiples and primes | 6 | | 2 | a
b
c | Algebra: the basics | 8 | | | | Expanding and factorising single brackets | 6 | | | | Expressions and substitution into formulae | 7 | | 3 | a
b
c
d | Tables | 7 | | | | Charts and graphs | 7 | | | | Pie charts | 4 | | | | Scatter graphs | 6 | | 4 | a
b
c | Fractions | 7 | | | | Fractions, decimals and percentages | 4 | | | | Percentages | 7 | | 5 | a
b
c | Equations | 7 | | | | Inequalities | 5 | | | | Sequences | 7 | | 6 | a
b | Properties of shapes, parallel lines and angle facts | 10 | | | | Interior and exterior angles of polygons | 6 | | 7 | a
b | Statistics and sampling | 4 | | | | The averages | 6 | | 8 | a
b | Perimeter and area | 10 | | | | 3D forms and volume | 6 | | 9 | a
b | Real-life graphs | 9 | | | | Straight-line graphs | 6 | | 10 | a
b | Transformations I: translations, rotations and reflections | 6 | | | | Transformations II: enlargements and combinations | 8 | | 11 | a
b | Ratio | 6 | | | | Proportion | 6 | | 12 | | Right-angled triangles: Pythagoras and trigonometry | 6 | | a 13
b | | Probability I | 5 | | | | Probability II | 9 | | 14 | | Multiplicative reasoning | 7 | | a 15
b | | Plans and elevations | 6 | | | | Constructions, loc

FAQs

What structure does the scheme of work use for Foundation and Higher tiers?

It uses an eight-term model over three years, broken into two tiers and then into units and sub-units for flexible topic planning.

What information is included for each unit in the scheme?

Each unit includes the tier, content referenced back to the specification, prior knowledge, and keywords.

What guidance is provided at sub-unit level for teaching planning?

Each sub-unit includes recommended teaching time (adjustable), end-of-sub-unit objectives, possible success criteria, common misconceptions, and notes for general mathematical teaching points.

Sep 5, 2026

Upload by Graffin