[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-207705-en":3,"doc-seo-207705-105":31,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},207705,3573418547284,"Graffin","https://eur-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",4,"Exam","3 year Maths GCSE - Three-year Scheme of Work","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.","Pearson  \nEdexcel Level 1/Level 2 GCSE (9 – 1) in Mathematics (1MA1)  \nThree-year Scheme of Work  \nFor first teaching from September 2014  \nIssue 3 (November 2015)  \nContents  \nIntroduction 5  \nFoundation Scheme of Work 7  \nFoundation course overview 9  \nFoundation units 11  \nHigher Scheme of Work 75  \nHigher course overview 77  \nHigher units 79  \nChanges made for Issue 2 149  \nChanges made for Issue 3 155  \nIntroduction  \nThis 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) .  \nThe 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.  \nEach unit contains:  \n􀁸 Tier  \n􀁸 Contents, referenced back to the specification  \n􀁸 Prior knowledge  \n􀁸 Keywords.  \nEach sub-unit contains:  \n􀁸 Recommended teaching time, though of course this is adaptable according to individual teaching needs  \n􀁸 Objectives for students at the end of the sub-unit  \n􀁸 Possible success criteria for students at the end of the sub-unit  \n􀁸 Common misconceptions  \n􀁸 Notes for general mathematical teaching points.  \nTeachers 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)).  \nAdditions 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.  \nMore 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)).  \nGCSE Mathematics (1MA1) Foundation Tier  \nScheme of Work  \n\n| Unit Title\u003Cbr>Estimated hours |  |  |  |\n| --- | --- | --- | --- |\n| 1 | a\u003Cbr>b\u003Cbr>c\u003Cbr>d | Integers and place value | 6 |\n|  |  | Decimals | 5 |\n|  |  | Indices, powers and roots | 7 |\n|  |  | Factors, multiples and primes | 6 |\n| 2 | a\u003Cbr>b\u003Cbr>c | Algebra: the basics | 8 |\n|  |  | Expanding and factorising single brackets | 6 |\n|  |  | Expressions and substitution into formulae | 7 |\n| 3 | a\u003Cbr>b\u003Cbr>c\u003Cbr>d | Tables | 7 |\n|  |  | Charts and graphs | 7 |\n|  |  | Pie charts | 4 |\n|  |  | Scatter graphs | 6 |\n| 4 | a\u003Cbr>b\u003Cbr>c | Fractions | 7 |\n|  |  | Fractions, decimals and percentages | 4 |\n|  |  | Percentages | 7 |\n| 5 | a\u003Cbr>b\u003Cbr>c | Equations | 7 |\n|  |  | Inequalities | 5 |\n|  |  | Sequences | 7 |\n| 6 | a\u003Cbr>b | Properties of shapes, parallel lines and angle facts | 10 |\n|  |  | Interior and exterior angles of polygons | 6 |\n| 7 | a\u003Cbr>b | Statistics and sampling | 4 |\n|  |  | The averages | 6 |\n| 8 | a\u003Cbr>b | Perimeter and area | 10 |\n|  |  | 3D forms and volume | 6 |\n| 9 | a\u003Cbr>b | Real-life graphs | 9 |\n|  |  | Straight-line graphs | 6 |\n| 10 | a\u003Cbr>b | Transformations I: translations, rotations and reflections | 6 |\n|  |  | Transformations II: enlargements and combinations | 8 |\n| 11 | a\u003Cbr>b | Ratio | 6 |\n|  |  | Proportion | 6 |\n| 12 |  | Right-angled triangles: Pythagoras and trigonometry | 6 |\n| a 13\u003Cbr>b |  | Probability I | 5 |\n|  |  | Probability II | 9 |\n| 14 |  | Multiplicative reasoning | 7 |\n| a 15\u003Cbr>b |  | Plans and elevations | 6 |\n|  |  | Constructions, loc","cbCaimIwusOB1O4f","https://ap.wps.com/l/cbCaimIwusOB1O4f","pdf",1561761,3,1,159,"English","en",105,"# Introduction\n## Foundation Scheme of Work\n### Foundation course overview\n### Foundation units\n## Higher Scheme of Work\n### Higher course overview\n### Higher units\n## Changes made for Issue 2\n## Changes made for Issue 3","[{\"question\":\"What structure does the scheme of work use for Foundation and Higher tiers?\",\"answer\":\"It uses an eight-term model over three years, broken into two tiers and then into units and sub-units for flexible topic planning.\"},{\"question\":\"What information is included for each unit in the scheme?\",\"answer\":\"Each unit includes the tier, content referenced back to the specification, prior knowledge, and keywords.\"},{\"question\":\"What guidance is provided at sub-unit level for teaching planning?\",\"answer\":\"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.\"}]","3 year Maths GCSE - 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