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The document presents a five-term model across both Foundation and Higher tiers, structured into units and sub-units for flexible topic planning. 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Each sub-unit includes recommended teaching time, student objectives, success criteria, reasoning/problem-solving opportunities, common misconceptions, and general teaching notes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the scheme support flexible planning?",{"text":121,"@type":113},"Topics are organised into tiers, units and sub-units so teachers can move topics around to match planning needs while still covering specification requirements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619108,1792589937,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","Pearson \u000bEdexcel Level 1/Level 2 GCSE (9 – 1) in Mathematics (1MA1)\nTwo-year Scheme of Work\nFor first teaching from September 2015\nIssue 3 (September 2025)\n\u000f\u000f\nContents\n\u0013 TOC \\t \"main-head,1,level-1-head,2,Head2,3,appendix,2\" \u0014Introduction\t5\nFoundation Scheme of Work\t7\nFoundation course overview\t9\nFoundation units\t11\nHigher Scheme of Work\t71\nHigher course overview\t73\nHigher units\t75\nChanges made for Issue 3\t143\n\u0015\n\u000f\n\u000f\nIntroduction\nThis scheme of work is based upon a five-term model over two years for both Foundation and Higher tier students.\nIt 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:\nTier\nContents, referenced back to the specification\nPrior knowledge\nKeywords.\nEach sub-unit contains:\nRecommended teaching time, though of course this is adaptable according to individual teaching needs\nObjectives for students at the end of the sub-unit\nPossible success criteria for students at the end of the sub-unit\nOpportunities for reasoning/problem-solving\nCommon misconceptions\nNotes for general mathematical teaching points.\nTeachers should be aware that the estimated teaching hours are approximate and should be used as a guideline only. Further 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 (\u0013 HYPERLINK \"http://qualifications.pearson.com/en/home.html\" \u0014http://qualifications.pearson.com/en/home.html\u0015).\nOur free support for the GCSE Mathematics specification (1MA1) can be found on the Edexcel mathematics website (\u0013 HYPERLINK \"http://qualifications.pearson.com/en/home.html\" \u0014http://qualifications.pearson.com/en/home.html\u0015) and on the Emporium (\u0013 HYPERLINK \"http://www.edexcelmaths.com\" \u0014www.edexcelmaths.com\u0015).\nAdditions and amendments to the text from Issue 1 are marked with vertical lines in the margins; a full list of the changes for Issue 2 can be found on p.143 below.\n\u000f\n\u000f\nGCSE Mathematics (1MA1)\nFoundation Tier\nScheme of Work\n\u000f\n\u000f\nUnit\nTitle\nEstimated hours\n\u0013 HYPERLINK \\l \"Unit1\" \u00141\u0015\n\u0013 HYPERLINK \\l \"Unit1a\" \u0014a\u0015\nIntegers and place value\n4\n\u0013 HYPERLINK \\l \"Unit1b\" \u0014b\u0015\nDecimals\n3\n\u0013 HYPERLINK \\l \"Unit1c\" \u0014c\u0015\nIndices, powers and roots\n5\n\u0013 HYPERLINK \\l \"Unit1d\" \u0014d\u0015\nFactors, multiples and primes\n4\n\u0013 HYPERLINK \\l \"Unit2\" \u00142\u0015\n\u0013 HYPERLINK \\l \"Unit2a\" \u0014a\u0015\nAlgebra: the basics\n6\n\u0013 HYPERLINK \\l \"Unit2b\" \u0014b\u0015\nExpressions and substitution into formulae\n5\n\u0013 HYPERLINK \\l \"Unit3\" \u00143\u0015\n\u0013 HYPERLINK \\l \"Unit3a\" \u0014a\u0015\nTables, charts and graphs\n11\n\u0013 HYPERLINK \\l \"Unit3b\" \u0014b\u0015\nPie charts\n3\n\u0013 HYPERLINK \\l \"Unit3c\" \u0014c\u0015\nScatter graphs\n4\n\u0013 HYPERLINK \\l \"Unit4\" \u00144\u0015\n\u0013 HYPERLINK \\l \"Unit4a\" \u0014a\u0015\nFractions, decimals and percentages\n7\n\u0013 HYPERLINK \\l \"Unit4b\" \u0014b\u0015\nPercentages\n6\n\u0013 HYPERLINK \\l \"Unit5\" \u00145\u0015\n\u0013 HYPERLINK \\l \"Unit5a\" \u0014a\u0015\nEquations and inequalities\n9\n\u0013 HYPERLINK \\l \"Unit5b\" \u0014b\u0015\nSequences\n5\n\u0013 HYPERLINK \\l \"Unit6\" \u00146\u0015\n\u0013 HYPERLINK \\l \"Unit6a\" \u0014a\u0015\nProperties of shapes, parallel lines and angle facts\n7\n\u0013 HYPERLINK \\l \"Unit6b\" \u0014b\u0015\nInterior and exterior angles of polygons\n4\n\u0013 HYPERLINK \\l \"Unit7\" \u00147\u0015\nStatistics, sampling and the averages\n7\n\u0013 HYPERLINK \\l \"Unit8\" \u00148\u0015\nPerimeter, area and volume\n10\n\u0013 HYPERLINK \\l \"Unit9\" \u00149\u0015\n\u0013 HYPERLINK \\l \"Unit9a\" \u0014a\u0015\nReal-life graphs\n8\n\u0013 HYPERLINK \\l \"Unit9b\" \u0014b\u0015\nStraight-line graphs\n6\n\u0013 HYPERLINK \\l \"Unit10\" \u001410\u0015\nTransformations\n11\n\u0013 HYPERLINK \\l \"Unit11\" \u001411\u0015\n\u0013 HYPERLINK \\l \"Unit11a\" \u0014a\u0015\nRatio\n4\n\u0013 HYPERLINK \\l \"Unit11b\" \u0014b\u0015\nProportion\n5\n\u0013 HYPERLINK \\l \"Unit12\" \u001412\u0015\nRight-angled triangles: Pythagoras and trigonometry\n5\n\u0013 HYPERLINK \\l \"Unit13\" \u001413\u0015\nProbability\n12\n\u0013 HYPERLINK \\l \"Unit14\" \u001414\u0015\nMultiplicative reasoning\n7\n\u0013 HYPERLINK \\l \"Unit15\" \u001415\u0015\n\u0013 HYPERLINK \\l \"Unit15a\" \u0014a\u0015\nPlans and elevations\n5\n\u0013 HYPERLINK \\l \"Unit15b\" \u0014b\u0015\nConstructions, loci and bearings\n7\n\u0013 HYPERLINK \\l \"Unit16\" \u001416\u0015\n\u0013 HYPERLINK \\l \"","cbCaibben9gV2FzV","https://ap.wps.com/l/cbCaibben9gV2FzV","docx",498772,147,"English","# Introduction\n## Foundation Scheme of Work\n## Higher Scheme of Work\n## Changes made for Issue 3\n# Unit 1: Integers and place value\n# Unit 2: Algebra: the basics\n# Unit 3: Tables, charts and graphs\n# Unit 4: Fractions, decimals and percentages\n# Unit 5: Equations and inequalities\n# Unit 6: Properties of shapes, parallel lines and angle facts\n# Unit 7: Statistics, sampling and the averages\n# Unit 8: Perimeter, area and volume\n# Unit 9: Real-life graphs\n# Unit 10: Transformations\n# Unit 11: Ratio\n# Unit 12: Right-angled triangles: Pythagoras and trigonometry\n# Unit 13: Probability\n# Unit 14: Multiplicative reasoning\n# Unit 15: Plans and elevations\n# Unit 16: Quadratic equations: expanding and factorising\n# Unit 17: Circles, cylinders, cones and spheres\n# Unit 18: Fractions and reciprocals\n# Unit 19: Similarity and congruence in 2D\n# Unit 20: Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations","[{\"question\":\"What model is used for the two-year scheme of work?\",\"answer\":\"The scheme of work follows a five-term model across two years for both Foundation and Higher tier students.\"},{\"question\":\"How is each unit and sub-unit structured?\",\"answer\":\"Each unit includes tier contents referenced to the specification, prior knowledge and keywords. Each sub-unit includes recommended teaching time, student objectives, success criteria, reasoning/problem-solving opportunities, common misconceptions, and general teaching notes.\"},{\"question\":\"How does the scheme support flexible planning?\",\"answer\":\"Topics are organised into tiers, units and sub-units so teachers can move topics around to match planning needs while still covering specification requirements.\"}]","Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Mathematics (1MA1) - Two-year Scheme of Work - Issue 3 (September 2025) - September 2015 | DOCX",1792462474,370]