[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-173990-en":3,"doc-seo-173990-105":30,"detail-sidebar-cat-1-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},173990,962075114765,"Quinn","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",1,158,"General","GCSE 9-1 Mathematics (Edexcel) - Two-year Scheme of Work - Level 2 Extended Maths Certificate (EMC) Higher Tier only","Two-year scheme of work for Pearson Edexcel GCSE (9–1) Mathematics (1MA1), designed for Higher Tier students and structured using a five-term model across two years. The plan organizes content into units and sub-units to support flexible topic sequencing, linking each unit to specification references and Level 2 Extended Mathematics Certificate (EMC) references. Every sub-unit includes estimated teaching time, student learning objectives, success criteria, reasoning and problem-solving opportunities, common misconceptions, and teaching notes, plus EMC-specific guidance and resources.","Pearson \u000bEdexcel Level 1/Level 2 GCSE \u000b(9 – 1) in Mathematics (1MA1)\nTwo-year Scheme of Work\nLevel 2 Extended Maths Certificate Edition\nHigher Tier only\n\u000f\nIntroduction\nThis scheme of work is based upon a five-term model over two years for 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 units and sub-units, so that there is greater flexibility for moving topics around to meet planning needs.\nEach unit contains:\nTier\nContent, referenced back to the specification and includes the relevant Level 2 Extended Mathematics Certificate (EMC) specification references (always in orange font)\nPrior knowledge\nKeywords\nEach sub-unit contains:\nRecommended teaching time, though of course this is adaptable according to individual teaching needs. Teachers should be aware that the estimated teaching hours are approximate and should be used as a guideline only.\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.\nEMC specific information\nOur free support for the GCSE Mathematics specification (1MA1) and the EMC specification can be found on the Edexcel Maths and Statistics website (\u0013 HYPERLINK \"https://qualifications.pearson.com/en/subjects/mathematics.html\" \u0014https://qualifications.pearson.com/en/subjects/mathematics.html\u0015) and on the Maths Emporium (\u0013 HYPERLINK \"https://mathsemporium.com/\" \u0014https://mathsemporium.com/\u0015).\nTo keep up to date with all the free support we release on the Maths Emporium, download our free app\n\u000f\nGCSE Mathematics (1MA1)\nHigher Tier\nScheme of Work\u000b(with embedded Level 2 Extended Mathematics Certificate content)\n\u000f\n\u0013 HYPERLINK  \\l \"HOverview\" \u0014Return to Overview\n\u0015SPECIFICATION REFERENCES\nN2 \tapply the four operations, including formal written methods, to integers, decimals … both positive and negative; understand and use place value (e.g. working with very large or very small numbers, and when calculating with decimals)\nN3\trecognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions); use conventional notation for priority of operations, including brackets, powers, roots and reciprocals\nN4 \tuse the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem\nN5 \tapply systematic listing strategies including use of the product rule for counting (i.e. if there are m ways of doing one task and for each of these, there are n ways of doing another task, then the total number of ways the two tasks can be done is m × n ways)\nN6\tuse positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number\nN7\tcalculate with roots and with integer and fractional indices\n(N1.1 Calculate with integer, negative and fractional indices)\nN8\tcalculate exactly with surds; simplify surd expressions involving squares \u000b(e.g. √12 = √(4 × 3) = √4 × √3 = 2√3)\n(N1.2 Calculate exactly with surds; simplify surd expressions involving squares, (e.g. √12 = √(4 × 3) = √4 × √3 = 2√3 ) and rationalise denominators)\nN9 \tcalculate with and interpret standard form A x 10n, where 1 ≤ A \u003C 10 and n is an integer.\nN14 \testimate answers; check calculations using approximation and estimation, including answers obtained using technology\nN15 \tround numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); …\nPRIOR KNOWLEDGE\nIt is essential that students have a firm grasp of place value and be able to order integers and decimals and use the four operations.\nStudents should have ","cbCaihcDXe8UFqN0","https://ap.wps.com/l/cbCaihcDXe8UFqN0","docx",1107173,84,"English","en",105,"# Introduction\n# GCSE Mathematics (1MA1) - Higher Tier Scheme of Work\n## Specification references (N2, N3, N4, N5, N6, N7, N8, N9, N14, N15)\n## Prior knowledge\n## Keywords\n## Objectives\n## Possible success criteria\n## Opportunities for reasoning/problem-solving","[{\"question\":\"How is the two-year scheme of work structured for GCSE Mathematics 1MA1 Higher Tier students?\",\"answer\":\"It follows a five-term model over two years, organized into units and sub-units to allow flexibility when moving topics to meet planning needs.\"},{\"question\":\"What does each unit include in the scheme of work?\",\"answer\":\"Each unit contains Tier information, content referenced back to the specification, and relevant Level 2 Extended Mathematics Certificate (EMC) specification references.\"},{\"question\":\"What elements are provided for each sub-unit?\",\"answer\":\"Each sub-unit includes recommended teaching time, student objectives, possible success criteria, opportunities for reasoning/problem-solving, common misconceptions, general teaching notes, and EMC-specific information.\"}]","GCSE 9-1 Mathematics (Edexcel) - Two-year Scheme of Work - Level 2 Extended Maths Certificate (EMC) Higher Tier only | DOCX",1788309031,29,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":28},"gcse-9-1-mathematics-edexcel-two-year-scheme-of-work-level-2-extended-maths-certificate-emc-higher-tier-only","",{"@graph":36,"@context":87},[37,54,70],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/general/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/gcse-9-1-mathematics-edexcel-two-year-scheme-of-work-level-2-extended-maths-certificate-emc-higher-tier-only/173990/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":69},"InteractionCounter",{"@type":68},"ViewAction",5,{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"How is the two-year scheme of work structured for GCSE Mathematics 1MA1 Higher Tier students?","Question",{"text":77,"@type":78},"It follows a five-term model over two years, organized into units and sub-units to allow flexibility when moving topics to meet planning needs.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"What does each unit include in the scheme of work?",{"text":82,"@type":78},"Each unit contains Tier information, content referenced back to the specification, and relevant Level 2 Extended Mathematics Certificate (EMC) specification references.",{"name":84,"@type":75,"acceptedAnswer":85},"What elements are provided for each sub-unit?",{"text":86,"@type":78},"Each sub-unit includes recommended teaching time, student objectives, possible success criteria, opportunities for reasoning/problem-solving, common misconceptions, general teaching notes, and EMC-specific information.","https://schema.org",{"og:url":52,"og:type":89,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":91,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":94},[95,100,105,110,115,120,125,130,134],{"id":96,"doc_module":11,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},11,"Presentations",90,"presentations",{"id":101,"doc_module":11,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},12,"Resumes",80,"resumes",{"id":106,"doc_module":11,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},14,"Invoices",70,"invoices",{"id":111,"doc_module":11,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},15,"Posters",60,"posters",{"id":116,"doc_module":11,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},16,"Social Media",50,"social-media",{"id":121,"doc_module":11,"doc_module_name":46,"category_name":122,"show_sort_weight":123,"slug":124},17,"Forms",40,"forms",{"id":126,"doc_module":11,"doc_module_name":46,"category_name":127,"show_sort_weight":128,"slug":129},18,"Letters",30,"letters",{"id":131,"doc_module":11,"doc_module_name":46,"category_name":132,"show_sort_weight":69,"slug":133},21,"Paper Templates","papers-templates",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":4,"slug":135},"general-158"]