A two-year, topic-by-topic sequence built on visual-first teaching, cooperative activities and an examiner-first reading of the syllabus. Supplied in formats you can edit, not locked PDFs.
Every unit names the core visual or model that carries the idea, the cooperative structure that teaches it, the practical that grounds it, the maths skill it needs, and the examiner trap it pre-empts. Lesson counts are sized from Cambridge time guidance and are yours to change.
Take the working grid for filtering and planning, the narrative version for reading and annotating, or both. Each is yours to adapt to your school's calendar, set sizes and ability profile.
Three sheets: a read-me with the active-learning key, the full scheme as one filterable row-per-unit grid, and an assessment map that totals lessons and time per topic area automatically.
The same scheme as a clean, annotatable document: how to use it, the teaching rationale, a time-allocation table, then every unit broken out with its visual, cooperative structure and examiner note.
One core model per unit (a free-body diagram, a Sankey flow, a ray diagram, a field-line plot) carries the idea before the algebra. Units link back to that shared picture, so the course builds one connected diagram.
Named structures with built-in accountability, Jigsaw-IV in particular, so explaining becomes the means of learning rather than an afterthought.
Each unit flags the misconception or marking trap examiners reward or penalise, so teaching pre-empts the error instead of finding it at the mock.
built around how examiners actually markEach topic area carries a note on what to revisit and when, so earlier ideas are rehearsed inside later units instead of taught once and forgotten.