This Week in Maths is here to save busy maths teachers a little time by scanning the latest updates across maths education, assessment, CPD, research and classroom resources.
This week’s theme is final papers, foundations and planning ahead. There is a live post-16 consultation closing very soon, a useful EEF response, GCSE Paper 2/3 reminders, fully funded Maths Hubs CPD to consider for next year, and some timely revision resources that may help with the last push before the remaining GCSE maths papers.
As ever, the aim is not to list everything. It is to pick out the few things that are genuinely worth knowing.
The 5-minute version
| Priority | What matters | Who should care | Useful action |
|---|---|---|---|
| High | DfE’s Level 1 English and maths consultation closes on 2 June. | Post-16 maths leads, GCSE resit teachers, FE colleagues, senior leaders. | Read the consultation and respond if your school or college has a view. |
| High | GCSE maths Paper 2 is this week for AQA and Pearson Edexcel, with Paper 3 on 10 June. | GCSE maths teachers, tutors, Year 11 teams. | Keep final revision focused, calm and broad rather than trying to predict too tightly. |
| Medium | EEF has published a response to the Level 1 consultation. | Intervention leads, resit teachers, HoDs. | Use it as a prompt to review how targeted your support really is. |
| Medium | Maths Hubs CPD opportunities for 2026/27 are available. | HoDs, CPD leads, trust maths leads. | Choose one or two CPD priorities before the end-of-year rush. |
| Medium | Corbettmaths Paper 2/3 resources are available for major boards. | GCSE teachers and tutors. | Use selectively for practice, not as a replacement for broad revision. |
What happened:
The Department for Education consultation on proposed 16 to 19 Level 1 English and maths qualifications closes at 11:59pm on 2 June 2026. The proposals are aimed at students aged 16–19 with prior GCSE attainment at grade 2 or below. The consultation covers the intended cohort, qualification structure, content, achievement and grading. Source: DfE Level 1 English and maths consultation.
Why it matters:
This is mainly a post-16 issue, but it matters to secondary maths departments too. The decisions made about post-16 foundation routes affect the pupils currently moving through Key Stage 4, especially those who are likely to need a different bridge towards GCSE success after Year 11.
For maths leaders, the bigger question is not just “what qualification?” but “what support actually helps lower-prior-attaining pupils build secure foundations?”
Useful action:
Post-16 and resit colleagues should review the consultation before the deadline. Secondary HoDs may also want to speak to local colleges or sixth-form teams about what the proposed route could mean for pupils currently working below grade 3.
2. EEF’s response gives a useful evidence-informed angle
What happened:
The Education Endowment Foundation published its response to the government’s Level 1 English and maths consultation on 29 May 2026. Source: EEF response to the Level 1 English and maths consultation.
Why it matters:
This is worth noting because post-16 maths support can easily become a structural debate about qualifications, hours and compliance. Those things matter, but they do not guarantee better learning. The practical classroom issue is whether students receive teaching that identifies gaps accurately, gives them enough time to practise, and helps them experience genuine progress.
That is a useful lens for Key Stage 3 and Key Stage 4 intervention too. The name of the qualification may change. The core teaching problem remains the same: pupils need secure number, proportional reasoning, algebraic fluency and confidence built through repeated success.
Useful action:
Use this as a prompt to review one intervention group. Are pupils practising the right things? Are gaps being spotted quickly? Are they seeing progress? Is the teacher workload sustainable?
3. GCSE Paper 2/3 revision needs to stay calm, broad and useful
What happened:
For AQA GCSE Mathematics, Paper 2 is listed for 3 June 2026 and Paper 3 for 10 June 2026, both in the morning. Source: AQA GCSE Mathematics key dates.
Pearson Edexcel’s final GCSE timetable also lists Mathematics Paper 2 for 3 June 2026 and Paper 3 for 10 June 2026, both in the morning. Source: Pearson Edexcel GCSE Summer 2026 timetable.
Why it matters:
This is the point in the exam season where pupils can easily become overwhelmed. Topic lists and predicted papers can be useful, but only if they are handled with care. Pupils still need to revise broadly. The safest message is: practise likely areas, but do not narrow the course too much.
Useful action:
Give pupils a short, focused plan for the final days: one mixed paper, one gap-fix session, one formulae/units/geometry check, and one confidence-building task. Avoid sending them away with a huge unprioritised list.
Resource worth saving:
Corbettmaths Paper 2/3 preparation materials
Resource name:
Corbettmaths GCSE Paper 2/3 preparation materials.
Best for:
Year 11 final revision, tutor sessions, independent practice and short focused lessons before Papers 2 and 3.
Why it is useful:
The resources include board-specific unseen-topic checklists, preparation papers and answers. There are separate pages for Edexcel and AQA, with OCR materials also available. Sources: Corbettmaths Edexcel Paper 2 and 3, Corbettmaths AQA Paper 2 and 3, and Corbettmaths OCR Paper 2, 3, 5 and 6.
Use it on Monday:
Pick one checklist and one short section of a preparation paper. Ask pupils to complete it under calm conditions, self-mark with support, then write three things they will revise before Paper 2. Keep it precise.
Research/evidence corner
No major new maths-specific trial result stood out this week, so I have not forced one in.
The most useful evidence-informed item is EEF’s response to the Level 1 English and maths consultation. It is a helpful reminder that foundation support should not just mean more time or another qualification. It needs well-targeted teaching, clear diagnosis, regular practice and careful implementation. Source: EEF response to the Level 1 English and maths consultation.
For maths departments, the practical point is simple: intervention should be judged by whether pupils are learning the right things and becoming more confident, not just by whether another session has been added to the timetable.
Exam, assessment and policy watch
GCSE
The immediate GCSE reminder is Paper 2/3 timing. AQA and Pearson Edexcel both list GCSE Mathematics Paper 2 on 3 June and Paper 3 on 10 June, both morning sessions. Always check your own board and centre timetable before sharing dates with pupils. Sources: AQA GCSE Mathematics key dates and Pearson Edexcel GCSE Summer 2026 timetable.
Ofqual has also confirmed that formulae sheets for GCSE mathematics, and equation sheets for GCSE physics and combined science, will continue from 2028 onwards for the lifetime of current specifications. Source: Ofqual GCSE formulae and equation sheet decision.
A level / Core Maths
No major A level or Core Maths assessment update stood out this week. The most useful related item is CPD planning through Maths Hubs, NCETM, AMSP and MEI routes.
Primary / SATs
The 2026 KS2 mathematics test materials, administration instructions and mark schemes are now available. Secondary colleagues may find them useful for Year 6–7 transition work or light-touch numeracy gap analysis. Source: STA 2026 KS2 mathematics test materials.
Policy / regulation
The main live policy item is the DfE Level 1 English and maths consultation, which closes on 2 June 2026. Source: DfE Level 1 English and maths consultation.
One thought for maths leaders
The final GCSE push and the post-16 Level 1 consultation point to the same leadership question: how do we help pupils build secure foundations without making support feel like failure?
The best intervention systems are calm, specific and routine. Pupils know what they are practising. Teachers know which gaps matter most. Progress is visible. Feedback is quick. The work is not glamorous, but it is often the work that changes a pupil’s view of themselves as a mathematician.
A sensible next step would be to review one current intervention routine and ask: is it targeted enough, regular enough and manageable enough to survive next year?
One Numeracy Ninjas note
This week’s theme fits closely with what Ninjas Essentials is designed to support: short, regular numeracy practice, clear skill coverage, self-marking slides and visible progress without adding heavy marking load.
For pupils who need stronger foundations, five focused minutes a day can be more useful than occasional large revision pushes.
Closing question
Seen a useful maths link, CPD opportunity, resource, research summary or classroom idea for next week’s round-up?
Send it over and I’ll consider it for the next This Week in Maths. admin@numeracyninjas.org