These are an attempt to break from the monotony of past papers in the run up to exam season. I have taken 2 or 4 (depending on whether they will fit on a page!) questions from past papers and put them on one sheet; I will photocopy onto A3 for students to have a go in groups and discuss. The aims/rules etc are all listed if you wish to follow them and hopefully they all make sense. I have also provided answers.

This is a booklet of 29 worksheets that can be used for either revision, homework or those students who have missed work with each containing a QR code that will scan to a short tutorial video. It is designed to cover the entire GCSE data curriculum. I have tried to order the sheets in a logical way, although not necessarily in "difficulty" order, the topics are grouped. These are the Word files so they can be edited to your own preference.

I needed some surds practice so designed this. It moves through simplifying surds, surd calculations to rationalising the denominator. Discussion should be forthcoming as to the answer to the "spare". Now printable!

This was an idea I had in on the way to work one morning - Clive makes mistakes on his homework and you need to correct them, explaining the mistake he's made in each case. I intend to use this as a plenary or starter to check learning etc. They should create discussion too. There are 5 different mistakes to correct.

This was an idea I had in on the way to work one morning - Clive makes mistakes on his homework and you need to correct them, explaining the mistake he’s made in each case. I intend to use this as a plenary or starter to check learning etc. They should create discussion too. There are 5 different mistakes to correct on two separate sheets; number 2 cover negative and fractional indices.

These are an attempt to break from the monotony of past papers in the run up to exam season. I have taken 2 questions from past papers and put them on one sheet; I will photocopy onto A3 for students to have a go in groups and discuss. The aims/rules etc are all listed if you wish to follow them and hopefully they all make sense. I have also provided answers.

This worksheet is an attempt to get students comfortable with algebra, angles and proof. This starts with angles around a point and on a line and asks students to write down any relationships between angles. We then move on to polygons (including triangles) and look for relationships. The next stage is parallel lines and their angle properties, asking studetns to write angles in terms of another angle. Finally we have circle theorems and some simultaneous equations moving on to a couple of proofs. This should generate discussion and is designed to do so, especially the parts involving algebra plus the need to explain the angle property used in each case.

There are 6 spiders here: two on speed, two on density, one on population density and one on pressure. This is designed to create discussion as well as offering students the opportunity to practise new skills.

Three spiders on transformations (both describing and drawing) that getting increasingly challenging from spider 1 to spider 3. Spider 1 contains reflections in the x and y axes, translations and rotations about the origin. Spider 2 contains reflections in horizontal and vertical lines (x=n or y=n), rotations around points away from the origin, and an enlargement. Spider 3 contains reflections in diagonal lines (y=-x), roattions away from the origin and fractional and negative enlargements where the centre is not the origin. They should encourage discussion and I hope the diagrams are large enough (they are as large as I can make them).

There are six spiders to do: two on reading and writing numbers in standard form, two on multiplying and dividing and two on adding and subtracting. Each is designed to be a bit more difficult than the last with some opportunities for discussion.

Three "spiders" - the first two are general using of the theorem and the final one is more problem solving. This should encourage discussion, especially the final one.

Four trigonometry spiders: the first two involve right-angled triangles (one for finding sides and one for finding angles), the third involves non-right-angled triangles and the fourth involves 3D trigonometry. They should encourage discussion in class as they get more difficult from "12 o'clock" and moving clockwise.

Clive has two transformation homeworks (the second is more challenging than the first), but as usual he has made mistakes on each of the four questions. The students need to correct Clive's mistakes and explain what he has done wrong. This is designed to create discussion amongst students and with their teacher. The second involves negative and fractional scale factors of enlargements.

Clive's made mistakes on his homework again. This time it is on expanding brackets and factorising expressions. Students need to find Clive's error in each question. These are designed to assess understanding and to generate discussion.

Clive has made mistakes on his homework again. There are equations involving brackets, fractions, letters on "both sides" and different mistakers in each. This is to test students' understanding of solving linear equations and is designed to test typical mistakes and encourage discussion about these.

Clive's made mistakes on his homework again. This time it is on expanding two brackets and factorising quadratics. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive is having a go at some homework regarding speed, density and population density. As usual with these it is a case of spotting Clive's mistakes, correcting then explaining what he has done wrong. They are designed to create discussion points in class.

Clive is having more problems with his homework, but this time it's converting metric measures. Have a look at Clive's homework solutions, correct them and explain what he's done so that he doesn't make the same mistakes again. This activity really encourages discussion between students and teacher.

Clive has two homeworks to do on equations of lines but as usual he has made mistakes that need correcting and explaining so that he never makes those mistakes again. This is designed to create discussion and the second one is more challenging than the first.

Clive's made mistakes on his homework again. This time it is on solving quadratics, including the quadratic formula and completing the square in the final two questions. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.