After exam season is over, I expect that Heads of Maths and Key Stage 5 Coordinators all over the country will be making plans for delivering the new A level from September.

Timings at A level always make me nervous. I hate having to rush my teaching. Linear A levels are meant to improve the situation, but I'm not convinced that there will be much chance to slow down.

My school (a suburban comprehensive school with a large Sixth Form) has nine hours a fortnight teaching time at A level. I recently did a poll on Twitter to find out how this compares to other schools. Here are the results:

At my previous school I only had eight hours a fortnight and it worked fine, mainly because the vast majority of my students got an A* in their maths GCSE. I now have a lot of students who got a B in their GCSE, so the start of the year has to go at a relatively slow pace. Instead of briefly revising surds, indices and quadratics, many students need these topics taught from scratch. The same will probably be true of grade 6 students starting A level maths this September.

Timings at A level always make me nervous. I hate having to rush my teaching. Linear A levels are meant to improve the situation, but I'm not convinced that there will be much chance to slow down.

My school (a suburban comprehensive school with a large Sixth Form) has nine hours a fortnight teaching time at A level. I recently did a poll on Twitter to find out how this compares to other schools. Here are the results:

At my previous school I only had eight hours a fortnight and it worked fine, mainly because the vast majority of my students got an A* in their maths GCSE. I now have a lot of students who got a B in their GCSE, so the start of the year has to go at a relatively slow pace. Instead of briefly revising surds, indices and quadratics, many students need these topics taught from scratch. The same will probably be true of grade 6 students starting A level maths this September.

Later in the year, time is lost to internal exams - at my school we have multiple rounds of 'PPEs' (pre-public exams), amounting to at least six weeks off timetable over the course of Year 12 and 13. Although I do see some benefits to formal internal exams, I'd prefer to see more of this assessment happen during lessons so that loss of teaching time is minimised.

If a fire alarm goes off when I'm teaching A level I want to cry! The time pressure is such that every lost hour is a worry. Lessons are also lost to inset days, bank holidays and school events, so a degree of flexibility has to be built into schemes of work.

By my calculations, I will have approximately

**270 hours**in which to deliver the new A level over two years. This assumes that I will teach right up until the end of April 2018.
Daniel Fox (@danielfox66) told me that his school has applied

**a two thirds reduction**to all of Edexcel's suggested teaching times in order to make things fit. I think my school will probably have to do something similar. Hopefully that will also leave some time for revision and in-class assessment throughout the two year course.
Having looked through the scheme of work, there are some topics where I definitely wouldn't want to reduce Edexcel's recommended timings. But, for example, their suggestion of seven hours in Year 12 on binomial expansions could easily be reduced to four hours. We will need to go through the scheme of work in detail, topic by topic, and work out where hours can be cut. I

*think***it's feasible, it just requires a bit of work.**
Once the timings are sorted, the next task is to work out how to sensibly split the content between two teachers.

I'd like to hear how other schools are approaching timings, schemes of work and content splits. It makes a lot of sense for schools to share what they've done, so that we're not all re-inventing the wheel. Please get in touch through Twitter or by commenting below.