30 May 2023

5 Maths Gems #171

Welcome to my 171st gems post. This is where I share some of the latest news, ideas and resources for maths teachers.

1. GCSE Revision Update
There's no shortage of GCSE revision resources but I made another revision mat anyway, because I needed one for a revision session the day before Paper 2.

There are separate versions for Foundation and Higher and they can both be downloaded from TES.

There have been a number of predicted papers and topic checklists made following GCSE Paper 1. For Edexcel, Adam Creen has collated them all here.

My school does AQA and we'll be making use of the predicted papers from Maths Planner and 1st Class Maths in the between-exam period.

On the morning of Paper 2 and Paper 3 we'll use my breakfast revision resources. We did the same for Paper 1 - we had two hundred students warming up in the hall. There was a great buzz and the resources worked really well.

2. Probability
I'm teaching probability to Year 7 after half term. I'll be making use of @TickTockMaths' new resource.

I always like the style of Richard's PowerPoints - you can find the whole collection on ticktockmaths.co.uk.

@taylorda01 also shared a probability trees resource, part of his Backward Faded Maths collection. I find that this is a topic where some students need a lot of scaffolding.

3. Certificate in Further Maths
@draustinmaths has reorganised her website and added a new section for AQA's Level 2 Further Maths. Resources include a Stationery Points Fill in the Blanks and an Exact Trig Values Match Up.

This page is linked through my Further Maths page. 

4. Tasks
Thanks to @MiddletonMaths for sharing some resources on their Twitter feed. Two examples include a worksheet on finding the area of trapezia and one one prime factorisation, both created using the Pointon and Sangwin taxonomy.

5. Roots and Primes
I enjoyed this thread from @MathsImpact with ideas for tasks relating to roots and prime factorisation. Here are a couple of examples - read the thread for more.

I look forward to chatting to lots of maths teachers at two upcoming events:
  • #mathsconf32 in Derby on 24th June where I'm presenting 'Challenge without Acceleration'
  • The MEI Conference in Keele on 29th June where I'm presenting 'Good Task, Bad Task'.

I'll leave you with this new set of free resources from GeoGebra. This includes the addictive game 'What's Your Angle?', plus 'Find the Treasure' which might be nice when teaching coordinates at primary school, and 'Picking a Marble out a Jar' which might be useful when introducing probability.

13 May 2023

5 Maths Gems #170

Welcome to my 170th gems post. This is where I share some of the latest news, ideas and resources for maths teachers.

1. GCSE Revision Mats and Papers
I have a page dedicated to GCSE revision resources and in my last gems post I shared some new additions to this page. Since then a few more new resources have been shared:

  • @MrMorleyMaths created a Foundation revision mat. It should be printed as a double sided A3 sheet - one side has an example or explanation, the other a corresponding exam style question.
  • @1stclassmaths shared another completely original practice paper for AQA 1F, created using high frequency topics. This is part of a fantastic set of well-written practice papers for both Edexcel and AQA, available on 1stclassmaths.com. I used Higher Paper 1B in a Year 11 lesson on Thursday - there are loads of great questions in there.
  • Third Space Learning has a number of GCSE revision resources, available for free if you enter your email address. Their collection includes practice papers, worksheets and revision mats.
  • @MattTheApp shared a free AQA Foundation revision mat for Paper 1, featuring worked examples, rehearsal questions and answers.

Also - this isn't GCSE but will be helpful to A level Further Maths teachers - @ECR_Maths made a warm up grid for her AS Further Maths students to do before AQA Paper 1.

2. TES Author
I was delighted to discover a fantastic collection of resources on TES from @HTMaths. I've already started to make good use of these. Last week I used Exponential Equations (Index Laws) in a Year 11 revision lesson which worked really well. 

I also used GCSE Trigonometry - Exact Values which was very useful.

There are loads of great resources here for both Key Stage 3 and 4 - I've added many of them to my resource libraries

3. Brackets
I really like this double brackets task from Karen Hancock. Thanks Karen!

4. Dr Austin
Dr Austin completed her collection of 23 revision grids, which are designed for IGCSE but useful for GCSE too. Thanks Amanda!

She has also been producing other great resources including tasks for rearranging formulae and bounds.

5. MathsPad
MathsPad is my favourite maths resources website - I use it every day at both Key Stage 3 and Key Stage 4. And the booklets are incredibly useful for cover lessons! They've recently added some excellent new features:
  • Their new free Interactive Graphing Tool allows you to draw functions, lines and points on a grid. You can include sliders - the interface is really easy to use. It projects well on a screen and you can also use it to make customised blank grids that can be exported to PDF to printing.
  • Not free, but well worth the subscription, is the new Graphing Inequalities Tool which has a manual fill tool for shading regions bounded by lines. Along with this are three new lessons including student worksheets.

  • There are also two brilliant new booklets for Higher GCSE: Expressions, which includes equating coefficients and proof, and Circle Theorems.  

At my school Year 11 don't have study leave until after half-term, so I still have another six lessons with my class, plus my last Papers Society of the year, plus breakfast warm ups on Friday. I'm using a variety of non-calculator resources including my revision workouts, revision mats and breakfast activities

I'll be speaking at three conferences this term:
  • A Future Teaching Scholars event in Birmingham on 20th May where I'm presenting 'Challenge in the Maths Classroom'
  • #mathsconf32 in Derby on 24th June where I'm presenting 'Challenge without Acceleration' 
  • The MEI Conference in Keele on 29th June where I'm presenting 'Good Task, Bad Task'.

I hope to see lots of you at these events.

Have a great week everyone! 

23 April 2023

#5 Maths Gems 169

Welcome to my 169th gems post. This is where I share some of the latest news, ideas and resources for maths teachers.

1. GCSE Revision Resources
I have a page dedicated to GCSE revision resources which had a few new additions last week:

Dr Austin has started making full coverage revision grids. These are sets of increasingly challenging grids for both number and algebra, with more on the way.

John Corbett has created the Ultimate Higher Revision Video and an accompanying booklet containing 372 questions. This follows the Foundation video and booklet he published previously.

1st Class Maths has published some high quality GCSE papers in the style of Edexcel and AQA.

Mini target tests from Maths Genie aren't new but I hadn't seen them before this year. I used these for homeworks last term.

Finally, these aren't new either but it's the right time of year to remind you: I have sets of revision mats and breakfast revision resources that were widely used pre-Covid. They're all free on TES.

2. Level 2 Further Maths Revision
Thanks to @AMercerMaths for sharing a couple of revision clocks (download here and here) for AQA's Level 2 Further Maths.

And here's some more FM revision clocks from @cafemaths.

And this isn't new, but @DrBennison has GCSE Further Maths warm ups for Paper 1 and Paper 2 on his blog.

I'll be making use of these once I've finished teaching the specification - three lessons to go!

3. A Level Resources
Here are some resources that might be useful for A level teachers:

4. PowerPoint Tips
I enjoyed reading @nathanday314's excellent PowerPoint tips which support maths teachers making resources using PowerPoint. 

Here are a couple of other recent shares from Nathan:

5. Correlation
Thank you to @TimBrzezinski for sharing an excellent ready-to-use GeoGebra activity for exploring the correlation coefficient.

In case you missed them, I recently wrote two posts about curriculum:

I enjoyed the Joint Maths Subject Associations Conference over Easter and I'm looking forward to the summer term conferences coming up. In the meantime, it's full steam ahead with the final push for Year 11.

I'll leave you with some lovely maths games recently shared on Twitter. I have enjoyed playing all three of these!

@divbyzero shared a game created by ChatGPT: Sumplete. Each row and column have to add to the given number. Click a cell once to place an X, twice to place an O, and a third time to have no X or O. They come in grids of different sizes.

@Philmaths314 shared Number Hive which I've downloaded for my daughters to play. It's a really fun times tables game that is suitable for all ages. They've also shared a paper version for schools to use.

@El_Timbre shared Digits from the New York Times. The interface is great - it's a Countdown-style game (i.e. make a target number) but you can easily undo steps, which helps builds confidence.

Have a great week everyone!

16 April 2023

Reducing Curriculum Content

I've written two posts about curriculum - this is the second.

My first post was about how to shoehorn an oversized curriculum into a limited number of lessons. Dan Draper summed it up nicely: "you can’t win but you can pick how you lose”.

In today's post I've written more generally about curriculum reform and some opportunities to make changes in maths when the time comes.


I'm told that curriculum reform normally follows a ten year cycle. The last set of reforms to our National Curriculum were significant. A decade on, we are (or we should be) starting to reflect on our whether the current National Curriculum is fit for purpose.

The main concern in both primary and secondary schools is that the curriculum is way too crowded with content. This creates a suboptimal experience for children. I believe the rationale for increasing content levels was to raise the level of challenge across the curriculum, but there are better ways to challenge students.


I can't imagine how difficult it must be to agree on what topics to include on a national curriculum. I suspect that numerous interested parties argue passionately for the inclusion of the topics they personally value, and as a result too many topics end up on the shortlist. An example of this is the Royal Statistical Society's involvement in the decision to include the Large Data Set when the A Level Maths curriculum was last rewritten. 

I think that most secondary maths teachers agree that topics need to be cut from the Key Stage 3 and 4 maths curriculum in the next round of reforms. I would go as far as to say it's unavoidable. There are numerous reasons, including:

  • The maths curriculum is so vast we don't currently have the opportunity to teach its content in depth.
  • Skimming the surface of a broad range of mathematical ideas at Key Stage 4 doesn't allow us to develop strong 'A level ready' mathematicians.
  • We can't increase the time allocated to maths because schools need to timetable other subjects.
  • Teaching maths 'in a rush' is frustrating for teachers, leading to further dissatisfaction with the profession.
  • Making the maths curriculum smaller, and therefore allowing schools to reduce maths contact time, is one strategy for dealing with the severe shortage of maths teachers. It may be one of our only options at this stage.

Next time maths curriculum reform comes to the table in England, I hope they will consider my 'top ten topics to consider axing from Higher GCSE'. Please note that this is meant to be a bit tongue-in-cheek so don't rant at me if I've listed your favourite topic!

1. Systematic Listing and Multiplicative Counting. As much as counting ice cream flavours makes for an engaging lesson, I doubt anyone would miss this if we removed it.

2. Loci and Constructions. I'll be very happy if I never have to see a pair of compasses again in my life. I know some people think we should teach constructions because they deepen students' understanding of geometry but come on, guys. Seriously. It's not 1850.

3. Plans and Elevations. I can't even think of anything interesting to say about plans and elevations.

4. Negative Enlargements. I think you could make a case for axing all of shape transformations, and this would save a large amount of Key Stage 3 curriculum time. But I get that people would be unhappy with this! Transformations run through from Key Stage 2 to Key Stage 5. But I do struggle to see what's to be gained by the existence of negative enlargements.

5. Iteration. As much as I enjoy the fun with calculators, I don't know what the rationale was for adding this to GCSE, and I don't think any of us will lose any sleep if it's dropped.

6. Factorising non-monics. Teachers from other countries think it's weird that we make such a fuss about how to teach factorising non-monic quadratics like 2x2 + 5x + 3. They ask why we don't just use the formula to solve quadratics like this. And our answer is: because sometimes GCSE exams ask students just to factorise an expression, not to solve an equation. Which is silly. The whole point in factorising is that it allows us to solve, so why separate the two? Don't get me wrong, I love factorising non-monics. I'd happily enter a speed-non-monic-factorising competition and I reckon I'd do pretty well. But come on, do we really need to teach this particular skill?  

7. Quadratic Sequences. Knowing how to find the nth term of a quadratic sequence takes us nowhere. It doesn't even come up at A level. 

8. Pie Charts. They have the advantage of linking together other topics: angles, proportion, percentages, interpreting statistical graphs... but we all know that pie charts are a rubbish representation and people should just stop using them. As legend John Tukey said, “There is no data that can be displayed in a pie chart that cannot be displayed better in some other type of chart.”

9. Exact Trig Values. I'm not convinced these help deepen understanding of trigonometry. We all know that most students just cram them into their memory the day before the non-calculator exam. I haven't met many teachers who think that the addition of exact trig values to GCSE was a good idea. 

10. Vectors. This one pains me because I love teaching vectors. But it's a pretty chunky topic that's feels a bit stand-alone. I'm just not sure it's entirely necessary to teach vectors at GCSE.


While we're at it, how about removing some of the topics that are doubled up? Our lovely colleagues in science teach scatter graphs, standard form, kinematic graphs, speed, density and pressure. Do we really have to teach and assess them in maths as well? We could cut these from maths to win back some time. They'd still be taught in science, so students won't miss out on these topics. 

And there are more topics on the maths curriculum that need serious discussion... 
Triangle congruency reasons? Hmm.  
Trigonometric graphs before A level? Necessary?
Graphical inequalities? Yuck.
Histograms? I'm not a fan.

I know many of you want to remove circle theorems...! I get it. But I will cry if they cut them. I bloody love circle theorems. All that beautiful reasoning...

There are a number of topics we see as fundamental in maths, but it's interesting to note international differences in what's considered 'fundamental'. For example a few years ago I was fascinated to learn that some countries don't teach ratio at all. I guess it's all just a matter of opinion.

Does anything need to be added? 
Every time I teach quadratics I think it's weird that the discriminant isn't on the GCSE curriculum. It's on the equivalent qualification in Scotland. It fits well and helps students make sense of quadratic graphs. It's fine to leave it until Year 12, I just find it weird that when they were deciding what to move from A level to GCSE, they moved some random stuff like tangent to a circle, quadratic inequalities and composite functions, but they didn't move the discriminant. I would love to have been a fly on the wall in the last round of curriculum discussions so I could hear the rationales. 


Before you bite my head off for daring to criticise parts of maths, just to clarify: I love maths and I love teaching it. I adore algebra, number, trigonometry, calculus, angles, area, and the vast majority of topics we teach. But come on... constructions? If that survives the next round of curriculum reform, I'll eat my hat.

14 April 2023

Curriculum Priorities

I've written two posts about curriculum - this is the first.

Recently I've been contacted by a lot of teachers and Heads of Maths who've asked me for ideas on how to squeeze our massive curriculum into limited contact time. I'll address this in today's post.

My next post will be about future curriculum reform and some opportunities to make changes in maths... when the time comes.


The GCSE reforms of 2014 introduced a large amount of extra compulsory content to the maths curriculum and removed very little. At the time it was dubbed the 'Big Fat' Maths GCSE. I remember asking how we were meant to fit all the new content in, and I was told that schools were expected to increase their curriculum time in maths. The Government couldn't directly tell schools how to organise their curriculum time, but double weighting maths in Progress 8 provided sufficient motivation.

By and large this approach worked: back in 2015, many secondary schools increased maths from three to four lessons a week. And this seemed to be about the right amount of time (depending on school context), as long as we moved through both Key Stage 3 and 4 content at a decent pace. Gone were the days where maths teachers had time available to investigate and explore and go off-curriculum. We had a lot of topics to teach, but I think it was just about achievable in the time we were given.


Almost a decade since curriculum reform brought significant timetable restructures, secondary schools are now under pressure to offer a broader curriculum and give more time to non-core subjects. So they're starting to take time away from maths. I'm not saying this is a bad thing. I'm very much in favour of a well-balanced curriculum with generous helpings of arts, sport and humanities. I'd be very happy to have a smaller maths curriculum. The problem is, we still have 'big fat maths' but now, in many schools, there's suddenly less time to deliver it. 

Curriculum breadth isn't the only reason maths curriculum time is being reduced. There's also a shortage of maths and science teachers, and one way schools can tackle this problem is to have fewer maths and science lessons on the timetable. I predicted this situation in a Schools Week article in 2014.

In recent months many teachers have been telling me that their school has reduced the curriculum time allocated to maths, so we need to start asking the question: if we're not given enough time to deliver the full curriculum, which bits shall we skip?

I believe that one of the most important parts of my job is maximising children's opportunities for social mobility by helping them to gain qualifications. Every single topic on the maths Key Stage 3 and 4 curriculum is assessed at GCSE. So choosing to skip topics during Years 7 to 11 means that we send our students into their GCSE exam to be assessed on content that they have never been taught. This troubles me greatly.

Thankfully I had a moment of clarity at the Joint Maths Subject Associations Conference in the Easter holidays. Colin Foster delivered an excellent MA Presidential Address where he said this:

He's right, it's not about skipping topics, it's about prioritising content. 

I need to stop fretting about cutting topics, because it's not necessary, but I do need to loosen up about rushing topics. Because it's not the end of the world if some 'less important' topics are rushed.

I passionately believe in teaching for depth. I've spent the last six years running CPD for teachers on teaching for depth. I can't think of anything worse than being forced to spend only two lessons on Pythagoras' Theorem. To me, skimming the surface of topics is letting students down. But I have to face facts - we can't give students a deep understanding of every single topic on the curriculum because we simply don't have time. So we have to pick and choose. 

Teach Pythagoras in depth, but not box plots. 
Teach quadratics in depth, but not graphical inequalities. 
Teach indices in depth, but not rotational symmetry. 
Teach area in depth, but not plans and elevations. 
Teach similarity in depth, but not constructions.
Teach probability in depth, but not bearings.

You get the idea. We have difficult decisions to make, but we need to just bite the bullet and start making them.

For years I've been encouraging teachers to teach in depth, but now I need to clarify: some topics get this treatment, and some don't. In an ideal world, we'd have time to go into depth for every topic. But that's just not practical - we need to do what we can with the time we're given.


Perhaps sometimes we prioritise the wrong topics. A few years ago there was a lot of focus on bearings because it was flagged as a topic that students consistently did badly on at GCSE. As a result of this, I've spent a good chunk of time teaching bearings over the last few years: measuring, estimating, drawing, calculating, problem solving. I even show my students the satellite view on Google Maps, looking for the bearings marked on airport runways. I enjoy teaching bearings. But at the end of the day, a bearings question might only be worth a few marks out of 240 at GCSE. And any student who actually needs to use bearings in their future career will learn about them again when the time comes. Bearings is not a fundamental topic that underpins the maths that follows. So I need to cut my bearings coverage down to a couple of lessons. I do this with a heavy heart, but it needs to be done.

Our choice of what to teach and how long to spend on each topic is totally dependent on the class we're teaching. If I'm teaching Higher GCSE and my students may take A level maths, I don't rush quadratics because strong quadratics skills are absolutely vital at A level. But if I have to rush through plans and elevations, so be it.

A sequence plan for box plots for discrete data might have once looked like this:

Lesson 1: Determining median, quartiles and interquartile range from a list of discrete data
Lesson 2: Drawing box plots using discrete data
Lesson 3: Reading and interpreting box plots
Lesson 4: Writing comparisons using box plots  
Lesson 5: Collecting, summarising, displaying and comparing two sets of discrete data using box plots
Lesson 6: (off-curriculum) Skew and outliers

But we can probably cut that down to two or three lessons if we have to: 
Lesson 1: Determining quartiles from a list of discrete data and using them to draw box plots
Lesson 2: Reading, interpreting and comparing box plots

Whereas Pythagoras, one of the most glorious topics on the curriculum - one which features in numerous other topics - needs to be done in depth. For example, here's a possible sequence of lessons on 2D Pythagoras:
Lesson 1: Roots and squares
Lesson 2: Labelling/vocabulary + history of the theorem
Lesson 3: Finding the hypotenuse
Lesson 4: Finding the length of a leg
Lesson 5: Multi-step problems (use of exact values)
Lesson 6: Worded problems
Lesson 7: Converse of Pythagoras
Lesson 8: Distance between two points
Lesson 9: Mixed problems involving Pythagoras

I'm not prepared to cut any of this! And note that I didn't include any off-curriculum stuff here (like a lesson on triples or proof, or even one on Fermat's Last Theorem). Imagine having a maths curriculum that allowed us time for all those wonderful extras.


To those of you asking me for advice on how to tweak your curriculum to make it fit in your time allocation: my solution isn't particularly satisfactory but it's the best I can come up with. Sit down with your team and decide where your priorities lie. What topics matter the most? What topics are important? Spend time on those topics. Don't skip the others, but don't worry if they feel a bit rushed. Just do your best to make it all fit. Remember what Colin said: less is more.

You never know, if we're lucky we might see curriculum reform in the next five years. I'll write about this in my next post.

Article from 2012: ACME report says pupils should have "a deep, rigorous and challenging" school maths experience

2 April 2023

5 Maths Gems #168

Welcome to my 168th gems post. This is where I share some of the latest news, ideas and resources for maths teachers.

1. Revision Resources
I have a page dedicated to GCSE revision resources which is the most visited page on my website. It's had around 130 000 views since I wrote it back in 2016 and it gets particularly busy in April and May. Here are a few recent additions:

  • AQA recently shared a couple of new resources. Their Topic Audits are designed to identify areas that need focus and are available for both Higher and Foundation tier. These booklets contain one past paper question per topic from across the specification. Another new resource from AQA is their Worded Problems Topic Tests. These booklets help students gain practice in answering worded problem solving questions. There are two levels of difficulty, and scaffolding is provided for students who need extra support.
  • @BicenMaths shared a helpful Revision PDF containing all publicly available Higher Tier Edexcel exam questions with video solutions. 
  • @MrMorleyMaths has shared a set of Revision Workbooks. Each booklet contains at least one past paper question on every topic. The workbooks are split into Foundation, Crossover and Higher.
  • @1stclassmaths always produces high quality resources. New Practice GCSE Papers are currently being produced in the style of both Edexcel and AQA, based on an analysis of high frequency topics. Also, I've blogged about the Spicy Questions before but just to remind you: these are great if you're after challenge for your Grade 8/9 students, and they are now available to download in a single PDF.
  • New on Edexcel's Emporium is a resource called One Marker Starters. This resource uses one mark questions from the start of Foundation Papers and is designed to build confidence for your Grade 1 - 3 students. Plus there are loads more fantastic revision resources to explore on the Emporium.

2. Function Machines
I really like these function machine questions from @blatherwick_sam. Sam says it was fascinating to hear how Year 7 students reasoned and generalised around the last three questions. 

3. Dr Austin
@draustinmaths continues to publish excellent resources. Here are some examples of her latest tasks:

Parallel and Perpendicular Lines True or False

Transformations of Points on Graphs Practice Grid

Two Points Spider Diagrams

4. Venns
I enjoyed this Venn task from @MrDraperMaths, created for Oxford Smart Mosaic. It combines topic areas, so while it appears when pupils are working with Pythagorean triples, they’re having to consider triangle area and sequences too. 

Thanks to an email from maths teacher Andrew, I discovered the DSE exams from Hong Kong which contain loads of excellent GCSE-style questions. Papers can be found here and here.

For example I love the interweaving with pie charts:

Even this question on basic averages is a bit more interesting than the questions our students normally encounter:

There are some lovely circle theorems questions too:

It would be great if anyone can source high quality versions of these papers (rather than scans) or resources where these questions have been organised by topic. There's so many helpful questions here.

The Easter holidays are here, which means it's time for the Joint Conference of the Mathematics Subject Associations. I'm looking forward to heading to the University of Warwick tomorrow morning. On Tuesday I'll be presenting my ideas for embedding calculator use at Key Stage 3. 

I really enjoyed #mathsconf31 in Bracknell. It was lovely to chat to lots of maths teachers and catch up with friends. I presented on Pythagoras' Theorem, which is one of my favourite topics. Here's me with Rob Smith, who runs the Tuck Shop and raises money for Macmillan at every La Salle conference (you can still donate here).

Later in March I had the pleasure of spending an evening at The Royal Society for the Christopher Zeeman Medal Ceremony. Simon Singh won the award in 2022 and Matt Parker, who kindly invited me along, won the award in 2020. They had a joint ceremony so we were lucky enough to hear talks from both speakers. The talks were absolutely brilliant. I was delighted to be joined at this event by my friends and fellow maths teachers Paul, Anne, Gary, David and Megan. It was a great evening.

It's been a busy half-term (it always is!), with my school gearing up for its first ever GCSEs (we opened as a brand new school five years ago so this is the first time we have Year 11) and setting up its new Sixth Form (I'm delighted that maths is going to be our biggest A level subject by a mile). Here are a few things you might have missed over the last few weeks:

  • I shared the final video from my recent trilogy of Topics in Depth CPD sessions that I recorded with Craig Barton. This one was on Exact Trig Values. I first presented it at an online maths conference in 2021. According to @ticktockmaths, "These are the best CPD ever. Genuinely better than most telly."
  • @boss_maths shared another excellent etymological blog post. This one is about what links Q, cahier, squad, and quarantine.
  • Maths teacher Anna Shah emailed me about a 'Brickbusters' game that she has developed that might be of interest to maths teachers.
  • Check out @MattTheApp's feed for the latest updates to mathswhiteboard.com, which now features a PDF annotation tool - great for reviewing exam papers. 

Casio have now discontinued the calculators that most students in the UK are currently using (the 83GTX and the 991EX) which seems to have come a bit out of the blue, and is frustrating for schools who have just invested heavily in these calculators. The next cohort of Year 7s will probably use the Casio 83GTCW, so if you send out equipment lists in the summer term then you'll need to update these soon, otherwise you'll end up with multiple models in each Year 7 class (even more so than usual!).

The new 83GTCW has a different layout to the 83GTX, with some key buttons moving position (Ans and Pi) and the loss of the SD button (replaced with a format button which takes more key presses to convert between fraction/surd and decimal). So it will take a bit of getting used to. I recommend departmental CPD on this in the summer term or in September - Casio have videos coming soon, and there's also the excellent Calculator Guide. Check out their videos on using the new model to find HCFs and LCMs and draw inequalities on number lines.

I'll leave you with this question from an A Level textbook from the 90s shared by @ThtPedagogyGeek. This made me laugh!