What’s new

We say new resources every week at the top of every page. This is that page. Everything that has arrived in the catalogue, newest first, with the counts behind the claim and, below, exactly where each date comes from. Filter it to the year group you teach and it becomes a short list you can actually read.

added in the twelve months to August 2026: 779added in the twelve months to August 2026
a week on average across those twelve months: 15a week on average across those twelve months
of those months had something new in them: 12 of 12of those months had something new in them

How these are dated, and what we do not know

Exact day, 1 resource

Anything made in the resource builder is stamped at the moment it is published. Those rows carry a real date, to the day.

Month only, 6,403 resources

The back catalogue has no publication date recorded anywhere. What it does have is artwork, and every file sits in the month folder it was uploaded into. So these are ordered by the month their first picture was filed, which is close to when the resource was made and is not the same thing as the day it went on sale. Where two land in the same month, the newer catalogue number comes first.

Left out on purpose: 64 resources with no artwork, so no month to go on, and the 91 memberships, workbooks and bundles, which are not resources. Nothing here carries a made-up date, and no row claims a day we do not have.

The last twelve months

By the month the artwork was filed. Every bar is a real count, including the quiet months.

114Sep
41Oct
55Nov
100Dec
141Jan
49Feb
83Mar
26Apr
12May
20Jun
137Jul
1Aug

October 2021

48 on this page

Number & Place Value

Secure fluency in addition and subtraction facts within 10, through continued practice (2)

masterthecurriculum.co.uk

How these are dated, and what we do not know

The last twelve months

October 2021

Secure fluency in addition and subtraction facts within 10, through continued practice (2)

Secure fluency in addition and subtraction facts within 10, through continued practice (1)

Count forwards and backwards in multiples of 2, 5 and 10 (5)

Count forwards and backwards in multiples of 2, 5 and 10 (4)

Count forwards and backwards in multiples of 2, 5 and 10 (3)

Reason about the location of a number (8)

Reason about the location of a number (7)

Reason about the location of a number (6)

Identify the previous and next multiple of 10 (5)

Identify the previous and next multiple of 10 (4)

Identify the previous and next multiple of 10 (3)

Count within 100, forwards and backwards, starting with any number (6)

Count within 100, forwards and backwards, starting with any number (5)

Count within 100, forwards and backwards, starting with any number (7)

Count forwards and backwards in multiples of 2, 5 and 10, up to 10 multiples, beginning with any multiple, and count forwards and backwards through the odd numbers (2)

Count forwards and backwards in multiples of 2, 5 and 10, up to 10 multiples, beginning with any multiple, and count forwards and backwards through the odd numbers (1)

Geometry – movement

Geometry – movement

Geometry – movement

Geometry – movement

2D Shapes

2D Shapes

2D Shapes

2D Shape Song

Play-dough and Fractions

Missing number problems

It’s me 1, 2, 3 Week 2 Lesson 5 – three in different ways and comparing

It’s me 1, 2, 3 Week 2 Lesson 4 – One more and One less

It’s me 1, 2, 3 Week 2 Lesson 3

It’s me 1, 2, 3 Week 2 Lesson 2

It’s me 1, 2, 3 Week 2 Lesson 1

Count within 100, forwards and backwards, starting with any number (3)

Count within 100, forwards and backwards, starting with any number (5)

Count within 100, forwards and backwards, starting with any number (4)

Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse relationships, and place-value understanding (5)

Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse relationships, and place-value understanding (3)

Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse relationships, and place-value understanding (2)

Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts (3)

Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse relationships, and place-value understanding (6)

Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts (4)

Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts (2)

Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts (1)

Convert between units of measure, including using common decimals and fractions (5)

Convert between units of measure, including using common decimals and fractions (4)

Convert between units of measure, including using common decimals and fractions (3)

Convert between units of measure, including using common decimals and fractions (2)

Convert between units of measure, including using common decimals and fractions (1)

Apply place-value knowledge to known additive and multiplicative number facts (scaling facts by 1 tenth or 1 hundredth) (5)

Be told when this page changes

A free resource every Friday