{"id":39,"date":"2026-05-22T09:00:00","date_gmt":"2026-05-22T08:00:00","guid":{"rendered":"https:\/\/hashtagmcubed.com\/blog\/?p=39"},"modified":"2026-05-21T09:25:48","modified_gmt":"2026-05-21T08:25:48","slug":"6-month-gcse-maths-adult-study-plan","status":"publish","type":"post","link":"https:\/\/hashtagmcubed.com\/blog\/6-month-gcse-maths-adult-study-plan\/","title":{"rendered":"A Realistic 6-Month GCSE Maths Study Plan for Adults"},"content":{"rendered":"\n<p class=\"hm3-byline wp-block-paragraph\"><em>By Tracy Davis \u00b7 Reading time: 9 minutes<\/em><\/p>\n\n\n\n<div class=\"wp-block-group has-background\" style=\"border-left-color:#1a8a8a;border-left-width:4px;border-radius:2px;background-color:#e8f5f5;padding-top:20px;padding-right:24px;padding-bottom:20px;padding-left:24px\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-container-core-group-is-layout-2c7ddfe9 wp-block-group-is-layout-constrained\">\n<p class=\"has-text-color wp-block-paragraph\" style=\"color:#147070;font-size:12px;font-weight:600;letter-spacing:1.5px;text-transform:uppercase\">TL;DR<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Six months at five hours a week<\/strong> is enough to reach a confident Foundation Grade 4 from a typical adult starting point.<\/li><li>The first month is <strong>foundations rebuild<\/strong>, not GCSE content \u2014 number sense, fractions, percentages, basic algebra.<\/li><li>Months 2\u20134 are <strong>topic-by-topic teaching<\/strong> through the full Foundation syllabus.<\/li><li>Months 5\u20136 are <strong>exam technique and timed practice<\/strong> \u2014 not new content.<\/li><li>Most adults <strong>overestimate revision<\/strong> and <strong>underestimate teaching<\/strong>. The plan corrects for that.<\/li><\/ul>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"contents\">What this article covers<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"#the-assumptions\">The assumptions this plan is built on<\/a><\/li><li><a href=\"#month-1\">Month 1 \u2014 Foundations rebuild<\/a><\/li><li><a href=\"#months-2-4\">Months 2\u20134 \u2014 Topic teaching through the Foundation syllabus<\/a><\/li><li><a href=\"#month-5\">Month 5 \u2014 Exam technique and timed papers<\/a><\/li><li><a href=\"#month-6\">Month 6 \u2014 Final consolidation and mock papers<\/a><\/li><li><a href=\"#what-each-week-looks-like\">What each week actually looks like<\/a><\/li><li><a href=\"#if-you-fall-behind\">If you fall behind<\/a><\/li><li><a href=\"#faq\">FAQ<\/a><\/li><li><a href=\"#tracys-take\">Tracy&#8217;s take<\/a><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">It&#8217;s a Saturday morning. You&#8217;ve made the decision \u2014 the qualification you didn&#8217;t get at sixteen is the one thing standing between you and the next chapter. Maybe it&#8217;s nursing. Maybe it&#8217;s the PGCE you&#8217;ve been quietly thinking about for a decade. Maybe it&#8217;s the promotion at work that needs Grade 4 on paper. You&#8217;ve got six months until the exam window. You open a browser and search &#8220;GCSE Maths study plan adult.&#8221; And what you find is either &#8220;master GCSE in 30 days!&#8221; or &#8220;expect this to take two years.&#8221;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">You&#8217;re not alone in this \u2014 that mismatch between the breathless promises and the cautious-tutor warnings catches most adult learners out. The truth sits somewhere in between, and it depends on where you&#8217;re starting from. Here&#8217;s what actually works at five hours a week, starting from the most common adult-learner position: comfortable with everyday numeracy, last did &#8220;real&#8221; maths over a decade ago, aiming for Foundation Grade 4 or 5.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"the-assumptions\">The assumptions this plan is built on<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Five hours per week of structured study.<\/strong> Not seven, not three. Five is the realistic working-adult sweet spot.<\/li><li><strong>Foundation tier.<\/strong> Grade 5 maximum from this tier; suitable for most nursing, PGCE, police, armed-forces, university-entry routes. (See <a href=\"\/blog\/gcse-maths-for-nursing-what-grade\/\">our nursing-specific article<\/a> for the requirements.)<\/li><li><strong>Target: Foundation Grade 4 reliably; Grade 5 within reach.<\/strong> Higher than that requires Higher tier and a different (typically 9\u201312 month) plan.<\/li><li><strong>Private candidate \/ adult learner route<\/strong> \u2014 taking the exam at a registered exam centre as an external candidate, not through a school.<\/li><li><strong>Mock exam (full timed paper) at the four-month mark<\/strong> to recalibrate. The plan adjusts based on what the mock reveals.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">If your starting point is significantly weaker (school anxiety, very limited arithmetic confidence, dyscalculia), add 2\u20133 months at the start before joining the plan at Month 1. If you&#8217;re significantly stronger (recent confident numeracy through work, recent maths qualification), you can compress Months 1\u20132 into one.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"month-1\">Month 1 \u2014 Foundations rebuild<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Month 1 is not GCSE content. It&#8217;s the maths underneath GCSE \u2014 the stuff your brain needs to do automatically before you can think about anything else. Most adults need this. Skipping it is the single most common mistake in self-study.<\/p>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Week<\/th><th>Focus<\/th><th>What success looks like<\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>Number sense, place value, mental arithmetic<\/td><td>You can add, subtract, multiply, divide whole numbers and simple decimals fluently without a calculator<\/td><\/tr><tr><td>2<\/td><td>Fractions \u2014 equivalence, addition, subtraction, multiplication, division<\/td><td>You can do fractions on paper without panicking. Comfortable with mixed numbers and improper fractions<\/td><\/tr><tr><td>3<\/td><td>Decimals and percentages, conversions between them, percentage of an amount<\/td><td>You can calculate 15% of \u00a380 in your head; convert 3\/8 to a decimal; recognise common equivalents<\/td><\/tr><tr><td>4<\/td><td>Negative numbers, order of operations (BIDMAS), powers and roots up to squares and cubes<\/td><td>You can evaluate expressions with brackets, indices, multiplication, addition correctly<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Why this matters.<\/strong> Every GCSE Maths question rests on these foundations. If you go into Month 2 not solid here, you&#8217;ll spend your topic-teaching time being knocked back by arithmetic errors rather than learning new content. Twenty hours of foundations work pays back across the next twenty weeks.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"months-2-4\">Months 2\u20134 \u2014 Topic teaching through the Foundation syllabus<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The Foundation syllabus covers five content areas. AQA 8300 weights them roughly as follows:<\/p>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Content area<\/th><th>Approx. weighting (AQA Foundation)<\/th><th>Suggested time<\/th><\/tr><\/thead><tbody><tr><td>Number<\/td><td>25%<\/td><td>Weeks 5\u20137 (3 weeks)<\/td><\/tr><tr><td>Algebra<\/td><td>20%<\/td><td>Weeks 8\u201310 (3 weeks)<\/td><\/tr><tr><td>Ratio, Proportion, Rates of Change<\/td><td>25%<\/td><td>Weeks 11\u201313 (3 weeks)<\/td><\/tr><tr><td>Geometry and Measures<\/td><td>15%<\/td><td>Weeks 14\u201315 (2 weeks)<\/td><\/tr><tr><td>Statistics and Probability<\/td><td>15%<\/td><td>Weeks 16\u201317 (2 weeks)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Three months covers the syllabus at roughly one topic block per fortnight. Each fortnight: two weeks of teaching, practice and quick-check quizzes, then move on. <strong>Don&#8217;t try to master a topic before moving on<\/strong> \u2014 GCSE Maths revisits topics in combination later, and you&#8217;ll get more practice through topic interleaving in Months 5\u20136 than you would by stalling.<\/p>\n\n\n\n<div class=\"wp-block-group has-background\" style=\"border-left-color:#ff9900;border-left-width:4px;border-radius:2px;background-color:#fff8f0;padding-top:16px;padding-right:20px;padding-bottom:16px;padding-left:20px\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>End of Month 4 \u2014 first full mock paper.<\/strong> Sit a complete Foundation past paper under timed conditions (90 minutes per paper, three papers, so three mock sittings across the week). Mark honestly. This is your most important diagnostic \u2014 it tells you which topics need re-teaching in Month 5 versus which just need exam-technique practice.<\/p>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"month-5\">Month 5 \u2014 Exam technique and timed practice<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">By now you&#8217;ve seen all the content. Month 5 is about turning content knowledge into exam performance \u2014 a different skill. The difference between people who know the maths and people who get the grade is largely down to exam technique.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Week 1 \u2014 Topic gaps from the mock.<\/strong> Whatever the mock revealed as weak, re-teach those topics. Not full re-teach; targeted re-teach.<\/li><li><strong>Week 2 \u2014 Past paper week.<\/strong> One full timed paper plus careful marking and analysis each day for three days. Identify the recurring error types.<\/li><li><strong>Week 3 \u2014 Worked-example pattern recognition.<\/strong> Foundation papers reuse the same question structures year-on-year. Drill the standard question types: percentage change, simultaneous equations, area of compound shapes, frequency tables, probability tree diagrams.<\/li><li><strong>Week 4 \u2014 Mental arithmetic and non-calculator fluency.<\/strong> The non-calculator paper is where most adult learners lose marks. Daily 20-minute drills on the non-calculator basics.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"month-6\">Month 6 \u2014 Final consolidation and mock papers<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Month 6 is two things: a final sweep of any remaining content gaps and a steady cadence of timed practice papers under exam conditions.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Week 1<\/strong> \u2014 One full timed paper per study session, with analysis the next session.<\/li><li><strong>Week 2<\/strong> \u2014 Mixed-topic practice from the topics you score weakest on. Avoid re-teaching strong topics; that&#8217;s revision theatre, not revision.<\/li><li><strong>Week 3<\/strong> \u2014 Two full timed three-paper mock weeks (all three papers within a 10-day window). This simulates the real exam pacing.<\/li><li><strong>Week 4<\/strong> \u2014 Light maintenance. Daily 30-minute mixed practice. Sleep, eat, walk. Trust the preparation.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"what-each-week-looks-like\">What each week actually looks like<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Five hours per week, distributed in a way that fits around adult life. The exact split is yours, but the proportions matter:<\/p>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Session<\/th><th>Time<\/th><th>Activity<\/th><\/tr><\/thead><tbody><tr><td>Session 1 (weekday evening)<\/td><td>60 min<\/td><td>New teaching \u2014 videos, worked examples, lesson reading<\/td><\/tr><tr><td>Session 2 (weekday evening)<\/td><td>45 min<\/td><td>Guided practice on Session 1&#8217;s topic<\/td><\/tr><tr><td>Session 3 (weekday evening)<\/td><td>45 min<\/td><td>Quick-check quiz, then identify and re-teach errors<\/td><\/tr><tr><td>Session 4 (weekend morning)<\/td><td>90 min<\/td><td>Topic consolidation + mixed-topic practice<\/td><\/tr><tr><td>Daily (Mon\u2013Sun)<\/td><td>5\u201310 min<\/td><td>Mental arithmetic drill \u2014 non-negotiable, the cheapest 35 minutes\/week you&#8217;ll ever spend<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Three weekday sessions plus one weekend session matches most working patterns. Shift-workers can move the weekend session to whichever day works. The daily 5\u201310 minute mental arithmetic drill is the most important habit; it compounds across the six months in a way nothing else does.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"if-you-fall-behind\">If you fall behind<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">You will fall behind at some point. Everyone does. The plan assumes it. What matters is the response.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Missed a week?<\/strong> Don&#8217;t double up the next week. Drop one topic-fortnight in Months 2\u20134 if you&#8217;re behind by then; cut Month 5 Week 3 if you&#8217;re behind by Month 5.<\/li><li><strong>Missed a fortnight?<\/strong> Reschedule the mock paper by two weeks. Don&#8217;t sit the mock before you&#8217;ve covered the content; the diagnostic isn&#8217;t useful if it&#8217;s measuring &#8220;haven&#8217;t taught it yet&#8221; rather than &#8220;didn&#8217;t retain it&#8221;.<\/li><li><strong>Lost confidence mid-plan?<\/strong> This is normal at Month 3. Drop intensity for a week \u2014 2\u20133 hours rather than 5 \u2014 and focus on a topic you know you&#8217;re solid on, then resume. Confidence-rebuilding is part of the work.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"faq\">FAQ<\/h2>\n\n\n\n<details class=\"wp-block-details\"><summary><strong>I can do more than five hours a week \u2014 should I?<\/strong><\/summary>\n<p>If you can sustain 8\u201310 hours per week reliably, you can compress the plan to four months. Below that, more hours per week starts to produce diminishing returns \u2014 fatigue and confidence dips outweigh the extra content covered. The five-hour figure isn&#8217;t a limit; it&#8217;s the level most adults can keep up consistently for six months.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>What if I&#8217;m aiming for Grade 5 instead of Grade 4?<\/strong><\/summary>\n<p>The plan still works. The difference is in Month 5\u20136, where you&#8217;ll need to do more practice on the harder Foundation questions (the ones at the back of each paper). Same content; sharper accuracy required.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>Should I aim for Higher tier instead?<\/strong><\/summary>\n<p>Only if you need a Grade 6 or above. The Higher syllabus adds quadratic formula, advanced trigonometry, more demanding algebra, and harder geometry. For most adult-learner routes (nursing, PGCE, police, armed forces, most university entry), Foundation Grade 4 or 5 is enough. Don&#8217;t take on Higher tier unless your destination requires it.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>Which awarding body should I use?<\/strong><\/summary>\n<p>AQA 8300 is the most widely-sat GCSE Maths specification and what most exam centres run by default. Edexcel and OCR are equivalents \u2014 pick whichever your nearest exam centre offers. The content is essentially the same; only the question style varies slightly. Stick with one specification for past papers.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>I&#8217;m at Month 3 and the mock paper at Month 4 feels too soon \u2014 should I delay it?<\/strong><\/summary>\n<p>No. The Month 4 mock is a diagnostic, not a measure of readiness. It tells you what needs more work in Months 5\u20136. A 35% mock score at Month 4 means &#8220;here&#8217;s where to focus next&#8221; \u2014 it doesn&#8217;t mean &#8220;you&#8217;ll fail&#8221;. Most adults score lower at Month 4 than they end up scoring at exam; the Month 5\u20136 work closes the gap.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>What past papers should I use?<\/strong><\/summary>\n<p>The awarding body&#8217;s official past papers are the gold standard \u2014 free on the AQA, Edexcel, and OCR websites. Aim for papers from 2017 onwards (the post-reform 9-1 GCSE). Pre-2017 papers used the A*-G grading and slightly different content boundaries; they&#8217;re useful for practice but not for diagnostic timing.<\/p>\n<\/details>\n\n<details class=\"wp-block-details\"><summary><strong>Do I need a tutor as well?<\/strong><\/summary>\n<p>You don&#8217;t need a one-to-one tutor for the plan to work, but you need <em>some<\/em> source of teaching \u2014 not just practice. A structured course, a teacher-led video series, or scheduled tutor sessions all work. The mistake to avoid is going pure-practice (worksheets, past papers, Corbett Maths drills) without underlying teaching; that route works for already-strong students, not for adult returners.<\/p>\n<\/details>\n\n\n\n<div class=\"wp-block-group has-border-color has-background\" style=\"border-color:#1a8a8a;border-width:1px;border-radius:6px;background-color:#e8f5f5;margin-top:32px;margin-bottom:32px;padding-top:24px;padding-right:28px;padding-bottom:24px;padding-left:28px\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-container-core-group-is-layout-e3b82c63 wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading has-text-color\" style=\"color:#147070;font-size:22px\">Stay on plan<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Monthly check-ins for adult learners working through GCSE Maths. Realistic milestones, what to do when you fall behind, and how to keep the rhythm going.<\/p>\n\n\n<script>(function() {\n\twindow.mc4wp = window.mc4wp || {\n\t\tlisteners: [],\n\t\tforms: {\n\t\t\ton: function(evt, cb) {\n\t\t\t\twindow.mc4wp.listeners.push(\n\t\t\t\t\t{\n\t\t\t\t\t\tevent   : evt,\n\t\t\t\t\t\tcallback: cb\n\t\t\t\t\t}\n\t\t\t\t);\n\t\t\t}\n\t\t}\n\t}\n})();\n<\/script><!-- Mailchimp for WordPress v4.12.6 - https:\/\/wordpress.org\/plugins\/mailchimp-for-wp\/ --><form id=\"mc4wp-form-1\" class=\"mc4wp-form mc4wp-form-12\" method=\"post\" data-id=\"12\" data-name=\"Signup Form\" ><div class=\"mc4wp-form-fields\"><p>\r\n    <label>First Name<\/label>\r\n    <input type=\"text\" name=\"FNAME\" placeholder=\"Enter Your First Name\">\r\n<\/p>\r\n<p>\r\n\t<label for=\"email\">Email address: \r\n\t\t<input type=\"email\" id=\"email\" name=\"EMAIL\" placeholder=\"Your email address\" required>\r\n\t<\/label>\r\n<\/p>\r\n\r\n<p>\r\n\t<input type=\"submit\" value=\"Sign up\">\r\n<\/p><\/div><label style=\"display: none !important;\">Leave this field empty if you're human: <input type=\"text\" name=\"_mc4wp_honeypot\" value=\"\" tabindex=\"-1\" autocomplete=\"off\" \/><\/label><input type=\"hidden\" name=\"_mc4wp_timestamp\" value=\"1779910419\" \/><input type=\"hidden\" name=\"_mc4wp_form_id\" value=\"12\" \/><input type=\"hidden\" name=\"_mc4wp_form_element_id\" value=\"mc4wp-form-1\" \/><div class=\"mc4wp-response\"><\/div><\/form><!-- \/ Mailchimp for WordPress Plugin -->\n\n\n\n<p class=\"has-text-color wp-block-paragraph\" style=\"color:#5a7878;font-size:13px\"><em>No spam, unsubscribe anytime. Tracy writes every newsletter herself.<\/em><\/p>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"tracys-take\">Tracy&#8217;s take<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The single biggest mistake I see in adult-learner self-study plans is rushing through Month 1. The foundations work feels too easy (&#8220;I know fractions&#8221;) and people skip it to &#8220;get to the GCSE bit&#8221;. Then by Month 3 they&#8217;re getting tripped up by fraction arithmetic embedded inside algebra questions, and the algebra never quite clicks.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Do the boring month. The whole rest of the plan rests on it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The second mistake \u2014 the one most adult learners make and don&#8217;t realise \u2014 is treating practice as if it were teaching. Past-paper drilling and worksheet practice are how you consolidate things you already understand. They are not how you learn things for the first time. If you find yourself doing the same kind of question wrong repeatedly, that&#8217;s a teaching gap, not a practice gap. Stop drilling and read or watch a proper explanation of that topic. Then go back to practice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Our <a href=\"\/gcse-maths.html\">GCSE Maths Foundation course<\/a> is built around this rhythm \u2014 teaching, guided practice, quick check, unit quiz, with the diagnostic that tells you where the gaps actually are. It&#8217;s the structured pathway version of what&#8217;s described here; the plan in this article still works whether you use it or not.<\/p>\n\n\n\n<div class=\"wp-block-group has-background\" style=\"border-radius:2px;background-color:#f5f5f5;padding-top:16px;padding-right:20px;padding-bottom:16px;padding-left:20px\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"has-text-color wp-block-paragraph\" style=\"color:#555;font-size:14px\"><strong>Information, not advice.<\/strong> This article gives a general study plan based on Tracy&#8217;s classroom experience and AQA 8300 Foundation tier requirements current at May 2026. Your individual circumstances will affect timing \u2014 work, family, health, prior attainment. If you&#8217;d like the plan tailored to your starting point, our <a href=\"\/gcse-maths.html\">GCSE course diagnostic<\/a> is the place to start.<\/p>\n<\/div><\/div>\n\n\n\n<script type=\"application\/ld+json\">\n{\n  \"@context\": \"https:\/\/schema.org\",\n  \"@type\": \"FAQPage\",\n  \"mainEntity\": [\n    {\"@type\":\"Question\",\"name\":\"I can do more than five hours a week \u2014 should I?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"If you can sustain 8\u201310 hours per week reliably, you can compress the plan to four months. Below that, more hours per week starts to produce diminishing returns. The five-hour figure isn't a limit; it's the level most adults can keep up consistently for six months.\"}},\n    {\"@type\":\"Question\",\"name\":\"What if I'm aiming for Grade 5 instead of Grade 4?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"The plan still works. 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Five hours a week, Foundation tier, realistic milestones.<\/p>\n","protected":false},"author":2,"featured_media":40,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_yoast_wpseo_focuskw":"gcse maths adult study plan","_yoast_wpseo_title":"6-Month GCSE Maths Study Plan for Adults","_yoast_wpseo_metadesc":"A realistic 6-month GCSE Maths study plan for adult learners at five hours a week. 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