We're serious about creating seriously deep lessons!
- Differentiated, so all learners are supported and stretched
- Planners, starters, slideshows, printables, built-in scaffolding
- Built on research that moves the needle
- Lessons designed to support thinking, not just speed or memorisation
About us
Awesomenicity was born from a shared belief… maths should be a subject that builds confidence, curiosity and joy, not fear.
As educators working across the globe, Eloïse Engel, Hannah Woodhead and Caitlin Harrison saw the same challenges again and again. Too many children were switching off from maths, feeling anxious, and deciding it “wasn’t for them.” Teachers, too, felt the pressure, racing through content, ticking boxes and missing the chance to nurture deep understanding.
Together, they set out to change that story. Drawing on decades of experience in classrooms from Europe to Africa, from Australia to Asia, they created Awesomenicity. A maths resource that reduces anxiety, removes barriers and helps every child see themselves as capable, curious mathematicians.
Their mission is simple but powerful, to break the cycle of maths anxiety and open the door to success for every learner.
Meet the founders
Caitlin Harrison
Caitlin is an innovative educator and co-founder of Awesomenicity. With extensive experience in diverse settings from remote Indigenous communities in Australia to international schools she designs creative, research-backed maths lessons that spark curiosity and build deep conceptual understanding.
Hannah Woodhead
Hannah is a seasoned educator with over 15 years of experience in international schools across Kazakhstan, Czechia,and Malawi. A passionate advocate for inclusive learning, she specialises in designing differentiated maths lessons that meet students at their zone of proximal development, fostering critical-thinking, confidence, and a genuine love for the subject.
Here's just some of the thought and theory that goes into each of our lessons!
Universal Design for Learning (UDL)
We’ve informed our practice with Universal Design for Learning (UDL) to create maths experiences that prioritise engagement and empower every student to express their thinking with confidence.
By designing lessons that offer meaningful choices and varied ways to connect with concepts, we foster curiosity, motivation, and a genuine enjoyment of learning.
We intentionally provide opportunities for students to share ideas through visual models, discussion, reasoning and hands-on manipulatives.
This flexible, inclusive approach ensures that all learners can access the learning, demonstrate their understanding in ways that suit them best, and develop a strong, confident voice in mathematics.
Concrete–Pictorial–Abstract (CPA)
Our maths lessons are built around the Concrete–Pictorial–Abstract (CPA) approach, giving students the freedom to move between hands-on materials, visual representations, and abstract symbols.
This flexible progression helps learners make clear connections between real experiences and mathematical concepts, making maths feel more meaningful and less intimidating.
By revisiting concrete and pictorial stages when needed, students build confidence and develop a secure understanding of ideas as tangible and accessible.
Through CPA, learners develop deeper, more resilient understanding—transforming anxiety into confidence and curiosity.
Growth Mindset - Carol Dweck
Our maths lessons are underpinned by Growth Mindset principles, grounded in the work of Carol Dweck, which emphasise that ability in mathematics can be developed through effort, effective strategies, and learning from mistakes.
This approach reframes challenge and error as valuable parts of the learning process, rather than signs of failure. By encouraging persistence, curiosity, and a willingness to experiment, we help reduce maths anxiety and build a more positive learning experience.
Students develop confidence in their ability to improve, fostering a resilient and motivated attitude towards mathematics.
Cognitive Load Theory - John Sweller
Our maths lessons are informed by Cognitive Load Theory, developed by John Sweller, which highlights that learning is most effective when working memory is not overloaded.
We carefully design instruction to reduce unnecessary cognitive demand—using clear, engaging visuals and thoughtfully structured content—to support focus and deeper thinking.
Drawing on related principles such as dual coding and explicit instruction, we present information in ways that are both accessible and meaningful.
This approach helps minimise stress, supports clarity, and enables students to engage more confidently and successfully with mathematical ideas.
Deep Inquiry and Conceptual Practices
Our maths lessons combine conceptual understanding with inquiry-based learning, encouraging students to explore the “why” behind mathematical ideas rather than simply memorising procedures.
Through rich tasks that promote questioning, investigation, and collaboration, learners actively construct their understanding and make meaningful connections between concepts.
This approach helps students feel more in control of their learning, building confidence and reducing maths anxiety.
As they develop a deeper sense of mastery and ownership, mathematics becomes less intimidating and more engaging—transforming uncertainty into curiosity and resilience.
Inside the Awesomenicity resources
Curriculum guides
Planners
Starter activities
Lesson slideshows
Input and modelling
Activities, plenaries, and assessments
Every child deserves to feel good about maths.
Why Awesomenicity is different to other Maths resources
Confidence first
Every lesson is designed to reduce maths anxiety. No drills, no timers, no races, just a safe space where children believe “I can do this.”
Joyful learning
Inquiry, puzzles, visuals and games turn maths into discovery, not a chore. Lessons encourage curiosity and keep children engaged.
Deeper understanding
With CPA (Concrete–Pictorial– Abstract) and UDL (Universal Design for Learning), children don’t just memorise, they understand. Concepts like fractions or division finally make sense.
Progress that lasts
From growth mindset prompts to our “Sunlight / Twilight / Midnight” challenge zones, learners build real problem-solving skills. That means smoother lessons, less frustration and more confident maths thinkers.
The outcome
When children stop feeling anxious about maths, they start engaging. That means less acting out, better progress, and more confident maths practice.
Spot the signs → Ease the pressure → Enjoy the progress