Planning & Assessment

Mixed level classes

Numicon 1 & 2 Numicon 3 & 4 Numicon 5 & 6

Planning templates


Numicon Firm Foundations Years 0 and 1 - Planning Template

Numicon 1 & 2/ Years 2 & 3 Planning Template

Numicon  3 - 6 Years 4 - 8 Planning template 

Alternate planning for Numicon using an xl or converted Google doc /file 


  • You can see how it correlates clearly together. This version shows Te Mataiaho with links to the Milestones, strands and the unit of work following the Numicon scope and sequence
  • This is very useful as teachers/ teams to use to decide together which one the milestones will be their schools 'non negotiable' milestone. 
  • You will have rich teacher discussion around what is all of the knowledge needed to solve the more difficult milestones.    
  • It is useful and time-saving for teachers presented this way. 
  • You can hyperlink the Activity Group or unit plan in.  
  • The blank squares make it is very clear where planning time needs to be invested. 
  • What does this look like for my learners? In my classroom?
  • The coloured section shows how you plan to use the additional resources to meet the needs of the groups of learners emerging as the week unfolds including planning for adaptive (differentiated) teaching. 
  • This format is useful as you are growing knowledge as you work with them - just like the shapes and the rods! 
  • You are growing your skills of being able to generalise 'aka' make an OTJ ...
  • The remaining documents are being written and will be available soon. Watch this space!


Managing students' learning when they are below the level expected in the curriculum: 
- Use the TM and Numicon mapping chart to see what the prerequisites from previous years are for the week you are teaching. Take the main teaching from the previous year to teach on Monday, then choose the main teaching points for the expected level to teach for the remainder of the week.
- Use the TM and Numicon Mapping Chart to see the prerequisites from the previous years to begin each lesson during the week as the starting point before teaching the relevant year's teaching.
- Use your assessment data to inform the starting point of your teaching to create the learning journey for your students in this transition year. This could be a decision to spread the teaching over two weeks initially instead of the expected one week. Plan this as a team to ensure the coverage of the TM curriculum throughout the year.

Derry's comments on Numicon Assessment

 

About Assessment with Numicon

Numicon employs a formative assessment approach to give a deeper and more convincing picture of a child's learning and progress. Children's learning is recorded not tested.

Find out more

Resources of Assessment

  1. Assessment Opportunities are listed on the Activity Group Overview 
  2. Milestone Assessment Cards for Numicon 1 - 6 are on Oxford Owl - look in the Online Index for the link to download
  3. Explorer Progress booklets for every student using Numicon 1- 6 are on Oxford Owl - look in the Online Index for the link to download
  4. Firm Foundations - tracker Numicon Online NZ to download
  5. Numicon 1 - 6 Milestone Tracking Chart documents - look in the Online Index for the link to download
  6. Individualised assessment documents -  look in the Online Index for the link to download
  7. NZ Milestone Assessment Tracking Tool excel file Numicon 1 - 5. Numicon 6 coming soon.
  8. New Entrants Initial Assessment - discover the learning each children brings from early childhood

Milestones are markers along a student's learning journey.  They are a summary of the previous 4 - 6 weeks of learning.

Milestones recognise that a student may not learn all that is expected in the one week of learning, but rather over time. The Milestones reflect this learning journey.

Milestones are provided in the back of every Teaching Handbook and as an Excel spreadsheet downloaded through the Oxford Owl subscription and on the link above.


 

Further reading

How to implement Formative Assessment from the Auckland Maths Hub.

Getting Started with Numicon and Te Mataiaho

The message explains key aspects of the new curriculum (Te Mātaiaho Mathematics and Statistics) to align language and practice for consistency across schools. Key points include:

  1. Progress Outcomes: Each phase (e.g., Year 1-3) has one progress outcome describing what students will understand and achieve by the phase's end. Key examples and summaries are on pages 27 (Phase 1), 55 (Phase 2), and 83 (Phase 3).

  2. Curriculum Structure:

    • Strands (e.g., Number, Algebra) are broken into sub-strands (e.g., Number includes structure, operations).
    • Each sub-strand has a year-by-year teaching sequence (page 11, right column) with specific teaching statements.
    • Teaching statements guide what and how to teach, not assess, with Teaching Considerations offering evidence-based strategies.

  3. Assessment: Discussions around assessment approaches (e.g., OTJs or tests) are pending. Focus should remain on Assessment for Learning to guide teaching and address student needs.

  4. Numicon's Alignment: Numicon planning and materials support the curriculum’s processes (e.g., investigating, representing, generalising, and justifying). The NZ Assessment Tracking Chart effectively connects planning and tracking.

  5. Year-Level Teaching: Teachers must teach content aligned to year levels but can use early weeks to:

    • Review prior learning.
    • Establish routines for mathematical vocabulary and tools.
    • Identify gaps and prepare for new learning.

Teachers are encouraged to use their professional judgment and the stem "informed by prior learning" when planning. Schools will soon receive MoE training, which includes planning templates, but Numicon already meets these needs effectively.

Getting Started with Numicon - the first few weeks:

Get to know your new class and ensure there are no gaps before embarking on the new learning.  NZC statements are preceded by the stem 'informed by prior learning... which reminds teachers to use their professional judgment and assessment information when selecting what content to teach. pg 11 of NZC"

1. Any review of previous learning links in with the science of learning and good practice. 

2. More than review: What is new, is a new way of communicating in the classroom (establishing class norms of behaviour -which may be not be new for some but still the class relationships will be new) and most significantly becoming familiar with how to show your maths thinking with equipment, is very new.

3. Teachers knowing what to look for and knowing how to ask deeper questions rather than just recall is also new.