The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2

23/5/25

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2
RTLB

Years 0-8 PLD 

Te Mataiaho

Session 1 - Planning

Plans are not set in concrete, you can modify/be flexible.

Science of Learning in Maths PLD

• We learn best when we experience a sense of belonging in the learning environment and feel valued and supported. (Relationships with maths and communication days 3&4)
• A new idea or concept is always interpreted through, and learned in association with, existing knowledge. (Progress model & teaching sequence, day 1.  Planning & explicit teaching, day 2)
• Establishing knowledge in a well-organised way in long-term memory reduces students’ cognitive load when building on that knowledge. It also enables them to apply and transfer the knowledge.  (working memory - conceptual understanding and procedural fluency, day  1) (planning & explicit teaching, day 2, communication day 4)
• Our social and emotional wellbeing directly impacts on our ability to learn new knowledge. (Relationships with maths, day 3)
• Motivation is critical for wellbeing and engagement in learning. (Rich tasks, days 1-4)

Music reduces anxiety

If you overload their emotional state their ability to retain academic knowledge goes down. A seesaw.

Important

• Organise learning coherently
• Build conceptual understanding and procedural knowledge
• Reduce anxiety and enhance well-being
• build positive relationships with maths
• Reduce cognitive load.

Year Plan

Glow (what you're doing well) and Grow (what you need to improve on)

• all statements are covered across the year
• order units to build on each other
• make connections and combine within and across strands
• revisit and consolidate (remember when we did....)
• consider school or community events for context

Maths is EVERYWHERE ALL THE TIME

Unit Plans

• understand know do
• prior knowledge
• teaching sequences by week
• learning experiences
• language and vocabulary
• materials required
• acceleration and enrichment

Make sure there are lots of repeated opportunities

Grouping

small groups/pairs for further teaching or fluency work. Teacher or self-selected small groups.  Whole class or larger groups.

Education Counts - a rapid review of grouping practices for equitable outcomes.

Unit and weekly planning

• explicit teaching
• rich tasks
• positive relationships with maths
• communication
• acceleration and enrichment opportunities
• organising for learning

Session 2 - Explicit Teaching

Assessment to inform teaching

Notice, recognise, and respond.

• Consider a student's understanding (notice).
• Understand the concept the student is developing (recognise).
• Decide how to respond to continue progress.

The important part is DISCUSSION.

Assessment evidence

• analysing responses to a task.
• observing the procedures and processes used in a task.
• conversing with students.
• using assessment tools.

ALWAYS have MATERIALS NO MATTER THE AGE

Is it satisfying? Light bulb moment.

Picture books great for language.

Explicit teaching should be highly interactive.

Acceleration

• advances students's learning rapidly
• uses targeted teaching provided just in time
• is active, fast paced, and hands-on

[RESOURCE] Accelerating learning in oral language, reading, writing and mathematics and Learning in the Fast Lane.

• year level focus
• scaffold to enable access
• build fluency and understanding
• teach problem solving skills
• monitor progress
• flexible grouping
• relevance and engagement

The Autism Project - Session 2

16/5/25

The Autism Project 
RTLB services

Website

• Autism friendly music
• Autism friendly visuals

Parked Questions

CAP - collaborative action plan

IEP - individual action plan

Tātai plan

Every plan should be collaborative including whānau

Is it genetic?  is some relation with older parents especially older fathers.  Can be random.  Can identify a specific gene.

Can immunisation cause autism?  They say no.

Jury is still out but increasing evidence shows it's genetic going down the line.

Ideas

• Conversation cards
• Visuals

Some of the characteristics present in autism is similar to children with trauma.

[Video] What does it feel like to have Autism?

Sensorimotor

Te whare tapa wha

 

Takiwātanga within te whare tapa whā

A lens that you can use for all cultures.

Sensory Systems

• Auditory
• Tactile
• Visual
• Proprioceptive - body/vestibular (pressure of knowing where you are)
• Olfactory
• Gustatory
• Interoception
• Vestibular

<sensory info>

Hypo and Hyper responses

Gravitational insecurity

Tactile defensiveness

Arousal modulation difficulties

Arousal is the state of wakefulness, of being energised or alert.

Can't shut down - autonomic nervous system.

heart rate, blood pressure, sensory alertness, desire mobility and reactivity.

Distorted perception

Visual perception difficulties including difficulties with depth perception, distorted of size, shape, motion, recognising faces (prosopagnosia - face blindness) or seeing only small details rather than a whole.

Auditory perception and procession difficulties.

Paradoxical responses

'polar opposite' responses.

hyper e.g. task-switching and struggling to main attention then suddenly become hyper-focused or hyper-fixated.

hypo - over react to fire alarm but doesn't react to touch.

Hypo and Hyper

CUP ANALOGY VIDEO

Sensory seekers are separate.

Over - modify, adapt

Under - 

Seekers - find what fills up their cup, providing options, provide sensory aspect

Supportive Strategies

• shorter mat times
• first, then board
• calm kit (clearly teach equitability)
• Acoustic modifications
• Lighting adjustments
• Classroom organisation
• Colour coding
• Heavy work <sheet>

Resource list on website

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 1b

 13/5/25

NZ Maths curriculum yr 0-8
Day 2

• Ordinal number activity.
• Glossary activity.

Look at the glossary in each section.

Ongoing deep learning often comes through struggle.

We often lighten the cognitive load so sometimes we need to have that struggle.

<insert key message slide>

Teach the year level and differentiate by the use of materials etc.

Number

- number structure

- operations

- rational numbers

- financial mathematics

These are interconnected.

They connect with other strands too.

Could have been organised in a different way but this is the way it is.

Thinking about fractions INSIGHTS FOR TEACHERS NMSSA

Rich Tasks

Activities to deepen their understanding and enable them to achieve what they're expected to achieve.

Helping students to access the content for their year level

Enablers and Extenders/Enrichment.

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 1a

 6/5/25

The NZ Maths Curriculum years 0-8 PLD
by Core-ed

• Royal Society did an advisory panel into maths - Pāngarau Mathematmics and tauanga Statistics in Aotearoa NZ.
• This was used to refresh the mathematics curriculum.
• Schools should be starting to refer to the new maths curriculum now.
• Common practice model is now within the curriculum.
• Key competencies are woven in literacy and maths.

 

<insert flower image teacher booklet p. 4>

Conceptual understanding - what and why

The comprehension of mathematical and statistical concepts, operations, and relations by:

- connecting related ideas

- representing concepts in different ways

- identifying commonalities and differences

- communicating thinking

- interpreting information

Take information and interpret confidently.

Use ideas that make sense.

Understand misconceptions.

Procedural fluency - how

Choosing procedures appropriately and carrying them out flexibly, accurately, and efficiently.

Progression based curriclum

Year 1-3 Phase 1

Year 4-6 Phase 2

Year 7-8 Phase 3

Year 9-10 Phase 4

Year 11-13 Phase 5

Sciences of Learning

 3 key areas of teacher decision making

1. Developing a comprehensive teaching and learning prog.

2. Using assessment to inform teaching.

3. Planning.

<insert venn diagram from teacher booklet p. 7>

Four components

• Explicit teaching
• Positive relationships
• Rich tasks
• Communication

*vocab list at end of every phase.  Kid speak - should understand, know, and use these terms.*

Assessment

• What's going on?
• What's next?
• How am I going to use it?

Planning

• Teaching and learning plans
• Programme richness
• Use assessment information

USE YOUR CURRICULUM -> Don't throw the baby out with the bath water!

<insert summary of maths and stats learning area from teacher booklet>

Statistics - PPDAC Problem, Plan, Data, Analysis, and Conclusion

can be used across science, technology as well.

Key Messages

Plan for all students to experience all the statements in the sequence for their year level. NZC p.24  

• Match your resources to the needs of your akonga.
• Learning experiences align with the students' year.
• Accelerative practices and design for inclusion support readiness.
• Accelerated Learning in Mathematics (ALiM) and Accelerated Learning in Literacy (ALL) support schools.
• Collaborative planning supports teacher.

The Autism Project - Session 1

2/5/25

The Autism Project
RTLB 
South Hornby Primary School

The Autism Project Website

- thinking

- sensorimotor

- communicaiton

- social learning

- emotional learning

interwoven with relationships and visuals

what cultures are ok with eye contact and which ones are not?

Takiwatanga - In his, her, their self in one space and time - Māori term for Autism.

Evidence-base

www.autismnz.org.nz

www.altogetherautsim.org.nz

TKI autism and learning. www.inclusive.tki.org.nz/guides/autism-and-learning/

Aotearoa NZ Autism Guidelines 2nd or 3rd Eds.

NZ Curriculum

Incredible Years Autism - Carolyn Webster Stratton 2021

Tips for Autism.

<insert scan of terminology>

Go with what the family wants their child called e.g. Mavis who has Autism.  If not follow terminology guidelines.

What is Autism?

<add in>

Restricted means they'll restrict themselves because of a sensory reason, haven't finished their previous tasks etc.

Repetitive means continuous repeating 

DSM 5 - Diagnostic and Statistical Manual.  Reference book on mental health and brain-related conditions and disorders.

Included examples, signs, and symptoms of these conditions.

Individual must meet 6 or more out of the 12 criteria.

According to the DSM-5, the features of ‘autism spectrum disorder’ include: 

• criterion A: persistent deficits in reciprocal social communication and social interaction
• criterion B: restricted, repetitive patterns of behaviour, interests or activities
• criterion C: symptoms must be present in the early developmental period
• criterion D: symptoms cause clinically significant impairment in social, occupational, or other important areas of functioning
• criterion E: these disturbances are not better explained by intellectual disability or global developmental delay.

The DSM-5 is not published publicly online as this is a purchase-only manual principally designed for clinicians.

Diagnostic pathway in NZ is initiated by parents.

Teachers role do not suggest to parents their children have Autism.  If it does it comes from a senior leadership position.

Have professional conversations with SENCO or RTLB liason.

Common Characteristics

-obsessions

-black and white thinking

• blank stare
• social cues misinterpretation
• quick to anger/disregulation
• co-occurence with trauma
• need for routine
• water sensory need
• needing weight/pressure
• repetitive verbalisations
• personal space boundaries
• flapping/stimming
• need for reassurance
• vestibular/swining
• proprioception
• follow your own logic/stubbornness
• differences in language abilities
• attachments-objects/people
• difficulty with transitions

Out of our thinking the others occur.  The children are trying to fit into a system and want to create order.

Circling can be a calming for them.

There are distince differences between girls and boys and their traits.

<add scan of As-teachers...we observe!>

NZ Curriculum

Plan for ALL students to experience all the statements in the sequence for their year level. (NZC p24)

Thinking

<add notes from whiteboard>

Strategies

• Get into your child's spotlight (get into their world).

        - find out what they like

        - come down to their level

        - gentle intrusion/child led

        - face to face activity

        - visual prompts and pictures e.g. visual timetable

        - modelling and repetition.  If they are not talking in conversation you might repeat what              they say.  "I like my dog Ruffles."  "Your dog Ruffles?"  "Yeah Ruffles likes to go in the              bath."  "Ruffles likes to go in the bath?"

          Sitting on the mat with them etc to model.