Frequently asked questions (FAQs)

Mathematics and Statistics for Aotearoa New Zealand

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Section 1: Programme Support

Accessibility

Is the programme fully accessible?

(See also Distance-learning Students.)

  • Yes, the programme is accessibility compliant.
  • The programme includes multiple formats for students and teachers to access:
    • The student workbooks, which are in print and online
    • All other student and teacher content is delivered digitally via the student and teacher dashboards, which are 100% accessibility compliant.
  • Every resource is available online, so teachers can manage in-class work, homework, and distance learning easily with print and online access. Having both options available ensures equity of access for all students.
  • Our technology, Oxford Digital NZ, is designed with accessibility in mind, using the Web Content Accessibility Guidelines (WCAG) 2.1. This includes the following for dyslexia for example:
    • 'Read to me' - this is a text to speech functionality that reads aloud the content for users who may have difficulty in reading.
    • Colour contrast - Oxford Digital NZ abides by WCAG guidelines for minimum contrast ratios
    • Content presentation - all digital content is presented in a sans serif font (DM sans) with appropriate character and line spacing for readability.
  •  You can zoom to 200% of original text size.

If students are challenged reading any content online because of their literacy level, can they hear it being read to them?

  • Yes, students can use the 'Read to me' function on the slide view of the student workbook. Pre and post-tests, interactives and other activities do not have this function.
  • At the moment, questions/answers are not available in slide view yet, so there is currently no audio for them. There will be audio for questions/answers in the Student Book soon (dates are on the dashboard and different for each year level).

Does the programme accept that many students have maths anxiety?

  • Yes, we know that anxiety about learning exists in every classroom and presents in a variety of ways.
  • Anxiety levels increase when a student is not making adequate progress. Anxiety interferes with working memory, making it harder to recall facts and solve mathematical problems, and disengagement ensues.
  • Our programme’s design takes learning anxiety seriously and its aim is to develop confident and engaged leaners. The programme also aims to develop confident teachers.

Assessment and Reporting

Assessment and reporting resources: What are the assessment and reporting resources?

  • On the teacher and student dashboards, access diagnostic and formative assessment and reporting for every topic.
    • Pre-tests (diagnostic assessment) for every topic on the student dashboard – to understand each student’s prior knowledge and current skills level. These short multiple-choice tests offer quick point-in-time snapshots that teachers can use alongside their own professional observations to inform groups for differentiated teaching.
    • The tests auto-mark and produce at a glance reporting for the teacher with suggested allocation to above, below, or on level for the topic. (It also allows teachers to manually intervene).
    • Post-tests (formative assessment) for every topic on the student dashboard – to inform next teaching and learning steps.
    • Student achievement is auto tracked in the pre- and post-test results across the year at individual and class levels for the teacher.
    • Results can be downloaded as a CSV file.

Student assessment: How do I use the assessment resources with my students?

  1. Assign a topic pre-test online to every student in the class.
    1. The test will appear in the students’ online dashboard.
    2. The pre-test will take about 10-15 minutes to complete and is auto marked.
    3. The results will appear in the teacher dashboard and support the teacher in deciding the topic learning pathway (below, on or above level) for each student.
  2. Students will then complete one or more of the following in their student workbook, depending on their learning pathway: guided practice, independent practice and extended practice.
  3. Students will have access to, and complete under teacher direction, further practice and consolidation activities. These are assigned to students, by their teacher, and will appear in a student’s online dashboard.
  • After topic teaching and student work has been completed, students complete the topic post-test assigned by the teacher in the student online dashboard. The results of the post-test will confirm the learning that has happened and will assist teachers to plan next learning steps.

Student assessment: What if my students can’t do the test digitally?

  • All pre- and post-test questions are designed to be completed digitally. The online tests use question types that allow us to gather information about a topic and provide teachers with detailed assessment reporting. When tests cannot be completed individually by students, teachers can project them on the board and complete questions with the whole class. Teachers can then explain different question types, model written answers where needed, and support students by walking around the class during the test.
  • Teachers can then mark the test and enter the results into Oxford Digital and assign an ability group.
  • If you find that this process isn't working for your class, please get in contact with us.

Will post-results relate to phase 3 beginning, proficient and advanced? Or how will they be categorised within Phase 3? How could we report where the students are at if they are just reported as being 'at' for Level 4?

  • Extended for Year 8 means they have a really good understanding of the topic, right from the outset. We aren't publishing for Phase 4, so we (and you) consider that the 'extended' work is harder examples of the content, that is, breadth not extension. 

How would you recommend reporting on these levels in student reports?

  • You can report however you like - use B ,O, A as a teaching tool, to give a group so you can teach appropriately. The post-tests do not give a group. So the formative assessment is about level, the summative assessment is about result, and the teacher should use their own judgement.
  • Also remember that evidence of learning is much more than just test scores – it should include what a student can write, make, do and say, as well as what they can’t, so teacher observation, judgement and understanding is crucial to good learning.

If the pre test for a year 7 shows they are working below, we teach them from the year 7 resources? 

  • The Student Book and Lesson Plans follow a differentiated teaching approach, catering to students at their level of need. If a student is working "below level", please refer to the Lesson Plans for that topic for teaching advice. The reporting levels are a suggestion only. 

Components of the Programme

What components are included in the programme?

  • Print student books for years 0–8 (one student book for each year level, except Year 0. Year 0 teacher support and student content is included on the teacher dashboard.
  • Teacher Dashboard
  • Student Dashboard

CPA

Does the programme take a CPA approach?

  • No, CPA is not integrated with continuity. However, there is a vast variety of activity types including manipulatives to help embed learning and maintain engagement.

Are there suggestions for teaching hands-on activities?

  • There is a wide range of teaching options for whole-class, small group and individual teaching and learning scenarios, so teachers have plenty of choice, including activities suitable for CPA contexts. There’s an example in the sample pages from our website (see here) – have a look at the lesson plan on page 24 of the document.

Currency

Does the programme use New Zealand currency?

  • Yes, because the programme is specially designed for the New Zealand Curriculum, the student workbooks (and all activities, worksheets and mastery tasks accessed via the teacher dashboard), all contain New Zealand content, including New Zealand currency.

Curriculum

Is the programme aligned to the refreshed New Zealand Curriculum?

  • Yes, this new edition of our successful maths programme is specifically built for the refreshed New Zealand curriculum.
  • Experienced educators and product development experts have structured, authored and edited all components of the programme.
  • New Zealand-based mathematics education consultants have reviewed and written additional content to ensure excellent alignment.
  • Curriculum planners are available here www.oxforddigital.co.nz 

Will the fundamental maths outcomes specially highlighted in the curriculum also be highlighted in your programme?

  • Yes, we highlight where these are covered.

How specific is your scope and sequence to the curriculum?

  • All content is explicitly aligned to the refreshed curriculum to ensure complete coverage, and we provide all the detail you need, including highlighting the fundamental learning outcomes (critical steps) that have also been highlighted in the curriculum.

Does the programme align to the Cambridge Lower Secondary Curriculum?

  • For us to advise how our programme aligns to the Cambridge Lower Secondary curriculum, we'd have to complete a detailed correlation, which we're not in a position to do right now. However, if the Cambridge Lower Secondary curriculum aligns with the refreshed New Zealand Mathematics and Statistics curriculum, then I can confidently say extremely well.

Distance-learning

Does the programme cater for distance-learning students?

(See also Accessibility.)

  • Yes, every resource is available online, so teachers can manage in-class work, homework, and distance learning easily with print and online access. Having both options available ensures equity of access for all students.

Diverse Backgrounds

Could you please provide more insight into how your approach accommodates diverse learning needs? 

  • The pre- and post-tests are short, 8-question tests to gauge the level of knowledge and skills of all your students, both before the teaching happens and then at the conclusion of the topic, so diagnostics and formative. The results inform the teacher regarding how they will adapt their teaching to students who are at below, on, or above level, and what activities they are going to provide students to complete in whole-class, small group and individual situations.
  • The student workbook is the same. It is structured to provide guided practice, independent practice and extended practice and consolidation work for the students. If you have students below level for a topic, you might only ask them to complete the guided practice, for example.
  • The mastery tasks that are included on your teacher dashboard are scaffolded, so excellent for low-floor/high-ceiling work. Some students will only complete the first question or two, others will move through the complete task over a number of days... And all your students will feel successful.
  • The digital platform includes the 'Read to Me' function to support students with their reading, if required.
  • The language in student workbooks in Phase one has been crafted to minimise the amount of reading and reduce cognitive load.
  • The teacher notes and lesson plans are highly supportive for the teacher. For example, they attend to potential areas of difficulty, that we've been testing and enhancing over the past 8 years to ensure we've included the most common challenges students have when learning certain topics.

Equipment

Is the concrete equipment used in lessons what we would already have?

  • Yes, all resources required are likely to be equipment already found in most classrooms. The lesson plans outline what is required for each lesson, and we will also provide a complete list of equipment needed for each phase of learning so teachers can be sure they have everything they need for the start of the new school year.

ESOL Learners

Can the online content be translated into languages other than English by Google Chrome (using the translate function)? 

  • We don't have a built-in language translation, but because Oxford Digital is web-based and can be accessed from any browser, plugins and extensions like Google Translate will work. 

How does the platform support ESOL learners?

  • For Phase 1, the instructional language we use has been designed to be as accessible as possible, for both learners who are at the early stages of learning to read and also for ESOL learners. 
  • The 'Read to me' function on the Student Dashboard also supports learners with reading challenges. 
  • Every student book includes a glossary of mathematical terms to support the development of mathematical literacy. 
  • Because most of the teaching is delivered by you, the teacher, you will also be very cognizant of the learning needs of your students. 

What support do the tests and the programme have for Multi Language Learners? 

  • The content for Phase 1 is written to ensure minimum cognitive load and literacy levels. For Phases 1-3, the student workbooks include a glossary of mathematical terms to assist with mathematical literacy. The majority of the programme is also teacher led, so the teacher will be in control of pitching the instruction. The 'Read to me' functionality will also be available on the platform. 

Evidence and Research

Is the programme evidence- and research-based?

(See also Science of Learning.)

  • Yes, the programme provides evidence-based explicit and intentional practice and sequenced lessons to support student learning and the ability to differentiate through the curriculum.

Homework

Do Oxford resources have the capacity to support homework or work well with maths buddy?

  • Mathematics and Statistics for Aotearoa New Zealand will work well with Maths Buddy because both programs are founded on kids working at their individual knowledge and skills level. You just need to be sure your kids' homework reflects the teaching you're doing, i.e. the topic you're teaching or have already taught previously. I don't know Maths Buddy well... my view is taken from the information they provide on the website. I also think it would be a great option for homework because it limits the amount of preparation you need to do for homework.
  • If you want to use elements of Oxford's programme for homework, you could use:
    • The student workbook (for practice and consolidation)
    • Activity worksheets (for practice and consolidation)
    • Mastery tasks (to apply learning to real-world contexts; these are scaffolded, so perfect for low-floor/high-ceiling scenarios)

Intervention

Are there are any components of the programme that can be used for intervention?

  • The pre-test and post-test results clearly highlight the knowledge a student brings to a topic, and the post-test shows their growth and any learning gaps after teaching and practice. The results of the assessments inform the learning pathway for your students. The regular assessment will provide you with a clear understanding of students requiring intervention. You may like to use Oxford University Press’ Building Numeracy  by George Booker for additional intervention support.

Lesson Plans and Lessons

How do teachers teach all topics in a year, given that teaching can be interrupted by other activities, such as sports day?

  • Lessons are in 60-minute sessions to be taught 5 days a week across 9 weeks per term. This accounts for the inevitable interruptions to normal school days.

Do I need to follow the units in order?

  • No, you can decide how and when to teach each unit.
  • We provide a suggested structure and sequence to support you, from curriculum links to a term planner and detailed lesson plans, but it is completely up to you how you implement the programme.
  • Term planners are suggested sequences only, based on a fairly logical order of required knowledge. They are not related to the focus on explicit teaching, and they are not related to spaced practice or retrieval of knowledge. They are just a guide to a sequential acquisition of knowledge.
  • The term planners show the expected length of each topic - one week or two. One week is the smallest suggested length - four sessions of teaching. However, the curriculum specifies 5 hour-long sessions, so we've given a suggestion of how to create a fifth session in the generic learning sequence documents. Most of our topics are 4 or 5 sessions long, with some at 7 or 8 - and in these cases the term planner will show 2 weeks and the generic learning sequence documents will offer a suggestion for creating more if needed. You can choose to split sessions into two parts, or add revision/review, etc. if you need an extra session.
  • Our programme is not designed to be prescriptive - it can be used flexibly for the needs of an individual school and still cover the curriculum outcomes and approach. 
  • Term planners for years 0–6 will be available by the end of November and years 7–8 in December at oxforddigital.co.nz . Specific dates will be provided as soon as they are available; we’re working hard to ensure the term planners support you in your planning for the 2025 school year.

How are lesson plans and lessons structured?

  • Every topic begins with a diagnostic pre-test.
  • Lesson plans are consistently structured and include:
    • Daily practice activities
    • Introductory and consolidation instruction for whole-class and group work
    • Notes supporting differentiation pathways
    • Teaching and learning tasks
    • Associated materials, tools and learning resources.
  • The student workbooks are designed for guided, independent and extended practice after the pre-test and explicit teaching has happened, and when the teacher is confident of the student’s level of understanding and how to progress their learning. The teacher will direct their students to complete the guided, and/or independent, and/or extended practice based on their test results.
  • Every topic concludes with a formative post-test to understand the learning that has happened and to plan next teaching steps.

Is the work arranged in themes? 

  • No, the terms are not connected by theme.

What if my students are working above/below their year level?

  • As a teacher using the Oxford programme, you will have access to the entire range of online resources available within the Phase your school purchases, no matter which year level you teach.
  • For example, if your school selects Phases 2 and 3, all teachers will have access to a comprehensive set of online materials for Years 4–8. If your school chooses all Phases, you’ll have access to resources for Years 0–8 and any teacher can assign materials to any student across the full range.
  • We are committed to ensuring all students achieve success and so we will also enable access to resources above/below your purchased level on a case-by-case basis. For example:
    • If your school ends at Year 6 but needs access to Years 7 and 8 resources to further challenge your students, we’ll provide Phase 3 digital resources at no additional charge.
    • If you are a secondary school starting at Year 7 but require content for lower ability students, we’ll provide access to Phase 2 at no extra cost.

How will the programme support students who are working across different levels in various strands?

  • The pedagogy and methodology of the programme offers multiple pathways so students can access the curriculum at their own point of need. The workbooks (for consolidation post explicit and intentional teaching) are based on a developmental approach that incorporates scaffolding to manage cognitive load (guided, independent, extended), which gradually reduces to allow students to become confident and independent mathematicians, with clear and simple layouts to maximise student learning and understanding. Topics follow a scope and sequence that supports the sequential acquisition of mathematical skills, concepts and knowledge.
  • Not all sections have to be completed by all students - teachers will guide students to the best level of consolidation and practice for each student. Some students will complete all sections; other students might only get to independent practice and not attempt extended practice for some topics. The same applies to the investigations and mastery tasks that are provided on the teacher dashboard.
  • Note that the mastery tasks are also scaffolded and are ideal for low-flow/high-ceiling scenarios.

Make It Count Action Plan

Does the programme attend to all the requirements of the Make it Count Action Plan?

  • Yes, the programme has everything you need to deliver the requirements of the Make It Count Action Plan and has been designed to genuinely contribute to improving student performance in mathematics.

Māori Culture

Is the programme relevant to Māori and New Zealand culture?

  • Yes, we have partnered with New Zealand education consultants to assist with overseeing the development of this programme to ensure it is fit for purpose, including theme, design, and images relevant to New Zealand culture, and including reference to the language of Māori.

Will te reo will be included with correct pronunciation.

  • The language of Māori is included throughout the program, in both the teacher support and in the student workbooks. The 'Read to me' functionality on the platform is computer generated.

Is Oxford going to produce Māori versions of these resources?

  • At this stage, no.

Will context be New Zealand based, and is there a writer assisting with the right language and concepts around te reo/Māori? 

  • Mathematics and Statistics for Aotearoa New Zealand Years 0–8 includes relevant content and authetic activities to increase engagement of New Zealand students, and we engaged New Zealand education consultants to ensure right language for te reo/Māori

Mastery Learning

Is the programme mastery-based?

(See also Spiral Learning.)

  • Yes, this programme employs the mastery-based approach to learning
  • Mastery learning is best practice and, based on customer success with our maths programmes developed using this approach, is a more effective teaching method.
  • The mastery approach, the programme’s structure, and the programme’s learning content is excellent, and activities and problem-solving tasks are most often linked to real-world examples.
  • For reference: Japan, ranked fifth in PISA 2022, uses the mastery approach. Singapore (ranked first) is neither spiral nor mastery-based but uses a combination of the two.

Mastery Tasks

How and when do I use the mastery tasks? 

  • The mastery tasks are an optional addition to the programme that support application of mathematical skills and understanding in real-world contexts. They have a low-floor high-ceiling approach and can be used at an individual, small group or whole class setting. They are mapped to relevant topics, and we provide a ‘How to use’ document on your teacher dashboard.

Are the Mastery activity tasks scaffolded?

  • Yes, questions become more challenging as students progress through the task, so some students might only complete some tasks and others will be able to complete all tasks.
  • The Mastery tasks are excellent examples of low floor, high ceiling math tasks where all students, despite background and skills, can begin and then work on at their own level of engagement. The mastery tasks present possibilities for the students to do much more challenging mathematics as they unfold.

Are there any inquiry style learning questions? Questions that can be answered in different ways and suitable for different levels? So can be used for the whole class?

  • Yes! The programme includes a variety of inquiry style learning questions, especially in the Investigation activity sheets and Mastery tasks, both which can be assigned, shared to Google Classroom, projected at the front of class, and for individual, small group and whole class work.
  • The mastery tasks are also scaffolded and perfect who low-floor/high ceiling work with your whole class... and based on real-world contexts.

Multi-Level Classrooms

Could you please give me some more information about how Oxford works in a multi-level classroom please. 

  • The suggested Learning Sequences we provide on the Teacher Dashboard can be used as editable templates for teachers to adapt when planning lesson sequences to suit the needs of the students in their classes. These templates will support teachers to plan for and manage multi-age/composite class situations by suggesting how to cater for each year level throughout the learning sequence.
  • Sample material for teaching composite classes for each phase is available at oxforddigital.co.nz , and which includes some terrific examples of suggested learning sequences.

We have combined year 7 and 8 classes that we run on a 2 year program. What would you recommend for classes with combined year groups?

  • Look through the samples. We also have term teacher plans for composite classes, so these will help you plan your teaching for multiple year levels for the long-term.

With multi-level classes do we have to teach each level 'whole class' sessions or can we do the same topic with all and then work with groups within the levels?

  • Yes, you can! You are the expert... You are at the heart of the classroom... You know your students best!

How do the lesson plans cater for multi-levelled classrooms?

  • We have provided suggested Learning Sequences that can be used as editable templates for teachers to adapt when planning lesson sequences to suit the needs of the students in their classes. These templates will support teachers to plan for and manage multi-age/composite class situations by suggesting how to cater for each year level throughout the learning sequence.  

Do your lesson plans cater for whole class and group teaching?

  • There is a wide range of teaching options for whole-class, small group and individual teaching and learning scenarios, so teachers have plenty of choice, including activities suitable for CPA contexts.

If we have x2 Years in our class is that x6 maths groups for on, at and above for each year group?

  • No, our suggestion is that you have just three. The suggested Learning Sequences we provide on the Teacher Dashboard can be used as editable templates for teachers to adapt when planning lesson sequences to suit the needs of the students in their classes. These templates will support teachers to plan for and manage multi-age/composite class situations by suggesting how to cater for each year level throughout the learning sequence.
  • Sample material for teaching composite classes for each phase is available at oxforddigital.co.nz , and which includes some terrific examples of suggested learning sequences.

What about classes with three year levels? How do you teach 1 hour of math each day using three different year level sequences and also having ability groups?

  • Every classroom is different, and you know your students better than us! The suggested Learning Sequences we provide on the Teacher Dashboard can be used as editable templates for teachers to adapt when planning lesson sequences to suit the needs of the students in their classes. These templates will support teachers in planning for and managing multi-age/composite class situations by suggesting how to cater for each year level throughout the learning sequence. You may decide to split your class into three composite ability groups or try working with another class at the same time.

OECD Best-practice Guidelines

How does the programme attend to the OECD best-practice guidelines?

  • The teacher dashboard contains references to the OECD PISA 2022 Mathematics Framework, specifically Mathematical Literacy and the three domains.
  • Activities provided in the teacher notes, lesson plans, and student workbooks are often founded on real-world mathematical problems.
  • To successfully complete problem-solving tasks, students are required to:
    • ‘Formulate’ a solution to a problem.
    • ‘Employ’ concepts to approach the problem.
    • ‘Interpret’ their results.
    • ‘Evaluate’ their workings.
  • The programme meets PISA’s requirements for ‘Context’, and that is for:
    • Personal
    • Occupational
    • Societal
    • Scientific contexts.
  • The 21st Century skills also integrated to the programme.

Ordering, Placing Orders

How do I purchase the resources?

  • Place your order via the Ministry of Education here: Ordering Ministry-funded maths resources .
  • Your order of print books will be fulfilled by the Ministry of Education.
  • Based on the orders we receive from the Ministry of Education, we will provision each school with digital access, ensuring every class, teacher and student is set up on our platform ready to go for Term 1.

Questions regarding Ministry-funded resources

  • Frequently Asked Questions from the Ministry of Education are available to view on Tāhūrangi: Structured maths resources frequently asked questions (FAQs) 
  • The questions are broken down into five sub-sections which are:
    • Ordering Ministry-funded resource
    • Delivery of Ministry funded maths resources
    • Selecting Ministry-funded maths resources
    • Maths professional learning & development
    • Other

Is there a way to order outside of the phases?

  • For our New Zealand programme Mathematics for Statistics for Aotearoa New Zealand, you can absolutely order outside phases but check with the MOE what the funding requirements are.
  • If you do have students in Phase 2 that are at Phase 3 level, but you are only purchasing Phase 2 resources, we potentially could provide you with access to the digital resources you need to ensure you're teaching all your students, no matter their level.
  • Yes, when you are across all your learning needs, please get in contact with us to discuss. We want to make sure you're equipped to teach all your students, no matter their knowledge and skills levels.

Pedagogy

What pedagogy does the programme use?

(See also Mastery Learning and Science of Learning.)

  • Data-driven, explicit and intentional instruction.
  • Diagnostic and formative assessment.
  • Differentiated and scaffolded instruction.
  • Mastery-based.
  • When data-driven, explicit and intentional instruction is effectively combined with a differentiated approach, almost all students should be able to understand the concepts, the information, and the skills being taught.

Pre and Post Tests

(See also Assessment and Reporting)

Does the pre-test end up as a general above/on/below percentage or does it specify which question is wrong and highlight that specific learning goal?

  • The pre-test result is colour coded to show it is either below, on or above result. You can click in to get right/wrong indication for each question. The point of the test is not really to highlight a specific goal - it's more to show a general group result. It's meant to be a quick snapshot, not a deep diagnostic.
  • We don't have curriculum reporting integated to the pre- and post-test. Teachers can see the overall score for the tests and can view the questions the students got correct and incorrect.

Are there placement tests to work out which book our students would start from?

  • There is a pre-test for every topic in each year level. I would first assume that the student is at year level (this is the most sensible place start, and remember that they're being provided with a student workbook for the specific year level they are in), and then assess their knowledge and skills for each topic based on their results.
  • The programme will then automatically place them at below, on, or above level (for that topic) and you have all the teaching support you need to teach them based on their knowledge and skill level.
  • Remember that their knowledge and skill levels will likely not be the same for every topic (pre and post teaching); they will perform better for some topics and less well for others.

Can tests be printed? When projecting the tests are all the questions on one slide? 

  • All pre- and post-test questions are designed to be completed digitally. The online tests use question types that allow us to gather information about a topic and provide teachers with detailed assessment reporting. When tests cannot be completed individually by students, teachers can project them on the board, one question per page, and complete questions with the whole class. Teachers can then explain different question types, model written answers where needed, and support students by walking around the class during the test. 
  • At this stage, there is no plan to make these printable.

Do any of the tests have long answer form?

  • The test questions are designed to be self-marking, therefore, there are not any questions with long form/open-ended answers as these would need to be marked by the teacher. 

Looking at the Term overview it says we are teaching a different topic each week. How does this work with pre and post tests? Are we doing a pre and post each week?

  • "The Oxford Maths programme was designed with a weekly topic approach, and a pre- and post-test each week to review and consolidate student learning. The programme is not designed to be prescriptive - it can be used flexibly for the needs of an individual school and still cover the curriculum outcomes and approach.
  • When it's not possible for students to complete the pre- and post-tests individually, we recommend projecting it on the board and working through together as a class. "

Is there an assessment that covers a larger range of topics not just individual unit area? i.e Work across the term

  • We don’t have ‘term’ tests because the programme is designed to be used flexibly, and schools have the ability to create their own scope and sequence to suit their students. Different schools will cover different content across each term. 

If a child makes a spelling mistake, but essentially got the questions correct, can teachers override this to mark it correct?

  • Unfortunately, due to the self-marking feature in the pre- and post-test, spelling mistakes and typos will be marked as incorrect. Functionality to re-set the pre-test will be enabled by the end of this week. Teachers will be able to reset the pre-test quiz and ask the student to do it again. There is no way to override results in the platform.  

Pricing

What is the cost of the programme after the funded period?

The following prices are indicative only and subject to change due to the time between now and the end of the funded period.

  • For the print student workbooks plus student digital and teacher digital, it is $42 per student per year.
  • For digital only (student plus teacher) it is $37.80 per student per year.
  • Please note that all teachers get access to all year levels purchased regardless of which year level they teach, enabling them to support students as needed. For example, if you purchase Phase 2 with Years 4-6, your Year 5 teacher will be able to access all digital resources for year 4 and 6.

Professional Learning and Development (PLD)

What PLD is available?

Reporting and Assessment

(See Assessment and Reporting.)

Research and Evidence

Is the research- and evidence-based?

(See also Pedagogy and Science of Learning.)

  • Yes, the programme provides evidence-based explicit and intentional practice and sequenced lessons to support student learning and the ability to differentiate through the curriculum.

Review, Retrieval and Reflection

How does the programme cater for daily Review, Retrieval and Reflection of learning?

  • Our Guided Practice sections are a great opportunity for all students to Review, as are the diagnostic pre-tests.
  • Retrieval (recall) is activated in Independent and also Extended Practice.
  • Reflection (i.e. applying learning to real-word contexts) is offered through our Extended Practice and Mastery activities.

Rich Tasks and Investigations

Does the programme include rich tasks and investigations?

  • Yes, the programme includes investigations and mastery tasks, featuring real-world context. Note that the mastery tasks are scaffolded and are ideal for low-flow/high-ceiling scenarios.

Science of Learning

Is the programme based on contemporary science of learning research?

(See also Pedagogy and Research and Evidence.)

  • Yes, the programme is grounded in the ‘science of learning’ approach in line with the expectations of the curriculum.
    • The mastery approach ensures success for every student
    • Real world context brings mathematics to life
    • Explicit instruction allows educators to differentiate according to student needs
  • Science of learning integrated to the programme:
    • Metacognition
    • The learning trajectory
    • Cognitive load theory
    • Gradual release of responsibility model.
  • When data-driven, explicit and intentional instruction is effectively combined with a differentiated approach, almost all students should be able to understand the concepts, the information, and the skills being taught.

Why do Year 0 and Year 1 curriculum match for the 23 weeks?

  • Repeating topics in Year 1 allows for revision and consolidation of student knowledge. As the content follows a differentiated approach, students who have completed the same topic in Year 0 may be at a different level in Year 1 (eg. "Below level" in Year 0, and "Above level" in Year 1). Please refer to the Lesson Plans for differentiated level teaching activities and advice. 

Spiral Learning

Is the programme spiral-based?

(See also Mastery Learning.)

  • No, this programme employs the mastery-based approach to learning.

Student Resources

What resources do the students have access to?

(See also Workbooks.)

  • Instructional and diagnostic and formative assessment resources for years 1–8 (online).
  • Full-colour student workbooks for every student in years 1–8, Phases 1–3 (print and online versions). Student workbooks are 1:1, and it is highly recommended every student has access to a print workbook, as well as digital access.
  • Student learning and assessment resources and tools for every student in years 0–8 (online).
  • Pre-tests (diagnostic assessment) for every topic.
  • Post-tests (formative assessment) for every topic.
  • Access to resources additional to the workbook, assigned by the teacher based on ability level. Additional resources include activity sheets, blackline masters, mastery tasks).

Sustainability

Does Oxford University Press use sustainable production practices?

  • Printed resources utilise FSC/PEFC paper, and it is identified on the product, which is our standard practice.
  • Our printer for this programme is based in New Zealand, which significantly reduces the carbon footprint. These are their sustainability credentials:
    • Toitū Enviromark Diamond Certification
    • Toitū Carbonreduce Certification
    • Forest Stewardship Council® Chain of Custody Certification and Forest Certification™ Chain of Custody Certification
    • Forest Certification™ Chain of Custody Certification
  • OUP are a founding signatory of the Publishing Declares Climate Pledge and also joined the United Nations Sustainable Development Goal (SDG) Publishers Compact , which aims to inspire action among publishers to support the delivery of all 17 Sustainable Development Goals by 2030.
  • We have targets to substantially reduce our impact on the environment. By 2025, we are on track to:
    • Be carbon neutral in our own operations, including a halving of emissions from offices, warehouses, and business travel.
    • Ensure 100% of paper for printed publications is certified as sustainable.
    • Minimise waste and ensuring there is zero landfill from our own operations in markets with the necessary infrastructure.

Teacher Resources

What resources do teachers have access to?

  • Every teacher must have their own individual access to the Teacher Dashboard.
  • The teacher resources are access on the teacher dashboard and include:
    • Curriculum and planning documents
    • References to the OECD PISA 2022 Mathematics Framework, specifically Mathematical Literacy and the three domains
    • Interactive topic introductions (Years 1-7)
    • Lesson plans for every topic
    • Learning resources for every topic
    • Assessment resources for every topic
    • Support for differentiation
    • Support for mastery
    • Access to PLD
    • Access to Customer Support during New Zealand hours - 9am-5pm.
  • Pre-teaching support for every topic includes:
    • Curriculum reference
    • Learning intention
    • Success criteria
    • Materials needed
    • Tools to use (print and online)
    • Teaching notes to address potential learning challenges.
  • The teacher also has all the resources they need to teach Year 0 students on the teacher dashboard, and also ensure every Year 0 has access to the student dashboard.

Workbooks

What is in the student workbooks?

(See also Student Resources.)

  • There is a full-colour student workbook for every student in years 1–8, Phases 1–3 (print and online versions). Student workbooks are 1:1, and it is highly recommended every student has access to a print workbook, as well as digital access.
  • The full-colour student workbooks are an important component of the programme. As the year progresses, students’ abilities improve, they get through the work faster and they take it upon themselves to become more responsible learners because they know what to do next.
  • There are full-colour workbooks for every student (print & online versions).
  • The print workbook allows students to show their learning and scribe their answers directly on page.
  • They are structured like this:
    • Guided practice – Model and practice new learning. Scaffolded to manage cognitive load.
    • Independent practice – Consolidate understanding of the concept in different ways, with a decreasing amount of scaffolding.
    • Extended practice – Extend understanding in new and real-world contexts and begin to master learning.
  • Glossary of key mathematical terms included.
  • Answers to every question included.
    • The answers are provided with the Student Books to allow students to self-check their answers and understanding of topics without waiting for teacher feedback. This enables students to review concepts as needed, pinpoint topics they need to review/practice and reinforce learning.  

Is the printed workbook included in the funding?

  • With each print workbook comes the student digital and teacher digital, and all teachers have access to all digital content in purchased year levels regardless of which class they teach. For example, if you purchase Phase 2 covering years 4-6, your Year 5 teacher will also have access to Years 4 and 6 digital content. This ensures you can support students at their level.

Year 0

Do students in Year 0 need a student workbook?

  • No, they only need access to the student dashboard. The teacher has all the resources they need to teach Year 0 students on the teacher dashboard.

What resources are available for Year 0?

  • Students in Year 0 require access to the student dashboard.
  • The teacher has all the resources they need to teach Year 0 students on the teacher dashboard.

How do junior children complete each assessment, is it 1-1 similar to JAM?

  • The pre- (diagnostic) and post-tests (formative) are quick 8-question 10-minute tests to inform your teaching of a topic. JAM assessment look to be multi=strand, whereas our tests are topic-based.

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Section 2: Digital Support

Assessment

Adjusting assessment results: Can teachers manually adjust results from post-tests online?  

  • No, post-test results cannot be adjusted or reset, however, you can manually adjust the suggested ability group the student is assigned to based on your professional observations.

Exporting assessment results: How does a teacher export student results? 

  • Teachers can export class and student results from the Reports section. Results are exported in CSV format.

Do the pre and post results appear on the same csv file or separate csv files?

  • They will appear in the same file.

Grading assessments: How are the pre- and post-test questions graded? 

  • Pre- and post-test questions are automatically marked.
  • The pre- and post-test levels were designed to allow teachers to quickly identify the current levels of student understanding. Teachers can then choose an appropriate pathway to give struggling students extra support, extend competent students and consolidate the knowledge of all students. All levels are suggestions and intended to complement teachers' in-class assessment programme. Pre-test results are graded as follows: 100-70% is above level, 69-40% is on level, 39-0% is below level.  
  • Post-test results appear as a % result.
  • Note that if your students cannot complete the tests digitally you can project on the board for them to write their answers and then manually enter their marks and assign a level. Watch this video to learn more . 

Reassigning assessments: Can a teacher reassign (or have a student complete again) a pre- or post-test once it has been completed? 

  • Teachers have the option to reset a pre-test per student. Resetting a pre-test will allow a student to retake the test. However, the post-tests cannot be reset

Student completed assessment: How does a student complete a pre-test/post-test?

  • The teacher assigns the pre and post-tests to students via the teacher dashboard. Once the test is assigned, students can view and access the tests from the ‘Assigned work’ section.

Viewing assessment results: How does a teacher view student pre-test/post-test results? 

  • Pre- and post-test results are available from the Reports section. These are displayed by class and student.

Do students see their results and ability grouping?

  • Students see their result in the form of 'B', 'O' or 'A' for Below, On or Above for pre-tests, and a percentage for post-tests. 

Does the online portal automatically create the ability groups?

  • No, The programme will automatically place each them at below, on, or above level (for that topic). You, as the teacher can then group your students accordingly, and you have all the teaching support you need to teach them based on their knowledge and skill level.

Can you upload and assign tasks we have created outselves within the OUP dashboard?

  • No, you cannot upload and assign custom tasks through the dashboard. However, you can add custom tests in the reporting screen with grading and notes. 

Class Set-up

Creating classes: How do I create a class?  

  • There are two ways to create classes and add students (and teachers) into them.
    • Create individual classes (a quick option if you want to create one class and add students manually or via a .csv file upload
    • Create many classes in bulk via a .csv file upload (perfect for school administrators who are tasked with creating all classes for their school at the start of a new school year).
    • Watch this video to learn how to create a class.  

Adding students and teachers: How do I add or change a student or a teacher?  

  • Once a class is created, add individual students and/or teachers (new or existing) by using the ‘Find or Create’feature, or ‘Upload’ users in bulk to your class via a .csv file upload.

Can a teacher just have a license without signing a class up to them?

  • Yes, this is possible but please know that you will not be able to utilise the assessment and reporting feature, and so auto-leveling students (below, on, above) will not be available.
  • You will therefore need to have your own solution as to how you differentiate your teaching so you're placating all your students' learning needs. The work assignment feature will also not be available.
  • Students will also not be able to access the Student Dashboard, which includes features such as 'Read to me' (for reading support), and access to the student workbook online at school or at home. Students will also not have access to the pre- and post-tests.
  • Without the student print books, you will also need to consider how students show their workings - so important for learning and progressing in mathematics - which is vital for you to understand their knowledge and skill level. Parents will also have less visibility on what their children are learning.

Can you make groups within your class to set tasks to?

  • Yes, teachers can easily make and edit groups from the "Manage Classes" tab on the home page. 

Integration

Does Oxford Digital integrate with Hapara?

  • Not currently.

Are you compatible with SMS/LMS Hero?

  • We currently do not have an integration with Hero, but it is now on our roadmap to develop the connection in the future.

Are we able to link with SSO through Google?

  • Yes, SSO can be set up for Google authentication, and we can enable assignments to sent to Google Classroom. 

Can their digital work be added to Google Classroom?

  • Yes! Instead of assigning work, you have the option to share to Google Classroom.

Lesson Plans

Printing lesson plans: Can a teacher print the lesson plans?

  • Yes, lesson plans can be printed.

Viewing lesson plans: How does a teacher view the lesson plans?

  • A lesson plan is available for each topic in the Resources section. 

Lessons

Assigning lessons: Can a teacher assign lessons to students and block other content that hasn’t been taught yet? 

  • No, there is no lesson content that can be assigned. All the lessons are planned and instructed by the teacher.

Logging In

Is there a QR code option for younger children to log in or must they log into individual emails to access dashboard platform?

  • Not QR codes, but for younger children, we have the option of picture logins (very easy to remember and very cute!).

Reporting

Annual reporting: Can the reporting carry over from year to year against a student’s information/log-in? 

  • Yes, the reporting (student data) will remain from year to year so any teacher at the school can view a class from a previous year and see student results.  However, if a teacher deletes a class, the report data from the deleted class can no longer be viewed. 

Class and/or year level: Can the school leadership team see results from a class level view? 

  • Yes, the Reports section allows all teachers and school users to view results at a class level.

Whole school and/or regional: Is it possible to track results at a whole-school and/or regional level?

  • No, but if this is needed, please contact Customer Support free call 0800 466 514 and we will liaise with the Ministry of Education to understand the requirements.

Can you analyze a school/class report by topic?

  • Yes, you can drill down to unit and topic level for individuals or classes.

Student Resources

Assigning student resources: How do I student assign resources? 

  • Teacher resources are available from the Resources section. From the Resources screen, teachers can view, download, assign and/or copy links for each resource.
  • To assign a resource, select the resource and click ‘Assign’.
  • Select a start date and end date for the assignment. (End date is optional.)
  • Choose the class or student to assign the resource to.
  • Once the assignment details are confirmed, send an email notification to the student(s) before sending the assignment (this is optional).
  • View this help video for assigning student resources .  

Is there anything else for student to do digitally other than the pre/post-tests?

  • There is generally one interactive activity for every topic. The interactive activities are referenced in the teacher notes and are intended to be used as a front-of-class activity and/or independent student use.

Student Workbook

Accessing the student workbook: How do I access the student workbook? 

  • The student workbook can be accessed from the Course section. Each lesson can be viewed in slide view or book view.

Subscriptions

How long does a teacher and/or digital subscription last?

  • All digital subscriptions are annual, and access is granted for a full calendar year.

Teacher Resources

Accessing teacher resources: How do I access the teacher resources?

  • Teacher resources are available from the Resources section. From the Resources screen, teachers can view, download, assign and/or copy links for each resource.

Is the teacher’s slide view of the book content interactive?

  • The slide view of the student book in the teacher dashboard is interactive in that you can click through to view at your own pace, but there are no interactive activities embedded within it.

Are lesson plans printable?

  • Yes, lesson plans can be printed.

How easy is it for schools to give access to classes to relievers? 

  • Once a class is created, add individual students and/or teachers (new or existing) by using the ‘Find or Create ‘feature, or ‘Upload’ users in bulk to your class via a .csv file upload.

Videos

Topic videos: Are there videos that introduce the topics?

  • No, there are no topic videos that introduce the topics.