NZC mathematics and statistics years 0 - 8
One place to link you to key resources related to the curriculum refresh of Mathematics and Statistics.
Mathematics and statistics
The Main NZC Maths and Stats page on Tāhūrangi.
Download the curriculum. Look for the PDF icons. (Single page for printing and Spread for viewing online).
NZC maths and stats spreadsheet
Useful view strands, sub-strands and treads across all three phases.
Download to Excel to see correct formatting.
Vocab list
The definitions for key words in the curriculum.
Scroll (all the way down) to the bottom of this long page… expand the accordion.
Maths 0 - 8 PLD (Days 1 -4)
PLD to support the implementation of the revised Mathematics and Statistics Learning Area for years 0 – 8 of the NZ Curriculum is available nation-wide from 2025. Facilitators are available to come to a school, or group of schools, to deliver PLD. An online option is also available.
Applications for Term 2 dates close on the 14th March.
The Mathematics Investigation Cycle
Investigating rich tasks and meaningful situations utilises all the mathematical processes, and encourages students to make connections and develop mathematical concepts and understandings.
PPDAC cycle
Data detective poster: Now available in six languages (English, Te Reo Māori, Te Reo Kūki ‘Āirani, Lea Faka-Tonga, Gagana Sāmoa, Vosa Vakaviti), and two styles.
Accelerating progress: leadership guidance
This guidance will help school leaders to plan for and review the approaches they use to accelerate progress so learners can access the curriculum and experience success.
Accelerating progress: teacher guidance
Work in progress
UKD poster
Another way to look at the UKD structure of the mathematics and statistics learning area.
Material masters
Work in progress
One hour a day
This resource explains how the "hour a day" policy for reading, writing, and maths will be rolled out
Spring into maths
These videos support teachers to use materials and representations when teaching the year 0-8 mathematics and statistics learning area. Many of these representations are referred to in the ‘Teaching Considerations’ section of the year-by-year teaching sequences.