Empowered teaching
Transformed learning
An introduction to Numicon’s enhanced
Professional Development 2014
Numicon
Professional Development
What is the value of Numicon
professional development to schools?
Practitioners benefit from the time to focus on their
needs and developing skills to ensure a long term and
cohesive plan for the school improvement in
mathematical teaching and learning.
Numicon is founded on the question, ‘Why do some chil-
dren find maths so difficult to learn?’ We want to support
teachers in exploring this question, asking questions of
themselves and their own confidence and understanding
of mathematics and how children learn.
Model effective teaching and learning strategies
through consistent use of Numicon
Enable participants to develop skills, knowledge
and understanding in mathematics
Provided by experienced professionals within
education and mathematics with the necessary
experience, skills and expertise
Planned in communication with each individual
setting to ensure we meet their unique needs and
the outcomes sought PERFECT
FOR PUPIL
PREMIUM
An Introduction
to Numicon Suitable for:
School leaders, teachers, TA’s, and
school clusters
Our introductory Numicon Professional De-
velopment provides hands-on experience
enabling participants to realise Numicon’s
potential to transform children’s attitude to
maths and significantly increase their
achievement.
We work closely with participants to de-
velop their subject knowledge and peda-
gogy using Numicon effectively to meet the
needs of the school’s improvement plan for
mathematics. The course allows partici-
pants quality time to familiarise themselves
with the practical apparatus and the teach-
ing support materials.
An Introduction to Numicon consists
of the following:
Option 1
Numicon: Number, Pattern, Calcu-
lating, Measurement, Geometry,
Statistics
Day 1 Full day for staff
Day 2 Full day Implementation
Review
Day 3 Full day Follow up
Option 2
Numicon: Number, Pattern,
Calculating
Day 1 Full day for staff
Day 2 Full day Implementation
Review
For new
Numicon users
To get the most out
of professional de-
velopment, it is ad-
vised that school pur-
chase Numicon re-
sources before the
training commences.
For help and advice
in choosing the ap-
propriate resources,
please contact us
An Introduction
to Numicon: Course Guide
For new
Numicon users
Option 1
Day 1:
• Numicon: theory and methodology
• Firm Foundations to Year 4:
- Numbers and the Number System
- Pattern and Algebra
- Calculating
- Geometry
- Measurement
- Statistics
• Pedagogy and practice
• Gap task: getting started activity
Day 2:
In collaboration with school leadership:
• Review of progress and practice
• Strategic planning
• Supporting whole school community
Day 3: Continued implementation of Numicon
through pedagogy and practice from Day 2
Option 2
Day 1:
• Numicon: theory and methodology
• Firm Foundations to Year 4:
- Numbers and the Number System
- Pattern and Algebra
- Calculating
• Pedagogy and practice
• Gap task: getting started activity
Day 2:
In collaboration with school leadership:
• Review of progress and practice
• Strategic planning
• Supporting whole school community
These courses do not need to be delivered on con-
secutive days. It is recommended that at least a four
week period is used. We will work with each school to
ensure their needs are best met.
For new
Numicon users
One day or full day courses
Suitable for
School leaders, teachers,
RTLB’s, tutors, school clus-
ters, early childhood teach-
ers and parents and home
school teachers where ad-
vertised.
Designed to support teach-
ers improving students’
maths, increasing their
subject knowledge and are
designed to introduce
Numicon at all levels from
early childhood centres
through to secondary
schools.
These one day or half day courses provide an
opportunity for participants to be introduced to the
Numicon programme. Quality time is given to
familiarise themselves with the apparatus and the
teaching support materials to meet colleagues
from a range of settings, as well as giving time
away from the school environment to discuss,
reflect and evaluate.
Numicon for individuals, or small
groups within a school
Numicon for intervention
Numicon for special needs and/or stu-
dents with learning difficulties
Numicon at early childhood and follow
up
Numicon for the more able in Years 5
and 6
For existing
Numicon users
Sustained Programmes
Suitable for
All educational settings ,working with small
teams and individuals.
Numicon sustained programmes of support
provide an opportunity to focus on a particular
area of mathematics teaching where Numicon
has been in use for one or more years.
Our sustained programmes are customised to
each school.
The list below highlights the areas of special
focus that could be covered:
Pupil needs
Leadership with mathematics
Strand focussed
School year focussed
This support is available if a school has
previously received An Introduction to
Numicon professional development. Con-
sultancy can be provided without the need
for school closure.
For existing
Numicon users
Sustained Programmes
Examples of special focus
1. Pupil Needs
Support and inter-
vention
Challenging the
more able
Putting mathemat-
ics in context
Individual school
focus
2. Leadership
Coherent long term
plan
Reactive to school
needs based on
evidence and
evaluation since
introduction
Practice and peda-
gogy
Assessment and
planning
Subject knowledge
Supporting families
3. Strand focussed
Numicon theory and
methodology
Calculation
Numbers and the
number system
Pattern and algebra
Geometry, measure-
ment, Statistics
Follow—up use where
Numicon has been
extended– Geometry,
Measurement, Statis-
tics
4 Level focussed
Early Childhood
Years 1-2
Years 3-4
Years 5-6
Special needs at
any age
Differentiation
Pedagogy
Assessment
Contact:
www.numicon.co.nz
09 520 4022
0 800 678 581
Procon Limited
t/a Numicon NZ,
under agreement with
Oxford University Press
P O Box 128542
Auckland 1541
About Numicon
Numicon aims to facilitate children’s
understanding and enjoyment of
mathematics.
Numicon was founded in the daily
experience of intelligent children
having real difficulty with maths, the
frequent underestimation of the
complexity of the ideas that young
children are asked to face and a
recognition of the importance of
maths to them and to society as a
whole.
We appreciate the complexity of
these ideas and seek to foster the
self-belief necessary to achieve in
the face of difficulty; we are not
about ‘making maths easy’.
We believe that the combination of
action, imagery and conversation
helps children to structure their ex-
periences, which is such a vital skill
for both their mathematical and the
overall development.
By watching and listening to what
children do and say, we and many
others are finding that our multi-
sensory approach provides learners
with the opportunity to play to their
strengths, thereby releasing their
potential to enjoy, understand and
achieve in maths. This enjoyment in
achievement is also shared by teach-
ers and parents.
We strive to support teachers’ sub-
ject knowledge and pedagogy with
teaching materials, professional de-
velopment and on-going feedback as
we continue to develop a better un-
derstanding of how we can work
together to encourage all learners in
the vital early stages of the own
mathematical journey.