Aligned to both Te Mātaiaho and Tāhūrangi – New Zealand Curriculum, supporting schools through change
The 2026 New Zealand Curriculum
The 2025 New Zealand Curriculum
NZ case studies have shown that students who use Maths-Whizz for 60 min per week accelerate their learning on average, by 18 months in their first year of usage. Now reporting against phases and levels of Tāhūrangi – New Zealand Curriculum and Te Mātaiaho to assist and support all schools in their transition through curriculum change.
This 2025 video demonstrates Maths-Whizz’s alignment to Te Mātaiaho. Maths-Whizz has now been updated to report learning against both Te Mātaiaho and the 2026 New Zealand Curriculum.
Carefully chosen technology can enhance the teaching and learning of maths. Such technology includes digital applications, calculators, and software. Plan to use technology to make maths engaging and accessible for students, supporting their understanding of concepts.
iLearn Education promotes effective use of Maths-Whizz, with a best practice guideline of 60 minutes per week embedded into the class mathematics programme. This is reflected in a usage cap (limit) of new learning at 120 minutes a week for students.
Carefully chosen technology can enhance the teaching and learning of maths. Such technology includes digital applications, calculators, and software. Plan to use technology to make maths engaging and accessible for students, supporting their understanding of concepts.
iLearn Education promotes effective monitoring of student data to ensure the programme is used effectively and students gain the best return on their investment on digital devices and student learning time.
Carefully chosen technology can enhance the teaching and learning of maths. Such technology includes digital applications, calculators, and software. Plan to use technology to make maths engaging and accessible for students, supporting their understanding of concepts.
Maths-Whizz engages students by identifying their level in each topic through a diagnostic assessment, giving students the right lesson at the right time, building confidence through success with individual, adaptive programmes tailored to the individual needs of all learners.
Carefully chosen technology can enhance the teaching and learning of maths. Such technology includes digital applications, calculators, and software. Plan to use technology to make maths engaging and accessible for students, supporting their understanding of concepts.
Maths-Whizz alerts teachers to the students who need their help and the concept they are struggling with to maximise the effectiveness of teacher time.
Carefully chosen technology can enhance the teaching and learning of maths. Such technology includes digital applications, calculators, and software. Plan to use technology to make maths engaging and accessible for students, supporting their understanding of concepts.
Maths-Whizz can be used at home or at school, and if a student moves schools to another school using Maths-Whizz, their account can be transferred to minimise disruption in their learning.
Teaching and learning plans are developed for a syndicate, year, topic or unit, week, and lesson, and differentiated to meet the needs of individual students.
Maths-Whizz differentiates by student, by topic across the curriculum, engaging students with personalised, adaptive programmes.
Identify the critical content that will provide rigorous learning for all students by combining teaching sequence statements from across strands (e.g., statements from number, geometry, and measurement).
Maths-Whizz provides progress and achievement data for all students against the current NZC AOs to inform planning and will also be informing teacher planning and course design with mapping to the Curriculum Refresh Progress Outcomes currently underway. Teachers are also able to link Maths-Whizz activities to their planning documents.
Use assessment information to identify particular learning and teaching strategies that reflect students’ prior knowledge and that will extend and deepen this knowledge.
With ‘assessment as learning’, real time data generation generates overall class trends and learning needs.
Provide learner-focused feedback and reflect on and evaluate students’ responses to learning to plan future teaching.
Learner focussed feedback can be immediately given with teachers having visibility and immediate access through their admin dashboard to exact lessons their students are currently attempting.
Students progress best when they have daily opportunities to learn through evidence-informed, high-quality approaches and teaching practices.
The intelligent AI engine is adaptive and responds to student learning needs with a focus on maximising return on investment of student learning time. This includes;
– Accelerating a student forward when they are showing proficiency
– Re-visiting content when mastery is not achieved
– Regressing a student to a prior learning object when it is clear that the foundations are not in place
They need timely feedback to correct any misconceptions before those misconceptions are encoded in long-term memory, at which point they are much harder to correct.
Real-time data in the Maths-Whizz admin dashboard alerts teachers to students who are struggling (spending time in learning and not achieving learning progressions). This allows for early intervention strategies by teachers to identify the issue, and provide course correction strategies to get students back on track in their learning.
Intentional teaching is purposeful and planned. It involves teachers constantly noticing, recognising, and responding to students’ learning to make sure that they are achieving the learning purposes.
Extensive data availability from progress through to curriculum outcomes reports, allow teachers to feed this into deliberate and relevant planning, resulting in purposeful teaching addressing the real-time learning needs of their students.
To support students in developing a positive relationship with maths, focus on building their confidence by setting high, positive expectations and ensuring every student experiences success.
Extensive data from the Maths-Whizz admin portal identifies who needs help (the student), and where they need help (the specific learning objective). Best practice methodology developed by iLearn Education allows teachers to quickly identify what the problem is through rich student centred learning conversations, followed by summary progress focussed encouragement setting each student back on their learning journeys.
Provide manageable challenges and teach perseverance, valuing mistakes as learning opportunities.
Maths-Whizz is mastery based with a teaching based exercise being given for student learning. This usually involves 10 questions, of which a 70% pass criteria is required. Once mastered/passed, the student is given a short 5 question mastery test, where a 60% pass criteria is required to achieve a Maths-Whizz learning progression. Student focussed training given by iLearn Education to students, and informing teachers, encourages students to adopt a growth mindset, celebrating failure as apart of learning, to keep going when mistakes are made, and to see these as learning opportunities.
Encourage risk-taking and exploration of maths in real-world contexts, such as designing a school garden or collecting data for decision making.
iLearn Education also produces ‘low floor high ceiling’ non-digital resources to assist teachers in the classroom. One of those produced recently is our Māra Hapori Garden Activity focussing on the mathematics of developing a community garden.
Maths mastery is a teaching approach that builds deep conceptual understandings by carefully sequencing mathematics and statistics content.
Maths-Whizz is mastery based where students are given lessons at their level (identified by an initial diagnostic assessment which identifies strengths and weaknesses across the curriculum). Progress to higher learning content can only be achieved my mastery of the content they are currently learning.
Deputy Principal, Wellesley College
Deputy Principal, Pt England School
Head of Junior School, Diocesan School for Girls
Deputy Principal, Grey Lynn School
Pt England School
St Heliers School
Pt England School
From Pt England School & St Heliers School
