The kids love it, it’s actually a novelty sort of thing. They like having the book, they understand too, that it’s been bought for them, so a huge majority of them really look after them. They get really excited and learn the routines really quickly. PR1ME is motivating them to learn maths.
Debbie Forrester, Knighton Normal School
PR1ME is still differentiated. It is differentiated group teaching, where the kids are working on different books depending on where they’re at. The children progress at their own pace, and that’s one of the things the kids really love about it.
Sandy McCallum, Mt Cook School
With PR1ME, we like the way the programme runs: starting from concrete to pictorial to abstract. This really gets the children working through the mathematical process and the vocabulary used. Every child in the school gets the same vocab, and the same teaching, as the Teacher Guides are specific with their learning and how to work out problems.
The structure is tailored so each child gets to learn at their pace and at their own book level. The teacher can judge whether to go slower or faster depending on the knowledge and understanding of the learner. The children thoroughly enjoy using Prime as they learn new concepts and have their own practice book.
Claire Findley, Owairoa School
I love the resources on the science of learning; we have talked a lot about that this year. I also love the 'I do,' 'We do,' 'You do,' as this aligns with what we have begun our year with. Our new structure of PR1ME in the school is working so well. It's interesting how, when you start teaching one level of PR1ME across the year group, our expectations of what students can achieve increase. We now have a system of Year 2 - Book 1, Year 3 - Book 2, Year 4 - Book 3, Year 5 - Book 4, and Year 6 - Book 5.
Wendy Poole, Wakaaranga School
