Give students the opportunity to show what they can do. Gather evidence of where they need support and where they are ready for more.
Three levels within each question row. Students choose what to attempt. You see more of their mathematical understanding.
An at-stage assessment can tell you whether a student can answer at-stage questions. What opportunities does it give them to show what sits below or beyond that level?
The assessment is in front of them. You already know many of the questions are beyond what they can currently do independently.
Do you sit beside them and explain each step? Ask an SLSO to support them? Watch them struggle to find something they can answer?
For some students, frustration, self-doubt or disengagement can get in the way of showing what they know. You want an opportunity for success, and useful evidence of their understanding.
They finish the at-stage questions with ease. You know they are capable of more, but the assessment ends before they can show it.
When report time comes, what evidence have you gathered of their understanding beyond stage expectations?
A correct at-stage response shows you what they can do at that level. An opportunity to attempt a higher-level question can reveal more.
Designed by The Busy Honey Bee, with your students in mind
That is why we designed questions below, at and above stage outcomes within the same assessment, with students choosing the sections they attempt.
See how student choice worksA student does not have to stay at one level throughout the assessment. They can attempt the sections they feel able to answer, try multiple columns and challenge themselves.
| When each student receives one assigned level | The Busy Honey Bee’s differentiated layout |
|---|---|
| The level chosen for the student limits the questions available to them. | Questions below, at and above stage outcomes are available within each differentiated row. |
| A student may need a different version to attempt another level. | Students can attempt multiple columns on the same assessment. |
| A strength outside the assigned level may not have an opportunity to appear. | Students can attempt a higher-level question wherever they feel ready. |
Encourage students to answer what they feel able to and to challenge themselves. They are not expected to complete the above-stage column.
Watch the assessment walkthrough, then see the completed answer sheets. These previews show the Stage 1 Year B example: Unit 26, Equal means equivalent.
See the question layout, visual representations and three levels of tasks in the printed assessment.
Look through completed examples showing answers across the three columns, including number sequences and equivalent equations.
In this example, the number-before-and-after task changes from single-digit numbers to two-digit and larger numbers. The three columns make those differences visible.
Find the number before and after 9, 4 and 7. Students work with familiar single-digit numbers, including crossing from 9 to 10.
This photograph shows one unit. Check the individual product listing for the year, units and files included.
Find your assessmentsMaths understanding can vary from one concept to another. A single assigned level can miss that detail.
A student might partition numbers beyond stage expectations, yet need support to apply partitioning when multiplying. Give them room to show both.
Look at the pattern across their responses. Where is their understanding secure? Where does it break down? What should you teach next?
The student attempts a higher-level question and demonstrates understanding beyond stage expectations.
The student’s response shows they still need support to transfer that understanding.
Build on their partitioning strength while explicitly modelling how to use it in multiplication.
Illustrative example. Check each product listing for the concepts assessed.
Give them the opportunity. Let their responses help you see the detail.
Find assessments for my classUse as a pre-assessment, a post-assessment or both to inform your teaching and review student understanding.
Questions link to content markers in the assessment opportunities table of the relevant NSW Maths Sample Unit of Work.
Use the editable Word document, print the PDF and mark with the PDF answer key. A base option includes only the at-stage questions.
More opportunity for students to show their understanding. More detail to inform your professional judgement.
Explore the Maths assessmentsUse the page alongside observation and discussion to build a clearer picture of what to teach next.
Students choose the sections they feel able to answer and can attempt as many columns as possible. Encourage them to challenge themselves.
Notice the numbers, drawings and strategies students record. Ask them to explain anything that needs clarification.
Use the evidence to identify what to revisit, what to practise and where to offer a greater challenge.
Each assessment includes an editable Word document, a PDF version and a PDF answer key for marking.
Each question is linked to the content markers in the assessment opportunities table of the relevant NSW Maths Sample Unit of Work.
The three columns contain questions below, at and above stage outcomes. Students choose which sections to attempt and can attempt as many columns as possible. Encourage them to answer what they feel able to and to challenge themselves. They are not expected to complete the above-stage column.
No. In the differentiated layout, students choose the sections they feel able to answer and can attempt as many columns as possible. Encourage them to challenge themselves. A student may show different levels of understanding across different question rows.
They give students opportunities to demonstrate understanding below, at and above stage outcomes. Use their responses as evidence alongside your other assessment information and professional judgement. An above-stage response can contribute evidence of higher-level understanding; it does not automatically determine a report grade.
Yes. The assessments can be used as a pre-assessment, a post-assessment or both. The editable document lets you adapt implementation to your class and context.
Yes. If the differentiated layout does not suit your students, you can print the base assessment, which includes only the at-stage questions.
The columns carry 1, 2 and 3 points. For each question row, award the highest-value column answered correctly, rather than adding the columns together. Use professional teacher judgement for open-ended responses and partial achievement; half points may be awarded. The assessment total is based on the at-stage column, including the open-ended section, so students can demonstrate achievement beyond that total.
Yes. The second video shows completed answer sheets for the example assessment. A PDF answer key is included for marking.
The photographs show Stage 1 Year B, Year 2, Unit 26: Equal means equivalent. Browse the store to find assessments for your teaching year and units.
The clear, structured layout gives students space to demonstrate their reasoning and problem-solving skills. Their working can support your assessment of what they understand and help you plan the next teaching step.
Teachers share how they use the assessments for differentiation, tracking progress and planning what comes next.
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Choose a Maths assessment that makes room for different strengths, different starting points and student choice. Find your stage, year and unit, then check the listing for the included resources.
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