Statistics
Level 1
Curriculum Balance: 5% (10 hours)
NUMP Strategy
Stage 2 - 3
NUMP Strategy
Stage 4
Statistics
Level 2
Curriculum Balance: 5% (10 hours)
NUMP Strategy Stage 5
Curriculum Objectives:
Statistical Investigation

Conduct investigations using the statistical
enquiry cycle:
posing and answering questions;
gathering, sorting and counting, and
displaying category data;
discussing the results
Curriculum Objectives:
Statistical Investigation

Conduct investigations using the statistical
enquiry cycle:
posing and answering questions;
gathering, sorting and displaying category
and whole-number data;
communicating findings based on the data
Statistical Literacy

Interpret statements made by others from
statistical investigations and probability
activities.
Statistical Literacy

Compare statements with the features of
simple data displays from statistical
investigations or probability activities
undertaken by others.
Probability

Investigate situations that involve elements
of chance, acknowledging and anticipating
possible outcomes.
Probability

Investigate simple situations that involve
elements of chance, recognising equal and
different likelihoods and acknowledging
uncertainty.
Statistics
Level 3
Curriculum Balance: 5% (10 hours)
Statistics
Level 4
Curriculum Balance:
NUMP Strategy Stage 6
NUMP Strategy Stage 7
Curriculum Objectives:
Statistical Investigation

Conduct investigations using the statistical
enquiry cycle:
gathering, sorting and displaying multivariate
category and whole-number data and simple
time-series data to answer questions;
identifying patterns and trends in context,
within and between data sets;
communicating findings, using data displays.
Curriculum Objectives:
Statistical Investigation

Plan and conduct investigations using the
statistical enquiry cycle:
determining appropriate variables and data
collection methods;
gathering, sorting and displaying multivariate
category, measurement and time-series data to
detect patterns, variations, relationships and
trends;
comparing distributions visually;
communicating findings, using appropriate
displays.
Statistical Literacy

Evaluate statements made by others about the
findings of statistical investigations and
probability activities.
Probability

Investigate situations that involve elements of
chance comparing experimental distributions
with expectations from models of the possible
outcomes.

Use simple fractions and percentages to describe
probabilities.
Statistical Literacy

Evaluate the effectiveness of different
displays in representing the findings of a
statistical investigation or probability
undertaken by others.
Probability

Investigate simple situations that involve
elements of chance by comparing
experimental results with expectations from
models of all the outcomes, acknowledging
that samples vary.
Setting: In contexts that require them to solve problems or model situations, students will be able to ………..… independently and most of the time.
National Standards
after one year at school:
Statistical Investigation
& Statistical Literacy
Investigate questions by
using the statistical
enquiry cycle (with
support), gathering,
displaying, and/or
counting category data.
National Standards
after two years at school:
Statistical Investigation
& Statistical Literacy
Investigate questions by
using the statistical
enquiry cycle (with
support), gathering,
displaying, and/or
identifying similarities and
differences in category
data;
Probability
Describe the likelihoods of
outcomes for a simple
situation involving chance,
using everyday language.
National Standards
after three years at
school:
Statistical Investigation
& Statistical Literacy
Investigate questions by
using the statistical
enquiry cycle (with
support);
*gather and display
category and simple
whole-number data
*interpret displays in
context
Probability
Compare and explain the
likelihoods of outcomes for
a simple situation involving
chance.
National Standards at
the end of four years at
school:
Statistical Investigation
& Statistical Literacy
Investigate questions by
using the statistical
enquiry cycle
independently;
*gather and display
category and simple
whole-number data;
*interpret displays in
context
Probability
Compare and explain the
likelihoods of outcomes for
a simple situation involving
chance, acknowledging
uncertainty.
National Standards at
the end of five years at
school:
Statistical Investigation
& Statistical Literacy
Investigate summary and
comparison questions by
using the statistical
enquiry cycle;
*gather and display and
identify patterns in
category and wholenumber data
*interpret results in
context
Probability
Order the likelihoods of
outcomes for simple
situations involving
chance, experimenting or
listing all possible
outcomes.
National Standards at
the end of six years at
school:
Statistical Investigation
& Statistical Literacy
Investigate summary and
comparison questions by
using the statistical
enquiry cycle;
*gather or access
multivariate category
and whole-number
data
*sort data into
categories or intervals,
display it in different
ways and identify
patterns
*interpret results in
context, accepting
that samples vary;
Probability
Order the likelihoods of
outcomes for simple
situations involving
chance, considering
experimental results and
models of all possible
outcomes.
National Standards at
the end of seven years at
school:
Statistical Investigation
& Statistical Literacy
Investigate summary and
comparison questions by
using the statistical
enquiry cycle;
*gather or access
multivariate category
and measurement
data
*sort data and display
it in multiple ways,
identifying patterns
and variations
*interpret results in
context, accepting
that samples vary and
have no effect on one
another
Probability
Order the likelihoods of
outcomes for situations
involving chance, checking
for consistency between
experimental results and
models of all possible
outcomes.
National Standards at
the end of eight years at
school:
Statistical Investigation
& Statistical Literacy
Investigate summary,
comparison and relationship
questions by using the
statistical enquiry cycle;
*gather or access
multivariate category,
measurement and timeseries data
*sort data and display it in
multiple ways, identifying
patterns, variations,
relationships, and trends and
using ideas about middle and
spread where appropriate
*interpret results in context,
identifying factors that
produce uncertainty
Probability
Express as fractions the
likelihoods of outcomes for
situations involving chance,
checking for consistency
between experimental results
and models of all possible
outcomes.
Level 1
Curriculum Balance: 5% (10 hours)
NUMP Strategy
Stage 2 - 3
NUMP Strategy
Stage 4
The statistical enquiry cycle: P-P-D-A-C
Level 2
Curriculum Balance: 5% (10 hours)
NUMP Strategy Stage 5
Level 3
Curriculum Balance: 5% (10 hours)
NUMP Strategy Stage 6
Level 4
Curriculum Balance:
NUMP Strategy Stage 7
Pose a question or make an assertion. Plan an investigation. Gather the Data, Analyse the data, Form Conclusions
In class you will see and hear;
Investigations

Data collections

Tally charts / pictographs / bar graphs

Investigating questions

Sorting, counting, categorising, interpreting
data

Gathering and graphing information
In class you will see and hear;
Investigations

Contexts and links to inquiry and other
learning areas

Posing and exploring questions

Sharing outcomes

Small group investigations

Making statements about data

Collecting data

Tally charts, pictograms, bar charts
In class you will see and hear;
Investigations

Data collections

Displays

Interpreting

Patterns and trends

Use of statistical language

Questions

Summaries

Graphs
In class you will see and hear;
Investigations

Enquiry process

Comparing and contrasting

Illustrations and variety of graphs

Collection of data independently and
collaboratively

Hypothesising

Questioning

Evaluating
Literacy

Using information

Making simple statements

Language: more, less, favourite, most
popular, least popular, common
Literacy

Interpreting simple graphs

making statements about data

Agree / disagree – why?

Probability statements – I think this will
happen because….
Literacy

Evaluating and displaying

Discussing findings

Purposeful questioning
Literacy

Connecting and investigating

Questioning and evaluating

Statistics in newspapers

Playing with data

Use of titles and labels

Interpreting data
Probability

Estimating, guessing

Likely, unlikely, possible, impossible

Contexts ; dice, weather, relevant to the age
of children

Language for impossible situations
Probability

Use of chance language

Fair games

Modelling in game situations

Language / certain, uncertain, possible,
probable, unlikely, likely

Use of language in social / real life situations

Dice rolls – possible outcomes?
Probability

Discussions on chance

Outcomes / predictions

Making evaluative statements

Use of equipment
Probability

Hands on learning

Estimation

Process of enquiry

Process of investigating