Progression in statistics - new curriculum
Progression: Statistics
Programme of study (statutory requirements)
|Y1 |Y2 |Y3 |Y4 |Y5 |Y6 |
| |Statistics |Statistics |Statistics |Statistics |Statistics |
| | | | | | |
| |Pupils should be taught to: |Pupils should be taught to: |Pupils should be taught to: |Pupils should be taught to: |Pupils should be taught to: |
| | | | | | |
| |interpret and construct simple |interpret and present data using bar |interpret and present discrete and |solve comparison, sum and difference |interpret and construct pie charts and |
| |pictograms, tally charts, block |charts, pictograms and tables |continuous data using appropriate |problems using information presented in|line graphs and use these to solve |
| |diagrams and simple tables | |graphical methods, including bar charts|a line graph |problems |
| | |solve one-step and two-step questions |and time graphs | | |
| |ask and answer simple questions by |[for example ‘How many more?’ and ‘How | |complete, read and interpret |calculate and interpret the mean as an |
| |counting the number of objects in each |many fewer?’] using information |solve comparison, sum and difference |information in tables, including |average |
| |category and sorting the categories by |presented in scaled bar charts and |problems using information presented in|timetables | |
| |quantity |pictograms and tables |bar charts, pictograms, tables and | | |
| | | |other graphs | | |
| |ask and answer questions about | | | | |
| |totalling and comparing categorical | | | | |
| |data | | | | |
| | | | | | |
| | | | | | |
Notes and guidance (non-statutory)
|Y1 |Y2 |Y3 |Y4 |Y5 |Y6 |
| |Statistics |Statistics |Statistics |Statistics |Statistics |
| | | | | | |
| |Pupils record, interpret, collate, |Pupils understand and use simple scales|Pupils understand and use a greater |Pupils connect their work on |Pupils connect their work on angles, |
| |organise and compare information (for |(for example, 2, 5, 10 units per cm) in|range of scales in their |coordinates and scales to their |fractions and percentages to the |
| |example, using many-to-one |pictograms and bar charts with |representations. |interpretation of time graphs. |interpretation of pie charts. |
| |correspondence in pictograms with |increasing accuracy. | | | |
| |simple ratios 2, 5, 10). | |Pupils begin to relate the graphical |They begin to decide which |Pupils both encounter and draw graphs |
| | |They continue to interpret data |representation of data to recording |representations of data are most |relating two variables, arising from |
| | |presented in many contexts. |change over time. |appropriate and why. |their own enquiry and in other |
| | | | | |subjects. |
| | | | | | |
| | | | | |They should connect conversion from |
| | | | | |kilometres to miles in measurement to |
| | | | | |its graphical representation. |
| | | | | | |
| | | | | |Pupils know when it is appropriate to |
| | | | | |find the mean of a data set. |
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Herts for Learning – Teaching and Learning
Herts for Learning – Teaching and Learning
Herts for Learning – Teaching and Learning
Herts for Learning – Teaching and Learning
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