Colourful Kits

Colourful kits – Lesson 1

Computing

• Despite the KS1 national curriculum not explicitly referencing data, there are data-related themes in the Purpose and Aims and implied through the Attainment Targets.
• The Purpose of Study highlights that computing is about data when it uses the term information as it states: ‘The core of computing is computer science, in which pupils are taught the principles of information and computation.’
• Similarly, in the Aims, the importance of data is highlighted: ‘All pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.’
• In the Attainment Targets, the IT strand ‘use technology purposefully to create, organise, store, manipulate and retrieve digital content’ refers to digital content. Digital content includes both the data to be acted upon and the process that works with that data.

Maths

In the Maths curriculum, categorisation requires pupils to group objects. In order to group objects, an attribute is required as the classification category. The curriculum requirements are:

• Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
• Ask and answer questions about totalling and comparing categorical data.

Colourful kits – Lesson 2

Computing

• Despite the KS1 national curriculum not explicitly referencing data, there are data-related themes in the Purpose and Aims and implied through the Attainment Targets.
• The Purpose of Study highlights that computing is about data when it uses the term information as it states: ‘The core of computing is computer science, in which pupils are taught the principles of information and computation.’
• Similarly, in the Aims, the importance of data is highlighted: ‘All pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.’
• In the Attainment Targets, the IT strand ‘use technology purposefully to create, organise, store, manipulate and retrieve digital content’ refers to digital content. Digital content includes both the data to be acted upon and the process that works with that data.

Science

• Identifying and classifying
• Gathering and recording data

Maths

• Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
• Ask and answer questions about totalling and comparing categorical data.

Design and Technology

• Design purposeful, functional, appealing products for themselves and other users based on design criteria.

Colourful kits – Lesson 1

Computing

• Understanding the world through computational thinking

Maths

In the Maths curriculum, categorisation requires pupils to group objects. In order to group objects, an attribute is required as the classification category.

• Properties of 2D shapes and 3D objects (for introduction activity)
• Data and Analysis

Colourful kits – Lesson 2
Technologies

Computing

• Understanding the world through computational thinking

Craft, Design, Engineering and Graphics

• Representing ideas, concepts and products through a variety of graphic media

Maths

• Data and Analysis

Science

• Inquiry and investigative skills
• Properties and Uses of Substances

Colourful kits – Lesson 1

Thinking Skills and Personal Capabilities (TSPC)

• Thinking, problem-solving and decision making
• Working with others

Numeracy
Communicating Mathematically

Pupils should be enabled to:

• understand mathematical language and be able to use it to talk about their work;

Shape and space
Foundation stage:

• Sort collections of shapes in several ways: describe the arrangements
• Sort for one criterion using one-property materials and talk about the sorting.
• Sort for one criterion using 2/3/4 property materials and re-sort for a different criterion

Key Stage 1:

• sort 2-D and 3-D shapes in different ways

Collecting, Representing and Interpreting Data

• sort and classify objects for one or two criteria and represent results

The Arts - Arts and Design

Pupils should be enabled to:
Foundation Stage:

• Investigate and talk about colours, lines, shapes
• Create and develop ideas using colours, lines, shapes

Key Stage 1

• Talk about their own and others’ work and how it was made

Colourful kits – Lesson 2

Thinking Skills and Personal Capabilities (TSPC)

• Thinking, problem-solving and decision making
• Working with others
• Listen actively and share opinions
• Learn from and value other people’s ideas

Numeracy
Handling Data

Pupils should be enabled to:
Foundation Stage:

• sort and classify objects for one or two criteria
• discuss and interpret the data
• enter and access information using a database

Key Stage 1:

• design and use a data collection sheet

The Arts - Arts and Design

Pupils should be enabled to:
Foundation Stage:

• value own and other pupils’ work, for example, talk about something they like about another’s work
• talk about the processes involved in creating own work

Key Stage 1

• Investigate and respond to direct sensory experience
• Look and talk about resource material
• Talk about their own and others’ work and how it was made, use observations to identify difficulties and suggest modifications.

Colourful kits – Lesson 1

Mathematics and Numeracy

What Matters - Statistics represent data, probability models chance, and both support informed inferences and decisions.

Progression Step 2 (ages 7-9)

• I can collect and organise data to ask and answer questions in relevant situations.
• I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

National Numeracy Framework:
Strand: Developing mathematical proficiency
Element: Conceptual Understanding
Progression Step 2 (ages 7-9)

• I can interpret answers within the context of the problem and consider whether answers are sensible.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions
Element: Collecting data
Progression Step 3 (ages 9-11)

• I can collect relevant data to answer posed questions.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions
Element: Representing data
Progression Step 2 (ages 7-9)

• I can sort and classify objects using more than one criterion.

Digital Competence Framework:
Element: Data and computational thinking
Strand: Data and information literacy
Progression Step 2 (ages 7-9)

• I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets.

Colourful kits – Lesson 2

Science & Technology
What Matters - Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.
Progression Step 2 (ages 7-9)

• I can produce designs to communicate my ideas in response to particular contexts.
• I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.

Mathematics and Numeracy
What Matters - Statistics represent data, probability models chance, and both support informed inferences and decisions.
Progression Step 2 (ages 7-9)

• I can collect and organise data to ask and answer questions in relevant situations.
• I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

National Numeracy Framework
Strand: Developing mathematical proficiency
Element: Conceptual Understanding
Progression Step 2 (ages 7-9)

• I can interpret answers within the context of the problem and consider whether answers are sensible.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions
Element: Collecting data
Progression Step 3 (ages 9-11)

• I can collect relevant data to answer posed questions.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions
Element: Representing data
Progression Step 2 (ages 7-9)

• I can sort and classify objects using more than one criterion.

Digital Competence Framework
Element: Data and computational thinking
Strand: Data and information literacy
Progression Step 2 (ages 7-9)

• I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets.