Data Dash

Data Dash

Collecting data - Lesson 1

Computing

• Data-related themes are outlined in the Purpose and Aims of the Computing Programme of Study as well as mentioned in 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 in the requirement that: ‘All pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation'

Data is then specifically mentioned in the attainment target:

• KS2: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Maths

• Year 3: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’].
• Year 3: using information presented in scaled bar charts and pictograms and tables.
• Year 4: solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
• Year 5: complete, read and interpret information in tables, including timetables.

Calculating Speed - Lesson 2

Computing

• KS2: Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Maths

• Year 3: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’).
• Year 3: using the information presented in scaled bar charts and pictograms and tables.
• Year 4: solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
• Year 5: complete, read and interpret information in tables, including timetable.

Converting to mph - Lesson 3

Computing

• KS2: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Maths

• Year 3: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’].
• Year 3: using the information presented in scaled bar charts and pictograms and tables.
• Year 4: solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
• Year 5: complete, read and interpret information in tables, including timetables.

Data Dash

Collecting data - Lesson 1

• Time
• Measurement
• Data and Analysis
• Physical Fitness
• Digital Literacy

Calculating Speed - Lesson 2

• Number and Number Processes
• Data and Analysis
• Digital Literacy

Converting to mph - Lesson 3

• Number and Number Processes
• Data and Analysis
• Digital Literacy

Data Dash

Collecting data - Lesson 1

Thinking Skills and Personal Capabilities (TSPC)

• Managing information – select, classify, compare and evaluate information
• Working with others – Being Collaborative, Being Sensitive to Others’ Feelings, Being fair and responsible

Numeracy and Handling Data

Pupils should be enabled to:
Key Stage 1:

• Record, compare and talk about data which represents objects/people
• Read and interpret information from a variety of given tables
• Enter in, and access information from a simple database.
• Collect data using observations, surveys and experiments.

Key Stage 2:

• Explore relevant questions or statements,
• Collect information relevant to a topic and record in a given table
• Design and use an appropriate observation sheet for an identified issue
• Set up own simple database

Measurement
Pupils should be enabled to:
Key Stage 2:

• understand the relationship between units and convert one metric unit to another

Calculating Speed - Lesson 2

Thinking Skills and Personal Capabilities (TSPC)

• Managing information
• Working with others
• Thinking and problem solving

Numeracy and Handling Data

Pupils should be enabled to:
Key Stage 2:

• collect data, record and present it using ICT software
• discuss and interpret the data
• enter and access information using a database or spreadsheet and interrogate and interpret the results
• design and use a data collection sheet; interpret the results;

Measurement
Key Stage 2:

• understand the relationship between units and convert one metric unit to another

UICT

• Investigate and solve problems in a digital environment
• Use simple formulae in a spreadsheet

Converting to mph - Lesson 3

Thinking Skills and Personal Capabilities (TSPC)

• Managing information
• Working with others
• Thinking and problem solving

Numeracy and Handling Data

Pupils should be enabled to:
Key Stage 2:

• collect data, record and present it using ICT software
• discuss and interpret the data
• design and use a data collection sheet and interpret the results
• enter and access information using a database or spreadsheet and interrogate and interpret the results

Measurement
Key Stage 2:

• understand the relationship between units and convert one metric unit to another

UCIT

• Investigate and solve problems in a digital environment
• Use simple formulae in a spreadsheet

Data Dash

Collecting data, calculating speed and Converting to Mph -
Lesson 1, 2 and 3

Science and Technology

What Matters
Computation is the foundation of our digital world.

Progression Step 2 (ages 7-9)

• I am beginning to explain the importance of accurate and reliable data to ensure a desired outcome.

Progression Step 3 (ages 9-11)

• I can explain how data is stored and processed.
• I can effectively store and manipulate data to produce and give a visual form to useful information.

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.

Progression Step 3 (ages 9-11)

• I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data.
• I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs.

What Matters 
The number system is used to represent and compare relationships between numbers and quantities.

Progression Step 3 (ages 9-11)

• I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions. I can accurately place integers, decimals and fractional quantities on a number line. I can apply my understanding of number value to round and approximate appropriately.

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.

Progression Step 3 (ages 9-11)

• I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, 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.

• I can present work orally, in objects, pictorially and in written form, and use a variety of ways to represent collected data with suitable scales including: lists, tally charts, tables and diagrams.

Progression Step 3 (ages 9-11)

• I can select and construct appropriate charts, diagrams and graphs with suitable scales.
• I can represent data using: lists, tally charts, tables, diagrams and frequency tables.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions
Element: Interpreting data

Progression Step 2&3 (ages 7-11) (same statement)

• I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Strand: Understanding the number system helps us to represent and compare relationships between numbers and quantities
Element: The Number System

Progression Step 3 (ages 9-11)

• I can read and write numbers to 1 million and numbers to 3 decimal places.

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.

Progression Step 3 (ages 9-11)

• I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
• I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.