The data handling/statistics query is an interesting one. Schools using this planning material have found that planning for the use of tables, charts, graphs etc within each unit is much easier than having a separate unit on it.
If it is a shape unit, for example, venn, tree and Carroll diagrams are a useful focus; if it is a number unit then tables of information can be used to generate statistics and questions, and if it is a subtraction unit then bar charts can pick out differences when interpreting the data.
The focus for me when working with schools on this is to make sure that the children get a rich and relevant range of data representation and that there are no gaps in their experiences. This is why I produced the 'Statistics Planning Record Sheets' for Y1/2, Y3/4 and Y5/6. Teachers can decide which aspect of data handling and statistics that they wish to teach alongside their planning of the two-week unit.
For many user-schools, the data handling actually leads the context and provides the 'glue' for making connections. For example a school I was in last term had 'Weather' as a theme for some of the lessons in a unit as they had a really good bar-line graph showing temperature range and negative numbers. It was a Y6 'Addition and Subtraction' unit so was perfect for it.
So, my suggestion is to ask teachers to decide on the statistics focus as they plan each unit, using the planning record sheet to make sure they are covering the range of outcomes identified on the sheet. There is progression so teachers are likely to start from near the top, but the progression is not linear or clear-cut (mathematics isn't as simple as that!), they won't cover them in a specified order and they will be repeated using different data to make sure the children are confident in interpreting a good range of representations. Teachers need to reflect on and review each unit, recording the data handling objectives covered and assessing the children's understanding so that they know what aspects of statistics to focus on in subsequent units.
It would be good to review this particular aspect of the Planning Menu - so would be good to hear from you (and any other schools) to let me know how it is going.
The focus for me when working with schools on this is to make sure that the children get a rich and relevant range of data representation and that there are no gaps in their experiences. This is why I produced the 'Statistics Planning Record Sheets' for Y1/2, Y3/4 and Y5/6. Teachers can decide which aspect of data handling and statistics that they wish to teach alongside their planning of the two-week unit.
For many user-schools, the data handling actually leads the context and provides the 'glue' for making connections. For example a school I was in last term had 'Weather' as a theme for some of the lessons in a unit as they had a really good bar-line graph showing temperature range and negative numbers. It was a Y6 'Addition and Subtraction' unit so was perfect for it.
So, my suggestion is to ask teachers to decide on the statistics focus as they plan each unit, using the planning record sheet to make sure they are covering the range of outcomes identified on the sheet. There is progression so teachers are likely to start from near the top, but the progression is not linear or clear-cut (mathematics isn't as simple as that!), they won't cover them in a specified order and they will be repeated using different data to make sure the children are confident in interpreting a good range of representations. Teachers need to reflect on and review each unit, recording the data handling objectives covered and assessing the children's understanding so that they know what aspects of statistics to focus on in subsequent units.
It would be good to review this particular aspect of the Planning Menu - so would be good to hear from you (and any other schools) to let me know how it is going.
