1. Key Stage 3 National Strategy Handling data: session 2

2. © Crown copyright 2002 KS3 Strategy Slide 2.1 Objectives for session 2 By the end of this session you will: be clear about what pupils should be taught about graphical representation of data, including fitness for purpose be aware of a range of appropriate teaching and learning strategies

3. Main form of travel to school: pupils aged 5 to 10 Source: National Travel Survey, Department for TransportSlide 2.2

4. © Crown copyright 2002 KS3 Strategy Slide 2.3 Numeracy across the curriculum To improve accuracy, particularly in calculation, measurement and graphical work To improve interpretation and presentation of graphs, charts and diagrams To improve reasoning and problem solving

5. © Crown copyright 2002 KS3 Strategy Slide 2.4 Issues to be addressed in ICT 1Can pupils use the software to create a graph or chart? 2Is the graph or chart appropriate for the data? 3Is the graph or chart ‘fit for purpose’?

6. © Crown copyright 2002 KS3 Strategy Slide 2.5 Graphical representation in ICT themes Finding things out: reading a graph, testing a hypothesis and drawing conclusions from frequency or scatter graphs Developing ideas and making things happen: transforming, developing or displaying information in various ways to understand it better and communicate it more effectively to others Exchanging and sharing information: considering fitness for purpose and reviewing, modifying and evaluating work as it progresses

7. © Crown copyright 2002 KS3 Strategy Slide 2.6 By Y6, most pupils should be able to: identify the information needed to solve a simple problem collect relevant data classify information for use in a database and understand how a suitable structure is created recognise different data types, e.g. text, numbers enter data into a database, search it and present data in simple tables and graphs check that information is accurate and reasonable, and predict what might happen if data are entered incorrectly

8. © Crown copyright 2002 KS3 Strategy Slide 2.7 Essential features of a graph A title: essential to knowing what the graph is about Labels on the axes: show what the data are and the units used Numbering of the scale(s): shows how to read the values of the data A key for two or more sets of data: shows which line or bar refers to which data set The source: acknowledges the source of the data, where appropriate

9. Main form of travel to school: pupils aged 5 to 10 Source: National Travel Survey, Department for TransportSlide 2.8

10. Scatter graphs Source: CensusAtSchool, Nottingham Trent University Slide 2.9

11. Pie charts Source: CensusAtSchool, Nottingham Trent University Slide 2.10

12. Pie chart Source: CensusAtSchool, Nottingham Trent University Slide 2.11

13. Scatter graph with line of best fit Source: Pupils’ work from National Curriculum in Action website Slide 2.12

14. Bar chart Source: National Travel Survey, Department for Transport Slide 2.13 Main form of travel to school: pupils aged 5 to 10

15. © Crown copyright 2002 KS3 Strategy Slide 2.14 Objectives for session 2 By the end of this session you will: be clear about what pupils should be taught about graphical representation of data, including fitness for purpose be aware of a range of appropriate teaching and learning strategies

16. © Crown copyright 2002 KS3 Strategy Slide 2.15 Starter YES/NO cards This involved: an active and interactive starter activity that can be used in a wide range of different contexts questioning of the whole group to ascertain levels of understanding ‘whole-class’ discussion, including asking for justifications of viewpoints

17. © Crown copyright 2002 KS3 Strategy Slide 2.16 Main activity Data handling in ICT, mathematics and science This involved: explanation by the tutor of cross-curricular overlap paired reading and discussion to consider less familiar material a summary of three issues to be noted

18. © Crown copyright 2002 KS3 Strategy Slide 2.17 Main activity What should be taught in Year 7 This involved: teaching input a reminder of points from a previous lesson practical demonstration of the skills involved in a process

19. © Crown copyright 2002 KS3 Strategy Slide 2.18 Main activity Considering ‘fitness for purpose’ This involved: paired discussion and an open-ended practical task (positioning cards on a grid, another activity that can be used in a range of contexts) feedback on particular examples, with comments invited from pairs who made different decisions

20. © Crown copyright 2002 KS3 Strategy Slide 2.19 Plenary Summing up This involved: revisiting the objectives involving the ‘class’ by asking individuals to say what was important about the session, then asking others to agree or disagree a summary of the key learning points covered in the lesson