Achieving Excellence Beyond Belief
Curriculum - Statistics
Subject Name: GCSE (9-1) Statistics
Department Vision & Ethos
It is our intent to develop students’ transferable skills to introduce them to the skills of statistical enquiry, and practise the underpinning statistical calculations and interpretation using real world data and authentic contexts. Our intent is to supports skills development for students’ progression to a range of subjects and develops an awareness of statistics beyond the classroom.
It is our intent to provide a fully coherent curriculum:
● that incorporates numerous examples of real-life data and contexts, which builds skills that students will use in other subjects, such as science and geography. Based on the principles of the statistical enquiry cycle, students will gain a rounded understanding of how to interpret and apply data to a number of scenarios, both across subjects and in the real world.
● that includes plenty of worked examples, practice exercises and exam-style questions, with an increased focus on the statistical enquiry cycle and lots of real-life examples.
● that aligns with the qualification's Scheme of Work and maps to GCSE (9–1) Mathematics, giving teachers a coherent approach to teaching and learning.
● that uses an innovative unit structure to challenge students to master the topic and offer extra support for those who need it.
● that provides a strong foundation for further academic and vocational study and for employment, to give students the appropriate statistical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education.
● that supports progression to A Level Mathematics. The focused study of statistics offered by this qualification lays foundations of knowledge, understanding and skills that can be further developed in the study of the compulsory statistics content of the new A Level Mathematics.
How the curriculum is implemented?
To ensure high quality implementation of the curriculum with fully comprehensive delivery across each key stage we have ensured the following:
SOW strongly embedded within the course (with 9hrs of timetabled lessons assigned a fortnight) – CL carries quality assurance of the SOW and the curriculum to ensure the coherence, a well-balanced and broad Statistics education under a very coherent curriculum.
Collaboration in curriculum design is absolutely vital, involving ML, CL, SLT, teachers.
At KS4 the Statistics curriculum students can be entered at either foundation or higher tier within the scheme of work providing a differentiated structure so that all levels of ability can access the new curriculum. Providing stretch to different ability students preparing them for the rigors of the higher and foundation Stats GCSE and beyond. Assessments are done at the end of each unit of work and termly to get students used to consolidating their knowledge and solving problems individually.
Active Learn subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).
Resources available allow teachers sharing lesson planning to ensure high quality lessons planned across the department and consistency of its delivery. CL provides quality assurance to ensure the coherence.
MathsWatch subscription available for both teachers and students, allowing both accessing high quality new specification resources and tools to help improving learning (used for homework and independent study).
What can be expected by the end of key stage 4 (this will be the end of course)
By the end of KS4 students would have achieved the following aims and objective of the Pearson Edexcel GCSE (9-1) in Statistics. They would have developed a better understanding of:
the need for careful planning – designing hypotheses and issues or constraints relating to data collection, including sources, sensitivity and reliability of data
appropriate methods for collecting, processing and representing data
the potential for using technology in collecting, processing and representing data
appropriate diagrams and statistical measures including the interpretation of results from statistical packages
reasons for choosing particular techniques in data collection, diagrammatic representation or statistical measures
making comparisons between sets of results, making inferences and interpreting findings in context
considering the significance of findings and recognising weaknesses in the approach taken at each stage
the need for clear and concise communication of findings.
By the end of this course students would have had many opportunities to apply statistical techniques to solve problems within the framework of the statistical enquiry cycle. This would allow students experience the application of statistical techniques in the future across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general.