These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
discussing methods of collecting data to answer a question, such as “What types of rubbish are found in the playground?”, sharing ideas and trying out some of the suggested methods; reviewing the data collected and explaining how they might change the way they collect data next time
Try and explain: You want to count playground rubbish types without touching them. Choose categories for paper, food scraps and wrappers. What should happen to an unfamiliar item?
Answer and teaching point
Record it in an agreed ‘other’ category and review the categories afterwards. Do not quietly omit it or count it twice.
E2
collecting and recording information on a topic of interest using lists; for example, “how many people follow a particular football team” or “what colour eyes each person has”; examining the data, to generate some questions that it could answer, then rearranging the data or collecting different data to answer the question
Try and explain: Five favourite-fruit responses are apple, pear, apple, banana, pear. Which question can this list answer?
Answer and teaching point
It can answer how many of these five responses belong to each fruit: apple 2, pear 2, banana 1. It cannot tell us everyone's favourite fruit.
E3
creating a tally to record data while observing events such as the year level of students using the bike shed; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective
Try and explain: A tally has four marks for Year 1 cyclists. One more Year 1 cyclist arrives. What changes?
Answer and teaching point
Add one mark to make five. One observed student contributes one tally; record the observation in the correct year category.
E4
using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
Try and explain: A chart uses one sticker for each completed reading session. Mia has three stickers. What does that show, and what does it not show?
Answer and teaching point
It shows three recorded sessions. Without more information, it does not show the number of books or minutes read.
E5
role-playing being a chatbot asking simple yes/no questions and collecting data, and representing the data using virtual manipulatives, stickers or emojis
Try and explain: A pretend chatbot asks five children ‘Did you walk to school today?’ The replies are yes, no, yes, yes, no. Record the totals.
Answer and teaching point
Yes: 3. No: 2. The totals add to five replies, so each child's response is represented once.
E6
exploring ways of representing, sharing and communicating data through stories and symbols used by First Nations Australians
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.