The New Zealand Statistics Curriculum is divided into 3 strands and consists of 8 levels.
The curriculum can be viewed by either strand,
or level as follows:
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
NZC Level 1
S1-1 Conduct investigations using the statistical enquiry cycle:
- posing and answering questions
- gathering, sorting and counting, and displaying category data
- discussing the results.
S1-2 Interpret statements made by others from statistical investigations and probability activities.
S1-3 Investigate situations that involve elements of chance, acknowledging and anticipating possible outcomes.
NZC Level 2
S2-1 Conduct investigations using the statistical enquiry cycle:
- posing and answering questions
- gathering, sorting, and displaying category and whole-number data
- communicating findings based on the data.
S2-2 Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others.
S2-3 Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.
NZC Level 3
S3-1 Conduct investigations using the statistical enquiry cycle:
- gathering, sorting, and displaying multivariate category and whole-number data and simple time-series data to answer questions
- identifying patterns and trends in context, within and between data sets
- communicating findings, using data displays
S3-2 Evaluate the effectiveness of different displays in representing the findings of a statistical investigation or probability activity undertaken by others.
S3-3 Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.
NZC Level 4
S4-1 Plan and conduct investigations using the statistical enquiry cycle:
- determining appropriate variables and data collection methods
- gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends
- comparing distributions visually
- communicating findings, using appropriate displays
S4-2 Evaluate statements made by others about the findings of statistical investigations and probability activities.
S4-3 Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.
S4-4 Use simple fractions and percentages to describe probabilities.
NZC Level 5
S5-1 Plan and conduct surveys and experiments using the statistical enquiry cycle:
- determining appropriate variables and measures
- considering sources of variation
- gathering and cleaning data
- using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets
- comparing sample distributions visually, using measures of centre, spread, and proportion
- presenting a report of findings
S5-2 Evaluate statistical investigations or probability activities undertaken by others, including data collection methods, choice of measures, and validity of findings.
S5-3 Compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance.
S5-4 Calculate probabilities, using fractions, percentages, and ratios.
NZC Level 6
S6-1 Plan and conduct investigations using the statistical enquiry cycle:
- justifying the variables and measures used
- managing sources of variation, including through the use of random sampling
- identifying and communicating features in context (trends, relationships between variables, and differences within and between distributions), using multiple displays
- making informal inferences about populations from sample data
- justifying findings, using displays and measures
S6-2 Evaluate statistical reports in the media by relating the displays, statistics, processes, and probabilities used to the claims made.
S6-3 Investigate situations that involve elements of chance:
- comparing discrete theoretical distributions and experimental distributions, appreciating the role of sample size
- calculating probabilities in discrete situations.
NZC Level 7
S7-1 Carry out investigations of phenomena, using the statistical enquiry cycle:
- conducting surveys that require random sampling techniques, conducting experiments, and using existing data sets
- evaluating the choice of measures for variables and the sampling and data collection methods used
- using relevant contextual knowledge, exploratory data analysis, and statistical inference
S7-2 Make inferences from surveys and experiments:
- making informal predictions, interpolations, and extrapolations
- using sample statistics to make point estimates of population parameters
- recognising the effect of sample size on the variability of an estimate.
S7-3 Evaluate statistically based reports:
- interpreting risk and relative risk
- identifying sampling and possible non-sampling errors in surveys, including polls.
S7-4 Investigate situations that involve elements of chance:
- comparing theoretical continuous distributions, such as the normal distribution, with experimental distributions
- calculating probabilities, using such tools as two-way tables, tree diagrams, simulations, and technology.
NZC Level 8
S8-1 Carry out investigations of phenomena, using the statistical enquiry cycle:
- conducting experiments using experimental design principles, conducting surveys, and using existing data sets
- finding, using, and assessing appropriate models (including linear regression for bivariate data and additive models for time-series data), seeking explanations, and making predictions
- using informed contextual knowledge, exploratory data analysis, and statistical inference
- communicating findings and evaluating all stages of the cycle
S8-2 Make inferences from surveys and experiments:
- determining estimates and confidence intervals for means, proportions, and differences, recognising the relevance of the central limit theorem
- using methods such as resampling or randomisation to assess the strength of evidence
S8-3 Evaluate a wide range of statistically based reports, including surveys and polls, experiments, and observational studies:
- critiquing causal-relationship claims
- interpreting margins of error.
S8-4 Investigate situations that involve elements of chance:
- calculating probabilities of independent, combined, and conditional events
- calculating and interpreting expected values and standard deviations of discrete random variables
- applying distributions such as the Poisson, binomial, and normal.
Click here to view a pdf version of the NZ Statistics Curriculum