## Overview

### › Content and context

- NZ Statistics Curriculum | What changed with the 2007 Curriculum? (
*tki*) **Key Ideas in …**Statistical Literacy | Statistical Investigations | Probability- Achievement Objectives from the Senior Secondary Guides (
*tki*) - Index to all NCEA Achievement Standards in Maths and Stats
__(__*NCEA Standards Navigator*) - Glossary of Statistics terms
__(__*tki*) - “Data to Insight: A first course in statistical data analysis” (
*Content knowledge: Chris Wild’s free online course)* - National Moderator’s Newsletters
__(__*tki*) - Analysing NCEA statistics (
*Louise Addison*) - Statistical Literacy and Scientific Investigation (
*Australia*) - The joy of data analysis and critical thinking – (
*Rhys Jones, Wales*)

**NZ Statistical Association (NZSA) Statements**

- 2018 External assessments in Statistics (NZSA, May 2019)
- The Future of NCEA (NZSA, October 2018) & NCEA Change Package (Ministry of Education, 2019)
- Topics for NCEA Review from NZSA Education Committee (NZSA, 2018)
- Literacy and Statistics: Literacy for University Entrance (NZSA, 2018)
- Statistics in School and the future of work (NZSA, 2017)
- Feedback on the draft Digital Technologies Hangarau Matihiko consultation booklet (NZSA, 2017)
- Specifically Statistics – Maximising the benefits of statistical learning in schools (NZSA, 2016)
- Response to RAMP and 2014 External assessments (NZSA, 2014)
- Feedback from 2013 External assessments (NZSA, 2013)

**American Statistical Association (ASA)**

- GAISE Schools Report (
*American Statistical Association, 5 Mb*) - “The Statistical Education of Teachers” (book,
*American Statistical Association*) - List of American Resources (
*American Statistical Association*)

### › Strategies and pedagogy

- SET Statistical Education of Teachers (USA, Statistics teacher)
- Sets of exercises for learning to use iNZight, iNZightLite, VIT, and VITonline
- iNZight for beginners: Year 9 – 13 (Ricky Pedersen)
- Basic introduction to iNZight (Michelle Delrymple)
- Engaging students in Statistics 2016 Panel discussion
- Supporting teachers new to teaching Statistics 2016 Panel discussion
- Statistics is my favorite subject (Dr Dalrymple & Grant Ritchie, NZAMT13)
- Going paperless: Google docs and more for Level 3 Internal Standards
- Technology for teaching (Polly Stuart)
- Let them write their own textbook (Lars Thomsen)
- Improving PPDAC written responses: Years 9-13
- Writing statistical reports for Level 3 and before
- OSEM: A writing framework for Maths and Stats
- Developing students’ statistical insight in Years 9 to 13 (Dalrymple, Dillon & Franklin)
- Writing techniques for report writing (2014)
- Working collaboratively & leading statistical discussions (Dalrymple & Dillon)
- “Teaching Statistics Through Data Investigations” and “Teaching Statistics Through Inferential Reasoning” (
*Pedagogy: free online courses from the US*) - Issues in Level 3 NCEA Statistics Internal Assessment
- Grappling with Authenticity (Steel)
- Discussion and interaction in Statistics classes
- List of American Resources (
*American Statistical Association*) - Reconnecting data and chance

### › Enrichment and promotional

- Covid-19 links (
*NZSA Education Committee*) - Teaching statistics is awesome
- This is Statistics? All page tabs are very useful. Click … Educators | Students | Counsellors and more … (
*Am. Statist. Assoc.*) - Stats + Stories (
*Videos, spons. Amer. Statist. Assoc.*) - Risky Talk (
*podcast series on communicating risks and evidence in which Sir David Spiegelhalter talks to the world’s top experts “about urgent, practical challenges which affect us all”*) - What is Statistics? (
*Amer. Statist. Assoc.*) - What’s Going On in This Graph? (
*New York Times and Amer. Statist. Assoc.*) (see*intro*)

which in turn has inspired Tuva Data Stories (see intro) - Can We Trust The Numbers? (
*TED Radio Hour*) 5 excellent talks.*More …*»

### › About the New Zealand schooling system

The New Zealand Mathematics and Statistics Curriculum is divided into 8 levels of learning. Below is a summary of the NZC levels and associated Learning Progression Framework (for students aged 5 to 13) and NCEA levels (NZ national assessment) if applicable. There is a degree of flexibility within these guidelines for students to learn subject content earlier or later than the guidelines. New Zealand students typically start school at 5 years of age.

NZ Curriculum |
Year at School |
Age (Approx) |
Learning Progression |
NCEA |

Level 1 | 1, 2 | 5-7 yrs | After 1 yr, After 2 yrs | |

Level 2 | 3, 4 | 7-9 yrs | After 3 yrs, After 4 yrs | |

Level 3 | 5, 6 | 9-11 yrs | After 5 yrs, After 6 yrs | |

Level 4 | 7, 8 | 11-13 yrs | After 7 yrs, After 8 yrs | |

Level 5 | 9, 10 | 13-15 yrs | ||

Level 6 | 11 | 15-16 yrs | Level 1 | |

Level 7 | 12 | 16-17 yrs | Level 2 | |

Level 8 | 13 | 17-18 yrs | Level 3 |

Levels 1-5 Teaching Resources for the 2018 NZ Census

Learning Progression Frameworks

## Resources by Level

In relationship to the review of achievement standards (RAS) and reflecting that CensusAtSchool is a curriculum-based resource, we have reviewed the structure of the resources section for curriculum levels 6-8. With a view to the future, we are moving away from the resources being structured by achievement standard to being structured by statistics and probability big ideas. The structure will be consistent across levels 6-8 and reflect the big ideas of statistical investigations and probability.

*Investigate a given multivariate data set using the statistical enquiry cycle*(1.10) involves a comparison investigation, so would now be found under comparisons, as would*use statistical methods to make an inference*(2.9) and*use statistical methods to make a formal inference*(3.10).*Conduct an experiment to investigate a situation using statistical methods*(2.10) involves experiments so would be under experiments, as would*conduct an experiment to investigate a situation using experimental design principles*(3.11).

### NZC Levels 1-5

### NZC Level 6

### NZC Level 7

### NZC Level 8

*The University of Auckland’s Department of Statistics recommends AS3.10 Use Statistical Methods to make a Formal Inference, AS3.9 Investigate Bivariate Measurement Data, and AS3.13 Apply Probability Concepts in Solving Problems as a statistics core course for the approved subject Statistics or for a Mathematics course for students hoping to proceed to study Statistics at University.*

Where you are the owner of copyright work which you believe is available on this website in such a way that does not satisfy the fair dealing provisions of the Copyright Act 1994 or otherwise constitutes a copyright infringement, or a breach of an agreed licence or contract, please notify CensusAtSchool at censusatschoolnz@gmail.com.