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)
- 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
Select your desired level or achievement standard. View details of the standard, FAQ, activities, resources, and links to further your knowledge. You may also print the entire list of resources, or print individual pages of the site.
NZC Levels 1-5
NZC Level 6
- 1.10 Investigate a given multivariate data set using the statistical enquiry cycle (91035)
- 1.11 Investigate bivariate numerical data using the statistical enquiry cycle (91036)
- 1.12 Demonstrate understanding of chance and data (91037)
- 1.13 Investigate a situation involving elements of chance (91038)
NZC Level 7
- 2.8 Design a questionnaire (91263)
- 2.9 Use statistical methods to make an inference (91264)
- 2.10 Conduct an experiment to investigate a situation using statistical methods (91265)
- 2.11 Evaluate a statistically based report (91266)
- 2.12 Apply probability methods in solving problems (91267)
- 2.13 Investigate a situation involving elements of chance using a simulation (91268)
NZC Level 8
- 3.8 Investigate time series data (91580)
- 3.9 Investigate bivariate measurement data (91581)
- 3.10 Use statistical methods to make a formal inference (91582)
- 3.11 Conduct an experiment to investigate a situation using experimental design principles (91583)
- 3.12 Evaluate statistically based reports (91584)
- 3.13 Apply probability concepts in solving problems (91585)
- 3.14 Apply probability distributions in solving problems (91586)
- Scholarship (93201)
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.
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