Data handling

As part of our investigation into our Unit of Inquiry ‘Where We Are in Place and Time’ we will be analysing and interpreting a wide range of data. This week we unpacked a series of different graphs connected to migration, and students recorded their prior knowledge and new thinking during a ‘bus stop’ learning engagement. Students also thought carefully about the questions that might have been ask ed to gather the data to develop the graphs.

 

These investigations are aligned to the following Mathematics outcomes for data handling:

 

 

Phase 3: transferring meaning into symbols

 

•   identify, read and interpret range and scale on graphs
•   identify the mode in a set of data
Phase 3: applying with understanding •  design a survey and systematically collect, organise and display data in pictographs and bar graphs
•  select appropriate graph forms to display data
•   interpret range and scale on graphs
Phase 4: constructing meaning •  understand that different types of graphs have different purposes
•  understand that mode, median, mean and range can summarise a set of data
Phase 4: transferring meaning into symbols • collect, display and interpret data in pie charts and line graphs

Alts

 

As part of the Primary Years Programme, learners use and develop ‘Approaches to Learning’ (ATL) or skills to support their learning.

“In order to conduct purposeful inquiry and in order to be well prepared for lifelong learning, students need to master a whole range of skills beyond those normally referred to as basic. These include skills, relevant to all the subject areas and also transcending them, needed to support fully the complexities of the lives of the students.”   – Making the PYP Happen, page 21.

This week we unpacked the ATL by engaging in a sorting learning engagement. Students carefully read and categorized sets of skills, and justified their response. We identified strategies in order to categorize the skills and had thoughtful collaborative discussions as part of the process. We noted that many of the skills are connected, for example, aspects of communication skills are also part of developing positive social skills.

“Within their learning throughout the programme, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable, not only in the units but also for any teaching and learning that goes on within the classroom, and in life outside the school”.    –   Making the PYP Happen, page 21.  


Students will be developing a goal based on self-management skills or social skills in the week following the October break.

Please chat with your child about which skills they feel they are successfully applying and those they find challenging and want to focus on further.