Life Skills: Analysing Data

You use data every day, often without noticing it. You will collect data, keep it safe and show what you find.

Life Skills Stages 4 and 5 · Life Skills Outcomes: CTLS (10 outcomes)
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4Parts
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10Outcomes
Syllabus Part 1 Identifying and defining

Everyday Uses of Data

🎯 (CTLS-DAT-01)

📌 Identify common everyday uses of data and of analysing data

Data is a set of facts or numbers. Analysing data means looking closely at it to learn something.

You use data every day, often without noticing. A weather app shows the temperature for tomorrow. A shop counts how many of each item it sold.

Analysing data helps people make better choices every day. A sports coach looks at scores to pick the team. A café looks at sales to decide what to make more of.

Try this Use paper and a pencil. Draw, point or say instead of writing. Ask someone to read it aloud.
  1. Write three things you did yesterday that used data.
  2. For each one, write what the data helped you decide.
  3. Read your list aloud to a partner.

Types of Data and Their Uses

🎯 (CTLS-DAT-02, CTLS-DAT-01)

📌 Identify various types of data and their uses

Data comes in different types, each with its own uses. The type tells you what kind of data it is.

  • Text is words, such as a name or a favourite colour.
  • Numbers are counts or measurements, such as 12 students or 150 centimetres.
  • Dates and times show when something happens, such as a birthday or a start time.
  • Yes or no data answers one question, such as "Did you bring a lunch?"

Knowing the type helps you pick the right tool. You can find the total of a set of scores. You can sort a list of names from A to Z.

Try this Use paper or cards. Draw, point or say instead of writing.
  1. Write four facts about your favourite game, such as the score.
  2. Next to each fact, write text, number, date or yes or no.
  3. Say one thing you could do with each type.

Data and Information Are Different

🎯 (CTLS-DAT-02)

📌 Explore differences between data and information

Data is facts or numbers on their own. Information is the meaning you get when data is explained.

Imagine a list of four numbers: 14, 16, 15 and 18. On its own, that list is only data.

Now add a label: they are books that four students read. Now you know what the numbers mean, so this is information.

The same numbers can mean different things with a different label.

Try this Use five numbers from a game score or made-up numbers. Draw, point or say instead of writing.
  1. Write the five numbers on paper. These are your data.
  2. Write one sentence that says what the numbers mean. This is your information.
  3. Say which part is data and which part is information.

Small and Big Datasets

🎯 (CTLS-DAT-02)

📌 Explore small and big datasets

A dataset is a set of data that belongs together. For example, all test scores from one class form a dataset.

A small dataset has only a few items, such as ten scores. You can check a small dataset by hand.

A big dataset has many thousands of items. For example, a large shop has every sale from one year. A computer program is usually used to handle it.

Size is not the only thing that matters. A small, careful dataset can still answer a question well.

Try this Use paper and a pencil. Draw, point or say instead of writing.
  1. Write ten numbers, such as the minutes you read each night this week.
  2. Count the numbers. Say whether this is a small or big dataset.
  3. Describe a big dataset on the same topic. For example, a year of reading minutes for a whole school.

Ways to Collect and Record Data

🎯 (CTLS-DAT-01)

📌 Identify methods of data collection and recording

Collecting data means gathering facts or numbers from people or things. Recording data means saving it, so you can use it later.

Here are four common methods, each for a different job.

  • Survey: asking people the same questions.
  • Observation: watching and counting what happens.
  • Measurement: using a tool, such as a ruler, timer or thermometer.
  • Automatic recording: a device, such as a step counter, saves data by itself.

For example, a class wants to know how students get to school. It could ask each student with a survey. Or it could count students at the school gate.

A tally is a count made with marks.

Try this Use coins or pictures of fruit.
  1. Pick a question, such as which fruit your friends like best.
  2. Make a tally on paper. Put one mark for each answer.
  3. Say what method you used to collect the answers.

Problems When Collecting Data

🎯 (CTLS-DAT-01)

📌 Explore challenges in the collection of data

Collecting data is not always easy, and some problems are common. Planning can help you avoid many of these problems.

  • People may not answer honestly.
  • Some people do not want to take part.
  • Someone may write a number wrongly.
  • Some answers may be left blank.

For example, a survey asks 20 students about screen time. Two students leave some of the questions blank. Now the results are less complete than planned.

Private data needs extra care and respect from everyone. Ask people before you collect anything about them. If you are unsure, ask a trusted adult.

Try this Make a practice survey with two questions. Draw, point or say instead of writing.
  1. Write two short questions on paper.
  2. With your teacher’s okay, ask one classmate. Watch for questions they find hard.
  3. Change any question that caused a problem. Then try again.

Which Collection Method Works Best

🎯 (CTLS-DAT-01)

📌 Compare the usefulness of different methods of data collection

To compare two methods, ask three simple questions:

  • Is it quick to do?
  • Is it accurate, meaning close to the truth?
  • Is it easy for people to take part?

For example, a survey is quick for favourite foods. A timer is more accurate for measuring a walk.

MethodGood forWatch out for
SurveyOpinionsPeople may not answer honestly
MeasurementExact amountsThe tool must work properly
ObservationWhat people actually doThe watcher may miss things
Try this Use the table above.
  1. Pick a question, such as how students get to school.
  2. Name two methods that could answer it.
  3. Say which is quicker and which is more accurate.
Show what you know You can show this skill in one of these ways:
  • Point to data on a chart and say what it shows.
  • Draw a tally and say what it counts.
  • Say one everyday example of data.
Syllabus Part 2 Researching and planning

What Data Analysis Is Used For

🎯 (CTLS-DAT-01)

📌 Explore the uses for data analysis

Data analysis means looking at data to find answers to questions. People use it to solve problems and make choices.

Here are some common uses of data analysis:

  • To find the most common answer, such as the most popular sport.
  • To compare two groups, such as sales in two different shops.
  • To spot a pattern, such as the busiest time at a library.
  • To decide what to do next, such as which snack to stock.

A canteen asks 100 students which lunch they like best. It counts the answers, then decides which lunch to make more of.

A pattern is a clue, not always a proof.

Try this Use paper, or made-up data on a device. Draw, point or say instead of writing.
  1. Write the favourite food of five made-up people.
  2. Count how many people chose each food.
  3. Say which food is most popular. You have just done a simple analysis.

Planning to Collect Data

🎯 (CTLS-COL-01, CTLS-DAT-01)

📌 Collaboratively plan the collection of data for a particular purpose

Good data always starts with a clear plan. A plan says what you want to find out and how.

A simple plan has five parts:

  1. The purpose, or why you need the data. For example, to choose a school lunch.
  2. The question you will ask.
  3. The method, such as a survey or a tally.
  4. The people or things you will collect from, and how many.
  5. Where the data will be saved.

Data about Aboriginal and Torres Strait Islander people needs community guidance. Ask the community how they would like to be involved.

If your plan has personal details, tell a trusted adult first.

Try this Use paper and pretend details only. Draw, point or say instead of writing.
  1. Write the purpose. For example, "Choose a new lunch for the canteen."
  2. Write one question and three answer choices.
  3. Write who you will ask and how many people. For example, ten students.

Keeping Sensitive Data Secure

🎯 (CTLS-SAF-01, CTLS-DAT-01)

📌 Recognise that data is sensitive and needs to be stored securely

Sensitive data could hurt someone if other people saw it. Examples include a home address, a phone number and health details.

Some information about a group can be sensitive too. Data about Aboriginal and Torres Strait Islander communities is one example. Ask for community guidance before you share it.

Sensitive data must always be stored in a secure way. This means only the right people can see it. It is also protected by a password or a locked folder.

If you are not sure, ask a trusted adult first.

Try this Use paper and a pencil. Draw, point or say instead of writing.
  1. List five kinds of data you might collect, such as names, ages or favourite colours.
  2. Mark any item that is sensitive.
  3. Ask a trusted adult to check your list.

Security of Collected Data

🎯 (CTLS-SAF-01)

📌 Explore security of data and its collection

Security means keeping data safe from people who should not see it. It also means not losing the data by accident.

Security starts at the very beginning of a data project. Think about what you collect and why.

Here are three ways to protect collected data:

  • Only collect the data you need.
  • Ask people for permission before you collect data about them.
  • Delete data when you no longer need it.

For example, a class survey asks for each student’s name and age. The teacher only needs the ages for the chart. So the survey should not ask for names.

Try this Use a paper form, with a teacher. Ask someone to read it aloud.
  1. Read each question. Ask yourself: do we really need this answer?
  2. Mark any question that asks for a personal detail.
  3. Tell a trusted adult if a form asks for a home address or phone number.

Simple Ways to Keep Data Safe

🎯 (CTLS-SAF-01)

📌 Demonstrate ways to keep data safe

You can keep data safe with simple habits.

  • Use a strong password. A strong password is long and hard to guess.
  • Never share your password, even with a friend.
  • Lock your device when you step away.
  • Log out of shared computers, such as those at a library.
  • Make a backup copy, so a lost file can be restored.

Priya saves her survey to a school folder. She locks her tablet when she leaves her desk.

Never share a password, a home address or a phone number online. If something looks wrong, tell a trusted adult straight away.

Try this Use a picture of a phone or tablet.
  1. Point to the lock screen. Say why it is there.
  2. Say three things you should do to keep the device safe.
  3. Say what to do if the device goes missing. Tell a trusted adult.

How Programs Handle Data

🎯 (CTLS-DAT-01, CTLS-ALG-01)

📌 Recognise how programs process data

A program is a set of instructions for a computer. A program takes in data, works on it and gives a result.

Programmers often think about a program in three parts:

  • Input is the data that goes in, such as numbers typed into a calculator.
  • Process is what the program does with the data, such as adding the numbers.
  • Output is the result, such as the total on the screen.

A bus timetable app works in the same way. You type in the name of your stop. The app looks up the next bus times. It then shows the result on the screen.

Try this Use a calculator, or paper and a pencil. Draw, point or say instead of writing.
  1. Write two numbers, such as 4 and 5. These are the input.
  2. Add them together. This is the process.
  3. Write the total. This is the output. Say what each step did.

Trying Data-Analysis Tools

🎯 (CTLS-DAT-01)

📌 Engage with different data-analysis tools

A data-analysis tool helps you look at data and find answers. Some tools use paper, and others use a device.

  • A tally on paper counts items with marks.
  • A spreadsheet uses rows and columns to sort, total and chart data.
  • A database keeps data in tables and can search for records.
  • An online chart tool turns a table of numbers into a chart.

Your teacher will show you which tools you can use. Choose the tool that suits your question best.

Try this Use paper, then a spreadsheet, with teacher help. Draw, point or say instead of writing.
  1. Count five answers using a tally on paper.
  2. Type the same five answers into a spreadsheet.
  3. Say which tool was quicker, and why.

Showing Data With Digital Tools

🎯 (CTLS-DAT-02, CTLS-COM-01)

📌 Demonstrate how different data is displayed using digital tools

Different kinds of data suit different types of display. A display is a picture or table that shows data clearly.

  • A bar graph compares amounts, such as favourite sports.
  • A pie chart shows parts of a whole, such as how a class travels to school.
  • A line graph shows change over time, such as the temperature each day.
  • A table lists exact values in rows and columns.

A spreadsheet can make all of these from one set of data.

Pick the display that answers your question best.

Try this Use a spreadsheet with a teacher, or draw on paper. Draw, point or say instead of writing.
  1. Type five numbers into one column of a spreadsheet.
  2. Use the chart tool to make a bar graph from the numbers.
  3. Add a title that says what the graph shows.

Writing Survey Questions

🎯 (CTLS-COM-01, CTLS-DAT-01)

📌 Participate in composing questions for an online questionnaire or survey

A survey asks people the same questions to learn about them.

A good survey question is clear, short and fair. Keep these four simple tips in mind when you write:

  • Use plain words that everyone knows.
  • Ask about one thing at a time.
  • Give clear answer choices.
  • Do not lead people to an answer.

For example, "Do you love our great new menu?" is unfair. A fairer question is: What do you think of the new menu?

Keep personal questions out of your survey altogether. Avoid asking for names, addresses or phone numbers. Check any online form with a trusted adult first.

Try this Use paper, with a classmate. Draw, point or say instead of writing.
  1. Write one question about school, such as "What is your favourite school sport?"
  2. Write three answer choices, such as netball, soccer or athletics.
  3. Ask a classmate if the question is clear.

Collecting Data With a Survey

🎯 (CTLS-DAT-01, CTLS-DAT-02)

📌 Collect various datasets using an online questionnaire or survey for visual analysis

Once your survey is ready, collect the answers. Share it only with the people in your plan.

  1. Share the survey with the people in your plan.
  2. Keep a count of how many people answer.
  3. Save all the answers in one place, such as a spreadsheet.
  4. Look for mistakes, such as a blank answer or a number that is far too big.

For example, a class survey about favourite fruit gets 24 answers. The teacher saves all the answers in a spreadsheet. Then the class makes a bar graph to see the results.

Looking closely at a chart is called visual analysis.

Try this Use five people you know, with a teacher’s okay. Draw, point or say instead of writing.
  1. Ask each person one question from your survey.
  2. Write each answer in a column on paper or in a spreadsheet.
  3. Make a simple bar graph of the answers. Describe what you see.

Using Spreadsheet Formulas

🎯 (CTLS-DAT-01, CTLS-ALG-01)

📌 Use formulas in a spreadsheet to analyse datasets

A cell is one box in a spreadsheet. A formula is an instruction typed into a cell. Every formula starts with an equals sign (=).

Formulas help a spreadsheet do the sums for you. Here are three useful formulas you can try:

  • =SUM(B2:B6) adds the numbers in cells B2 to B6.
  • =AVERAGE(B2:B6) finds the average, which is the typical value.
  • =MAX(B2:B6) finds the largest number in those cells.

For example, cells B2 to B4 hold 12, 15 and 18. The formula =SUM(B2:B4) gives a total of 45.

Then check whether the answer looks sensible for your numbers.

Try this Use a spreadsheet, with teacher help. Draw, point or say instead of writing.
  1. Type five numbers into cells B2 to B6.
  2. In cell B7, type =SUM(B2:B6) and press Enter.
  3. Add the numbers on paper. Does your answer match?

Reading Graphs, Tables and Charts

🎯 (CTLS-DAT-02, CTLS-DAT-01)

📌 Explore and describe datasets in displayed graphs, tables or charts

Before you read a chart, look at its title. The title tells you what the chart is about.

Next, check these three parts of the chart:

  1. The axes, which are the lines along the bottom and the side of a graph.
  2. The labels on the axes, which tell you what each axis measures.
  3. The key, which tells you what each colour means.

Then describe what the chart shows, in your own words. Name the biggest number, the smallest number and any clear pattern. For example, "Bananas were the most popular fruit."

Try this Use a bar graph from a school book or a device.
  1. Point to the title. Say what the graph is about.
  2. Find the tallest bar. Say what it shows.
  3. Find the shortest bar. Say what it shows.

Data in Everyday Life

🎯 (CTLS-COM-01, CTLS-DAT-01)

📌 Communicate how data can be used in everyday situations

Data helps people make many of their everyday choices. Using data this way is common in many places.

  • A player counts goals each game, to see how their play is improving.
  • A family compares its power bills each month, to spot big changes.
  • A café tracks hot drink sales, to decide how many to make on a cold day.
  • A library counts borrowed books, to choose which new books to buy.

Telling others how data helps is called communicating.

Try this Use a notebook or a note on a device.
  1. Pick one choice you make each day, such as what to pack for lunch.
  2. Name one piece of data that could help. For example, the weather.
  3. Tell a friend your choice. Explain the data you used.

Planning Data Collection as a Team

🎯 (CTLS-COL-01, CTLS-DAT-01)

📌 Collaboratively plan the collection of data for a particular purpose

Everyone shares ideas, and the group agrees on one plan.

A good team plan follows these four steps:

  1. Each person shares one idea.
  2. Listen to every idea before you decide.
  3. Agree on one question, one method and one date to finish.
  4. Give each person a job, such as asking questions or recording answers.

Write the plan down so everyone can see it. If it has personal details, ask a trusted adult to check it.

Try this Use cards and a small group of three. Draw, point or say instead of writing.
  1. Each person writes one question.
  2. Choose one question together, and say why.
  3. Write one job for each person on a card.
Show what you know Show this skill in one of these ways:
  • Point to the purpose and the question on a plan.
  • Draw a plan with four labelled boxes.
  • Say one idea you shared with your group, and why.
Syllabus Part 3 Producing and implementing

Managing Time and Resources

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Use a scaffold to manage resources and time to complete a data project

A scaffold is a plan that breaks a big job into steps. It helps you finish the job on time.

Resources are the things you use to finish a job. Time, paper, devices and people are all resources.

For example, a data project is due in four weeks. A student writes four steps: collect, check, chart and present. Each step gets about one week of work.

Check your plan at the end of each week. If a step runs late, adjust the plan and ask for help.

Try this Use sticky notes or paper squares. Draw, point or say instead of writing.
  1. Write the four steps of a data project on separate notes.
  2. Put the notes in order. Write a day or week beside each one.
  3. Move each note to a Done pile when the step is finished.

Helping to Collect Data

🎯 (CTLS-DAT-01, CTLS-COL-01)

📌 Participate in the collection of data

You can help collect data, even if you are not the leader. Every job matters when the data needs to be right.

There are many ways you can help out:

  • Handing out survey forms.
  • Counting answers with a tally.
  • Measuring with a ruler or timer.
  • Writing results into a spreadsheet.

Always follow the plan your group agreed on. If you think the plan should change, tell the leader first.

For example, Omar hands out the survey forms. Priya counts all the ticks on each form. Their teacher then checks the final totals carefully.

Try this Use ten buttons or coins, with a partner.
  1. Ask your teacher which collection job you can do.
  2. Practise the job with the buttons. For example, count them into groups.
  3. Check your count with a partner. If the numbers do not match, count again.

Collecting Data and Sharing Results

🎯 (CTLS-DAT-01, CTLS-COM-01)

📌 Collect data and communicate the results

After you collect data, share what you found clearly. Good results are easy to read and easy to check.

  1. Write the question you asked, and how many people answered.
  2. Show the answers in a table or a chart.
  3. Write one or two sentences that say what the data shows.

For example, 12 of 20 students like apples best. So apples are the most popular fruit in that survey.

When you share results, leave out names and personal details. Tell a trusted adult before you post results online.

Try this Use a practice set of answers on paper. Draw, point or say instead of writing. Ask someone to read it aloud.
  1. Pick five answers from a practice survey, such as favourite fruit.
  2. Draw a table with two columns: answer and number of people.
  3. Count each answer and fill in the table.
  4. Read one sentence aloud that says what the table shows.

Spotting Patterns in Collected Data

🎯 (CTLS-DAT-01, CTLS-DES-01)

📌 Interpret the collected data and find patterns that may affect a user’s interaction with a program or product

A pattern is something that repeats or stands out in data. For example, the same answer comes up again and again.

Interpreting data means explaining what it could mean. Ask yourself why this pattern might be happening.

For example, a canteen app records which screen users visit. Many users leave the app at the payment screen. This pattern gives a useful clue about the app. Maybe the payment screen is hard to use.

A pattern is a clue, not a final answer. Test your idea before you change a product.

Try this Use seven made-up numbers. Draw, point or say instead of writing.
  1. Write seven numbers, one for each day. These are made-up minutes of app use.
  2. Find the highest number and the lowest number.
  3. Say one reason the pattern might happen. Say that it is only a guess.

Making a Graph, Chart or Table

🎯 (CTLS-DAT-02, CTLS-COM-01)

📌 Use collected data from an online questionnaire or spreadsheet to develop a graph, chart or table using appropriate digital tools and technologies

Choose the display that fits your data best. A bar graph compares different groups, such as favourite sports. A line graph shows how things change over time. A table lists exact numbers in rows and columns.

Here is a simple worked example to follow. A class survey finds these four favourite sports.

SportNumber of students
Netball8
Soccer6
Athletics4
Swimming2
  1. Type the sport names in one column and the numbers in the next column.
  2. Select the names and numbers together.
  3. Use the chart tool to choose a bar graph.
  4. Add a title, and label each axis.

Check the numbers against your survey before you share the chart.

Try this Use a spreadsheet, with teacher help. Draw, point or say instead of writing.
  1. Type four labels and four numbers into a spreadsheet.
  2. Choose a bar graph from the chart tool.
  3. Add a title. Say what the graph shows.

Choosing Software to Show Data

🎯 (CTLS-DAT-02)

📌 Select the most appropriate software or hardware to display data

Software is the programs you use on a device. Hardware is equipment you can touch, such as a screen or printer.

The right choice depends on who will see the data and how. Ask yourself these three questions before you choose:

  • Will the data be shown to a whole class?
  • Does someone need a paper copy?
  • Will the data need to change later?

For example, a bar graph on a projector suits a whole class. A printed copy suits each student who wants to keep one.

A spreadsheet suits data that might change later.

Try this Use three cards, with a teacher. Draw, point or say instead of writing.
  1. Write three display jobs on cards. For example, show a class or print a copy.
  2. Next to each job, write one tool that could do it.
  3. Pick one job. Say why that tool fits best.

Making a Display of Data

🎯 (CTLS-DAT-02, CTLS-COM-01)

📌 Create a display for data collected

A display shows data so people can see the main idea quickly. A chart, a table or a poster can all be displays.

To make a clear display, follow these steps:

  1. Write a title that says what the data is about.
  2. Add your chart or table.
  3. Write one key finding in a short sentence.
  4. Use clear colours and large, easy-to-read text.

For example, a display could be titled "Favourite Fruit in Our Class." It shows a bar graph of apples, bananas and grapes. Its key finding says that apples are the most popular.

Try this Use a sheet of paper and coloured pens. Draw, point or say instead of writing.
  1. Write a title at the top of the paper.
  2. Draw four bars of different heights. Write a number under each bar.
  3. Write one key finding under the bars. Show it to a friend.

Finding Patterns With Spreadsheets

🎯 (CTLS-DAT-01, CTLS-ALG-01)

📌 Identify data patterns using spreadsheets related to real-world scenarios

A spreadsheet can sort, filter and total data. These tools help you spot patterns more quickly.

  • Sort puts rows in order, such as from highest to lowest.
  • Filter shows only the rows that match, such as one day of the week.
  • Total adds up numbers, using a formula such as =SUM.

Here is a worked example using made-up data. A school canteen records lunches sold each day for two weeks. A student sorts the rows by lunch type, then totals each type. The totals show which lunch sold the most.

Ask a question about any pattern you see. For example, does one day always sell more?

Try this Use a spreadsheet, with teacher help. Draw, point or say instead of writing.
  1. Type ten made-up sales numbers, with a day beside each one.
  2. Sort the rows from highest to lowest.
  3. Say which day sold the most. Say one pattern you can see.

Making a Simple Database

🎯 (CTLS-DAT-02, CTLS-DPM-01)

📌 Produce a flat-file database using database software related to real-world scenarios

A database stores data in tables, so it can be searched. A flat-file database uses just one table of data.

Know these two key words:

  • A field is one column. It holds one kind of data, such as a title.
  • A record is one row. It holds all the data about one item.

A made-up book list has three fields: Title, Author and Year.

  1. Decide the fields you need.
  2. Type the field names across the top row.
  3. Type one record in each row.

Use only made-up data when you are practising. Never store real names or phone numbers. If you are unsure, tell a trusted adult.

Try this Use paper or a spreadsheet, with teacher help. Draw, point or say instead of writing.
  1. Write three field names: Toy Name, Colour and Size.
  2. Add three records, using made-up toys.
  3. Find one record. Say which fields helped you find it.

Presenting Collected Data

🎯 (CTLS-COM-01, CTLS-DAT-01)

📌 Collect data and present it using appropriate software

Presenting means showing your data to other people in a clear way. Good presentations are short, accurate and easy to follow.

Pick software that suits who will see your work. A slide program can show the chart while you talk.

  1. Check your data again before you present.
  2. Make one slide or one poster with one chart on it.
  3. Write one sentence that gives the main finding.
  4. Practise saying the finding aloud, or show it with a picture card.

For example, a group presents a survey about the library.

Never show names or private details on a slide. If you are unsure, tell a trusted adult.

Try this Use one chart from earlier, with a partner. Draw, point or say instead of writing.
  1. Write the main finding of your chart in one sentence.
  2. Point to the part of the chart that shows it.
  3. Say the finding aloud to your partner.

Why Data Security Matters

🎯 (CTLS-SAF-01, CTLS-COM-01)

📌 Communicate the importance of data security

Data security keeps data safe from harm and loss. If the wrong people see or change data, people can be affected.

Security matters for three reasons:

  • Everyone has a right to privacy.
  • Lost files can mean lost work.
  • A shared password can let someone change your data.

Imagine a survey list with phone numbers is shared online by mistake. The student tells a trusted adult straight away.

Try this Use paper and a pencil. Draw, point or say instead of writing.
  1. Write three things that could go wrong.
  2. Next to each, write one way to stop it.
  3. Say your list to a trusted adult.
Show what you know You can show this skill in one of these ways:
  • Point to a password on a picture and say why it helps.
  • Draw three risks to data and one way to stop each.
  • Use a device, with a teacher, to show a locked folder.
Syllabus Part 4 Testing and evaluating

Data as a Helpful Tool

🎯 (CTLS-DAT-01, CTLS-COM-01)

📌 Share ideas about data as a useful tool for completing tasks

Data is a very helpful tool for many tasks. It helps you finish tasks faster and make better decisions.

Here are three everyday examples of data at work:

  • A bus timetable tells you when each bus arrives.
  • A tally of study minutes shows how much time you spent on a project.
  • A shared shopping list in a spreadsheet tells everyone what to buy.

Data is only useful when it is correct. Wrong data can lead people to poor choices.

Share your ideas with a classmate or partner. Say one task that data helped you finish.

Try this Use paper and a partner.
  1. Think of one task you finished this week. For example, packing a bag for sport.
  2. Say what data helped. For example, a timetable.
  3. Tell your partner. Ask what data helps them.

Setting Checks for Data Models

🎯 (CTLS-DAT-02, CTLS-COL-01)

📌 Independently or collaboratively develop a set of criteria to test displayed models of data using different scenarios

A criterion is a rule you use to judge something. Criteria help you test a chart or table fairly.

Set your criteria before you look at the display. This stops you from deciding the answer too early.

Here are four criteria for a good chart:

  • The title says what the chart shows.
  • Each axis has a clear label.
  • The numbers match the original data.
  • The chart helps answer the question.

Then try your criteria on different scenarios, too. For example, a class survey, a shop’s sales or a team’s scores.

Try this Use a chart from earlier, with a partner. Draw, point or say instead of writing.
  1. Write four criteria for a good chart. Use the list above to help.
  2. Mark each criterion yes or no for your chart.
  3. Say which criterion needs a fix, and how you would fix it.

Checking a Database Works

🎯 (CTLS-DPM-01, CTLS-COL-01)

📌 Independently or collaboratively test a designed database using a set of criteria, ensuring that data is displayed correctly and for the intended purpose

A test checks that something works as planned. You can test a database using a set of criteria.

  1. Check the fields. Does each one hold the right kind of data? For example, numbers in a Size field.
  2. Search for one record you know. Does it appear?
  3. Sort the table. Is it in the right order?
  4. Look at the display. Does it answer the question it was made for?

For example, a toy list has a Size field. A student finds one record with a word in that field. The student fixes it and then tests it again.

Try this Use a made-up list of five toys, on paper or in a database. Draw, point or say instead of writing.
  1. Search for one toy. Check that it appears.
  2. Check that every field holds the right kind of data.
  3. Write one problem you found and how you fixed it.

Sharing Test Results

🎯 (CTLS-COM-01)

📌 Communicate the outcomes of testing

After testing, tell other people what you tested. Tell them what worked and what did not.

A short test report has three useful parts:

  1. What you tested, such as a bar graph of favourite fruit.
  2. What passed and what failed.
  3. What you changed to fix each problem.

For example, a report says: the title and labels passed. The numbers did not match the survey answers. The student fixed two numbers and tested again.

Be honest about any problems you find in testing. Finding a problem is part of testing, not a failure.

Try this Use three sticky notes. Draw, point or say instead of writing. Ask someone to read it aloud.
  1. On the first note, write what you tested.
  2. On the second note, write what passed and what failed.
  3. On the third note, write what you changed. Show or read all three to your teacher.

Jobs That Use Data

🎯 (CTLS-DAT-01)

📌 Explore careers that involve analysing data

Some people use data every day as their main job.

  • A data analyst looks at data to answer questions.
  • A sports analyst looks at game data to help a team plan.
  • A database administrator keeps databases working and protected.

Many other jobs use some data too, such as shop work.

To explore a job, find out what skills it needs. Ask what a normal day looks like for that worker.

Try this Use a notebook, with teacher help. Draw, point or say instead of writing.
  1. Pick one job that uses data.
  2. Write two things that person does with data.
  3. Ask a trusted adult or a careers adviser about the job.
Show what you know You can show this skill in one of these ways:
  • Point to a chart and say which criteria it passes.
  • Draw a simple test report with three boxes.
  • Say one job that uses data, and what it does.