This package of activities is designed to support the teaching of key aspects of data-handling across KS2 and into KS3 (Yrs 3 - 7) with curriculum links to Literacy and Geography for KS3.

Traditionally, schools have concentrated on collecting, sorting and representing data, with the emphasis on discrete data represented using pictograms and bar charts. The Framework for Teaching Mathematics outlines a clear progression in handling data and includes examples of tables, charts and graphs for discrete and continuous data. The Flood Alert package reflects this progression within its activities.

Analysis of national test data has revealed the interpretation of charts, tables and graphs as a weakness. To address this we need to provide activities for children which require them to interrogate data, make predictions, interpret data, draw conclusions and pose questions (the simulation within the Flood Alert package addresses this in particular). It is also important to recognise the importance of using secondary sources of data, as included in the online activities and lesson plans within this package.

When planning to use the lessons and activities on data handling, you will need to consider where your unit of work fits within the data handling cycle.

• Posing questions/problems
• Planning - What data do we need to collect?
• Collect Data - How will we do this? Needs to be manageable
• Processing and Representing - What are the best ways to represent the data?
• Interpret Data - stimulate discussion, make predictions, draw conclusions

The first, second and fourth aspects are the least represented in lessons on data handling.
This package concentrates on, and provides activities which will, support the teaching of interpreting data.

Online Activities and Lessons
The activities within Flood Alert can be used by children independently. However, it is recommended that teachers engage with the software and mathematical concepts. Interpretation of data will not be 'picked up' by children; these skills need to be taught.

Using the activities within Flood Alert during the daily mathematics lesson, either in the main activity or plenary, teachers could make more effective use of ICT if it is integral to their direct teaching. Teachers who give clear explanations and ask probing questions will stimulate children's discussion and help them make predictions and interpret data. If interpretation of data is the main learning objective within a lesson, the timings of the lesson are important; teachers may find it more useful to plan a 20-minute plenary to allow for extra discussion time.