AREA OF LEARNING AND EXPERIENCEMathematics and Numeracy

I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.

I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.

I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.

I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.

I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.

I can read, write and interpret larger numbers, up to at least 1000, using digits and words.

I can understand that the value of a number can be determined by the position of the digits.

I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.

I am beginning to estimate and check the accuracy of my answers, using inverse operations when appropriate.

I can order and sequence numbers, including odd and even numbers, and I can count on and back in step sizes of any whole number and simple unit fractions.

I can use a range of representations to develop and secure my understanding that the value of a digit is related to its position. I can read, record and interpret numbers, using figures and words up to at least one million.

I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions. I can accurately place integers, decimals and fractional quantities on a number line. I can apply my understanding of number value to round and approximate appropriately.

I can use standard index form to represent large and small numbers, performing calculations in context. I can use appropriate rounding methods, including significant figures, to estimate values.

I can use my knowledge that measurements are not always accurate, and are subject to tolerance and margins of error, to solve problems involving upper and lower bounds.

I am beginning to understand that unit fractions represent equal parts of a whole and are a way of describing quantities and relationships.

I have experienced fractions in practical situations, using a variety of representations.

I have explored equivalent fractions and understand equivalent fraction relationships.

I can demonstrate my understanding that non-integer quantities can be represented using fractions (including fractions greater than 1), decimals and percentages. I can use my knowledge of equivalence to compare the size of simple fractions, decimals and percentages and I can convert between representations.

I can demonstrate my understanding that a fraction can be used as an operator or to represent division. I can understand the inverse relation between the denominator of a fraction and its value.

I can use my knowledge of the equivalence of fractions, decimals and percentages to understand that numbers or proportions may be represented in different ways.

I have derived and can apply the rules of indices, using integer exponents.

I can recognise the difference between rational and irrational numbers, and I have derived rules and applied them to simplify and decompose surds. I can extend my knowledge of the equivalence of fractions, decimals and percentages to understand that recurring decimals may be represented in different ways.

I have explored the relationship between powers, roots and fractional indices and can use it to solve problems.

I have explored forming a quantity in different ways, using combinations of objects or quantities.

I can communicate how sets change when objects are added to and taken away from them.

I have experienced grouping and sharing with objects and quantities, and I can group or share small quantities into equal-sized groups.

I have explored additive relationships, using a range of representations. I can add and subtract whole numbers, using a variety of written and mental methods.

I can use my understanding of multiplication to recall some multiplication facts and tables starting with tables 2, 3, 4, 5 and 10 and I can use the term ‘multiples’.

I have explored and can use my understanding of multiplicative relationships to multiply and divide whole numbers, using a range of representations, including sharing, grouping and arrays.

I can verify calculations and statements about number by inverse reasoning and approximation methods.

I can use the four arithmetic operations confidently, efficiently and accurately with integers and decimals, and I can combine these using distributive, associative and commutative laws where appropriate.

I have extended my understanding of multiplicative reasoning to include the concept and application of ratio, proportion and scale.

I can fluently recall multiplication facts up to at least 10 x 10 and use these to derive related facts.

I have experienced and explored simple multiplicative relationships that allow me to discuss the properties of number, including factors, multiples, prime and square numbers.

I can fluently and accurately apply the four arithmetic operations in the correct order with integers, decimals and fractions, consolidating my understanding of reciprocals when dividing fractions.

I have used proportional reasoning to compare two quantities, using direct or inverse proportion, and I can solve problems involving repeated and inverse proportional reasoning. 

I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.

I can understand the equivalence and value of coins and notes to make appropriate transactions in role play.

I can demonstrate an understanding of income and expenditure, and I can apply calculations to explore profit and loss.

I can apply percentages and ratio to solve problems including simple and compound interest, appreciation and depreciation, calculating budgets, foreign currencies, and basic taxation on goods and services. I have developed my understanding of finance in personal, local and global contexts.

I have further developed my understanding of finance to include annual equivalent rate (AER) and annual percentage rate (APR) so that I can evaluate and compare financial products.

I can calculate income tax and understand the implications of taxation including using the Welsh rates of income tax and other taxes devolved to Wales.

I am beginning to recognise, copy, extend and generalise patterns and sequences around me.

I have explored patterns of numbers and shape. I can recognise, copy and generate sequences of numbers and visual patterns.

I can explore and create patterns of numbers and shapes. I can explain numerical sequences and spatial patterns in words and by generalising them.

I can explore, generate, identify and represent both numerical and spatial linear sequences, including finding and using a general term.

I can explore, generate, identify and represent both numerical and spatial patterns, using linear and non-linear sequences.

I am beginning to demonstrate, using objects, an understanding of the concepts of ‘equal’ and ‘not equal’.

I can use the equals sign to indicate that both sides of a number sentence have the same value and I can use inequality signs when comparing quantities to indicate ‘more than’ and ‘less than’.

I have explored commutativity with addition and multiplication and I can recognise when two different numerical expressions describe the same situation but are written in different ways.

I can use commutativity, distributivity and associativity to explore equality and inequality of expressions.

I can demonstrate my understanding of the concept of a variable, using algebraic notation to form linear expressions, equations and inequalities. I can interpret algebraic expressions because I understand the way symbols are used to represent operations, multiples and powers.

I can explore the concepts of equality and identity, connecting geometric, algebraic and graphical representations.

I can manipulate algebraic expressions fluently by simplifying, expanding, substituting and factorising by extracting a common factor.

I can manipulate algebraic expressions fluently by expanding double brackets, factorising quadratic expressions and simplifying algebraic fractions.

I can find missing numbers when number bonds and multiplication facts are not complete.

I can demonstrate an understanding of the idea of input, application of a rule (including inverse operations) and output, using a function machine or other appropriate methods, and I have applied this idea to solve problems.

I can model problems, using expressions and equations involving symbols or words to represent unknown values, adopting the conventions of algebra. I can use inverse operations to find unknown values in simple equations.

I can explore and use efficient methods of solving equations and inequalities in the first degree, and I can apply this knowledge to rearrange formulae where the subject appears in one term.    

I can use equations and inequalities in the first degree to represent and model real-life situations and solve problems, using a range of representations.

I can explore and use efficient methods of solving simultaneous, quadratic and trigonometric equations, and I can apply this knowledge to rearrange formulae where the subject appears in more than one term. 

I can use equations and inequalities, and relevant graphs, to represent and model real-life situations and solve problems, including those which describe proportion and exponentiation.

I can explore linear equations graphically and I can demonstrate an understanding of the effect on the line when the constant or coefficient of x is changed.

I can investigate a variety of non-linear graphs, including quadratic, cubic and reciprocal, to develop an understanding of the effect of the coefficients and constants on the shape of the graph.

I can determine or approximate the rate of change at a point on a graph and I can investigate the area under a graph, understanding what these represent in real-life contexts.

I can understand and apply the language of time in relation to my daily life.

I have used a variety of objects to measure. I am beginning to understand the need to repeat the same physical unit without any gaps when measuring.

I can make estimates and comparisons with measures, such as ‘shorter than’, ‘heavier than’.

I am beginning to tell the time using a variety of devices. I have explored and used different ways of showing the passing of time, including calendars, timelines, simple timetables and schedules.

I have explored measuring, using counting, measuring equipment and calculating, and I can choose the most appropriate method to measure.

I can estimate and measure, using non-standard units, before progressing onto standard units.

I can use a variety of measuring devices from different starting points.

I can read analogue and digital clocks accurately and I can make interpretations and perform calculations involving time.

I can estimate and measure length, capacity, mass, temperature and time, using appropriate standard units.

I can convert between standard units, including applying my understanding of place value to convert between metric units.

I can represent and use compound measures, using standard units, and I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

I have explored, compared, and used the general language of shapes through investigative play.

I have explored two-dimensional and three-dimensional shapes and their properties in a range of contexts.

I have explored reflective symmetry in a range of contexts and I can discuss it as a property of shapes and images.

I can explore and consolidate my understanding of the properties of two-dimensional shapes to include the number of sides and symmetry.

I can explore vertices, edges and faces of three-dimensional shapes and I can use these characteristics to describe a three-dimensional shape.

I can relate a three-dimensional shape to its two-dimensional nets.

I can use efficient methods for finding the perimeter and area of two-dimensional shapes, understanding how basic formulae are derived.

I can use a variety of approaches to investigate, predict and demonstrate the effect of transformations on two-dimensional shapes.

I can explore and calculate the areas and perimeters of simple and compound two-dimensional shapes, including circles, and I have demonstrated an understanding of pi (π) as the ratio of the circumference of a circle to its diameter. I can apply my understanding of area to be able to calculate the surface area of simple prisms.

I can derive and apply the formulae for the volume of simple prisms.

I can apply my understanding of area to demonstrate and use the relationship between right-angled triangles and squares in the context of Pythagoras’ theorem.

I can apply my understanding of the effect of transformations on the properties of shapes in order to explain why they are similar, congruent or neither.

I can explore and demonstrate an understanding of the effect of scale when comparing measurements of similar shapes in all three dimensions.

I can use my knowledge of scale and ratio to calculate the lengths and areas of fractions of shapes, including arcs and segments of circles.

I can use my knowledge of measurement to calculate the perimeter, area (or surface area) and volume of compound two-dimensional and three‑dimensional shapes.

I can explore trigonometric ratios in right-angled triangles and I can use my knowledge of them to solve problems involving lengths, angles and area of any triangle.

I have explored movements and directions and I am beginning to use mathematical language to describe position.

I can describe and quantify the position of objects in relation to other objects.

I have developed an understanding of the ways in which co-ordinates are used to solve problems involving position, length and shape.

I can locate and describe the locus of points defined by a range of different criteria.

I have explored the concept of rotation and I am beginning to use simple fractions of a complete rotation to describe turns.

I can demonstrate my understanding of angle as a measure of rotation and I can recognise, name and describe types of angles.

I can use angle and shape facts to deduce further features and relationships of triangles and quadrilaterals.

I can explore and calculate angles formed by parallel lines and by a transversal. I have applied my understanding of angles to model and solve problems involving bearings.

I can use logical arguments and my knowledge of polygons, intersecting lines, angle and the circle theorems to deduce and calculate the size of angles and length of lines.

I can investigate, collect and record data found in my environment.

I can collect and organise data to ask and answer questions in relevant situations.

I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data.

I can choose a sensible hypothesis to investigate. I have explored the relationship between the type of data I have collected (including qualitative and quantitative) and how this can be manipulated and represented.

I can explore different sampling methods, including systematic and stratified sampling, understanding the need to select appropriate sampling methods when collecting data.

I can group sets into categories and I am beginning to communicate the rule(s) I have used.

I can sort and classify using more than one criterion, including the use of Venn diagrams and Carroll diagrams.

I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs.

I can make informed choices about how to organise and represent data, using a wide range of graphs and charts, including pie charts, frequency diagrams and frequency polygons.

I can extend my methods for representing data, including cumulative frequency, box and whisker, and histograms, to interpret measures of central tendency and measures of spread.

I am beginning to represent and interpret data, using a range of methods.

I am beginning to interpret and analyse simple graphs, charts and data.

I can explain my findings and I am beginning to evaluate how well my method worked.

I can use different scales to extract and interpret information from a range of diagrams, tables and graphs, including pie charts with simple fractions and proportions. I can recognise any trends that are seen.

I can find and use the mean of a simple set of data to explain how the statistics do, or do not, support an argument. I can recognise how anomalies affect the mean.

I can understand that different averages can be used to compare data, including grouped data, recognising the advantages and disadvantages of each average.

I can explore trends and anomalies in data sets, investigating correlation between two variables.

I can use data to draw conclusions about hypotheses and I have communicated my findings clearly. I can critique my own methods and findings

I can critically analyse statistics, considering how data is represented, its reliability, and whether and how the data has been manipulated to tell a particular story. I can make informed decisions based on statistical evidence, identifying bias and anomalies.

I can explore outcomes and chance, using appropriate language, and I am beginning to use numerical values to represent probability.

I can systematically explore all the possible mutually exclusive outcomes of successive and combined events.

I can use modelling to solve problems involving probabilities of mutually exclusive, independent and dependent events.

I have explored the relationship between relative frequency and theoretical probability, and I can make judgements on the outcomes of experimental data.

I can use probabilistic arguments, drawing on theory, information, research and experimentation, to make informed decisions.

I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.

I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.

I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.

I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.

I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.

I can read, write and interpret larger numbers, up to at least 1000, using digits and words.

I can understand that the value of a number can be determined by the position of the digits.

I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.

I am beginning to estimate and check the accuracy of my answers, using inverse operations when appropriate.

I can order and sequence numbers, including odd and even numbers, and I can count on and back in step sizes of any whole number and simple unit fractions.

I can use a range of representations to develop and secure my understanding that the value of a digit is related to its position. I can read, record and interpret numbers, using figures and words up to at least one million.

I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions. I can accurately place integers, decimals and fractional quantities on a number line. I can apply my understanding of number value to round and approximate appropriately.

I can use standard index form to represent large and small numbers, performing calculations in context. I can use appropriate rounding methods, including significant figures, to estimate values.

I can use my knowledge that measurements are not always accurate, and are subject to tolerance and margins of error, to solve problems involving upper and lower bounds.

I am beginning to understand that unit fractions represent equal parts of a whole and are a way of describing quantities and relationships.

I have experienced fractions in practical situations, using a variety of representations.

I have explored equivalent fractions and understand equivalent fraction relationships.

I can demonstrate my understanding that non-integer quantities can be represented using fractions (including fractions greater than 1), decimals and percentages. I can use my knowledge of equivalence to compare the size of simple fractions, decimals and percentages and I can convert between representations.

I can demonstrate my understanding that a fraction can be used as an operator or to represent division. I can understand the inverse relation between the denominator of a fraction and its value.

I can use my knowledge of the equivalence of fractions, decimals and percentages to understand that numbers or proportions may be represented in different ways.

I have derived and can apply the rules of indices, using integer exponents.

I can recognise the difference between rational and irrational numbers, and I have derived rules and applied them to simplify and decompose surds. I can extend my knowledge of the equivalence of fractions, decimals and percentages to understand that recurring decimals may be represented in different ways.

I have explored the relationship between powers, roots and fractional indices and can use it to solve problems.

I have explored forming a quantity in different ways, using combinations of objects or quantities.

I can communicate how sets change when objects are added to and taken away from them.

I have experienced grouping and sharing with objects and quantities, and I can group or share small quantities into equal-sized groups.

I have explored additive relationships, using a range of representations. I can add and subtract whole numbers, using a variety of written and mental methods.

I can use my understanding of multiplication to recall some multiplication facts and tables starting with tables 2, 3, 4, 5 and 10 and I can use the term ‘multiples’.

I have explored and can use my understanding of multiplicative relationships to multiply and divide whole numbers, using a range of representations, including sharing, grouping and arrays.

I can verify calculations and statements about number by inverse reasoning and approximation methods.

I can use the four arithmetic operations confidently, efficiently and accurately with integers and decimals, and I can combine these using distributive, associative and commutative laws where appropriate.

I have extended my understanding of multiplicative reasoning to include the concept and application of ratio, proportion and scale.

I can fluently recall multiplication facts up to at least 10 x 10 and use these to derive related facts.

I have experienced and explored simple multiplicative relationships that allow me to discuss the properties of number, including factors, multiples, prime and square numbers.

I can fluently and accurately apply the four arithmetic operations in the correct order with integers, decimals and fractions, consolidating my understanding of reciprocals when dividing fractions.

I have used proportional reasoning to compare two quantities, using direct or inverse proportion, and I can solve problems involving repeated and inverse proportional reasoning. 

I have used money, and the language of money, in play and real-life situations and I can understand that I need to exchange money for items.

I can understand the equivalence and value of coins and notes to make appropriate transactions in role play.

I can demonstrate an understanding of income and expenditure, and I can apply calculations to explore profit and loss.

I can apply percentages and ratio to solve problems including simple and compound interest, appreciation and depreciation, calculating budgets, foreign currencies, and basic taxation on goods and services. I have developed my understanding of finance in personal, local and global contexts.

I have further developed my understanding of finance to include annual equivalent rate (AER) and annual percentage rate (APR) so that I can evaluate and compare financial products.

I can calculate income tax and understand the implications of taxation including using the Welsh rates of income tax and other taxes devolved to Wales.

I am beginning to recognise, copy, extend and generalise patterns and sequences around me.

I have explored patterns of numbers and shape. I can recognise, copy and generate sequences of numbers and visual patterns.

I can explore and create patterns of numbers and shapes. I can explain numerical sequences and spatial patterns in words and by generalising them.

I can explore, generate, identify and represent both numerical and spatial linear sequences, including finding and using a general term.

I can explore, generate, identify and represent both numerical and spatial patterns, using linear and non-linear sequences.

I am beginning to demonstrate, using objects, an understanding of the concepts of ‘equal’ and ‘not equal’.

I can use the equals sign to indicate that both sides of a number sentence have the same value and I can use inequality signs when comparing quantities to indicate ‘more than’ and ‘less than’.

I have explored commutativity with addition and multiplication and I can recognise when two different numerical expressions describe the same situation but are written in different ways.

I can use commutativity, distributivity and associativity to explore equality and inequality of expressions.

I can demonstrate my understanding of the concept of a variable, using algebraic notation to form linear expressions, equations and inequalities. I can interpret algebraic expressions because I understand the way symbols are used to represent operations, multiples and powers.

I can explore the concepts of equality and identity, connecting geometric, algebraic and graphical representations.

I can manipulate algebraic expressions fluently by simplifying, expanding, substituting and factorising by extracting a common factor.

I can manipulate algebraic expressions fluently by expanding double brackets, factorising quadratic expressions and simplifying algebraic fractions.

I can find missing numbers when number bonds and multiplication facts are not complete.

I can demonstrate an understanding of the idea of input, application of a rule (including inverse operations) and output, using a function machine or other appropriate methods, and I have applied this idea to solve problems.

I can model problems, using expressions and equations involving symbols or words to represent unknown values, adopting the conventions of algebra. I can use inverse operations to find unknown values in simple equations.

I can explore and use efficient methods of solving equations and inequalities in the first degree, and I can apply this knowledge to rearrange formulae where the subject appears in one term.    

I can use equations and inequalities in the first degree to represent and model real-life situations and solve problems, using a range of representations.

I can explore and use efficient methods of solving simultaneous, quadratic and trigonometric equations, and I can apply this knowledge to rearrange formulae where the subject appears in more than one term. 

I can use equations and inequalities, and relevant graphs, to represent and model real-life situations and solve problems, including those which describe proportion and exponentiation.

I can explore linear equations graphically and I can demonstrate an understanding of the effect on the line when the constant or coefficient of x is changed.

I can investigate a variety of non-linear graphs, including quadratic, cubic and reciprocal, to develop an understanding of the effect of the coefficients and constants on the shape of the graph.

I can determine or approximate the rate of change at a point on a graph and I can investigate the area under a graph, understanding what these represent in real-life contexts.

I can understand and apply the language of time in relation to my daily life.

I have used a variety of objects to measure. I am beginning to understand the need to repeat the same physical unit without any gaps when measuring.

I can make estimates and comparisons with measures, such as ‘shorter than’, ‘heavier than’.

I am beginning to tell the time using a variety of devices. I have explored and used different ways of showing the passing of time, including calendars, timelines, simple timetables and schedules.

I have explored measuring, using counting, measuring equipment and calculating, and I can choose the most appropriate method to measure.

I can estimate and measure, using non-standard units, before progressing onto standard units.

I can use a variety of measuring devices from different starting points.

I can read analogue and digital clocks accurately and I can make interpretations and perform calculations involving time.

I can estimate and measure length, capacity, mass, temperature and time, using appropriate standard units.

I can convert between standard units, including applying my understanding of place value to convert between metric units.

I can represent and use compound measures, using standard units, and I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

I have explored, compared, and used the general language of shapes through investigative play.

I have explored two-dimensional and three-dimensional shapes and their properties in a range of contexts.

I have explored reflective symmetry in a range of contexts and I can discuss it as a property of shapes and images.

I can explore and consolidate my understanding of the properties of two-dimensional shapes to include the number of sides and symmetry.

I can explore vertices, edges and faces of three-dimensional shapes and I can use these characteristics to describe a three-dimensional shape.

I can relate a three-dimensional shape to its two-dimensional nets.

I can use efficient methods for finding the perimeter and area of two-dimensional shapes, understanding how basic formulae are derived.

I can use a variety of approaches to investigate, predict and demonstrate the effect of transformations on two-dimensional shapes.

I can explore and calculate the areas and perimeters of simple and compound two-dimensional shapes, including circles, and I have demonstrated an understanding of pi (π) as the ratio of the circumference of a circle to its diameter. I can apply my understanding of area to be able to calculate the surface area of simple prisms.

I can derive and apply the formulae for the volume of simple prisms.

I can apply my understanding of area to demonstrate and use the relationship between right-angled triangles and squares in the context of Pythagoras’ theorem.

I can apply my understanding of the effect of transformations on the properties of shapes in order to explain why they are similar, congruent or neither.

I can explore and demonstrate an understanding of the effect of scale when comparing measurements of similar shapes in all three dimensions.

I can use my knowledge of scale and ratio to calculate the lengths and areas of fractions of shapes, including arcs and segments of circles.

I can use my knowledge of measurement to calculate the perimeter, area (or surface area) and volume of compound two-dimensional and three‑dimensional shapes.

I can explore trigonometric ratios in right-angled triangles and I can use my knowledge of them to solve problems involving lengths, angles and area of any triangle.

I have explored movements and directions and I am beginning to use mathematical language to describe position.

I can describe and quantify the position of objects in relation to other objects.

I have developed an understanding of the ways in which co-ordinates are used to solve problems involving position, length and shape.

I can locate and describe the locus of points defined by a range of different criteria.

I have explored the concept of rotation and I am beginning to use simple fractions of a complete rotation to describe turns.

I can demonstrate my understanding of angle as a measure of rotation and I can recognise, name and describe types of angles.

I can use angle and shape facts to deduce further features and relationships of triangles and quadrilaterals.

I can explore and calculate angles formed by parallel lines and by a transversal. I have applied my understanding of angles to model and solve problems involving bearings.

I can use logical arguments and my knowledge of polygons, intersecting lines, angle and the circle theorems to deduce and calculate the size of angles and length of lines.

I can investigate, collect and record data found in my environment.

I can collect and organise data to ask and answer questions in relevant situations.

I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data.

I can choose a sensible hypothesis to investigate. I have explored the relationship between the type of data I have collected (including qualitative and quantitative) and how this can be manipulated and represented.

I can explore different sampling methods, including systematic and stratified sampling, understanding the need to select appropriate sampling methods when collecting data.

I can group sets into categories and I am beginning to communicate the rule(s) I have used.

I can sort and classify using more than one criterion, including the use of Venn diagrams and Carroll diagrams.

I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs.

I can make informed choices about how to organise and represent data, using a wide range of graphs and charts, including pie charts, frequency diagrams and frequency polygons.

I can extend my methods for representing data, including cumulative frequency, box and whisker, and histograms, to interpret measures of central tendency and measures of spread.

I am beginning to represent and interpret data, using a range of methods.

I am beginning to interpret and analyse simple graphs, charts and data.

I can explain my findings and I am beginning to evaluate how well my method worked.

I can use different scales to extract and interpret information from a range of diagrams, tables and graphs, including pie charts with simple fractions and proportions. I can recognise any trends that are seen.

I can find and use the mean of a simple set of data to explain how the statistics do, or do not, support an argument. I can recognise how anomalies affect the mean.

I can understand that different averages can be used to compare data, including grouped data, recognising the advantages and disadvantages of each average.

I can explore trends and anomalies in data sets, investigating correlation between two variables.

I can use data to draw conclusions about hypotheses and I have communicated my findings clearly. I can critique my own methods and findings

I can critically analyse statistics, considering how data is represented, its reliability, and whether and how the data has been manipulated to tell a particular story. I can make informed decisions based on statistical evidence, identifying bias and anomalies.

I can explore outcomes and chance, using appropriate language, and I am beginning to use numerical values to represent probability.

I can systematically explore all the possible mutually exclusive outcomes of successive and combined events.

I can use modelling to solve problems involving probabilities of mutually exclusive, independent and dependent events.

I have explored the relationship between relative frequency and theoretical probability, and I can make judgements on the outcomes of experimental data.

I can use probabilistic arguments, drawing on theory, information, research and experimentation, to make informed decisions.