Spark
InteractiveDiagram
Routine: See, Think, Wonder
Look at a mixed set of objects, colours, or shapes. What do you notice, how could they be grouped, and what do you wonder about the patterns you can see?
Year 1
To sort objects.
Content
ExpandingAccordion
Method: Guided explanation
Model how to identify shared attributes, sort items into two groups, and then organise several items by one clear rule. Introduce simple pictograms so students begin to connect real objects with visual data displays.
Plenary
DynamicSimulator
Task type: Quick check
Students sort objects into groups and explain what a simple pictogram is showing.
Overview
In Year 1, students begin by noticing how objects can be grouped by shared features. They learn that data can be sorted and represented simply, and that pictures can help communicate findings.
Achievement pathway
- Level 1: Identify shared attributes.
- Level 2: Sort into two categories.
- Level 3: Group items by attribute.
- Level 4: Explain pictogram meaning.
Independent task
Sort a classroom set of objects and create a simple picture chart to show the result.
Year 2
To present data.
Spark
ClickToReveal
Routine: Zoom In
Zoom in on a pictogram, a simple database screen, and a chart. What clues help you understand what the data is saying?
Content
BeforeAfterSlider
Method: Guided explanation
Teach students how to interpret simple pictograms, locate an object in a database, and create a basic pictogram from collected information. Encourage them to notice when a chart or database is clear and when it needs fixing.
Plenary
DynamicSimulator
Task type: Quick check
Students identify what a pictogram shows, find information in a simple database, and suggest one improvement to a weak data display.
Overview
In Year 2, students build on sorting by learning how information can be displayed and searched. They begin reading pictograms, finding items in simple databases, and considering whether a data display works well.
Achievement pathway
- Level 1: Interpret pictograms.
- Level 2: Find an object in a database.
- Level 3: Create a simple pictogram.
- Level 4: Suggest database fixes.
Independent task
Collect class data and turn it into a simple pictogram with a clear title.
Year 3
To query data.
Spark
InteractiveDiagram
Routine: Think, Puzzle, Explore
How do people ask a computer to find the right information? What puzzles you about searching data, and what would you like to explore?
Content
ExpandingAccordion
Method: Guided explanation
Introduce the parts of a simple database, such as records and fields, then show how questions can be answered by sorting or filtering. Link this to real decision-making so students see that data is useful when it helps solve a problem.
Plenary
DynamicSimulator
Task type: Quick check
Students identify database parts, answer questions using data, and choose a useful filter to find specific information.
Overview
In Year 3, students move beyond displaying information and begin asking questions of data. They learn that databases have structures and that filters can help locate answers more efficiently.
Achievement pathway
- Level 1: Name record and field parts.
- Level 2: Answer database questions.
- Level 3: Use filters to find information.
- Level 4: Design a branching key.
Independent task
Use a small data set to answer three questions and explain how you found each answer.
Year 4
To log data.
Spark
InteractiveDiagram
Routine: I used to think...
I used to think data was only written down by people, but now I think some data can be collected over time by tools and sensors.
Content
ExpandingAccordion
Method: Guided explanation
Show students how data logging tools can record values such as light or temperature over time. Help them read a graph, describe what changed, and decide which format is best for presenting different types of information.
Plenary
DynamicSimulator
Task type: Quick check
Students read a simple logged graph, describe trends over time, and choose a suitable way to present a small data set.
Overview
In Year 4, students begin to understand that some data changes over time and can be collected automatically. They explore data logging tools and start to draw conclusions from graphs and timed observations.
Achievement pathway
- Level 1: Recognise data over time.
- Level 2: Use a logger for light or temperature.
- Level 3: Draw conclusions from a graph.
- Level 4: Choose the best data format.
Independent task
Record changing data over time and explain what the graph tells you.
Year 5
To use databases.
Spark
InteractiveDiagram
Routine: Zoom In
Zoom in on a larger data table and a database view. What patterns begin to appear when there is more information to analyse?
Content
ExpandingAccordion
Method: Guided explanation
Teach students to notice patterns in larger data sets, use flat-file databases to order records, and interpret graphical information carefully. Support them in moving from simply finding data to analysing what it may mean.
Plenary
DynamicSimulator
Task type: Quick check
Students identify useful patterns, order a database correctly, and explain which result appears most common in a data set.
Overview
In Year 5, students work with larger sets of information and use databases more purposefully. They look for patterns, organise records carefully, and interpret what the data suggests about a topic or population.
Achievement pathway
- Level 1: Identify patterns in large data sets.
- Level 2: Use a flat-file database to order data.
- Level 3: Present data graphically.
- Level 4: Analyse for the most popular result.
Independent task
Use a larger data set to find a pattern and present your findings clearly.
Year 6
To use formulas.
Spark
ClickToReveal
Routine: See, Think, Wonder
Look at a spreadsheet table, a graph, and a formula bar. What do you notice, what do you think the formulas are doing, and what do you wonder about how mistakes affect results?
Content
ExpandingAccordion
Method: Guided explanation
Teach students to recognise where spreadsheets are useful, organise data into tables, create graphs, and use formulas such as SUM and AVERAGE. Emphasise that accurate input matters because poor-quality data leads to weak conclusions.
Plenary
DynamicSimulator
Task type: Quick check
Students choose the right spreadsheet tool, read a graph, apply simple formulas, and explain how incorrect data changes outcomes.
Overview
In Year 6, students extend data handling into spreadsheet thinking. They learn that formulas help automate calculations, create graphs from organised tables, and reveal how bad data can affect conclusions.
Achievement pathway
- Level 1: Identify spreadsheet use.
- Level 2: Create a graph from data.
- Level 3: Use SUM and AVERAGE formulas.
- Level 4: Explain the effects of bad data.
Independent task
Create a small spreadsheet, add a graph, and use formulas to analyse the data.