Student strand

Surveys

This strand helps students learn how questions, forms, and responses can be used to collect and understand information. Across the years, students move from grouping simple answers to designing forms, analysing results, embedding surveys, and using logic in digital quizzes.

Y1 Y2 Y3 Y4 Y5 Y6

Year 1

To group data.

Spark

ClickToReveal

Routine: See, Think, Wonder

Look at a set of yes and no answers turned into a picture chart. What do you notice, what do you think the chart shows, and what do you wonder about how data is collected?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to group items by a shared attribute, collect simple yes or no data from classmates, and represent the findings in a pictogram or similar visual form. Emphasise that data helps us notice patterns in a group.

Plenary

DynamicSimulator

Task type: Quick check

Students sort responses into groups, read a simple class chart, and explain one thing the data shows.

Overview

In Year 1, students begin by collecting simple information and sorting it into clear groups. They learn that answers can be organised, counted, and shown visually in basic charts such as pictograms.

Achievement pathway

Level 1: Group data by a shared attribute.
Level 2: Collect simple yes or no peer data.
Level 3: Represent results in a pictogram.
Level 4: Explain chart findings.

Independent task

Collect one simple class question and present the answers in a picture chart.

Year 2

To query data.

Spark

ClickToReveal

Routine: Zoom In

Zoom in on several survey questions. Which ones are clear, which ones are confusing, and what makes a question useful?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to answer multiple-choice questions on screen, identify what makes a question good, and find an item in a simple database or stored response set. Encourage them to notice when a survey needs improvement.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students choose the clearest question, find information from a simple response set, and suggest one fix for a weak survey question.

Overview

In Year 2, students begin to think more carefully about the questions they ask. They answer on-screen questions, identify stronger survey questions, and start noticing how poor design can make results less useful.

Achievement pathway

Level 1: Answer multiple-choice questions on screen.
Level 2: Identify good questions.
Level 3: Find an item in a database or response set.
Level 4: Suggest survey fixes.

Independent task

Write three survey questions and improve one of them after feedback.

Year 3

To join polls.

Spark

ClickToReveal

Routine: Think, Puzzle, Explore

How do live polls collect responses so quickly? What puzzles you about the different ways a form can ask for information?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to join a live poll, respond using different form formats, and identify key parts of a digital form such as title, question, and answer space. Highlight the practical benefits of collecting responses digitally.

Plenary

DynamicSimulator

Task type: Quick check

Students identify form components, match question types to purposes, and explain one benefit of digital polling.

Overview

In Year 3, students take part in more live and varied digital response systems. They explore different form types, recognise the parts of an online form, and begin to understand why digital tools can help gather answers efficiently.

Achievement pathway

Level 1: Join a live poll.
Level 2: Answer varied form types.
Level 3: Name form components.
Level 4: Explain digital benefits.

Independent task

Join and review a simple poll, then explain how the form was organised.

Year 4

To filter results.

Spark

ClickToReveal

Routine: See, Think, Wonder

Look at a set of collected form results. What patterns can you already see, and what do you wonder about how the questions shaped those answers?

Content

ExpandingAccordion

Method: Guided explanation

Show students how to create a short two-option quiz, use a form tool to collect responses, and design a questionnaire linked to a unit of learning. Support them in spotting simple patterns once results begin to arrive.

Plenary

DynamicSimulator

Task type: Quick check

Students identify useful question structures, review collected results, and explain a clear pattern in the data.

Overview

In Year 4, students move from answering forms to designing them. They create short quizzes and questionnaires, collect results, and begin noticing patterns that appear in the returned data.

Achievement pathway

Level 1: Create a two-option quiz.
Level 2: Use a form tool to collect responses.
Level 3: Design a unit questionnaire.
Level 4: Identify data patterns.

Independent task

Create a short questionnaire and explain what kind of information it is designed to collect.

Year 5

To embed forms.

Spark

ClickToReveal

Routine: Zoom In

Zoom in on a form embedded inside a website or portfolio page. How does sharing the form change who can respond and how the data can be used?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to create four-option multiple-choice questions, decide when it is appropriate to collect details such as email addresses, and embed a form into a portfolio or site. Encourage them to analyse which responses are most common and why.

Plenary

DynamicSimulator

Task type: Quick check

Students identify strong multiple-choice design, explain when information should or should not be collected, and analyse the most popular result in a data set.

Overview

In Year 5, students create more purposeful forms and start thinking about how they are shared. They build multiple-choice questions, collect useful details, embed forms into a digital space, and analyse the most common results.

Achievement pathway

Level 1: Create four-option multiple-choice questions.
Level 2: Collect email addresses appropriately.
Level 3: Embed a form in a site or portfolio.
Level 4: Analyse the most popular result.

Independent task

Build and embed a short form, then explain what the results show.

Year 6

To use logic.

Spark

ClickToReveal

Routine: See, Think, Wonder

Look at a branching quiz where different answers lead to different next questions. What do you notice about the logic, and what do you wonder about fairness in the data collected?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to build a quiz manually, prepare question data for spreadsheet upload when relevant, and create an interactive branching quiz. Extend this by exploring how bias in wording, response design, or data collection can affect conclusions.

Plenary

DynamicSimulator

Task type: Quick check

Students identify a branching path, explain the role of logic in a quiz, and evaluate how question bias can affect results.

Overview

In Year 6, students use survey tools more strategically and begin working with branching logic. They learn that forms and quizzes can adapt based on answers, and they consider how bias in questions or data can affect fairness and accuracy.

Achievement pathway

Level 1: Create a quiz manually.
Level 2: Use spreadsheet upload for quiz or form data.
Level 3: Build an interactive branching quiz.
Level 4: Explain the effects of data bias.

Independent task

Create a short branching quiz and explain how the logic changes the user’s path.