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Assumes a 60-week course over two years with 180 hours total and outlines term and week structure. Covers learning objectives across statistical enquiry, hypotheses, data types, sampling methods, experiments and observations, questionnaires, simulations, data cleaning, validity and reliability, diagram and chart interpretation, and assessment checkpoints.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scheme-of-work-gcse-statistics-8382/620258/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scheme-of-work-gcse-statistics-8382/620258.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-07","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What course duration and total teaching time does the scheme assume?","Question",{"text":112,"@type":113},"It assumes a 60-week course over two years, giving a total of 180 hours for teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Is the scheme of work prescriptive for how teaching must be delivered?",{"text":117,"@type":113},"No. It is designed as a suggestion only, and teachers are free to organise teaching to suit students’ needs.",{"name":119,"@type":110,"acceptedAnswer":120},"Which major themes are included in the learning objectives?",{"text":121,"@type":113},"The scheme covers statistical enquiry and hypotheses, data types and representation, sampling methods, experiments and observation, questionnaires and simulations, and interpreting charts/diagrams, alongside validity, reliability, and data cleaning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620258,1792546487,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Scheme of work\nThis scheme of work for GCSE Statistics (8382) is designed to help you plan your teaching. This scheme of work is designed as a suggestion only and not as a prescriptive approach. You are free to organise your teaching in any way that suits the needs of your students.\nAssumed coverage\nThe scheme of work assumes a 60 week course over two years. This gives a total teaching time of 180 hours.\n\u000f\nYear one\nTerm one\nWeek number\nSpecification reference\nLearning objective(s)\nSuggested timing (hours)\nPrerequisite knowledge\nLinks to GCSE Maths 8300\n1\n3.6.1 to 3.6.5\nStatistical Enquiry Cycle (SEC) – to become familiar with the steps required to carry out a sound statistical investigation\n3\nIf appropriate it would be helpful to reference KS3 statistical investigations carried out in maths and inspect them for adherence to the SEC\n2\n3.1.1 A1\n3.1.2 A2\nUnderstand what a hypothesis is and how it might be tested\nUnderstand factors that may constrain how an investigation is carried out and how a hypothesis might be tested\n1\n2\n3.1.3 A3\nUnderstand the necessary and preferably proactive strategies that might be necessary to avoid the issues raised above when undertaking an investigation\n1\n2/3\n3.2.1 B1a\n3.2.4 B2a\nKnow the different types of data that arise and investigate situations when these types arise\nUnderstand that a clear knowledge of the data type is key to understanding how to correctly interrogate the data (eg which diagram to use)\nUnderstand the potential dangers of using secondary data\n2\nS2, S3h, S4\n3\n3.2.3 B1c\nUnderstand the terms ‘explanatory’ / ‘response’ and ‘dependent’ / ‘independent’ (through use of examples)\n1\nP8\n3\n3.2.5 B2b\nUnderstand the difference between a census and a sample, possibly referencing the National Census as an example\n1\n4\n3.2.5 B2b\n3.5.4 E2a\nUnderstand different types of experiments and observation including the implications for level of control\nUnderstand that comparing outcomes with predictions can be used to identify possible bias in the design\n1\n4\n3.2.5 B2b\n3.5.10 E3d\nUnderstand how to reference and interpret secondary sources – working online if possible to interrogate well known national sources of data including the Office for National Statistics and government\n1\n4/5\n3.2.5 B2b\n3.2.14 B4\n3.2.7 B2d\nUnderstand how to write and evaluate a questionnaire, including considerations in B4, avoiding bias and dealing with sensitive issues\n2\n5\n3.2.5 B2b\nUnderstand the use of simulations to obtain data and information\n1\n5\n3.2.6 B2c\nUnderstand validity and reliability as detailed in B2c\n1\n6\n3.2.5 B2b\nSummary lesson – understand the relative benefits of the different methods of data collection recently considered\n1\n6\n-\nAssessment on work done so far\n1\n6\n3.2.8 B3a\n3.2.9 B3b\nUnderstand what a population is in different circumstances, the use of sample frames and sampling in general\n1\nS1\n7\n3.2.10 B3c\n3.2.11 B3d\nUnderstand the different types of sampling from the specification in an outline way\n1\n7\n3.2.10 B3c\nUnderstand the reasons for use of and dangers of convenience sampling\n1\n7/8\n3.2.11 B3d\nand\n3.2.12 B3e\nUnderstand the concept of random sampling and how to carry it out using the different methods listed in the specification\n2\n8\n3.2.11 B3d\nUnderstand the concept of and how to carry out a systematic sample\n1\n8\n3.2.11 B3d\nUnderstand the concept of and  how to carry out a quota sample\n1\n9\n3.2.13 B3f\nUnderstand the concept of stratification and the necessary calculations and rounding issues that may arise\n2\nCalculating with percentages and fractions (N2)\n9/10\n3.2.15 B5a\nUnderstand how to deal with issues that arise with collected data including sessions on internet collected data\n2\n10\n3.2.16 B5b\nUnderstand the possible need to clean data including on spreadsheets and the techniques required\n1\n10\n3.2.17 B5c\nUnderstand extraneous variables, how to identify and control them\n1\n11\n-\nReview of methods for data selection and collection\n1\n11\n3.3.1 C1a\nand\n3.2.2 B1b\nUnderstand how to tally and  tabulate data including t","cbCaigiJ6QYMCs2S","https://ap.wps.com/l/cbCaigiJ6QYMCs2S","docx",86467,"English","# Assumed coverage\n## Course structure and teaching time\n# Year one\n## Term one\n## Week-by-week learning objectives and timings\n## Assessments\n## Term two\n## Week-by-week learning objectives and timings\n# Learning objective themes\n## Statistical enquiry, hypotheses, and constraints\n## Data types, secondary data, and diagrams\n## Experiments, bias, and reference to sources\n## Questionnaires and simulations\n## Validity, reliability, and data cleaning\n## Populations, samples, sampling strategies\n## Percentages, fractions, and double inequalities\n## Visualisation: pictograms, pie charts, stem-and-leaf, Venn diagrams\n# Term two (continued)","[{\"question\":\"What course duration and total teaching time does the scheme assume?\",\"answer\":\"It assumes a 60-week course over two years, giving a total of 180 hours for teaching.\"},{\"question\":\"Is the scheme of work prescriptive for how teaching must be delivered?\",\"answer\":\"No. It is designed as a suggestion only, and teachers are free to organise teaching to suit students’ needs.\"},{\"question\":\"Which major themes are included in the learning objectives?\",\"answer\":\"The scheme covers statistical enquiry and hypotheses, data types and representation, sampling methods, experiments and observation, questionnaires and simulations, and interpreting charts/diagrams, alongside validity, reliability, and data cleaning.\"}]","Scheme of work - GCSE Statistics 8382 | DOCX",1792463897,76]