Databases & spreadsheets Progression
What can this look like in the classroom...
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Which database and spreadsheet application?
Which database and spreadsheet application?
Learners in Wales have access to several spreadsheet and database applications through Hwb. Teachers and learners will be most familiar with those which are used in the classroom, most commonly those in J2e, Google Workspace for Education and Microsoft Office 365.
As learners develop their understanding of the use and application of the use of data, they will be able to critically analyse and use the data they have.
This page will look at how databases and spreadsheets can be used in different year groups to ensure the progression of skills.
Where to start...
Where to start...
This can be dependent on several factors;
Devices which are available to the learners, some apps are simpler to use than others
The confidence of the staff in using the technology
The apps which are used by other learners (Microsoft Teams/Google Classroom)
Literacy skills
Literacy skills
Spreadsheets and databases will allow for the application of literacy skills.
Reading Skills
Reading Skills
Learners will develop their understanding of language through recording data effectively.
Writing Skills
Writing Skills
Learners will need to organise their writing to suit the format and data type within the database or spreadsheet.
Numeracy skills
Numeracy skills
Learners can organise and examine the data they collect to answer questions.
By using formulas learners can apply mathematical conditions to the data which they have added to their databases.
Cognitive Load Theory
Cognitive Load Theory
John Sweller suggests our working memory can only hold a set amount of information, for this reason, it is important to manage the skills/knowledge that learners are asked to apply.
Learners must use technology to enhance their learning experiences. Therefore, we should avoid overloading them with applying digital skills and having to recall the knowledge they are showcasing.
When using databases and spreadsheets learners can develop their understanding of how they can use data to find answers to questions. These allow users to organise and examine their data in a progressive manner.
DCF Progression Step 1 - Data and information literacy
DCF Progression Step 1 - Data and information literacy
I can collect data found in my environment.
I can sort and classify objects using one criterion.
I can present and evaluate my data by creating simple charts, e.g. pictogram.
*Starting with Data collection (Nur/Rec*)
*Starting with Data collection (Nur/Rec*)
Learners can start to collect meaningful data in class and see that organised visually in different ways.
By beginning to see how their data can be seen they can begin to understand the questions they can ask.
Teachers can start by asking:
Which month has the most people born?
Which month has three people's birthdays?
Moving onto:
Which month has two more birthdays than another?
Which season has the most birthdays?
Learners should also be developing their sorting and classifying skills.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Developing data collection skills (Rec*)
Developing data collection skills (Rec*)
Learners can develop their understanding of using data, by collecting data in the classroom. This can then be added to a data app like J2Data.
Learners will have started to understand how they can use that data to answer questions, however, learners can now start to think about their own questions, developing their numeracy skills and understanding.
Which colour is the second most popular?
How many more people chose green, than chose purple?
What other questions could you ask about this data?
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
DCF Progression Step 2 - Data and information literacy
DCF Progression Step 2 - Data and information literacy
I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets.
I can extract and evaluate information from tables and graphs to answer questions.
Using digital to sort data (Yr 1*)
Using digital to sort data (Yr 1*)
Learners can begin to use apps to sort and classify objects.
Using a Presentation tool learners can sort and classify using Venn diagrams.
Learners should continue to use charts to view and understand the data that they are understanding.
In J2Data, learners can work with the teacher to decide what data can be collected and decide what the data will look like e.g. numerical input for the number of legs a minibeast has.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Consolidating early skills (Yr 2*)
Consolidating early skills (Yr 2*)
Learners should continue to use their introductory apps to consolidate their understanding of data.
Using tables, charts, pictograms, branch-digrams and databases.
Learners should have several opportunities throughout the year to use their understanding of data. They should:
Collect data within their topics
Choose how this data should be shown, choosing the most appropriate chart
Create databases in their topics
Sort and organise the data to find answers
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Starting to use Spreadsheets in class (Yr 3*)
Starting to use Spreadsheets in class (Yr 3*)
Learners have now developed an understanding of data collection and how that data can be viewed in a table. This understanding leads to the use of spreadsheet programs such as Microsoft Excel, Google Sheets, or J2E's Spreadsheet app.
Initially, these can be used with data already added, allowing learners to understand how to sort and begin to add data to cells.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
DCF Progression Step 3 - Data and information literacy
DCF Progression Step 3 - Data and information literacy
I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.
Using Spreadsheets in class (Yr 4*)
Using Spreadsheets in class (Yr 4*)
Learners can create their own questionnaires to collect information, initially, these could be closed/multiple-choice questions either offline or using an app like Google/Microsoft Forms.
From this data, learners can then interrogate their data set. From their spreadsheet, learners can then sort and create graphs to view their data in different ways.
Learners should be able to answer and create questions from the data they have.
NB. This data set was created using Google Gemini the prompt used was 'create a sample Spreadsheet with data for a 7-year-old about minibeasts'. Please be aware your results may differ.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Using formulas in Spreadsheets (Yr 5*)
Using formulas in Spreadsheets (Yr 5*)
Formulas allow learners to develop a further understanding of how spreadsheets can allow them to analyse large data sets.
E.g. Learners record the number of laps of their 'daily mile' track, this is then added up at the end of a half-term, multiplied by the distance around the track in metres and finally divided by 1600, to find the number of miles covered.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Next steps with spreadsheets (Yr 6*)
Next steps with spreadsheets (Yr 6*)
Learners should now be in a position to conduct their own research activities, which they can then apply formulas to and create graphs or charts.
Science and technology- learners can record their results from investigations of trials with projects. Then create graphs and use formulas to support them.
Health & Well-being- When repeating timed or measured activities learners can collate their results and apply formulas. Or with games, scores can be recorded and analysed.
Humanities- Collecting geographical data, both physical and human, can be added to spreadsheets and analysed. A spreadsheet can be used to collate historical dates and events to create a visual representation.
*All year groups are suggestions based on knowledge of examples where this has been implemented successfully in classrooms
Secondary School skills developments
Secondary School skills developments
Assuming all feeder primary schools are developing the above skills within the assignments their learners are completing. In that case, secondary schools can have a solid grounding to use their spreadsheet and database skills.
In secondary schools, teachers can then be confident that when asking learners to complete tasks or integrate into activities, learners will have prior experiences to build upon.
DCF Progression Step 4 - Data and information literacy
DCF Progression Step 4 - Data and information literacy
I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method
I can perform analysis on simple data sets including grouping data as appropriate.
I can analyse large data sets and identify trends where appropriate.
DCF Progression Step 5 - Data and information literacy
DCF Progression Step 5 - Data and information literacy
I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.
I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.
If you have any suggestions for additional examples, please get in touch using this form.
Expressive Arts
Expressive Arts
When responding and reflecting, learners could gather data from surveys conducted. The data collected can then be analysed to improve work.
Health & Well-being
Health & Well-being
During physical health activities, learners can record data; this could be heart/breathing rates, body temp. Timed or distance data can be collected and analysed. Learners could create spreadsheets to record events from sports, where they can then analyse and predict future events.
Conduct surveys and analyse the data from well-being surveys they have conducted, to identify trends or common concerns.
Humanities
Humanities
Learners can collate and analyse data from the past, to identify trends and make predictions.
Creating Data collection Forms can allow learners to gather information from their locality and the wider world, this data can then be analysed to gather a picture of trends and allow learners to compare their locality to others. They could also use data collected over periods to identify trends.
Surveys to collect data on societies and world beliefs can allow them to produce statistical evidence on their findings. Developing their appreciation of their identity and those of others.
Languages, Literacy and Communication
Languages, Literacy and Communication
Mathematics and Numeracy
Mathematics and Numeracy
All skills developed using spreadsheets and databases allow learners to understand that statistics represent data.
Learners will understand the manipulation of their data and make informed conclusions. By collecting data over several times/events, learners can make assumptions with their probability.
Science & Technology
Science & Technology
When conducting investigations or experiments, learners can record their results on spreadsheets and create the graphs and charts which are appropriate. These can also be linked to live documents, e.g. a spreadsheet and chart can be linked to the results part of a write up.
Learners who are product testing their work can record the results in spreadsheets and create charts which allow them to make predictions about future modifications.
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