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IPS215 David Y. et al.
These approaches can be used to provide a varied and integrated
assessment experience and to make it more coherent and meaningful for
learners. It can include learners being tasked to analyse a set of data using a
variety of techniques, to answer questions from non-statistical users, and to
present the analysis and conclusions in verbal or written form to address the
aim of the investigation.

4. Discussion and Conclusion
The SQA Statistics Award introduces pupils in Scotland to a basic
knowledge of statistics. More significantly, it allows them to develop skills in
applying that knowledge to solve real life questions by interrogating data. The
use of propriety statistical software packages like Minitab and R Studio allows
candidates from an early age to start developing the computer literacy
required to analyse and make sense of the vast amount of data which is
available across all aspects of life from health-care to retail. The approaches
to learning and teaching this unit promote skills in decision making,
communication and critical appraisal of information which are key skills for
learning, life and work. In addition, it provides a formal qualification for
learners in these skills.
Presently the SQA are looking to incorporate the Statistics Award into a
higher level qualification on Applications of Mathematics providing an
important curricular pathway for young people. This would make the course
more accessible to students across the country and is likely to be a useful
mathematical qualification for students going on to further education in non-
STEM subjects. This brings Scotland in line with other countries where statistics
is taught at primary and secondary education level including New Zealand [13]
and the United States [14].

Acknowledgements
The authors would like to sincerely thank the Scottish Qualification Authority
for commissioning this work in an effort to address the gap in the school
curriculum for education in data science and for funding CPD courses for
Scottish teachers to deliver the award. We would also like to thank the
teaching staff and pupils who provided invaluable feedback during the
development phase of this work and their assistance in the choice of statistical
software package. We are also grateful to Emmi de Vries and Kirsty English
who were funded by Q-Step to develop the online teaching videos and
resources for R Studio.

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