![]() ![]() ![]() You could ask your students to examine these graphs and then choose one particular sport to examine in more detail. What are the differences between boys and girls? Which of the differences over time could be real changes and which could be random fluctuation?īoys and girls participation rates in organised sport are shown separately in figures 2 and 3. Ask your students to describe what they can see in this graph. ![]() You could use this data to compare changes over time or differences between girls and boys, for all activities or for specific ones.įigure 1: Participation in at least one organised activity and/or sport, by year by sex.įigure 1 shows the participation rates for boys and girls for the three years. Has children's participation rate in organised sporting and cultural activities changed over time? What are the differences between girls and boys in the organised activities in which they participate?ĭataset S14 shows the participation rate of girls and boys aged 5 to 14 years for 2003, 20. An Idea for the Classroom - Young people's participation in sport. How to get involved: Please visit How To Get Involved for more details about how you can get on board in 2010! Please contact the CensusAtSchool Team if you have a query or if you would like to provide some feedback. If you have any questions, please feel free to contact us (see the details at the end of this newsletter). This is a very quick process that is completed on line. You will need to register and generate student access numbers for your students before they complete the questionnaire. (Glenda Paton, Illawarra Primary School, Tasmania)ĬensusAtSchool is absolutely free and easily accessed from the ABS website. 'After completing the Census at School questionnaire,studentsįelt a degree of ownership of the data and found them more relevant ' There are also a number of teacher submitted activities with examples of student work to assist you successfully use CensusAtSchool. The CensusAtSchool web pages include numerous other suggestions about using the data in the classroom - from Grade 5 (pie charts of eye colour) to Year 12 (binomial distributions and linear regression). Because CensusAtSchool is about students and their peers, they are likely to engage on a deeper level with the data and hence improve their comprehension of both the content and the numbers. There are many ways to use the CensusAtSchool data to introduce topics such as water use and conservation. (Michael McKay and Paul Tabart, Kingston High School, Tasmania) Statistics, especially as they relate to them personally' 'Students have quickly engaged in the hands-on aspect of collecting The year level that displayed the lowest incidence of these actions was Year 10, where 87% turned the tap off while cleaning teeth, 17% used a plug when washing hands and 56% took shorter showers. 92% of students turned the tap off while cleaning their teeth, 30% put the plug in the sink when washing their hands and 75% were taking shorter showers. The questionnaire asks about behaviours and attitudes as well as physical measurements so the data can be used well beyond the mathematics classroom.įor example are Grade 6 students the most water conscious? Results from 2008 showed that Grade 6 students had the highest rate of personal water conservation over all other year levels. This amazing resource is a great way to teach statistical concepts using data that is rich, real and relevant. ![]() The CensusAtSchool questionnaire is now available from the ABS web site, for your students. Environmental Studies: Protecting the Great Barrier Reef.An Idea for the Classroom - Young Peoples' participation in sport.This newsletter highlights the latest curriculum related teaching resources, student activities and statistical tools that have been developed by ABS Education Services as well as other ABS resources that are useful for schools. ![]()
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