Chris highlighted the as a standout element from the course,Ìý‘they are useful even whenÌýwe’reÌýsharing ‘boring’ progress and achievement data’.ÌýIt really gives a different viewpoint on whatÌýyou’reÌýlooking at right from the outset.Ìý

In addition to the slow reveal graphs, among the practical resources he has used are theÌýDragonisticsÌýcards (‘probably 100 times!’)* and the ÌìÃÀÊÓƵ Explorer CardsÌýand he regularlyÌýbrings classes toÌýescape room events as shared by the team. With the and ways of looking at graphs and data,Ìý‘it really was beneficial because it showed the most simplistic ways of learningÌýabout visualisation of data’.ÌýWith Primary 6, for example, he has already used the approach to help them use data on different countries from world fact books; it lets themÌý‘look at the information in an interesting way’.Ìý

‘The ÌìÃÀÊÓƵ Literacy courseÌýshowed how data can be taught in a in a more interesting way and make it more accessible to a lot of learners. That really was what I got from it, but also, from my professional side as a leader, it gave me an awful lot to return to staff with and upskill them.’Ìý

With this in mind, ChrisÌýtook a pragmatic, pro-active approach to sharing with other teachers at his school.Ìý

They started with littleÌýice-breakersÌýat the start of collegiate time, then began to set aside more dedicated collegiate sessions to sharing data literacy approaches, introducing colleagues to the resources, illustrating the practical, hands-on nature of them.ÌýÌý

The key take away was that ‘it was the hands-onÌýnature,Ìýit is more likely to be adopted if you can show a teacher that their collegiate time will directlyÌýimpactÌýtheir teaching’.ÌýThe ripple effect happened as a ‘a sort of staged process, where a partner would see a resource that was being used like theÌýDragonisticsÌýcards, or some of these slow reveal graphs would be part of their planning. They would then share the resource. The keenness, shall we say, of the teachers was naturally picking up other people. So that small ripple effect I think would happen in any school.’… We were lucky enough to have a team that focused on this as a professional inquiry, which then meant that we could run with it and the goal was to spread it across the school.’Ìý

SoÌýwhat started asÌýone colleagueÌýattending the ÌìÃÀÊÓƵ Literacy professional learning course led to ripplesÌýof data literacy teachingÌýacross a whole school.Ìý

‘From a personal point of view, I got a huge amount out of it – from a professional point of view, even more so.ÌýÌý

* Inspired by the Dragonistics cards, we have created our own Robot Cards. You can download them at Robot Cards – ÌìÃÀÊÓƵ.

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