• Educate individuals with disability on the topic of sexuality and relationships using resources adapted to the individual’s method of communication and learning needs;
• Manage sexualized behaviours of concern through different educational strategies and resources;
• Manage complex situations of a sensitive nature related to disclosure of abuse;
• Safeguard individuals with disability from abuse and risk of harm by providing appropriate knowledge and reporting mechanisms through effective sex and relationship education;
• Develop the capacity to assess and mitigate personal values, intrinsic bias, and beliefs related to sexual and relationship education particularly in the areas of sexual behaviour, reproductive rights, sexuality and gender.
• Foster inclusivity through the promotion of equal opportunities for sexual health care and health care needs.
• Develop individuals understanding of their rights, risks and responsibilities in relation to all expressions of sexuality;
• Address with care issues related to social media, pornography and the disclosure of material through digital channels.

• Identify the skills required for students to be ready to learn data handling;
• List the reasons behind students’ difficulties to understand data handling activities;
• Identify students’ misconceptions of data handling concepts;
• Recall the data handling cycle which shows why and how data handling is required;
• Identify specific mathematical learning difficulties e.g. ADHD and dyscalculia and the needs of students with such conditions to be able to develop data handling skills;
• Identify key ethical principles related to data collection, management and interpretation including issues of privacy, bias, and responsible reporting.

• Design a resource pack aimed at facilitating data handling lessons, which is created around students’ making sense of data handling while minimising student misconceptions;
• Prepare age- and ability-appropriate data handling lesson plans, including lesson plans which present data handling in a real life setting;
• Devise a set of activities aimed at assessing both summatively and formatively students’ data handling knowledge and skills.

This module will be assessed through: Lesson Plan, Presentation, Resource Pack.

Core Reading List

1. HM Government. (2009). How to teach data handling across the curriculum. http://www.mathematicshed.com/uploads/1/2/5/7/12572836/how-to-teach-data-handling-across-the-curriculum1.pdf.
2. Robertson, J., Linklater, H., Farrell, K., Kanwal, J., Abaci, S., & Sowton, C. (2023). Teach Data Literacy: A Guide for Primary Teachers. https://dataschools.education/wp-content/uploads/2023/06/Teach_Data_Literacy_A_Guide_For_Primary_Teachers.pdf.
3. Keiler, L. S. (2007). Students’ Explanations of their Data Handling: Implications for transfer of learning. International Journal of Science Education, 29(2), 151–172. https://doi.org/10.1080/09500690600560910.

Supplementary Reading List

1. Shaughnessy, J.M., Garfield, J., Greer, B. (1996). Data Handling. In: Bishop, A.J., Clements, K., Keitel, C., Kilpatrick, J., Laborde, C. (eds) International Handbook of Mathematics Education. Kluwer International Handbooks of Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_7.
2. Shaughnessy, J. M. (1992). Research in Probability and Statistics: Reflections and Directions. In D. Grouws (ed.), Handbook of Research on Mathematics Teaching and Learning, Mac-Millan Publishing, 465–494.
3. Keiler, L., & Woolnough, B. (2003). Students’ Motivations for Data Handling Choices and Behaviors: Their Explanations of Performance. Cell Biology Education, 2(1), 63–72. https://doi.org/10.1187/cbe.02-09-0043.
4. Pereira-Mendoza, L. (Ed.). (1993). Introducing Data Analysis in the Schools: Who Should Teach it and How?: Proceedings of the International Statistical Institute Round Table Conference, Lennoxville, Québec, Canada, August 10-14, 1992. International Statistical Institute with the financial assistance of UNESCO