This page lists what we actually have for AQA GCSE Statistics 8382. It is built from the live activities, so it is accurate on the day you read it.
The activity about being lied to
Statistics is the only GCSE whose central skill is scepticism. A student who leaves it able to say why a chart is misleading has got more out of school than one who can compute a standard deviation.
One of these seventeen activities is about exactly that. Recognising and critiquing graphical misrepresentation puts charts in front of a student and asks them to mark the problem on the image: the axis that does not start at zero, the bar that is twice as wide as its neighbour, the pictogram whose symbols scale in two dimensions for a one-dimensional change, the range chosen to make a flat trend look like a cliff.
It uses a hotspot rather than a written description, which matters. A student who can write "the axis is misleading" as a rehearsed phrase has not necessarily seen the axis. Pointing at it proves they have.
Histograms and frequency density uses the same interaction for the unequal-width case, which is the single most reliable source of lost marks in this subject.
The calculation demand is high, and that is unusual here
Twenty of the questions in this set ask the student to type a value rather than choose from options. Across this site that is common enough. What is not common is the wording.
Only four of those twenty prompts name the operation. The rest describe a situation and leave the student to work out that this is a frequency density question, or a standardisation, or an interquartile range. That is the examined skill, and it is the thing a multiple-choice question cannot reach.
Five activities carry most of that load, and they are the longest in the set at twenty-six to twenty-eight minutes: averages and skewness, measures of spread and outliers, trends and line of best fit, index numbers and rates of change, and correlation with Spearman's and Pearson's.
The correlation one deserves its own mention. Knowing how to compute a coefficient is worth less than knowing which coefficient the data allows, and students lose marks on the choice rather than the arithmetic.
Across the whole enquiry cycle
The specification runs a statistical enquiry cycle through every paper as a cross-cutting requirement, and then splits the content into initial planning, data collection, data visualisation, statistical measures, and interpretation and inference.
All of it is represented: an activity on the cycle itself, then planning and investigation design, data types and sources, sampling methods, questionnaire design and data cleaning, and on through the visualisation and calculation activities to probability, distributions and standardisation.
Our Edexcel GCSE Statistics activities take the enquiry cycle as the organising spine. This set is weighted differently, towards the visualisation and inference end, so a department teaching either specification may find something useful in both.
Using them
The three activities embedded further down are playable here without an account.
The lists below group by classroom use, worked out from what each activity contains. For how each is meant to be run, see ready-to-run revision activities. To put several in front of one class in order, build a sprint and share one link. Everything else, by subject and board, is on the revision pages.
Students taking this alongside GCSE Maths will find the overlap covered from the other side at Edexcel GCSE Mathematics.
What this page does not do
It does not supply a data set to investigate. The enquiry cycle is covered as a method, and the actual investigation is your department's.
It does not teach the use of a spreadsheet, which many departments build into the course.
It is not a scheme of work. For a shape to drop these into, see how to structure a GCSE revision programme.
It does not track anything, so there is no completion list to check.