This page lists what we actually have for Edexcel GCSE Statistics 1ST0. It is built from the live activities, so it is accurate on the day you read it.
The topic that is not a topic
Every other board and subject page on this site describes a specification whose topics divide the content up. Statistics does that for three of its four, and then does something else with the fourth.
The statistical enquiry cycle is marked cross-cutting: it underpins every exam paper. Plan, collect, process, interpret, evaluate. None of that is material a student can revise and tick off, because it is not a body of knowledge. It is the sequence the subject assumes every question is a step inside.
That is worth saying plainly to a class, because it is invisible from a revision list. A student looking at the specification sees sampling, averages, correlation, probability, and reasonably concludes that revision means learning those. It does, and it is not sufficient.
Where the marks go missing
The gap shows up in a specific way, and it is worth watching for in mocks.
A student calculates a stratified sample size correctly, and then cannot say why stratifying was appropriate for that population. A student draws a line of best fit accurately, and then treats the correlation as proof of a cause. A student computes a moving average and cannot explain what the seasonal variation they have just smoothed away actually was.
In each case the technique is right and the judgement around it is missing. The technique is the part revision naturally reaches, and the judgement is the part it naturally skips, because judgement does not look like a topic.
The practical response is not more technique practice. It is asking, on every question a student gets right, why that method and what it does not tell you.
Not the statistics from a maths course
It is worth being clear that this is a different subject rather than a longer version of a maths topic.
Several things here have no counterpart in GCSE Maths at all: index numbers, Spearman's rank and Pearson's, moving averages and quality assurance, Petersen capture-recapture, and the characteristics of the binomial and normal distributions. A student who is comfortable with the statistics in their maths course has met perhaps half of what this specification asks for.
That also means maths revision does not double as statistics revision, which is easy to assume when a student is taking both.
Where the twelve activities sit
- The enquiry cycle, one activity, on the five stages and their order.
- Collecting data, three, on data types and planning, on sampling and stratification, and on reliability, validity and questionnaire design.
- Processing, representing and analysing, six, the largest group: graphical representation, averages and spread, index numbers, correlation, time series and quality assurance, and estimation.
- Probability, two, on diagrams and formal notation, and on the binomial and normal distributions.
Seven of the twelve ask the student to produce a value rather than pick one, and seven ask for written reasoning. The three activities embedded below are playable here without an account.
Using them
The lists below group by classroom use, worked out from what each activity contains. For a subject where the useful habit is a short regular return rather than a long session, ready-to-run revision activities covers the shape, and independent revision students actually keep doing covers what makes it stick without supervision. For planning a whole course rather than a session, see designing a GCSE revision programme.
To put several in front of one class in order, build a sprint. Everything else we have, by subject and board, is on the revision pages.
What this page does not do
It is thinnest exactly where this page says it matters most. One of the twelve activities is about the enquiry cycle. The argument above is that judgement is the part revision skips, and our own coverage of it is a single activity, so treat that one as a starting point rather than the answer.
Probability has two activities, which is light for a whole section.
It is one pass rather than a bank: twelve activities across a two-year course is a supplement, not a scheme of work.
It does not track anything, so there is no completion list to check.