Statistical literacy, a statistics curriculum for school students, the pedagogical content needs of teachers, and the Australian Curriculum

When changes in society require new skills and understanding for citizens to function productively, pressure is put on the education system to fi nd the space and means to educate young people in the associated subject matter. Such it is with statistical literacy in the 21st century. H.G. Wells is credited with saying, over 100 years ago, that “statistical thinking will one day be as necessary for effi cient citizenship as the ability to read and write” (Huff, 1991). That day has come and this paper considers the issues associated with preparing today’s students in schools to become statistically literate. After setting out the goals of statistical literacy, the implications for a school curriculum and its teachers are considered. An exploration of the <i>Australian Curriculum</i> presents its strengths and weakness in satisfying the goal of statistical literacy when students leave school.