Can pupils use Excel to handle data?
Can children manage the use of Excel, with its powerful calculation and presentation tools? Why choose such sophisticated software?

In two schools, it was the only suitable software available. The others preferred Excel to Number Magic, for the greater range of graphs. A record/field database application such as Information Workshop could also have been used. However, only two schools had this. I prepared guidance and teaching ideas for Information Workshop, but the teachers preferred to start with Excel for the immediacy of the graphs.

Graphing
Only one class had previously been introduced to spreadsheets. However, all groups quickly picked up the process of creating a graph. Year 4 showed as much skill in graphing data as Year 6. Lower ability Year 4 pupils were less able to work independently by exploring situations for themselves. They constantly asked, "What do I do now?" However, they recalled what they had been shown individually. For example, they remembered where to enter labels for the axes.

One Year 4 pupil was able to change the font to reduce print size on the graph, having watched me do this once. Another Year 4 child altered the scale of the y-axis to show more detail. I was told, "The first time it didn't have many numbers down the edge so I changed it."

Coping with formulas
Able Year 5 pupils with previous experience of spreadsheets readily learned how to enter a formula. One child wrote:

I have learnt how to get the difference between two numbers or two times. What you have to do is to click on a cell next to your second time/number, you then press the equals button then click on the first time or number, it will show the numbered box that the time or number is in. Then press the minus button and go to the second time or number, click on that cell then press enter.

Few difficulties were in evidence, although some Year 5 children got negative results, caused by subtracting the bigger value from the smaller! The large display was a significant factor: children could put into practice what they had seen the teacher do.

Children had been shown how to copy the formula by dragging the lower RH corner of the selected cell. I was therefore surprised to see two Year 6 girls retyping the formula in the cell below. Correctly, they entered C5 rather than C4.

I asked them to explain why they had typed B5, not B4. "Because it's in number 5. Now it's B5." The girls, both of low ability, knew that when they moved down to Row 5, the cell reference changes relatively. They had only had one lesson previously on this.