Statistics and statistical literacy can be found in the Learning Areas of Mathematics, Geography, Science, History and the upcoming Business and Economics, as well as in the General Capability of Numeracy and all three Crosscurriculum priorities. The Australian Curriculum affords many exciting and varied entry points for the teaching of statistics. The new curriculum also offers an opportunity to explore the pedagogy of using the statistical investigation process (s-i-p). This is based on the premise that the full statistics cycle really does matter and is fundamental to why statistics is important. The process of starting with a problem, collecting data, analysing data, and interpreting and communicating results is present throughout the curriculum. This discussion paper invites teachers to examine the intention of the curriculum and to identify where the statistics cycle is both explicit and implicit. It is about looking for the commonalities within and across the Learning Areas to support teachers to prepare materials and learning tasks to build statistical capability by understanding the statistical processes underpinning different representations of the cycle.