The current COVID-19 situation has seen a plethora of data, statistics and predictions presented to society--some making incredible claims. The authors are concerned that statistics and probability still receive inadequate attention in the classroom, leaving students without the statistical literacy needed to make sense of the claims being made. COVID-19 has raised the visibility of data in society more than any other event in recent times. Although a crisis for society in both health and economic spheres, COVID-19 also provides a stimulus to examine the contribution that education, particularly statistics education and the "Australian Curriculum," can make to preparing society to understand the data and accompanying arguments presented to them. This article argues for more attention to be paid to Statistics by documenting the presence of data analysis across the curriculum and by presenting a selection of activities judged to contribute to building greater statistical understanding and literacy.