Community Health Data

Overview

In this Year 10 HPE lesson, students revise primary and secondary data and apply this to researching a health concern identified from the previous lesson. Students plan how to collect primary data and how to use secondary sources to justify the impact of the concern on individuals and others in the community.

Learning intentions

• Students will be able to distinguish between primary and secondary data and explain why both are useful in health research.
• Students will be able to identify concerns in their local community related to their chosen health topic.
• Students will be able to plan and conduct a small-scale primary data collection appropriate for school.
• Students will be able to use secondary sources to support claims about how the health concern affects people at a personal level.
• Students will be able to reference sources using APA 6th edition style.

Success criteria

• I can explain what primary data is and what secondary data is, using examples from health.
• I can identify at least two possible local community concerns linked to our chosen health topic.
• I can design a simple primary data task (questionnaire/interview/observation) and collect responses respectfully.
• I can summarise secondary research findings and write a correct APA 6th style reference for at least one source.

Curriculum links

• Developing and applying knowledge of health concepts to support health choices and actions.
• Using inquiry processes to collect, analyse and evaluate health information, then communicate conclusions.
• Communicating health information using appropriate language, structure and referencing practices.
• Building personal and social skills to collaborate and contribute to a shared research process.

Lesson structure (70 minutes)

1. 0–8 min | Hook: data recall Students complete a quick “Think–Pair–Share” recall: “What is primary data? What is secondary data?” The teacher models one example from health (e.g., student sleep vs published research).

2. 8–20 min | Mini-teach: primary vs secondary Teacher explicitly revises definitions and differences:

• Primary data: collected first-hand for a specific purpose (e.g., student survey about screen time).
• Secondary data: already collected by others and published (e.g., health research reports). Students add a short example to their notes and discuss why secondary data can help justify personal impacts.

3. 20–28 min | Local concerns mapping In groups of 3–4, students list community health concerns linked to the health issue chosen last lesson. They identify at least one likely “personal level” impact (e.g., stress, injury risk, low activity, wellbeing changes) and one “how we notice it” sign (e.g., attendance patterns, behaviour trends, self-reported barriers).

4. 28–44 min | Research planning: primary data Students draft a short primary data method in their group. Choose one:

• 5–7 question questionnaire (multiple choice + 1–2 open questions)
• brief semi-structured interview script (4–5 questions)
• observation checklist for a single class session (if appropriate) Teacher circulates to check suitability, fairness, ethics, and clarity (no personal identifying information; respect privacy).

5. 44–52 min | Research planning: secondary sources Students select one secondary source type they will use next lesson (e.g., a government health page, a peer-reviewed article, a reputable health organisation report). They write a “claim + evidence” statement starter: “People experience [impact] because [evidence]. This matters to individuals because [personal-level link].”

6. 52–64 min | APA 6th referencing practice (no links) Teacher models the required referencing structure using a worked example printed on the board, then students practise writing one APA 6 reference in their workbooks. Students must include: author, year, title, retrieval details, and retrieval date. Teacher checks a few responses and gives immediate feedback.

7. 64–70 min | Exit ticket: readiness to collect Each student submits a quick exit check: one primary data method sentence and one APA-formatted reference line. Teacher identifies common errors to address next lesson.

Resources

• Student workbooks or research sheets with sections: primary data, secondary data, local concerns, APA reference
• Printed exemplar of APA 6 referencing format (with an author/date/title/retrieval layout)
• Sample questionnaire/interview templates (teacher-prepared)
• Privacy and respectful data collection reminders (class poster)
• Timer and group roles (facilitator, recorder, reporter)
• Access to offline library resources or teacher-provided printed articles
• Pens, highlighters, and sticky notes for mapping community concerns
• Dyslexia-friendly reading packs: short definitions with large font and increased spacing

Assessment

• Formative: teacher checks primary data plans for clarity, ethics, and relevance to the health concern.
• Formative: exit ticket assesses understanding of primary vs secondary data and accurate APA 6 referencing elements.
• Ongoing: group discussion contributions show engagement in identifying personal-level impacts and community concerns.

Differentiation

• Support: provide sentence starters for “primary data is…” and “secondary sources show…” plus a checklist for designing good questionnaire questions.
• Support for reading needs: dyslexia-friendly definition cards, audio read-aloud of exemplars, and shortened source notes with key headings.
• Extension: students create two alternative primary data questions (one closed, one open) and justify which would produce better evidence for their claim.
• SEN/EAL: allow students to use visuals (icons for primary/secondary), provide bilingual glossary where available, and permit oral rehearsal of the questionnaire/interview before writing.

Extension (optional)

• Advanced groups draft a one-page mini research proposal including: chosen health concern, one primary method, one secondary claim with evidence, and the APA reference for that evidence source.