Healthy Data Strategies

Overview

Students use online and offline health and wellbeing scenarios to propose and justify strategies. They practise explaining primary and secondary sources, interpreting credibility and purpose, and then apply a “reading guidelines” approach to support decisions in PE and everyday life.

Learning intentions

• Students will explain the difference between primary and secondary data and give examples.
• Students will identify the purpose of different data sources and judge whether sources are credible.
• Students will use a provided reading guideline to interpret data and link findings to health, safety, relationships and wellbeing.
• Students will research and then propose and justify strategies for managing online and offline situations involving health risks.

Success criteria

• I can explain primary data (first-hand) and secondary data (compiled/analysed from others) using sport and school examples.
• I can describe the purpose of a data source (inform, persuade, sell, warn) and determine if it is credible.
• I can interpret data from credible sources to justify strategies that improve health, safety, relationships and wellbeing.
• I can propose strategies for both online and offline situations and link them clearly to evidence.

Curriculum links

• HPE achievement standard: propose and justify strategies to manage online and offline situations affecting health, safety, relationships and wellbeing; synthesise health information from credible sources.
• HPE focus: evaluating health information and using evidence to make decisions.
• Health and wellbeing capability: informed decision-making and interpreting health information.

Lesson structure (70 minutes)

1. 0–8 min Warm-up: “Source Sort” movement Students move to corners labelled Primary, Secondary, Not sure. Read short prompts aloud (e.g., “my heart-rate log during training” / “a sports science article summarising studies”). Students justify their choice with a partner for 30 seconds, then return to seats.

2. 8–18 min Explicit teaching: Primary vs secondary + purpose Teacher models using a sports-and-wellbeing example: measuring hydration in class (primary) versus a webpage summarising national hydration advice (secondary). Explain “purpose” as why the data exists: to inform, instruct, educate, persuade, or entertain/sell. Emphasise credible sources: identifiable author/organisation, evidence-based, up-to-date, transparent methods, and appropriate for the audience.

3. 18–26 min Reading guidelines demo (worked example) Teacher introduces a short, teacher-provided data item (e.g., a graph/table from a credible organisation or a short survey summary about injury rates or screen-time and wellbeing). Use a “Reading Guidelines” routine:

• What is the data (type)?
• Is it primary or secondary?
• What is the purpose?
• Who created it and how do we know?
• What does the data suggest for our decision?

4. 26–36 min Individual activity: Interpret data and judge credibility Students receive two brief data sources about an age-appropriate PE/health scenario (e.g., “peer conflict after a group chat” or “training-related injury risk”). One is clearly credible and one is less credible. Students complete a structured response:

• Identify primary/secondary
• State the purpose served
• Decide credible/not credible and why (2 reasons)
• Summarise the key finding in one sentence Teacher circulates and prompts using the reading guidelines.

5. 36–55 min Group activity: Research-to-action strategy building Groups of 3–4 choose one scenario card (online and offline). Each group must:

• Find and cite (from provided class documents, not random websites) at least one credible secondary source and one other relevant source element (could be a primary-style datum such as a class log template or student-collected observation plan).
• Propose two strategies: one for online, one for offline.
• Justify strategies using the interpreted data (link evidence → decision → expected wellbeing/safety outcome). Groups create a concise “Strategy Justification” poster or slide: Strategy, Evidence, Why it helps, How to apply in PE/school.

6. 55–63 min Class share: “Evidence line” Two groups share their most convincing justification. Teacher asks: “What did the data say?” “What makes this source credible?” “How does this strategy protect health, safety, relationships and wellbeing?” Students note one improvement from each share.

7. 63–70 min Exit pass: One strategy + evidence Each student writes a short response:

• Choose either online or offline.
• Name one primary/secondary source type used (or planned) and state credibility in one sentence.
• Propose one evidence-based strategy and justify it with a data point summary (no need for exact numbers, but must reference the finding).

Resources

• Corner labels for Primary, Secondary, Not sure
• Scenario cards (online/offline wellbeing and safety in school/PE contexts)
• “Reading Guidelines” handout (teacher model + student template)
• Two short teacher-prepared data items per student (one credible, one less credible)
• Group “Strategy Justification” template
• Provided source packs (credible sources from school-approved organisations; no hyperlinks)
• Coloured markers or highlighters for data/purpose identification
• Exit pass slips or digital form
• Dyslexia-friendly reading strips (short sections with larger font, one prompt per line)

Assessment

• Formative: teacher observation during Source Sort and individual interpretation (checks for primary/secondary accuracy and credibility reasoning).
• Summative-in-class: exit pass assessing evidence-based strategy justification using primary/secondary understanding and credibility.
• Group product: strategy justification poster assessing clarity, justification, and alignment to health, safety, relationships and wellbeing.

Differentiation

• Support: provide sentence starters for credibility reasons (“I trust this because…”, “The purpose is…”, “This suggests…”); offer a simplified data interpretation sheet with fewer columns.
• Support (dyslexia-friendly): use large-font reading strips, clear spacing, and allow audio read-aloud of the data sources; highlight only the key question lines.
• Extension: require advanced groups to compare two credible sources and reconcile any differences (e.g., why one source might report different findings due to population or time period).
• EAL/SEN: allow bilingual word banks for credibility terms (credible/unreliable, evidence, purpose); provide visuals for primary vs secondary and sentence frames for justification.

Exit pass (standalone summary)

Students submit: one selected context (online/offline), one credibility decision (primary/secondary + why), and one strategy justified by the interpreted data finding.