Health Literacy & Habits

The student has not produced work that demonstrates any aspect of this learning target at Band A.

I name one body need (food or water or sleep) but not the range my body has, or I use the labelled diagram but copy labels without saying what they are about.

I name several body needs using the diagram or frame but do not connect them to what my body feels when a need is not met.

I can name my body's basic needs using a labelled diagram or sentence-frame reflection.

I name a body need that is often overlooked in our diagram or frame (e.g. warmth, calm, movement) that I know my body also has.

The student has not produced work that demonstrates any aspect of this learning target at Band A.

I complete parts of the hygiene routine when reminded at each step but cannot yet name the full sequence myself.

I name and follow most of the hygiene routine but skip one step or need a reminder at the same predictable point each time.

I can follow a simple personal hygiene routine with supportive reminders.

I notice when a step of the routine needs adapting (e.g. washing hands harder after a mess, brushing longer after sweets) and adjust without a reminder.

The student has not produced work that demonstrates any aspect of this learning target at Band B.

I mention sleep, food, or movement but do not explain how each affects how I feel, or I use a generic statement ('they make me feel good').

I explain how one of sleep, food, or movement affects how I feel but only partly cover the others, or my explanations for different factors all sound the same.

I can explain in writing or speech how sleep, food, and movement affect how I feel.

I name a time when two of these factors interacted — for example, bad sleep made food choices harder — and explain the effect.

The student has not produced work that demonstrates any aspect of this learning target at Band B.

I fill in the template but my habit goal is generic ('be healthier') or it names a wish rather than a specific action I would do.

My goal is specific but a part of the template (trigger, duration, or review point) is not filled in or does not match the rest of the goal.

I can set one specific healthy-habit goal using a template.

My goal includes a specific condition under which I would know it is working, not only that I did it.

The student has not produced work that demonstrates any aspect of this learning target at Band C.

I track the habit on the first day or two but the log has gaps after that, or my tracking records intention rather than what actually happened.

I track the habit across most of the week but miss a day without noting why, or my log shows the action without showing the context.

I can track one habit for a week using a paper log or Strive.

My tracking notes one factor beyond the habit itself (time of day, mood, what happened just before) so the log shows a pattern, not just a count.

The student has not produced work that demonstrates any aspect of this learning target at Band C.

My analysis says the habit was hard but does not name what specifically got in the way, or names a barrier that is actually a general excuse.

I name a barrier but describe it at a general level ('I was busy') rather than pinpointing the specific situation that caused the break.

I can write a short analysis identifying one specific barrier to my habit consistency.

I name a barrier that I did not see at the start of the week and that showed up only because I was tracking.

The student has not produced work that demonstrates any aspect of this learning target at Band C.

I say whether I want to keep or change the habit but do not give a reason, or my reason is 'because I should.'

I give a reason but do not connect it to what my tracking actually showed this week, or my reason would have been the same without the tracking.

I can explain why I want to keep or change the habit I have been tracking.

I distinguish between what the habit did for me and what I hoped it would do, and explain my decision based on that difference.

The student has not produced work that demonstrates any aspect of this learning target at Band D.

My analysis summarises each health source separately but does not compare them on shared criteria.

I compare the sources on one criterion (e.g. who wrote it) but do not apply the comparison to other criteria like evidence cited or funding.

I can write a comparative analysis of two health information sources.

I compare the sources on a dimension they do not openly advertise — for example, what each source does not discuss.

The student has not produced work that demonstrates any aspect of this learning target at Band D.

My plan lists habits but does not name any obstacles, or it names obstacles but does not build them into the plan.

I name obstacles and build around one of them but not the others, or my plan addresses obstacles I have not actually encountered.

I can create a balanced weekly habits plan that accounts for known obstacles I am likely to encounter.

My plan names an obstacle I cannot fully remove and specifies what I will do differently on days when it shows up.

The student has not produced work that demonstrates any aspect of this learning target at Band D.

I document that I changed the plan but not which log entries drove the change, or my adjustments do not match the pattern in the log.

I document an adjustment based on results but only one, or the adjustment responds to a single bad day rather than a pattern.

I can document adjustments I have made to my habits plan based on logged results.

I document an adjustment that changes the plan's structure (when I do the habit) rather than only its content (what the habit is).

The student has not produced work that demonstrates any aspect of this learning target at Band E.

I locate all barriers to healthy habits as personal willpower problems and do not name any structural factors.

I name one structural factor (cost, time, safe outdoor space) but I treat it as a single obstacle rather than part of a wider pattern.

I can analyse the structural and social factors affecting my access to healthy habits.

I analyse the interaction of structural factors (cost, time, access, safety) and social factors (family norms, peer expectations) and identify which are mine to change and which are not.

The student has not produced work that demonstrates any aspect of this learning target at Band E.

I compare two sources but my judgment rests on presentation style rather than evidence quality.

I apply one evidence-quality criterion (for example, who funded it) but miss criteria such as study design or sample size.

I can evaluate health claims in two sources using evidence-quality criteria.

I apply multiple evidence-quality criteria and explain which criterion is most decisive for the particular health claim being made.

The student has not produced work that demonstrates any aspect of this learning target at Band E.

I redesign the plan by asking myself to try harder, with no change to the conditions that blocked the previous version.

I adjust the plan for one uncontrollable condition (for example, school timetable) but I ignore other conditions my analysis identified.

I can produce a redesigned habits plan that accounts for conditions I cannot individually control.

I redesign the plan around the uncontrollable conditions I named, including backup strategies for days when the conditions change.

The student has not produced work that demonstrates any aspect of this learning target at Band F.

I produce a health plan that would only work in a week with no competing priorities or social pressures.

I design a plan that acknowledges competing priorities but collapses under social pressure or predictable life events I should have anticipated.

I can produce a designed health maintenance approach sustainable across the demands of adult life, accounting for competing priorities, social pressures, and systems-level constraints.

I design a health approach with explicit fallback positions for predictable disruptions (travel, deadlines, relationship change) and I distinguish what stays constant from what flexes.

The student has not produced work that demonstrates any aspect of this learning target at Band F.

I claim sustainable habits are about willpower alone, or I deny that willpower plays any role.

I argue that external conditions matter but treat them as helpful add-ons rather than necessary supports.

I can articulate in writing why sustainable habits require external conditions, not only personal willpower.

I argue that sustainable habits depend on external conditions and name specific mechanisms (environment design, social defaults, system constraints) by which those conditions do the work willpower cannot.