Health Information Literacy

RSHE addresses health information at two points: at primary, pupils learn "how to critically evaluate their online relationships and sources of information"; [rshe-pilot-extracts §8] at secondary, RSHE signposts "towards medically accurate online information about sexual and reproductive health to support contraceptive decision-making". [rshe-pilot-extracts §18] REAL's LT 6.2 develops a sustained evidence-evaluation thread — evidence types (anecdote, correlation, controlled study), the evidence hierarchy (RCTs through to systematic reviews), and at Band F reading a meta-analysis to trace how a guideline was derived. [real-framework-overview §62, §63, §64]

Critical evaluation runs through CfW's WM3 decision-making content. PS4: "research, examine and evaluate a range of evidence to make considered and informed decisions"; [cfw-pilot-extracts §10] PS5: "critically evaluate factors and implications, including risks, when making decisions individually and collectively". [cfw-pilot-extracts §13] REAL's LT 6.2 narrows that to health information specifically and adds an explicit evidence hierarchy: anecdote, correlation, controlled study, RCT, systematic review — applied to contested health claims at Band D. [real-framework-overview §62, §63]

CASEL's Responsible Decision-Making asks students to weigh evidence in a general decision process: at G6–8, "utilize the steps of a decision-making model"; [casel-pilot-extracts §10] at G9–10, "gather evidence and apply the steps of a decision-making process to support and solve academic, physical, and/or emotional challenges". [casel-pilot-extracts §16] What REAL's LT 6.2 specifies is what counts as evidence: anecdote, correlation, controlled study, RCT, systematic review — and at Band F traces how a public-health guideline was derived from its evidence base. [real-framework-overview §63, §64]