Lifestype contract

STAGE 2 HEALTH
ASSESSMENT TYPE 3: Practical Assessment

LIFESTYLE CONTRACT
DESCRIPTION OF ASSESSMENT:
This practical activity gives you the opportunity to work towards achieving a health-promoting goal. The activity requires you to:
• identify a personal goal to improve an aspect of your personal health and well-being
• supported by research explain how the goal you have set for yourself helps achieve well-being for you and/or others
• contact and interact with an individual or organisation that can assist you to achieve your goal. Keep a record of your contact and progress for evidence. These details need to be evident in your reflection and presentation of the task
• plan what you intend to do and how you intend to achieve this. Comment on the processes and outcomes involved (observations, interactions) and the strategies put in place to achieve this goal
• Complete a pre-test appropriate to your goal at the start of the 4 weeks in order to see where you are starting from and a post-test at the end of the 4 weeks to see if you have reached your goals
• reflect on how successful you have been and how you can assess this (e.g. What worked well? What was not as successful? What would you do differently next time?).
• comment on how sustainable this activity is, and on the long term impact of setting this goal.
ASSESSMENT CONDITIONS:
Evidence of your participation, including observations, interactions, and reflection, may be presented in written, oral or multimodal form.

Performance Standards for Stage 2 Health
Investigation Understanding Application Critical Analysis and Evaluation
A In-depth and critical investigation into and critique of current health trends and issues.
Productive and discerning approach to accessing, organising, and using information about health.
Sustained and cohesive investigation into and critique of the roles and responsibilities of individuals, communities, and governments in addressing health and well-being issues and priorities. In-depth, coherent, and critical understanding of a variety of influences on personal and community health and well-being.
In-depth and critical understanding of health and related social justice issues. Sustained and effective application of participation, interpersonal, practical, and group skills to an area related to health.
Consistent application of well-developed health literacy skills to relevant tasks.
Highly productive involvement in personal and social actions to promote improved health outcomes for individuals and communities. Astute and critical analysis of a variety of current health trends and issues.
Discerning and comprehensive analysis of health-promoting strategies and the role of education in promoting and enhancing health outcomes.
Insightful evaluation of personal and social actions to promote improved health outcomes for individuals and communities.
B Some depth of investigation into and critique of current health trends and issues.
Systematic and considered approach to accessing, organising, and using information about health.
Thoughtful and systematic investigation into and critique of the roles and responsibilities of individuals, communities, and governments in addressing health and well-being issues and priorities. Thoughtful, and some critical, understanding of a variety of influences on personal and community health and well-being.
Some depth of understanding of health and related social justice issues. Effective application of participation, interpersonal, practical, and group skills to an area related to health.
Mostly consistent application of health literacy skills to relevant tasks.
Productive involvement in personal and social actions to improve health outcomes for individuals and communities. Thoughtful and critical analysis of a variety of current health trends and issues.
Clear and convincing analysis of health-promoting strategies and the role of education in promoting and enhancing health outcomes.
Thoughtful evaluation of personal and social actions to promote improved health outcomes for individuals and communities.
C Some investigation into and critique of current health trends and issues.
Generally organised approach to accessing, organising, and using information about health.
Competent investigation into and critique of the roles and responsibilities of individuals, communities, and governments in addressing health and well-being issues and priorities. Some thoughtful understanding of influences on personal and community health and well-being.
Some informed understanding of health and related social justice issues. Competent application of participation, interpersonal, practical, and group skills to an area related to health.
Some application of health literacy skills to relevant tasks.
Competent involvement in personal and social actions to promote improved health outcomes for individuals and communities. Some informed and critical analysis of some current health trends and issues.
Some considered analysis of health-promoting strategies and the role of education in promoting and enhancing health outcomes.
Some considered evaluation of personal and social actions to promote improved health outcomes for individuals and communities.
D Identification of current health trends and issues.
Some attempt to access, organise, and use information about health.
Partial investigation into and description of the roles and responsibilities of individuals, communities, and governments in addressing health and well-being issues and priorities. Some awareness of influences on personal and community health and well-being.
Basic description of health issues. Some application of participation, interpersonal, practical, and group skills to an area related to health.
Attempted application of basic health literacy skills to tasks.
Some attempt to participate in personal and social actions to promote improved health outcomes for individuals or communities. Some description of current health trends and issues.
Some explanation of a health-promoting strategy and the role of education in promoting or enhancing health outcomes.
Recounts of personal and social actions to promote improved health outcomes for individuals and communities.
E Attempt to recognise one or more current health trends and/or issues.
Isolated attempts to access and use information about health.
Limited and fragmented investigation into and attempted description of the roles and responsibilities of individuals, communities, or governments in addressing health and well-being issues and priorities. Emerging awareness of an influence on personal or community health and well-being.
Emerging awareness of health issues. Attempted application of participation, interpersonal, practical, or group skills to an area related to health.
Attempted application of a basic health literacy skill to a task.
Limited attempt to participate in personal or social actions to promote improved health outcomes for individuals or communities. Brief description of current health trends or issues.
Superficial description of a health-promoting strategy or the role of education in promoting or enhancing health outcomes.
Attempted recount of a personal or social action to promote health.

Feedback from the moderator in 2016:
The more successful responses
• featured analysis of a range of current and relevant sources, both primary and expert secondary, and a range of perspectives
• focused on contemporary and/or controversial social issues
• used consistent referencing
• clearly stated their ‘pro-active’ activity and analysed the process and outcomes of implemention
• focused on topics that were clearly defined and recently in public debate and the media, and were based on issues such as:
– the legislation of medical marijuana
– domestic violence
– LGBT acceptance etc.
• sought a wide range of perspectives on their issue and made use of appropriate
and authoritative sources, both primary and secondary
• had succinctly worded hypotheses or guiding questions
• structured analysis around focus questions
• evaluated the sources for validity, reliability, and bias
• provided evidence of multiple perspectives on the issue
• used appropriate personalisation
• adhered to the word-limit
• were carefully drafted and edited to ensure the effective communication of ideas, knowledge, analysis, and conclusions.
The less successful responses
• lacked primary resources or did not analyse/discuss the outcomes/relevance of primary findings
• were not re-drafted and unedited
• did not adhere to the word length
• did not include reference to a ‘pro active’ component, did not analyse the impact or significance or the ‘pro active’ or utilised a ‘pro active’ of limited relevance
• school or individual identifying features were not removed
• lacked personalisation.

General information
Students and teachers are reminded that it is not necessary to submit survey questions and/or responses, or interview transcripts, as appendices to the investigation.

WHAT YOU NEED TO DO:

Possible suggestions
Material production Develop and evaluate newsletter, pamphlets to give community information
Production of board game
Development of teaching materials for junior classes
Teaching Conduct community or school-based sessions e.g. parent evenings, kindergarten groups, cross-age tutoring sessions
Awareness raising Organise fundraising activity linked with community organisation e.g. Cystic Fibrosis, Care for Kids
Plan and conduct Health/Drug Awareness Week activities
Community participation/involvement Work placement in a Health Community Agency, or child care centre, or aged care centre
Volunteering with a community support group e.g. soup kitchen
Vocational learning Undertaking Community Services pathways VET units of competency (children services, aged care, community work)

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