ASSESSMENT TASK 1 INFORMATION

ASSESSMENT TASK 1 INFORMATION

This document provides you with the requirements for your first assessment task. Detailed instructions and resources are included for completing the task. The Criterion Referenced Assessment (CRA) Rubric that markers use to grade the assessment task is included.

Task overview

Assessment name Assessment Task 1 – Health Promotion
  This task is divided into two (2) health concerns for two population groups, weighted at 20% each. The final 10% will be applied to your communication, academic literacy, research authenticity and appropriateness, and APA referencing. You are required to complete all components of the task requirements.

 

  1. Health Concern 1
  2. Health Concern 2
  3. Academic Literacy, Research and Referencing

 

Due Date Thursday 18 August 2021 via e-assessment link on the Study Desk

Task snapshot

Word count TOTAL: 2,500 words maximum (+/- 10%), reference list not included, in-text references counted in word count.

 

Health Concern 1: 20% weighting

Health Concern 2: 20% weighting

Communication, academic literacy, research authenticity and appropriateness, and APA referencing – 10% weighting

 

  50% of overall course grade

 

   
  Summative

 

How will I be assessed Criterion Referenced Assessment: 5-point scale HD – F

Submission information: It is VITAL that you read the requirements for each section of the task carefully. Information for each section is included below.



Task Instructions:

Complete the components as outlined for two different health concerns and two different population groups.

 

  Health Promotion

The Australian Institute of Health and Welfare (AIHW) uses two different sets of data when discussing the health of population groups in their report Australia’s Health 2020. The first set of data is burden of disease (morbidity) and the second is cause of death data (mortality). See Appendix 1. Access the report here or through the Study Desk Course Readings and read about the data and what it represents.

https://www.aihw.gov.au/reports/australias-health/health-of-young-people

 

1.          Identify two different health concerns for two different specific population groups in Australia. Select two population groups that will feature in your future career – for example, 1- 14 year olds from low socioeconomic circumstances; 15 – 24 year olds from rural areas; adolescent sub-elite athletes aged 15 – 24; Be specific with the delineation of the population group.

Select two different health concerns from the following focus areas:

a.          Inadequate physical activity

b.          Inadequate consumption of vegetables

2.          Analyse research to identify and explain the inequities in access to health information, resources and services and the social determinants of health impacting on the development of each health concern, leading to inequitable health outcomes for each population group. For example, the 15 -24 age group have inequitable health outcomes in relation to land transport accidents – explain why that might be, considering a minimum of two action areas from the Ottawa Charter (e.g., lack of public policy and non-supportive environments)

3.          Apply information from reputable sources to recommend strategies that minimise the inequity in life circumstances and health outcomes related to the two health concerns and the two population groups you have selected.

4.          Evaluate use of the five action areas outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) to formulate strategies that advocate for and enable changes designed to improve health outcomes for your population groups. Use a maximum of two action areas and explain the symbiotic relationship between the action areas and how action in more than one area (multidimensional and multisectoral) is more likely to facilitate positive changes in health outcomes. For example, if you select a school or a sporting club as your setting for health promotion, one dimension of your recommendations might be to improve personal skills of your students or clients. Because we know that one-dimensional approaches do not work, you must also suggest other action/s or change/s that would make the environments or policies more supportive of your students or clients. That is, what else will need to be introduced to support the personal skills and ensure the new and/or improved skills will be useful and can be implemented. Describe how information could be presented to ensure it will be positive, engaging, and effective in bringing about targeted changes.

5.          Use researched substantiating evidence to justify the suggestion of these strategies. Explain how the strategies replicate best practice as outlined in the Ottawa Charter for Health Promotion Framework (WHO, 1986) and subsequent updates, and therefore, should be effective.

 

Set out your response as follows:                                        

 

Health Concern 1 – identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify

 

Health Concern 2 – identify the health concern and select the population group. Analyse, Apply, Evaluate and Justify

 

 

 

 

 

 

 

Research and Referencing and Academic Literacy – 10%

Research Sources: There must be clear evidence of the use of credible academic research sources to guide your response to the assessment task. The research sources must be correctly acknowledged both ‘in text’ and in a reference list. You need to acknowledge all sources of information that are not your own words using the APA referencing style to do so.

Referencing system – American Psychological Association (APA Style): APA 7 style is the only referencing style that will be accepted.

 

Academic Literacy: It is imperative that you conduct a spelling, punctuation and grammar check prior to submission. The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing. Avoid use of colloquial language and be professional and objective in your writing. It is normal academic practice to write in third person unless instructed otherwise. Always support your ideas and arguments with sound researched information.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendices

 

Appendix 1

 

Growing Up in Australia. The Longitudinal Study of Australian Children. ANNUAL STATISTICAL REPORT 2018. Australian Institute of Family Studies.

Growing Up in Australia

The physical health of Australian children

• One in seven children met the Australian guidelines for physical activity of at least 60 minutes per day (15% on weekdays and 16% on weekends).

• Around 7% of children had hypertension or pre-hypertension.

• According to their body mass index (BMI), 7% of children were underweight, 66% were of a normal weight, 21% were overweight (but not obese) and 6% were obese.

• Around 24% of children had some hearing loss in one or both ears.

• Around one in eight children (12%) had vision problems in one or both eyes.

• On average, children who did not have breakfast regularly or who ate less than the recommended two serves of fruit a day had lower levels of wellbeing, physical functioning and psychosocial functioning.

• Children who drank less than ­five cups of water a day had lower average physical functioning scores than those drinking ­five or more cups a day

• Nine out of 10 children (92%) were not meeting the recommendation of eating at least five serves of vegetables per day.

The most important meal of the day: Four in five children (82%) ate breakfast at least five times a week, with 72% consuming breakfast daily. Children who did not have breakfast regularly had poorer wellbeing, physical functioning and psychosocial functioning on average.

 

 

   

 

Appendix 2

 

 

 

 

 

 

 

 

Appendix 3

 

Useful information: 6. Risky driving among Australian teens | Growing Up in Australia

 

EDH2152 | Health and Wellbeing | Assessment Task 1 | Criteria for Assessment | Possible marks: 50

 

High Distinction  Distinction – A  Credit – B Pass – C  Fail
Health Concern 1 – 20%
Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources

 

Includes some simple facts or information from provided sources

 

Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information
Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change
Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions

 

Health Concern 2 – 20%
Identify of relevant and significant facts, concepts and information, including secondary data from a wide variety of provided and independent sources Identify of relevant facts, concepts and information, including secondary data from a variety of provided and some independent sources Identify of relevant facts, concepts and information, from a variety of provided and some independent sources Identify of simple facts, concepts and information from provided sources Includes some simple facts or information from provided sources
Discerning and thorough analysis of relevant information about a health concern Analysis of relevant information about a health concern Analysis of information about a health concern Simple analysis of provided information, about a health concern Simple analysis of aspects of a health concern utilising provided data or information
Insightful critique, interpretation and application of theories, and concepts to recommend strategies for change Effective critique, interpretation and application of theories, and concepts to recommend strategies for change Accurate critique, interpretation and application of theories, and concepts to recommend strategies for change Simple critique, interpretation and application of basic theories, and concepts to recommend strategies for change Some interpretation and application of aspects of basic theories, and concepts to recommend inappropriate strategies for change
Critical evaluation and reflection that comprehensively justifies recommendations, conclusions, strategies, and actions Effective evaluation and justification of recommendations, conclusions, strategies, and actions Appropriate evaluation and justification of recommendations, conclusions, strategies, and actions Simplistic evaluation that supports some recommendations, conclusions, strategies, or actions Simplistic unilateral evaluation that describes some conclusions, strategies, or actions
Research and Referencing and Academic Literacy – 10%
Comprehensive use of excellent substantiating research evidence to support ideas.

Research sources comprehensively acknowledged both ‘in text’ and in a reference list without error.

Thorough use of substantiating research evidence to support ideas.

 

Research sources correctly acknowledged both ‘in text’ and in a reference list.

Credible use of substantiating research evidence to support ideas.

 

Research sources acknowledged both ‘in text’ and in a reference list with few errors.

Sound use of substantiating research evidence to support ideas.

Some research sources acknowledged both ‘in text’ and in a reference list.

Little evidence of use of substantiating research evidence to support ideas.

Few research sources acknowledged ‘in text’ or in a reference list.

Meticulous literacy, including spelling, grammar, punctuation, language use and sentence structure. Careful literacy, including spelling, grammar, punctuation language use and sentence structure

 

Methodical literacy, including spelling, grammar, punctuation, language use and sentence structure Adequate standard of literacy, including spelling, grammar, punctuation language use and sentence structure Careless literacy, many errors in spelling, grammar, punctuation, language use and sentence structure
 

Grade __________ converted to mark_____/50

 

Comments:

 

 

APA 7

Use website with https://doi.org

e.g: https://doi.org/10.1155/2016/3230427

 

Only Use Australian websites

 

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