Exemplar assignment brief



Exemplar assignment brief

|Centre | |

|Course title: Edexcel BTEC Entry Level Award in Sustainability Skills (Entry 3) (QCF) |

|Tutor name: |

|Assignment title: | Improving your lifestyle |Ref: | |

|Learner name | | | |

|Start date: | |Deadline: | |

|Unit 2 Healthy Living |

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|Scenario |

|A local charity has asked you to take part in a sponsored health week to raise funds. They have asked that you pick one element of a healthy |

|life style and set a target for and monitor the resulting improvement. The sponsored health week is in two months’ time, so you will have time |

|to see results, and how certain changes in your life style can bring benefits to you. |

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|The project is to include the following tasks |

|Identify the things that contribute to a healthy lifestyle and those that can produce an unhealthy lifestyle and feed back on the results |

|Identify one or two elements that you feel could be improved in your life and set up a plan for improvement |

|Follow up with a summary of how you benefited |

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|Assessment evidence: |

|Unit |Assessment criteria | |

|U2 |The Assessment Criteria that this assignment relates to: | |

| |1.1 describe what they can do to contribute to a healthy lifestyle | |

| |1.2 choose appropriate activities that can make an improvement to their lifestyle | |

| |2.1 carry out activities to contribute to a healthy lifestyle | |

| |2.2 describe how the activities have improved their lifestyle | |

|Summary assessor’s feedback |

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|Learner declaration |

|I certify that the work submitted for this assignment is my own and research sources fully acknowledged. |

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|Learner signature: Date: |

Learning outcomes

1 Understand what is needed to lead a healthy lifestyle

2 Demonstrate how they contribute to own healthy lifestyle

Preparation

Before undertaking this unit learners should be given an introduction to Healthy Living. A presentation from an external visitor could be useful e.g. local health worker, doctor.

Introduction

This unit gives you the chance to look at factors that contribute to the improvement of your own health. It’s up to you to think of a suitable aspect to take on for your action but you must choose something that is not already part of your lifestyle so that you can see and demonstrate any improvement made by the change.

Task One

□ Identify the things that contribute to a healthy lifestyle and those that can produce an unhealthy lifestyle and feed back on the results

Assessment Criteria

1. Describe what they can do to contribute to a healthy lifestyle

There are many aspects to healthy living and you will have to carry out some research on the different aspects of health both those that promote good health (e.g. good nutrition, exercise, sleep) and those that should be avoided as risks to health (e.g. drug abuse, poor diet, smoking). You’ll also need to research some of the impacts these have on health (e.g. good sleep producing more energy and poor diet damaging teeth / causing obesity). Look also into sources of help and advice.

After the discussion(s) you have had with your tutor and fellow learners about health, carry out further research. This can be achieved in many ways such as using the internet, magazine and newspaper articles, talk to family and friends and if possible local health workers or your doctor. Or maybe watching television programmes on the subject. There are many leaflets on healthy living available.

Keep a record of the information sources you have used on the template at the end of this brief and the main points coming from each source. Use these records to draw up your feedback including any especially interesting points you have found.

Using the information you have gathered, feedback to your tutor describing what you feel are the key points you have learnt from your research. This feedback can take any format agreed with your tutor and may include an article written in the style of a newspaper article, a poster, a mind map or a short film.

Task Two

□ Identify one or two elements that you feel could be improved in your life and set up a plan for improvement

Assessment Criteria

1.2 Choose appropriate activities that can make an improvement to their lifestyle

2.1 Carry out activities to contribute to a healthy lifestyle

Use the information you have gathered to decide what changes you will make. Explain why you feel that this activity is right for you. You may want to do some checking to make sure that the activity is right for you. E.g. if you have decided to change your diet check what your weight should be before you start and that your chosen diet is suitable.

Your tutor will help you to choose a project that is realistic and takes into consideration your particular life circumstances. Remember this is a chance to improve the way you look after yourself.

You may want to talk to an expert for advice, for example talking to an trainer (or equivalent) if you want to take more exercise to ensure a reasonable type of exercise.

You will need to talk to your family about the changes you want to make, for example if you are intending to change elements of your diet so they can be taken into account during shopping and cooking.

Set up a plan for introducing the activity you have chosen. This could be a written plan, a spreadsheet or a plan that has been drawn up during discussions in your learning group. When you set up your plan, be realistic about what you can achieve; discussions with your tutor and others will guide you to reasonable aims and actions. Don’t overdo it!

Keep an activity record or diary of your progress so that you can see what benefits you are gaining, how your health is improving, how you are feeling about it, how easy or difficult it is. This can be any format as agreed with your tutor, for example a written diary, a video diary or pictures representing good or bad days. Be creative.

Task Three

□ Follow up with a summary of how you have benefited

Assessment Criteria

2.2 describe how the activities have improved their lifestyle

Using your activity record or diary, produce a summary of how the activity has progressed and the results. This can follow the daily diary or be a summary of the final results. How hard or easy was it to make the changes? Did you keep strictly to the plan? Ask your family and friends if they see a difference. Was it what you expected? Will you try another aspect of Healthy Living next?

Present the results in a similar way to the results of your research so that you can draw a comparison.

Tutor Information

The assignment brief will need to be delivered within an assessment tutorial so the level of the learners is catered for in a full understanding of what is required to be presented as evidence for each assessment criteria. The key evidence presented must meet the short criteria written against each task as this is the criteria taken from the specification.

The scenario includes a time of two months for the project but you will need to adjust that time to fit in the needs of the curriculum. However the project will need enough time to be able to see results from the changes in lifestyle.

Resources Needed:

Access to Internet to undertake some research is required. There is a raft of information on health issues on the Internet and you may want to guide them where to look or let them find information for themselves. The latter may produce more interesting results and give the learner more independence in choosing the areas of Healthy Living they are most interested in.

Television programmes, photographs or extracts from films about current global issues can be valuable learning tools.

A range of sustainable case studies or media extracts would also be useful to examine by learners.

A process for collecting and collating the information during Task One should be provided, either on a spreadsheet on a computer or a written list. A template has been included if this is preferable to give comparable results, or you may want to give learners the option to record the results of research in their own way.

Task One requires learners to talk to people e.g. friends, family, health workers. A questionnaire can be designed in the class for learners to use. Learners can talk to people, using the questionnaire as an aid to record the information.

They may also need to talk to health professionals; if there is a health work on the premises they could talk to each learner or the group as a whole.

Computer access with a spreadsheet application such as Excel should be available if the learner is conversant with how to use it. Or they can record the information on paper.

Task Two requires a record of the activity. These may be developed during a class session. Maybe learners can work together if they have chosen the same lifestyle change either to produce different ways of recording results or to agree a common format.

Preparation for the assignment

Introduce this by discussing as wide a scope of the subject as possible. It may be useful to ask learners to define health and ill health.

Task Two:

Ensure that all learners have an opportunity to discuss which healthy living improvements they have selected, and why. This could be done either during a tutorial session or as part of a class discussion (or both).

Learners must participate in the activities for long enough to be able to produce a positive feature as outlined in the project brief above.

Task Three

The feedback on the results of the activity can be produced in whatever format or style is agreed between the tutor and the learner. For example, an article such as a press review may be appropriate, especially if accompanied by a photograph, for inclusion into a newspaper or newsletter. Whatever form the feature takes, it is important that the learner also documents the personal benefit gained from the activity, either within the feature, or with an accompanying report.

Indicative resource materials - Websites

□ Engauge Case Studies and Seedpacks



□ Teen Girl’s Health on NHS Website



□ Teen health check 12 – 15



□ BBC radio teen health podcast



Task One - Research Activity

|Source of information | |

|(book title, leaflet name etc.) | |

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|Description |What have you learnt from this source of information? |Is this information: |

|(e.g. website, leaflet, book etc.) | |RELIABLE or UNRELIABLE? |

| | |Explain your answer |

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|Notes |

|(any useful information to help with your project) |

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