Exemplar Assignment Brief - Pearson qualifications
|Unit 14 |Assignment Title: |
|Healthy Lifestyles |Achieving a Healthy Lifestyle |
|Learning Outcomes: 1, 2, 3 | |
|Assessment Criteria: 1.1, 1.2,1.3 2.1, 2.2, 3.1, 3.2, (all) | |
| |Tutor: …………………………………………………….. |
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| |Internal Verifier: ……………………………………. |
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| |Learner’s Name: …………………………………… |
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|Assignment Issued: …………………………………. | |
Preparation
Tutors should provide reliable sources of information or assist learners in their research of sustainability definitions, factors that are considered to influence a healthy lifestyle and current government guidelines.
Further guidelines and resources needed are available at the end of this document under Tutor Information.
Vocational Context
You are being asked to give advice about the impact of high risk behaviours, and lifestyle choices, so that anyone, but particularly young people, can make informed choices about the activities they indulge in. You will research the effects on a person, positive and negative, long-term and short term, and also the effect certain lifestyle choices and behaviours have on others, not just the individual concerned. At the end of this assignment, you will be confident to give information in the form of a presentation, or an illustrated product, to an audience of young people, possibly in a classroom or youth club.
|Task |AC |Evidence |
|One | | |
| | | |
|i) Firstly, you should look at various contributing factors to |1.1 |Tutor observation of group |
|achieving a healthy lifestyle. | |discussion and selection of key |
|Work in small groups to list what should be included in a healthy | |elements. At least four key |
|lifestyle, making sure that you have at least four key elements. | |elements of a healthy lifestyle to|
|You can draw on your own experiences,, or from research in | |be agreed, including physical, |
|publications, trusted internet sites, or lessons learnt from your | |mental, sexual and emotional |
|upbringing. Examples could include | |health. |
|healthy eating, regular exercise, safe sexual behaviour, | | |
|relaxation and leisure pursuits. | | |
| | |Tutors should ensure that all |
| | |learners within the group |
| | |contribute. |
| | | |
| | | |
|ii) You are going to make a poster on the importance of a healthy | |Poster, which portrays the |
|lifestyle, to include the four key elements outlined above. It is| |benefits of including the four key|
|important that anyone looking at the poster will understand why | |elements, outlined above. |
|they should adopt a healthy lifestyle, so there should be a | | |
|positive message, either in words or illustrations. It should |1.2 | |
|include long and short term consequences like preventing illness, | | |
|promoting | | |
|wellbeing and improving life expectancy. | | |
| | | |
|iii) Now that you have an understanding of what is needed to lead | | |
|a healthy lifestyle, you should also research some lifestyle | |Tutor-led class discussion, with |
|choices which can have an adverse (negative) affect to a person’s | |consensus drawn on two activities |
|health. For this part of the task, you should discuss in your | |or lifestyle choices which could |
|class, two separate activities or lifestyle choices which could | |result in long term damage. |
|have long term adverse effect to a person’s health or wellbeing. | | |
|Note: this could be physical, mental or, emotional damage. | | |
|Activities which can be damaging to a healthy lifestyle include |1.3 | |
|smoking, drug misuse, unprotected sex and eating unhealthily. | | |
| | | |
|Two | | |
| | | |
|In Task One, you looked at activities and lifestyle choices which |2.1 |Tutor observation checklist of |
|could help an individual to lead a healthy lifestyle. For Task | |group discussion. |
|Two, you will be exploring high risk behaviours, and how these can| |Ensure that distinctions are made |
|affect others as well as individuals. You should be able to | |between activities which are |
|differentiate between | |damaging to a healthy lifestyle |
|activities which are damaging to a healthy lifestyle (like | |(like unhealthy eating), and high |
|unhealthy eating), and high risk | |risk |
|behaviour (like drug misuse). | |behaviour (like drug misuse). |
| | | |
| | | |
| | | |
|i) In small groups discuss some of the different activities or | | |
|lifestyle choices which a person may adopt, and which might make | | |
|them a risk to others. Your group discussions should include | |Presentation – either verbal, or |
|different situations, for example the effects of | |written, e.g. leaflet. |
|smoking on the smoker (heart disease), other people (passive |2.2 | |
|smoking). ,Your group should then produce an information session | | |
|to feed back to the tutor, or to the rest of the class, outlining | | |
|the risks and possible effects to others. | | |
| | | |
| | | |
|Three | | |
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|For this Task, you will first need to look at the Eatwell Plate | | |
|PDF PDF submitted as a separate attachment. | | |
| | | |
|i) Using the Eatwell Plate diagram, and supplementary notes, you | | |
|should design a menu for 3 meals, breakfast, lunch, & dinner for | | |
|yourself. Take, taking into account your likes and dislikes, and | |Menu and Eatwell Plate with 3 |
|any dietary requirements or preferences you may have to take into| |meals, breakfast, lunch &, dinner.|
|account. | | |
| |3.1 | |
|Ii) In addition to the menu, which will help you to plan a healthy| | |
|diet, you should now provide at least three realistic suggestions | | |
|to improve your lifestyle in other areas and explain how you think| |A plan to be produced, recording |
|your suggestion will make a difference to your lifestyle. | |which areas of lifestyle choice or|
| | |activities are to be improved, |
| | |how, and benefits to self. |
| | | |
| | | |
| | | |
| | | |
| |3.2 | |
Tutor Information
Task One - AC 1.1; 1.2; 1.3
This task is comprised of 3 exercises, all of them to be conducted within the class, either as whole class discussion or for small group work. The tutor should ensure that all learners have an opportunity to contribute to the exercise, although some learners’ styles will be reflective rather than activist.
For i) the four key elements which contribute to a healthy lifestyle could include diet, exercise, moderation in stimulants (alcohol, drugs, energy drinks),; rest and sleep; learners may have other suggestions, and research via journals &, internet can help.
For ii) the poster which is to be used as evidence for AC 1.2, this can either be produced as a whole class product, or individually, depending on the tutor’s knowledge of the group. This to be agreed at the start of the Task. The poster should include long and short term consequences like preventing illness, promoting wellbeing and improving life expectancy.
For iii) a consensus is to be drawn on two activities or lifestyle choices which can affect long term health. T: there may be various suggestions and debate within the class, which could result in many different activities or lifestyle choices being considered as priority by some learners, but not others. The tutor should ensure that all suggestions have equal value; the purpose of the consensus exercise is simply to bring the task to a conclusion for assessment. Activities which can be damaging to a healthy lifestyle include smoking, drug misuse, unprotected sex and eating unhealthily.
Resources Needed:
Internet access for research, meticulous monitoring of websites visited to ensure authenticity and credibility.;
Journals, publications and magazines on Healthy Lifestyles, meticulous monitoring required to ensure that these are credible publications.;
Materials to design and produce poster.
Flipchart and markers for class discussions and consensus debate.
Task Two – AC 2.1; 2.1
For this task, learners should have a good understanding of what is meant by activities and lifestyle choices, from the exercises outlined in Task One. The class may also have touched on risk to others during the discussions in iii) above, and these should be referred to as the smaller groups are set up and given instruction.
Learners should be able to differentiate between activities which are damaging to a healthy lifestyle (like unhealthy eating), and high risk behaviour (like drug misuse).
The learners should be encouraged to discuss immediate effects on others through high risk behaviour, (e.g. causing an accident through driving or operating machinery when not competent to do so). B; but also the less obvious impact on others (e.g. causing stress to family members due to erratic behaviour).
The Unit Specification refers during task 2 on learners being aware of key high risk behaviours (s. Sex, a related .Alcohol related.& d Drugs related).
These risk areas are highly relevant, particularly to young people and there are government endorsed publications and campaigns targeted at these issues, which tutors may find are useful as they are sensitive to ability and age.
Resources Needed:
Internet access for research, meticulous monitoring of websites visited to ensure authenticity and credibility; suggested websites, referred to in Unit Specification:
.uk
bbc.co.uk/health
Journals, publications and magazines on Healthy Lifestyles, meticulous monitoring required to ensure that these are credible publications.
Materials to design and produce presentation product.
Flipchart and markers for class discussions and possibly for presentation notes.
Task Three – AC 3.1; 3.2
For this task, the Eatwell plate, which is available as a PDF file or at .uk should be used and referred to. The learner may have particular likes and dislikes, as well as dietary needs and preferences, (e.g. vegetarian, religious restrictions, diabetes), and these should be respected, although they should not be a barrier to producing a menu which complies with the Eatwell plate guidelines.
The second part of this task, to achieve AC 3.2 will require the learner to look at their own habits, practices and lifestyle choices, and to create a regime chart or plan for at least a week, which could be used repeatedly. It should include more detail on the diet aspects of healthy lifestyles reflecting what they have learnt from the Eatwell plate, and should also encompass any specific areas of weakness which the learner will have become aware of in discussions during Task One.
Tips on planning and achieving change in all areas of living can be found at which includes sections aimed specifically at different age groups and genders. The website also suggests different activities to suit all interest and abilities such as dance for fitness video, exercise for free tips and wider issues to be considered.
Learning outcomes Assessment criteria To achieve each outcome a learner must
demonstrate the ability to:
1 Know how to lead a healthy lifestyle 1.1 outline key elements of a healthy
lifestyle
1.2 state why it is important to lead a
healthy lifestyle
1.3 describe activities which can be
damaging to a healthy lifestyle
2 Understand the impact of high risk 2.1 discuss different high risk behaviours
Behaviours 2.2 explain the effects on self and others
of high risk behaviour
3 Be able to balance work, leisure and 3.1 plan ways to be healthy
exercise and stay healthy 3.2 present ways to balance work, leisure
and exercise
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