Activity Bookletand Portfolio Guide

AS UNIT 3

PROMOTING GOOD HEALTH

ACTIVITY BOOKLETAND PORTFOLIO GUIDE

SECTION ONE – PORTFOLIO FRONT PAGE

1. Unit Title, number and code i.e. F912

1. Your name and candidate number

1. Relevant picture of your choice

SECTION TWO - PORTFOLIO LAYOUT

1. Your name and candidate number should be at the top of each page

1. Each page should be numbered at the bottom

1. All work should be 1 ½ lined spaced

1. Use a clear font e.g Arial or Times New Roman

1. Must include a contents page at the front. Identifying each piece of work. (Do this at the end)

1. Each portfolio should be a continuous piece of work. But start each section on a separate page and ensure that it is sectioned into AO1, AO2, AO3, AO4

1. All additional sheets (questionnaires – a blank one only) should be included at the back of the portfolio as Appendix.

1. Number each appendix (appendix 1 etc) then you must refer to these in your text.

1. A bibliography must be included at the back.

SECTION THREE – BIBLIOGRAPHY

SECONDARY REFERENCING

1. You must use the Harvard referencing system.

1. Every piece of text referring to a book or internet must be referenced in the text and in the bibliography.

1. Bibliography must be in alphabetical order and should include full names of all authors, date, name of text and publisher.

1. Internet references should be full internet site (google is not acceptable). Authors name must be first, date publishedand date that it was accessed at the end in square brackets.

EXAMPLES

TEXT BOOKS

1. Moonie N, Irvine J, Spencer-Perkins D, Bates A, Herne D,

Hucker K (2005) AS Level for OCR. Health & Social Care: Heinemann

2. Fisher A, Blackmore C, McKie S, Riley M, Seamons S, Tyler M (2006) Applied Health & Social Care: Folens

INTERNET

1. Department of Health (DoH) (1999)

[accessed June 2008]

REFERENCING IN TEXT

1. Only need to use authors name and date. In brackets.

1. If more there is more than one author put name followed by et al (this means and others)

EXAMPLES

TEXT BOOKS

1. (Moonie et al. 2005)
2. (Fisher et al. 2006)

INTERNET

1. (DOH. 1999)

PRIMARY RESEARCH

When using primary research (interviews, questionnaires) you must indicate where it is from e.g teacher, school nurse, health professional etc

ABBREVIATIONS

1. The full name must be used first time with abbreviation in brackets.

e.g Department of Health (DoH)

1. Then DoH can be used.

PLAGIARISM

Your work must be your own. If you use secondary research and do not indicate where it is from, then you are stating that it is your own.

Copying large amounts of text is plagiarism. Students Plagiarising will be forfeit the whole award not just that piece of work.

Unit 3 – Promoting Good Health

When producing your coursework you will cover the following assessment objectives:

AO1 – Evidence that you understand the models and concepts of health and well-being, including ill health and the implication of government initiatives.

AO2 – Apply knowledge and understanding of the job-roles of key workers who promotes health, including information about two preventative measures.

AO3 – Relevant research and analysis of two factors that can affect health and well-being, giving an analysis of their effects on service users.

AO4 – Evidence of your own performance when planning and participating in a small health promotion campaign, evaluating your own performance.

AO 1 (15)

Section A – 15 marks

Activity 1

Candidates show an in-depth understanding of the principles of health and well-being. (3)

1. Introduction: Research ‘health’. Find definitions and give a full explanation including:

• Negative definition
• Positive definition
• Holistic definition including:

Physical

Intellectual

Emotional

Social

Section B

Activity 2

Candidates will produce a comprehensive description that shows in-depth understanding of how two different factors affect health and well-being, giving a wide range of appropriate examples (4)

1. Thoroughly research two factors from the list below. You should use both primary and secondary sources of information.

a)Secondary – books, internet.

Attitudes and Prejudices

Lifestyle factors

Social factors

Environmental factors

Financial factors

Physical factors

b)Primary – Interview your friends, family, teachers what their views are on the two factors. How do they think that they affect health?

How do the two factors affect quality of life. Use PIES (physical, intellectual, emotional, social health)

Section C

Activity 3

Candidates will show an in-depth understanding of the differences between the medical and social models of health and well-being when explaining why individuals fail to conform to health education advice; clear and accurate conclusions will be drawn about the models (5)

1. Research the medical and social models of health. What are they? Why do people not conform to advice? (lay perspectives)

Section D

Activity 4

Candidates will give a comprehensive description of two ways in which individual’s quality of life is affected by ill-health (3)

1. Choose two illnesses that cause ill-health.

1. Research what they are and how they can affect PIES (physical, intellectual, emotional, social)

AO 2 (15)

Section A – 15 marks

Activity 5

Candidates will produce a thorough description of the job roles of two key workers who are involved in promoting health, showing a sound understanding of the tasks they perform, there will justification of the skills and qualities each key worker requires to ensure the needs of individuals are met. (5)

1. Research the roles of each worker and the tasks they perform (job descriptions)

1. Interview each worker on their job role, skills, qualities how they meet the needs of individuals

Section B

Activity 6

Explanation of two preventative measures that the two workers would apply and an in-depth understanding of the reasons for the preventative measures being applied (5)

1. Explain the reasons for the preventative measures (primary and secondary) being applied, candidates will show how each meets the needs of the individuals within the chosen setting. E.g. Help 2 Quit, Sexual health clinics in schools, Community Food Project, immunisation, education.

Section C

Activity 7

Candidates will show an in-depth understanding of the implications of current health promotion initiatives (5)

1. Research and explain what the ‘Ban on smoking in Public Places’

1. Find research on the effectiveness of this initiative. What impact has it had?

1. Carry out primary and secondary research to establish effectiveness of the initiative

1. Consider

a)Individual health

b)Individual income

c)Effect on restaurant, bar trade

d)Effect on restaurant, bar workers

e)Impact on NHS

f)Impact on Government taxation

g)Environment – pollution, litter

AO 3(10)

SECTION A

Activity 8

Candidates will undertake research and use the information gathered from a wide range of information sources, using both primary and secondary in order to plan a small-scale campaign (3)

1. Research a health promotion topic of your choice. Carry out primary and secondary research
2. Why have you chosen it ?
3. Why is it important?
4. What do you want to improve?

1. Research and discuss target group (16-18). What is specifically important about health promotion in this area? What is needed and why?

1. Why is the school a good environment to promote health ?

Section B

Candidates will produce a plan which breaks each main task into smaller component parts; accurate time-scales will be provided for each component to complete the health promotion campaign. It must have a comprehensive pre-set criteria and all methods justified. Records of assessment will confirm observation of candidates demonstrating competence of confidence when carrying out the campaign. Analysis will be detailed, showing the ability of candidates to reflect on their findings and make reasoned judgements (7)

Activity 9

As a group:

1. Set clear aims and objectives (2 or 3)

1. Research all approaches, methods: Medical, behaviourist, educationalist, empowerment, Working to change society, Fear.

Choose which approaches suits your campaign and discuss why you have chosen to use these approaches for your target group and campaign.

3. Discuss all resources used. What they are and why you chose them?

E.G Leaflets, posters, videos etc

4. Timescales. Explain in detail how long each section took.

1. Intended outcomes: What do you want to achieve? Did you get the message across

1. Costs. How much did each section cost approximately. Cost of your time if you were employed. Cost of travel. Cost of paper, pens etc

1. Evaluation methods – explain what these are.

1. Design a comments box and pre and post campaign questionnaire for students

Activity 10

Keep an evidence log of everything you do. How much time it took and how much each item cost

Take photographs.

AO 4 (10)

Section A

Candidates will provide an in depth evaluation of the impact of the campaign which includes evidence of the success of the campaign against pre-set criteria (4)

Activity 11

1. Evaluate your campaign using the criteria below. Assess each area.

a)Aims & Objectives. Were aims and objectives met?

b)Target group. Was the campaign suitable for your target group? Could it have been used on a different age group? Was school a good place? Where else could you do the campaign?

c)Approach/method. Was it the correct approach and why. Would you change the approach next time

d)Resources. Were they appropriate, effective? What would you use differently next time or the same. What were the best/worse?

e)Timescales – Did you have enough time?

f)Costs – Was it cost effective?

Section B

Candidates will reflect on their own performance during the planning and implementation of the campaign in order to complete a comprehensive evaluation of their own performance which shows evidence of in-depth reflection, the ability to analyse, make reasoned judgements and draw valid conclusions. Recommendations for improvements should be made, these should be achievable and realistic (6)

Activity 12

1. Independently evaluate your own performance during campaign. How well did you do? Did you interact well? Were you organised? Did you put the message across? What was good about your performance, what was bad? What would you do differently next time? How did you perform in planning and clearing away. What was your role in group work.

1. Reflect on teacher assessment and analyse how well you carried out the campaign according to the observations.

1. Use information from the questionnaires for students to fill in prior to the campaign and afterwards to see how effective it was.

1. Use information from the comments box for visitors to the campaign to assess effectiveness

1. What recommendations would you make for improvement

You must include a bibliography, photographs and witness statement