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Unit 14
Healthy Lifestyles
Assignment Title:
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: ……………………………………………………..
Internal Verifier: …………………………………….
Assignment Issued: ………………………………….
Learner’s Name: ……………………………………
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
1.1
Tutor observation of
group discussion and
selection of key
elements. At least
four key elements of
a healthy lifestyle to
be agreed, including
physical, mental,
sexual and emotional
health.
One
i) Firstly, you should look at various
contributing factors to achieving a healthy
lifestyle.
Work in small groups to list what should be
included in a healthy lifestyle, making sure
that you have at least four key elements.
You can draw on your own experiences,
from research in publications, trusted
internet sites or lessons learnt from your
upbringing. Examples could include
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 lifestyle to
include the four key elements outlined
above. It is important that anyone looking
at the poster will understand why they
should adopt a healthy lifestyle, so there
should be a positive message, either in
words or illustrations. It should include
long and short term consequences like
preventing illness, promoting
wellbeing and improving life expectancy.
1.2
Poster, which
portrays the benefits
of including the four
key elements,
outlined above.
iii) Now that you have an understanding of
what is needed to lead a healthy lifestyle,
you should also research some lifestyle
choices which can have an adverse
(negative) affect to a person’s health. For
this part of the task, you should discuss in
your class two separate activities or
lifestyle choices which could 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 smoking, drug misuse,
unprotected sex and eating unhealthily.
1.3
Tutor-led class
discussion, with
consensus drawn on
two activities or
lifestyle choices
which could result in
long term damage.
2.1
Tutor observation
checklist of group
discussion.
Ensure that
distinctions are
made between
activities which are
damaging to a
healthy lifestyle (like
unhealthy eating)
and high risk
behaviour (like drug
misuse).
Two
In Task One, you looked at activities and
lifestyle choices which could help an
individual to lead a healthy lifestyle. For
Task Two, you will be exploring high risk
behaviours and how these can affect
others as well as individuals. You should
be able to differentiate between
activities which are damaging to a healthy
lifestyle (like unhealthy eating) and high
risk 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 different
2.2
situations, for example the effects of
smoking on the smoker (heart disease),
other people (passive 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.
Presentation – either
verbal, or written,
e.g. leaflet.
Three
For this Task, you will first need to look at
the Eatwell Plate 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 into account your
likes and dislikes and any dietary
requirements or preferences you may
have.
i)
ii)
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 your suggestion
will make a difference to your lifestyle.
3.1
Menu and Eatwell
Plate with 3 meals,
breakfast, lunch &
dinner.
3.2
A plan to be
produced recording
which areas of
lifestyle choice or
activities are to be
improved, how and
benefits to self.
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. 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). 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 (sex, alcohol & 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:
www.health.gov
www.dh.gov.uk
www.bbc.co.uk/health
www.talktofrank.com
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
www.eatwell.gov.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 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
http://www.nhs.uk/livewell/Pages/Livewellhub.aspx 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.