PEARSON BTEC LEVEL 5 HND IN HEALTH & SOCIAL CARE

Assignment Brief

Unit 29: Health Promotion

Centre Name: East End Computing & Business Centre No: 10562
College Credit : 15
Level : 5
Learner’s Name:
Assessor’s Name: Mr Mark Kane, Mr Anthony Oyekanmi

Assessor’s Date:
Signature:
Date Issued to Formative Feedback 30 May2018 to
Student : 16 Apr 2018 Dates
10 Jun 2018

First Submission 12 Jun 2018 Final Submission 18 Jun 2018

Date Date

Learner’s Declaration:
I declare that all the work submitted for this assignment is my own work or, in the case of group work, the work of
myself and other members of the group in which I worked, and that no part of it has been copied from any source.

I understand that if any part of the work submitted for this assignment is found to be plagiarised, none of the work
submitted will be allowed to count towards the assessment of the assignment.

Signature______________________________ Date_________________________

Learning Outcomes (LOs)

On successful completion of this unit a learner will:

LO1 Understand the socio-economic influences on health

LO2 Understand models of health promotion
LO3 Understand factors which influence health promotion
LO4 Be able to plan a health promotion campaign

Internal verification:
IV Name: Signature: Date:

Assessor Mark Kane Signature: Date:

Name:

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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Assessment Feedback Sheet
Learning Outcome Assessment Criteria – MERIT DISTINCTION Comments
(LO) PASS AC)
To achieve a merit grade To achieve a distinction
Pass : To achieve a the evidence must show grade the evidence must

Achieved
pass grade the evidence that, in addition to the pass show that, in addition to the
must show that the criteria, the learner is able pass and merit criteria, the

(Y/N)
learner is able to : to : learner is able to :

LO1 1.1 explain the effects of

Understand the socio- socio-economic
economic influences on influences on
health health
1.2 assess the relevance
of government sources in
reporting on inequalities
in health

1.3 discuss reasons for D1

barriers to accessing Realistic improvements
healthcare have been proposed in
relation to the issues of
accessibility and barriers to
health care in various
contexts.

LO2 2.1 analyse the links M2

Understand models of between government A range of techniques and
health promotion strategies and theories have been applied
models of health
to models of health
promotion
promotion

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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 2.2 explain the role of M3: An effective approach
professionals in meeting to study and research has
government targets for been applied to health
health promotion promotion

2.3 discuss the role of

routines in promoting
healthy living

LO3 3.1 explain how health D3

Understand factors beliefs relate to theories Innovative and creative
which influence health of health behaviour ideas have been applied to
promotion
a case study in terms of
explaining the theories of
3.2 discuss the possible health belief and behaviour,
effects of potential alongside the health
conflicts with promotion strategies and
local industry on health
conflicts, underpinning a
promotion
teenage obesity health
3.3 explain the campaign for target groups
importance of providing in the public
relevant health-related
information to the public

LO4 4.1 plan a health M1 D2

Be able to plan a health promotion campaign to An effective approach to Autonomy and
promotion campaign meet specific study and research has independence has been
objectives been applied to the
demonstrated in the
planning of a chosen health
promotion campaign, which researching, planning and
Unit 29: Health Promotion (A/Brief) March 2018 M.Kane
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 meets specific objectives of designing of a chosen
health and social care health promotion campaign
4.2 explain how the
health promotion
campaign supports
health promotion
strategies

Overall Grade Pass / Merit / Distinction / Referral

Comments

Assessors Signature Date

Candidate Signature Date

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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Introduction

This aim of Unit 29 is to provide learners with an understanding of a) the influences on health in
modern society and b) the factors which impact upon national and regional strategies to
promote health. It will provide learners with an opportunity to develop an understanding of the
influences underlying the health of groups/populations and the individual service users that they
are or intend working with in the future as health and social care practitioners.

During the course of Unit 29, learners will gain an in depth knowledge of the key issues and
factors that prevent some populations/individuals with poor health outcomes from accessing
health support. They will also investigate the principles that underpin the planning, strategising
and implementing of health promotion campaigns in conjunction with identifying their varied
successes in improving the health outcomes of their target populations. Theories of health
belief and behaviour will be examined and linked with government national strategies centred
on improving the health of populations and individuals who adopt unhealthy life choices and
lifestyles. Potential conflicts between local industry and health promotion are considered. For
example, the alcohol industry, tobacco companies and fast food multinationals funding safe
drinking, anti-smoking and healthy eating campaigns respectively.

Learners will also have an opportunity to plan a health promotion campaign for a specific
group/population in society, which they can conduct within their own workplace in order to
provide a context for Unit 29.

Access to government reports and papers will be essential, as will relevant texts on health
psychology to provide information on health behaviour. An examination of relevant legislation is
also essential, particularly with regard to the delivery of LO4, the health promotion plan.

Unit 29 has links with, for example:

 Unit 5: Working in Partnership in Health and Social Care
 Unit 10: Safeguarding in Health and Social Care
 Unit 11: The Role of Public Health in Health and Social Care
 Unit 23: Employability Skills

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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Assessment Methods for Unit 29, Health Promotion
TASK 1 – Essay

TASK 2 – Case Study

TASK 3 – Report

Task 4 – Individual Project

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TASK 1 – ESSAY

Learners are expected to write an essay that notes the social/wider determinants of health, poor
healthcare access and the importance of governmental sources in reporting health inequality
through exploring the two questions below.

As Michael Marmot (a leading UK figure in public health and health promotion) once said,
‘‘Health inequalities and the social determinants of health are not a footnote to the determinants
of health. They are the main issue’ (Marmot, 2011), which, as you can see, forms the basis of
Task 1.

Q1. Explain the effects of socioeconomic influences on health (i.e., the wider determinants of
health) and discuss the reasons for barriers to accessing healthcare (e.g., health inequity
and poor health literacy). [AC1.1] [AC 1.3]

Q2. Assess the relevance of government sources (e.g., public health surveillance/data, reports
and journals/papers) in reporting on inequalities in health. [AC 1.2]

Higher Grading Descriptors

To achieve Distinction (D1) - Realistic improvements have been proposed in relation to the
issues of accessibility and barriers to health care in various contexts.

Reference
Marmot, M. (2011). Highlights From An Australian Interview With Sir Michael Marmot And His
Recent Canadian Presentation To Health Economists. [Online]. Available at:
<http://www.epimonitor.net/Michael_Marmot_Interview.htm> [Accessed on 10 March 2017].

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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TASK 2 – CASE STUDY

Teenage obesity: health promotion campaign

Ayesha is a Public Health Practitioner specialising in teenage obesity and is working with a
range of allied statutory and non statutory health and social care agencies and professionals
(i.e., Public Health England, MEND, HOOP UK, healthcare workers, dieticians and sports’
coaches and so on). Ayesha has been commissioned by the NHS England to deliver training
workshops with the aim of reducing teenage obesity across the UK in school and youth centre
settings. This is now a major health concern and priority for the government after the King’s
College London conducted a study of over a half million teenagers in the UK and found that that
approximately one in three of them were either overweight or clinically obese by the age of 15
(NHS Choices, 2015). To this end, you will need to examine the following three questions.

Q3. Explain the importance of Ayesha providing relevant health-related information to the
public (e.g., teenagers, teachers and youth workers). [AC 3.3]

Q4. Explain how the health beliefs of teenagers governing their food consumption and
physical activity relate to theories of health behaviour and discuss how the role of routine
in promoting their healthy living will be incorporated into Ayesha’s heath promotion
campaign. [AC 2.3] [AC 3.1]

Q5. Discuss the potential conflicts that Ayesha will encounter with the local fast food industry
on health promotion. [AC 3.2]

Higher Grading Descriptors

To achieve Distinction (D3) - Innovative and creative ideas have been applied to this case
study in terms of explaining the theories of health belief and behaviour, alongside the health
promotion strategies and conflicts, underpinning a teenage obesity health campaign for target
groups in the public.

Reference
NHS Choices. (2015). Obese children tend to grow up to be obese adults. [Online]. Available at:
< http://www.nhs.uk/news/2015/01January/Pages/Child-obesity-rates-are-stabilising.aspx>
[Accessed on 10 February 2017].

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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TASK 3 – REPORT
Learners are expected to write a report with the use of valid/reliable sources (e.g., journals,
reports and case studies) while deliberating upon the two questions below.

Q6. Analyse the links between government strategies and models of health promotion. [AC
2.1]

Q7. Explain the role of professionals have in meeting government targets for health
promotion. [AC 2.2]

Higher Grading Descriptors

To achieve Merit (M2) - A range of techniques and theories have been applied to models of
health promotion

To achieve Merit (M3) – An effective approach to study and research has been applied to
health promotion

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TASK 4 – INDIVIDUAL PROJECT
Learners are expected to undertake research on the planning and strategies of health
promotion campaigns in line with relevant legislations and guidelines and frameworks for
evaluating their health and social objectives (outcomes) by means of considering the two
questions below. As previously noted, an examination of relevant legislation is essential,
particularly with regard to the delivery of LO4, the health promotion plan.

Evidence can be submitted in the form of a poster, a written piece of work (i.e., essay) or a
leaflet.

Q6. Select and plan a health promotion campaign that meets specific health and social care
objectives. [AC 4.1]

Q7. Explain how that health promotion campaign supports health promotion strategies. [AC
4.2]

Higher Grading Descriptors

To achieve Merit (M1) – An effective approach to study and research has been applied to the
planning of a chosen health promotion campaign, which meets specific objectives of health and
social care

To achieve Distinction (D2) - Autonomy and independence has been demonstrated in the
researching, planning and designing of a chosen health promotion campaign

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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 GUIDELINES
1. Present your assignment Essay (Task 1), Case Study (Task 2) and Project (Task 4) in an MS Word
document with the front sheet signed and all pages numbered. Your name and student number and
Unit number and name (i.e., Unit 29, Health Promotion) should also be included. Your Individual
Presentation (Task 3) should be in a PowerPoint format and a hard copy should be given to your tutor
prior to your delivery of it in class. You must also upload each Task onto its designated submission area
on the VLE.
2. The suggested word length for this assignment is 3000 words, excluding tables, diagrams and
appendices.
3. The assessment for this unit will be based on Pass, Merit and Distinction grading criteria, and in
order to pass Unit 29, you will have to fulfil all the assessment criteria.
4. It is essential that you make practical use of models and concepts from the theory you have covered
during the class session. Work that does not do this will not attract a Pass grade.
5. During the period of your class session, your Unit tutor will act as your consultant. He/she will
be happy to discuss with you your approach to your thoughts, ideas. It is moreover sensible to seek
advice and support from your tutor if you are not sure of how to produce any work evidence, instead of
taking the risk of handing in a work that will be Referred.
6. You will need to carry out background research via government websites, journals, reports and valid
and reliable literature on the aspect of health promotion that you are examining. The sources that you
choose must be up-to-date.
7. You should use your own words as much as possible, and all your work must be referenced both in-
text and in a reference list and/or bibliography in line with an academic and consistent referencing style,
ideally the Harvard Referencing System (HRM). This also includes the graphs charts, diagrams and
tables that you use, which must be labelled. Books should be in an academic format –
Author, Year, Title, and Publisher. Journals should show Author, Year, Article Title and Journal.
Internet sites used should show sufficient detail so that you can find them quickly again and identify the
dates that they were visited. Please note that Wikipedia must not be used as an academic reference, as
it is unreliable source.

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 Plagiarism/Collusion
Any act of plagiarism or collusion will be seriously dealt with according to the regulations.

In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting somebody else’s work as your own, It includes copying information directly
from the Web or books without referencing the material; submitting joint coursework as an
individual effort; copying another student’s coursework; stealing coursework from another student
and submitting it as your own work.

Collusion is working collaboratively with another learner to produce work that is submitted as the
individual learners work

Suspected acts of plagiarism or collusion will be investigated and if found to have occurred will be
dealt with according to the college procedure.

Unit 29: Health Promotion (A/Brief) March 2018 M.Kane

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