Assessment Report

Level 1 Health 2021

Standards 90972  90975

 

Part A: Commentary

Candidates who did well in this exam used the planning space to prepare their answers and read all the questions before answering. Careful planning was an advantage when links between influences and actions were required.

Candidates who used information from the resources were able to illustrate their points with evidence.

Candidates gaining high grades were able to keep in mind the focus on how influences and actions could impact on well-being. Sometimes candidates omitted the well-being aspect in their responses, meaning that they were unable to meet the requirements of the standard.

Part B: Report on standards

90972:  Demonstrate understanding of influences on adolescent eating patterns to make health-enhancing recommendations

Examinations

Candidates were required to use information given in the scenario and resource booklet and apply their understanding of these to the questions. The questions covered themes of adolescent eating patterns as detailed in the 2021 assessment specification. Candidates who performed very well were able to critically analyse how health enhancing actions would address influences and impact positively on well-being.

Observations

A good application of aspects of well-being was applied using the stimulus material. Many candidates suggested basic level actions for parts (c), (d), and (e). Candidates who were able to provide insightful health enhancing strategies that connected back to their influences in (a) generally performed well.

Grade awarding

Candidates who were awarded Achievement commonly:

  • described influences on eating patterns
  • described how energy drinks impact overall wellbeing
  • provided actions to enhance well-being without enough in-depth explanation for merit.

Candidates whose work was assessed as Not Achieved commonly:

  • did describe influences on eating pattern but not with enough detail
  • did not describe how energy drinks impact overall wellbeing
  • did not come up with two recommendations and describe how they would enhance well-being
  • did not talk about wellbeing consistently, or at all
  • did not answer all questions.

Candidates who were awarded Achievement with Merit commonly:

  • answered all components of the examination
  • demonstrated a good understanding of Hauora
  • explained influences on eating patterns
  • justified how their strategy would improve well-being
  • chose strategies that were relevant and realistic, and would make an impact.

Candidates who were awarded Achievement with Excellence commonly:

  • applied the scenario and resource appropriately in their response
  • demonstrated all round knowledge of influences, consequences, and recommendations
  • demonstrated how aspects of well-being interrelate
  • connected their recommendations to influences previous talked about in prior responses.

 

90975:  Demonstrate understanding of issues for making health-enhancing decisions in drug-related situations

Examinations

Candidates were required to use information given in the scenario and resource booklet and apply to the questions. The questions covered themes specified in the 2021 assessment specification, based around making health enhancing decisions in drug related situations. In 2021, the focus was on vaping. A critical analysis needed for excellence required candidates to clearly address how health enhancing actions would address influences and impact positively on wellbeing.

Observations

An interpersonal influence is one that results from others influencing an individual. For example, encouraging, applying pressure, peer pressure, supplying - rather than wanting to fit in with friends. It would be useful to ensure candidates understand the difference between personal and interpersonal influences, in preparation for the exam.

In order to meet the requirements of the standard, candidates must respond to the questions that ask for a health-enhancing decision or action.

Candidates are encouraged to use the planning space, this can help develop answers, and help develop interconnections between the dimensions of well-being.

Grade awarding

Candidates who were awarded Achievement commonly:

  • described two influences of vaping
  • described the positive outcomes of the new vaping laws
  • described negative effects of vaping on overall wellbeing of an individual and impacts on others
  • identified reasons to continue to vape and reasons to stop vaping
  • identified a relevant and realistic health-enhancing action, however, did not explain positive outcomes on well-being.

Candidates whose work was assessed as Not Achieved commonly:

  • did not provide correct interpersonal influences (many responded with 'Tom wants to fit in with his new friends', which is personal)
  • described personal and interpersonal influences as the same thing
  • misunderstood question (b) and described why certain laws positively influenced people to vape (such as earning loyalty points).
  • described only one or two dimensions of well-being
  • did not provide a health-enhancing action for question (f) or did not answer the question at all. Some candidates described some positive outcomes for well-being but did not identify an action to make these possible.

Candidates who were awarded Achievement with Merit commonly:

  • explained clear personal and interpersonal influences to vape
  • explained the positive outcomes of the new vaping laws. This included stating laws from the resource and how they would have a positive influence
  • explained negative effects of vaping on overall well-being of an individual and others
  • explained two reasons to continue to vape and two reasons to stop vaping
  • explained a relevant and realistic health enhancing action which could lead to the enhancement of overall well-being
  • explained the positive outcomes of the action on well-being.

Candidates who were awarded Achievement with Excellence commonly:

  • explained negative effects of vaping on overall wellbeing of an individual and provided interconnections between the dimensions
  • used the scenario, the resources, or their own research effectively
  • explained impacts on others and linked them to possible outcomes related to overall well-being
  • critically explained two reasons to continue to vape and two reasons to stop vaping, linking their answers to the resource material provided
  • identified a relevant and realistic health-enhancing action which could lead to the enhancement of overall well-being
  • weighed up pros and cons and linked them to the scenario, the resource and / or future health outcomes for people and society.

Health subject page

Previous years' reports
2020 (PDF, 142KB)

2019 (PDF, 228KB)

2018 (PDF, 112KB)

2017 (PDF, 42KB)

2016 (PDF, 209KB)

 
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