Clarification details
Updated December 2017. This document has been updated to address issues that have arisen from moderation.
The health promotion process
Students will take health-promoting action in their school or local community to enhance an aspect of people’s well-being. The process of health promotion should follow the action competence learning process, which enables students to engage in critical thinking in relation to an identified well-being need.
Working individually or in groups
Students can work in groups, but action can also be taken individually. Within a class, groups may take different action to address the same well-being issue. The latter is more likely to facilitate collective action. All work submitted for assessment will be completed individually, in order for assessment evidence to indicate what each student knows, understands and can do.
Take action
For Achieved, an issue is identified that affects the well-being of people in the school or community. A SMART goal is described, and the student also needs to describe how achieving the goal will enhance people’s well-being in relation to the selected issue. A workable plan is developed to improve well-being. Students will describe actions that can be taken, and for each action, identify possible barriers and enablers, and provide projected timeframes.
The planned action is implemented, with a log typically provided to document the actions taken. Note that when the action is taken in groups, each student’s log should document his or her contributions to the group’s action. The effectiveness of the action is evaluated by reflecting on the implementation of the plan, including some links to well-being.
Take in-depth action
A Merit answer develops a detailed plan linked to the issue and evaluates the effect of the implementation of the plan on well-being, using evidence from the implementation log and/or artifacts from the taking action process.
Take comprehensive action
The most critical actions and key barriers and enablers are explained. The outcomes of the action are evaluated critically, with thoughtful consideration of the impact on well-being. Students may also provide reasons for unsuccessful actions, suggest alternative actions that may be needed in future, or explain actions that could now be taken to improve on, sustain or build on the outcomes achieved by taking action.