Demonstrate understanding of influences on adolescent...

New Zealand Health Education Association (NZHEA) 2016. For member use only, not to be sold or shared.

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New Zealand Health Education Association

Practice exam for level 1 Health: AS 90972

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

Important note for NZHEA members using this resource: This practice exam has been written to the assessment specifications for the 2016 Health 1.2 (AS 90972) externally assessed Achievement Standard: Demonstrate understanding of influences on adolescent eating patterns to make health-enhancing recommendations. Accompanying this exam (in PDF form) is:

• An assessment schedule. You may wish to create your own cover page for this practice exam, which might include your school logo, the achievement criteria for this standard and space for student name. For guidance in preparing students for this external examination, refer to the information available from: http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/health/levels/ including past examinations and assessment schedules, assessment reports, exemplars of student work, assessment specifications and the Achievement Standard. Every effort has been made by NZHEA to ensure this examination is ‘fit for purpose’ in providing a practice opportunity for the external examination, including an assessment schedule for teacher use. This resource has been provided to current NZHEA members and must not be shared or sold.


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INSTRUCTIONS

Refer to the resource material and the information given in the scenario below, as well as your own knowledge, to demonstrate your understanding when answering (a) to (f). RESOURCE MATERIAL RESOURCE A: Healthy Food Guide

At Healthy Food Guide you will find accurate and unbiased information about healthy eating. We give you simple answers to important questions on food and health. Healthy Food Guide makes it easy and enjoyable to eat well and feel great.

Our recipes section is full of delicious dishes with affordable ingredients and simple preparation. And our articles section has accurate health information you can rely on.

Source: www.healthyfood.co.nz


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RESOURCE B: Kickstart Breakfast

KickStart Breakfast helps more children achieve their best by getting a kick start to their day. Fueled by milk and grains, the students experience the power of a nutritious breakfast to provide both strength and energy for maximum learning at school.

KickStart Breakfast is the only school breakfast programme of its kind within New Zealand. We work together with local school communities to provide healthy breakfasts to children. Alongside support from the New Zealand Government, Sanitarium provides the Weet-‐Bix, Fonterra provides the Anchor milk and it’s the school that is responsible for delivering the programme.

Breakfast clubs are about more than eating breakfast at school. The engaging environment encourages students to develop social skills, take on extra responsibility and grow academically through the wider benefits of breakfast.

Source: https://kickstartbreakfast.co.nz/

RESOURCE C: Supermarket mailer

Source: http://www.countdown.co.nz/weeklymailer


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SCENARIO

QUESTION Sarah and Hannah’s eating patterns and food choices are influenced by a number of factors operating at different levels. (a) Explain ONE personal, ONE interpersonal, and ONE societal influence on Sarah and Hannah’s eating patterns and food choices. Your answer should include a description of ‘what’ the influence is and a justification of ‘how/why’ it is influencing eating patterns and food choices.

Sarah and Hannah’s scenario Sarah is 16 and lives with her mother and 14-year-old sister, Hannah. Her mother has recently returned to fulltime work, leaving Sarah the responsibility of preparing the family’s evening meal four times per week. Her mother is very appreciative of Sarah’s efforts so far and Hannah enjoys the meals that Sarah prepares for them. Sarah tries to make these meals healthy, as her mother tends to rely on convenience foods such as frozen chips, pies and takeaways on her cooking days. Sarah is in year 11 at school and is taking Home Economics and Health as part of her NCEA courses. She is enjoying learning about well-being related issues, including food and nutrition. As part of her Home Economics course she prepares and cooks food in class and she has developed a range of skills that she can try out as part of her responsibilities at home. She often visits the school library to hunt out interesting recipes in the Healthy Food Guide that she can cook at home. Sarah has also started making the school lunches for her and Hannah. In the school library she has read a few articles in the Healthy Food Guide about healthy lunches. As a result, she tries to include a variety of foods, including protein, fruit and vegetables, rather than rely on packaged and processed items. However she finds it a lot quicker to use packets of chips and other processed foods, as it is always a rush in the morning. Sarah’s school runs a ‘breakfast club’ and she is rostered on to help with this twice a week. She eats at the breakfast club every morning, as she is so busy making lunches that she doesn’t have time to eat breakfast at home. The food budget at home is quite tight, and Sarah’s mum doesn’t know a lot about food and nutrition, so there is not always a range of foods in the house from which Sarah can prepare the family’s meals. However, Sarah has started going shopping with her mum once a week, so she can have a say in what foods are bought. This is making it easier for Sarah to create a variety of evening meals.


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Personal influence: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Interpersonal influence: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Societal influence: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


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(b) Explain how these influences are connected to each other (inter-related) to have a greater influence on Sarah and Hannah than if only one or two of the influences were present: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Sarah and Hannah’s eating patterns and food choices have both short-term and long-term impacts on personal well-being. (c) Explain the short-term and long-term impact of Sarah and Hannah’s eating patterns and food choices on their overall well-being. Short-term: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


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Long-term: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Health-enhancing actions could be recommended to improve the eating patterns and food choices of Sarah and Hannah as well as New Zealand secondary school students overall. (d) Explain a personal action that Sarah can take to ensure that she makes healthier food choices to benefit her overall well-being. Within your answer, consider ‘what’ the action involves as well as ‘why/how’ the strategy links back to the personal influence and could enhance Sarah’s well- being. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


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(e) Explain an interpersonal action that Sarah and Hannah can take together to improve their food choices and their overall well-being. Within your answer, consider ‘what’ the action involves as well as ‘why/how’ the strategy links back to the interpersonal influence and could enhance Sarah and Hannah’s well-being. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (f) Explain an action New Zealand secondary schools can take to help students improve their eating patterns and overall well-being. Within your answer, consider ‘what’ the action involves as well as ‘why/how’ the strategy links back to the societal influence and could enhance the well-being of adolescents. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________


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Extra space if required. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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