PDHPE FACULTY ASSESSMENT TASK

NOTIFICATION

Task: Mental health promotion in the community

Stage: 5 Year: 9

TOPIC/MODULE/UNIT OF WORK:
Heads Up
WEIGHTING (AS PER ASSESSMENT SCHEDULE):
40%
DUE DATE:
Hand in task: Week 9, Mental Health Expo: Friday 23rd June (Week 9)
TIME ALLOWED:
5 weeks
OUTCOMES:
PD5.6 – critiques contextual factors, attitudes and behaviours to effectively promote health,
safety, wellbeing and participation in physical activity
PD5.7 – plans, implements and critiques strategies to promote health, safety, wellbeing and
participation in physical activity in their communities
OUTLINE OF TASK:
Context:

Most young people in Australia are happy, feel positive about the future and are satisfied with
their lives overall. However, some young people suffer poor mental health (AIHW, 2021). In the
most recent Youth Survey, 38.5% of young people stated that they were either extremely or
very concerned about their mental health (Mission Australia, 2022).

The goal of this task is to present a self-care category, demonstrating a range of strategies
within that category, to a year 7 audience. This will be presented at the Year 9 Mental Health
Expo on Friday 23rd June. Specific information will be provided to families.

The presentation should be engaging, informative and encourage the audience to implement
this self-care strategy into their day-to-day lives.

Assessment category:

You and your group will be allocated one of the following to research and present:

• Art therapy
• Diet and nutrition
• Mindfulness
• Physical activity
• Sleep
• Social support (formal and informal)

The driving question in this unit is “How can I support myself and others’ mental health
and wellbeing”.

In small groups of 3-4, you are to research an effective self-care category which has been
proven to support an individual’s mental health and/or wellbeing.

You will present this category to Year 7’s as part of a ‘Mental Health Expo’. Your presentation
should be engaging, interactive and all members of the group are required to contribute
equally to deliver the key components of this category to the Year 7 students.
Each student will also submit the written component of this task individually by a deadline set
by the class teacher.

PART A: Individual hand-in task (16 marks)

1) Explain THREE strategies within this self-care category which could support the health
and wellbeing of a young person. Provide evidence to support your answer (12 marks)
2) Complete the ‘Heads Up Collaboration Plan’ by reflecting upon the research process
and outline the development of the project (4 marks)

PART B: Stall and year 7 presentation (22 marks)

Each stall will be assessed on the ability to demonstrate the following:

• Describe the allocated self-care category (3 marks)

• Explain how the category supports a young person to support their mental health and
wellbeing (5 marks)
• Demonstrate proficient organisational skills for the group presentation (4 marks)
• Creatively engage the audience with a range of visual representations. For example
videos, posters, interactive games, leaflets etc (10 marks)

Self-care refers to the activities and practices that we deliberately choose to engage in on a
regular basis to maintain and enhance our health and wellbeing. Implementing self-care
strategies can help an individual manage stress, lower the risk of illness, and increase energy
(Black Dog Institute, 2022).

Task Parameters:

Each group will need to keep the following in mind:

• Each group will be allocated a self-care category by their teacher.
• Part A (individual) and Part B (group) will be due on the same day in Week 9. The date
will be decided by your teacher.
• All group members will be required to actively contribute to the presentation. Evidence
of learning will be recorded by submission of the ‘Heads Up Collaboration Plan’.

NESA Key Terms:

The NESA website has a glossary of key terms that include definitions for each of these key
terms. These can be found on https://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/hsc/hsc-student-guide/glossary-keywords. The NESA terms that apply to this task include:

• Describe: Provide characteristics and features

• Outline: Sketch in general terms, indicate the main features of
• Explain: relate cause and effect; make the relationship between things evident; provide
why and/or how
• Demonstrate: Shows by example

SELECTIVE/HIGH POTENTIAL ENRICHMENT INFORMATION:

Students in Selective (and other High Potential Learners) are provided with additional
adjustments for this task.

Critical & Creative Thinking:

- Identify and clarify information and ideas: Clarify the self-care strategy using a range of
sources
- Think about thinking: Provide reasons to support your thinking, and address opposing
viewpoints and possible weaknesses

ADDITIONAL INFORMATION & CAMPUS ASSESSMENT POLICY:

This is a formal assessment item. Absence due to illness, funeral, family situation, etc. must be
supported by a medical certificate or documentation from parents/carers, presented to the
Head Teacher on the first day of your return to school, irrespective of your timetable for this
subject. You must be prepared to attempt the task on the first day of your return to school.
Penalties for unacceptable late submission and non-attempt of assessment are as follows:
One day late- 10% of total mark; Two days late- 20% of total mark; Three days late- 30% of total
mark; Four days late- 40% of total mark; Five days late- 50% of total mark; More than five days
late- mark of zero. If the work has not been submitted after a week the student/s involved will
re-attempt the task in order to meet course outcomes.

If plagiarism is evident an automatic mark of zero will be given and the student/s involved
will re-attempt the assessment.

If the assessment is a serious non-attempt or non-attempt noted by both the Teacher and
Head Teacher, the student will receive zero and will re-attempt the assessment to meet course
outcomes. Any form of malpractice and misadventure will also result in parental contact by
the respective teacher and student/s involved in the malpractice may be further supported
through the ‘Leichhardt Way’.
ASSESSMENT CRITERIA:

Part A: Individual hand-in task

Explain THREE strategies within this self-care category which could support the health and
wellbeing of a young person. Provide evidence to support your answer (12 marks)

Criteria Marks
• Demonstrates a comprehensive understanding of THREE strategies of
the category which could support the health and wellbeing of a young
person
• Provides a range reasons about the extent each strategy supports the 12
health and wellbeing of a young person
• Presents a logical and coherent response using evidence
• Provides relevant and detailed examples
• Demonstrates a detailed understanding of THREE strategies of the
category which could support the health and wellbeing of a young
person
• Provides some reasons about the extent to which each strategy 10-11
supports the health and wellbeing of a young person
• Presents a logical and coherent response using evidence
• Provides relevant and detailed examples
• Demonstrates a sound understanding of THREE strategies of the
category which could support the health and wellbeing of a young
person
• Provides some reasons how each strategy supports the health and 8-9
wellbeing of a young person
• Provides a logical response using some evidence
• Provides examples
• Provides characteristics and features of at least two strategies which
could support the health and wellbeing of a young person
6-7
• Provides a logical response
• Provides examples
• Provides characteristics and features of at least one strategy which 4-5
could support the health and wellbeing of a young person
 • Provides example(s)
• Sketches in general terms relevant information about a self-care
strategy 2-3
• Provides example(s)

• Provides relevant information 1

• No attempt made at this question

Complete the ‘Heads Up Collaboration Plan’ by reflecting upon the research process and
outline the development of the project (4 marks)

Criteria Marks
• Sketches in general terms each of the FOUR reflection weeks accurately
• Provides ongoing information for the task checklist demonstrating the 4
completion process
• Sketches in general terms THREE reflection weeks accurately
• Provides ongoing information for the task checklist demonstrating the 3
completion process
• Provides information in at least one of the reflection weeks
2
• Provides information in the task checklist
• Provides information in ONE of the reflection weeks
OR 1
• Provides information in the task checklist
• No attempt at this question made 0

ASSESSMENT CRITERIA:

Part B: Stall and Year 7 presentation

Describe the allocated self-care category (3 marks)

Criteria Marks
• Provides characteristics and features of the self-care category
3
• Provides relevant examples
• Provides characteristics and features of the self-care category
• Provides example(s) 2

• Provides information about self-care 1

• No attempt made in presentation 0

Explain how the category supports a young person to support their mental health and
wellbeing (5 marks)

Criteria Marks
• Provides a detailed explanation how the category supports a young 5
person’s mental health and wellbeing
 • When questioned, students provided respectful and informative
answers.
• Group/individual demonstrated appropriate eye contact, pitch, tone,
manners, etc.
• Provides relevant examples
• Provides reasons how the category supports a young person’s mental
health and wellbeing 3-4
• Provides relevant examples
• Provides characteristics and features how the category is used to
support mental health and wellbeing 2
• Provides example(s)
• Sketches in general terms how the category is used to support mental
1
health and/or wellbeing
• No attempt at this question made 0

Demonstrate proficient organisational skills for the group presentation (4 marks)

Criteria Marks
• Stall is well organised with poster board, information and other self-
produced resources
• Resources are pre-prepared in advance of the presentation 4
• Shows at least 3 different resources to present the information.
• Stall is engaging for a Year 7 audience
• Stall utilises a posterboard to present information with clarity
• Uses resources gained from other sources 3
• Demonstrates at least 2 different resources to present the information.
• Stall is engaging for a Year 7 audience
• Organisation hinders the quality of the presentation
• Uses resources gained from other sources 2
• Resources are poorly organised
• Poor organisation impacts the quality of the presentation
1
• Resources are poorly organised and/or missing
• No attempt made in presentation 0

Creatively engage the audience with a range of visual representations (10 marks)

Criteria Marks
• Demonstrates their ability to create original and innovative visual
representations that engage the audience, while also showcasing their
outstanding technical proficiency
9-10
• Demonstrates clear and concise messaging
• Demonstrates a minimum of 3 visual representations using a variety of
media
• Demonstrates their ability to create original and innovative visual
representations which are relevant and engaging
• Demonstrates clear messaging 7-8
• Demonstrates a minimum of 3 visual representations using a variety of
media
• Demonstrates two satisfactory visual representations which are relevant
but lack innovation 5-6
• Messaging is somewhat clear but may contain inconsistencies
• Visual representations may use a variety of media
• Demonstrates two basic visual representations with limited creativity
and technical proficiency which lack engagement with the audience
3-4
• Ideas are communicated with minimal information
• Shows basic examples of visual representations with minimal variety
• Provides 1 visual representation with some information 1-2

• No attempt made at creating visual representations 0