Literacy Profile:
Health L3
HEALTH LEVEL 3 Literacy Profile | January 2017
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HEALTH LEVEL 3 Literacy Profile | January 2017
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Contents Speaking and Listening ............................... 4 Reading ....................................................... 6 Writing ......................................................... 8 Number ..................................................... 10 Technology................................................ 11 Critical Thinking ........................................ 12
HEALTH LEVEL 3 Literacy Profile | January 2017
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Speaking and Listening
The kind of speaking and listening that you need to do on this course: Take part in class discussions / group activities (whole class, small groups):
Oral presentation (several, including for assessment e.g. Presentation of Personal Career Plan) p7
e.g. design a survey in small groups p5 discuss expectations and goals p8 discuss personal health practices p10 discussing Health Case histories and Ethical Dilemmas p17
Pronounce Te Reo Maori words and phrases – body parts p12, greetings, mihi p16
Formal language vs slang p6
people at different life stages p13
Participate in mind-mapping activities
Take part in Role-plays: interview p6 peer pressure and food p9 cultural misunderstandings p16
Take part in pairwork activities:
Give and receive feedback (expectations of this process in NZ)
e.g. Think-pair-share activities: ‘how do you cope with stress?’ p11 ‘
Listen to instructions. Ask and respond to questions (T-L) (L-L)
Teach a friend’ activity – about a developmental stage or theory p13
Pronounce medical terminology
Four corners activity – in pairs develop statements about NZ Health System, then rate these and verbally justify your rating p15 Reading aloud; Describe different types of software; Read to group ‘Ethical Dilemma’ cards p17 Participate in a debate on ethical issues p17
HEALTH LEVEL 3 Literacy Profile | January 2017
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To achieve well you will need to: Understand the ‘rules’ of group exchanges, (nonverbal communication, turn-taking, acknowledging others, eliciting info, asking for clarification) Have strategies to apply when communication breaks down including cultural factors Use active listening skills Encourage responses from others Have strategies for checking / confirming information during verbal exchanges including paraphrasing and summarising Use language for different purposes (explain, describe, justify, persuade, mitigate etc.) Understand expectations of the NZ classroom (challenging the teacher, asking questions spontaneously, seeking clarification, asking for help, giving receiving objective feedback etc.) Speak clearly (volume, speed, sequence of info., diction, control of nerves) Understand ‘audience’ and ‘purpose’ and how that affects language choice, tone, register etc. Organize ideas and present them logically and confidently to different audiences and for different purposes (individual / group presentations – for fun / for assessment purposes, in debates etc). Use vocab, pronunciation and tone appropriate to the environment Be able to ‘step into character’, see from the perspective of others Be able to use and pronounce words and phrases in Te Reo Maori Pronounce medical terminology
HEALTH LEVEL 3 Literacy Profile | January 2017
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Reading
The kind of reading that you need to do on this course: Read, comprehend, interpret and compare academic texts, articles, powerpoints, blogs, research material, anatomical drawings, legislation etc. on specialised subjects e.g. on nutrition, health, addictions etc. Analyse text from different sources e.g. internet source, MOH, Health Provider p4 Conduct media analysis (ads from print TV, radio and internet) p10 Maintain a Word-bank p2 Reading Flexibly p3 Read and understand theories and theoretical concepts eg Dunn, Te Whare Tapa Wha, Myers Briggs, Erikson, Piaget, Bronfronbrenner p2, 3, 8, 13 Read a paragraph and put into their own words – read to partner. p4 Read class notes and summarise theories (SDL) p13 Read infographics and diagrams showing aspects of an idea of theme ie: Maslow / SWOT, Myers Briggs p6 Read, understand and respond to surveys ie: Personality profiling Myers/ Briggs, DISC, (or similar) p6 Revising notes to prepare for tests p9 Use of Te Reo – creating Word bank parts of the body, greetings mihi p15, 16
HEALTH LEVEL 3 Literacy Profile | January 2017
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To achieve well you will need to understand: Reading Flexibly Skimming and Scanning Locating and Selecting information Previewing Use strategies to locate important information in texts Vocabulary - general academic words and some specialised words Paraphrasing Analysing text – Individually or in pairs. Using a highlighter to identify key Ideas Analyse assessment questions Appropriate medical terminology and abbreviations Analysis – read a variety of text types, assess their validity and make judgements/draw conclusions Read educational texts Interpret facts in high-stakes situations
HEALTH LEVEL 3 Literacy Profile | January 2017
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Writing
The kind of writing that you need to do on this course: Create and use a diary / activity log p2 Write sentence summaries about what you know about a topic p2 Create a Word bank – list and define new vocabulary, jargon, terminology & scientific terms p3 Take notes to record what you are learning (to revise later) p3 Writing – personal strategy for completing all assessments p3 Create surveys p5 Personal Career Plan p6 Create your CV and cover letter p7
Written Assessments: Study and career Skills: 1. Research on a Health topic 40% 2. Personal Career Plan 40% 3. Presentation of Personal Career Plan 20% Health and Wellbeing: 2. Personal Health Portfolio Draft 10% | Final Draft 40% Human Body and Development: 2. Human Development Essay Draft 10% | Final Draft 40% Healthcare Professionals: 1. Poster Presentation 30% 2. Research report Draft 10% | Final draft 40%
Action Plan to improve nutritional wellbeing 9 ‘Quick writes’ from 2 – 5 minutes answering a set question p9 Maintain a diary (diet, use of time, coping with stress) p11 Create a Te Reo word bank, greetings, mihi etc. p16 Personal Health portfolio (ongoing)
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To achieve well you will need to understand: Writing as a process (gather relevant info. / plan / write drafts / edit drafts / final draft / final edit / submit for marking) Writing as a product: Who is the audience – what are their expectations?
What is your purpose for writing for that audience – to explain, report, persuade etc?
The PAR framework (preparation, assistance, reflection) Academic Writing: follow the correct rules for: Grammar, Punctuation, sentence construction, paragraphs, essay writing, report writing Develop your skills in: Paraphrasing, summarizing, notetaking, using correct text types (lists, mind-maps, short answers, essays, reports etc.), sketching (body parts) and referencing Analyse assessment instructions: identify key verbs: list, define, explain, describe etc. Develop your thoughts on ‘audience’ and ‘purpose’ Plan your text: research, brainstorm, investigate, go back through your notes, gather and analyse data Organise your ideas into a logical flow / Develop your argument, point of view Write and revise drafts Final draft: Final edit (check that what you have written answers what the assessment asked for (use a checklist))
HEALTH LEVEL 3 Literacy Profile | January 2017
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Number
The kind of numeracy that you need to do on this course: Time management (e.g. activity log) p2 Draw a table of findings p5 Interpret graphs and charts p5 Create charts, tables and graphs – manually and using software (for assessments / presentations) p5 Spreadsheet exercises p5 Maths exercises (pg 9) and various calculations: e.g. Calculate calorie intake Using and converting traditional and metric units p9 VO2 max, fitness tests, BMI, Waist circumference, hip to waist ratio, skinfold, body fat measurement p14 Statistical comparison p16
To achieve well you will need to understand: Reading Flexibly Skimming and Scanning Locating and Selecting information Previewing Use strategies to locate important information in texts Vocabulary - general academic words and some specialised words Paraphrasing Analysing text – Individually or in pairs. Using a highlighter to identify key Ideas Appropriate medical terminology and abbreviations Analysis – read a variety of text types, assess their validity and make judgements/draw conclusions Read educational texts Interpret facts in high-stakes situations
HEALTH LEVEL 3 Literacy Profile | January 2017
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Technology
The kind of technological tasks that you need to do on this course:
To achieve well you will need to be able to: Access online applications
Access and use online quiz applications p3 Access online articles (e.g. The Anxiety of Facebook) Word Processing and other Production Applications p5 Presentation Graphics p5 Spreadsheets p5 Databases p5 Using Instructional Software, auditory resources, electronic books, the internet Use of Word, Microsoft and Spreadsheets Excel? P5
Search for and find online articles / resources Use word processing documents for: Essays Reports Diagrams / labels / charts / graphs Create your CV Understand and engage with Instructional Software, including accessing and managing video content, slideshows, games, forms and surveys. Access specialised information systems
File management p5 Healthcare informatics and information systems p16
HEALTH LEVEL 3 Literacy Profile | January 2017
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Critical Thinking
The kind of critical thinking that you need to do on this course: Identify personal values p2 Identify study styles p2 Set goals p2 Create and use an activity log p2 Set and follow schedules p2 Analyse and apply techniques to process information more effectively and to improve knowledge retention p3 Identify barriers that will hinder your success on this programme and then identify strategies for overcoming these p3 Understand stress and devise effective strategies for stress management p10 Analyse physical and emotional indicators and make deductions about what these mean in relation to health (diagnoses) p14 Understand impact and interrelatedness of the different dimensions of health p8 Understand the importance of culture, nutrition and lifestyle choices in relation to health p9 Distinguish between and report subjective and objective information p16 Analyse advertisements in the media p10 Understand ethical dilemmas and develop solutions p17 Understand and use ‘root cause analysis’ p16 and problem solving as a process
HEALTH LEVEL 3 Literacy Profile | January 2017
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To achieve well you will need to understand:
Make evidence-based decisions / deductions Justify own decisions
Understand self
Make good decisions under pressure / in high stakes situations
Understand others Reflect on situations Use data to make decisions Locate information Select information Analyse information Categorise information Rank data in order of importance or relevance Develop own recording system Develop study / time management strategies Reflecting on own learning / data in relation to goals and topics Developing and evaluating solutions to identified barriers in given situations Develop strategies to cope with stress Making connections / identifying relationships in health (lifestyle choices, addictions, culture etc.)
Reflecting on own capability (knowing when to act / when to ask for assistance) Observing and interpreting people’s (patients’) body language in relation to health Evaluating the reliability / relevance / validity of information from different sources Reflect critically on surface and underlying meanings as well as what isn’t said / gaps in information Understanding that people have different points of view, bias and agendas. Use problem-solving methodology: Identify issue Identify possible solutions Determine best outcome Decide on plan of action Carry out plan of action Reflect on results Make improvements if needed
HEALTH LEVEL 3 Literacy Profile | January 2017
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Notes
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Notes
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