Type of assessment Assessment Component Assessed learning outcomes Week(s) of Content Covered Weighting Word Count Due date

Type of assessment Assessment Component Assessed learning outcomes Week(s) of Content Covered Weighting Word Count Due date

Continuous Assessment 1.1 - Environmental Analysis - Homes 2, 3 & 4 1-3 20% 900 words 9/10

Continuous Assessment 1.2 - Environmental Analysis - Transport 2, 3 & 4 3-5 20% 900 words 23/10

Continuous Assessment 1.3 - Environmental Analysis - Outdoor/Recreation Spaces 2, 3 & 4 7 20% 900 words

Major Assessment - 2.1 - Policy Analysis Essay 1, 2, 3 & 4 Weeks 1-10 40% 1,800 words

Continuous Assessment 1.3

PrevNextContinuous Assessment 1.3: Environmental Analysis - Outdoor/Recreational Spaces (equivalent) 900 words: 20%

Component of assessment scheme:3rdof 3 continuous assessments for this courseDue date: Week 8, Monday November 6 at 12 noon

Assessment description

For Assessment 1.3, you will be analysing a third environment which is an outdoor/recreational space that you routinely use, or would like to use if accessibility was improved. This could be a park, sports centre, gym, the beach or wherever you would normally like to go. It may be that this space seems to be inherently difficult to access, for example the beach is not a very wheelchair friendly space! So make sure you make a note of these seemingly obvious barriers (or maybe enablers). You are required to analyse and reflect on this environment with an ageing and disability friendly lens using a core tool which is theMatrix of Design Considerations (pp. 45-48)that can be accessed fromHealthy by Design.

AssessmentInstructions

Use and complete the Ageing and Disability Friendly Checklist provided (you do not need to submit this as part of your assessment, it is just a resource to help you draft your responses). Then, in 700 words, identify and describe the design enablers and barriers that you observe in your chosen space and discuss possible remedies or improvements and any other points that you identify as pertinent. Provide a minimum of 4 images to illustrate your key points and findings (images are equivalent to 200 words)

Include at least 4 appropriate scholarly references in addition to any web sources you may use, and structure your paper in the following manner:

An introduction (approximately 50-100 words) that includes:

a brief description of the environment that you are analysing and reflecting on

A body section (approximately 400 words) that includes:

the identification and description of enablers and barriers that you observe in your chosen space;possible remedies and improvements;any other points that you identify as pertinent (e.g. critical arguments as to why the remedies and improvements are needed) ; and

reference to research and literature to extend on your discussionA conclusion(approximately 200 words)that includes:

your critical reflection on the environment that you are analysing; and

any suggestions/recommendations that will contribute towards the creation of an age and disability friendly environment in the future.

Note: try to include your images in the context of the discussion, rather than attaching them as appendices. It carries more impact for the reader.

Assessment aimsThis course focuses on the everyday environments that most students will live in houses, transportation, pedestrian environments, public spaces such as parks, recreation areas and the like. There are other environments that students will probably visit or be familiar with as well, such as workplaces, shopping malls, natural spaces such as beaches, forests, etc. All of these environments can be assessed through the lens of age and disability inclusiveness or friendliness.We want you to develop an awareness of how environments can facilitate or block people from participating as active, independent members of society. Awareness of how environments can enable or disable people has a long history, the National Disability Insurance Scheme (NDIS) and models of healthy and active ageing are posited on philosophies of moving from old models of caring for to approaches that focus on enabling people to participate as they wish to, whenever and for as long as possible in mainstream society

By completing this assessment, you would be meeting the following course objectives:

CO 2 -describe how the natural and built environment can affect ageing in place and living with disablement.

CO 3 - identify and evaluate age and disability friendly principles and apply these in practiceCO 4 -critically assess and evaluate policy and planning for mobility autonomy independence and quality of life of aged and disabled persons.

Assessment criteria

Demonstratesability to use healthy design guidelines to interpret the concepts of barriers and enablers.

Demonstrates ability to apply the concepts of barriers and enablers in a real-world situation and make appropriate, evidence-based recommendations for change.

Arguments are supported by consistent integration of appropriate scholarly literature (in addition to any reports, guidelines or web sources).Employs appropriate referencing conventions(APA 7 referencing style, note:all in-text references must have page numbers You may see APA 7 guides state that page numbers are not required, but there is also a caveat that course instructors can request page numbers)

Expresses original ideas clearly, logically and without any errors (spelling, grammar, typos)

Includes appropriate photographs/images that clearly capture the barriers and/or enablers being assessed.

Assessment Advice and Resources

Have a look at theHealthy Active by Design websiteto get an idea of the diversity of design spaces that are being thought about by planners. Look at three to fourHealthy by Designcase studies as well. This will give you an idea of how the concepts of Healthy design are being applied (one of your assessment criteria).Feel free to also do your own research on new or emerging guidelines that might be relevant to your specific context.

UniSA Referencing Guidelines-we are now using APA 7 referencing in this course -you might find this citation generator tool useful

You might like to watch this short video with some strategies for approaching the third and final continuous assessment.