The impact of COVID-19 and the measures in place to prevent its transmission
This element explores the multifaceted impact of COVID-19 on health, wellbeing, and societal structures, alongside a critical examination of public health measures such as social distancing, mask-wearing, and vaccination. Learners will evaluate the scientific rationale behind these interventions and the complex behavioural factors influencing community adherence.
Assessment criteria
Topic Overview
The RSPH Level 2 Award for COVID-19 Young Health Champions is a qualification designed to empower young people (aged 14-24) to become peer educators and advocates for public health during the COVID-19 pandemic. It covers essential knowledge about the virus, transmission, prevention measures, and the role of young people in promoting health within their communities. This award is part of the wider RSPH Young Health Champions programme, which aims to build health literacy and leadership skills among youth.
This qualification matters because it equips students with accurate, evidence-based information to counter misinformation and support their peers in making informed decisions about COVID-19. It also develops transferable skills in communication, advocacy, and project planning, which are valuable for careers in health and social care. By completing this award, students contribute to community resilience and public health efforts, making it a practical and impactful addition to their studies.
Within the broader Health & Social Care curriculum, this award complements topics on public health, disease prevention, and health promotion. It provides a real-world context for understanding how health messages are communicated and how individuals can influence community health outcomes. Students learn to apply theoretical knowledge to practical scenarios, such as organising awareness campaigns or supporting vulnerable groups, which enhances their overall understanding of health and social care principles.
Key Concepts
Core ideas you must understand for this topic
- →COVID-19 transmission: Understanding how the virus spreads through respiratory droplets, aerosols, and contaminated surfaces, and the importance of measures like social distancing, mask-wearing, and hand hygiene.
- →Prevention strategies: Knowledge of vaccination, testing, isolation, and ventilation as key tools to reduce transmission, along with the concept of 'layered protection' (using multiple measures together).
- →Health communication: Skills for delivering clear, accurate, and age-appropriate health messages to peers, including how to address myths and misinformation effectively.
- →Peer support and advocacy: The role of young health champions in promoting mental well-being, encouraging adherence to guidelines, and signposting to reliable sources like NHS and government websites.
- →Impact on vulnerable groups: Awareness of how COVID-19 disproportionately affects certain populations (e.g., elderly, ethnic minorities, those with underlying conditions) and the importance of equity in public health responses.
Learning Objectives
What you need to know and understand
- Understand the impact of COVID-19 on individuals and communitiesUnderstand the origins of COVID-19, the purpose of measures in place to prevent its transmission and the factors that can influence participation with those measures
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a clear understanding of the socio-economic disparities in COVID-19 impact, supported by relevant statistics or case studies.
- Credit should be given for accurately explaining the viral transmission mechanisms and the corresponding rationale for measures like hand hygiene and respiratory etiquette.
- Assessors should expect evidence of critical analysis regarding vaccine hesitancy, referencing psychological, cultural, and misinformation factors.
- Look for a balanced discussion that acknowledges both intended public health benefits and unintended consequences (e.g., mental health toll) of lockdown measures.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering assignment questions, always structure responses to first outline the impact (individual and community) then connect it to the necessity and type of preventive measure.
- 💡Use the 'factors influencing participation' framework (e.g., COM-B model: Capability, Opportunity, Motivation) to systematically analyze barriers to adherence.
- 💡Support your arguments with up-to-date public health guidance and recognized sources like the WHO or RSPH, as assessors look for evidence-based reasoning.
- 💡Prepare to illustrate points with specific examples, such as comparing COVID-19 with previous pandemics to highlight unique challenges and responses.
- 💡Use specific examples from public health campaigns (e.g., 'Hands, Face, Space') to demonstrate your understanding of how health messages are designed and implemented. This shows you can apply theory to real-world practice.
- 💡When discussing prevention, always link measures to the science of transmission. For example, explain that ventilation reduces airborne viral load, which is why it's recommended in indoor settings. This depth of understanding earns higher marks.
- 💡In questions about peer advocacy, emphasise the importance of empathy and active listening. Examiners look for evidence that you can support others' mental health while promoting factual information, not just reciting facts.
Common Mistakes
Common errors to avoid in your coursework
- Students often confuse correlation with causation when discussing health outcomes, e.g., assuming that ethnicity directly causes higher mortality without considering structural inequalities.
- A frequent error is oversimplifying the origins of COVID-19 as solely a 'Chinese virus', neglecting zoonotic spillover and global travel dynamics.
- Many learners forget to mention asymptomatic transmission when explaining why measures like mask-wearing are effective.
- Ignoring the dynamic nature of guidelines and failing to specify the timeframe or context of the measures discussed is a common oversight.
- Misconception: COVID-19 is just like the flu. Correction: While both are respiratory viruses, COVID-19 is more contagious and has caused higher rates of severe illness, hospitalisation, and long-term complications (long COVID). Understanding the differences helps in appreciating why specific measures are needed.
- Misconception: Masks are ineffective because they don't filter all particles. Correction: Masks, especially well-fitted surgical or FFP2 masks, significantly reduce the spread of respiratory droplets and aerosols. They are a key part of layered protection, not a standalone solution.
- Misconception: Young people don't need to worry about COVID-19. Correction: Although young people are less likely to experience severe illness, they can still transmit the virus to vulnerable individuals and may suffer from long COVID. Their role in reducing transmission is crucial for community protection.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ROYAL SOCIETY FOR PUBLIC HEALTH The impact of COVID-19 and the measures in place to prevent its transmission
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of infectious diseases and how they spread (e.g., from GCSE Biology or PSHE).
- •Familiarity with health promotion concepts, such as the difference between primary, secondary, and tertiary prevention.
- •Some experience in communication or teamwork, which can be gained from school projects or youth groups.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand the impact of COVID-19 on individuals and communitiesUnderstand the origins of COVID-19, the purpose of measures in place to prevent its transmission and the factors that can influence participation with those measures
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