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NURS5009: The Health Narrative Across the Lifespan
NURS5009：整个生命周期的健康叙事

Summary
总结

Title 标题	Assessment 2 评估 2
Type 类型	Presentation (Pre-recorded video) 简报（预先录制的影片）
Due Date 期限	Monday, 3rd February 2025, 11:59 pm AEST/AEDT (start of Week 4) 2025 年 2 月 3 日星期一，晚上 11：59 AEST/AEDT（第 4 周开始）
Length 长度	5 minutes +/- 10% – which is +/- 30 seconds: [4 minutes and 30 seconds to 5 minutes and 30 seconds] 5 分 +/- 10% – 即 +/- 30 秒：[4 分 30 秒至 5 分 30 秒]
Weighting 加权	40%
Academic Integrity 学术诚信	GenAI May Not be Used 不得使用 GenAI Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3 生成式人工智能（GenAI）工具，例如 ChatGPT，不得用于此评估任务。您需要证明您是否在没有 GenAI 支持的情况下开发了该单位的技能和知识。如果您在评估任务中使用 GenAI 工具，可能会导致您违反学术诚信，如学生学术和非学术不端行为规则第 3 节所述.
Submission 提交	Record your Presentation in Zoom. 在 Zoom 中录制您的演示文稿。 Submit your assessment via “Assessment 2: Presentation (Pre-recorded video)”, in the Assessments Tasks & Submission section on the Blackboard NURS5009 site. 通过“评估2：演示（预先录制的视频）”提交您的评估，在Blackboard NURS5009网站的评估任务和提交部分。 Further instructions below. 更多说明如下。
Unit Learning Outcomes 单元学习成果	This assessment task maps to the following ULOs: 此评估任务映射到以下未清偿债务（ULO）： ULO1: critically analyse the construction and diverse meanings of health, wellness, illness and disease for the health consumers narrative in local and global settings ULO1：批判性地分析本地和全球环境中健康消费者叙事中健康、保健、疾病和疾病的构建和不同含义 ULO2: demonstrate an advanced and integrated understanding of cognitive and developmental milestones which affect children from the neonatal period to adolescence and the associated clinical manifestations ULO2：展示对影响儿童从新生儿期到青春期的认知和发育里程碑以及相关临床表现的深入和综合理解 ULO3: demonstrate cultural responsivity and respect for the identity and dignity of all persons, including Aboriginal and Torres Strait Islander people ULO3：展示文化责任感，尊重所有人的身份和尊严，包括原住民和托雷斯海峡岛民

Rationale
理由

In this assessment, you will engage with the concept of the Illness-Wellness Continuum, a model attributed to Dr. Travis, which offers a holistic perspective on health and well-being that was covered in Module 1. You will begin completing an activity that requires you to score on the illness-wellness continuum. This explores this continuum and its implications.
在此评估中，您将参与疾病-健康连续体的概念，这是一个归功于 Travis 博士的模型，它提供了模块 1 中涵盖的健康和福祉的整体视角。您将开始完成一项要求您在疾病-健康连续体上得分的活动。本文探讨了这个连续体及其含义。

Learning Outcomes: This assessment aligns with the following unit learning outcomes:
学习成果：本评估与以下单元学习成果一致：

ULO1: Critically analyse the construction and diverse meanings of health, wellness, illness, and disease for the health consumer's narrative in local and global settings.
ULO1：批判性地分析健康、保健、疾病和疾病的构建和不同含义，用于健康消费者在本地和全球环境中的叙述。

ULO2: Demonstrate an advanced and integrated understanding of cognitive and developmental milestones that affect children from the neonatal period to adolescence, along with the associated clinical manifestations.
ULO2：展示对影响儿童从新生儿期到青春期的认知和发育里程碑以及相关临床表现的深入和综合理解。

ULO3: Demonstrate cultural responsivity and respect for the identity and dignity of all persons, including Aboriginal and Torres Strait Islander people.
未婚担保令3：展示文化责任感，尊重所有人的身份和尊严，包括原住民和托雷斯海峡岛民。

Task Description
任务描述

You are required to create a 5-minute video presentation that demonstrates your understanding of the Illness-Wellness Continuum and addresses specific learning outcomes.
您需要制作一个 5 分钟的视频演示，展示您对疾病-健康连续体的理解并解决特定的学习成果。

Task Instructions
任务说明

Complete the activity on the Illness-Wellness Continuum in Module 1: Introduction to narratives, developmental theories and concepts of change, which is based on the work of Dr. Travis.
完成模块 1 中关于疾病-健康连续体的活动：叙述、发展理论和变革概念简介，该活动基于 Travis 博士的工作。

Reflect on the content of the video and how it relates to the Illness-Wellness Continuum.
反思视频的内容以及它与疾病-健康连续体的关系。

Based on your reflection and understanding of the Illness-Wellness Continuum, create a 5-minute video presentation.
根据您对疾病-健康连续体的反思和理解，制作一个 5 分钟的视频演示。

Please note that your presentation should be delivered without the use of PowerPoint or prompts.
请注意，您的演示文稿应在不使用 PowerPoint 或提示的情况下进行。

In your video, address the following points to demonstrate your comprehension of the Illness-Wellness Continuum and the associated learning outcomes:
在您的视频中，解决以下几点，以展示您对疾病-健康连续体和相关学习成果的理解：

Explain the core concepts of the Illness-Wellness Continuum.
解释疾病-健康连续体的核心概念。

Discuss how this continuum challenges conventional health paradigms.
讨论这一连续体如何挑战传统的健康范式。

Provide examples of how the continuum can be applied to diverse health consumer narratives in local and global settings
举例说明如何将连续体应用于本地和全球环境中的不同健康消费者叙述

Explore cognitive and developmental milestones from neonatal period to adolescence, along with the associated clinical manifestations.
探索从新生儿期到青春期的认知和发育里程碑，以及相关的临床表现。

Highlight the importance of cultural responsiveness and respect for health consumers, including Aboriginal and Torres Strait Islander people, in the context of the continuum.
在连续体的背景下，强调文化响应和尊重健康消费者（包括原住民和托雷斯海峡岛民）的重要性。

Ensure your video is clear, engaging, and effectively communicates your insights.
确保您的视频清晰、引人入胜并有效地传达您的见解。

Resources
资源

Complete the Illness-Wellness Continuum Activity available on the Blackboard site as part of your preparation for submission.
完成 Blackboard 网站上提供的 Illness-Wellness Continuum 活动，作为提交准备工作的一部分。

Referencing Style Resource
引用样式资源

You must follow the APA 7th style of references as per SCU Library referencing guides
您必须按照 SCU 库参考指南遵循 APA 7th 参考格式 .

Task Submission
任务提交

* Your video must be a maximum of 5 minutes (strict time limits) MP4 file presentation through Zoom. Please note there is an allowance of +/- 10% – which is +/- 30 seconds. Therefore, the submitted video length can vary between 4 minutes and 30 seconds to 5 minutes and 30 seconds. Any content presented after the 5 minutes 30 seconds will not be marked, and it is not possible to meet the task requirements with work less than 4 minutes 30 seconds. Please view this video to assist with instructions on how to record yourself speaking at the same time: How To Record Video and Audio on Zoom
* 您的视频必须通过 Zoom 以最长 5 分钟（严格的时间限制）呈现 MP4 文件。请注意，有 +/- 10% 的限额 – 即 +/- 30 秒。因此，提交的视频长度可以在 4 分 30 秒到 5 分 30 秒之间变化。在 5 分 30 秒后呈现的任何内容都不会被标记，并且工作少于 4 分 30 秒无法满足任务要求请观看此视频以协助说明如何同时录制自己的讲话：如何在 Zoom 上录制视频和音频

*High-Definition recordings are not required or supported. You may need to compress the final file using the free program Handbrake. A stepped process on how to do this can be located at https://spark.scu.edu.au/kb/x/hIrz
*不需要或不支持高清录制。您可能需要使用免费程序 Handbrake 压缩最终文件。有关如何执行此操作的分步过程可以在 https://spark.scu.edu.au/kb/x/hIrz 中找到

*Upload your recorded presentation to “Assessment 2: Presentation (Pre-recorded video)”, in the Assessments Tasks & Submission section on the Blackboard NURS5009 site
*将您的录制演示文稿上传到Blackboard NURS5009站点的评估任务和提交部分的“评估2：演示文稿（预先录制的视频）”。

by Monday, 3rd February 2025, 11:59 pm AEST/AEDT (start of Week 4)
2025 年 2 月 3 日星期一晚上 11：59 AEST/AEDT（第 4 周开始）

You must label your submission with your surname and initials and the assessment task's name, e.g. LapkinS_ Assessment 2
您必须使用您的姓氏和首字母缩写以及评估任务的名称 e.gLapkinS_ Assessment 2 标记您的提交.

Academic Integrity
学术诚信

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
在南十字星大学，学术诚信意味着在学术工作中秉持诚实、公平、守信、勇气、责任和尊重的价值观。

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
南十字星大学学术诚信框架旨在制定一种全面、系统和一致的方法来解决整个大学的学术诚信问题。有关更多信息，请参阅 SCU 学术诚信框架

NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
注意：违反学术诚信的行为包括：不可接受的生成式人工智能（GenAI）工具的使用、GenAI 的使用未得到适当承认或超出评估中定义的可接受限制、引用不当、未正确识别直接引用、紧密释义、抄袭、回收、虚假陈述、串通、作弊、合同欺骗、捏造信息。

GenAI May Not be Used
不得使用 GenAI

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3
生成式人工智能（GenAI）工具，例如 ChatGPT，不得用于此评估任务。您需要证明您是否在没有 GenAI 支持的情况下开发了该单位的技能和知识。如果您在评估任务中使用 GenAI 工具，可能会导致您违反学术诚信，如学生学术和非学术不端行为规则第 3 节所述.

Special Consideration
特别考虑

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
请参阅保单 https://policies.scu.edu.au/document/view-current.php?id=140 的 Special Consideration（特殊注意事项）部分

Late Submissions & Penalties
逾期提交和处罚

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
请参阅政策 https://policies.scu.edu.au/view.current.php?id=00255 的延迟提交和处罚部分

Grades & Feedback
成绩和反馈

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted.
在截止日期之前提交的 Assessments 将获得 SCU 等级。成绩和反馈将发布到 Blackboard 单元站点的“成绩和反馈”部分。请等待 7 天的时间发布时间。

Assessment Criteria
评审准则

Your assessment will be evaluated based on the following criteria:
您的评估将根据以下标准进行评估：

Clarity and depth of reflection.
反射的清晰度和深度。

Comprehensive coverage of the Illness-Wellness Continuum concepts.
全面涵盖 Illness-Wellness Continuum 概念。

Application of the continuum to diverse health consumer narratives.
将连续体应用于不同的健康消费者叙述。

Consideration of cultural responsiveness and respect.
考虑文化响应和尊重。

Quality of video presentation.
视频演示质量。

Please note that your presentation should be delivered without the use of PowerPoint or prompts.
请注意，您的演示文稿应在不使用 PowerPoint 或提示的情况下进行。

Assessment Presentation Brief Rubric
评估演示简介评分标准

Marking Criteria and % allocation 标记标准和 % 分配	High Distinction + 优异成绩 + 100%	High Distinction 优异成绩 (85–99%)	Distinction 分别 (75–84%)	Credit 信用 (65–74%) （65–74%）	Pass 通过 (50–64%)	Marginal Fail 边际失败 (35-49%)	Fail 失败 (1-34%)	Not Addressed 未解决 (0%)
Clarity and depth of reflection (25%) 反射的清晰度和深度（25%）	Exceptional clarity and profound depth in reflecting, demonstrating a sophisticated understanding and insightful analysis of the Illness-Wellness Continuum 非凡的清晰度和深刻的反思深度，展示了对疾病-健康连续体的复杂理解和深刻分析.	Excellent clarity and depth of reflection showcase a strong understanding and analysis of the Illness-Wellness Continuum 出色的清晰度和反思深度展示了对疾病-健康连续体的深刻理解和分析.	Clear and in-depth reflection, indicating a solid understanding and thoughtful examination of the Illness-Wellness Continuum 清晰而深入的反思，表明对疾病-健康连续体的扎实理解和深思熟虑的审视.	Generally clear and sufficiently deep reflection, showing a good understanding and analysis of the Illness-Wellness Continuum 总体上清晰且足够深入的反思，显示出对疾病-健康连续体的良好理解和分析.	Adequate clarity and depth in reflection, with a satisfactory understanding and basic analysis of the Illness-Wellness Continuum 在反思中有足够的清晰度和深度，对疾病-健康连续体有令人满意的理解和基本分析.	Limited clarity and depth, with some understanding evident but lacking in-depth analysis of the Illness-Wellness Continuum 清晰度和深度有限，有一些明显的理解，但缺乏对疾病-健康连续体的深入分析.	Inadequate clarity and depth, reflecting a poor understanding and minimal analysis of the Illness-Wellness Continuum. 清晰度和深度不足，反映出对疾病-健康连续体的理解不足和分析不足。	No attempt made to address the criterion. 没有尝试解决该标准。
Comprehensive coverage of the Illness-Wellness Continuum from the neonatal period to adolescence (20%) 全面覆盖从新生儿期到青春期的疾病-健康连续体（20%）	Thorough and exhaustive coverage of the Illness-Wellness Continuum concepts, demonstrating a deep understanding of the topic and incorporating advanced insights and perspectives from the neonatal period to adolescence. 对疾病-健康连续体概念的全面和详尽的介绍，展示了对该主题的深刻理解，并融合了从新生儿期到青春期的高级见解和观点。	Comprehensive coverage with a strong grasp of the Illness-Wellness Continuum's key concepts, offering detailed insights and analysis across the neonatal period to adolescence. 全面覆盖，对疾病-健康连续体的关键概念有深入的掌握，提供从新生儿期到青春期的详细见解和分析。	Substantial coverage of the Illness-Wellness Continuum concepts, showcasing a solid understanding and application of key principles from the neonatal period to adolescence. 大量涵盖了疾病-健康连续体概念，展示了对从新生儿期到青春期的关键原则的扎实理解和应用。	Adequate coverage of the Illness-Wellness Continuum concepts, addressing the core elements with clarity and satisfactory detail from the neonatal period to adolescence. 充分覆盖疾病-健康连续体概念，清晰和令人满意地解决从新生儿期到青春期的核心要素。	Basic coverage of the Illness-Wellness Continuum concepts, demonstrating a sufficient understanding of fundamental aspects without delving deeply into nuanced elements, spanning the neonatal period to adolescence. 基本涵盖疾病-健康连续体概念，展示了对基本方面的充分理解，而无需深入研究细微的元素，跨越新生儿期到青春期。	Limited coverage of the Illness-Wellness Continuum concepts, with notable gaps in understanding or incomplete exploration of key principles from the neonatal period to adolescence. 疾病-健康连续体概念的覆盖范围有限，从新生儿期到青春期，在理解方面存在明显差距或对关键原则的探索不完整。	Minimal coverage and understanding of the Illness-Wellness Continuum concepts, lacking depth and coherence in addressing essential elements from the neonatal period to adolescence. 对疾病-健康连续体概念的覆盖和理解最少，在解决从新生儿期到青春期的基本要素方面缺乏深度和连贯性。	No attempt made to cover or address the Illness-Wellness Continuum concepts from the neonatal period to adolescence. 没有尝试涵盖或解决从新生儿期到青春期的疾病-健康连续体概念。
Application of the continuum to diverse health consumer narratives (25 %) 将连续体应用于不同的健康消费者叙述（25 %）	Exceptional application of the Illness-Wellness Continuum to a wide range of health consumer narratives demonstrates a profound understanding of diverse perspectives and provides insightful connections beyond expectations. 疾病-健康连续体对广泛的健康消费者叙述的特殊应用展示了对不同观点的深刻理解，并提供了超出预期的深刻联系。	Excellent application of the continuum to diverse health consumer narratives, displaying a strong ability to connect concepts to various contexts and offering insightful analyses that enhance the understanding of different experiences. 将连续体出色地应用于不同的健康消费者叙述，表现出将概念与各种背景联系起来的强大能力，并提供有洞察力的分析，以增强对不同体验的理解。	Very good application of the Illness-Wellness Continuum to diverse health consumer narratives, showing a solid ability to relate key concepts to different scenarios and providing thoughtful analyses. 将疾病-健康连续体很好地应用于不同的健康消费者叙述，显示出将关键概念与不同场景联系起来并提供深思熟虑的分析的扎实能力。	Adequate application of the continuum to diverse health consumer narratives, demonstrating a basic ability to connect concepts to different contexts with clarity and coherence. 将连续体充分应用于不同的健康消费者叙述，展示了将概念清晰和连贯地连接到不同背景的基本能力。	Satisfactory application of the Illness-Wellness Continuum to health consumer narratives, with a basic ability to connect concepts to diverse scenarios, though lacking in-depth exploration. 将疾病-健康连续体令人满意地应用于健康消费者叙事，具有将概念与不同场景联系起来的基本能力，但缺乏深入的探索。	Limited application of the continuum to health consumer narratives, with notable gaps in understanding or incomplete connections to diverse experiences. 连续体在健康消费者叙事中的应用有限，在理解方面存在明显差距或与不同体验的联系不完整。	Minimal application of the Illness-Wellness Continuum to diverse health consumer narratives, lacking depth and coherence in relating key concepts to different scenarios. 疾病-健康连续体对不同的健康消费者叙述的应用最少，在将关键概念与不同场景联系起来时缺乏深度和连贯性。	No attempt made to apply the continuum to diverse health consumer narratives. 没有尝试将连续体应用于不同的健康消费者叙述。
Consideration of cultural responsiveness and respect (15%) 考虑文化响应性和尊重（15%）	Exceptional consideration of cultural responsiveness and respect, demonstrating a profound understanding of diverse cultural nuances and incorporating them seamlessly into the analysis with a high level of sensitivity and insight. 对文化响应和尊重的特殊考虑，展示了对不同文化细微差别的深刻理解，并以高度的敏感性和洞察力将它们无缝地纳入分析中。	Excellent consideration of cultural responsiveness and respect, displaying a strong awareness of diverse cultural factors and effectively integrating them into the work. 出色地考虑了文化响应性和尊重，表现出对不同文化因素的强烈意识，并有效地将它们融入到工作中。	Very good consideration of cultural responsiveness and respect, showing a solid understanding of cultural influences and appropriately addressing them in the analysis. 很好地考虑了文化响应和尊重，表现出对文化影响的深刻理解，并在分析中适当地解决了它们。	Adequate consideration of cultural responsiveness and respect, demonstrating a basic awareness of cultural factors and incorporating them to a satisfactory extent. 充分考虑文化响应性和尊重，表现出对文化因素的基本认识并将其纳入令人满意的程度。	Acceptable consideration of cultural responsiveness and respect, with a basic acknowledgment of cultural factors, although lacking in-depth exploration. 对文化响应和尊重的可接受考虑，对文化因素有基本认识，尽管缺乏深入的探索。	Limited consideration of cultural responsiveness and respect, with noticeable oversights or insensitivity to cultural factors, requiring improvement. 对文化响应和尊重的考虑有限，存在明显的疏忽或对文化因素不敏感，需要改进。	Poor consideration of cultural responsiveness and respect, showing a lack of awareness and understanding of cultural nuances, resulting in inadequate or inappropriate integration. 对文化响应和尊重的考虑不足，表现出对文化细微差别缺乏认识和理解，导致融合不充分或不适当。	No attempt made to consider or address cultural responsiveness and respect. 没有尝试考虑或解决文化响应和尊重。
Pace, presentation and language of the video (15%) 视频的节奏、呈现方式和语言（15%）	Exceptional quality and effectiveness in communication, blending outstanding skills in maintaining audience attention, eye contact, and expressive, clear, and fluent speech at a steady pace, showcasing creativity and technical proficiency. 卓越的沟通质量和效率，融合了保持观众注意力、眼神交流以及以稳定速度表达、清晰和流利的演讲的出色技能，展示了创造力和技术熟练程度。	Excellent quality and effectiveness by incorporating highly engaging and well-executed presentation elements. Maintains audience attention through consistent eye contact, delivering clear and fluent speech at a steady pace. 通过结合极具吸引力和执行良好的演示元素，实现卓越的质量和效果。通过持续的眼神交流保持观众的注意力，以稳定的速度提供清晰流畅的语音。	Very good quality and effectiveness, showcasing strong communication and presentation skills. Maintains audience attention through consistent eye contact, delivering clear and mostly fluent speech at a steady pace. 非常好的质量和效率，展示了强大的沟通和演讲技巧。通过持续的眼神交流保持观众的注意力，以稳定的速度提供清晰且最流畅的语音。	Good quality and effectiveness with clear and competent presentation elements. Makes some attempts to hold the audience's attention through maintained eye contact. Speaks clearly and fluently, mostly at a steady pace, though occasional speeding up may occur. 良好的质量和效果，具有清晰而称职的演示元素。尝试通过保持眼神交流来吸引观众的注意力。说话清晰流利，大部分语速稳定，但偶尔可能会加快速度。	Satisfactory quality and effectiveness, meeting basic presentation standards. Makes attempts to engage the audience through maintained eye contact. Speaks clearly and fluently, mostly maintaining a steady pace, although occasional speeding up may occur. 令人满意的质量和效果，符合基本的演示标准。尝试通过保持眼神交流来吸引观众。说话清晰流利，大部分时间保持稳定的语速，但偶尔可能会加快速度。	Limited quality and effectiveness with noticeable weaknesses in communication or technical aspects. Fails to maintain eye contact with the audience, struggles with being heard or understood, and exhibits issues with speaking pace, being either too fast or too slow. 质量和效果有限，在沟通或技术方面存在明显弱点。未能与听众保持眼神交流，难以被听到或理解，并且表现出说话速度问题，要么太快要么太慢。	Poor quality and effectiveness with significant deficiencies in communication and presentation, including a lack of eye contact with the audience, challenges in being heard or understood, and issues with speaking pace, characterised by being either too fast or too slow. 质量和效果差，在沟通和演示方面存在重大缺陷，包括缺乏与听众的眼神交流，难以被听到或理解，以及说话速度有问题，其特征是太快或太慢。	Does not maintain eye contact with the audience. Can’t be heard or understood. Speaks too fast/slow. Doe不与观众保持眼神交流。无法被听到或理解。说话太快/太慢。

Description of SCU Grades
SCU 等级描述

High Distinction:
优异奖：

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified
学生的表现，除了满足所有的基本学习要求外，还展示了在研究、分析和应用相关技能和概念方面的独特洞察力和能力，并表现出综合、整合和评估知识的非凡能力。学生的表现可以说是相对于指定的学习要求而言的杰出.

Distinction:
分别：

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
学生的表现，除了满足所有的基本学习要求外，还展示了在研究、分析和应用相关技能和概念方面的独特洞察力和能力，并表现出综合、整合和评估知识的良好能力。学生的表现可以说是相对于指定的学习要求而杰出的。

Credit:
信用：

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
学生的表现，除了满足所有规定的基本学习要求外，还展示了在研究、分析和应用相关技能和概念方面的洞察力和能力。学生的表现可以说是符合规定的学习要求。

Pass:
通过：

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
学生的表现满足了所有规定的基本学习要求，并为继续该学科领域的更高层次学习奠定了坚实的基础。就规定的学习要求而言，学生的表现可以说是令人满意的。

Fail:
失败：

The student’s performance fails to satisfy the learning requirements specified.
学生的表现未能满足指定的学习要求。