QCE HealthPractice Examination 1

This paper covers

• Unit 3: Community as a Resource for Healthy Living — context analysis, needs assessment, diffusion of innovations model, RE-AIM framework, Ottawa Charter mediate/advocate/enable strategies, social-ecological model (individual, interpersonal, organisational, community, policy levels), health literacy as a resource
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective (chronological age, relationships, life transitions, social change, historical time), salutogenic approach (general resistance resources, sense of coherence: comprehensibility, manageability, meaningfulness), respectful relationships as a salutogenic GRR, transition from school to employment in unfamiliar communities
• Overarching frameworks: health inquiry model, Ottawa Charter (build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services; mediate, advocate, enable), social justice as a health resource
• Stimulus context: gap year workers on a remote Queensland island transitioning from school to employment in an unfamiliar community — isolation, social integration, workplace wellbeing, community capacity, cultural unfamiliarity, digital connectivity barriers
• Cognitive objectives: Q1 weighted toward Obj 1 (recognise/describe) and Obj 3 (analyse/interpret/critique); Q2 weighted toward Obj 2 (comprehend/use) and Obj 4 (evaluate/justify)
• Assessment design: two 24-mark extended response questions, 48 marks total, stimulus-based, QCAA Health General Units 3 and 4

Students are permitted to bring into the examination the materials normally allowed for this subject. Answer all questions in the spaces provided.

This is an ATARMAxxing practice paper. It is not an official examination and is not affiliated with, endorsed by, or produced by the VCAA, NESA or the QCAA.