QCE HealthPractice Examination 12

This paper covers

• Unit 3: Community as a Resource for Healthy Living — Transport Safety elective, context analysis, needs assessment, diffusion action strategy, RE-AIM evaluation
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic general resistance resources, Ottawa Charter mediate/advocate/enable, respectful relationships during schoolies transition
• Social-ecological model — individual/interpersonal/organisational/community/policy levels applied to schoolies risk behaviour
• Health determinants — peer pressure, alcohol and drug use, transport safety, decision-making capacity, group dynamics
• Diffusion of innovations model — two named process variables (channels and social systems), target group specification, methodology and resources
• RE-AIM framework — Reach, Effectiveness, Adoption, Implementation, Maintenance applied to schoolies health innovations
• Salutogenic approach — general resistance resources, sense of coherence (comprehensibility, manageability, meaningfulness) in post-schooling transition
• Health literacy and social justice as overarching health resources
• Ottawa Charter action areas: build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services
• Life course perspective — chronological age (17–18), relationships, life transitions (Year 12 to post-schooling), social change, historical time

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.