QCE HealthPractice Examination 13

This paper covers

• Unit 3 Community as a Resource for Healthy Living — peer-support innovation in secondary schools
• Unit 4 Respectful Relationships in the Post-Schooling Transition — salutogenic GRRs and life course perspective
• Social-ecological model: individual, interpersonal, organisational, community, and societal determinants
• Diffusion of innovations model: innovators/early adopters/early majority/late majority/laggards; process variables including relative advantage, compatibility, complexity, trialability, observability
• RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, Maintenance
• Ottawa Charter strategies: mediate, advocate, enable across school and community settings
• Salutogenic approach and general resistance resources (GRRs) — peer support as a GRR
• Life course perspective: chronological age, relationships, life transitions, social change, historical time
• Health literacy and social justice as overarching health resources
• Health inquiry model applied to community needs analysis and context analysis
• QCAA cognitive objectives 1–4: recognise/describe, comprehend/use, analyse/interpret, evaluate/justify
• Peer-support program piloted across two co-educational secondary schools with different community demographics and readiness for adoption

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.