QCE HealthPractice Examination 16

This paper covers

• Unit 3: Community as a Resource for Healthy Living — context analysis, needs assessment, diffusion of innovations, RE-AIM framework, Ottawa Charter
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, social-ecological model, general resistance resources
• Stimulus context: regional Queensland community sports club using sport to build respectful relationships and social connections among post-school youth
• Assessment objectives 1–4: recognise/describe, comprehend/use, analyse/interpret, evaluate/justify
• Health literacy and social justice as overarching health resources
• Ottawa Charter strategies: mediate, advocate, enable
• Diffusion of innovations: target group, methodology, resources, two named diffusion process variables
• RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, Maintenance
• Social-ecological model: individual, interpersonal, organisational, community, policy levels
• Post-schooling transition: work, further study, gap year; chronological age, life transitions, social change

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.