QCE HealthPractice Examination 20

This paper covers

• Unit 3: Community as a Resource for Healthy Living — transport safety elective, context analysis, needs assessment, diffusion action strategy (target group, methodology, resources, two named diffusion process variables), RE-AIM evaluation
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as a general resistance resource, post-Year 12 transition contexts (work, further study, gap year)
• Ottawa Charter action areas: mediate, advocate, enable across all stimuli
• Social-ecological model: intrapersonal, interpersonal, organisational, community, and public policy determinants
• Health inquiry model, diffusion of innovations model (innovation attributes, adopter categories, diffusion process variables), salutogenic approach (sense of coherence: comprehensibility, manageability, meaningfulness)
• Health literacy and social justice as overarching health resources
• RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, Maintenance
• Life course perspective: chronological age, relationships, life transitions, social change, historical time
• Regional Queensland council–school transport safety partnership; cohort = young pedestrians, cyclists, and drivers transitioning post-Year 12

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.