QCE HealthPractice Examination 7

This paper covers

• Unit 3: Community as a Resource for Healthy Living — RE-AIM framework, diffusion of innovations, Ottawa Charter, social-ecological model, salutogenic approach, health inquiry model, context analysis, needs assessment
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, respectful relationships as salutogenic general resistance resource, post-schooling transition, gap year/work contexts, health literacy, social justice
• Cohort: new employee cohort at a regional mining/resources company completing a gap year placement far from home
• Frameworks applied: Ottawa Charter (mediate, advocate, enable), social-ecological model (individual, interpersonal, organisational, community, public policy levels), diffusion of innovations (relative advantage, compatibility, complexity, trialability, observability), RE-AIM (reach, effectiveness, adoption, implementation, maintenance), salutogenic approach (sense of coherence: comprehensibility, manageability, meaningfulness; general resistance resources)
• Health determinants: social isolation, occupational health and safety culture, social norms around alcohol and risk behaviour, access to healthcare in regional settings, shift work and sleep disruption, financial pressure, peer influence, mental health literacy
• Assessment objectives: Obj 1 recognise/describe, Obj 2 comprehend/use, Obj 3 analyse/interpret/critique, Obj 4 evaluate/justify
• Cognitive verbs: describe, critique, develop, evaluate
• Extended response format: two 24-mark questions totalling 48 marks, stimulus-grounded, Band A model answers with full framework application and cohort specificity

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.