Exam preparation session 2021 handout - includes all VCAA 2019 exam Qs PDF

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practice exams...

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‘Promoting excellence in Health and Human Development’

2021 Exam Teacher Preparation Presenter: Andrew Beaumont St. Bede’s College The Health Teachers’ network PO BOX 729 Black Rock, 3193 [email protected] https://www.healthteachersnetwork.com.au Teacher Page: https://www.facebook.com/groups/HHDteachers/ Student Page: https://www.facebook.com/VCEHHD

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2021 Health and Human Development Examination Teacher Preparation Outline of the session Exam format and general advice Review of past two exams and VCAA Sample Questions Student Preparation

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Exam Format and General Advice General Information • • • • • • •

Content and format The exam contributes 50% to the overall study score. It will address Unit 3 AND 4 (around a 50-50 split). Requires a range of skills including recall, interpretation and application of knowledge. Must be familiar with appropriate HHD key terms. Prepare study cards and summary tables / graphs etc. Attempt practice questions and discuss answers with your teacher. Find out why you got it right / wrong.

The exam paper • • • • • • •

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Exam booklet includes questions and lines for answers. The paper will be worth 100 marks. It will contain questions with multiple parts. Students will need to apply their knowledge. Marks are allocated for each question. Use these as a guide. Stimulus material provided in many questions. There will be one question (or one part of a question) worth 8 -10 marks. The exam paper will be scanned and marked electronically. DO NOT write outside the border of each page and if you cannot finish a response on the page in which the answer space appears, turn to the back of the booklet and LABEL your responses. The scanner picks up colours.

In the exam room – reading time • • • • •

Take your time and use reading time wisely. You have 15 minutes. Read the whole paper first. Go back and read each question again, carefully. Take time to correctly interpret stimulus material. Note key words and think about what is required e.g.: identify, suggest, justify etc.

In the exam room – writing time • • • • • • • • • • • • • •

Write down any relevant acronyms or silly sentences if this will allow you to concentrate better. Start with the easiest questions. Re read the question when you are half way through your answer to ensure you are still on track. Use examples to illustrate ideas when explaining. Use mark allocation and space provided as a guide for the amount of detail required. If a question asks for two factors, only first two will be assessed. The first question following a table / graph usually asks you about trends from the graph. If you are going to run out of time, direct markers to your plan if you have one. Answer questions based on what they are asking for. They are not trying to ‘trick’ you. Use appropriate terminology. Do not re write question or include an introductory paragraph. If you make a mistake, rule it out and move on. Make sure handwriting is legible. Direct markers to the space if you finish an answer elsewhere on the paper.

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Review of past two exams & the VCAA Sample questions* *and some older ones where lessons can be learnt

Unit 3: Outcome 1 – Understanding health and wellbeing Key knowledge • Concepts of health and wellbeing (including physical, social, emotional, mental and spiritual dimensions) and illness, and the dynamic and subjective nature of these concepts 2020 Q 1.a.

2018 Q 3

• Benefits of optimal health and wellbeing and its importance as a resource individually, nationally and globally 2020 Q 1.b.

2019 Q 1.b.

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• Prerequisites for health as determined by the WHO including peace, shelter, education, food, income, a stable eco-system, sustainable resources, social justice and equity 2020 Q 12.a.

2019 Q 1.a.

• Indicators used to measure and understand health status: incidence, prevalence, morbidity, burden of disease, disability-adjusted life year (DALY), life expectancy, healthadjusted life expectancy (HALE), mortality (including maternal, infant and under 5) and self-assessed health status 2019 Q.8.a.

2018 Q1

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• Health status of Australians and the biological, sociocultural and environmental factors that contribute to variations between population groups including: – males and females – Indigenous and non-Indigenous – high and low socioeconomic status – those living within and outside of Australia’s major cities 2020 Q 7.c.

2020 Q 7.d.

2020 Q 3.a.

2019 Q2.b.

2019 Q9.b.

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2018 Q5

• The contribution to Australia’s health status and burden of disease of smoking, alcohol, high body mass index, and dietary risks (under-consumption of vegetables, fruit and dairy foods; high intake of fat, salt and sugar; low intake of fibre and iron). 2020 Q 4.a.

2019 Q3.a.

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2019 Q 4.a.

Key skills • Explain the dynamic and subjective nature of the concepts of health and wellbeing and illness • Describe interrelationships between dimensions of health and wellbeing 2020 Q 2.c.

2020 Q 2.d.

2019 Q3.b.

VCAA Sample Questions

• Explain the individual and collective importance of health and wellbeing as a resource • Describe global benefits of the pursuit of optimal health and wellbeing • Identify the WHO’s prerequisites for health and explain their links to improved health outcomes • Describe and apply indicators used to measure health status

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• Use data to describe and evaluate the health status of Australians 2020 Q 7.a.

2019 Q9.a.

• Analyse patterns in morbidity and mortality in Australia over time

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• Analyse health information to explain factors that contribute to variations in health status between population groups. 2013 – Q 4 a (Section A)

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Unit 3: Outcome 2 - Promoting health and wellbeing Key knowledge • Improvements in Australia’s health status since 1900 and reasons for these improvements, focusing on policy and practice relating to: – ‘old’ public health 2018 Q1

– the biomedical approach to health and improvements in medical technology – development of ‘new’ public health including the social model of health and Ottawa Charter for Health Promotion 2020 Q8.b.

2019 Q 2.a.

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2018 Q2

– the relationship between biomedical and social models of health 2020 Q 9.c.

2019 Q8.c.

• Australia’s health system, including Medicare, private health insurance, the Pharmaceutical Benefits Scheme and the National Disability Insurance Scheme, and its role in promoting health in relation to funding, sustainability, access and equity 2020 Q 7.b.

2020 Q 2.a.

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2020 Q 2.b.

2019 Q 10.a and b.

• The role of health promotion in improving population health, focusing on one of: smoking, road safety, or skin cancer, including: – why it was/is targeted – effectiveness of the health promotion in improving population health – how the health promotion reflects the action areas of the Ottawa Charter for Health Promotion 2019 Q16a, b and c.

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2018 Q11

• Initiatives introduced to bring about improvements in Indigenous health and wellbeing in Australia and how they reflect the action areas of the Ottawa Charter for Health Promotion 2020 Q8.a.

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• Initiatives to promote healthy eating in Australia including Australian Dietary Guidelines and the work of Nutrition Australia, and the challenges in bringing about dietary change. 2020 Q 4.b.

2020 Q 3.c.

2019 Q.4.b

Key skills • Analyse data that show improvements in health over time and draw conclusions about reasons for improvements 2020 Q 5.a.

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2020 Q 5.b.

2019 Q8.b.

• Analyse the role of Medicare, private health insurance, the Pharmaceutical Benefits Scheme and the National Disability Insurance Scheme in promoting Australia’s health • Analyse the strengths and limitations of biomedical and social models of health in bringing about improvements in health status 2019 Q 8.d.

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• Apply the action areas of the Ottawa Charter for Health Promotion to a range of data and case studies 2017 Q7 c.

• Evaluate initiatives in terms of their capacity to improve Indigenous health and wellbeing • Draw conclusions as to why dietary improvements are difficult to achieve in Australia.

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Unit 4: Outcome 1 - Health and wellbeing in a global context Key knowledge • characteristics of high- , middle- and low-income countries 2020 Q 9.a.

2019 Q 6.b.

• similarities and differences in health status and burden of disease in low- , middle- and high-income countries, including Australia 2020 Q 10.a.

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2015 – Q 9 a

• factors that contribute to similarities and differences in health status and burden of disease, including access to safe water; sanitation; poverty; inequality and discrimination (race, religion, sex, sexual orientation and gender identity); and global distribution and marketing of tobacco, alcohol and processed foods 2020 Q 10.c.

2020 Q 10.b.

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2020 Q 9.b.

2019 Q12.a.

2010 – Q 6 b (Section B)

• the concept and dimensions of sustainability (environmental, social, economic) and its role in the promotion of health and wellbeing 2020 Q 6.b.

2020 Q 6.c.

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• the concept of human development, including advantages and limitations of the Human Development Index 2020 Q 13.b.

2019 Q.6.a.

2018 Q7

• implications for health and wellbeing of global trends including: - climate change (rising sea levels, changing weather patterns and more extreme weather events) - conflict and mass migration - increased world trade and tourism - digital technologies that enable increased knowledge sharing. 2020 Q 12.b.

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2019 Q 11.a.

2019 Q14

VCAA Sample Questions

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Key skills • describe characteristics of high-, middle- and low-income countries • evaluate data to analyse similarities and differences between countries in relation to health status and burden of disease • analyse factors that contribute to health status and burden of disease in different countries and discuss their impact on health and wellbeing • compare health data and other information to analyse reasons for health inequalities within and between nations 2019 Q12.b and c.

• explain sustainability (environmental, social, economic) and its importance in the promotion of health and wellbeing in a global context • explain the Human Development Index and evaluate its usefulness in measuring human development of countries • analyse the implications for health and wellbeing of particular global trends.

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Unit 4: Outcome 2 - Health and the Sustainable Development Goals Key knowledge • rationale and objectives of the UN’s SDGs 2020 Q 6.a.

• key features of SDG 3 ‘Ensure healthy lives and promote wellbeing for all at all ages’ • relationships between SDG 3 and SDGs 1, 2, 4, 5, 6 and 13 that illustrate collaboration between the health sector and other sectors in working towards health-related goals 2020 Q 11

2018 Q7

VCAA Sample Questions Q8

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• priorities and work of the WHO 2020 Q 13.a.

2019 Q.7.a and b.

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2018 Q10

• the purpose and characteristics of different types of aid including emergency, bilateral and multilateral 2019 Q13.a.

2018 Q8

• features of Australia’s aid program including its priority areas and the types of partnerships involved 2018 Q12

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2017 Q13

• the role of non-government organisations in promoting health and wellbeing, and human development 2019 Q13.a.

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• features of effective aid programs that address the SDGs, and examples of effective implementation, with details of one such program including: - its purpose and the SDG/s addressed - details of implementation and the partnerships involved - contribution to promoting health and wellbeing, and human development 2019 Q 13.b and c.

2018 Q8

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• ways in which individuals can engage with communities and/or national and international organisations to take social action that promotes health and wellbeing. 2019 Q 11.b.

2018 Q11

VCAA Sample Questions (Q7 a)

Key skills • describe the objectives of the UN’s SDGs and justify their importance • describe key features of SDG 3 and analyse its relationships with other SDGs in collaborative approaches to improving health and wellbeing, and human development globally 2019 Q5 – 10 marks

2018 Q8

• explain the priorities and the work of the WHO and discuss how the WHO priorities are reflected in different scenarios • describe and justify different types of aid • explain and evaluate the role of non-government organisations in promoting health and wellbeing, and human development globally

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• analyse and evaluate the effectiveness of aid programs in promoting health and wellbeing, and human development VCAA Sample Questions

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• describe and justify ways of taking social action to promote health and wellbeing. VCAA Sample Questions

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Preparing students for the exam Exam terminology Read the question:

Concept maps • The five dimensions of health and wellbeing • Importance of optimal health and wellbeing (individually, nationally, globally) • Factors that contribute to variations in health status • Characteristics of low-, middle- and high-income countries • The three dimensions of sustainability • Rationale and objectives of the SDGs • Key features of SDG 3 • Break the definition of Human Development down: Creating an environment that allows people to: • develop to their full potential • lead productive, creative lives in accord with their needs and interests • expand their choices and enhance their capabilities (the range of things people can be and do) • have access to knowledge, health and a decent standard of living, • participate in the life of their community and decisions affecting their lives. Cue cards •

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Key terms - all words within the key knowledge and key skills points. For example, dimensions of health and wellbeing, health status indicators, models of health and factors contributing to variations in health status - link SDGs link

Summary tables •

Prerequisites for health according to the WHO

Priority

Explanation

Links to improved health outcomes

Peace

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Factors contributing to variations in health status:

Factor

Example

Explanation

Biological

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Population groups:

Population group

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Differences in health status

Factors contributing to variations in health status Biological Sociocultural Environmental

Contribution to Australia’s health status and burden of disease of various risk factors:

Risk Smoking

Links to disease

Links to health status and burden of disease

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Principles of the social model:

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Principle

Explanation

Relate to a health issue - drug abuse

Relate to a health issue - XXXX

Addresses the broader determinants of health •

The Ottawa Charter for Health promotion (including for areas of health promotion and initiatives introduced to bring about improvements in Indigenous health and wellbeing):

Action area Build public Health policy •

Explanation

Examples

Australia’s health system

Component of the health system

How it promotes health in relation to: Explanation Funding

Sustainability

Access

Equity

Medicare

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Factors contributing to similarities and differences in health status and burden of disease

Factor

Explanation

Links to similarities and differences in health status

Access to safe water Sanitation

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Links to similarities and differences in burden of disease

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Implications for health and wellbeing of global trends Global trend

Explanation

Implications for health and wellbeing

Climate change – rising sea levels Climate change – changing weather patterns Climate change – more extreme weather events

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HDI:

Dimension A long and healthy life

Indicator Life expectancy at birth Expected years of schooling

Knowledge A decent standard of living

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Gross National Income per capita

SDGs:

Sustainable Development Goal

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Mean years of schooling

Explanation the number of years a person can expect to live if current mortality rates continue. the number of years of that is expected for a child entering the education system. the average years of schooling achieved by those aged 25 years and older. the income generated by the country, divided by the number of people in the population.

Description of the Goal

Relationship with SDG 3

Types of aid:

Type of aid

Explanation / purpose

Examples

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Justification

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WHO Priorities and Work Priority

Explanation

Examples of how the WHO work towards it

Explanation

Examples

Achieving universal health coverage

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Priorities of Australia’s aid program Priority

Building resilience: humanitarian assistance, disaster risk reduction and social protection

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Programs addressing SDGs:

Program

Purpose and SDG addressed

Implementation and partnerships involved

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Contribution to promoting health and wellbeing

Contribution to promoting human development

Acronyms •

Principles of the social model: I-DEAR (intersectorial, determinants, empower, access, reduce)

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Ottawa Charter: Bad Cats Smell Dead Rats

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SDGs – New Zealand’s Good Quality Guys Cook Clams

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WHO Priorities: AAP

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Australian Government’s aid priorities – A BEIGE aid program

Past exam questions •

Practice past questions

Use the stimulus where required. 2011:

Apply your knowledge to new situations. For example:

Trial exams •

Numerous Providers - Health Teachers’ Network

VCAA Assessor’s Reports

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