§-Health syllabus

Health syllabus, dot point by dot point

Every dot point in the QLD Health syllabus, in syllabus order, with a focused answer for each. Open any dot point for the answer, exam-style questions and links to related points.

Unit 3: Community as a resource for healthy living

Unit overview →

How do health literacy and social capital function as community health resources that build resilience?

Explain health literacy and social capital as community resources and analyse how they build the capacity of a community to access and build resilience

7 min read →

How does the salutogenic approach and a sense of coherence explain why some communities stay healthy under pressure?

Explain the salutogenic approach, the ease and dis-ease continuum, the sense of coherence and generalised resistance resources, and apply them to building resilience as a community resource

6 min read →

How do the five action areas of the Ottawa Charter work together to promote community health?

Explain and apply the five action areas of the Ottawa Charter for Health Promotion to build resilience as a community resource for a priority health issue

7 min read →

How do you design a diffusion action strategy to spread a healthy innovation through a community?

Apply the diffusion of innovations process variables to design a diffusion action strategy that builds resilience for a community priority issue

6 min read →

How does the health inquiry process structure action research into a community health priority?

Apply the QCAA health inquiry process and the action research approach to investigate a community health priority and recommend evidence-based action

7 min read →

How can a community build resilience to reduce the burden of a priority issue such as transport safety?

Investigate a Unit 3 elective priority issue (such as transport safety, homelessness or anxiety) and evaluate community action that builds resilience as a health resource

7 min read →

How do the determinants of health and the Ottawa Charter explain and address anxiety as a community priority?

Analyse anxiety as a priority issue using the determinants of health and apply the Ottawa Charter and a salutogenic approach to build community resilience

7 min read →

How do the determinants of health and the Ottawa Charter explain and address homelessness as a community priority?

Analyse homelessness as a priority issue using the determinants of health and apply the Ottawa Charter to build community resilience for people at risk of or experiencing homelessness

7 min read →

How do the determinants of health shape resilience as a community resource?

Analyse how the social, economic, environmental and cultural determinants of health influence the capacity of a community to build and access resilience as a health resource

6 min read →

How do health equity and the determinants of health, including global ones, help us judge whether community action is fair?

Analyse health equity and the social gradient of health, with global determinants as background, to judge whether community action is fair

7 min read →

Unit 4: Respectful relationships in the post-schooling transition

Unit overview →

Why is the post-schooling transition a high-stakes health context and how do relationships shape it?

Explain the post-schooling transition as a health context and analyse how respectful relationships act as a resource during this period of change

6 min read →

How do the diffusion of innovations model and RE-AIM help plan and evaluate health promotion action?

Apply the diffusion of innovations model and the RE-AIM framework to plan, implement and evaluate health promotion action for collective resilience

6 min read →

How do you write a high-band extended response in the QCE Health external assessment?

Apply extended-response technique to unseen stimulus, integrating the determinants, the Ottawa Charter, diffusion and RE-AIM under timed external-examination conditions

7 min read →

How do you gather, appraise and use evidence to build a defensible health investigation?

Apply skills of evidence selection and appraisal, judging reliability and validity, to investigate a respectful relationships priority for the IA3 investigation

7 min read →

How do respectful relationships act as a collective health resource during the post-schooling transition?

Analyse how respectful relationships build collective resilience and support health during the transition out of school

6 min read →

How do social norms and bystander action shift respectful relationship behaviour in a community?

Analyse how social norms and bystander action influence respectful relationships, and apply social norms approaches to health promotion for collective resilience

7 min read →

How is an effective health promotion campaign designed to change behaviour and norms?

Design and justify a health promotion campaign that uses the Ottawa Charter action areas to build resilience and shift social norms in the post-schooling transition

7 min read →

How do you evaluate whether health promotion action has built resilience and improved health?

Evaluate the effectiveness of health promotion action against criteria and recommend refinements that strengthen resilience and equity

7 min read →