§-Health syllabus
QLD · QCAA← Health
Health syllabus, dot point by dot point
Every dot point in the QLD Health syllabus, with a focused answer for each. Click any dot point for a worked explainer, past exam questions and links to related points.
Unit 3: Resilience as a community and global resource
Module overview →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
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
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
How do global determinants and health equity shape resilience as a global resource?
Analyse health equity and the global determinants of health, and explain how resilience operates as a global as well as a community resource
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
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
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
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
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
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
Unit 4: Respectful relationships in the post-schooling transition
Module overview →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
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
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
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
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
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
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
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