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Unit 4: Respectful relationships in the post-schooling transition

8 dot points across 8 inquiry questions. Click any dot point for a focused answer with worked past exam questions where available.

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
A QCE Health Unit 4 answer on the diffusion of innovations model and the RE-AIM framework, covering how new health behaviours spread, how to evaluate reach and maintenance, and how to apply both to a campaign.
6 min answer →

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
A QCE Health Unit 4 answer on evaluating health promotion action, covering evaluation criteria, equity and access, drawing evidence-based conclusions, and recommending refinements that strengthen collective resilience.
6 min answer →

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
A QCE Health Unit 4 guide to the external assessment extended response, covering the command words, how to read stimulus, structuring an evidence-based argument, and applying the frameworks under timed conditions.
6 min answer →

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
A QCE Health Unit 4 answer on designing a health promotion campaign, covering the principles of health promotion, applying the Ottawa Charter, targeting and message design, and how to justify campaign decisions with evidence.
6 min answer →

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
A QCE Health Unit 4 answer on the IA3 investigation skills of selecting, appraising and using evidence, covering reliability, validity, primary and secondary data, and building a defensible criteria-based conclusion.
6 min answer →

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
A QCE Health Unit 4 answer on respectful relationships as a collective health resource in the post-schooling transition, covering the features of respectful relationships, collective resilience, and how to analyse them with evidence.
6 min answer →

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
A QCE Health Unit 4 answer on social norms and bystander action, covering descriptive and injunctive norms, misperception, the bystander effect, and how social norms approaches promote respectful relationships and collective resilience.
6 min answer →

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
A QCE Health Unit 4 answer on why the post-schooling transition is a high-risk health context, the stressors young people face, and how respectful relationships and a sense of coherence build resilience through the change.
6 min answer →