12 HHD Unit 3 AOS 2 SAC 3

UNIT 3 AOS 2 SAC 3

HEALTH AND HUMAN DEVELOPMENT

2018 UNIT 3 AOS 2 SAC 3

ANSWER GUIDE

Please note that these answers are a guide only and do not represent every possible correct answer.

1. a. Students receive one mark for outlining the overall change in mortality rates for males and another mark for outlining the change for females between 1907 and 2015. Data must be used to be eligible for full marks. For example:

The mortality rate for males decreased from around 2250 per 100 000 in 1907 to around 700 per 100 000 in 2015. For females, the rate fell from around 1800 per 100 000 in 1907 to around 500 per 100 000 in 2015.

1b. Students receive one mark for identifying an improvement in medical technology and another mark for explaining how it could have contributed to a decrease in mortality for a total four marks. Ensure students do not double dip by using two different types of medicine, for example. Examples worth two marks include:

Sphygmomanometer – allowed blood pressure to be measured and interventions put in place which can reduce the risk of heart attack and stroke, decreasing rates of premature death.
Stethoscope – the invention of the stethoscope allowed health professionals to listen for fluid

on the lungs so infections can be detected and medicines used to prevent premature mortality,

thereby reducing mortality rates.
Penicillin - the development of penicillin allowed for many infections to be treated which

decreased the rate of death from these conditions.
X-rays – the development of x-ray machines allowed for tumours to be detected so surgery or

medication could be used in an attempt to eliminate the growth. This resulted in fewer cancer

deaths and a decrease in mortality rates.
Heart–lung bypass machine – the invention of the heart-lung bypass machine allowed doctors

to perform complex heart surgery which could reduce the risk of death and decrease mortality

rates.
MRI scanners – the development of these machines allowed for more conditions to be detected

more accurately which decreased mortality rates by allowing treatment to begin earlier.
Vaccines – many conditions that were leading causes of death in 1907, such as tuberculosis and measles, reduces the rate of deaths from these diseases and contributed to an overall

decrease in mortality rates.
Medicines – the development of medicines, such as chemotherapy and hypertensive drugs,

meant that cancer and cardiovascular disease could be effectively treated in many cases, which contributed to the reduction in mortality rates.

1c. Students receive one mark for identifying each principle of the social model and another mark for explaining how it may contribute to lower mortality rates for a total of four marks. Students can link to specific examples, or link the principles to reduced mortality in more general terms. Examples worth two marks include:

Involves intersectoral collaboration: groups working together can have an increased ability to contribute to behaviour change such as in relation to smoking rates. This can reduce the risk of conditions such as lung cancer which would contribute to lower mortality rates.
Addresses the broader determinants of health: factors such as health literacy and social connectedness have the potential to prevent many premature deaths from occurring, so addressing broader determinants such as these can reduce mortality rates.
Empower individuals and communities: anti-smoking campaigns have worked to reduce smoking rates by giving people assistance in quitting. This has assisted in reducing smoking rates and smoking related deaths, contributing to a lower mortality rate.
Acts to reduce social inequities: those from low socioeconomic back grounds and Indigenous Australians are more likely to experience premature death. If these groups are targeted, mortality rates could decrease.
Increases access to health care: reducing barriers to health care such as cultural, economic and geographical, would mean that more people can access these services. This can provide treatment for many conditions and prevent many deaths, reducing the mortality rate.

2. Students receive four marks for making four points about the differences between old and new public health.

Answers worth two marks include:

Old public health focusses on infectious diseases whereas new public health focusses on lifestyle diseases.
Old public health focusses on removing contaminants from the environment whereas new public health encourages people to lead healthier lives.
Examples of old public health include the provision of clean water and sanitation whereas new public health includes interventions such as smoking laws and education campaigns.
Old public health worked to address the physical environment, whereas new public health also focusses on the sociocultural environment.

3. Students receive one mark for identifying a relevant disease and one mark each for explaining how the biomedical and social models of health work to address the disease for a total of three marks. Examples worth three marks include:

Many cases of cardiovascular disease can be prevented through behaviour change such as eating a healthy diet and regularly exercising. The social model of health works to change these behaviours and can decrease rates of cardiovascular disease as a result. Although many cases of cardiovascular disease can be prevented, not all can. The biomedical model can be very effective at treating cardiovascular disease through interventions such as surgery and medication.
Both the biomedical and social models can work side-by-side to reduce the overall impact of conditions such as cancer. Some cancers can be prevented by reducing exposure to UV, for example. The social model works to reduce UV exposure and prevent skin cancer. But not all skin cancers can be prevented and the biomedical model can be very effective

4a. Students receive one mark for showing an understanding of Medicare and another mark for linking it to a decreased under 5 mortality rate for a total of two marks. For example:

By subsiding doctor’s consultations, more children can receive check-ups which can identify any issues. These concerns can be monitored and treated which reduces the risk of premature death and decreases the U5MR.
By providing fee-free treatment in public hospitals, more children can receive treatment for serious health concerns which can reduce the risk of death and lowers the U5MR.

4b. Students receive one mark for showing an understanding of the PBS and another mark for linking it to a decreased under 5 mortality rate for a total of two marks. Note that vaccinations are technically funded through the National Immunisation Program and not the PBS, however, marks can be awarded if students discuss vaccinations. An answer worth two marks could be:

By subsidising essential medicines, children can be more effectively treated for a range of conditions that might otherwise cause death, thereby reducing the U5MR.

5a. Students are awarded two marks for discussing how private health insurance promotes health in relation to sustainability. Note that ‘health’ in this context, can relate to health and wellbeing or health status. Answers worth two marks include:

Private health insurance provides much needed funding for the health system, which means that more money is available to keep it running. This means that more people are treated in the health system which reduces rates of morbidity and mortality.
The private health insurance industry is regulated by the government to maximise the number of people taking out policies. This means more people have more options for treatment which can reduce levels of stress if a person develops a disease.

5b. Students are awarded two marks for discussing how the NDIS can promote social health and wellbeing. Students should show a specific understanding of the NDIS to be eligible for two marks. For example, if a student answers ‘the NDIS increases opportunities for social interaction which promotes social health and wellbeing’, full marks should not be awarded. They need to explain how the NDIS increases these opportunities. Answers worth two marks include:

The NDIS can provide funding for assistive technology such as wheelchairs. This can mean that people with disabilities become more mobile and can attend social gatherings.
The NDIS provides assistance for people in accessing both mainstream and community support and services. This can include accessing local sporting or arts clubs which can enhance social interactions.

6. Many students will chose from the three issues identified in Outcome 2, but students can choose other issues if they want. Provided the explanation links the action areas to an improvement in population health in Australia, full marks can be awarded. In relation to population health, students can link to health status indicators or dimensions of health and wellbeing, provided a reference to a population is included (e.g. ‘therefore reducing pain and suffering caused by injuries among young Australians’). Answers worth two marks include:

Build Healthy Public Policy

Banning smoking in public places is an example of a healthy public policy. This reduces rates of lung cancer in Australia.
Seatbelt laws ensure that people are secured to their seat which reduces the risk of serious injury on the roads.
The banning of solariums in most parts of Australia is an example of a healthy public policy.

Create supportive environments

Quitline provides a supportive sociocultural environment by providing support for those wanting to quit.
Creating bike lanes to separate cyclists from motorists is an example of a supportive physical environment.
Shade sails are often erected in schools and play groups to create a supportive physical environment.

Strengthen community action

Quit Victoria initiatives are a joint venture between the Victorian Government, VicHealth, the Heart Foundation and the Cancer Council. Together, these groups work to reduce smoking related deaths in Victoria.
The Driver Reviver program involves a range of organisations such as State Emergency Services volunteers, rural and volunteer fire services, Lions Club and Apex members, State Police forces and the TAC. Together, they work to reduce the rate of roads deaths by providing places for rest.
National Skin Cancer Action Week strengthens community action by encouraging people to get involved, including by putting posters up at work, home or at school to remind Australians of the importance of sun protection. This can reduce the incidence of melanoma by reducing UV exposure.

Develop personal skills

Advertising campaigns such as ‘Don’t make smokes your story’ work to educate people of the dangers of smoking which can increase their likelihood of quitting which reduces rates of premature death.
The P.A.R.T.Y. program is a trauma prevention and health promotion initiative that seeks to develop the personal skills of young people by providing a real experience of a major trauma service. This can reduce the rate of car crashes and increase life expectancy as a result.

‘UV. It all adds up’ — this campaign raised awareness about the cumulative effect UV exposure can have over long periods of time. This can assist in reducing mortality rates from skin cancer.

Reorient health services

Quit provides a free online learning training program for health professionals which assists them in helping others to quit which reduces mortality rates due to lung cancer.
Ambulance officers participate in TAC education programs which can assist in preventing road trauma and reduces morbidity and mortality rates.
SunSmart provides support for community health workers, general practitioners and local governments in promoting awareness of UV exposure. This can reduce the risk of sunburn and the incidence of melanoma.

7. a. Students receive one mark for outlining the difference in the proportion of those assessing their health as excellent/ very good and another mark for outlining the difference in the proportion of those assessing their health as fair/ poor for a total of two marks. Students should refer to the ‘persons’ section of the graph and use data to be eligible for full marks. An answer worth two marks could be:

Non-Indigenous Australians are more likely to assess their health as excellent/ very good compared to Indigenous Australians (around 55% and 40% respectively) whereas Indigenous Australians are more likely to assess their health as fair/ poor than non-Indigenous Australians (around 23% and 15% respectively).

7b. Students receive one mark for each point they make about a program working to promote Indigenous health and wellbeing (for a total of three marks) and two marks for explaining how it works to promote health and wellbeing among Indigenous Australians for a total of five marks. Answers worth five marks include:

The ‘2 Spirits’ program is a community program that works to improve the sexual health and wellbeing of Indigenous gay men and transgender women through education, prevention, health promotion, and community development activities. In consultation with community members, the program identifies appropriate means of addressing sexual health issues in this population, through means such as printed resources and campaigns; peer education workshops; retreats for people living with HIV; and social support groups. This program can assist in promoting mental health and wellbeing by ensuring all people feel valued. It also works to promote physical health and wellbeing by promoting messages of safe sex, reducing the risk of STIs.
‘Learn Earn Legend!’ is a program targeting young Indigenous Australians. The program uses high-profile Indigenous Australians to work with young people and encourage them to stay in school. The program works to promote literacy and numeracy so young Indigenous Australians can earn a living and support their families. As the program promotes education, young people may feel good about themselves if they develop skills which can enhance self- esteem. They may also have an opportunity to bond with other young people, which can enhance social health and wellbeing.

7c. Students receive one mark for each criteria they identify and another mark for briefly explaining what it relates to / how it could assist in evaluating programs for a total of four marks. Note that the criteria can be phrased as a question or statement. Principles of the social model of health and action areas of the Ottawa charter can be used to formulate a response, but in this instance, answers must relate to the ability to evaluate the program, not simply state what the concept relates to. Answers worth two marks include:

Is the program culturally appropriate? A culturally appropriate program means that more Indigenous Australians are likely to be involved in it.
Feedback provided by participants. Surveying participants in relation to their experiences with the program can provide valuable information as to its effectiveness.
Have improvements already occurred? Data or other information may be available that indicates that the initiative has already achieved success.
Are people and communities being empowered? When people are involved in the planning and implementation of the program, chances of success increase.
Education is provided. Education empowers people and increases their ability to lead a healthy life. Education can also be passed throughout communities and over time.
A specific need of the group is being targeted. Most groups experience a range of challenges and the most significant challenges should be the primary focus of initiatives.
Is the program receiving adequate funding? Funding is required to implement most initiatives. If adequate funding is being provided, the chance of the initiative producing gain in health and wellbeing increases.

8. a. Two marks are awarded for describing the change in the rate of obesity among children over time. Note that only the dotted line is relevant for this response. For example:

The rate of childhood obesity has increased in Australia over time, from around 16% in 1995 to around 20% in 2015.

8b. Students receive four marks for describing how the Australian Guide to Healthy Eating may promote health in relation to obesity. Note that answers do not have to specifically link to children. Answers worth two marks include:

The AGHE shows energy dense foods like sweetened drinks and biscuits in the bottom corner and advises people to consume them only sometimes and in small amounts. This can reduce energy intake and the risk of obesity.
If people eat the right proportions of foods that make up the pie graph on the AGHE, they may not feel hungry and therefore may not eat as much energy dense foods which can assist in decreasing body weight.
The AGHE recommends drinking water (as shown by the tap filling the glass) which can mean that fewer sweetened drinks are consumed. This can reduce energy intake and reduce the risk of becoming obese.
The AGHE recommends that the healthier fats (mono and polyunsaturated) be consumed in small amounts, as shown in the bottom left hand corner. If people consume these fats in small amounts, it might reduce overall energy intake and reduce the risk of becoming obese.
The largest portions of the circle of the AGHE are grain foods and vegetables. These foods are high in fibre and relatively low in energy. This can mean that people feel full for longer which can reduce the risk of weight gain.

8c. Students receive one mark for each challenge they identify and another mark for linking it to increasing rates of obesity. If students just explain the challenge (without linking it to obesity), only half marks should be

awarded.

Answers worth two marks include:

They may not have the time to cook healthier foods. This can mean that they rely on processed or fast foods which are often high in fat, which can contribute to obesity.
People often require willpower to change their diet. If a person lacks willpower, they may continue to consume foods that are high in energy, contributing to increasing rates of obesity.
They may lack the resources required for cooking heathier foods (a steamer for example). This may mean that they rely on energy-dense, processed foods which can increase obesity rates.
People may rely on foods that are available to them at meal times. Time-poor people may lack the time to effectively plan and shop for ingredients for their meals which may mean they consume too many energy-dense foods which can increase obesity rates.
Individuals may not have the knowledge relating to which foods are high in fat which can mean that more of these foods are consumed, contributing to increasing obesity rates.