Assessment and exam practice.

Try this with Health

1. Check the task format, time limit and permitted materials with your school.
2. Start with one timed section or task and record where you spent the most time.
3. Review errors before attempting another section. Separate missing knowledge from timing problems.

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Practice paper focus areas

• Exam 1 — Unit 3: Community as a Resource for Healthy Living — context analysis, needs assessment, diffusion of innovations model, RE-AIM framework, Ottawa Charter mediate/advocate/enable strategies, social-ecological model (individual, interpersonal, organisational, community, policy levels), health literacy as a resource; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective (chronological age, relationships, life transitions, social change, historical time), salutogenic approach (general resistance resources, sense of coherence: comprehensibility, manageability, meaningfulness), respectful relationships as a salutogenic GRR, transition from school to employment in unfamiliar communities; Overarching frameworks: health inquiry model, Ottawa Charter (build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services; mediate, advocate, enable), social justice as a health resource
• Exam 2 — Unit 3: Community as a Resource for Healthy Living — RE-AIM framework evaluation, diffusion of innovations, needs assessment, Ottawa Charter mediate/advocate/enable; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as general resistance resource; Stimulus context: First-year university students on a large metropolitan campus navigating social relationships and academic pressure
• Exam 3 — Unit 4 Respectful Relationships in the Post-Schooling Transition; Unit 3 Community as a Resource for Healthy Living; Apprentices and trainees in Queensland construction industry
• Exam 4 — Unit 3 Community as a Resource for Healthy Living - homelessness elective, diffusion of innovations model, RE-AIM framework, context analysis and needs assessment, social-ecological model, Ottawa Charter; Unit 4 Respectful Relationships in the Post-Schooling Transition - life course perspective, salutogenic general resistance resources, health literacy, social justice, post-schooling transition identities and relationships; Stimulus context: young people experiencing housing instability in a regional Queensland town during the post-schooling transition
• Exam 5 — Unit 3 – Community as a Resource for Healthy Living: context analysis, needs assessment, diffusion action strategy, RE-AIM framework evaluation; Unit 4 – Respectful Relationships in the Post-Schooling Transition: life course perspective, salutogenic approach, respectful relationships as a general resistance resource; Ottawa Charter: mediate, advocate, enable action strategies
• Exam 6 — Unit 3: Community as a Resource for Healthy Living — Transport Safety elective, needs assessment, diffusion action strategy, RE-AIM evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as a general resistance resource; Rural and remote Queensland youth: geographic isolation, limited public transport infrastructure, transport safety risks, post-schooling transitions
• Exam 7 — Unit 3: Community as a Resource for Healthy Living — RE-AIM framework, diffusion of innovations, Ottawa Charter, social-ecological model, salutogenic approach, health inquiry model, context analysis, needs assessment; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, respectful relationships as salutogenic general resistance resource, post-schooling transition, gap year/work contexts, health literacy, social justice; Cohort: new employee cohort at a regional mining/resources company completing a gap year placement far from home
• Exam 8 — Unit 3: Community as a Resource for Healthy Living — context analysis, needs assessment, diffusion action strategy, RE-AIM evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as general resistance resource; Social-ecological model applied to TAFE transition context
• Exam 9 — Unit 3 Community as a Resource for Healthy Living — anxiety elective topic, school/community context, context analysis and needs assessment; Unit 4 Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic general resistance resources, respectful relationships post-Year 12; Health inquiry model applied to transition anxiety in a Year 12 cohort
• Exam 10 — Unit 3: Community as a Resource for Healthy Living — Anxiety elective topic, context analysis, needs assessment, diffusion action strategy, RE-AIM evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, social media and online relationships, salutogenic approach, general resistance resources; Ottawa Charter: mediate, advocate, enable action strategies
• Exam 11 — Unit 3 – Community as a Resource for Healthy Living: homelessness elective, context analysis, needs assessment, diffusion action strategy, RE-AIM framework evaluation; Unit 4 – Respectful Relationships in the Post-Schooling Transition: life course perspective, salutogenic general resistance resources, Ottawa Charter mediate/advocate/enable, respectful relationships in post-schooling contexts; Multicultural suburban Brisbane cohort: language barriers, limited health literacy, homelessness risk intersection with cultural identity and social determinants
• Exam 12 — Unit 3: Community as a Resource for Healthy Living — Transport Safety elective, context analysis, needs assessment, diffusion action strategy, RE-AIM evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic general resistance resources, Ottawa Charter mediate/advocate/enable, respectful relationships during schoolies transition; Social-ecological model — individual/interpersonal/organisational/community/policy levels applied to schoolies risk behaviour
• Exam 13 — Unit 3 Community as a Resource for Healthy Living — peer-support innovation in secondary schools; Unit 4 Respectful Relationships in the Post-Schooling Transition — salutogenic GRRs and life course perspective; Social-ecological model: individual, interpersonal, organisational, community, and societal determinants
• Exam 14 — Unit 3 Transport Safety — community context analysis, needs assessment, diffusion of innovations action strategy, RE-AIM framework evaluation; Unit 4 Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, Ottawa Charter, social-ecological model; Young Queensland drivers aged 17–21 on P-plates during post-schooling transition as the cohort
• Exam 15 — Unit 3: Community as a Resource for Healthy Living — anxiety as elective topic, context analysis, needs assessment, diffusion action strategy, RE-AIM framework evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic general resistance resources, respectful relationships post-Year 12; Ottawa Charter: mediate, advocate, enable action strategies applied to online wellbeing platform
• Exam 16 — Unit 3: Community as a Resource for Healthy Living — context analysis, needs assessment, diffusion of innovations, RE-AIM framework, Ottawa Charter; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, social-ecological model, general resistance resources; Stimulus context: regional Queensland community sports club using sport to build respectful relationships and social connections among post-school youth
• Exam 17 — Unit 3: Community as a Resource for Healthy Living — homelessness prevention, diffusion of innovations, RE-AIM framework, context analysis, needs assessment, social-ecological model; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as GRR, Ottawa Charter mediate/advocate/enable, post-schooling transition; Faith-based community organisation implementing homelessness prevention for young people at risk of leaving home in suburban Queensland
• Exam 18 — Unit 3: Community as a Resource for Healthy Living — social-ecological model, salutogenic approach, Ottawa Charter, diffusion of innovations, RE-AIM framework, health inquiry model; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, respectful relationships as salutogenic general resistance resource, post-schooling transition contexts; Health literacy and social justice as overarching health resources
• Exam 19 — Unit 3 Community as a Resource for Healthy Living — Anxiety elective: context analysis, needs assessment, diffusion action strategy, RE-AIM evaluation; Unit 4 Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as general resistance resource; Statewide mental health awareness campaign targeting anxiety during exam and transition periods
• Exam 20 — Unit 3: Community as a Resource for Healthy Living — transport safety elective, context analysis, needs assessment, diffusion action strategy (target group, methodology, resources, two named diffusion process variables), RE-AIM evaluation; Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as a general resistance resource, post-Year 12 transition contexts (work, further study, gap year); Ottawa Charter action areas: mediate, advocate, enable across all stimuli