An Australian Perspective on Health and Human Development VCE Units 1 & 2

Examination preparation suggested responses, Activity sheets and Quizzes

Examination preparation suggested responses

Chapter 1: Introducing health and human development

AStudents receive 1 mark for each definition of the components of health:

  • Physical health refers to how efficiently and/or effectively the body and its systems are able to function.
  • Social health refers to how effectively people are able to interact with others in their society and/or environment.
  • Emotional health refers to how well a person can function where their thoughts, feelings and behaviours are concerned, not only relevant to themselves but to the world around them.

BStudents receive 1 mark for each of the correctly identified examples of health and/or development.

Possible examples of health include:

  • Social health – Interaction with workmates and clients.
  • Physical health – Regular exercising when walking the dog.
  • Emotional health – Distress at future loss of recreational facility.

Possible examples of development include:

  • Social development – Increase in ability to interact with a wide and continuously changing group of people at her work at the hospital.
  • Physical development – Increase in development of gross motor skills through participation in physical activity.
  • Intellectual development – Increase in knowledge gained from museum and zoo visits.
  • Emotional development – Increase in attainment of self-esteem through achievements at work and positive interactions with her niece and nephew.

CStudents receive 2 marks for each of their examples from each of the environmental categories: 1 mark will be allocated for a correct example and 1 mark for their description of its impact.

Possible examples include:

  • Social environment – Reciprocal interactions with other family members may have a positive impact on Sarah’s social health.
  • Physical environment – Availability of public transport in her area allows Sarah to conveniently enjoy outings, which may impact positively on her intellectual development.
  • Political environment – Local government is decreasing the recreational facilities available in Sarah’s area, which may impact negatively on her physical health.
  • Economic environment – An adequate level of income from Sarah’s employment allows for her to participate in leisure activities, which may impact positively on her social health.

DStudents receive 1 mark for each suggestion of a way of improving Sarah’s health.

Possible answers include:

  • Establish more regular eating patterns where possible – Don’t skip meals.
  • Contact local council to discuss the effect of decreasing the recreational facilities in her area.
  • When eating take-away food items, choose items that are low-fat and that contain a range of vegetables and wholegrain cereals.

Examination preparation suggested responses

Chapter 2: Understanding youth

AStudents receive 2 marks for an explanation of a difficulty in defining adolescence.

Each of the following responses is suitable for full marks:

  • There is individual variation in the rate and timing of adolescence.
  • Adolescence is greatly culturally and socially defined.
  • The beginning, and particularly the ending, of adolescence in relation to the gaining of independence is influenced by many external factors such as current job markets and the costs of housing.

BiStudents receive 2 marks for a definition of youth. The following response is suitable for full marks:

  • The term youth refers to the period of transition from childhood to adulthood and covers the age range of 12–24 years. It is a period of great and rapid emotional, physical and intellectual change.

iiStudents receive 2 marks for a justification of the use of the term youth. The following response is suitable for full marks:

  • Not all young people experience the transition from childhood to adulthood in the same way or over the same time span. Adolescence is not universally defined and the social and cultural changes that indicate the end of adolescence are highly variable, therefore, the term youth encompasses a wider range of experiences over a wider age span to accommodate for the differences that occur.

CStudents receive 2 marks for one example of how culture can impact on youth. Each of the following responses is suitable for full marks:

  • In Australia many youth experience a clash of two or more cultures. The cultures may be based on ethnicity, as Australia is highly multicultural, but may also relate to cultural differences due to geographical location and socioeconomic status.
  • Culture influences an individual’s understanding of their gender role and sexuality, which play a major role in the attainment of a personal identity.
  • Cultural differences can include variations in the ideas, beliefs and customs of different groups of people and can cause variation in the perception of an appropriate time for gaining independence.

  • Culture can provide youth with a sense of belonging, which can assist in optimising their social and emotional health.

DStudents receive 1 mark for each example of up to two rights and two responsibilities provided, and a further 1 mark for their justification of why each is important. The following are suitable examples of rights and responsibilities:

Rights:

  • The right to express an opinion.
  • The right to be protected from all forms of abuse.
  • The right to privacy.
  • The right to associate with whom they choose.
  • The right to be protected from discrimination.
  • The right to basic living conditions.

Responsibilities:

  • The responsibility to uphold to policies regarding appropriate behaviour. For example, expectations required by their school, employer, laws and legislation that applies to society in general
  • The responsibility to care for people and objects within the communities they associate. For example, within their home, school, place of employment.
  • The responsibility to exercise some control over their own safety. For example, minimising negative risk-taking behaviour.
  • The responsibility to set goals and try to achieve them.
  • The responsibility to respect the opinions and thoughts of others.
  • The responsibility to not discriminate against others.

Examination preparation suggested responses

Chapter 3: The developing adult

AStudents receive 1 mark for each correctly identified characteristic. Possible answers for primary characteristics include:

  • Enlargement of testes.
  • Development of the seminal vesicles.
  • Prostate gland produces seminal fluid.

Possible answers for secondary characteristics include:

  • Increase in height.
  • Increase in muscle mass.
  • Enlargement of the larynx.
  • Deepening of the voice.
  • Facial hair.
  • Pubic and underarm hair.
  • Production of sperm.

BStudents receive 1 mark for each correctly identified hormone. Possible answers include:

  • Follicle stimulating hormone.
  • Luteinising hormone.
  • Testosterone.

CStudents receive 1 mark for each of the environmental factors identified and 1 mark for the explanation of possible influences on any of the types of development. Possible answers include:

  • Nutritional intake – Can influence physical development and the attainment of genetic potential for height and muscle mass.
  • Physical activity level – Can influence emotional development by increasing self-esteem attainment.
  • Culture and family – Can influence social development and the increase in understanding of socially acceptable behaviour amongst different groups of people within the community.
  • Schooling and education – Can influence intellectual development and the attainment of an increase in knowledge and the ability to think abstractly.

DStudents receive 2 marks for each example explained. Possible answers for differences between social development include:

  • Mateo is increasing his learning of socially acceptable behaviour through his participation in team sports.
  • Joshua has less developed social skills when communicating with the opposite sex.

Possible answers for differences between emotional development include:

  • Mateo may have a more developed level of self-esteem due to his participation in team activities and work-related responsibilities.
  • Joshua may have less control over his emotions, leading to inappropriate behaviour in class.

EStudents receive 1 mark for a developmental task correctly identified for each boy. Possible answers include:

Mateo:

  • Achieving emotional independence from parents.
  • Preparing for an economic career.
  • Acquiring a set of values and an ethical system as a guide to behaviour.

Joshua:

  • Desiring and achieving socially responsible behaviour.
  • Accepting one’s physique.
  • Achieving new and more mature relations with others, both males and females in their age group.

Examination preparation suggested responses

Chapter 4: The health of youth

Students receive 1 mark for a correct response, as outlined below.

AThe most common cause of injury-related mortality and morbidity are transport accidents/crashes.

BiStudents receive 1 mark for each of up to two examples. Possible answers include:

  • Exceeding the speed limit.
  • Driving whilst under the influence of alcohol or illegal substances.
  • Using a mobile phone whilst driving.

iiStudents receive 1 mark for each or up to two explanations of why youth take the above risks. Possible answers include:

  • Impairment of judgement due to use of substance such as alcohol.
  • Lack of education on the affect on health of the risk-taking behaviour.
  • Peer pressure.

CStudents receive 1 mark for identifying a healthy risk-taking behaviour and 2 marks for an explanation of how it could optimise health and/or development. Possible examples may include:

  • Applying for a new job.
  • Moving out of home.
  • Trying something new.
  • Forming an intimate relationship.

Explanations of optimising health and development may relate to: self-esteem (emotional health and development); new skills and abilities (intellectual development); motor skill use (physical health and development); interaction with others (social health and development).

Such as through:

  • The gaining of independence.
  • Increasing problem solving skills.
  • Learning new things, skills and abilities.
  • Increasing friendship groups.
  • Financial rewards.

DStudents receive 2 marks for each protective factor identified and explained. Possible answers can relate to:

  • Sense of purpose in life.
  • Having strong relationships.
  • Feeling connected to other groups within the community (e.g. school, family, youth groups).
  • Having goals and aspirations.
  • Having good physical and mental health and wellbeing.
  • Having access to resources to support decision making.

EiStudents receive 1 mark for each health status difference they correctly identify. Possible answers include:

Males:

  • Higher overall rates of mortality.
  • Higher rates of suicide.
  • Higher rates of substance abuse.

Females:

  • Higher rates of depressive disorders.

Low socioeconomic groups:

  • Higher mortality rates.
  • Higher hospitalisation rates.
  • More likely to be an unhealthy weight.

Indigenous youth:

  • Higher rates of injury and poisonings.
  • Higher rates of suicide and self-harm.
  • More likely to be an unhealthy weight.
  • Higher rates of STIs.

NESB:

  • Poor mental health.

Rural and remote:

  • Higher mortality rates.
  • Higher hospitalisation rates.
  • Higher rates of accidents and injuries.
  • Higher rates of suicide.
  • Females are more likely to be overweight or obese, males are less likely to be obese.

iiStudents receive 2 marks for each factor identified and discussed as contributing to the difference in health status in relation to one of the population groups in part i.

Possible answers can relate to:

  • Limited access to health services.
  • Substance abuse.
  • Physical inactivity.
  • High rates of unemployment.
  • Lower incomes.
  • Lower rates of attendance at school.
  • More likely to exhibit risk-taking behaviour.

Examination preparation suggested responses

Chapter 5: Challenges for youth

AiStudents receive 1 mark for each of up to three challenges identified. Answers for this could include:

  • Interpersonal relationships – With family members, peers, teachers.
  • Drug use – Tobacco use, alcohol, illicit drugs.
  • Risk taking behaviours.
  • Increasing independence.
  • Sexual health issues.
  • Road safety.

One of the many issues that Joseph is facing would be drug use, including smoking, drinking alcohol and experimenting with drug use. He is also in constant conflict with his parents and teachers, impacting on his social relationships and he is considering moving out of home so will be facing issues of increasing independence.

iiStudents are awarded 4 marks for this questions based on the description given of how the selected challenge impacts on health and development. Students must identify which challenge they have selected.

Answers to the remaining the questions will vary based on the challenge selected. Any of the challenges identified in part i are suitable. The following is an example of a suitable response for 4 marks.

  • Challenge selected – Alcohol consumption:

Drinking alcohol can be a risk-taking behaviour and could have short and long-term affects to Joseph’s physical health. Youth who consume alcohol place themselves at greater risk of injury (from falls, assaults, road crashes and violence) and unprotected sex. Joseph places himself in danger by drinking with his peers and then allowing his mates to drive him around, even though he knows they have been drinking. The affects to his health from binge drinking can also cause issues such as bowel, central nervous system and psychological problems, and in the long-term can cause major organ damage. Alcohol consumption can also lead to depression as well as family and relationship problems, both of which can impact on social and emotional health and development.

BStudents are awarded 1 mark for each source outlined. There is a wide range of sources of information for youth in relation to the challenges they face. Sources include:

  • Talking about their problems and issues with a school counsellor, school nurse or health teacher who could then give them correct information and provide support.
  • Visiting a local doctor. Doctors are an important health resource and by law they cannot discuss a consultation without a person’s permission unless they are concerned that they may hurt themselves or others.
  • A local healthcare centre or youth centre is a place where reliable and relevant information is provided, allowing an opportunity to seek help and support.
  • There are a number of youth-focused internet sites providing information about health and youth-related issues that young people can access confidentially.
  • Kids Help Line.

CStudents are awarded 1 mark for identifying a protective factor and 2 marks for their explanation about how the factor is able to protect health and development. The following is an example of a suitable response for 3 marks.

Schools are a positive protective factor for a number of issues, including alcohol consumption. Many schools provide education on alcohol and binge drinking, teaching young people about the causes and effects to their health of short- and long-term alcohol consumption, providing knowledge, experience and decision making skills. There are also a number of people within the school environment that could speak with Joseph and offer him their support or put him in touch with community healthcare that provides for the health issues he is facing.

Other protective factors for youth include:

  • Being involved: at home, at school and in the community.
  • Strong relationships.
  • Confidence.
  • Knowledge and skills to cope with challenges.
  • Having good role models.
  • Social skills.
  • A sense of belonging.
  • Rewards for involvement.
  • Being able to feel needed.
  • Positive values and morals.

School, community, friends and family are considered supportive environments for youth and there are important protective factors within each one.

DStudents are awarded 2 marks for identifying and outlining a relevant community action and 2 marks for justifying why it has the potential to assist youth. The following is an example of a detailed response for 4 marks.

The National Alcohol Strategy 2006–2009 is a current community action strategy and was developed as a response to the patterns of high levels of alcohol consumption in Australia. This initiative is focused on developing and implementing strategies with the aim of addressing the impacts of alcohol. Youth will benefit from the actions and policy changes of the initiative, which is responding to alcohol harm in Australia and seeking to develop drinking cultures that support alcohol reduction. Drinking cultures can be started during youth and this is a time when many young people experiment with alcohol, often over consuming. Youth who consume alcohol place themselves at greater risk of injury, so any change to drinking habits or patterns, change in policy and health promotion initiatives could have a positive impact on youth and reduce injury and risk-taking behaviours. This strategy is seeking to change behaviours early on and by targeting youth, drinking behaviours should change, which would reduce the impacts of long-term and binge drinking on individuals. Research is showing that youth are consuming alcohol at a risky or high-risk level.

Other answers could include discussion of the following:

  • Interpersonal relationships – Stronger Families and Communities Strategy 2004–2009.
  • Community Safety – Future Directions: An Action Agenda for Young Victorians.
  • Living Independently – The Supported Accommodation Assistance Program.
  • Sun Safety – National Skin Awareness Campaign.
  • Mental Health – beyondblue: the National Depression Initiative.
  • Sexual and Reproductive Health – National STI Strategy 2005–2008.

Examination preparation suggested responses

Chapter 6: Australian families

AStudents are awarded 1 mark for each of up to two trends identified. The following are examples of appropriate trends:

  • In the years between 1992 and 2003 there has been a decrease in the percentage of intact families, with children aged 0–17 years.
  • In the years between 1992 and 2003 there has been an increase in the percentage of lone-parent families, with children aged 0–17 years.
  • In the years between 1992 and 2003 there has been a slight increase in the percentage of blended and step families, with children aged 0–17 years.
  • Lone-mother families are more common than lone-father single-parent families.

BStudents are awarded 1 mark for identifying three differences between each of the three different family types selected. The following are examples of correct responses: