HEALTH AND HUMAN
DEVELOPMENT - 2015
Unit 4 Outcome 2, Task 3a – Test
Teacher Advice
This task has been developed within the scope of the Study Design and Assessment Handbook.
The relevant dot points from the Study Design for this task are:
Key knowledge
This knowledge includes
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the interrelationships between health, human development and sustainability to produce
sustainable human development in a global context
different types of aid, including emergency aid, bilateral and multilateral, non-government
organisation aid, and how they are used to achieve global health and sustainable human
development
the role of the UN in providing global health and sustainable development through the
following areas of action: world peace and security, human rights, humanitarian assistance
and social and economic development
the agenda of the WHO in promoting global health and sustainable human development
the priorities of the Australian Government's aid initiatives and the role it plays in developing
programs to promote global health and sustainable human development
the role of non-government organisations based in Australia in promoting global health and
sustainable human development
programs focusing on literacy, food security, HIV/AIDS and malaria, immunisation, safe
water and sanitation in terms of:
– reasons for each program
– types of aid involved in the programs
– implementation of the programs
– their contribution to the achievement of sustainable human development.
Key skills
These skills include the ability to
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identify and explain different types of aid and evaluate their contribution towards achieving
global health and sustainable human development
describe the role of international and Australian government and non-government agencies
and organisations in promoting global health and sustainable development
interpret and analyse data
analyse and evaluate aid programs in terms of the elements of sustainability and their
contribution to health and sustainable human development
analyse the interrelationships between health, human development and sustainability in a
range of scenarios.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
The relevant dot points from the Assessment Handbook for this task are:
•
•
evaluate the contribution of different types of aid to achieve sustainable improvements in global
health and human development
demonstrate an understanding of the role of international and Australian government and nongovernment agencies and organisations in promoting global health and sustainable development
•
evaluate aid programs in promoting global health and sustainable human development
•
•
analyse the interrelationships between global health, human development and sustainability
have the opportunity to demonstrate the highest level of performance.
Student preparation
Students should be adequately prepared with regards to all relevant key knowledge and key skills dot
points before sitting the task.
As well as having an understanding of key knowledge points and the ability to carry out the key skills,
students should be able to explain or define all words within the dot points. Many of these definitions
are found in the Study Design. Although these definitions do not have to be memorised, the meaning
cannot be compromised by the students’ interpretation.
When presented with data, the data should be used at some stage in the related answers. This shows a
greater level of understanding of data as opposed to making generalized comments.
If a question asks for similarities or differences between countries or population groups, students
should make reference to both countries or groups in their answer.
Students should refer to global health issues when asked about ‘global health’. Referring to physical,
social and mental health in this instance will not receive marks.
When asked about ‘sustainable human development’, students should refer to health, human
development and sustainability. The ‘health’ reference can be to one of the dimensions of health or a
health status indicator.
Students should be aware of a range of examples of how different organisations (including the United
Nations, World Health Organisation, Australian Government and non-government organisations)
work to promote health and human development.
When explaining programs implemented in developing countries, students should always name the
program.
Students should ensure they discuss the implementation of programs when asked to explain them.
Marks are generally not awarded for discussing the benefits of, or reasons for the program, unless the
question asks for this.
Time
This SAC has been developed to be completed in a 110 minute timeframe. Teachers may want to add
reading time to simulate the end of year examination. It can also be split into two parts if time does not
permit it to be completed in one session.
Materials
Students only require a pen to complete this task.
Conditions
This task should be completed under test conditions. It has been written to reflect the end of year
examination and provides valuable practice for the skills required to succeed in the examination.
Students should not have access to any notes, mobile phones, calculators or any other electronic
device.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
HEALTH AND HUMAN
DEVELOPMENT - 2015
Unit 4 Outcome 2, Task 3a – Test
Name___________________________________________
STUDENT NUMBER
Letter
Figures
• Students are permitted to bring into the assessment room: pens, pencils, highlighters, erasers,
sharpeners and rulers.
• Students are NOT permitted to bring into the assessment room: blank sheets of paper and/or white
out liquid/tape.
• No calculator is allowed in this assessment.
Materials supplied
• Question and answer booklet.
• Additional space is available at the end of the booklet if you need extra paper to complete an answer.
Ensure any extra space used is labelled clearly with the question number.
Instructions
• Write your name and student number in the space provided above on this page.
• All written responses must be in English.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic
devices into the assessment room.
This assessment task (including teacher advice and answer guide) remain the copyright of the Health
Teachers’ Network. Schools that have purchased this task are authorised to reproduce it for use within
their school only. Any other use or reproduction of this task without the permission of the Health
Teachers’ Network is prohibited.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
Question 1 (9 marks)
Under 5 mortality rates (U5MR) are very high in many developing countries and reducing these rates
has been identified as a priority by the United Nations.
a.
Identify two non-government organisations based in Australia that provide aid to reduce the
U5MR in developing countries.
2 marks
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b.
Select one of the non-government organisations identified in part a. and describe a program they
have implemented in a developing country to reduce the U5MR.
3 marks
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c.
Explain how the program discussed in part b. promotes health and human development.
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
4 marks
Question 2 (8 marks)
The WHO Agenda focusses on six priorities in order to promote global health and sustainable human
development. One of these priorities is ‘Universal health coverage’
a.
i. Briefly explain what this priority relates to.
2 marks
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ii. Explain how this priority can promote human development.
2 marks
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b.
i. Identify another WHO priority and explain what it relates to.
2 marks
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ii. Explain how the priority identified in part b.i. can promote global health.
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
2 marks
Question 3 (18 marks)
Two weeks after Cyclone Pam hit Vanuatu, the United Nations says it has reached all 22 stormaffected islands of the country, with food for more than 160,000 people.
The World Food Programme (WFP) is supporting the Government of Vanuatu by organising food
distributions, logistics services, and providing extra food to supplement government food packages
where necessary, according to an update report released by the agency today.
The report says WFP is supplementing Government food packages, which include a two-week supply
of rice, canned fish and meat, and noodles, with 200 metric tonnes of locally-purchased rice and 40
metric tons of biscuits fortified with vitamins and minerals.
The biscuits, which were airlifted to Vanuatu, are being sent to nine priority islands where families
have limited access to clean water to cook food, the report said.
Once the initial relief phase is over, WFP plans to provide further food assistance to the most
vulnerable until they can provide for themselves, with a team of food security experts deployed to the
islands to build a detailed picture of the needs.
To help the Government to manage the large volume of relief cargo arriving in Vanuatu, WFP has
brought in emergency equipment from the UN Humanitarian Response Depots in Dubai and Malaysia.
It has set up mobile storage units at Port Vila airport for relief items, with a further hub being set up
on Tanna island, and a WFP-led Emergency Telecommunications Cluster working with partners to
provide connectivity at seven sites across the country for the Government and the humanitarian
community.
A UN Flash Appeal, launched in Port Vila on 24 March, seeks $29.9 million to cover the needs of
166,000 cyclone-affected people for three months. WFP requires up to $6 million for food assistance
activities and $2.3 million for logistics and telecommunications services.
Source: http://www.un.org/apps/news/
a.
Identify a type of aid evident in the case study and briefly explain it.
2 marks
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b.
Identify the UN area of action evident in the case study.
1 mark
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c.
Identify one other area of action of the UN and outline one way that the United Nations works in
relation to it.
2 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
d.
i. Explain food security.
1 mark
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ii. Using the three elements of sustainable programs, explain a food security program that could
be set up in Vanuatu to assist in providing food in the long term to those in Vanuatu.
6 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
e.
Use the provision of food in Vanuatu to show the interrelationships between health, human
development and sustainability.
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
6 marks
Question 4 (15 marks)
The following table shows contributions made to address HIV/AIDS in Indonesia from various
sources in US dollars and as a percentage of the total donated in both 2011 and 2012.
2011
Type of Aid
US$
Multilateral Global Fund
%
US$
%
27,428,479
64.06
24,858,113
49.57
2,764,342
6.46
2,821,289
5.63
46,643
0.11
55,100
0.11
30,239,464
70.63
27,734,502
55.31
Government of Australia
8,788,691
20.53
16,496,612
32.89
Government of USA
3,736,517
8.53
5,728,045
11.42
Government of
Netherlands
50,972
0.12
191,620
0.38
Total bilateral
12,576,180
29.18
22,416,277
44.69
42,815,644
100
50,150,779
100
UN Agencies
World Bank
Total multilateral
Bilateral
2012
Donor
Total
Source: http://www.unaids.org
a.
Briefly explain HIV/AIDS.
2 marks
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b.
i. Outline the change in the amount donated by Australia to address HIV/AIDS in Indonesia
between 2011 and 2012.
1 mark
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ii. Which organisation contributed the most to address HIV/AIDS in Indonesia in 2012?
1 mark
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iii. How much was donated, in total, to address HIV/AIDS in 2012?
______________________________________________________________________________
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
1 mark
c.
i. Describe a HIV/AIDS program that may have been implemented in Indonesia with the funds
contributed in 2012. In your discussion, include the type of aid it represents and how it
was / could be implemented.
4 marks
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ii. Explain why this program was implemented.
2 marks
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d.
One of the priorities of Australia’s aid program is ‘Health, including supporting the fight against
HIV/AIDS, malaria and tuberculosis’.
Identify two other priorities of Australia’s aid initiatives and explain how contributing funds to
Indonesia to address HIV may assist in addressing each.
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End of Question and Answer Booklet
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
4 marks
Extra space for responses
Clearly number all responses in this space.
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
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 each non-government organisation they identify for a total of two
marks. There are many organisations students can refer to here, including:
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Red Cross
World Vision
Tabitha Foundation
CARE Australia
b. Students can use many different programs, but should emphasise a focus or impact on the under 5
mortality rate. Three points should be made for three marks. Examples include:
 World Vision provided communities in Tanzania with resources to reduce the risk of
malaria infection and therefore the under 5 mortality rate. Insecticides and treated
mosquito nets were provided to those at risk. Young children were provided with antimalarial drugs. Community members were educated in their local language about malaria
prevention and how to recognise early symptoms of the disease.
 CARE Australia runs community health days where activities such as growth monitoring,
health advice and medical consultations for mothers and their children, benefitting
thousands of people. Two CARE field officers in each district support local volunteers to
run community health education sessions in many locations.
c. Students receive two marks for linking the program to health and two marks for linking to human
development. Interrelationships between the concepts do not have to be shown to be eligible for full
marks. Answer could be:
World Vision Program
By preventing malaria, children do not experience the effects of this condition which
promotes physical health. If children are not getting sick from malaria, they are able to
continue with their education which increases access to knowledge and promotes their choices
and capabilities relating to future employment (human development).
CARE Australia program
Parents will not have to worry as much about health issues during pregnancy which reduces
stress (mental health). Health education sessions improve health which means that people are
able to continue working which generates an income and allows them to purchase the
resources required for a decent standard of living and assists them in leading lives that they
value (human development).
2. a. i. Students should make two points about the priority ‘Universal health coverage’ for two marks.
Examples worth one mark include:
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This priority relates to ensuring that all people obtain the health services they need
regardless of the ability to pay.
This includes having hospitals and adequately trained health professionals.
This priority includes having a system for financing health services.
Universal health coverage includes having access to essential medicines and
technologies.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
a. ii. Students receive two marks for linking an aspect of Universal health coverage to an aspect of
human development. Examples include:
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Having hospitals means that people can get treated for some conditions which can mean
that they are able to continue to participate in the life of the community by socialising and
working for example.
Having health care funded can mean that people can save money on these costs and spend
their money on education for their children which increases access to knowledge.
b. i. Students can choose any of the other priorities of the WHO Agenda for one mark and a further mark
is awarded for explaining an aspect of it for a total of two marks. Note that this question is not asking
about how the WHO works in relation to the priority, but rather, what the priority relates to. Examples
include:
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International Health Regulations - The International Health Regulations require countries
to report certain disease outbreaks and public health threats to WHO.
Increasing access to medical products – This includes ensuring that all people can access
essential medicines at an affordable price.
Social, economic and environmental determinants - Improving people’s health outcomes
and increasing healthy life expectancy requires action across the range of determinants
that contribute to ill-health and health inequality.
Non-communicable diseases – this relates to dealing with conditions such as
cardiovascular disease and cancer as they threaten to overwhelm health systems.
Health-related Millennium Development Goals – this relates to trying to achieve the
following goals: Reduce child mortality; Improve maternal health; and Combat
HIV/AIDS, malaria and other diseases.
b. ii. Students receive two marks for explaining how their selected priority can promote global health.
Note that references to physical, social and mental health are not awarded marks. Examples include:
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If developing countries have basic public health systems, then more people globally can
receive treatment regardless of an ability to pay. This means that many common conditions
can be treated which would reduce the millions of deaths that occur across the world as a
result of them.
If determinants such gender equality are addressed, then more women will have a say in
terms of when and if they have children. This can assist in decreasing the maternal
mortality rate globally as many women in many countries die as a result of having babies
too young or not spacing their births.
3. a. Students can receive a mark for identifying either emergency or multilateral aid and a further mark
for explaining it:
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Emergency aid is the provision of basic resources such as food and water in a time of crisis
such as conflict or natural disaster.
Multilateral aid is when numerous donors provide resources to an international
organisation such as the United Nations, who then determine how those resources are used.
b. Students receive one mark for identifying ‘humanitarian assistance’.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
c. Students receive one mark for identifying another area of action and another mark for outlining one
way that the UN has worked in relation to it. Examples could be:
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World peace and security – The UN send peacekeepers into areas where tensions are
building to try to keep rival groups separated.
Social and economic development - The UN assists countries with governance issues,
such as running elections after civil unrest.
Human rights – The UN developed the Declaration of Human Rights which all member
states are expected to abide by.
d.i. Students receive one mark for explaining food security:
Food security relates to the ability for all people to access nutritionally adequate, culturally
appropriate, safe food regularly through local non-emergency sources.
d. ii. Students receive one mark for each element of sustainable programs they identify and another mark
for explaining how a food security program could incorporate the element for a total of six marks. Note
that this question is asking about food security so emergency food distribution should not receive marks.
An example could be:
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Appropriateness – the local people could be taught how to grow crops that would increase
the amount of food available.
Affordable – seeds and equipment could be donated by a developed country or organisation
so there is no cost to the people of Vanuatu.
Equity – the program could start with the poorest people and those who have struggled
most in the past to regularly access nutritious foods.
e. For six marks, students must link to each concept (health, human development and sustainability) and
show three interrelationships. In order to show three interrelationships, one of the concepts will be linked
to twice. For example:
By having access to food, people are more likely to have energy and be better equipped to
fighting off infectious diseases (physical health). Being free from disease can mean that people,
especially children, are able to attend school and gain access to knowledge (human
development). By being able to access knowledge, children are able to enhance their
employment prospects and gain work in paid employment. This money can then be used to
educate their own children in the future (sustainability). If their children are educated, they are
more likely to participate in healthy behaviours such as safe sexual practices which can reduce
the risk of HIV (health).
4. a. Students receive two marks for making two statements about HIV/AIDS. Examples worth one mark
include:
 HIV is a virus that prevents the immune system from functioning normally therefore
increasing the risk of infections.
 HIV is spread through bodily fluids such as blood and semen.
 There is no vaccine or cure for HIV.
 AIDS occurs when the immune system function is inadequate and simple infections can cause
death.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
b.i. Students receive one mark for outlining the change in the amount donated by Australia to address
HIV/AIDS in Indonesia between 2011 and 2012:
Australia donated US$ 8,788,691 in 2011 and US$ 16,496,612 in 2012.
b.ii. Students receive one mark for identifying ‘Global Fund’.
b.iii. One mark is awarded for stating ‘$50,150,779’.
c. i. Students receive one mark for identifying the type of aid the program represents and three marks
for making three points about the program. Note that this does not have to be a real program. For
example:
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A non-government organisation such as CARE Australia could work with local villagers
in Indonesia to help them educate the local people about HIV prevention. Ways of
recognising symptoms of HIV could be conveyed through song and dance and in the
local language. Women could be taught how to use condoms to empower them and give
them a greater say in their sexual practices. This is an example of non-government
organisation aid.
UNAIDS (multilateral aid) could send workers in to Indonesia to assist in setting up HIV
treatment centres. The centres could train local people in relation to how to diagnose HIV
and then how to treat it. Medication could be provided to make it more affordable for
sufferers.
c.ii. Students should make two points about why the program was implemented for two marks.
Examples worth two marks include:
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
HIV can be easily prevented through inexpensive means. If people have this knowledge,
then they can prevent the disease and are able to continue working to provide for their
children.
HIV can be effectively treated with the right medication. If people have access to this, then
children are less likely to be orphaned which increases their chance of continuing with
education for example.
d. Students receive one mark for each priority they identify and a further mark for explaining how
contributing funds to address HIV/AIDS in Indonesia could assist in promoting it. Examples include:


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Economic development, including encouraging trade and private sector investment – If
fewer people are sick with HIV, they are more able to work which strengthens the
country’s economy.
Education – If parents survive as a result of not having HIV, they are more able to send
their children to school to gain an education.
Empowering women and girls – Money used to address HIV may be used to educate
women who have been forced into prostitution. This can give them knowledge and
empower them.
Effective governance – If HIV is addressed, more money can be put into establishing
effective governance instead of funding HIV programs and initiatives.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.
HEALTH AND HUMAN DEVELOPMENT
Unit 4 Outcome 2, Task 3a – Test
Marking sheet
Student Name________________________________
Question
Marks
available
1.a
2
1.b
3
1.c.
4
2.a.i.
2
2.a.ii.
2
2.b.i.
2
2.b.ii.
2
3.a.
2
3.b.
1
3.c.
2
3.d.i.
1
3.d.ii.
6
3.e.
6
4.a.
2
4.b.i.
1
4.b.ii.
1
4.b.iii.
1
4.c.i.
4
4.c.ii.
2
4.d.
4
TOTAL
50
Marks
awarded
Comments
Overall comments____________________________________________________________
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Teacher__________________________________ Date______________________________
NOTE: This assessment is a school-based assessment. It is therefore a preliminary result only. The
total result for all School Assessed Coursework in the study will be statistically moderated against
the GAT and the end-of-year examination results.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Williamstown High School.