HEALTH AND HUMAN
DEVELOPMENT - 2015
Unit 3 Outcome 2 Task c – Case Study Analysis
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
 models of health and health promotion including:
- biomedical model of health
- social model of health
- the Ottawa Charter for Health Promotion
 the role of VicHealth including:
- the mission and strategic priorities of VicHealth
- potential health outcomes of a VicHealth funded project and how it reflects the social
model of health
 Australia’s health system including:
- local, state and federal governments’ responsibilities for health and health funding
- the values that underpin the Australian health system
- Medicare, Pharmaceutical Benefits Scheme (PBS) and private health insurance
 the role of Australia’s governments in promoting healthy eating through:
- the information provided by nutrition surveys and how it is used
- the Australian Guide to Healthy Eating and Dietary Guidelines for Australian Adults
 the role of Australia’s non-government agencies, including Nutrition Australia, in providing
dietary advice to promote healthy eating.
Key skills
These skills include the ability to
 analyse the different models of health and health promotion
 identify and explain key components of Australia’s health system
 describe the role of VicHealth including the mission and strategic priorities
 identify the principles of the social model of health evident in a VicHealth project
 explain and draw informed conclusions about the role of government and non-government
agencies in promoting healthy eating.
The relevant dot points from the Assessment Handbook for this task are:
•
•
•
•
•
•
•
analyse the different models of health and health promotion
demonstrate an understanding of the key components of Australia’s health system
describe the roles, mission and priorities of VicHealth
describe the potential health outcomes of a VicHealth funded project
demonstrate an understanding of the principles of the social model of health evident in
a VicHealth project
explain and draw informed conclusions about the role of government and non-government
agencies in promoting healthy eating
have the opportunity to demonstrate the highest level of performance.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Student preparation
Students should be adequately prepared with regards to all relevant key knowledge and key skills dot
points before sitting the task. Teachers should read through SAC tasks prior to students completing
the task to ensure all relevant content has been addressed.
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 identifying principles of the social model of health in a VicHealth funded project, it is a good
idea to use quotes from the case study to show understanding.
Students must be able to apply key concepts such as the principles of the social model of health and
the priority areas of the Ottawa Charter.
In 2013, the Victorian Health Promotion Foundation (VicHealth) released a new strategic plan titled
VicHealth Action Agenda for Health Promotion. This plan includes VicHealth’s ‘commitment’ and
‘strategic imperatives’ which will replace the ‘mission’ and ‘priorities’ respectively. For assessment
purposes, the terms ‘mission’ and ‘(strategic) priorities’ will still be used. Ensure students are familiar
with the new concepts.
Time
This SAC has been developed to be completed in a 55 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 Suzanne Cory High School.
HEALTH AND HUMAN
DEVELOPMENT
Unit 3 Outcome 2 Task c – Case Study Analysis
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 examination.
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 Suzanne Cory High School.
Question 1 (7 marks)
The Federal Government promotes healthy eating in a number of ways including the development of
the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and by carrying out
nutrition surveys.
a. Outline two differences between the Australian Dietary Guidelines and the Australian
Guide to Healthy Eating.
4 marks
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b. i. Identify two pieces of nutrition information that may be collected in nutrition
surveys.
2 marks
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ii. Besides the development of the Australian Dietary Guidelines and the Australian
Guide to Healthy Eating, briefly explain one way that information from nutrition
surveys may be used to promote healthy eating.
1 mark
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Question 2 (4 marks)
Identify the value being represented in each of the following statements.
a. People can obtain health care at the right place and time irrespective of income, physical
location and cultural background.
1 mark
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b. Ability to provide uninterrupted, coordinated care or service across programs,
practitioners, organisations and levels over time.
1 mark
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c. Care/intervention/action provided is relevant to the client's needs and based on
established standards. Care, intervention or action achieves desired outcome.
1 mark
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d. The health system can achieve desired outcomes with cost-effective use of resources.
1 mark
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Question 3 (13 marks)
MOTION is making art that moves people. VicHealth created MOTION to promote the health
benefits of arts activities that increase physical activity, build social connection and enhance mental
wellbeing. MOTION places a strong emphasis on strategic partnerships and creating models of arts
participation that can be replicated and sustained into the future. To date, 12 arts and cultural
organisations have worked on unique projects in partnership with their local communities. These have
created an exciting range of arts participation opportunities to get people more physically active in a
fun and unique way.
Source: http://www.e-brochures.com.au/vichealth/Letter-2013-Issue-38/
a. Identify two of VicHealth’s strategic priorities targeted in the MOTION initiative.
2 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
b. Discuss how the MOTION initiative reflects VicHealth’s mission.
4 marks
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c. Identify two principles of the social model of health and explain how they are evident
in the MOTION initiative.
4 marks
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d. Explain how the MOTION initiative may promote the dimensions of health.
3 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
Question 4 (16 marks)
Todd is 53 and has been told by his doctor that he is classified as obese according to his Body Mass
Index. He has been told to lose weight and prescribed medication to reduce his appetite. If these
measures are not successful, he may require surgery, but he will have to wait if he is to have the
procedure carried out in a public hospital.
a. Explain how the Pharmaceutical Benefits Scheme (PBS) may influence Todd’s health
based on the information provided.
2 marks
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b. Discuss how private health insurance may influence Todd’s health if his surgery goes
ahead.
2 marks
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c. Identify two Australian Dietary Guidelines and explain how each may assist Todd in
reducing his weight.
4 marks
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© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
d. Identify two priority areas of the Ottawa Charter and explain how each has been / could
be used to address obesity in people like Todd.
4 marks
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e. Explain two ways that Nutrition Australia work to reduce obesity levels among people
like Todd.
4 marks
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END OF QUESTION AND ANSWER BOOKLET
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
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 Suzanne Cory 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 two marks for each difference between the Australian Guide to
Healthy Eating and the Australian Dietary Guidelines that they outline. Students should be
specific in their answers. Answers include:





The Australian Dietary Guidelines provide information in written form about what
people can do to maintain a healthy food intake whereas the Australian Guide to
Healthy Eating provides a visual representation of the proportions of foods that should
be consumed to maintain a healthy food intake.
The Australian Guide to Healthy Eating does not make reference to breast feeding
whereas the Australian Dietary Guidelines encourage people to support and encourage
breastfeeding.
The Australian Dietary Guidelines include detailed information about serving sizes
and the number of serves people should have based on age and sex whereas the
Australian Guide to Healthy Eating provides proportions of the food groups, but not
amounts or serving sizes.
The Australian Dietary Guidelines include specific information for older Australians
and children whereas the Australian Guide to Healthy Eating includes more general
advice that addresses all age groups.
The Australian Dietary Guidelines include information about storing and caring for
food (Guideline 5) whereas the Australian Guide to Healthy Eating does not include
this information.
b. i. Answers must relate to nutrition information as opposed to personal information such as
name, age and sex. Answers include:
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Types and amounts of foods consumed.
Fruit and vegetable consumption
Salt use and intake
Supplement use
Whether or not they are following a specific diet
Food avoidance
ii. Students receive one mark for explaining one way information from nutrition surveys
is used to promote healthy eating. Answers could include:
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The Federal Government may introduce mandatory fortification laws if nutrients are
found to be under-consumed.
Non-government organisations such as Nutrition Australia can use the information to
develop resources such as posters to promote healthy eating.
The Federal Government may implement strategies such as advertising campaigns to
educate people about foods that people should eat more of.
The Government can compare the information collected with that from previous surveys
to monitor trends in food consumption so relevant strategies can be put in place.
The Government may use the information to evaluate the success of strategies that are in
place to see if they could be more effective in promoting healthy eating.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
2.
Students receive one mark for each correct value they identify. Answers are:
a.
b.
c.
d.
3.
Accessible
Continuous
Effective
Efficient
a. Students receive one mark for each strategic priority they identify from the case study:


Encourage regular physical activity.
Promote mental well-being.
b. Students receive four marks for linking two aspects of the MOTION program to two aspects
of VicHealth’s mission. For example:

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
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VicHealth has assisted in creating partnerships between 12 arts and cultural organisations
and their local communities. It has also increased physical activity which promotes
health. This reflects part of VicHealth’s mission: ‘in partnership with others, promote
good health’.
The MOTION program aims to build social connections which relates to social
conditions. This recognises that the social and economic conditions for all people
influence their health.
The MOTION program has been implemented in a range of communities which is
promoting fairness and opportunity for better health in those areas.
The MOTION program supports initiatives that assist individuals, communities,
workplaces and broader society to improve well-being. It does this by promoting
physical activity, social connections and well-being.
By promoting physical activity, the MOTION program is seeking to prevent chronic
conditions for all Victorians such as obesity, cardiovascular disease, and type 2 diabetes.
c. Students receive one mark for each principle of the social model they identify and a further
mark for explaining how they are evident in the MOTION program for a total of four marks, for
example:
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Involves intersectorial collaboration – the MOTION program is a joint venture between
VicHealth, arts and cultural organisations and local communities which demonstrates
different sectors working together.
Addresses the broader determinants of health – the MOTION program is addressing
social determinants including social connectedness.
Empower individuals and the community – communities are empowered so that the
projects can be replicated and sustained into the future.
d. Students receive one mark for discussing how the MOTION program may promote each
dimension of health for a total of three marks. Examples include:

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By promoting physical activity, individuals may experience an increase in physical
fitness (physical health).
The MOTION program works to build social connections so people may develop new
friendships (social health).
The MOTION program provides opportunities for individuals to be a part of their
community which can promote self-esteem (mental health).
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
4.
a. Students must use information from the case study for two marks. An example could be:
Todd’s medication may be subsidised under the PBS therefore making it more affordable
for him. If the medication is successful in supressing Todd’s appetite, he should lose
weight which is an aspect of physical health.
b. Students receive two marks for explaining how private health insurance can promote Todd’s
health if he requires surgery. An answer could be:
Todd may not have to wait for extended periods if he uses private health insurance. This
can mean that he receives the treatment he requires sooner and he may therefore lose
weight faster which is physical health.
c. Students receive one mark for each guideline they identify and a further mark for explaining
how it may assist Todd in reducing his weight for a total of four marks. Answers include:


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To achieve and maintain a healthy weight, be physically active and choose amounts of
nutritious food and drinks to meet your energy needs. If Todd follows this guideline, he
won’t consume excess energy and will be physically active which can assist in losing
weight.
Enjoy a wide variety of nutritious foods from the five groups every day. These food
groups include fruit and vegetables which are low in fat and high in fibre which can
assist Todd in losing weight as he is less likely to overeat.
Limit intake of foods containing saturated fat, added salt, added sugars and alcohol.
Saturated fat, sugar and alcohol are energy dense. If Todd limits these foods, his overall
energy intake should decrease therefore assisting him in losing weight.
d. Students receive one mark for each priority area of the Ottawa Charter they identify and a
further mark for explaining how it could be used to address obesity for a total of four marks.
Examples include:



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
Develop personal skills. Community centres could hold workshops that teach people like
Todd how to select and prepare healthy meals which could assist in maintaining a
healthy weight.
Build Healthy Public Policy. A tax could be put on energy dense foods to make them a
less appealing option.
Create supportive environments. The Heart Foundation has developed the Tick program
to assist people in identifying healthier food alternatives which can assist in decreasing
body weight in people like Todd.
Strengthen community action. With government funding, employers could work with
their employees to assist them in losing weight. This will increase productivity as people
will generally have more energy if they are a healthy weight.
Reorient health services. Doctors could prescribe exercise for people that are overweight
in an attempt to prevent obesity and related conditions.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
e. Students receive four marks for explaining two ways that Nutrition Australia works to
reduce obesity. Examples include:



By creating food selection models such as the Healthy Living Pyramid. If Todd
followed this, he would only eat small amount of energy dense foods as they are at the
top of the pyramid. This could assist in reducing energy intake and prevents weight
gain.
By carrying out menu assessments at workplaces, canteens may provide healthier
foods that contain less energy therefore assisting people like Todd in reducing their
risk of obesity.
Nutrition Australia conducts cooking demonstrations so people like Todd can learn
how to cook healthier meals, reduce their energy intake and reduce their body weight.
© The Health Teachers’ Network 2015. This SAC is for the exclusive use of Suzanne Cory High School.
HEALTH AND HUMAN DEVELOPMENT - 2015
Unit 3 Outcome 2, Task c – Case Study Analysis
Marking sheet
Student Name________________________________
Question
Marks
available
1.a.
4
1.b.i.
2
1.b.ii.
1
2.
4
3.a.
2
3.b.
4
3.c.
4
3.d.
3
4.a.
2
4.b.
2
4.c.
4
4.d.
4
4.e.
4
TOTAL
40
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 Suzanne Cory High School.