VCE HHD Question Thread!

[sashya1998]

Just wondering what people said/what you 50ers out their would say for "explain why mental health differs between non-indigenous and indigenous Australians?" - I feel like this was quite broad? Is it asking for a specific determinant?

[heids]

GUYSSSS!  Important message for 2016ers!

Casually reading the study design, y'know, as I always do on that Sunday night relax in a comfy arm chair, I noticed that the MDGs have been scratched and replaced by the SDGs – Sustainable Development Goals.

New Key Knowledge: the UN’s Sustainable Development Goals (1, 2, 3, 4, 5, 6, 8, and 16) and reasons why they are important.

New Key Skills:
-   Describe the UN’s SDGS (1, 2, 3, 4, 5, 6, 8, and 16) and why they are important.
-   Explain the contribution the UN’s Sustainable Development Goals could make to global health and sustainable human development.

Isn't it annoying when a course actually follows the real world!?!?! When things change in the world the course has to change too, bah!   Since there are 169 targets, thankfully you don’t have to learn them like we did with MDGs

Anything you read about MDGs, their purpose, and their reasons why they’re important – is irrelevant.

this throws me off big time, all my notes, SACs and exams need a full rewrite *grumbles*

SDGs that you’ll be studying:
1.   No poverty
2.   Zero hunger
3.   Good health and wellbeing
4.   Quality education
5.   Gender equality
6.   Clean water and sanitation
8.   Decent work and economic growth
16.   Peace, justice and strong institutions.

So at least you can be thankful that the incredibly difficult mnemonic EAPRICED from the MDGs has turned into the far more simple and memorable NZGQGCDP.


Essentially, for each you’ll have to know:
-   Its name and number
-   What it’s all about/what it aims to do
-   Reasons why it’s important – i.e. what problems were there that it’s trying to solve?  Why do we even need it?
-   How progress towards it will contribute to global health and sustainable human development

I’ll update with more resources and details in a new thread early next year.  Hopefully VCAA will have actually announced the change by then -.-

[girl1234]

So at least you can be thankful that the incredibly difficult mnemonic EAPRICED from the MDGs has turned into the far more simple and memorable NZGQGCDP.

This made me literally laugh out loud! Hahaha

[Joseph41]

Well. There go my tutoring days, then. Well played, VCAA!

[yearningforsimplicity]

GUYSSSS!  Important message for 2016ers!

Casually reading the study design, y'know, as I always do on that Sunday night relax in a comfy arm chair, I noticed that the MDGs have been scratched and replaced by the SDGs – Sustainable Development Goals.

New Key Knowledge: the UN’s Sustainable Development Goals (1, 2, 3, 4, 5, 6, 8, and 16) and reasons why they are important.

New Key Skills:
-   Describe the UN’s SDGS (1, 2, 3, 4, 5, 6, 8, and 16) and why they are important.
-   Explain the contribution the UN’s Sustainable Development Goals could make to global health and sustainable human development.

Isn't it annoying when a course actually follows the real world!?!?! When things change in the world the course has to change too, bah!   Since there are 169 targets, thankfully you don’t have to learn them like we did with MDGs

Anything you read about MDGs, their purpose, and their reasons why they’re important – is irrelevant.

this throws me off big time, all my notes, SACs and exams need a full rewrite *grumbles*

SDGs that you’ll be studying:
1.   No poverty
2.   Zero hunger
3.   Good health and wellbeing
4.   Quality education
5.   Gender equality
6.   Clean water and sanitation
8.   Decent work and economic growth
16.   Peace, justice and strong institutions.

So at least you can be thankful that the incredibly difficult mnemonic EAPRICED from the MDGs has turned into the far more simple and memorable NZGQGCDP.


Essentially, for each you’ll have to know:
-   Its name and number
-   What it’s all about/what it aims to do
-   Reasons why it’s important – i.e. what problems were there that it’s trying to solve?  Why do we even need it?
-   How progress towards it will contribute to global health and sustainable human development

I’ll update with more resources and details in a new thread early next year.  Hopefully VCAA will have actually announced the change by then -.-

As nerdy as it sounds, I was dreading the end of 2015 for exactly this reason hahahah

[heids]

Well. There go my tutoring days, then. Well played, VCAA!

As nerdy as it sounds, I was dreading the end of 2015 for exactly this reason hahahah

To be fair, while it's annoying me ridiculously to have to rewrite all my SACs and exams and notes, it's actually not that big a part of the course.  While by SACs it makes up 1/8th, in content it's smaller than that.  A little time spent relearning should make you able to teach or write about it.

When I've dug through the UN's pages in enough detail, I'll be posting up some information to hopefully make everyone else's load a bit lighter

[tas18]

What is the relationship between life expectancy and wealth?

[geminii]

What is the relationship between life expectancy and wealth?

Generally, the higher your level of income, the longer you are expected to live.
Higher socioeconomic status generally equals a longer lifespan.

[sunshine98]

Generally, the higher your level of income, the longer you are expected to live.
Higher socioeconomic status generally equals a longer lifespan.

While this is absolutely correct , would like to mention that if this were a question you may need to go more in depth. Like why is it that high income equals longer life span? Perhaps because if  someone has a higher income they often have increased access to healthcare ( because the barrier to access "costs" is reduced ) which in turn increase the ability to detect , diagnose and treat diseases and illnesses earlier before they worsen and become fatal, and therefore resulting in a longer lifespan and overall increases life expectancy.
The question above , however , focuses on the "relationship" between the two. Thus , you could answer it in the negative ( if that makes sense ) saying that low income --> less access to healthcare & education --> decreases ability to detect , diagnose , treat or decreases knowledge of health promoting behaviours etc etc -> decreasing life expectancy

[geminii]

While this is absolutely correct , would like to mention that if this were a question you may need to go more in depth.

Yeah I know you have to word your answer in a more detailed manner, I just didn't want to write the whole answer in order to give tas18 the chance to try it themselves! I just wanted to give the backbone of the answer.

[geminii]

Is this a good way to answer a question? Should I write more or less? Include anything or get rid of anything? All help is appreciated

John is a 5 year old who lives in Melbourne and has just started primary school. He was recently diagnosed with leukaemia and has spent the past three weeks in the children's hospital.
Describe how John's health may have changed in the past 3 weeks.

John, due to staying in the hospital for the past 3 weeks, has not been able to properly adjust to starting school. This means that John's mental health will be compromised as his learning will be delayed. He may also feel upset about missing out. John's physical and social health will also change as he cannot make new friends, interact with people his own age, or play with anyone.

[heids]

This is an overall explanation of how to answer a very large proportion of HHD questions!  [This is no complicated formula - it's just basic common sense]

So probably 60% of HHD questions are exactly this type:

Explain the impact of X [some factor or other] on Y [some facet of health or human development].

You then answer the question by simple, logical reasoning, like this: X leads to ___ which leads to ____ which leads to Y.
(i.e. you state what X is and reason out how it then impacts on Y)

I like shorthanding answers with arrows, so it looks like:
X --> ___ --> ___ --> Y

For example:
Spending time in a children's hospital means that John cannot interact with other children and participate in his school community, reducing his social health.
Boils down to:

Spends time in children's hospital (X) ---> can't interact/ participate ---> poor social health (Y).

This is a very simple example, and in more complicated questions, you'll need a lot more links in between (it's really important to make sure that each arrow step makes sense and doesn't 'jump' leaving a gap; in this case, that would be saying 'spends time in children's hospital --> poor social health', where you don't fully explain how step 1 leads to step 2).

John, due to staying in the hospital for the past 3 weeks, has not been able to properly adjust to starting school. This means that John's mental health will be compromised as his learning will be delayed. He may also feel upset about missing out. John's physical and social health will also change as he cannot make new friends, interact with people his own age, or play with anyone.

So, relating this to your question:
Your answer is good, and you address all dimensions of health (great!) and definitely do the X --> Y thing.  But to make it even cleaner, you could change the order so that it flows really, really clearly and logically.

For instance, you dump 'he may also feel upset about missing out' after describing mental health (so the examiner has to 'guess' that you're saying it impacts mental health).  The description would simply be smoother if your logic was carefully planned and you go: As John can't go to school, he may feel upset about missing out, [could even put another step here linking to words from mental health definition], compromising his mental health.

Or in shorthand: Can't go to school --> upset about missing out --> poor mental health.

Similarly, you kinda skip a step when you say 'John's physical... health will change as he cannot make new friends...'  This doesn't explain how not making new friends will impact his physical health, so the examiner has to fill it in - and they won't give you marks for what they add in.  Don't leave gaps in your logic.

P.S.  Good answer though, I'm just theory-dumping

[geminii]

This is an overall explanation of how to answer a very large proportion of HHD questions!  [This is no complicated formula - it's just basic common sense]

So probably 60% of HHD questions are exactly this type:

Explain the impact of X [some factor or other] on Y [some facet of health or human development].

You then answer the question by simple, logical reasoning, like this: X leads to ___ which leads to ____ which leads to Y.
(i.e. you state what X is and reason out how it then impacts on Y)

I like shorthanding answers with arrows, so it looks like:
X --> ___ --> ___ --> Y

For example:
Spending time in a children's hospital means that John cannot interact with other children and participate in his school community, reducing his social health.
Boils down to:

Spends time in children's hospital (X) ---> can't interact/ participate ---> poor social health (Y).

This is a very simple example, and in more complicated questions, you'll need a lot more links in between (it's really important to make sure that each arrow step makes sense and doesn't 'jump' leaving a gap; in this case, that would be saying 'spends time in children's hospital --> poor social health', where you don't fully explain how step 1 leads to step 2).
So, relating this to your question:
Your answer is good, and you address all dimensions of health (great!) and definitely do the X --> Y thing.  But to make it even cleaner, you could change the order so that it flows really, really clearly and logically.

For instance, you dump 'he may also feel upset about missing out' after describing mental health (so the examiner has to 'guess' that you're saying it impacts mental health).  The description would simply be smoother if your logic was carefully planned and you go: As John can't go to school, he may feel upset about missing out, [could even put another step here linking to words from mental health definition], compromising his mental health.

Or in shorthand: Can't go to school --> upset about missing out --> poor mental health.

Similarly, you kinda skip a step when you say 'John's physical... health will change as he cannot make new friends...'  This doesn't explain how not making new friends will impact his physical health, so the examiner has to fill it in - and they won't give you marks for what they add in.  Don't leave gaps in your logic.

P.S.  Good answer though, I'm just theory-dumping

Thanks!
The trouble I have though is having enough time to write down all the steps in between. Last year, half the year level didn't finish the HHD Unit 2 exam. I know I'm going to be short on time.
Is this just something that will come with practice?
Thanks again!

[heids]

Thanks!
The trouble I have though is having enough time to write down all the steps in between. Last year, half the year level didn't finish the HHD Unit 2 exam. I know I'm going to be short on time.
Is this just something that will come with practice?
Thanks again!

It's definitely just practice.  Before long, the waffle will just flow out of your fingertips with zero thought.

You can definitely go overboard with explaining too many steps (that was me lol), but my key point was that it comes easier if you have a logical organised common-sense way of explaining rather than going 'this leads to that. and oh, this too. plus it causes this, and oh yeah, that does too'.

Not that your answer was a mess, I just felt like delivering this lecture for everyone!

[geminii]

Thanks for the tips bangali! Also wondering, if a question asks you for two (or three, or however many) trends in a graph or table, can you list it in dot points? We are allowed to do this in biology, what about HHD?
I lost marks in my exams last year because my teacher thought I had written two points for a three mark question, when in fact I had actually written three points but they all kind of melded together in a big paragraph.