HEALTH AND HUMAN

DEVELOPMENT
Unit 3 Outcome 2, Task 2b (Part 1)
Data Analysis

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• 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) remains 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 2022. This SAC is for the exclusive use of Traralgon College.
Question 1 (6 marks)

The following graph shows the infant mortality rate (per 1,000 live births) from 1915 to 2020.

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Deaths per 1 000 live births

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1915 1921 1927 1933 1939 1945 1951 1957 1963 1969 1975 1981 1987 1993 1999 2005 2011 2017

Source: ABS, 2022.

a. What is meant by ‘old public health’? 2 marks

Old public health relates to the actions made by the government in the 1900s that revolved on
changing physical environment to help reduce the spread of diseases. This was done by providing
clean water and better sewage disposal.

b. Explain two actions that were taken as part of the old public health and discuss how each may have
contributed to the trend in infant deaths between 1915 and 2020. 4 marks
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Question 2 (9 marks)
The following graph shows the percent contribution of leading causes of death in 1907 and 2019.

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
 40.3%
29.8%

26.7%
25.4%
20.0%

14.3%

12.6%
9.7%

7.8%

6.9%
4.9%
1.5%
Cardiovascular Respiratory Infectious Cancer Injury and Other
disaeases diseases diseases poisoning

1907 2019
Source: AIHW 2022.
a. Identify one of the leading causes of death for which there has been a reduction in the percentage
contribution between 1907 and 2019. 1 mark
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b. Compare the biomedical and social models of health. 4 marks

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c. Discuss how both the biomedical and social models of health may have contributed to a reduction in
the percentage contribution of the leading cause of death identified in part a. 4 marks

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
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Question 3 (6 marks) (HAVE NOT COVERED YET)

Outcomes of the National Disability Insurance Scheme (NDIS) are measured each year against the
achievement across a range of domains or categories. The following data show the results for selected

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
domains for those aged 15-24 based on their satisfaction at the end of their first year in the program and
their fourth year review.
The selected domains are:

 Choice and control (have more choices and more control over their life)
 Relationships (helped them meet people)
 Lifelong learning (helped them learn things they want to learn or to take courses)
 Work (helped them find a job that’s right for them)
 Social, community and civic participation (helped them to be more involved)

Percentage satisfaction across selected domains for NDIS participants aged 15-24 at the 1 st and 4th year
reviews (time since the person began participating in the NDIS).
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Choice and control Relationships Lifelong learning Work Social, community
and civic participation

1st year review 4th year review

Source: Adapted from NDIS National Outcomes Dashboard (to June 2021).

a. What is the National Disability Insurance Scheme (NDIS)? 2 marks

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b. Using information from the graph, analyse the effectiveness of the NDIS in promoting health and
wellbeing. 4 marks
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© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
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Question 4 (4 marks)

a. Outline two differences between private health insurance and Medicare. 2 marks
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b. Briefly explain how Medicare is funded. 2 marks

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END OF QUESTION AND ANSWER BOOKLET

Extra space for responses

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
Clearly number all responses in this space.

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Answer Guide

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
 Please note that these answers are a guide only and do not represent every possible correct answer.

1. a. Students are awarded two marks for explaining at least two aspects of the old public health.
Examples can be awarded a maximum of one mark. A sample response could be:

Old public health relates to government actions that were taken in the early 1900s that
focused on changing the physical environment to prevent the spread of infectious diseases
such as providing safe water, sanitation and sewage disposal.

b. Students are awarded two marks each for their discussion of two actions (which could include
policies or practices) that would help explain the reduction in infant deaths. If students use the same
example that was awarded a mark on part a., they do not receive a mark for naming it again, but can
receive a mark for their explanation. Students are not required to use data but would be expected to
identify that the trend has shown a decrease. Examples could include:

 Early in the 1900s many infants died from diseases such as cholera and from dehydration
due to diarrhoea. A lack of safe water and sanitation was responsible for many of these
deaths. Providing safe water and sanitation as part of the old public health actions played a
large role in the reduction of infant deaths.
 More hygienic birthing practices were put in place as part of the old public health. This
meant that babies were delivered in clean and safe environments by trained and registered
midwives and doctors. This helped reduce infant deaths.
 Better quality housing was introduced as part of the old public health. Building regulations
meant that houses needed to have ventilation and drains and sewage systems or a cesspit to
separate waste and reduce the risk of infectious diseases such as pneumonia and other
respiratory diseases and cholera and dehydration from diarrhoea. This helped reduce infant
death rates.
 The government introduced mass vaccination programs in schools and in the community to
encourage as many people as possible to get themselves and their children vaccinated. This
helped reduce infant deaths from diseases such as diphtheria, pertussis and whooping cough.

2. a. Students receive one mark for selecting either respiratory diseases or infectious diseases. They
cannot select ‘other’ as this is not a leading cause of death, it is a combination of many causes of
death.

b. Students must include at least two key points of comparison for both the biomedical and social
models of health to be awarded four marks. Examples of two mark responses could include:

 The biomedical model focusses on individuals who are sick whereas the social model
focusses on communities who are not necessarily sick and seeks to prevent ill health.
 The biomedical model is relatively expensive as it involves the treatment of disease and
injury whereas the social model is relatively cheap as it focusses on education and disease
prevention.
 The biomedical model focusses on the biological and physical aspects of disease and injury
whereas the social model focusses on the broader determinants of health.
 The biomedical model of health promotes developments in the treatment of disease whereas
the social model focusses on disease prevention and therefore doesn’t promote medical
advancements.

c. Students are to use the leading cause of death they selected in part a, and provide at least two
examples of how both the biomedical and social models of health could have brought about a
decrease in the percentage of deaths. Examples could include:

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
 Respiratory diseases

 Technological developments associated with the biomedical model of health would help in
diagnosing respiratory diseases and then treating the disease if possible with antibiotics
which would prevent deaths associated with diseases such as pneumonia.
 The development of Ventolin and the use of oxygen for sufferers of asthma would assist in
managing the condition as well as preventing deaths associated with severe asthma attacks.
 The social model of health has also been effective in reducing smoking which helps reduce
the impact of emphysema and other respiratory diseases. Health promotion campaigns such
as Quit have encouraged people to give up or never take up smoking.
 The social model of health has also seen many changes being made to the environment in
which people live and work to reduce exposure of people to air contaminants, in particular
passive smoking which has reduced the incidence of respiratory conditions, particularly in
children and therefore reduced the percentage of deaths associated with respiratory diseases.

Infectious diseases

 Technological developments associated with the biomedical model of health would help in
diagnosing and treating a range of infectious diseases such as TB, venereal disease and
syphilis. With the development of antibiotics and penicillin, these diseases can be treated
which reduces deaths. The introduction of vaccines for infectious disease also helped in
reducing the percentage of deaths associated with these diseases.
 The social model of health would have also assisted in reducing the percentage of deaths
associated with infectious diseases by quarantining sufferers, in particular children who
were excluded from school if they had an infectious disease. This helped prevent the spread
and therefore helped reduce the number of deaths. Mass vaccination programs were
introduced where children were vaccinated against diseases such as polio, tetanus, TB,
pertussis and whooping cough. This helped build immunity and prevent these diseases.

3. a. Students are awarded two marks for any two aspects associated with the NDIS that they provide.
Examples worth one mark include: Have not covered yet

 NDIS is a national insurance scheme that provides services and support for people with
permanent, significant disabilities, their families and carers.
 The NDIS is a Federal Government scheme.
 The NDIS is a health insurance scheme that assists people with permanent, serious
disabilities to lead an ordinary life.
 The NDIS can provide assistance such as assistive technology including wheelchairs and
home modifications.
 The support that the NDIS provides is based on the individual’s specific needs (identified
through an individualised plan).
 The NDIS can provide support relating to employment, social activities and community
connectedness.

b. To be awarded four marks, students must use the information in the graph to analyse the
effectiveness of the NDIS by relating it to any four aspects of the dimensions of health and wellbeing.
If students discuss the NDIS broadly without reference to the information in the graph, they can only
receive a maximum of two marks. A sample response could be:

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.
 The NDIS appears to have been effective in promoting the mental health and wellbeing of
participants over the four year review period. Participants reported having greater choice
and control over their life which helps them feel confident and have greater self-esteem.
This may have been affected a little by a reduction in lifelong learning and work, which both
reduce the opportunities for processing information and solving problems. Work is also an
opportunity to meet new people and develop social health and wellbeing. However,
participants indicated the NDIS had helped them to develop relationships which is an
important component of social health and wellbeing, along with an increase in social,
community and civic participation.

4. a. Students receive two marks for identifying two differences between Medicare and Private Health
Insurance. Examples worth one mark include:

 Medicare covers all basic hospital expenses for public patients in public hospitals whereas
private health insurance does not contribute anything unless a person is treated as a private
patient in a public hospital.
 Medicare applies to all Australians whereas public health insurance only covers those who
join and pay a premium.
 Medicare generally does not cover services such as physiotherapy whereas private health
insurance can if people purchase extras.
 Medicare is administered by the Federal Government whereas private health insurance is
run by private companies.
 Medicare will generally contribute to GP consultations whereas private health insurance
usually doesn’t.

b. Students receive two marks for explaining that Medicare is funded through taxation, including the
Medicare Levy, (the Medicare Levy Surcharge) and general taxation.

© The Health Teachers’ Network 2022. This SAC is for the exclusive use of Traralgon College.