QCAA Health study plan

Define health literacy and distinguish functional, interactive and critical health literacy, generating one realistic example of each in a community health setting.

Compare the biomedical and social models of health by listing two strengths and two limitations of each and stating which model underpins contemporary health promotion.

Explain how the social view of health redistributes responsibility for health across individuals, communities and governments rather than locating it in individual behaviour alone.

Apply the five Ottawa Charter action areas to one health issue you know well and justify which action area would produce the largest population-level gain.

Classify at least ten determinants of health into social, cultural, economic, environmental and political categories, and state why each category matters.

Construct a layered determinants model in text form (individual, social and community networks, living and working conditions, broader socioeconomic and cultural conditions) and place your ten determinants correctly.

Analyse the pathways that link income, education and employment to health outcomes, tracing at least two mechanisms for each.

Explain how low health literacy operates as a determinant in its own right and how it interacts with socioeconomic disadvantage.

Distinguish modifiable from non-modifiable determinants and explain why the distinction matters for choosing action.

Distinguish health inequity from health inequality and justify why identical treatment can still produce unequal outcomes.

Interpret life expectancy, mortality rate, burden of disease and self-assessed health status, stating what each measure reveals and what it conceals.

Analyse the social gradient in health and explain the idea of the causes of the causes.

Analyse how historical, cultural and access-related factors shape health outcomes for one priority population, avoiding deficit framing and naming at least one protective factor.

Evaluate two competing explanations for the same inequity and judge which is better supported by the evidence you can state.

Synthesise determinants, equity concepts and measures into a single structured argument that moves from evidence to recommendation.

Evaluate the strengths and limitations of two actions proposed to reduce a specific inequity, judging them on scale, severity and preventability.

Apply an equity lens to a health promotion proposal by identifying who would be missed and why.

Produce an exam-style response under a 30-minute time limit without notes, then mark it against your own criteria.

Outline the five Ottawa Charter action areas and three strategies, and match each action area to a realistic program type.

Distinguish health promotion from primary, secondary and tertiary prevention, and from health protection, using examples you write yourself.

Design a health promotion plan for a defined setting by working through needs assessment, aim, strategies and evaluation.

Justify the selection of strategies by linking each to evidence about what works for your target group.

Identify two enablers and two barriers to implementing your plan, including one intersectoral barrier.

Construct process, impact and outcome indicators for your program plan and explain what each type can and cannot tell you.

Evaluate your own plan against reach, equity, acceptability, sustainability and cost, awarding a rating and a reason for each criterion.

Compare evaluation designs appropriate to small community programs, including before-and-after and post-only with comparison groups.

Analyse enablers and barriers to intersectoral action and recommend one realistic way to manage the strongest barrier.

Compare quantitative, qualitative and mixed-methods designs and match each to an inquiry question it would appropriately answer.

Explain informed consent, confidentiality, anonymity and cultural safety, and describe how each would be enacted in a school or community setting.

Distinguish validity, reliability and bias, and identify three specific sources of bias in data collection and how to reduce them.

Select and justify a data-collection tool and an analysis method for a given inquiry question.

Construct a research question that is answerable, ethical and appropriately scoped.

Synthesise all four domains in one argument, for example evaluating whether improving health literacy is the most effective way to reduce health inequities.

Complete a 60-minute timed mixed practice set covering all four domains and record your accuracy by domain.

Audit your notes against the four domains and close the three largest remaining gaps with targeted revision.

Rehearse structured extended-response planning in five minutes for three unseen prompts, producing an outline rather than a full answer.