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Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
Revising for the trial hsc
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Revising for the trial hsc

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  • 1. Revising for the trial hsc<br />Making it easy…………..well easier!<br />
  • 2. Activity 1: The key to success: Verbs!<br />The use of verbs will be the key to unlocking your potential in both your trial and HSC examinations.<br />If you are still yet to familiarise yourself with the use of verbs you will need to ensure that you revise them prior to your examinations.<br />This next activity is designed to help students revise and learn the application of verbs!<br />
  • 3. The Syllabus: How much do you really know?<br />In groups you will need to match the FQ’s with their relevant Dots and Dashes for Core 1, FQ 1 -3 only<br />Good luck!<br />
  • 4. Core 1: Health Priorities<br />impact of emerging new treatments and technologies on health care, eg cost and access, benefits of early detection<br />measuring health status <br />health care in Australia<br />diabetes<br />cancer (skin, breast, lung) <br />the elderly<br />complementary and alternative health care approaches<br />people in rural and remote areas<br />costs to the individual and community<br />How are priority issues for Australia’s health identified?<br />range of products and services available<br />responsibility for health facilities and services<br />mental health problems and illnesses<br />a growing and ageing population<br />identifying priority health issues <br />increased population living with chronic disease and disability<br />Aboriginal and Torres Strait Islander peoples<br />reasons for growth of complementary and alternative health products and services<br />demand for health services and workforce shortages<br />health care expenditure versus expenditure on early intervention and prevention <br />What role do health care facilities and services play in achieving better health for all Australians?<br />healthy ageing<br />social justice principles<br />availability of carers and volunteers.<br />health insurance: Medicare and private<br />groups experiencing health inequities <br />measures of epidemiology (mortality, infant mortality, morbidity, life expectancy)<br />range and types of health facilities and services<br />overseas-born people<br />high levels of preventable chronic disease, injury and mental health problems<br />people with disabilities<br />socioeconomically disadvantaged people<br />potential for prevention and early intervention<br />prevalence of condition<br />equity of access to health facilities and services<br />What are the priority issues for improving Australia’s health?<br />how to make informed consumer choices<br />role of epidemiology<br />cardiovascular disease (CVD)<br />respiratory disease<br />injury<br />priority population groups<br />
  • 5. Did you find it hard?<br />It is extremely important that you know your syllabus content.<br />Knowing how to explicitly use verbs and syllabus terminology in your responses will give you every opportunity to achieve band 6 in your HSC.<br />How can you learn the syllabus?<br />Reconstruct <br />Memorise<br />Mind Map – How?<br />What to do now? Core 2 and Options<br />
  • 6. Health Trends in Australia!<br />The importance of these trends!<br />“use tables and graphs from health reports to analyse current trends in life expectancy and major causes of morbidity and mortality for the general population and comparing males and females”<br />Do you know the trends?<br />Apart from your studies in class (ie. Research booklets) where can you find this information?<br />Email (pdf version) PDHPE: In Focus<br />AIHW Australia’s Health Document<br />
  • 7. Inequities and High Levels of Preventable Chronic disease……..etc.<br />Do you know your stuff?<br />PD = CVD, Cancer (SBL) + 1 other<br />- nature (what) and extent (how big), trends, health determinants, risk and protective factors and groups at risk<br />Inequities = ATSI + 1 other<br /> - nature (what) and extent (how big), health determinants the roles of governments, individuals and communities in addressing the problem<br />
  • 8. HSC Standards – What is expected<br />Answer the following question under exam conditions within 15 minutes. Write the question into your book!<br />Describe the inequities of health status experienced by people of low socioeconomic status in Australia. (5 marks)<br />What did you need to do?<br />The verb describe – provide characteristics and features<br />Syllabus content – groups suffering inequities – health determinants<br />Ok – so how did you go? Band 4, 5 or 6? This question was asked in the 2002 HSC paper. Let’s mark and compare your response to those of students who answered this question in their HSC!<br />Let’s try another!<br />
  • 9. HSC Standards – What is expected<br />Answer the following questions under exam conditions within 15 minutes. Write the question into your book!<br />Describe how the principles of specificity and reversibility apply to a flexibility training program. (4 marks)<br />What did you need to do?<br />The verb describe – provide characteristics and features<br />Syllabus content – Please Stop Riding Very Tiny Wombats – Anaerobic, Aerobic, Strength and Flexibility<br />Ok – so how did you go? Band 4, 5 or 6? This question was asked in the 2002 HSC paper. Let’s mark and compare your response to those of students who answered this question in their HSC!<br />Let’s try another!<br />
  • 10. HSC Standards – What is expected<br />Answer the following questions under exam conditions within 20 minutes. Write the question into your book!<br />Analyse the psychological strategies athletes could employ to enhance performance. (10 marks)<br />What did you need to do?<br />The verb analyse – identify the components and the relationships between them<br />Syllabus content – psychological strategies – enhance performance<br />Ok – so how did you go? Band 4, 5 or 6? This question was asked in the 2002 HSC paper. Let’s mark and compare your response to those of students who answered this question in their HSC!<br />Last one! Save the best until last!<br />
  • 11. HSC Standards – What is expected<br />Answer the following questions under exam conditions within 30 minutes. Write the question into your book!<br />Assess the ways in which sports policy and the sports environment promote the physical wellbeing of children and young athletes. (15 marks)<br />What did you need to do?<br />The verb assess – Make a judgement of value, quality, outcomes, results or size<br />Syllabus content – children and young athletes – sports policy and the sports environment<br />Ok – so how did you go? Band 4, 5 or 6? This question was asked in the 2002 HSC paper. Let’s mark and compare your response to those of students who answered this question in their HSC!<br />
  • 12. HSC Standards – Practise at home!<br />Where do I need to go?<br />From the BOS website<br />From the ARC website<br />What do I need to remember?<br /> - The syllabus has changed<br /> - Some questions cannot be asked in your HSC<br /> - Only for 2001 and 2002<br /> - Limited range of questions<br />
  • 13. Remember<br />The keys to success are:<br />Study and practise writing responses consistently<br />Know your syllabus<br />Understand the verbs and the process of answering a response for each verb scaffold<br />Use your teacher<br />Attempt ALL questions, even if you have NO idea!<br />And finally, be confident, work hard but most importantly remain calm and don’t work yourself too hard! Rest, sleep and recreation time is as important throughout your HSC as studying!<br />
  • 14. Finally<br />Never rest until your good becomes better and your better become best!<br />Ps. Don’t forgot to rest, sleep and enjoy Year 12. The above is ONLY a saying!<br />

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