Community and Family Studies 2019 HSC exam pack

Students should:

• have a clear understanding of key words in the question and recognise their different requirements, such as ‘evaluate’ and ‘explain’
• read the question(s) carefully
• sustain their argument throughout their response
• use relevant terminology to support their argument
• support responses with relevant and contemporary examples
• engage with what the question is asking rather than presenting a pre-prepared response.

Question 21(a)

In better responses, students were able to:

• show detailed understanding of the three stages of the research process: conducting, planning and interpreting
• support their responses using syllabus terminology and relevant examples.

Areas for students to improve include:

• referring to the research process as listed in the syllabus.

Question 21(b)

In better responses, students were able to:

• clearly identify the difference between reliability and validity with reference to the stimulus
• utilise the stimulus to explain how the research could be improved
• provide a detailed explanation of both reliability and validity
• support their explanation using relevant examples that link to the stimulus.

Areas for students to improve include:

• ensuring links to the stimulus are clearly identified
• understanding the difference between reliability and validity.

Question 22

In better responses, students were able to:

• correctly identify both a government and community organisation relevant to assisting parents with their responsibilities
• provide details and make connections about how government and community organisations assist parents with their responsibilities.

Question 23

In better responses, students were able to:  

• provide detailed information on the similarities and differences between authoritarian and negligent styles of parenting
• show a clear link as to how these parenting styles impact on the relationships between parents and their dependents.

Areas for students to improve include:

• knowing the meaning of the key word ‘compare’.

Question 24

In better responses, students were able to provide:

• detailed information about a research method
• connections between a suitable research method and relevant sensitive topics.

Areas for students to improve include:

• identifying specific examples of sensitive topics linked to the research method.

Question 25

In better responses, students were able to provide:

• detailed information and relate this to the treatment of people with disabilities in terms of dignity and respect.

Question 26

In better responses, students were able to:

• demonstrate a thorough understanding of the preparations required for a foster parent with a child with a significant disability
• show clear link(s) between the preparation required and how this would enhance the wellbeing of the dependent.

Question 27

In better responses students were able to:

• demonstrate a  thorough understanding of confidentiality and crediting sources of data
• show a clear link between the importance of both and their impact on the research project.

Question 28

In better responses, students were able to:

• demonstrate a thorough understanding of an equity issue of the selected group in context and strategies the government could implement to address that issue
• show clear link(s) between the support provided and the possible impact on equity for members of the group in context.

Question 29

In better responses, students were able to:

• demonstrate an understanding of advocacy, including how and why it relates to the studied Category B Group
• present a clear argument(s) of how well advocacy may or may not have created a positive and supportive environment.

Question 30(a)

In better responses, students were able to:

• demonstrate their knowledge of ‘how’ the community recognises aged individuals as valuable citizens
• provide specific examples of the recognition the community provides to demonstrate the value of aged individuals.

Question 30(b)

In better responses, students were able to:

• demonstrate detailed knowledge about the relationship of specific community groups and how they support the wellbeing of families
• correctly link the services provided to how they supported the wellbeing of families. 

Areas for students to improve include:

• avoiding general statements about the question and providing specific examples and information
• identifying the key words in the question and providing information that addresses the key word.

Question 30(c)

In better responses, students were able to:

• demonstrate their knowledge of the relevant syllabus section and the specific legislation relating to children
• use the key word to understand that a judgement needs to be made about the value of government legislation in supporting and protecting the welfare of children
• include specific information about wellbeing.

Areas for students to improve include:

• using relevant syllabus terminology and content rather than general information
• demonstrating a clear understanding that they have studied the option by incorporating specific syllabus terminology and relevant examples
• using the rubric as a guide to the content required in the response, for example, influences on wellbeing.

Question 31(a)

In better responses, students were able to:

• provide characteristics and features of how the technology has made travel and transport more efficient
• identify appropriate examples of transport and travel technology.

Question 31(b)

In better responses, students were able to:

• provide detailed information about the cause and effect of technology on interpersonal relationships within the family
• link the positive and negative effects of technology on family interpersonal relationships.
• explain how and/or why technology impacts on interpersonal relationships within families.

Areas for students to improve include:

• using specific examples rather than general comments.

Question 31(c)

In better responses, students were able to:

• make clear links between emerging technologies and the effects on both the economic and ethical aspects of the community
• draw out and relate the implications of technologies on the wellbeing of the community.

Areas for students to improve include:

• linking the impact of emerging technologies specifically to community wellbeing.

Question 32(a)

In better responses, students were able to:

• provide characteristics and features of the factors that contribute to youth unemployment.

Question 32(b)

In better responses, students were able to provide:

• detailed information about how parents could utilise workplace structures to manage multiple roles
• a clear link between workplace structures and managing multiple roles.

Areas for students to improve include:

• knowing what workplace structures are and explaining some of them in detail
• understanding what multiple roles a parent may have.

Question 32(c)

In better responses, students were able to:

• clearly identify relevant social factors and show an understanding of how they lead to changing patterns of work
• provide relevant examples of how changing work patterns impact on the family
• draw out the implications of changes to work patterns for a parent and the impact this can have on the family.

Areas for students to improve include:

• addressing all aspects of the question in their responses
• linking the effect of changing work patterns to wellbeing.