Community and Family Studies 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist with the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• apply the skills of critical thinking and analysis where appropriate
• use relevant concepts and terms, where appropriate, to support their response
• communicate ideas and information using relevant examples
• present a logical and cohesive response that addresses the question
• review their response to ensure that it addresses question requirements. 

Question 21

In better responses, students were able to:

• clearly show understanding of a criteria to use when selecting secondary sources
• show a clear understanding of reliability and validity of selected secondary sources, for example, currency, relevance, credibility, factual, trusted
• identify secondary sources, for example, websites, journals, science reports.

Areas for students to improve include:

• developing an understanding of validity and reliability in relation to selecting secondary sources.

Question 22

In better responses, students were able to:

• clearly identify a specific group from the core unit, Groups in Context   
• show a thorough understanding of specific needs of the group as stated in the syllabus
• clearly show individual diversity within the selected group   
• support their explanation using relevant examples.

Areas for students to improve include:

• identifying significant needs and how they vary within a group
• providing clear reasons why the significant needs vary within a group.

Question 23

In better responses, students were able to:

• using examples provide a range of specific strategies for being an effective carer
• recognise a range of personal commitments that may be indicative of a 17 year old boy
• understand the link between how the strategy assists in being an effective carer as well as maintaining personal commitments.

Areas for students to improve include:

• ensuring they address both parts of the question by recommending strategies and linking to how the strategy would help maintain commitments
• expanding their points to demonstrate depth of knowledge and understanding rather than stating a brief point.

Question 24

In better responses, students were able to:

• clearly identify a group from the core unit, Groups In Context
• demonstrate thorough knowledge of the group by choosing a limitation that is relevant to that group
• demonstrate a clear and direct relationship between the limitation and how it impacts on access to health care
• use examples of health care services that were highly relevant to the chosen group and their health needs.

Areas for students to improve include:

• identifying limitations that are specific to only one group studied within the unit
• demonstrating their knowledge and understanding by showing the characteristics and features of the group and the limitations their group faced in relation to areas of health
• supporting responses with stronger examples of health care services that the specific group would need to access.

Question 25

In better responses, students were able to:

• demonstrate knowledge and understanding of the difference between primary and secondary data
• provide detailed information into the reason why comparing data is important
• provide a reason for each of the points being made. 

Areas for students to improve include:

• providing greater detail in order to support the point being made
• developing deeper knowledge and understanding of Research Methodology content.

Question 26

In better responses, students were able to:

• make consistent and supported judgement on how well the image represented the changing roles of parenting
• demonstrate extensive knowledge and understanding of the influences on parent roles and how they have changed parent roles, for example, satisfy specific needs, promote wellbeing and build a positive relationship
• include specific examples that referenced the image.

Areas for students to improve include:

• creating stronger connections between the image and syllabus content knowledge
• making judgements that are supported by content knowledge and examples.

Question 27

In better responses, students were able to:

• show a thorough understanding of participant and non-participant observation
• provides details about a variety of ethical issues connected to using observations in primary research
• support the explanation with relevant examples of participant and non- participant observation.

Areas for students to improve include:

• demonstrate a clear understanding of research methodology.

Question 28

In better responses, students were able to:

• identify a group in context from the list provided
• demonstrate extensive knowledge and understanding of the government and community organisations that are relevant to the group in context
• clearly identify more than one inequity issue for the chosen group in context
• describe how the government and community organisations could manage resources to address inequity issues
• include specific relevant examples.

Areas for students to improve include:

• developing a deeper knowledge and understanding of the government and community organisations that are relevant to the chosen group in context
• developing greater understanding of inequity issues for the chosen group in context
• linking relevant examples of the government and community organisations to address equity issues for the chosen group in context.

Question 29

In better responses, students were able to:

• demonstrate extensive knowledge about the changes in reproductive technologies
• differentiate between changes in beliefs and changes in attitudes
• make the clear link to how the changes affected the ability of same sex couples to become parents
• include specific relevant examples.

Areas for students to improve include:

• using relevant syllabus terminology in regards to changes in reproductive technology, beliefs and attitudes
• applying syllabus knowledge to practical scenarios.

Question 30(a)

In better responses, students were able to:

• name and describe laws relevant to adoption, for example, Adoption of Children Act 1965 (NSW) or Family Law Act 1975 (Cth)
• provide relevant examples of how these laws support and protect the adoptive parents.

Areas for students to improve include:

• providing specific examples of how legislation protects and supports adoptive parents, for example, new birth certificates, parental leave and financial support from Centrelink.

Question 30(b)

In better responses, students were able to:

• display extensive knowledge of societal expectations of both males and females.

Areas for students to improve include:

• providing examples related to societal expectations on young people, not just using gender stereotypes, and linking these to wellbeing.

Question 30(c)

In better responses, students were able to:

• make valid judgements about the importance of community organisations working with the government
• provide many relevant examples, such as, the Family and Community Services and the Children and Young Persons Protection Act 1998 (NSW)
• make clear links to wellbeing.

Areas for students to improve include:

• showing how community organisations work with the government
• linking to wellbeing.

Question 31(a)

In better responses, students were able to:

• identify a range of technologies that contribute to workplace safety, for example, automated cut-off switches, facial recognition, password protected software, hard hats and protective personal equipment
• clearly link the chosen technologies to worker safety through prevention or minimisation of injury.

Areas for students to improve include:

• providing detail on how the selected technologies maintained worker safety, for example, sensors that detect a worker’s hand in the danger zone and shut down the piece of machinery
• identifying specific examples of technologies rather than discussing technology as a general way to keep staff safe.

Question 31(b)

In better responses, students were able to:

• clearly show the cause and effect of a range of technological advancements from communication, transport and/or consumer services that have lead to the development of a global community
• explain how the advancements in technology contributed to the development of a global community
• use relevant examples linked to global issues.

Areas for students to improve include:

• providing relevant examples linked to global community rather than at a national, state or local level
• recognising that transport, consumer services and communication are all factors that relate to development of a global community
• showing clear links to how the examples of technology aid in developing a global community.

Question 31(c)

In better responses, students were able to:

• address the key word ‘discuss’ by providing points for and against the effects on education, health and wellbeing of banning the use of mobile phones in schools
• link the argument to the impact on wellbeing
• provide specific examples of how banning a mobile phone in school impacts on various facets of health such as physical and mental.

Areas for students to improve include:

• providing detailed arguments against the effects on education, health and wellbeing of banning the use of mobile phones in schools
• specifically identifying which aspect of wellbeing is being affected
• using relevant examples related to school.

Question 32(a)

In better responses, students were able to:

• provide detailed reasons for the current trends for both age and gender, for example, there has been an increase in older people delaying retirement due to the increasing cost of living and the age pension not being substantial. For gender, the female participation rate in the workforce has increased and this is largely due to the rising cost of living and the greater acceptance of women returning to work while children are still young.
• provide relevant examples in their responses and address both age and gender.

Areas for students to improve include:

• ensuring that they provide reasons as opposed to identifying the current trends.

Question 32(b)

In better responses, students were able to:

• use relevant examples to clearly articulate specific to aged and adolescent on the benefits of paid and unpaid work
• cover all elements of the question as opposed to using the same examples for aged and adolescent and/or addressing aged and adolescent together in their response.

Areas for students to improve include:

• providing clear and specific links from the examples presented for both aged and adolescent in relation to the benefits of paid and unpaid work.

Question 32(c)

In better responses, students were able to:

• clearly identify specific rights and responsibilities of the employee
• show knowledge of how workplace structures support the rights and responsibilities identified
• address the key term ‘assess’ by providing a judgement on the effectiveness of workplace structures in supporting the rights and responsibilities
• support arguments with examples specific to the workplace
• describe the effect on wellbeing as a result of rights and responsibilities being satisfied by workplace structures.

Areas for students to improve include:

• identifying specific rights and responsibilities of employees
• showing a relationship between a workplace structure and a specific right or responsibility, suggesting how it supports the right or responsibility
• understanding the key word and making a judgement using clear language, for example, ‘this would be effective because’, ‘this would result in’, ‘the impact of this would be’
• using relevant examples to the workplace.