Community and Family Studies 2021 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:

• detail key features of questionnaires using appropriate terms, for example, qualitative/quantitative, open/closed questions
• show clear points for and/or against the suitability of questionnaires when conducting research, for example, cost, time efficiency distribution method, types of results that can be produced such as graphs and tables, sampling methods and bias
• justify the use of the appropriate research methodology, questionnaire and not just list features.

Areas for students to improve include:

• using relevant syllabus terminology from research methodology
• understanding key words, for example, discuss, showing points for and/or against.

Question 22

In better responses, students were able to:

• demonstrate thorough knowledge and understanding of how the community use of positive terminology makes an impact on people with disabilities using detailed reference(s) to wellbeing, for example, emotional or social
• demonstrate examples regarding the impact positive terminology makes, for example, improving self-confidence, self-esteem, sense of identity and terminology used towards people with a disability, for example, putting the person before the disability.

Areas for students to improve include:

• including depth regarding the impact positive terminology has on the wellbeing of people with disabilities
• using specific examples, not just negative ones, which are relevant, but need further detail showing an understanding of positive examples, which infer wellbeing.

Question 23

In better responses, students were able to:

• provide a range of different support options for working parents including formal and informal support
• link the benefit of utilising different support options to working parents
• incorporate specific terms to demonstrate depth of syllabus and content.

Areas for students to improve include:

• including depth in the response to show clear interrelation of the support options and the benefits to working parents
• ensuring they address the requirements of the question, linking specifically to working parents.

Question 24

In better responses, students were able to:

• clearly identify specific needs using the correct syllabus terms such as adequate standard of living, education, employment, health, safety, security and sense of identity
• clearly link wellbeing areas, such as, emotional, economic, cultural, physical, spiritual and social, to the specific needs identified
• show the impact on the wellbeing of youth, if the need was not met
• address and link all areas of the question, for example, needs, wellbeing, impact and youth.

Areas for students to improve include:

• providing detail in their response using correct syllabus terms
• ensuring all sections of the question is addressed, for example, including needs ‘not being met’.

Question 25

In better responses, students were able to:

• complete the table by reading and interpreting correctly
• identify an advantage, for example, identifying trends, and limitations
• give more than one reason for a change in the graph, for example, COVID 19 causing schools to shut as well as many organisations particularly in the hospitality sector.

Areas for students to improve include:

• knowing the difference between primary and secondary research methods and advantages and limitations of each
• looking at graphs in general and practicing reading and interpreting the data.

Question 26

In better responses, students were able to:

• demonstrate knowledge and understanding of each step involved in conducting research, for example, access to sources, such as, print and digital, primary data collected and recorded, interviews/questionnaires, sampling, document actions and issues, using a diary to document the process/issues and reference to the topic (participation in organised sport during the HSC year)
• provide a clear link between the components of the research process
• provide relevant examples for all steps involved.

Areas for students to improve include:

• demonstrating the research steps are provided in the question and the need to provide a link between each of the steps
• using correct syllabus terms to show understanding.

Question 27(a)

In better responses, students were able to:

• identify two or more characteristics of an authoritarian parenting style, for example, displaying strict rules and limits, clear expectations of dependents following rules with clear communication.

Areas for students to improve include:

• ensuring clarity in sentences, not just listing words
• using relevant syllabus terms from Parenting and Caring.

Question 27(b)

In better responses, students were able to:

• clearly show knowledge and understanding of an authoritarian parenting style
• identify several effects an authoritarian parenting style has on the ‘scenario family’, for both the 3- year-old son and 16- year-old daughter
• discuss for and/or against the effects an authoritarian parenting style has on the ‘scenario family’ for both the 3- year-old son and 16- year-old daughter
• use relevant examples specific to each child and not just the family.

Areas for students to improve include:

• understanding the key word, discussing for and/or against
• ensuring links to the scenario provided
• demonstrating knowledge and understanding of authoritarian parenting style.

Question 28

In better responses, students were able to:

• demonstrate knowledge of multiple community organisations for the group
• consistently make judgments on how well the community group satisfies a range of needs for the group
• show understanding that community organisations will not satisfy the needs for all members of the diverse group
• support judgments throughout the response using a wide range of relevant examples
• use relevant syllabus terminology for the needs of the group.

Areas for students to improve include:

• demonstrating knowledge by using relevant and specific examples of community groups rather than government initiatives
• creating a relationship between the organisation and the satisfaction of needs
• supporting judgment statements with relevant examples
• using relevant terms in explaining the needs of the group.

Question 29

In better responses, students were able to:

• provide detailed information about roles of parents and carers, for example, satisfying specific needs, building positive relationships and promoting the wellbeing of the child/dependents
• use syllabus terms in relation to the roles of parents and carers
• compare a range of strategies that could be used in the role of a parent and carer
• include relevant examples linked to the scenario provided.

Areas for students to improve include:

• using relevant syllabus terms to compare the roles of parents and carers
• using comparative language to show the similarities and/or difference in the strategies used in the roles of parent and carer
• linking back to the scenario provided in the question.

Question 30(a)

In better responses, students were able to:

• demonstrate the reasons why legal rights are given to young people, for example, to create independence and improve maturity
• provide relevant examples such as access to alcohol and obtaining a license to drive a car.

Areas for students to improve include:

• referring to legal rights and not legislation, for example, Medicare and Centrelink.

Question 30(b)

In better responses, students were able to:

• show how organisations in the local community protect the welfare of children, for example, provide safety in schools, improve physical well-being to community sports programs.

Areas for students to improve include:

• being specific with the relevant examples chosen, for example, PCYC or before and after school care.

Question 30(c)

In better responses, students were able to:

• make a valid judgement as to how laws support adults and families, for example, families of same sex couples and Family Law Reform Act supporting children when marriage breakdown occurs
• provide examples of current laws, for example,Adoption of Children and Zoe’s Law
• provide clear link to show how these laws can affect the wellbeing of both adults and families.

Areas for students to improve include:

• identifying specific laws, for example, Family Law Act and Marriage Act and the amendments to these laws that make them current
• using terms providing a judgement, such as, ‘this is effective’ or ‘from the evidence’.

Question 31(a)

In better responses, students were able to:

• identify and give examples of specific household technologies
• provide links between the technology and wellbeing factors.

Areas for students to improve include:

• distinguishing between household technologies and communication/entertainment technologies
• identifying specific wellbeing factors.

Question 31(b)

In better responses, students were able to:

• demonstrate understanding of the key term ‘explain’ by showing cause and effect
• linking the social and economic impacts that the technology has on individuals, families or communities
• provide specific examples linked to the technology.

Areas for students to improve include:

• addressing both the social and economic impacts of the technology
• developing understanding of the economic impacts of technology
• showing clear links to how examples provided have a social and economic impact.

Question 31(c)

In better responses, students were able to:

• address an understanding of the term ‘analyse’ by identifying components of workplace technology including, but not limited to, safety technology, information and communication technology, structure, the introduction of new technologies and making the relationship to career pathways and work/life balance explicit
• clearly link the relationship of technology in the workplace to the impact on specific factors affecting wellbeing
• provide specific examples of workplace technologies that have an impact on work life balance and career pathways.

Areas for students to improve include:

• recognising that workplace technology includes safety technology, information and communication technology, structure and the introduction of new technologies
• using relevant examples, addressing technology in the workplace, work/life balance and career pathways
• identifying which specific factors affect wellbeing and are impacted by technology in the workplace.

Question 32(a)

In better responses, students were able to:

• identify various skills learnt through work and clearly explain how each of these skills assist young people in managing multiple roles outside the workplace for example caring, education, family
• provide relevant examples which clearly name multiple roles and demonstrate links between skills and roles.

Areas for students to improve include:

• identifying specific multiple roles
• ensuring a relationship between the skill learnt through work and a multiple role is provided.

Question 32(b)

In better responses, students were able to:

• demonstrate knowledge of both part time and voluntary patterns of work
• provide clear and justified reasons why both part-time and voluntary patterns were suitable for the aged, based on the characteristics of their stage of life.

Areas for students to improve include:

• understanding the key word ‘discuss’ to provide points for and/or against the suitability of work patterns for the aged
• providing specific examples which showed knowledge of the characteristics of the stage of the lifespan.

Question 32(c)

In better responses, students were able to:

• clearly identify specific social factors from the syllabus and show how the impact on work patterns is different for individuals
• address the key word ‘analyse’ by providing a clear relationship between social factors and the implication on individuals and their pattern of work
• support arguments with examples specific to social factors and work patterns from the syllabus
• describe the effect on wellbeing because of work patterns impacted by social factors.

Areas for students to improve include:

• identifying specific social factors and work patterns
• providing an explanation of each social factor and presenting characteristics of the work patterns which are impacted
• showing the relationship between a social factor and the implication of them on individuals, their patterns of work and wellbeing
• understanding the key word ‘analyse’ by addressing clear implications using relevant language
• using relevant examples for individuals in the workplace.