Community and Family Studies 2022 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 syllabus concepts and terminology, 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:

• apply knowledge of the syllabus to determine the importance of a plan in research
• use a variety of key words with examples, such as, timelines, sample sizes, sample groups, a research proposal, ethical behavioural considerations, suitable research methods and managing resources like time and energy.

Areas for students to improve include:

• understanding syllabus terminology and applying them effectively
• using examples to support responses, showing understanding of the importance of planning in research.

Question 22

In better responses, students were able to:

• address multiple ways to ensure privacy in research
• provide relevant examples of sensitive topics
• use syllabus terminology.

Areas for students to improve include:

• developing greater understanding of ways to ensure privacy during research
• providing clear examples of sensitive topics, rather than stating the generic term ‘sensitive topics’
• defining key syllabus terminology.

Question 23

In better responses, students were able to:

• correctly identify the roles of parents stated in the syllabus
• demonstrate knowledge of the impact of high and low socioeconomic status on the roles of parents.

Areas for students to improve include:

• understanding the meaning of socio-economic status
• developing greater knowledge about the roles of parents as per the syllabus, such as, promoting wellbeing, building positive relationships and satisfying needs.

Question 24(a)

In better responses, students were able to:

• correctly identify the characteristics stated in the syllabus, including age, gender, level of education, culture, type of disability, first language spoken and socio-economic status
• provide an explanation of the characteristics stated in the syllabus that affect access to counselling services for students
• provide examples of characteristics.

Areas for students to improve include:

• drawing out the cause-and-effect relationship of the characteristics affecting access to counselling services
• using examples from schools, as well as private and free services; such as, Kids Helpline.

Question 24(b)

In better responses, students were able to:

• show knowledge and understanding of resources to enhance education, for example, energy, money and time
• provide a thorough explanation of how resources can enhance a student’s education
• provide examples of education and types of resources.

Areas for students to improve include:

• understanding that the ‘resources’ referred to in the syllabus are knowledge, energy, money and time
• providing a more detailed explanation of the cause-and-effect relationship between resources and the enhancement of a student’s education
• using appropriate examples of resources to improve an individual’s education.

Question 25

In better responses, students were able to:

• show knowledge and understanding of a research method such as a case study
• provide positive and negative arguments for using case studies in research and link them to the scenario of acceptance of single parents in the community.

Areas for students to improve include:

• understanding the suitability of research methods for specific topics
• understanding the impact various research methods can have on the reliability and validity of data collected in research.

Question 26

In better responses, students were able to:

• demonstrate knowledge and understanding of both sample size and sample group
• demonstrate relationships between sample size and sample group using the reliability and validity of research
• provide relevant examples to support the explanation.

Areas for students to improve include:

• using appropriate key words in the correct context, for example, reliability and validity
• using examples to show deeper understanding.

Question 27

In better responses, students were able to:

• correctly identify the responsibilities of parents
• demonstrate clear points for and/or against parent responsibilities impact on relationships with dependent(s).

Areas for students to improve include:

• understanding the responsibilities of parents such as setting limits, discipline and duty of care.

Question 28

In better responses, students were able to:

• show an understanding of the contribution the group made to the wider community
• provide a deeper understanding of the contribution the group made to the wider community with relevant examples.

Areas for students to improve include:

• providing more detail about the contribution the group made to the wider community
• demonstrating a clear relationship between the contribution of the group and the impact on the wider community
• providing relevant examples.

Question 29

In better responses, students were able to:

• provide an assessment of formal support services and link to the preparations of becoming a carer
• provide a link between community organisations, government agencies and formal support services
• provide a wide variety of examples
• refer to the scenario throughout the response.

Areas for students to improve include:

• ensuring all parts of the question are addressed in the response, including formal support services and preparations for becoming a carer
• knowing the difference between community organisations and government agencies as formal support services
• providing examples that are relevant to a 16-year-old carer and/or referencing the young carer
• distinguishing between the carer and the dependent for formal support services.

Question 30(a)

In better responses, students were able to:

• effectively provide a definition as well as specific information relating to the purpose of the rite of passage
• provide relevant examples that clearly link to the rite of passage from adolescence to adulthood, for example, celebrations such as 18th or 21st birthday, obtaining a driver's license or the right to vote.

Areas for students to improve include:

• providing clear and specific information about an example showing the connection between the example and the rite of passage
• providing a deeper understanding of the syllabus content related to assisting young people to become young adults.

Question 30(b)

In better responses, students were able to:

• demonstrate an understanding of the different housing needs of the aged
• provide a clear link between a variety of different community organisations and how the services provided by the organisation explicitly assist the aged with housing needs
• understand the relevant syllabus section and terminology related to issues for the aged.

Areas for students to improve include:

• ensuring all parts of the question are addressed, for example, the housing needs of the aged and the assistance provided by community organisations to support the aged
• incorporating specific examples, such as, independent living in their own home, assisted living in a residential care facility or full-time nursing care in an aged care facility or nursing home, due to being unable to care for themselves in their own home
• providing reasons why the aged may need different levels of housing such as mobility or health.

Question 30(c)

In better responses, students were able to:

• provide a variety of community organisations, for example, the Department of Communities and Justice, schools, Out of School Hours Childcare, women’s refuges/shelters
• provide specific legislation or initiatives, for example, the Education Act, the Family Law Act, the Children and Young Persons (Care and Protection) Act
• include the effectiveness of implementation of the legislation to the community organisation
• include a valid link to the effect on the wellbeing of individuals and families through the implementation of legislation or initiatives by community organisations.

Areas for students to improve include:

• incorporating specific government legislation such as the Education Act, the Children and Young Persons (Care and Protection) Act, the Family Law Act, rather than just referring to ‘government legislation’
• providing names of specific community organisations and information about services offered; such as, the Department of Communities and Justice, women’s refuges and shelters, school, Out of School Hours Childcare
• providing explicit links to the impact on the factors of wellbeing.

Question 31(a)

In better responses, students were able to:

• demonstrate understanding of how a range of ages, for example, the elderly and youth, affects the specific use of technology
• demonstrate knowledge of the access to and acceptance of technology applied to the concept of age
• provide relevant examples of specific technologies.

Areas for students to improve include:

• providing specific examples
• relating examples to a person's age, rather than in general terms.

Question 31(b)

In better responses, students were able to:

• explore a range of communication technologies using relevant examples including mobile phones, Zoom, Microsoft Teams, emails and social media applications
• show the cause-and-effect relationship between how the communication of technologies benefits society in areas; such as, school, work and home life
• relate the response to the concept of social betterment.

Areas for students to improve include:

• demonstrating reasons for the development of technology and social betterment
• providing examples specific to the communication of technology, not just referring to technology in general
• providing a clear link to how communication technologies have benefited society.

Question 31(c)

In better responses, students were able to:

• identify the correct issues related to information and communication technologies, including security of information, information overload, copyright, accuracy of information and privacy
• provide a discussion of issues related to the development of information and communication technologies using clear and logical examples
• link a variety of wellbeing factors to each issue and the effect on wellbeing.

Areas for students to improve include:

• identifying issues related to the development of information and communication technologies, including security of information, information overload, copyright, accuracy of information and privacy
• providing a discussion of how issues related to the development of information and communication technologies, with relevant examples
• making links to how each issue impacts the various factors of wellbeing.

Question 32(a)

In better responses, students were able to:

• demonstrate understanding of workplace culture providing characteristics and features of a workplace culture
• demonstrate knowledge of effective work practices incorporating specific examples; such as, increased productivity, reduced absenteeism, less staff turnover, rather than referring to efficient work practices as a general term
• provide a link between workplace culture and the impact it has on efficient work practices.

Areas for students to improve include:

• providing examples of workplace culture with characteristics
• identifying appropriate examples of efficient work practices which are specific and relevant to work, rather than personal gain
• providing links between workplace culture and the contribution it has on efficient work practices.

Question 32(b)

In better responses, students were able to:

• provide a range of rights and responsibilities for employees in the workplace, with relevant and specific examples
• demonstrate understanding of the key word (explain) in the question, showing clear statements throughout the response
• construct a logical response demonstrating a clear explanation of both rights and responsibilities.

Areas for students to improve include:

• understanding the requirements of the key word ‘explain’ to include a variety of effect statements related to rights and responsibilities
• demonstrating knowledge of potential outcomes if rights and responsibilities are or are not met
• providing examples of rights and responsibilities relevant to the workplace and employees, rather than for employers or basic human rights.

Question 32(c)

In better responses, students were able to:

• correctly identify the issues relevant to youth employment
• identify a relationship between youth employment issues and the employment opportunities for youth with suggested implications
• provide relevant examples that reflect the impact issues have on the factors of wellbeing for youth.

Areas for students to improve include:

• identifying relevant issues to include personal management skills, steps taken to plan and prepare for a career, predominant work patterns, rights and responsibilities of youth
• demonstrating understanding of how issues impact youth employment opportunities through relevant examples and implications
• providing links demonstrating how the factors of wellbeing are impacted.