Community and Family Studies 2024 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:

• demonstrate why it is important to credit sources of data when conducting research such as ensuring integrity of the research and showing respect to the original researchers
• identify that not crediting sources would breach copyright and lead to plagiarism
• provide specific examples of crediting ethical sources, ensuring the integrity of the researcher and data by identifying it is not the person’s own work
• state that crediting sources enhances validity as research claims could be checked and verified with the original source
• demonstrate how crediting sources shows respect for the work of previous researchers
• provide sound links to ethical behaviours to enhance the validity and reliability of the data and  reducing the risk of plagiarism and breaching copyright.

Areas for students to improve include:

• clearly stating why crediting sources is important rather than explaining how sources are credited.

Question 22

In better responses, students were able to:

• provide a description of an attempt made by the group to improve community attitudes towards the group
• provide a relevant example of how the group has attempted to improve community attitudes towards the group. For example, people who are homeless selling ‘The Big Issue Magazine’ to show the community they can earn an income, the aged volunteering in children’s hospitals/wards demonstrating skills to allow parents respite when their child is sick in hospital, The LGBTQIA+ communities contributions to the Mardi Gras to acknowledge the diversity of the community respectfully
• make connections between the attempt from the group and community attitudes
• show how the example results in a shift and change in community attitudes towards the group.

Areas for students to improve include:

• showing the improvement in community attitudes by showing a shift and/or change
• providing a detailed description of how the attempt made by the group can lead to an improvement in community attitudes.

Question 23

In better responses, students were able to:

• support an argument for the chosen parenting style as the best opportunity for building positive relationships with a dependant
• use a relevant example such as a teenager attending a party where a curfew is negotiated between the parent and dependant to ensure a safe and reasonable time of return and linking to how the negotiation builds respect and trust between the parent and the dependant.

Areas for students to improve include:

• showing a deeper understanding of the chosen parenting style
• providing a relevant example to support the response and show understanding.

Question 24

In better responses, students were able to:

• show an understanding of respite care
• explain how respite care can support the wellbeing of young carers and the wellbeing of aged carers. For example, young carers can use the time away from the dependent to socialise with friends thereby enhancing social wellbeing or attend the gym  enhancing physical wellbeing. Aged carers can use the break to rest and recuperate, enhancing their physical wellbeing or rest from the stress of caring which enhances emotional wellbeing.

Areas for students to improve include:

• providing a specific example for a young carer and aged carer, rather than one generic example
• demonstrating an understanding of respite care.

Question 25

In better responses, students were able to:

• demonstrate an understanding of the terms validity and reliability using terminology such as trends, patterns, similar or different, contrasting
• show an understanding of a literature review by comparing primary and secondary data
• explain how it can help the researcher when analysing results using a specific research example.

Areas for students to improve include:

• answering both parts of the question and not just describing a literature review
• not alluding to or inferring comparisons, for example, using data collected beforehand to the data collected afterwards
• providing a specific example to demonstrate a deep understanding of the question not just alluding to a comparison between the primary and secondary.

Question 26

In better responses, students were able to:

• link the cause and the effect when the needs of youth are not met
• use detailed examples to support the cause and effect, for example, if the youth is unable to meet the needs of adequate standards of living it could have a detrimental impact on the youth.

Areas for students to improve include:

• providing examples that are relevant and support the response
• providing detailed information about the implications for youth if needs are not met and the implications.

Question 27

In better responses, students were able to:

• demonstrate knowledge and understanding of the characteristics that affect access to services for rural and remote families such as socioeconomic status, age, culture, level of education
• demonstrate a clear link between the characteristic and the affect this has on accessing services for families in rural and remote locations such as low socioeconomic status preventing families from travelling long distances to access medical specialist services in major cities due to travel cost involved
• use clear examples that directly relate to rural and remote families such as demonstrating knowledge and understanding of services that are limited in rural and remote locations, the cost of travel and accommodation required to access services like  specialist doctors.

Areas for students to improve include:

• describing relevant characteristics that affect access to services, for example, socioeconomic status, age, culture, level of education
• providing a clear link between the characteristic and its effect on access to services
• using examples that directly relate to rural and remote families such as the location of the family which can be compounded by age or type of disability.

Question 28

In better responses, students were able to:

• provide a clear and detailed explanation of social parents such as foster, adoptive, surrogate and stepparent
• identify which specific factors of wellbeing are impacted when social parents have the responsibility of making health decisions
• provide relevant examples such as the negative wellbeing of a stepparent if they cannot obtain consent from the biological parent for the dependant to see a doctor.

Areas for students to improve include:

• describing the specific areas of wellbeing affected such as social, physical, emotional, economic, cultural, spiritual and not just stating the word ‘wellbeing’
• providing examples that are relevant to support the response.

Question 29

In better responses, students were able to:

• provide an effect of a sample method, group or size in achieving both validity and reliability
• demonstrate an understanding of how the effect of a sample method in research assists validity and reliability, rather than impacting in a negative manner
• use relevant and specific examples to support their understanding of reliability and validity. For example, a research topic such as ‘investigating the impact of social media on youth’ using specific sampling methods, size and/or group assisting in achieving reliability and validity, or stratified sampling to ensure balance representation of participants across 12–24 years range, where the sample group is relevant to the topic and measures intended to achieve validity
• use specific language in the response to demonstrate an understanding of validity and reliability.

Areas for students to improve include:

• including words or sentences which demonstrate an effect, result or outcome
• developing a clear structure to responses to ensure all components of the question are addressed.

Question 30(a)

In better responses, students were able to:

• provide a specific example of legislation and explain the implications on a just and cohesive society, for example, the Anti-Discrimination Act prevents access to employment being denied based on age, race or gender.

Areas for students to improve include:

• incorporating links to ‘a just and cohesive society’, for example, all people being treated equally in relation to gaining employment
• naming and providing some details of specific legislation, for example, the Anti-Discrimination Act making it unlawful to exclude anyone based on their age.

Question 30(b)

In better responses, students were able to:

• incorporate specific child protection legislation, for example, the Children and Young Person (Care and Protection) Act
• provide specific information about how the selected legislation protects the welfare of children, for example, mandatory reporting
• provide a judgement regarding how well the selected legislation protects the welfare of children, for example, from physical harm if removed from a home and placed into a safe environment until it is deemed safe for the child to return.

Areas for students to improve include:

• addressing the requirements of the question by referring to specific legislation ‘on child protection legislation’, for example, the Children and Young Person (Care and protection) Act
• including words or phrases that show judgement relating to the effectiveness of  legislation, for example, ‘this legislation is able to protect’.

Question 30(c)

In better responses, students were able to:

• identify the specific rights of young people, for example, licensing drivers, school attendance, access to alcohol and tobacco, gambling regulations, right to vote, legal age for sexual relationship and marriage, rite to entitlements such as a passport or workplace entitlements
• link the rights of young people to the responsibilities and expectations of society and influences on wellbeing, for example, obtaining a driver's license and adhering to road rules positively impacting on physical wellbeing
• provide an example of the societal expectation to support each points, such as the right to access and consume tobacco and alcohol responsibly or to obey the road rules by not to drinking and driving.

Areas for students to improve include:

• ensuring the response includes the rights of young people, for example, licensing drivers, school attendance or accessing tobacco and alcohol
• ensuring links are made to influences on wellbeing.

Question 31(a)

In better responses, students were able to:

• demonstrate an understanding of complex technologies such as online databases or folders on the mobile phone
• provide a connection between the complex technology and the organisation of knowledge
• provide an ‘organisation of knowledge’ with examples that can include home entertainment, internet, media or communication
• provide features of complex technologies and how they assist in organising knowledge, for example, a smartphone allows individuals to organise photos into albums based on the date, time and theme and applications to organised into categories so an individual can access information quickly
• provide an explanation of the organisation of knowledge such as applications on a phone in folders based on areas of interest to assist with quick access to information.

Areas for students to improve include:

• providing a range of complex technologies rather than a general example such as online database platforms allowing students to organise notes.

Question 31(b)

In better responses, students were able to:

• provide detailed judgements throughout the response
• select one relevant communication technology and link to consumer demand and human needs, for example, the smartphone meets consumer demand regularly by developing newer models and regular software and application updates such as  adjustable font size, waterproof abilities and better cameras
• consider consumer demand and human needs to show an understanding of communication technology, for example, consumers wanting the smartphone to have a longer battery life and larger font size in text messages.

Areas for students to improve include:

• referring to one communication technology in detail, for example, a mobile phone, online video conferencing, email
• ensuring examples are provided for consumer demand and human needs
• assessing how effective the communication technology is in meeting the consumer demands and human needs.

Question 31(c)

In better responses, students were able to:

• analyse a range of factors that affect individuals accessing and accepting technology for example, economic status affecting access to a smartphone, or age affecting acceptance of a smartphone on lifestyle
• differentiate between access to and acceptance of technology and provide detailed information when linking the factors and affect it has on lifestyle
• provide strong links to specific areas of wellbeing throughout, for example, knowledge and understanding of societal influences on wellbeing.

Areas for students to improve include:

• responding to all parts of the question including addressing access and acceptance separately and the impact this has on lifestyle
• making references to the influences on wellbeing throughout the response
• linking the relationship between the technology to the effect it has on lifestyle
• referencing a selected technology throughout the response rather than multiple technologies.

Question 32(a)

In better responses, students were able to:

• show an understanding of how individuals use technology to manage multiple role expectations and provide a range of examples, such as a single parent working full-time and caring for elderly parents
• demonstrate understanding of the benefits of effectively using technology to manage multiple role expectations and links to the wellbeing of the individuals, for example, reducing stress, enhancing focus, or enabling a work-life balance.

Areas for students to improve include:

• providing detailed information regarding multiple role expectations and how they impact individuals’ lives
• providing specific examples rather than using generic technology terms, for example, technology, online, internet, machines
• providing implications from the use of technology and how it helps individuals manage multiple role expectations.

Question 32(b)

In better responses, students were able to:

• demonstrate multiple assessments of patterns of work using evaluative adjectives, for example, significantly beneficial, highly suitable, inadequate
• provide the different patterns of work individuals could select and the reasons why if there was a change in family circumstances. For example, a father with a newborn baby could change from full-time to part-time work to emotionally support the mother and the dependant
• provide examples of changes of family circumstances in which individuals work patterns need to adjust to suit the change. For example, the death of a spouse, terminal illness, relocation due to natural disaster.

Areas for students to improve include:

• providing an assessment of the effectiveness of selecting patterns of work and their implications
• using patterns of work rather than structures that support the individual in the workplace. For example, ‘casual work’ rather than ‘maternity leave’ or ‘sick leave’
• providing diverse examples of changes in family circumstances and the effects they have on the family dynamics and wellbeing.

Question 32(c)

In better responses, students were able to:

• demonstrate knowledge of several workplace structures and an explanation of what they are including relevant examples such as legislation, (Work Health and Safety Act/Equal Employment Opportunity), workplace culture (kitchen, prayer room) and work conditions (awards/grievance procedures)
• draw out implications of workplace structures and show how each structure can increase or decrease workplace efficiency
• provide relevant examples of how the influence of workplace structures may impact specific areas of an employee’s wellbeing. For example, Work Health and Safety promoting safety through protective equipment decreasing injury, enhancing employee physical wellbeing.

Areas for students to improve include:

• analysing and drawing out implications rather than explaining the relationship between work structures and employee efficiencies
• showing how different areas of an individual’s wellbeing may be impacted by workplace structures
• providing examples that relate to the work structures referenced in the syllabus.