Stage 6
Community and Family Studies
Draft Syllabus
Consultation Report
August 2013
© 2013 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales.
This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales.
The Material is protected by Crown copyright.
All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic
or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior
written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW
and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study.
When you access the Material you agree:
•
•
•
•
•
•
to use the Material for information purposes only
to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire
Material without the prior permission of the Board of Studies NSW
to acknowledge that the Material is provided by the Board of Studies NSW
not to make any charge for providing the Material or any part of the Material to another person or in any way make
commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the
appropriate copyright fee
to include this copyright notice in any copy made
not to modify the Material or any part of the Material without the express prior written permission of the Board of
Studies NSW.
The Material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These
materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any
format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of
such copyright materials may result in prosecution.
The Board of Studies NSW has made all reasonable attempts to locate owners of third-party copyright material and invites
anyone from whom permission has not been sought to contact the Copyright Officer, phone (02) 9367 8289,
fax (02) 9279 8484.
Published by Board of Studies NSW
GPO Box 5300 Sydney NSW 2001 Australia
Phone: (02) 9367 8111
Fax: (02) 9367 8484
Internet: www.boardofstudies.nsw.edu.au
20130679
Contents
1
Executive summary ............................................................................................................ 4
2
Background information .................................................................................................... 5
3
Syllabus development and consultation process ................................................................ 5
4
Summary of respondents .................................................................................................... 6
5
Analysis .............................................................................................................................. 7
6
Respondents ..................................................................................................................... 17
Stage 6 Community and Family Studies Syllabus Consultation Report
1
Executive summary
The Stage 6 Community and Family Studies Syllabus Consultation Report presents data and
findings gathered through 61 written responses, targeted feedback from two school network
groups and three meetings of the Stage 6 Community and Family Studies Reference Group.
The profile of respondents reflects a range of teaching experience, location, school systems
and school size.
Key matters
An analysis of the quantitative and qualitative data indicated support for the draft content
amendments of the Stage 6 Community and Family Studies Syllabus. Respondents endorsed
the reduced content and enhanced flexibility and scope for teachers to develop programs that
meet student needs. Respondents also endorsed the draft content amendments as a more
contemporary view of families and communities. Over half (55%) of respondents indicated
that they liked the draft content amendments and they require little or no change and 35%
indicated that the amendments were quite good but required moderate change.
The significant majority of respondents supported the reduction in content. It was felt that the
amendments have removed aspects of content that were less relevant to students. The
reduction from 11 groups to 4 groups in the Higher School Certificate (HSC) course was
extremely well supported and will allow for greater depth of study.
The removal of reference to specific legislation and more contemporary terminology in regard
to families, groups and technology was also supported.
The linking of content and alignment of terminology between the Preliminary course and
HSC course was welcomed as it provides greater consistency and will assist teachers in
building student knowledge and understanding. Feedback also indicated that the amendments
would support the development of quality HSC examinations.
The introduction of ‘specific needs’ throughout the draft content amendments was supported
by the majority of respondents as they are based on human rights and now provide a solid
foundation and reference point for students and teachers.
The significant majority of respondents indicated that existing resources could be used to
implement the draft content amendments (81% either strongly agreed or agreed).
Key matters to emerge from consultation were:
• the need to strengthen the study of the impact of gender
• key content, particularly in relation to communication and decision-making removed
• the rationale behind the selection of the groups studied in the HSC course, particularly the
mandatory groups.
Actions taken in response to the key matters were:
• content has been revised to ensure that gender perspectives have been strengthened,
particularly challenging and questioning gender stereotypes
• content has been reinstated in a number of syllabus cores and options
• groups to be studied in the HSC course have been expanded from 3 to 4, with the optional
groups receiving the more extensive study.
4
Stage 6 Community and Family Studies Syllabus Consultation Report
2
Background information
The current Stage 6 Community and Family Studies Syllabus was implemented in 2001,
replacing the Stage 6 Life Management Studies syllabus.
In October 2012 the Board of Studies approved a revision of the content in the Stage 6
Community and Family Studies Syllabus. The purpose of the amendments is to update the
content and provide a more contemporary approach to learning about the needs of children
and families. The amendments will also address concerns raised by teachers regarding the
amount of content to cover and the large number of specific groups to be studied in the HSC
course.
The draft content amendments do not impact on the current core and option structure of the
course, the objectives and outcomes, the Independent Research Project or the HSC
examination specifications and internal assessment requirements.
3
Syllabus development and consultation process
The draft content amendments to the Stage 6 Community and Family Studies Syllabus and
survey instrument were distributed to a wide consultation network including all secondary
schools in NSW currently delivering Stage 6 Community and Family Studies over the period
20 May to 21 June 2013. Both the draft content amendments and survey instrument were also
available on the Board website.
A Stage 6 Community and Family Studies Reference Group was convened, consisting of
experienced Stage 6 Community and Family Studies teachers from various backgrounds and
types of schools, as well as representatives from school systems and professional associations.
Representation included:
• NSW Department of Education and Communities
• Association of Independent Schools of NSW
• Catholic Education Commission NSW
• NSW PDHPE Teachers’ Association
• Technology Educators Association NSW
• NSW Australian Council of Health, Physical Education and Recreation (ACHPER)
• Australian Association of Special Education.
The Reference Group initially met on 19 February 2013 to confirm key directions for the
content amendments. Subsequent meetings were conducted on 4 April and 15 August 2013 to
provide advice on the development and quality of the content amendments.
Additionally, consultation on the draft content amendments to the Stage 6 Community and
Family Studies Syllabus involved a consultation meeting with the Newcastle CAFS network
group involving approximately 15 teachers from across the education sectors.
Subject to Board approval, implementation of the amended syllabus will commence for the
Preliminary course in 2014.
5
Stage 6 Community and Family Studies Syllabus Consultation Report
4
Summary of respondents
Survey respondents
60 survey responses
1 submission
Sector:
Government
39
Independent
8
Professional Assoc.
1
Other
1
Catholic
11
Response from (optional):
Principal
–
School Executive
–
Head of Department
11
Teacher
21
Faculty
23
System
3
Professional Assoc.
1
Other
1
5 or more
5
Number of people contributing to the response:
1
34
2–4
20
6
Stage 6 Community and Family Studies Syllabus Consultation Report
5
Analysis
5.1
Preliminary core: Resource Management
Summary
Respondents generally welcomed the reduction in content within this module. There was
some concern regarding the removal of content in the areas of gender, communication and
decision making. Respondents clearly agreed that existing resources will be suitable.
Quantitative analysis
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
2.1 The selection and organisation of the
content in this core are appropriate.
25
49
12
12
2
2.2 There is a clear relationship between the
outcomes and the core content.
27
51
7
14
2
2.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
27
44
14
14
2
2.4 Existing resources can be used to teach
this core.
31
56
5
5
3
Key matters raised and writing team action
Key issue
Response
Content from the original syllabus has been
removed and should be retained:
• communication and decision making
• Maslow’s hierarchy.
Content has been reinstated.
Outcome P3.2 is not addressed.
Content in relation to gender has been
strengthened.
Outcome P5.1 is not addressed.
Content in relation to personal management skills
has been strengthened.
Expand the factors influencing the availability of
resources.
Additional factors have been included.
Revise ‘challenge gender expectations’ to
‘identify and challenge gender expectations’.
Content has been revised.
7
Stage 6 Community and Family Studies Syllabus Consultation Report
5.2
Preliminary core: Individuals and Groups
Summary
Respondents indicated that the reduction of content within this module allowed for
knowledge, understanding and skills to be addressed in greater depth. The scope and sequence
of content was also supported.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
3.1 The selection and organisation of the
content in this core are appropriate.
26
47
12
12
2
3.2 There is a clear relationship between the
outcomes and the core content.
33
48
7
10
2
3.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
32
46
12
11
0
3.4 Existing resources can be used to teach
this core.
35
47
10
7
2
Key matters raised and writing team action
Key issue
Response
Content from the original syllabus has been
removed and should be retained:
• reasons for group formation.
Content has been reinstated.
Review the use of the term ‘self-leadership’.
The term reflects content included within the
option Individuals and Work.
Outcome P3.2 is not addressed.
Content in relation to gender has been
strengthened.
Expand types of groups to include ‘cultural
groups’ and ‘religious groups’.
Additional content has been included.
8
Stage 6 Community and Family Studies Syllabus Consultation Report
5.3
Preliminary core: Families and Communities
Summary
There was significant support for the amendment of the literature review within this module.
The removal of the focus on theorists was welcomed by respondents.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
4.1 The selection and organisation of the
content in this core are appropriate.
29
49
11
11
0
4.2 There is a clear relationship between the
outcomes and the core content.
34
46
7
9
4
4.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
35
59
2
4
0
4.4 Existing resources can be used to teach
this core.
32
48
15
6
0
Key matters raised and writing team action
Key issue
Response
The removal of ‘family functions’ does not allow
for outcome P2.2 to be addressed.
The outcome is covered through ‘influences on
socialisation’.
Review the use of the term ‘intact-couple’.
The term has been removed.
Move ‘socialisation of individuals within families
and communities’ to before ‘managing change’.
The current sequencing allows for greater flow
and progression of content.
Revise ‘construct a literature review’ to ‘conduct
a literature review’.
The content and module description have been
revised.
Review the use of the term ‘the aged’.
The term has been retained as it is the most
common term used to describe this group.
Review the influences on socialisation to include
a breadth of factors.
Additional factors have been included.
9
Stage 6 Community and Family Studies Syllabus Consultation Report
5.4
HSC core: Research Methodology
Summary
Respondents supported the adjustment to the teacher note in this module. Responses indicated
that this provides greater flexibility, relative to the school context, in how the Independent
Research Project can be conducted.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
5.1 The selection and organisation of the
content in this core are appropriate.
48
41
5
4
2
5.2 There is a clear relationship between the
outcomes and the core content.
52
43
2
2
2
5.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
46
43
5
4
2
5.4 Existing resources can be used to teach
this core.
44
44
9
2
2
Key matters raised and writing team action
Key issue
Response
The revised content may allow for collaboration
on the Individual Research Project.
Schools can decide how content in relation to
research methodology is implemented and
assessed. The requirements for the IRP as stated
in section 10 of the syllabus have not changed.
Include examples of sampling.
Content has been retained to allow greater
flexibility.
10
Stage 6 Community and Family Studies Syllabus Consultation Report
5.5
HSC core: Groups in Context
Summary
There was strong support for the revisions in this module, in particular the reduction in the
number of groups studied. It was felt that the more positive approach to investigating each
group and the inclusion of advocacy will enhance student engagement. There was discussion
regarding the groups that have been mandated for study and the rationale for their selection.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
6.1 The selection and organisation of the
content in this core are appropriate.
36
36
12
14
2
6.2 There is a clear relationship between the
outcomes and the core content.
36
47
10
7
0
6.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
40
43
7
9
2
6.4 Existing resources can be used to teach
this core.
33
48
9
7
3
Key matters raised and writing team action
Key issue
Response
Clarification is required in relation to the
selection of groups from each category.
Guidelines in relation to the selection of groups
have been strengthened.
Content from the original syllabus has been
removed and should be retained:
• rural and remote group.
Content has been reinstated.
The groups ‘The Aged’ and ‘Youth’ should be
moved to category A.
Optional groups were expanded from 1 to 2 to
allow schools to select both of these. The groups
were retained in category B as these groups are
studied in greater depth.
Remove acronyms in relation to groups.
Acronyms have been removed.
Revise group names to strengthen the concept of
the individual within each group.
Group names have been retained as these are
common terms of reference.
Remove the reference to ‘individuals within the
group’ in the contributions groups make to the
community.
Content has been removed.
11
Stage 6 Community and Family Studies Syllabus Consultation Report
5.6
HSC core: Parenting and Caring
Summary
Equity between the study of ‘parents’ and ‘carers’ was widely supported within this module.
Respondents felt that the content now flows, is clearer and there is better use of terminology.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
7.1 The selection and organisation of the
content in this core are appropriate.
42
40
7
11
0
7.2 There is a clear relationship between the
outcomes and the core content.
35
42
16
7
0
7.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
39
47
11
4
0
7.4 Existing resources can be used to teach
this core.
32
56
11
2
0
Key matters raised and writing team action
Key issue
Response
Include content in relation to rights and
responsibilities of dependants, parents and carers
to meet outcome H2.3.
Content has been included.
Include IVF and GIFT.
This content may be addressed within
‘reproductive technology’.
Revise ‘social attitudes’ to ‘community beliefs
and attitudes’ in the impact of change on social
parents.
Content has been revised.
12
Stage 6 Community and Family Studies Syllabus Consultation Report
5.7
HSC option: Family and Societal Interactions
Summary
Respondents supported changes made in relation to the legislation, indicating that a more
contemporary approach had been adopted. Respondents also welcomed the reduction of
content within this module.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
8.1 The selection and organisation of the
content in this core are appropriate.
39
39
6
17
0
8.2 There is a clear relationship between the
outcomes and the core content.
39
50
11
0
0
8.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
39
44
11
6
0
8.4 Existing resources can be used to teach
this core.
39
28
33
0
0
Key matters raised and writing team action
Key issue
Response
Include a case study to align with other options.
A case study has been included.
Content from the original syllabus has been
removed and should be retained:
• the aged.
Content has been reinstated within the case study.
Revise ‘after-school care’ to ‘out-of-school care’.
Content has been revised.
13
Stage 6 Community and Family Studies Syllabus Consultation Report
5.8
HSC option: Social Impact of Technology
Summary
Respondents indicated that the sequencing of content was clear and supported the reduction in
content. It was felt that a more contemporary approach to technology had been adopted,
allowing for future technological changes to be incorporated.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
9.1 The selection and organisation of the
content in this core are appropriate.
52
39
0
10
0
9.2 There is a clear relationship between the
outcomes and the core content.
48
45
3
3
0
9.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
48
45
3
3
0
9.4 Existing resources can be used to teach
this core.
30
53
17
0
0
Key matters raised and writing team action
Key issue
Response
Swap learn about and learn to content in
‘technologies and family’ and ‘technologies and
the community’.
Content has been moved.
Revise the contexts for emergence of technology
to allow either transport or mobility to be studied.
Contexts have been revised.
14
Stage 6 Community and Family Studies Syllabus Consultation Report
5.9
HSC option: Individuals and Work
Summary
The introduction of a case study into this module was positively received. Respondents
indicated that the content was clear and well sequenced. There was also support for the
revised terminology.
Strongly
Strongly
Agree
Agree Unsure Disagree Disagree
%
%
%
%
%
10.1 The selection and organisation of the
content in this core are appropriate.
36
44
15
5
0
10.2 There is a clear relationship between the
outcomes and the core content.
45
50
0
5
0
10.3 The content provides sufficient scope for
developing engaging teaching programs
for students.
39
44
15
3
0
10.4 Existing resources can be used to teach
this core.
31
46
10
13
0
Key matters raised and writing team action
Key issue
Response
Review ‘patterns of work’.
Content has been revised.
The case study should be removed.
Majority of respondents supported the inclusion
of a case study.
Review sequencing of content so that ‘workplace
support’ and ‘workplace structures’ flow on from
one another.
Content has been combined under ‘workplace
structures’.
Revise terminology in ‘reasons people work’ for
greater consistency between learn about and
learn to content.
Terminology has been revised.
15
Stage 6 Community and Family Studies Syllabus Consultation Report
5.10
Overall evaluation
On balance, how would you classify the Stage 6 Community and Family Studies Draft
Syllabus?
%
I like it, it needs little or no change
55
It is quite good but still needs moderate change
35
I don’t think it will work well and it requires substantial amendment
10
16
Stage 6 Community and Family Studies Syllabus Consultation Report
6
Respondents
Respondent
Sector
ACHPER NSW
Catholic Education Commission NSW
CEC
Catholic Schools Office Maitland Newcastle
CEO
NSW Department of Education and Communities
DEC
Newcastle Network Group
All Saints College Maitland (2 teachers)
CEO
Arndell Anglican School
AIS
Avondale School
AIS
Callaghan College Jesmond Senior Campus
DEC
Camden HS
DEC
Canley Vale HS (2 teachers)
DEC
Carlingford HS
DEC
Cerdon College
CEO
Chester Hill HS
DEC
Colo HS
DEC
De La Salle College Cronulla (3 teachers)
CEO
Deniliquin HS
DEC
East Hills Girls Technology HS
DEC
Galston HS (2 teachers)
DEC
Greystanes HS (2 teachers)
DEC
Heathcote HS (3 teachers)
DEC
Irrawang HS
DEC
James Sheehan Catholic HS
CEO
Kellyville HS
DEC
Kingsgrove North HS
DEC
Leumeah HS
DEC
Lismore HS
DEC
Loyola Senior High School (3 teachers)
DEC
17
Stage 6 Community and Family Studies Syllabus Consultation Report
Respondent
Sector
Macarthur GHS (7 teachers)
DEC
Maitland Christian School
AIS
Menai HS
DEC
Meriden School (3 teachers)
AIS
Moorebank HS (3 teachers)
DEC
Mount St Benedict College (3 teachers)
AIS
Mount Saint Josephs Milperra (3 teachers)
CEO
New England Girls’ School
AIS
Nowra HS
DEC
OLMC Parramatta
AIS
Orara HS (2 teachers)
DEC
Parramatta HS
DEC
Pennant Hills HS
DEC
Pittwater HS (2 teachers)
DEC
Queanbeyan HS
DEC
Southern Cross Distance Education Centre
DEC
South Sydney HS (2 teachers)
DEC
St Francis Xavier’s College, Hamilton (5 teachers)
CEO
St Leo’s College, Wahroonga
CEO
St Marks College (2 teachers)
CEO
Sydney Secondary College Blackwattle Campus
DEC
Taree HS (4 teachers)
DEC
Terrigal HS (2 teachers)
DEC
The Jannali HS
DEC
Trinity Catholic College
CEO
Tuggerah Lakes Secondary College – The Entrance Senior Campus (2 teachers)
DEC
Wade HS
DEC
Westport HS
DEC
Wollongong HS of the Performing Arts (2 teachers)
DEC
18