Community and Family
Studies
Stage 6
Support Document
2015
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ISBN 0 7313 4349 2
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20150148
Contents
1
Introduction ......................................................................................................... 4
2
Turning the Syllabus into a Teaching Program ................................................... 4
2.1 Examine the Scope of the Modules ............................................................ 4
2.2 Examine the Sequence of the Modules ...................................................... 5
2.3 Designing a Scope and Sequence ............................................................. 5
2.4 Programming the Modules ......................................................................... 7
2.5 Allocating Time to Components of the Course Modules ............................. 9
2.6 Assessment Tasks ................................................................................... 12
3
Research in the Community and Family Studies Syllabus ................................ 13
4
Sample Units of Work ....................................................................................... 15
3
Community and Family Studies Stage 6 Support Document
1
Introduction
This document is designed to assist teachers as they plan for the implementation of the
Community and Family Studies Stage 6 Syllabus.
The support document does not attempt to cover all syllabus areas of study. Its
purpose is to clarify the requirements of the syllabus and illustrate these through:
 A number of scope and sequence models
 Two sample units of work
Explanatory notes are provided in some areas. These are not intended to be
comprehensive statements, but rather to assist teachers in their initial understanding of
these matters.
2
Turning the Syllabus into a Teaching Program
2.1 Examine the Scope of the Modules
The Preliminary course (120 hours)
Module
Indicative Time
Resource Management
20%
Individuals and Groups
40%
Families and Communities
40%
The HSC course (120 hours)
Module
Indicative Time
Research Methodology
25%
Groups in Context
25%
Parenting and Caring
25%
Family and Societal Interactions
or
Social Impact of Technology
or
Individuals and Work
25%
An examination of the school calendar will reveal the number of days or lessons
available over each year. After allowing for miscellaneous loss of lesson time the
number of weeks required for each module can be determined.
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Community and Family Studies Stage 6 Support Document
2.2 Examine the Sequence of the Modules
Teachers should examine the module focus to determine the order of study. Some
areas of each course are sequential and developmental, and should therefore be
taught in the order in which they appear in the syllabus. For example, in the Preliminary
course it would be logical to study fundamental concepts of resource management
before investigating effective resource management. Equally, it would be appropriate to
learn about groups in the community before exploring roles individuals adopt within
groups. The sequence of many other areas of study can be altered to suit individual
needs.
Understanding of research methodology is central to students’ interpretation of relevant
data sources across the course. The Independent Research Project (IRP) is a
requirement of the HSC module Research Methodology and contributes to the internal
HSC assessment mark. Some schools may choose to teach about research
methodology and have students complete their project simultaneously in a discrete
module. Others may choose to integrate the content of this module across other HSC
modules, allocating time throughout the year. This latter approach would allow students
to learn about some aspects of research methodology before beginning their project.
2.3 Designing a Scope and Sequence
Once teachers have made decisions about how their program will be organised, their
plans should be transferred onto a scope and sequence overview. Two examples for
developing a scope and sequence chart are shown below.
Example 1: Teaching the modules independently
Preliminary Course (120 hours)
Week
Week
Week
Week
Week
Week
Week
Week
3
4
5
6
7
8
9
10
Core: Individuals and Groups (40%
Core: Resource Management (20% course time)
course time)
Outcomes: P1.1, P1.2, P3.2, P4.1, P4.2, P5.1, P6.1
Outcomes: P1.2, P2.1, P2.3, P3.2,
P4.1, P4.2, P6.2
Core: Families
and Communities
(40% course
Core: Individuals and Groups (40% course time)
time)
Outcomes: P1.2, P2.1, P2.3, P3.2, P4.1, P4.2, P6.2
Outcomes: P1.1,
P1.2, P2.2, P2.4,
P3.1, P3.2, P4.1,
P4.2, P6.1
Core: Families and Communities (40% course time )
Outcomes: P1.1, P1.2, P2.2, P2.4, P3.1, P3.2, P4.1, P4.2, P6.1
Week
1
Term 1
Term 2
Term 3
Week
2
5
Community and Family Studies Stage 6 Support Document
HSC Course (120 hours)
Term 4
Term 1
Core: Research Methodology (25% course time)
Outcomes: H4.1, H4.2
Core: Groups in Context (25% course time)
Outcomes: H1.1, H2.2, H2.3, H3.1, H3.3, H4.1, H4.2, H5.1, H6.2
Core: Parenting and Caring (25% course time)
H1.1, H2.1, H2.2, H2.3, H3.2, H3.4, H5.1, H5.2, H6.1
Term 2
Term 3
Option: (25%
course time)
Outcomes: As
per option
Trial HSC
Core:
Groups in
Context
(25% course
time)
Outcomes:
H1.1, H2.2,
H2.3, H3.1,
H3.3, H4.1,
H4.2, H5.1,
H6.2
Pre Trials
Option:
(25% course
time)
Outcomes:
As per
option
Option: (25% course time)
Outcomes: As per option
This example follows the organisation of the modules as per the syllabus. The order of
the modules in each course can be altered to suit the needs of each school and the
availability of resources. In the HSC course, this model shows that the Research
Methodology module and IRP are taught within a discrete unit and will therefore be
completed by the end of the first 30 hours of the HSC course.
Example 2: Integrating Research Methodology and the IRP across the HSC
modules
Preliminary Course (120 hours)
Week
Week
Week
Week
Week
Week
Week
Week
3
4
5
6
7
8
9
10
Core: Individuals and Groups
Core: Resource Management (20% course time)
(40% course time)
Outcomes: P1.1, P1.2, P3.2, P4.1, P4.2, P5.1, P6.1
Outcomes: P1.2, P2.1, P2.3, P3.2,
P4.1, P4.2, P6.2
Core: Families
and
Communities
(40% course
Core: Individuals and Groups (40% course time)
time)
Outcomes: P1.2, P2.1, P2.3, P3.2, P4.1, P4.2, P6.2
Outcomes:
P1.1, P1.2,
P2.2, P2.4,
P3.1, P3.2,
P4.1, P4.2, P6.1
Core: Families and Communities (40% course time )
Outcomes: P1.1, P1.2, P2.2, P2.4, P3.1, P3.2, P4.1, P4.2, P6.1
Week 1
Term 1
Term 2
Term 3
Week
2
6
Community and Family Studies Stage 6 Support Document
Week 1
Term
4
Term
1
Term
2
Term
3
Week
2
Week
3
HSC Course (120 hours)
Week
Week
Week
4
5
6
Week
7
Week
8
Week
9
Week
10
Core:
Core: Groups in Context (25% course time)
Research
Outcomes: H1.1, H2.2, H2.3, H3.1, H3.3, H4.1, H4.2, H5.1, H6.2
Methodology
(25% course
time)
Outcomes:
Core: Research Methodology (25% course time)
H4.1, H4.2
Outcomes: H4.1, H4.2
Core: Groups in Context (25% Core: Parenting and Caring (25%
Pre Trials
course time)
course time)
Outcomes: H1.1, H2.2, H2.3,
H1.1, H2.1, H2.2, H2.3, H3.2,
H3.1, H3.3, H4.1, H4.2, H5.1,
H3.4, H5.1, H5.2, H6.1
H6.2
Core: Research Methodology (25% course time)
Outcomes: H4.1, H4.2
Option:
Core: Parenting and Caring (25% course time)
(25%
H1.1, H2.1, H2.2, H2.3, H3.2, H3.4, H5.1, H5.2, H6.1
course
time)
Outcomes:
As per
Core: Research Methodology (25% course time)
option
Outcomes: H4.1, H4.2
Option: (25% course
Trials
time)
Option: (25% course time)
Outcomes: As per
Outcomes: As per Option
Option
The second example retains the organisation of the Preliminary course shown in
Example 1. In the HSC course, however, study begins with some aspects of the
Research Methodology module.
The IRP is then conducted in parallel with the other two core modules. Note that:
• this model allows students to learn sufficient research methodology to commence
their projects and further develop their knowledge and understanding as their
projects develop
• the IRP contributes to the internal assessment, which is submitted to BOSTES and
should therefore be completed by the time indicated by BOSTES annually
• the order of the modules in each course can be altered to suit the needs of each
school and the availability of resources.
2.4 Programming the Modules
Having developed a scope and sequence chart, the next task is to program each of the
modules in detail. The structure of the syllabus, that is, students learn about, students
learn to, teacher notes and course outcomes provides an indication of the appropriate
depth of treatment. A guide to the approximate allocation of time for various areas of
study is provided on pages 9–11.
7
Community and Family Studies Stage 6 Support Document
A sample programming pro forma is provided below. It is not prescriptive but it does
contain essential components of a teaching/learning program including:
•
•
•
•
•
unit description
stage or year
range of relevant syllabus content
integrated teaching, learning and
assessment activities
adjustments for students with special
educational needs, where
appropriate
•
•
•
•
•
duration
syllabus outcomes
subject specific requirements
resources
reflection and evaluation
Sample Program pro forma
Unit Title:
Unit Description:
Stage/Year:
Assessment:
Duration:
Outcomes:
Students learn
about:
Students learn to:
Teaching and learning strategies
Reflection/Evaluation:
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Community and Family Studies Stage 6 Support Document
2.5 Allocating Time to Components of the Course Modules
The Preliminary course
Fundamental concepts
of resource
management
(8 hours)
Resource
Management
20% of course time
(24 hours)
Influences on
resource
management
(8 hours)
Effective
resource
management
(8 hours)
Groups in the community
(8 hours)
Roles individuals adopt
within groups
(16 hours)
Individuals and
Groups
40% of course time
(48 hours)
Conflict within
groups
(12 hours)
Power within
groups
(12 hours)
Families
Communities
(8 hours)
(14 hours)
Families and
Communities
40% of course time
(48 hours)
Managing change in
families and communities
(12 hours)
Socialisation of individuals within
families and communities
(14 hours)
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Community and Family Studies Stage 6 Support Document
The HSC course core modules
Research
fundamentals
(10 hours)
Research
Methodology
25% of course time
(30 hours)
Research process
(15 hours)
Research methods
(5 hours)
Specific groups within the community,
exploring the four specific groups
within the community
(8 hours)
Groups in Context
25% of course time
(30 hours)
Researching TWO
community groups,
creating positive social
environments
(10 hours)
Issues of concern for
the four specific
groups within the
community
(12 hours)
Becoming a parent
and carer
(12 hours)
Parenting and
Caring
25% of course time
(30 hours)
Support for parents and
carers
(6 hours)
10
Factors affecting
the roles of parents
and carers
(12 hours)
Community and Family Studies Stage 6 Support Document
The HSC course option modules
Supporting and protecting
individuals and families
(3 hours)
Protecting children
The aged
(3 hours)
(8 hours)
Family and
Societal
Interactions
25% of course time
(30 hours)
Being a responsible adult
family member
(8 hours)
Assisting young people to
become young adults
(8 hours)
Reasons for the
development of
technology
(3 hours)
Defining technology
(2 hours)
A selected piece of
technology
Factors affecting access to an
accepting of technology
(3 hours)
Social Impact of
Technology
25% of course time
(30 hours)
(3 hours)
Technological development
(5 hours)
The impact of
technology on lifestyle
(14 hours)
The nature of work
(6 hours)
Structures that support
individuals in the
workplace
(8 hours)
Individuals and Work
25% of course time
(30 hours)
Maintaining work and life
balance
(8 hours)
Youth employment
(3 hours)
Changing work patterns
(5 hours)
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Community and Family Studies Stage 6 Support Document
2.6 Assessment Tasks
Schools should use a range of assessment tasks to satisfy the components and
weightings for Community and Family Studies. Syllabus outcomes may be assessed
using the following strategies:
• case studies
• interviews and surveys
• oral presentations
• exercises using graphs, diagrams, statistics, and mathematical calculations
• briefing notes
• examinations.
In selecting tasks, it is important to note the advice contained in the Assessment and
Reporting in Community and Family Studies Stage 6 document. This document
provides general advice on assessment in Stage 6 as well as the specific requirements
for the Preliminary and HSC courses. This document can be found on the BOSTES
website at www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/community-familystudies-assessment-reporting.pdf
The pro forma below is an example of a template that could be used when designing
assessment tasks. The significant components outlined should include: the title of the
task, its weighting, the date and timing of the task, the relevant module and outcomes,
a description of task and what is required and the marking criteria.
Sample Assessment Proforma
Task:
Weighting:
Date/timing:
Module:
Outcomes:
Task description:
Resources/materials required:
Marking guide:
•
•
•
Unit Proforma for Community
and Family Studies-Example 1
Average answers will
•
•
•
Poorer answers will
•
•
•
Better answers will
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Community and Family Studies Stage 6 Support Document
3
Research in the Community and Family Studies Syllabus
The development of research skills is an important outcome of study of the Community
and Family Studies course. Introductory research activities have been integrated
throughout each of the Preliminary course modules and further research experiences
are provided in each of the HSC course modules. The module Research Methodology
allows students to develop a full understanding of the process of inquiry and research,
culminating in the production of an IRP. Teachers may plan additional research activities
as effective learning strategies as students explore other areas of each course and work
towards achieving the course outcomes:
P4.1 utilises research methodology appropriate to the study of social issues
P4.2 presents information in written, oral and graphic form
H4.1 justifies and applies appropriate research methodologies
H4.2 communicates ideas, debates issues and justifies opinions.
Research in the Preliminary course
Interviews as a primary research method
• constructing, conducting, recording responses
 structured and unstructured
• advantages and disadvantages
• analysing research results
Observation as a primary research method
• conducting and recording observations
• advantages and disadvantages
• presenting research findings
Case study as a secondary research method
• collecting and recording data
• advantages and disadvantages
Questionnaires as a primary research method
• developing reliable questions
• collecting and recording data
• advantages and disadvantages
Literature review as a secondary research method
• accessing sources of data
• advantages and disadvantages
Research in the HSC course
•
•
•
•
Utilising reliable data to examine four specific groups within the community
Investigation of four groups within the community with detailed investigation of two
selected groups within the community (Category B).
Examine current research data on primary carers
Case study on issues for the aged
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Community and Family Studies Stage 6 Support Document
•
•
•
•
Examine data from the Australian Bureau of Statistics (ABS) for a historical
perspective on technology
Case study on issues related to technological development
Research and identify current trends in the labour force
Case study on the issues that impact on youth employment
The HSC core module Research Methodology contributes 25% of the course time. Part
of this time should be devoted to teaching and learning about the research process and
a significant amount of time devoted to working on, conducting and presenting the IRP.
The assessment of this module, including the IRP components (the plan, diary and
product), should be reflective of the mandatory components and weightings for internal
HSC assessments. Information relating to these components and weights can be found
on the BOSTES website at
www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/community-family-studiesassessment-reporting.pdf
This module is designed so that elements of the IRP can be facilitated by the teacher.
The research process can be applied as a teacher-facilitated or student-centred activity,
provided it is in line with the requirements of the IRP (refer to CAFS Syllabus, Section
10, page 50).
The project may be presented in a variety of forms. For example, it may be:
• a written report
• an electronic presentation
• a video presentation
• an oral report
• a multimedia presentation.
The method of presentation should be carefully negotiated between the teacher and
student at the time of submitting the project plan, giving consideration to the facilities
and resources available to students.
Common criteria should be used to assess Independent Research Projects regardless
of the form of presentation. Teachers should be guided in the development of
assessment criteria by the key elements of the syllabus package including what students
learn about and what they learn to do (see pages 2728 of the syllabus), the module
outcomes and the Community and Family Studies Performance Band Descriptors which
can be found on the BOSTES website at
www.boardofstudies.nsw.edu.au/syllabus_hsc/community-family-studies-pbd.html
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Community and Family Studies Stage 6 Support Document
4
Sample Units of Work
Sample Unit of Work for Preliminary Core: Resource Management
Unit Title: Core: Resource Management
Stage/Year: Year 11
Duration: 20% of course time (24 hours)
Unit overview: Throughout the unit, students will understand the importance of
Assessment:
developing the skill of resource management to satisfy their needs in order to achieve
wellbeing. Students will explore concepts of wellbeing, needs and wants, resources,
values, goal-setting, communication, decision-making and personal management in
order to apply, understand and develop these skills in a variety of contexts.
Outcomes:
P1.1 Describes the contribution an individual’s experiences, values, attitudes and
beliefs make to the development of goals
P1.2 Proposes effective solutions to resource problems
Note: Below is an expanded list of teaching and learning strategies
P3.2 Analyses the significance of gender in defining roles and relationships
that could be used to deliver the syllabus content. It is not expected
P4.1 Utilises research methodology appropriate to the study of social issues
that individual school teaching programs include a similar number of
P4.2 Presents information in written, oral and graphic form
teaching and learning strategies. Strategies should cater for the
P5.1 Applies management processes to maximise the efficient use of resources
diversity of learners within your class.
P6.1 Distinguishes those actions that enhance wellbeing.
Students learn about:
Students learn to:
Teaching and learning strategies
wellbeing
 explore the concept of
 Offer a choice of media such as butcher’s paper, sticky notes or web-based documents to
 defining wellbeing
wellbeing by considering
brainstorm the following questions: What does wellbeing mean? What is the opposite of
 factors affecting
the following questions:
wellbeing? How do people describe wellbeing? Why might there be different understandings of
wellbeing
 what is the opposite
wellbeing? What factors affect our wellbeing? Once finished, students pick a question and
 emotional
of wellbeing?
collate the responses into the themes and share with the class.
 economic
 how do people
 Conduct a thinkpairshare activity to create a class definition of wellbeing.
 cultural
describe
wellbeing?
 Research the definition of wellbeing by using organisations such as the National Wellness
 physical

why
might
there
be
Institute, World Health Organisation.
 spiritual
 social
different
 Discuss in small groups the many factors that affect wellbeing. Categorise or code these into
understandings of
emotional, economic, cultural, physical, spiritual or social.
wellbeing?
 Interview or conduct a survey using a range of people from various ages and backgrounds to
 analyse the relationship
determine how they describe wellbeing and how various factors affect their wellbeing. Analyse
between the factors and
the reasons behind these findings.
explain how they can
 Using a fictional character, write a short story about a ‘day in the life of this person’. In your
impact on wellbeing
story you are to explore how the various factors in the person’s day affect their wellbeing.
15
Community and Family Studies Stage 6 Support Document
Students learn about:

Individual and group
wellbeing
Students learn to:
 discuss the effect that
their own wellbeing can
have on the wellbeing of
the groups to which they
belong
Teaching and learning strategies
 Use newspaper articles, magazines, television or films to analyse the relationship between
factors that can affect a person’s wellbeing.
 Explore scenarios of groups students belong to (eg: family, school, work, sport, religious
groups) and outline how their wellbeing can impact on these groups.
 Propose strategies to enhance their own wellbeing and those groups to which they belong.
 Debate: All factors of wellbeing MUST be achieved in order to accomplish overall wellbeing.
needs and wants

defining needs and
wants

specific needs
 adequate
standards of
living (food,
clothing, shelter)
 health
 education
 employment
 safety and
security
 sense of identity




Maslow’s hierarchy
describe each of the
specific needs and
compare the significance
of each to different
individuals
critique Maslow’s
hierarchy and debate its
relevance and validity
after considering
contemporary views on
human needs




Speed pairing: students sit opposite a person, for 30 seconds, one person defines a needs and
want whilst the other person discusses the difference. After 30 seconds, the person who defined
a need a want moves to the person on their right. The activity repeats, however the students
change the question they were answering.
Using current media articles (eg: families in crisis – from bushfires, flooding or other scenarios)
students identify the specific needs of the individuals in the articles and compare the
significance of each to the different individuals. (Note: You may like to use people with
disabilities or homeless people as specific groups as this links to HSC Core 2: Groups in
Context – Category A).
Using various websites, students analyse the information relating to Maslow’s hierarchy of
needs and debate its relevance and validity.
Film analysis: using relevant films (eg Cast Away, The Beach), students are asked to describe a
range of resources the main character used to survive. Which specific need did each resource
meet? Provide examples from the movie of the specific needs.
Using images and/or multimedia, students create their own hierarchy of needs. Compare your
hierarchy of needs to Maslow’s hierarchy of needs. How do they compare? Do you agree with
the comparison? Why/Why not? Is it valid as compared to your contemporary view today?
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Community and Family Studies Stage 6 Support Document
Students learn about:
 satisfaction of needs
and wants
 goal-setting
 enhancing
wellbeing
Students learn to:
 outline a specific need
that is significant to them
and explain how goalsetting can contribute to
the satisfaction of that
need
Teaching and learning strategies
• Research different strategies for goal setting eg: SMART goals, or short term, immediate, long
term
• Inquiry: Outline a need that is significant to you. Explain how goal-setting can contribute to the
satisfaction of this need. How will this goal enhance your wellbeing?
resources
 defining resources
 specific resources
 human, eg
energy,
knowledge,
intelligence,
sight, language,
skills and
abilities,
motivation
 non-human, eg
food, clothing,
money,
electricity,
shelter
 interchangeability of
resources

•
•

resource
sustainability (to
conserve a
resource)
describe a range of
resources and explain
how they assist in
satisfying specific needs
•
•
•
•


•
propose how resources
could be interchanged to
enhance wellbeing in a
variety of situations
outline strategies
individuals use to
conserve human and
non-human resources
•
•
Define what resources are and provide examples
Reflection: What are all the resources you use in a day? ie: bus, bathroom, driver. How can you
change 3 or 4 of these resources? How would this affect your day/life? Classify resources as
human and non-human
Students brainstorm specific resources, share with the class.
Using ICT such as Wordle, create a table to classify resources as human and non human.
Create a PMI chart on various resources that assist in satisfying the specific need education
Create scenarios which enable students to see how resources can be interchanged to enhance
their own and others wellbeing, eg travelling overseas, caring for a child, working and studying, ,
planning to go to university/start a job, captioning a movie to improve access for someone who
is deaf.
Propose how the resources individuals use can change as they get older. Explain how these
changes can enhance wellbeing e.g. babies and their parent’s skills and knowledge, youth and
money, aged and knowledge .
Research various organisations that aim to conserve human and non-human resources ie:
Foodbank, SecondBite, OzHarvest, wind energy. Outline the strategies they use in a bid to
manage sustainability.
Using articles and websites that promote collaboration of resources such as online community
market places (eg: airbnb, goget, airtasker), investigate how this collaboration can conserve
resources and enhance the wellbeing in a variety of situations.
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Community and Family Studies Stage 6 Support Document
Students learn about:
factors affecting
resource management
• personal values and
past experiences
• factors influencing
availability of and
access to resources,
eg age, gender,
disability, culture,
socioeconomic
status

access to support
 informal, eg
relatives,
friends,
neighbours
 formal, eg
government
agencies,
community
organisations
Personal management
skills

planning and
organisation

communication
 verbal and nonverbal
Students learn to:
 explain how a
combination of factors
can influence resource
management for a range
of individuals including:
 a person with a
disability
 a person who is
homeless
 a 16-year-old male
 a retired aged
person
 describe how access to
Teaching and learning strategies



Using ICT such as comic life or word, students draw a target with multiple rings. Students
centre themselves in the middle of the target. In each ring, students identify formal and
informal people and groups that they access for support eg: the inner rings are primary
access support and the outer rings are secondary access support. In pairs, students
describe to each other how accessing their support contributes to satisfying specific needs
ie: a person with a disability, a person who is homeless, a retired aged person.

Using television shows such as The Big Bang Theory or Modern Family, watch an episode
and examine how each character communicates. For each character, consider:
What types of communication do they use?
How effectively do they communicate? How do you know this?
Do they communicate more in one particular style?
support can contribute to
the satisfaction of specific
needs in a range of
situations

assess the extent to
which personal
management skills can
influence resource
Thinkpair share – What are your values? How did you come to have these values? Who
influences your values?
Create a community forum within the class and allocate students a different perspective to
undertake ie: a person with a disability, a person who is homeless, a 16-year-old male, a
retired aged person, an unemployed person, CEO, HSC student, single mother. Students
are to take on this persona and discuss factors that influence that person’s values and how
this affects their ability to access resources.



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Community and Family Studies Stage 6 Support Document
Students learn about:
 assertive,
aggressive,
passive
 characteristics
of effective
communication

decision-making
 decision-making
styles –
impulsive,
intuitive,
hesitant,
confident,
rational
 factors
influencing
decision-making
 problem-solving
Students learn to:
management

use scenarios to apply
and refine their personal
management skills to
relevant and
contemporary challenges
•
identify and challenge
gender expectations in
regard to personal
management skills
Teaching and learning strategies
 Propose strategies to make their communication more effective
 In pairs, students sit back to back and draw a simple picture. Student A must describe what they
have drawn to Student B, who tries to draw their description. Student B is not allowed to ask
any questions. Once Student A has given all their instructions, Student B shows the picture they
have drawn. Repeat the process, but with the pair now facing each other. Student B now gives
the instructions and Student A can ask questions to clarify. After Student A finishes drawing,
show their picture to Student B. Consider the following questions:
 Which picture was closest to the instructions? Why?
 What challenges did Student B have when trying to draw the description? Why was this?
 What characteristics make for effective communication?
 Create scenarios for each style of decision-making. Allocate a scenario to each group who will
role-play the scenario while the remainder of the class attempts to guess which style of
decision-making they are acting out (ie: impulsive, hesitant etc). Discuss the key elements of
each style and suggest who or what type of decisions would be best suited to each situation.
 Split the class into half. One half will have 5 minutes of planning time (rational), the other half no
planning time (impulsive). In teams of 4, students are to dress one person up using newspaper
in a new style of clothing. Once each team has finished, consider the following questions:
 Which team had the most success? Why?
 What factors contributed to their success?
 What would you do next time to be more effective in making a decision on what to create as
a team?
 Students are put into groups of 5 and given 4 pieces of A4 paper. Students line up at one
end of the classroom. The aim is to get their whole group to the other side of the room at
one time using only the 4 pieces of paper. Students cannot rip the paper and the only way
of getting to the other side is by stepping on the paper. If a member of their group goes
outside the pieces of paper, the group must start again. Groups have 10 mins to complete
the challenge. At the conclusion, consider the following questions:
 Did your team successfully get to the other side together? Why/why not?
 How did you go about solving the problem?
 How successful were your solutions?
 What challenges did you stumble across? How did you overcome these challenges?
 What would you do differently next time?
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Community and Family Studies Stage 6 Support Document
Students learn about:
Students learn to:
Teaching and learning strategies
 Brainstorm problems that require decisions from the perspective of someone who is:
 Homeless
 Disabled
 Elderly
 Unemployed
 A single mother
 Debate the following statements:
o It is expected of women to be good communicators
o It is expected that women are intuitive or impulsive decision makers where as men
are expected to be confident and rational
o Women who are assertive are seen as domineering, whilst men are seen as
powerful leaders
Strategies for effective
resource management
 using
interchangeable
resources adopting
sustainable
behaviours
 accessing support
 developing personal
management skills
 engaging in
education or training

 Personal reflection: students propose and evaluate strategies they can use to effectively
manage the HSC eg: sharing resources/notes/. Students should consider:
Interviews as a primary
research method

constructing,
conducting,
recording responses
 structured and
unstructured

propose and evaluate
strategies individuals can
adopt to effectively
manage their resources
in a range of life
contexts, eg caring for a
family member,
completing the HSC,
seeking employment
use interviews as a
research method by:
 designing an
interview to
investigate how
accessing support







What interchangeable resources they can use
What sustainable behaviours can they adopt?
Who can/do they access for support?
How do they develop skills to help them personally manage this time?
Using various websites, students research the difference between structured and unstructured
interviews. Based on this information, students use a graphic organiser such as a PMI chart
about the positive, minuses and interesting facts on both structured and unstructured interviews.
Brainstorm what types of questions are effective for interviews?
Using YouTube, choose a variety of people who have been interviewed ie: Beyoncé, Peter
Overton, Graham Norton. Watch the interviews and identify what worked well and the areas for
improvement.
20
Community and Family Studies Stage 6 Support Document
Students learn about:

advantages and
disadvantages

analysing research
results
Students learn to:
can contribute to effective
resource management
 conducting interviews
and recording responses

analysing the data to
determine the extent to
which accessing support
assists individuals to
manage their resources
effectively
Teaching and learning strategies
 Design an interview for senior students at your school, based on the research question “What
support is available for senior students sitting the HSC?” Interview questions should be aimed
at:
 Strategies senior students use for effective resource management
 Support networks available for senior students at school.
Conduct the interviews and collate the data.
Analyse the data to determine the extent to which accessing support assists individuals to
manage their resources effectively.
Resources:
Australian Bureau of Statistics – http://www.abs.gov.au/
The Australian Institute of Family Studies – http://www.aifs.gov.au/
Australian Institute of Health and Welfare – http://www.aihw.gov.au/
Australia’s welfare – http://www.aihw.gov.au/australias-welfare/
Health Statistics NSW – http://www.healthstats.nsw.gov.au/
Australian Government, Department of Human Services – http://www.humanservices.gov.au/
Family and Community Services – http://www.adhc.nsw.gov.au/
Family and Community Services Housing NSW – http://www.housing.nsw.gov.au/
Relationships Australia – http://www.relationships.org.au/
Mission Australia – https://www.missionaustralia.com.au/
Australian Family – http://australianfamily.com.au/
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Community and Family Studies Stage 6 Support Document
Students learn about:
Students learn to:
Teaching and learning strategies
Tes Australia – http://www.tesaustralia.com/community-and-family-studies-senior-secondary-teaching-resources/
Evaluation:
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Community and Family Studies Stage 6 Support Document
Sample Unit of Work for HSC Core: Groups in Context
Unit Title: Core: Groups in Context
Stage/Year: Year 12
Duration: 25% of course time (30 hours)
Unit overview: Throughout the unit, students will explore four specific groups within the community who may be experiencing inequities. They will further
investigate in detail two groups to examine the role that positive social environments can have on enhancing their wellbeing and those within the group.
Outcomes:
Assessment:
H1.1 analyses the effect of resource management on the wellbeing of
individuals, groups, families and communities
H2.2 evaluates strategies to contribute to positive relationships and the
wellbeing of individuals, groups, families and communities
H2.3 critically examines how individual rights and responsibilities in various
environments contribute to wellbeing
H3.1 analyses the sociocultural factors that lead to special needs of
individuals in groups
H3.3 critically analyses the role of policy and community structures in
supporting diversity
H4.1 justifies and applies appropriate research methodologies
H4.2 communicates ideas, debates issues and justifies opinions
Note: Below is an expanded list of teaching and learning strategies that could
H5.1 proposes management strategies to enable individuals and groups to
be used to deliver the syllabus content. It is not expected that individual school
satisfy their specific needs and to ensure equitable access to resources teaching and learning programs include a similar number of teaching and
H6.2 formulates strategic plans that preserve rights, promote responsibilities
learning strategies. Strategies should cater for the diversity of learners within
and establish roles leading to the creation of positive social
your class.
environments.
Category A groups
(Mandatory groups)

People with disabilities

Homeless people
Category B groups
(Select 2 groups)

Aged

Culturally and Linguistically Diverse communities

Aboriginal and Torres Strait Islander peoples

Rural and remote families

Gay, Lesbian, Bisexual, Transgender, Intersex communities

Sole parents
 Youth
Teacher note: Students are required to study the following content in relation to FOUR specific groups within the community. All students must study the
TWO groups in Category A plus TWO groups selected from Category B.
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Community and Family Studies Stage 6 Support Document
Students learn about:
Exploring the four
specific groups within
the community
 prevalence of each
group within the
community
 individual diversity
within each group
 terminology used by
the community to
describe the group


Students learn to:
utilise reliable sources
of data to examine the
nature of each group by
considering the
following questions:
 What is the
prevalence of the
group within
Australia?
 What determines
whether an
individual is part of
the group?
 How might
individuals vary
within the group?
recognise that the
community uses
positive and negative
terminology to describe
each group. Discuss
the impact this might
have on individuals
within the group






Issues of concern for the
four specific groups
within the community
Satisfaction of needs

specific needs of each
group

identify and prioritise
the specific needs of
each group

Teaching and learning strategies
Introduce the concept of “groups in context”.
Create a pre-test to ascertain what students already know about people with disabilities,
homeless people and your TWO groups from Category B chosen for the class to study.
Using the Australian Bureau of Statistics and other government websites, construct a 2-minute
iMovie profile on each group: people with disabilities, homeless people and your TWO groups
from Category B. Students need to ensure they have provided the following information in their
iMovie:
 What is the prevalence of the group within Australia?
 What determines whether an individual is part of the group?
 What variations may exist within the group?
Thinkpair share – individually brainstorm a definition of the term ‘diversity’, share your
definition with a partner. As a pair, create a definition of diversity and share your definition of
diversity. As a class, create a shared definition of diversity.
For people with disabilities, homeless people and your TWO groups from Category B using
multimedia (ie websites, podcasts, TED talks), explore the diversity within each group. Aspects
to consider:
 Age distribution
 Employment
 Education
 Health status
As a class, discuss the diversity of people within each group to develop a greater community
awareness.
Offer a choice of media, such as web-based docs, butcher’s paper or images, for students to
brainstorm how people with disabilities, homeless people and your TWO groups from
Category B are described, perceived and/or stereotyped by others. Students to summarise the
data and present to the class. Teacher to lead a discussion on this data by asking:
 What impact would these descriptions/perceptions/stereotypes have on a person’s
wellbeing from this group?
 Are there more positive or negative descriptions/perceptions/stereotypes associated
with this group? Why might this be the case?
 How can we change attitudes towards this group?
 How can we support people in this group?
Learn more about the lives of people with disabilities, homeless people and your TWO groups
from Category B by interviewing a known person or viewing a documentary, TV series or movie
24
Community and Family Studies Stage 6 Support Document
Students learn about:
 adequate standard 
of living (food,
clothing, shelter)
 health
 education
 employment
 safety and security
 sense of identity
access to services
 types of services, eg

financial support,
transport,
accommodation and
housing, health care,
counselling, education,
employment, legal aid
 factors affecting
access to services
 characteristics of
individuals within
the group, eg age,
gender, level of
education, culture,
type of disability,
first language
spoken,
socioeconomic
status
 resources, eg
time, money,
energy,
Students learn to:
justify the TWO most
significant needs for
each group and discuss
the implications if these
are not met
explore the factors that
can affect each group’s
access to services by
considering the
following questions:
 What types of
services does each
group require
access to?
 How do the
characteristics of
individuals within
each group affect
their access to
services?
 What resources are
necessary to
support each
group’s access to
the service?
 How available are
the services within
the community?
Teaching and learning strategies
(eg ABC The Dreamhouse reality TV series). Consider the following for each group:
 Describe the specific needs of the person/s.
 Identify the two most significant needs for that person/s.
 Justify why these needs are the most important for that person/s.




Divide the class into 4 groups. Each group researches a different community group ie: people
with disabilities, homeless people and your TWO groups from Category B. Each group will need
to present their findings to the class as well as creating a fact sheet with their information. Each
member of the group must research and present the following questions:
 What types of services do individuals in your community group need?
 How are these services catered for in the community for these individuals?
 What types of services are provided for your group?
 How accessible are these services to all people within your group? You will need to
consider: Is there a cost? How do people in your group access the service? How
frequent/available are these services to your group?
 How do the characteristics of individuals within your group affect their access to the
services?
Determine the extent to which access to services is an issue of concern for your group.
Summarise the factors affecting access to services for people with disabilities, homeless people
and your TWO groups from Category B such as by creating a mind map, poster or multimedia
presentation.
As a class, discuss how various factors impact positively and negatively on an individual’s ability
to access these services. Propose ways each group can overcome these negative factors
25
Community and Family Studies Stage 6 Support Document
Students learn about:
knowledge
 aspects of the
service, eg
opening hours
confidentiality,
location, staffing
Students learn to:
Teaching and learning strategies
Teacher note: Students are required to study the following content in relation to the TWO groups selected and studied from Category B.
Creating positive social

environments
addressing the groups’
issues of concerns
 government policy and
legislation
examine government
policy and legislation to
determine its role in
ensuring equity for
each group




organisations within
the community that
support the group

equity issues

critically analyse the
extent to which
organisations within the
community assist in
satisfying the needs of
each group

investigate a current
inequity issue faced by
each group and


Group research: Using print and electronic sources of data, research the various government
policies and legislation relating to the TWO groups from Category B being studied. Individually,
students select ONE policy for each group from Category B and determine the role these
policies and legislation play in ensuring equity for each group. Students share their examination
of each policy with their group.
Reflection: Using the information gathered around the issues of concern for your groups,
consider whether governments and their policies actually ensure equity among groups.
Debate: There are sufficient government policies and legislation to create positive social
environments.
For the two groups from Category B you have chosen, research and review the organisations
within your local community that assist in satisfying their needs. For each organisation you will
need to include:
 Name of organisation
 Service it provides
 Cost of the services
 Operations ie: hours, number of people working, how many people they assist
 Accessibility to your group
Consider the following questions:
o How do these services assist your group in satisfying their needs?
o How equitable are the services to the diverse range of individuals within your
group?
What more could existing organisations do to create positive social environments for the group.
You have been invited by the NSW government to present a proposal for a $500,000 grant to
address one current inequity issue that exists for each chosen group from Category B. In your
26
Community and Family Studies Stage 6 Support Document
Students learn about:
positive influences on
community attitudes

 contributions the group
makes within the
community

advocacy (speaking up 
for the group’s needs
and concerns)
 Raising awareness
within the
community
 Educating the
community
 Promoting the
rights of the group
Students learn to:
propose strategies to
address the issue
Teaching and learning strategies
proposal you will need to describe the issued faced by each group and propose and justify
strategies you would implement using the funding should you be successful in receiving the
grant. Students can choose to present their proposals as an oral, written or multimedia
presentation.
explore ONE example
of what each group has
done to try to improve
community attitudes,
and assess the impact
this has had on the
wellbeing of the group

outline how community
organisations advocate
for each group and
describe the positive
influence it can have on
community attitudes


Using case studies and news articles collected for the 2 groups chosen from Category B,
brainstorm the positive contributions each individual within a group has made to the community.
Create a news item (print, poster or digital) highlighting the great work individuals within each
group have done to improve community attitudes and how this has had an impact on the
wellbeing of each group as whole.
Research the various organisations that advocate for the 2 groups chosen from Category B.
Depict how these organisations advocate for each group and the positive influence it can have
on community attitudes such as through a video presentation.
Resources:
Australian Bureau of Statistics – http://www.abs.gov.au/
Australian Government, Department of Human Services – http://www.humanservices.gov.au/
Australian Human Rights Commission – https://www.humanrights.gov.au/
Australian Institute of Family Studies – http://www.aifs.gov.au/
Australian Institute of Health and Welfare – http://www.aihw.gov.au/
Census – http://www.abs.gov.au/websitedbs/censushome.nsf/home/quickstats?opendocument&navpos=220
Health Statistics NSW – http://www.healthstats.nsw.gov.au/
27
Community and Family Studies Stage 6 Support Document
People with disabilities
Australian Government ComLaw Disability Discrimination Act 1992 – http://www.comlaw.gov.au/Details/C2014C00013
Australian Human Rights Commission – Twenty Years: Twenty Stories celebrating 20 years of the Disability Discrimination Act –
http://www.humanrights.gov.au/twentystories/
Australian Policy Online – http://apo.org.au/area/culture-communications
Disability and Carers – http://www.abs.gov.au/websitedbs/c311215.nsf/web/disability+and+carers
Disability Council NSW – http://www.disabilitycouncil.nsw.gov.au/
Family and Community Services, Aged, Disability and Home Care – http://www.adhc.nsw.gov.au/about_us
Family and Community Services, Aged, Disability and Home Care –
http://www.adhc.nsw.gov.au/about_us/legislation_agreements_partnerships/nsw_disability_inclusion_act
Multicultural Disability Advocacy Association – http://www.mdaa.org.au/
National disability insurance scheme – http://www.ndis.gov.au/
National Disability Services – http://www.nds.org.au/
NSW Government – https://www.nsw.gov.au/news/new-act-supports-people-disability
NSW Parliament Disability Inclusion Act 2014 – http://bit.ly/10WO72Z
Queensland Government – http://www.qld.gov.au/web/community-engagement/guides-factsheets/people-disabilities/
Homeless people
Australian Government – Department of Social Service – https://www.dss.gov.au/our-responsibilities/housing-support/programmes-services/homelessness
Australian Policy online – http://apo.org.au/research/homelessness
Family and Community Services, Housing NSW – http://www.housing.nsw.gov.au/
Housing and Homelessness – http://www.abs.gov.au/websitedbs/c311215.nsf/web/Housing+and+Homelessness
Parramatta City Council – http://www.parracity.nsw.gov.au/__data/assets/pdf_file/0020/103565/Homelessness_Policy-November_2011.pdf
Aged
Ageing – http://www.abs.gov.au/websitedbs/c311215.nsf/web/Ageing
The Department of Health, Aging – http://www.health.gov.au/internet/main/publishing.nsf/Content/ageing-whatnew.htm
Australian Government – Aged pension – http://www.humanservices.gov.au/customer/services/centrelink/age-pension
Australian Government – Concession and health care cards – http://www.humanservices.gov.au/customer/subjects/concession-and-health-care-cards
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/themes/older-australians?from=theme-bar
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Community and Family Studies Stage 6 Support Document
Australian Government – Superannuation – http://www.australia.gov.au/topics/economy-money-and-tax/superannuation
Australian Policy Online – http://apo.org.au/area/culture-communications
Carers NSW – http://www.carersnsw.org.au/
Health 2014 – http://www.aihw.gov.au/publication-detail/?id=60129547205
Positive Ageing – http://www.ageing.nsw.gov.au/
Culturally and Linguistically Diverse communities
Australian Government – Department of Immigration and Border Protection – http://www.immi.gov.au/Pages/Welcome.aspx
Australian Human Rights Commission – http://www.humanrights.gov.au/
Family and Community Services, Aged, Disability and Home Care – http://www.adhc.nsw.gov.au/about_us/cultural_diversity
Australian Policy Online – http://apo.org.au/area/culture-communications
Ethnic Communities’ Council of NSW – http://www.eccnsw.org.au/
Federation of Ethnic Communities’ Councils of Australia – http://www.fecca.org.au/
Multicultural Disability Advocacy Association – http://www.mdaa.org.au/
NSW Government – Multicultural NSW – http://www.crc.nsw.gov.au/home
NSW Government – Multicultural Policies and Services Program – http://arp.nsw.gov.au/m2012-19-multicultural-policies-and-services-program-endorsementmulticultural-plans
Parliament of Australia – http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1011/11rp06#_Toc275248118
Queensland Government – http://www.qld.gov.au/web/community-engagement/guides-factsheets/cald-communities/introduction/policy-framework-supportingcald.html
Aboriginal and Torres Strait Islander Peoples
Aboriginal and Torres Strait Islander Health – http://www.health.gov.au/internet/main/publishing.nsf/Content/Aboriginal+and+Torres+Strait+Islander+Health-1lp
Aboriginal and Torres Strait Islander Peoples Population –
http://www.abs.gov.au/websitedbs/c311215.nsf/web/Aboriginal+and+Torres+Strait+Islander+Peoples+-+Population
Australia’s Health 2014 – http://www.aihw.gov.au/publication-detail/?id=60129547205
Queensland Government – http://www.qld.gov.au/web/community-engagement/guides-factsheets/atsi-communities/
Australian Government – http://www.indigenous.gov.au/
Australian Government – Department of the Prime Minister and Cabinet – http://www.dpmc.gov.au/indigenous-affairs
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/services/centrelink/abstudy
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Community and Family Studies Stage 6 Support Document
Australian Government – Department of Employment – http://employment.gov.au/indigenous-wage-subsidy-iws
Australian Policy Online – http://apo.org.au/area/indigenous
Closing the Gap – http://www.aihw.gov.au/closingthegap/
Rural and remote families
Australian Government – Australian Institute of Family Studies – http://www.aifs.gov.au/institute/pubs/factssheets/2011/fs201103.html
Australian Government – Department of Agriculture – http://www.agriculture.gov.au/agriculture-food/drought/assistance/assistancerural-financial-counsellingservice
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/themes/rural-and-remote-australians?from=theme-bar
Australian Government – http://www.australia.gov.au/topics/family-home-and-community/rural-communities
Australian Government – Department of Social Services – https://www.dss.gov.au/mental-health/news/2014/what-is-the-drought-assistance-to-farm-businessand-farm-families-measure
Australian Government – My region – http://myregion.gov.au/
Queensland Government – http://www.qld.gov.au/web/community-engagement/guides-factsheets/community-capacity-building-toolkit/
Gay, Lesbian, Bisexual,
Transgender, Intersex communities
Australian Human Rights Commission – http://www.humanrights.gov.au/
Australian Social Trends 2013 – http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features10July+2013
NSW Government – Health – http://www0.health.nsw.gov.au/pubs/2007/preventing_violence.html
NSW Government – NSW Police Force – http://www.police.nsw.gov.au/community_issues/gay,_lesbian_and_transgender_issues
Sole Parents
Australian Government – Australian Institute of Family Studies – https://www3.aifs.gov.au/cfca/
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/services/centrelink/parenting-payment
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/dhs/child-support
Australian Government – Department of Human Services – http://www.humanservices.gov.au/customer/enablers/child-support/support-services-for-separatedfamilies
Australian Government – http://www.mychild.gov.au/sites/mychild
Australian Government – Family relationships online – http://www.familyrelationships.gov.au/Pages/default.aspx
Childhood Education and Care, Australia 2011 – http://bit.ly/1GrwPey
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Community and Family Studies Stage 6 Support Document
Family Characteristics Australia – http://bit.ly/1AmJpLn
NSW Government – Family and Community Services – http://www.community.nsw.gov.au/welcome_to_docs_website.html
Women’s and Children’s Health network: Single Parenting – http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=99&id=1706
Youth
The Australian Clearinghouse for Youth Studies – http://www.acys.info/
The Australian Government – Youth Allowance – http://www.humanservices.gov.au/customer/services/centrelink/youth-allowance
Children and Youth – http://www.abs.gov.au/websitedbs/c311215.nsf/web/Children+and+youth
Australia’s Health 2014 – http://www.aihw.gov.au/publication-detail/?id=60129547205
Australian Institute of Family Studies – http://www.aifs.gov.au/institute/pubs/ysp/policy.html
NSW Government – Family and Community Services – http://www.community.nsw.gov.au/docs_menu/parents_carers_and_families/for_young_people.html
NSW Government – Justice – http://www.youthontrack.justice.nsw.gov.au/
NSW Government, Office of Communities: Youth – http://youth.nsw.gov.au/
NSW Legislation – education – http://www.legislation.nsw.gov.au/sessionalview/sessional/act/2009-25.pdf
Young Australians: their health and wellbeing 2011 – http://www.aihw.gov.au/publication-detail/?id=10737419261
Positive influences on community attitudes
Australian Human Rights Commission – http://www.humanrights.gov.au/
Engaging culturally and linguistically diverse communities – http://www.omi.wa.gov.au/resources/publications/consultations/Engaging_Communities.pdf
Family and Community Services, Aged, Disability and Home Care – http://www.adhc.nsw.gov.au/about_us/cultural_diversity
Federation of Ethnic Communities’ Councils of Australia – http://www.fecca.org.au/
Harmony Day – http://www.harmony.gov.au/
NSW Government – Multicultural NSW – http://www.crc.nsw.gov.au/home
Tes Australia – http://www.tesaustralia.com/community-and-family-studies-senior-secondary-teaching-resources/
Evaluation:
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