Community and Family Studies

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Frequently asked questions about teaching the HSC Course

What detail is required for teaching the CAFS HSC course?
Do I need to use a text to teach the CAFS course?
How should the HSC Core Groups in Context be researched?
How much information is needed for the study of groups in the HSC Core Groups in Context?
Who are the carers referred to in the HSC Core Parenting and Caring?
Where can I find information concerning the rights and needs of carers, in the HSC core Parenting and Caring?
What are the legal definition concepts in the HSC option Family and Societal Interactions?
What does technical, practical and emancipatory wellbeing mean in the HSC option Social Impact of Technology?

What detail is required for teaching the CAFS HSC course?

The HSC course is 120 indicative hours. Therefore the expectation is that students will undertake 30 hours of study of each module. If the research methodology module is presented in an integrated manner additional time should be allocated. Beyond this the actual hours to be spent on any area of content is a matter for school decision. Scope and sequence suggestions can however, be found in the LIG Handbook for Community and Family Studies, available on the new HSC web site at http://www.newhsc.schools.nsw.edu.au/ . The detail required of content should be determined with respect to the student learn about and learn to statements, and the outcomes to be developed in each module. The draft performance bands for this subject show that students achieving at different performance bands will explore concepts to varying degrees of depth and with varying degrees of skill.

The performance bands provide an indication to teachers and students of what they will need to know and do to gain a particular mark and the standard required to perform in an external statewide examination.

Do I need to use a text to teach the CAFS course?

Teachers are able to use parts of Life Management texts to support their teaching of this course. The nature of this course, however, necessitates that students explore issues using research methodologies. A text would only be supplementary to this process.

There are a number of areas where ongoing support may be found when implementing the syllabus. The Department of Education and Training Professional Support and Curriculum Directorate regularly produces support newsletters and is responsible for professional development programs. Support materials are available online both on this site and the new HSC web site http://www.newhsc.schools.nsw.edu.au/ by clicking on resources, then workshops and programs, and then going to CAFS. The NSW Technology Educators Association has produced a comprehensive publication with sample teaching learning programs.

Grivas, J. (1999). Psychology for the VCE Student 1 & 2 (3^rd edition) Milton, Qld: John Wiley & Sons Australia and Grivas, J. (1999). Psychology for VCE Units 3 & 4 (2^nd edition). South Yarra, Victoria: Macmillan Education Australia are text books designed specifically for Victorian senior high school psychology courses. They contain significant sections that are not applicable to the CAFS course content. However they pick up on content areas such as individuals and groups, leadership, group dynamics, research methogologies and sociograms and so may be useful as a supplementary source of information for teachers.

How should the HSC Core Groups in Context be researched?

CAFS is a research based course. The course has a focus on students learning about and applying their own social research with 25% of course time dedicated to the teaching of research methodology.

The core modules such as Groups in Context provide students with many opportunities to apply research skills in order to gain understandings and to draw conclusions about the nature of groups, their needs, policies that impact on the group, their rights, access to resources and societal attitudes towards the group.

It is recommended that teachers develop teaching and learning strategies that involve students actively bringing a range of perspectives to build up an overall profile of groups. A single source that provides all the answers is not in keeping with the intent of the syllabus.

The internet is a valuable tool for researching Groups in Context. Internet sites and print resources are provided in the CAFS resource list from the Office of the Board of Studies NSW (OBOS) web site at www.boardofstudies.nsw.edu.au

Additional web sites are provided for the groups listed below:

Aged

Australian Institute of Health and Welfare : Older Australia at a glance

Disabled

Australian Institute of Health and Welfare
Australian Institute of Health and Welfare : Demand for disability support services in Australia- size, cost and growth

Homeless

Mission Australia
Australian Department of Health and Ageing
Anglicare
Smith Family
NSW Department of Housing
Society of St Vincent de Paul : Youth refuges and homelessness
The Salvation Army

Socioeconomically Disadvantaged

Australian Institute of Family Studies : Reforming the Australian welfare state

Sole Parents

Commonwealth Office of the Status of Women - a brief statement about the Sole Parents Union, its objectives and achievements in meeting some key needs of this group may be found by entering Sole Parents Union in the search area of this web site.
Sydney Morning Herald : Sole parent sees the future, and it’s work

Youth

Australian Institute of Health and Welfare : Australia’s young people – their health and wellbeing 1999

General

Australian Institute of Health and Welfare : Australia’s welfare 1999: Services and assistance. Includes families and children in Australia, aged care, disability services and services for homeless people.
NSW Attorney General’s Department
Australian Human Rights and Equal Opportunities Commission

How much information is needed for the study of groups in the HSC Core Groups in Context?

The depth of study for particular areas will vary depending on the group being studied. In researching community groups teachers should heed the teachers note that indicates that not all aspects to be studied are as relevant to all groups.

To determine the level of detail feasible given the indicative hours allocated to the module, teachers need to consider what students might be expected to achieve in relation to outcomes, “students learn about” and “students learn to” statements. The draft performance bands for CAFS show that students achieving at different performance bands will explore concepts to varying degrees of depth and with varying degrees of skill.

The actual time to be spent on any area of content is a matter for school decision. Scope and sequence suggestions can be found in the LIG Handbook for Community and Family Studies available on the HSC web site http://www.newhsc.schools.nsw.edu.au/

Who are the carers referred to in the HSC Core Parenting and Caring?

Although it is possible to look at “carer” in the broader sense this module has a clear focus on parents and carers who adopt the same role as parents. This is an example of something to which the legal definition concept might apply. On page 62 of the syllabus the glossary refers to Carer’s leave. In this context the carer is described as a parent or other relative who is responsible for providing care.

Where can I find information concerning the rights and needs of carers, in the HSC core Parenting and Caring?

The rights of anyone in care are basically that they are treated with respect and dignity and that the carer attends to their specific needs and does not impose low expectations on their quality of life.

Further information on carers may be obtained from the Carers Association of Australia website at http://www.carers.asn.au/index.html

In the section Info for carers select Carer information fact sheets to find the following topics:

Ageing
Alzheimer’s Disease
Arthritis
Autism
Cerebral Palsy
Dementia
Diabetes
Emphysema
Incontinence
Intellectual Disability
Mental Illness
Muscular Dystrophy
Stroke
AIDS
Head Injury
Motor Neurone Disease
Multiple Sclerosis
Parkinson’s Disease
Spinal Cord Injury

Each topic describes what to do to best support the person in care and also some tips to the carer for looking after themselves. In essence this illustrates the rights of both the carer and the cared for.

What are the legal definition concepts in the HSC option Family and Societal Interactions?

The purpose of this area of study is to discern between groups that are covered by legislation (where appropriate), and are therefore eligible for access to particular services and support, as opposed to others that do not meet the stated criteria but in the eyes of the general public would be seen as having the same needs, e.g. the aged could be viewed in terms of the age required for an age pension. Many people at this age however would show none of the characteristic needs of this category while others might exhibit these traits at an earlier age.

Social definitions are those that reflect a general or community view. When defining a group your students may come up with a number of viable definitions that reflect a range of social perceptions.

What does technical, practical and emancipatory wellbeing mean in the HSC option Social Impact of Technology?

The area “technology and wellbeing” examines the link between technology and quality of life in the technological era. The three dimensions attempt to show that individuals benefit in many different ways. The dimensions are artificial constructs and are not exclusive, e.g. the use of information technologies may assist one’s wellbeing on a practical basis but in the sense of time savings could be classified as emancipatory. Similarly the use of voice recognition software for an individual with poor keyboard skills or who has restricted use to a keyboard due to a disability would be emancipatory.

To illustrate these concepts ask the students to investigate a couple of forms of technology and discuss the ways in, and degree to, which these could be viewed as contributing to the overall wellbeing of the individual.

There are many forms of technology to choose from. Some suggestions in these broad categories follow:

Technical wellbeing, e.g. air conditioning, sustainable agriculture
Practical wellbeing, e.g. internet, email and other telecommunications, video
Emancipatory wellbeing, e.g. cochlear implant and other aids for disabilities, dishwasher and other time saving appliances.