§-Community and Family Studies syllabus
NSW · NESA← Community and Family Studies
Community and Family Studies syllabus, dot point by dot point
Every dot point in the NSW Community and Family Studies syllabus, with a focused answer for each. Click any dot point for a worked explainer, past exam questions and links to related points.
Core: Groups in Context
Module overview →What services and resources do groups need, and what barriers limit their access to them?
Access to services and resources: the range of formal and informal support available to a group, the barriers that limit access, and how access affects the group's ability to meet its specific needs
What are the characteristics and specific needs of groups within the community?
Characteristics and specific needs of community groups: identifying a selected group, their access to services, and the factors affecting their ability to satisfy specific needs such as health, education, safety, sense of identity and employment
How can positive social environments be created to enhance the wellbeing of a group and the individuals within it?
Creating positive social environments: the role of awareness, education, advocacy, empowerment and access to resources in enhancing the wellbeing of a selected group and its individuals
How prevalent is a selected group, how diverse are its members, and how does the language used to describe it shape wellbeing?
The nature of selected groups: prevalence within Australia, the diversity of individuals within a group, what determines membership, and the impact of positive and negative terminology used to describe the group
How does the level of access to resources and the attitudes of the community affect the wellbeing of a group?
The impact of community attitudes and access to resources on the wellbeing of a selected group, including the difference between positive and negative attitudes and the role of community awareness, education and advocacy
Option: Family and Societal Interactions
Module overview →How do government and community structures assist young people to make the transition to adulthood?
Assisting young people to become adults: education, training and employment support, health and wellbeing services, legal rights and responsibilities, and structures that help young people gain independence
How do government and community structures support and protect family members throughout the lifespan?
Government and community structures that support and protect family members across the lifespan, the power and authority of these structures, and how they promote the wellbeing of vulnerable family members
How do government and community structures protect children and support families in raising them?
Protecting children: the role of legislation, government agencies and community organisations in safeguarding children's safety and wellbeing, and the balance between family responsibility and state intervention
How do government and community structures support and protect older Australians?
Supporting the aged: income support, aged care services, health care, legal protections against elder abuse, and the structures that help older people maintain independence, dignity and wellbeing
Option: Individuals and Work
Module overview →How do individuals manage the roles and responsibilities of work alongside their family commitments?
Contemporary issues confronting individuals as they manage roles within family and work, including the division of roles, work-family balance, and the legislation and workplace practices that support this balance
What is the nature of work, why do people work, and how is the nature of work changing?
The nature of work: paid and unpaid work, reasons people work, the changing nature of work, and how work contributes to individual identity, wellbeing and financial independence
What structures and legislation support individuals in the workplace and help them balance work with other roles?
Structures that support individuals in the workplace: legislation such as work health and safety and equal employment opportunity, awards and conditions, trade unions, leave entitlements, and flexible work practices
What issues affect young people as they prepare for and enter the workforce?
Youth employment: preparing and planning for a career, personal management skills for the workplace, the patterns of work of young people, and the rights and responsibilities of young people at work
Option: Social Impact of Technology
Module overview →What issues arise from the development and use of technology, and how do they affect individuals, families and communities?
Issues related to technology: privacy and security of information, accuracy and information overload, equity and access, copyright and ethics, health and safety, and environmental impact
How do evolving technologies impact on individuals and their lifestyle?
The impact of evolving technologies on individuals and lifestyle, including the effects on communication, family roles, work, leisure, health and the differing access to technology across groups
How has evolving technology changed the way communities access services such as education, health, transport and leisure?
Technology and the community: the impact of technology on education and training, health and medicine, transport and travel, leisure and entertainment, and access to community services
How has evolving technology changed the structure, safety and nature of work?
Technology and the workplace: the impact on the structure of work, workplace flexibility and remote work, communication, safety, efficiency, training, and the changing nature of jobs
Core: Parenting and Caring
Module overview →What factors affect the roles of parents and carers and the wellbeing of everyone in the relationship?
Factors affecting parenting and caring roles: age, gender, culture, socioeconomic status, special needs, the nature of the relationship and previous experience, and how these shape the role and wellbeing
How do people prepare for and adjust to the roles of parenting and caring?
Preparing for parenting and caring: the decision to become a parent or carer, planning, acquiring knowledge and skills, adjusting roles and relationships, and managing the transition into the role
How are the rights and responsibilities of parents and carers met and supported?
The rights and responsibilities of parents and carers, factors affecting their wellbeing, and the support services and legislation that assist them in their roles
Who are the people who adopt the roles of parenting and caring?
The roles of parents and carers, the range of people who become parents and carers, the reasons people take on these roles, and the responsibilities involved in caring for dependants
Who takes on parenting and caring roles, and what different types of parents and carers exist?
Types of parents and carers: biological, social, adoptive, foster and step-parents, and informal and formal carers, including who they care for and the basis of the relationship
Core: Research Methodology
Module overview →How is raw research data turned into meaningful, clearly presented findings?
Analysing and presenting data: qualitative and quantitative data, organising and interpreting results, using tables, graphs and statistics, and drawing valid conclusions linked to the research question
What ethical responsibilities does a researcher owe to respondents and to the integrity of the research?
Ethical behaviour in research: informed consent, confidentiality and anonymity, privacy, handling sensitive topics, avoiding harm, acknowledging sources and presenting findings honestly
How do students plan, conduct and present an Independent Research Project?
The Independent Research Project (IRP): selecting a topic and research question, planning, conducting research ethically, analysing and presenting findings, and evaluating the process
What are the most appropriate research methods to collect reliable and valid data?
Research methods: questionnaires, interviews, observations, case studies, sampling, and the selection of methods appropriate to the research question, with attention to reliability, validity and bias
How is a sound research proposal planned and structured before any data is collected?
The research process: identifying an area of interest, developing a research question and hypothesis, planning a research proposal, designing a timeline, and managing resources to carry out an investigation
How does the choice of sample shape whether research findings can be trusted and generalised?
Sampling: the sample group and sample size, random, stratified and convenience sampling, and how sampling decisions affect the reliability, validity and generalisability of findings