Community and Family Studies exam trends & analysis (2019–2025)
Across 2019–2025, Core: Research Methodology is examined most (82 questions), ahead of Core: Parenting and Caring (67 questions) and Core: Groups in Context (59 questions). By topic, Factors affecting parenting and caring roles in HSC Community and Family Studies Parenting and Caring, Research methods in HSC Community and Family Studies Core Research Methodology and Access to services and resources for groups in HSC Community and Family Studies Groups in Context come up most, with Characteristics and needs of groups in HSC Community and Family Studies Groups in Context and Data analysis and presentation in HSC Community and Family Studies Core Research Methodology also recurring.
Based on 271 questions across 7 official NESA exam papers, their marking guidelines and marking feedback.
Work in progress
These exam-trend insights are an early release. The frequencies, mark ranges and figures are still being verified against the official NESA past papers and may change. Treat them as a study guide, not a guarantee of what will be examined.
Most-examined dot points
By module
Marks add up every optional topic offered across these years; students choose only some, so no single exam is this long. Question counts are the most comparable measure.
Every dot point, by exam frequency
Click any dot point for the full verbatim syllabus wording, worked answers and past questions.
Showing 28 of 28 dot points
| Dot point | Times | Marks | Years | Most common mistake |
|---|---|---|---|---|
| Factors affecting parenting and caring roles in HSC Community and Family Studies Parenting and Caringparenting-and-caring Didn't apply the key word 'compare'. | 22× | 1–8 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Didn't apply the key word 'compare'. |
| Research methods in HSC Community and Family Studies Core Research Methodologyresearch-methodology Didn't give specific examples of sensitive topics linked to the method. | 21× | 1–6 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Didn't give specific examples of sensitive topics linked to the method. |
| Access to services and resources for groups in HSC Community and Family Studies Groups in Contextgroups-in-context Limitations not specific to one group; weak examples of relevant health services. | 18× | 1–7 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Limitations not specific to one group; weak examples of relevant health services. |
| Characteristics and needs of groups in HSC Community and Family Studies Groups in Contextgroups-in-context Didn't clearly identify needs or give reasons why they vary within a group. | 17× | 1–8 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Didn't clearly identify needs or give reasons why they vary within a group. |
| Data analysis and presentation in HSC Community and Family Studies Core Research Methodologyresearch-methodology Weak understanding of validity and reliability in selecting secondary sources. | 17× | 1–6 | 2019, 2020, 2021, 2022, 2024, 2025 | Weak understanding of validity and reliability in selecting secondary sources. |
| Ethical research behaviour in HSC Community and Family Studies Core Research Methodologyresearch-methodology Weak understanding of research methodology and the observation types. | 16× | 1–8 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Weak understanding of research methodology and the observation types. |
| Types of parents and carers in HSC Community and Family Studies Parenting and Caringparenting-and-caring Weak syllabus terminology; didn't differentiate beliefs from attitudes. | 16× | 1–8 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Weak syllabus terminology; didn't differentiate beliefs from attitudes. |
| The research process and proposal in HSC Community and Family Studies Core Research Methodologyresearch-methodology Didn't refer to the research process stages as listed in the syllabus. | 14× | 1–4 | 2019, 2020, 2022, 2023, 2024, 2025 | Didn't refer to the research process stages as listed in the syllabus. |
| Rights, responsibilities and support for carers in HSC Community and Family Studies Parenting and Caringparenting-and-caring Didn't identify both a government and a community organisation. | 13× | 1–8 | 2019, 2020, 2021, 2022, 2024, 2025 | Didn't identify both a government and a community organisation. |
| Wellbeing and community attitudes in HSC Community and Family Studies Groups in Contextgroups-in-context Weak knowledge of relevant government/organisations and inequity issues for group. | 12× | 1–8 | 2019, 2020, 2021, 2022, 2023, 2024, 2025 | Weak knowledge of relevant government/organisations and inequity issues for group. |
| Sampling and sample design in HSC Community and Family Studies Core Research Methodologyresearch-methodology Misused key words reliability/validity; few examples for deeper understanding. | 10× | 1–8 | 2019, 2020, 2021, 2022, 2024, 2025 | Misused key words reliability/validity; few examples for deeper understanding. |
| Prevalence, diversity and terminology of groups in HSC Community and Family Studies Groups in Contextgroups-in-context Used negative examples; lacked depth and positive examples linked to wellbeing. | 9× | 1–4 | 2019, 2020, 2021, 2022, 2023 | Used negative examples; lacked depth and positive examples linked to wellbeing. |
| The nature of work in HSC Community and Family Studies Individuals and Workoption-individuals-and-work Didn't address all aspects; weak links between changing work patterns and wellbeing. | 9× | 4–15 | 2019, 2020, 2021, 2023, 2024, 2025 | Didn't address all aspects; weak links between changing work patterns and wellbeing. |
| Preparing for parenting and caring in HSC Community and Family Studies Parenting and Caringparenting-and-caring Didn't address preparations and services; confused community organisations and agencies. | 8× | 1–8 | 2019, 2021, 2022, 2023, 2024, 2025 | Didn't address preparations and services; confused community organisations and agencies. |
| Roles of parents and carers in HSC Community and Family Studies Parenting and Caringparenting-and-caring Weak comparative language and syllabus terms; didn't link to the scenario. | 8× | 1–8 | 2019, 2020, 2021, 2022, 2023 | Weak comparative language and syllabus terms; didn't link to the scenario. |
| Technology and lifestyle in HSC Community and Family Studies Social Impact of Technologyoption-social-impact-of-technology Used general comments rather than specific examples. | 8× | 3–15 | 2019, 2021, 2022, 2023, 2024, 2025 | Used general comments rather than specific examples. |
| Government and community support for families in HSC Community and Family Studies Family and Societal Interactionsoption-family-and-societal-interactions Gave general statements; didn't address the key word with specific examples. | 7× | 3–15 | 2019, 2020, 2021, 2022, 2024, 2025 | Gave general statements; didn't address the key word with specific examples. |
| Technology and the community in HSC Community and Family Studies Social Impact of Technologyoption-social-impact-of-technology Didn't link impact of emerging technologies specifically to community wellbeing. | 7× | 4–15 | 2019, 2020, 2023, 2024, 2025 | Didn't link impact of emerging technologies specifically to community wellbeing. |
| Assisting young people in HSC Community and Family Studies Family and Societal Interactionsoption-family-and-societal-interactions Relied on gender stereotypes not societal expectations; weak links to wellbeing. | 6× | 4–15 | 2020, 2021, 2022, 2023, 2024 | Relied on gender stereotypes not societal expectations; weak links to wellbeing. |
| Protecting children in HSC Community and Family Studies Family and Societal Interactionsoption-family-and-societal-interactions Used general info not syllabus terminology; didn't use rubric (wellbeing) as guide. | 5× | 4–15 | 2019, 2021, 2023, 2024, 2025 | Used general info not syllabus terminology; didn't use rubric (wellbeing) as guide. |
| Workplace structures and legislation in HSC Community and Family Studies Individuals and Workoption-individuals-and-work Didn't identify specific rights/responsibilities; weak judgement and wellbeing links. | 5× | 3–15 | 2020, 2022, 2023, 2024, 2025 | Didn't identify specific rights/responsibilities; weak judgement and wellbeing links. |
| The Independent Research Project in HSC Community and Family Studies Research Methodologyresearch-methodology Didn't link the research steps; weak syllabus terminology. | 4× | 1–6 | 2021, 2022, 2023, 2025 | Didn't link the research steps; weak syllabus terminology. |
| Youth employment in HSC Community and Family Studies Individuals and Workoption-individuals-and-work Didn't identify specific multiple roles or link skills to roles. | 4× | 4–15 | 2019, 2021, 2022, 2025 | Didn't identify specific multiple roles or link skills to roles. |
| Issues related to technology in HSC Community and Family Studies Social Impact of Technologyoption-social-impact-of-technology Didn't address both social and economic impacts; weak on economic impact. | 3× | 6–15 | 2021, 2022, 2024 | Didn't address both social and economic impacts; weak on economic impact. |
| Managing work and family roles in HSC Community and Family Studies Individuals and Workoption-individuals-and-work Didn't know workplace structures in detail or the multiple roles of a parent. | 3× | 4–6 | 2019, 2022, 2024 | Didn't know workplace structures in detail or the multiple roles of a parent. |
| Positive social environments for groups in HSC Community and Family Studies Groups in Contextgroups-in-context Lacked detail and clear relationship between contribution and community; few examples. | 3× | 1–8 | 2022, 2025 | Lacked detail and clear relationship between contribution and community; few examples. |
| Supporting the aged in HSC Community and Family Studies Family and Societal Interactionsoption-family-and-societal-interactions Didn't address both housing needs and the assistance; missing specific examples. | 3× | 4–15 | 2019, 2022, 2025 | Didn't address both housing needs and the assistance; missing specific examples. |
| Technology and the workplace in HSC Community and Family Studies Social Impact of Technologyoption-social-impact-of-technology Discussed technology generally; lacked specific safety technology examples. | 3× | 4–15 | 2020, 2021, 2025 | Discussed technology generally; lacked specific safety technology examples. |