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2012 HSC Notes from the Marking Centre — Community and Family Studies

2012 HSC Notes from the Marking Centre – Community and Family Studies

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Community and Family Studies course. It contains comments on candidate responses to the 2012 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2012 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Community and Family Studies.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section I

Part B

Question 21

In better responses, candidates provided detailed features of a bibliography and an appendix.

In mid-range responses, candidates provided general features of a bibliography and an appendix.

In weaker responses, candidates provided relevant point(s) about either a bibliography or an appendix.

Question 22

In better responses, candidates provided an appropriate and well-supported reason for the change in adoption data.

In weaker responses, candidates identified the change in adoption data, but did not provide a reason for this change.
In better responses, candidates provided characteristics and features of appropriate primary and secondary sources that could have been used to produce the data in the table.

In weaker responses, candidates identified primary and/or secondary sources that may have been used to produce the data in the table.

Question 23

In better responses, candidates clearly identified a group in context and provided relevant features and characteristics of government policies and regulations. A clear link was provided between the government policies and regulations and the specific needs of the group.

In mid-range responses, candidates identified a group in context and identified features and characteristics of government policies and regulations, but did not link these to the specific needs of the group.

In weaker responses, candidates provided some general information about government policies and regulations or the needs of the group.

Question 24

In better responses, candidates identified a group in context and explained two relevant high priority needs for the group, with supporting reasons.
In better responses, candidates identified a relevant community service group and provided valid reasons as to how this community service group meets one of the needs identified in part (a).

Question 25

In better responses, candidates showed the similarities or differences in the role grandparents and paid carers may have in the lives of individuals in their care. A link between the role of grandparents and paid carers and individuals in their care was evident.

In mid-range responses, candidates described the role of grandparents and paid carers and provided information on how they assisted in meeting the needs of the individual in their care.

Question 26

In better responses, candidates outlined several physical preparations for establishing a healthy pregnancy.
In better responses, candidates provided a clear explanation of the importance of physical preparations and the possible implications for the mother and baby if they are not followed.

Question 27

In better responses, candidates clearly discussed issues of concern between one group in context and the wider community which was well-supported with evidence and examples.

Question 28

In better responses, candidates described possible social implications of step-parenting and supported their answer with discussion of social implications for the parents and children involved. They supported their answer by providing a clear link between the social implications and the relationship between step-parents and children.

In mid-range responses, candidates recognised possible social implications of step-parenting. They supported their answer with a discussion of social implications of step-parenting for the parents and children involved. In these responses, candidates may have attempted to link the social implications to the relationship between step-parents and children.

In weaker responses, candidates provided some information about step-parenting and/or social implications.

Question 29

In better responses, candidates clearly outlined the community’s role in providing for the wellbeing of children. They supported their answer with relevant examples.

In weaker responses, candidates provided a general statement about a community provision.
In better responses, candidates provided a clear explanation and showed the relationship between how entitlements for the aged contribute to financial security in retirement. In these responses, candidates provided many relevant examples.

In mid-range responses, candidates provided some information about how entitlement(s) for the aged contribute to financial security in retirement and made some link to the relationship.

In weaker responses, candidates made a general statement about an entitlement for the aged or made some reference to retirement.
In better responses, candidates made a clear and valid judgement about how relevant government regulations provided for the wellbeing of both young people and the community. In these responses, critical thinking and analysis was evident and the answer was presented in a logical and cohesive manner.

In mid-range responses, candidates provided some information about how government regulations provide for the wellbeing of both young people and the community. Some examples were provided.

In weaker responses, candidates provided some information about government regulations or how these regulation(s) provided protection for young people.

Question 30

In better responses, candidates described in detail a specific change that occurred during the Industrial Revolution. The changes identified were many and varied.

In weaker responses, candidates provided a general statement about a change that occurred during the Industrial Revolution.
In better responses, candidates described a clear relationship between technology and individual wellbeing and supported their answer with relevant and varied examples.

In mid-range responses, candidates provided a link between technology and wellbeing. Some candidates provided examples.

In weaker responses, candidates provided a general statement about the contribution of technology to individual wellbeing.
In better responses, candidates correctly identified and made clear and valid judgements about one form of technology and its impact on the wellbeing of individuals and the community. In these responses, candidates used relevant examples to support their answers and responses were communicated in an organised, logical and coherent manner using appropriate terminology. The examples of forms of technology selected were many and varied and included samples from all definitions of technology.

In mid-range responses, candidates identified one form of technology and provided some information on the impact of the technology on the individual and the community. In some of the responses, candidates focused more on either individuals or communities. Some relevant examples and appropriate terminology were included in their responses.

In weaker responses, candidates provided some information about one form of technology and/or individuals and/or the community. The information was of a more general nature and did not usually link to either individuals or communities. In many of these responses, candidates used personal experiences for examples.

Question 31

In better responses, candidates provided a clear explanation of how one social factor may cause an individual to move from one pattern of work to another. They supported their answer with relevant examples.

In mid-range responses, candidates provided some information about how a social factor may cause an individual to move from one pattern of work to another.

In weaker responses, candidates provided a relevant point about a social factor or pattern(s) of work.
In better responses, candidates described characteristics of workplace entitlements, and the extent to which they contribute to equal access for females and males. Relevant examples were used to support their answer.

In mid-range responses, candidates provided characteristics of workplace entitlement(s) that contribute to equal access for females and males. Some examples were provided.

In weaker responses, candidates made a general statement about workplace entitlement(s) or equal access for females and males in the workplace.
In better responses, candidates were able to recognise and provide relevant strategies that assist families to manage multiple role expectations. In these responses, candidates made clear and valid judgements about these strategies and considered the effect of these on wellbeing. These responses communicated ideas and information in a logical and cohesive manner using relevant examples.

In mid-range responses, candidates provided some relevant strategies that assist families to manage multiple role expectations. They attempted to show how strategies adopted by the family to manage multiple role expectations affect wellbeing. In these responses, candidates provided some examples of strategies that could be used to assist multiple role expectations.

In weaker responses, candidates provided some information about multiple role expectations or strategies that assist families to manage multiple role expectations.