Student Name / Number: Web view01.07.2017 · Which of the following sections of an Independent Research Project ... to protecting the welfare of ... the employer and employee;

Student Name / Number: …………..………………….….

2011HIGHER SCHOOL CERTIFICATE

Trial Examination Paper

COMMUNITY AND FAMILY STUDIES

General Instructions Reading Time – 5 minutes

Working Time – 3 hours

Write using blue or black pen

Write your student name / number

at the top of this page

Total marks – 100Section I – pages 2 – 1375 marksThis section has two parts, Part A and Part B

Part A – 20 marks Attempt Questions 1 – 20 Allow about 35 minutes for this part

Part B – 55 marks Attempt Questions 21 – 28 Allow about 1 hour and 40 minutes for this part

Section II – pages 14 – 1525 marks Attempt ONE questions from Questions 29 - 31 Allow about 45 minutes for this section

Section I

Part A - 20 marksAttempt Questions 1 – 20Allow about 35 minutes for this section

Use the multiple choice answer sheet for Questions 1 - 20

1. Which of the following research methodologies would be the most ethical for gathering information on underage drinking?

(A) Observation(B) Anonymous questionnaire(C) Face to face interview(D) Six week case study

2. Which of the following distinguishes the homeless group as a unique entity?

(A) A group of people living in a family situation and experiencing change(B) A group of people with special needs(C) A group of people with varying physical and mental capabilities(D) A group of people who have no permanent housing

3. There are a number of ways of becoming a social parent. Which of the following best exemplifies this statement?

(A) Adoption, foster, step-parenting and surrogacy.(B) IVF, paid carer, foster and surrogacy.(C) Planned, unplanned, voluntary carer and adoption.(D) Primary carer, foster, surrogacy and paid carer.

4. In which of the following situations would quantitative research data be useful?

(A) A researcher wants to compare statistical information(B) A researcher wants to illustrate arguments for and against(C) A researcher wants to compare people’s opinions and ideas(D) A researcher wants to write a literature review.

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5. Which of the following most accurately defines the term sampling?

(A) A method where a researcher selects a sample of people to be involved in their research.

(B) A method where a researcher selects a sample of people at random to be involved in their research.

(C) A method where a researcher selects a sample of people from a particular population to act as a representation of that population.

(D) A method where a researcher selects a sample of people from a specific group or cluster to act as a representation of that group or cluster.

6. Which of the following is the best example of a permissive / indulgent style of parenting on a child?

(A) Where the child may feel unloved and lack a closeness with their primary carer(B) Where the child may feel that they have a close bond with their parents and well

cared for(C) Where the child may feel like they are being controlled and have a poor

relationship with their parents(D) Where the child may feel that they can manipulate their parents to getting their

own way and may lack respect for them.

7. Which of the following explains why health is an important need for the Aged?

(A) Their financial status makes it impossible to access private health insurance.(B) Their independence is limited due to an inability to access safe housing. (C) Their physical limitations prevent them from socialising with others.(D) Their physical wellbeing is vulnerable due to the high incidence of home

invasions.

8. Which one of the following shows BOTH a primary and a secondary source of data?

(A) Interview and newspaper article(B) Literature review and internet research(C) Observation and Interview(D) Library and internet research

9. An inability to access healthy food, clean water and housing due to low socioeconomic status, would have the most significant impact on which area of an individual’s wellbeing?

(A) Economic wellbeing(B) Socio-emotional wellbeing(C) Spiritual wellbeing(D) Physical wellbeing

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10.What are people who have a sexual attraction towards others of the same sex known as?

(A) Heterosexual(B) Gay and lesbian(C) Transsexual(D) Youth

11.What is the specific aim of providing financial support for Sole Parents?

(A) Sole parents may have restricted access to services due to location and a lack of transport

(B) They usually have to rely on a single income, so financial support can assist in meeting the family's needs

(C) Many sole parents are retired, meaning they have less money to spend on social outings

(D) To maintain their sense of identity as they no longer have the responsibilities they once had

12.Which of the following sections of an Independent Research Project (IRP) would include ONLY secondary sources of data?

(A) Abstract and Acknowledgements(B) Contents page and Bibliography(C) Methodologies and Results(D) Literature review and Appendix

Continued over page

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Use the following graph to answer Questions 13 & 14

Source: NSW Board of Studies, 2011. http://www.boardofstudies.nsw.edu.au/

13.What type of data is presented in the graph?

(A) Primary and qualitative(B) Primary and quantitative(C) Secondary and qualitative(D) Secondary and quantitative

14.Which of the following statements is most strongly supported by the information in the graph?

(A) The candidature for the Community and Family Studies course was at its lowest in 2008

(B) The HSC cohort for Community and Family studies has increased by more than 1000 students from 2005 to 2007.

(C) The Preliminary cohort for Community and Family studies has increased by more than 1000 students from 2005 to 2010.

(D) The HSC cohort for 2010 Community and Family Studies course was the same as the Preliminary cohort in 2006.

15.National Youth Week (NYW) is the largest celebration of young people in Australia. Which age group does this annual event focus its celebrations on?

(A) 0 – 10yrs(B) 8 – 16yrs(C) 12 – 25yrs (D) 17 – 25yrs

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http://www.boardofstudies.nsw.edu.au/

16.Which of the following describes a role that a grandparent may play in the raising of a child?

(A) They are paid to provide the best care possible(B) They have formal qualifications in child care(C) They can pass on family customs and beliefs(D) They are given permission by the government to act as the child’s guardian

17.Which of the following highlights the needs of specific groups in the community?

(A) Security and safety, education, financial support, access to services.(B) Food, shelter, money and love.(C) Care, security, education and access to housing.(D) Health, unemployment, housing and education.

18.Eli has asked his parents if he can go to a concert the weekend before his half yearly exams commence. His parents say no and indicate that there will be no further discussion on this issue and that he will spend the time preparing for his exams.

Which of the following best describes this style of parenting?

(A) Democratic(B) Permissive(C) Authoritarian(D) Indulgent

19.Which of the following is an example of a physical preparation for parenting?

(A) Adjusting finance repayments(B) Attending a pre-natal clinic (C) Identifying a pre-school in the local area(D) Locating parenting support groups in the community

20.Parents and Carers have a responsibility to look after those in their care.

Why is this necessary for children?

(A) They have not developed a conscience(B) They have not completed their education(C) They have not yet fully developed physically or emotionally(D) They do not yet have an understanding of the workforce

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Section I (continued)

Part B - 55 marksAttempt Questions 21 - 28Allow about 1 hour and 40 minutes for this section

Answer the questions in the spaces provided. The spaces provide guidance for the expected length of response.

MarksQuestion 21 (7 marks)

Use the samples of secondary data below to answer question 21.

Question 21 (a) 1

Identify the source of the above data samples.

Question 21 (b) 67

How can primary research data be presented in an independent research project?

Question 22 6Compare the extent to which community service groups assist in meeting the needs of TWO

groups you have studied.

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Question 23 8Explain why the selection of research methodologies is an important step in the research

process.

Question 24 6Prioritise and examine the specific needs of ‘sole parents’ in the wider community.

9

Question 25 8Discuss the effect that an access to resources has on the wellbeing of a group you have

studied.

10

Question 26 4Social parents are people who have chosen to take on a parenting role but do not contribute

biologically to the genetic makeup of their child.

Outline the ways a person can become a social parent.

Question 27 8Analyse the current and future emotional preparations that may occur for a foster-parent as a

consequence of becoming a carer.

11

12

Question 28 8

Propose reasons for a person’s socioeconomic status and previous experiences / own

upbringing influencing their parenting and caring relationships.

End of Section I

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Section II25 marksAttempt ONE questions from Questions 29 – 31Allow about 45 minutes for this sectionAnswer parts (a) and (b) of the question on writing paper.

Answer part (c) of the question on SEPARATE writing paper.

In your answer will be assessed on how well you: demonstrate knowledge and understanding of societal influences on wellbeing relevant

to the question apply the skills of critical thinking and analysis communicate ideas and information using relevant examples present a logical and cohesive response

MarksQuestion 29 – Family and Societal Interactions (25 marks)

(a) What are the key roles of legislation in supporting and protecting individuals 4and families in today’s society?

(b) ‘The qualifying age for the Aged Pension for both men and women will be increased by 6 months every 2 years starting from 1 July 2017. At 1 July 2023, the qualifying age for the Aged Pension will reach 67yrs.’

Predict how this change in legislation for the aged will contribute to their ability 6to plan for retirement.

(c) Select ONE community service you have studied and evaluate its contribution 15to protecting the welfare of children.

OR

Question 30 – Social Impact of Technology (25 marks)

(a) What are the factors that affect access and acceptance of technology? 4

(b) ‘There is a big rise in smartphone ownership, and relaxed download caps on mobile phone plans has seen an increase in mobile social networking:- 43% of online Australians now own a smartphone- 66 % of mobile social networkers are under 35 years of age- Facebook is the most popular with 92% of mobile social networkers

having visited’

Predict how this technology will impact on communications in the future. 6

(c) Select ONE type of technology and evaluate the contribution it makes towards 15meeting individual wellbeing.

OR

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Question 31 – Individuals and Work (25 marks)

(a) What are the needs of individuals that are met through work? 4

(b) ‘Families strive to successfully combine both family and work aspects in their daily lives, which presents many challenges for them. All members of a familyhave roles and responsibilities for their family unit to thrive and, as such, workplaces should also support these working families.’

Predict the resources that a family would utilise in managing workplace 6and family roles.

(c) Select examples of workplace and evaluate how the rights and responsibilities of employees and employers are supported by workplace 15structures.

End of Paper

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Student Name / Number: …………..………………….….

Section I – Multiple choiceAnswer sheet

A B C D

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2

3

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5

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9

10

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12

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15

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19

20

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Mapping grid

Question Mark Content Outcome Band1 1 Methodologies H4.1 2-3

2 1 Identifying groups with special needs H3.1, H5.1 3-5

3 1 Becoming parents and carers H2.1 3-5

4 1 Methodologies H4.1, H4.2 3-5

5 1 Research terminology H4.2 2-3

6 1 Factors influencing parenting and caring relationships

H1.1, H2.2 3-5


8 1 Sources of data H4.2 2-3

9 1 Factors affecting access to resources H2.3, H5.1 3-5

10 1 Identifying groups with special needs H3.1 2-3


12 1 Sources of data H4.2 3-5

13 1 Presenting data H4.1 2-3

14 1 Conducting research H4.2 3-5


16 1 Roles in parenting and caring H5.2, H3.4 5-6

17 1 Identify the needs of specific groups in the community

H1.1, H3.1 5-6


H2.1 3-5

19 1 Preparations for becoming a parent or carer H1.1, H3.4 3-5

20 1 Rights and responsibilities in parenting and caring

H2.3, H2.3 5-6

21 (a) 1 Sources of data H4.1 2-3

21 (b) 6 Presenting data H4.1, H4.2 3-5

22 6 Researching community groups H3.3, H5. 3-5

23 8 Conducting research H4.1, H4.2 5-6

24 6 Identifying groups with special needs H3.1 3-5

25 8 Factors affecting access to resources 1H3.1, H5.1 5-6

26 4 Becoming parents and carers H2.1 2-3

27 8 Preparations for becoming a parent or carer H2.1, H2.2 3-5


H2.2,H2.3, H6.1 5-6

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29 (a) 4 Role of legislation H3.3 2-3

29 (b) 6 Government entitlements and support H3.3, H3.4 3-5

29 (c) 15 The community’s role in providing for the wellbeing of children – The community’s contribution H3.2, H3.3 5-6

30 (a) 4 Factors affecting access to and acceptance of technology

H3.4 2-3

30 (b) 6 Technologies and communities H3.4, H4.2, H6.1 3-5

30 (c) 15 Technology and wellbeing H2.3, H3.4, H4.2 5-6

31 (a) 4 Individual and group needs met through work H2.3, H6.2 2-3

31 (b) 6 Role expectations as a family member H2.2, H5.2, H6.2 3-5

31 (c) 15 Recognising individuals in their workplace H2.3, H3.3, H6.2 5-6

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Multiple choice answers

1 B 11 B2 D 12 D3 C 13 B4 A 14 C5 C 15 D6 D 16 C7 D 17 A8 A 18 C9 D 19 B

10 B 20 C

Question 21 (a)Identify the source of the above data samples.

Criteria Marks Identifies print sources Provides some examples 1

sources of data • people/individuals • organisations/groups • electronic sources • libraries • print sources

Response may include, but not be limited to;

Students should identify the sources as print sources and then provide examples such as; newspapers, magazines, journal articles, encyclopaedia or books.

Question 21 (b)How can primary research data be presented in an independent research project?

Criteria Marks Demonstrates thorough knowledge and understanding about ways of

presenting primary research data Clearly demonstrates an understanding of how both qualitative and

quantitative data can be presented Illustrates answer with relevant examples Effectively communicates ideas in an organised, logical and coherent

manner using appropriate terminology

5-6

Demonstrates sound knowledge and understanding about ways of presenting primary research data

Demonstrates an understanding of how either qualitative and/or quantitative data can be presented

Provides some relevant examples

3-4

19

Communicates ideas in clear and logical way using appropriate terminology Provides some information about data presentation or primary data

OR Demonstrates some knowledge about the research process

1-2

presenting data • graphs, tables, presenting key data • report writing and presentation • bibliography • appendix

Response may include, but not be limited to;• Define primary research data as being both qualitative and quantitative.• Identify various ways of presenting primary research data - graphs, tables, written report,

appendix, bibliography, results section of IRP. • Identify specific types of graphs that could be used to present research data.• Show a relationship between the type of primary data (qualitative or quantitative) and the

most suitable way to present it.

Question 22Compare the extent to which community service groups assist in meeting the needs of TWO groups you have studied.

Criteria Marks Demonstrates a thorough knowledge and understanding and compares

how community services meet the needs of TWO selected groups. Identifies relevant community service organisations and the well-being of

the selected groups. Illustrates with relevant examples. Effectively communicates ideas in an organised, logical and coherent


5-6

Demonstrates a sound knowledge and understanding and compares how community services meet the needs of selected groups.

Shows some link between relevant community service organisations and the selected groups.

Provides some relevant examples. Communicates ideas in an organised manner using appropriate

terminology.

3-4

Provides some information about the selected groups and / or community service organisations.

Communicates simple ideas.1-2

groups • aged • chronically ill • cultural groups, eg Aboriginal and Torres Strait Islander • families in crisis • disabled • gay and lesbian • rural families • sole parents

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• socioeconomically disadvantaged • the homeless • youth

areas of study • extent to which community service groups assist in meeting the needs of specific groups

Response may include, but not be limited to; Identify TWO groups studied and define each of the chosen groups, demonstrating

background knowledge. Provides a number of examples of community service organisations relevant to each

selected group. Demonstrates knowledge and understanding of how each community service

organisation meets the needs of each selected group. Draws a comparison between the TWO groups and the extent to which the organisations

meet their needs.

Question 23Explain why the selection of research methodologies is an important step in the research process.

Criteria Marks Demonstrates thorough knowledge and understanding of various research

methodologies and the research process Provides various reasons why methodology selection is an important step

and clearly shows a relationship between methodology selection and the effect on the research process.

Illustrates answer with relevant example/s Effectively communicates ideas in an organised, logical and coherent


7-8

Demonstrates sound knowledge and understanding of research methodologies and the research process

Provides some reasons why methodology selection is an important step and shows a link between methodology selection and the research process.

Provides some example/s Competently communicates ideas, issues and opinions in an organised,

logical and coherent manner, using appropriate terminology

5-6

Demonstrates basic knowledge and understanding of research methodologies and the research process

Provides some reasons for why methodology selection is an important step in the research process.

Provides limited example/s Communicates ideas and opinions in basic form, using some relevant

terminology

3-4

Provides some information about methodology selection OR

Makes one relevant point about its importance in the research process, relying only on personal experiences

1-2

methodologies • quantitative and qualitative

conducting research

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• research methodology - survey, using interview (structured, unstructured), questionnaire (oral, written) - case study - observation - literature review

Response may include, but not be limited to;• Identify a variety of research methodologies including literature review, case studies,

interviews (structured and unstructured), questionnaires (oral and written), observation.• Provide various reasons for why methodology selection is an important step such as;

- provides direction for the researcher- helps to collect the most relevant secondary and primary data- selecting a methodology such as a literature review allows the researcher to gain an

indepth understanding of the research topic prior to conducting their own research- determines whether data and/research will be valid and reliable- encourages reliable research outcomes i.e. proper selection could avoid bias results.

• Identify the positive and/or negative effects of methodology selection on the research process

- Positives e.g. makes it easier to collect research data, contributes to finding both qualitative and quantitative data, may save time and money, can make it easier to complete the other steps in the research process such as analysis and conclusion.

- Negatives e.g. insufficient data collected, irrelevant data collected, can impact on time available to complete analysis and discussion.

• Provide at least one example of a research methodology and show how it could impact on the research process

Question 24Prioritise and examine the specific needs of ‘sole parents’ in the wider community.

Criteria Marks Demonstrates thorough knowledge and understanding about the specific

needs of ‘sole parents’. Examines the impact these needs have on ‘sole parents’ and provides

some argument for the importance of these being met Effectively communicates ideas in an organised, logical and coherent


5-6

Demonstrates a sound knowledge and understanding about the needs of ‘sole parents’.

Describes the impact these needs have on ‘sole parents’ and outlines the importance of these being met

Communicates ideas and opinions, using some relevant terminology.

3-4

Provides some information about the sole parents and / or specific needs Communicates simple ideas. 1-2

groups • sole parents

identifying the needs of specific groups in the community

needs - access to services

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- education- employment - financial support - health- housing - security and safety - self-esteem- sense of identify

classify specific needs and prioritise the significance of each to different groups

Response may include, but not be limited to; Define the group ‘sole parents’ and reasons why they may have the title as a ‘sole

parent’. A sole parent is any person who cares for one or more children without the assistance from another parent or carer living in the same home.

Identify the needs of sole parents. These can include; access to services, education, employment, financial support, health, housing, security and safety, self esteem, sense of identity.

Demonstrates knowledge through linking the needs with the group ‘sole parents’ and reasoning behind the identified needs.

Question 25Discuss the effect that an access to resources has on the wellbeing of a group you have studied.

Criteria Marks Demonstrates extensive knowledge and understanding of a group and

discusses in depth, the effect of access to resources on its overall well-being.

Provides positive and negative factors that influence an individual’s well-being.

Illustrates with relevant examples. Effectively communicates ideas in an organised, logical and coherent


7-8

Demonstrates a thorough knowledge of a group and the effect of access to resources on well-being.

Provides information on both positive and negative factors and their influence on well-being.

Provides some examples. Communicates ideas in a clear manner using appropriate terminology.

5-6

Demonstrates sound knowledge on a group and its affect of access to resources on well-being.

Communicates ideas in a basic form using some relevant terminology.3-4

Provides some information about a group and / or the effect of access to resources on well-being.

Communicates simple ideas.1-2

factors affecting access to resources - age - disability

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- education - ethnicity/culture - gender - location - socioeconomic status

analyse the effect of access to resources on the wellbeing of groups identified. Consider the extent to which this issue may be compounded for individuals who are affected by a number of factors, eg a rural family experiencing financial hardship

Response may include, but not be limited to; Identify a group studied and define the chosen group, demonstrating background

knowledge. Identifies a number of factors (which may include age, disability, education,

ethnicity/culture, gender, location, socio-economic status). Clearly demonstrate how identified factors can have an influence (positively or

negatively) on an individual’s well-being. E.g. Location – urban areas have better access to healthcare when compared to rural areas.

Question 26Social parents are people who have chosen to take on a parenting role but do not contribute biologically to the genetic makeup of their child.

Outline the ways a person can become a social parent

Criteria Marks Sketches in general terms the ways a person can become a social parent Effectively communicates ideas in an organised, logical and coherent

manner using appropriate terminology4

Identifies the ways a person can become a social parent Communicates ideas in a basic form using limited terminology 3

Identifies some ways a person can become a social parent 2 Provides some information about parenting 1

social parents - adoption - fostering - step-parenting- surrogacy

examine the legal and social implications of birth technologies and social parenting


- Students may list each type of social parent and then give a description or definition of each;Step-parent: occurs when a person takes on the role of parent of a child who is not biologically related to them, as a result of marriage or a de facto relationshipSurrogacy: refers to an arrangement where a woman becomes pregnant and gives birth to a child for another person who wishes to become a parent, with the intension of handing the child over to that person immediately after the birth

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Adoption: is the legal process by which an individual or a couple gains the legal rights and responsibilities for the care of a child whose birth parents are unable to or have chosen not to care for that childFostering: is where a person or a couple becomes the temporary parent or carer of a child or children who are unable to live with their own familyStudents may also note that social parents’ responsibilities are identical as the biological parents when it comes to meeting the needs of the child.

Question 27Analyse the current and future emotional preparations that may occur for a foster-parent as a consequence of becoming a carer.

Criteria Marks Demonstrates extensive knowledge and understanding of the emotional

preparations that occur as a consequence of becoming a foster-parent. Shows the relationship and draws implications between current and future

emotional preparations a foster-parent may have to make Illustrates answer with relevant examples Effectively communicates ideas in an organised, logical and coherent


7-8

Demonstrates thorough knowledge and understanding of the emotional preparations that occur as a consequence of becoming a foster-parent.

Shows some link and draws implications between current and future emotional preparations a foster parent may have to make.

Illustrates answer with relevant examples Competently communicates ideas, issues and opinions in an organised


5-6

Demonstrates a sound knowledge and understanding of the emotional preparations that occur as a consequence of becoming a foster-parent.

Refers to current and future emotional preparations a foster-parent may have to make

Illustrates answer with some examples

3-4

Some relevant information about emotional preparations OR foster parenting 1-2

preparations for becoming a parent or carer- emotional preparations for the new relationships

examine current and future areas for development necessary as a consequence of becoming a parent or carer


Students will have to make the link between being a foster parent and draw out the implications taking on this role may bring, such as looking at the positive and negative emotional experiences that may accompany being in this role. Students will have to demonstrate the emotional preparations that may be needed when the foster parent first receives the child in their care, and also talk about the future emotions that may be experienced by the foster parent when they are no longer required to care for the child. For exampleFostering: is where a person or a couple becomes the temporary parent or carer of a child or children who are unable to live with their own family Current areas of emotional preparation for a foster parent;

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- developing a relationship with the person in care could take a long time and be very exhausting leading to potential stress for the carer- building some sort of trust within the relationship, when the child may have come from an abusive background- trying to make the person in care feel as though they fit in with their new environment and other family members eg establishing household routines, and relationships with other members of the family (siblings) Future areas of emotional preparation for a foster parent;- Be prepared emotionally to face the fact that the child in care maybe there for a short period of time or a long time depending on their circumstances.- They need to take on board how other family members may feel while they are being a foster parent eg there could be feelings of resentment towards the foster child due to the extra time a parent may have to spend with them. - The foster parent may forfeit their social time with friends to spend developing a relationship with the foster child therefore the parent’s emotional wellbeing may suffer due to lack of contact with others outside of the home.-may be very rewarding as the foster carer may feel as though they are contributing to society and may realise that being a foster parent can be very emotionally rewarding eg when a family can be reunited after they have sorted themselves out and the child returns home or to have the privilege to be a positive part of a child life.

Question 28Propose reasons for a person’s socioeconomic status and previous experiences / own upbringing influencing their parenting and caring relationships.

Criteria Marks Demonstrates extensive knowledge and understanding about a person’s

socioeconomic status and previous experiences / own upbringing Suggests an extensive range of arguments as to how these factors

influence their parenting and caring relationships Illustrates response with relevant examples Effectively communicates ideas in an organised, logical and coherent


7–8

Demonstrates thorough knowledge and understanding about a person’s socioeconomic status and previous experiences / own upbringing

Suggests a range of arguments as to how these factors influence their parenting and caring relationships

Provides relevant examples Competently communicates ideas, issues and opinions in an organised


5–6

Demonstrates sound knowledge and understanding about a person’s socioeconomic status and previous experiences / own upbringing

Suggests ways these factor influences a person’s parenting and caring relationships

Provides some examples

3-4

Some relevant information about a person’s socioeconomic status OR previous experiences and own upbringing and / or influences on parenting and caring relationships.

1-2

Factors influencing parenting and caring relationships- previous experiences/own upbringing

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- Socioeconomic status

examine each influence to determine its effect on parenting and caring relationships

Response may include, but not be limited to;Students may talk about the way customs and traditions are passed down through their families (eg how they spend Christmas or holidays) and also how children imitate what they learn from their surrounding home environment especially different types of behaviours, such as sharing and caring for others. From these childhood experiences they may take with them how they are going to raise their family/children. A person’s own experiences from their upbringing could be a pleasant positive experience and may want to raise their children in the same way OR it could have been a very negative experience for them and they may want to change that negative upbringing into a positive one for their children. For example they may choose no form of smacking for their children as they have bad memories of being disciplined when they were growing up.

Question 29 (a)What are the key roles of legislation in supporting and protecting individuals and families in today’s society?

Criteria Marks Demonstrates thorough knowledge of the roles of legislation in supporting

and protecting individuals and families. Effectively communicates ideas in an organised, logical and coherent


4

Demonstrates a sound knowledge of the roles of legislation in supporting and protecting individuals and families.

Communicates ideas using some relevant terminology.3

Identifies some roles of legislation in supporting and protecting individuals and families. 2

Some relevant information about the roles of legislation in supporting and / or protecting individuals and families. 1

supporting and protecting individuals and families role of legislation

- to set guidelines for socially acceptable behaviour - to provide processes to settle disputes peacefully - to provide mechanisms to enable change to legislation in order to address social

attitudes - to protect members of society - to promote a just society

assess the degree to which legislation supports and protects individuals and families in contemporary society


Provides a brief explanation of how the role supports individuals and families

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Provides an example of legislation to explain the roles of legislation e.g. Anti-discrimination legislation protects members in society by ensuring they are respected and valued in areas such as education and employment.

Question 29 (b)Predict how this change in legislation for the aged will contribute to their ability to plan for retirement.

Criteria Marks• Demonstrates a thorough knowledge of issues relevant to the aged and

how the qualifying age for the aged pension may contribute to an individual’s ability to plan for retirement

• Recognises the interrelationship between wellbeing and retirement• Illustrates answer with relevant examples • Effectively communicates ideas in an organised, logical and coherent


5-6

• Demonstrates a sound knowledge of issues relevant to the aged• Provides some suggestions of how the qualifying age for the aged

pension may contribute to an individual’s ability to plan for retirement • Provides some relevant examples • Communicates ideas, issues and opinions in a clear logical way, using

appropriate terminology

3-4

Some relevant information about the aged and retirement and / or the aged pension legislation. 1-2

acknowledging and supporting the aged government entitlements and support Legislation - Aged Care Act, 1997 (Cth) - Anti-Discrimination Act, 1977 (Cth) entitlements - aged pension - health care assistance - travel and other concessions, eg seniors card - rebates - superannuation provisions - retiring age recognition

government departments and support agencies that provide support: Commonwealth, State and others

evaluate the effectiveness of Australian law in contributing to the wellbeing of the aged examine how entitlements for the aged contribute to their ability to plan for their

retirement

Response may include, but not be limited to;• Identify that the new legislation may result in the aged having to remain in the workforce

longer before they can receive the aged pension and that this may delay retirement.

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• Recognise the considerations that need to be made when planning for retirement e.g. change in financial income, decrease in hours of employment, finances required to pay for leisure and recreation activities, age at which they choose to retire.

• Suggest how the ability to plan for retirement may be affected by the new legislation;- Individuals may remain in employment longer.- Individuals may contribute more of their income towards superannuation.- Individuals may invest more of their money into assets or savings that will provide

financial income for their future or allow them to retire earlier.- Individuals may consider negotiating flexible work patterns with employers- Individuals may consider phased retirement options

• Make links to financial and/or social wellbeing.• Provide examples of how the legislation will impact on an individual’s retirement.

Question 29 (c)Select ONE community service you have studied and evaluate its contribution to protecting the welfare of children.

Criteria Marks Demonstrates extensive knowledge and understanding of ONE community

service that protects the welfare of children. Discusses the positive and/or negative effects the service has on the

wellbeing of children. Draws valid conclusions as to the effectiveness of the service and its

contribution to protecting the welfare of children. Illustrates answers with relevant examples. Effectively communicates ideas in an organised, logical and coherent


13-15

Demonstrates thorough knowledge and understanding of ONE community service that protects the welfare of children.

Outlines the positive and/or negative effects the service has on the wellbeing of children

Attempts to make a judgment on the effectiveness of the service and how it contributes to the welfare of children

Provides relevant examples Communicates ideas, issues and opinions in a clear, logical way, using


10-12

Demonstrates sound knowledge of ONE community service that protects the welfare of children.

Describes how the service protects children OR outlines the contributions the service makes to the welfare of children.

Provides limited examples Communicates ideas in a clear manner using appropriate terminology

7-9

Demonstrates basic knowledge of ONE community service that protects the welfare of children.

Outlines how the service protects children OR identifies some contributions the service makes to the welfare of children.

Uses examples that rely on personal experience Communicates ideas in basic form using some relevant terminology

4-6

Provides some information about community services and children’s welfare.

1-3

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Communicates simple ideas using limited terminology

The community’s role in providing for the wellbeing of children - children’s services - schools - leisure activities - refuges - support groups, eg safe houses, after school care

investigate the provisions made by their local community to protect the welfare of children

Response may include, but not be limited to; Identify the name of the community service and briefly outline its main purpose or aim in

relation to protecting children’s welfare. Examples may include; Department of Community Services, PCYC, Schools, childcare, counsellors, hospitals, Youth service, Centrelink, Kids helpline.

Recognise the positive contributions the service makes to children’s needs/wellbeing by providing an explanation or giving specific examples which show how the service protects the welfare of children

and/or shows through an explanation or uses specific examples how the service fails to protect the welfare of children.

Clearly makes a judgment on the effectiveness of the service and clearly supports this judgment through their discussion or with examples.

Positive examples may include: contributes to the physical needs/wellbeing of children by providing food, shelter, or clothing; contributes to the socio-emotional needs/wellbeing of children by providing a place to meet people, make friends, feel safe and secure. Contributes to the economic needs/wellbeing of children by providing financial assistance through youth allowance, rent assistance.

Question 30 (a)What are the factors that affect access and acceptance of technology?

Criteria Marks Demonstrates thorough knowledge of the factors that affect access and

acceptance of technology Effectively communicates ideas in an organised, logical and coherent


4

Demonstrates a sound knowledge and understanding by identifying most of the factors that affect access and acceptance of technology

Communicates ideas using some relevant terminology3

Identifies some factors that affect access and acceptance of technology 2 Some relevant information about factors that affect access and / or

acceptance of technology 1

factors affecting access to and acceptance of technology - age - culture - education - economic - geographical

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- gender - others

explain the reasons why availability and acceptance of technology varies


The syllabus also allows for another factor to be studied so students may also include an additional factor. For example, media, family, peers, past experiences

Students may chose to add specific examples under the “others” section such as disability, previous experience and peer pressure.

Each factor should be defined with some link the way it affects access and acceptance of technology.

Question 30 (b)Predict how this technology will impact on communications in the future.

Criteria Marks Demonstrates thorough knowledge in suggesting what impact

technology will have on communications in the future based on the available information

Recognises the interrelationship between technology / communication and wellbeing

Illustrates answer with relevant examples Effectively communicates ideas in an organised, logical and coherent


5-6

Demonstrates a sound knowledge of what impact technology will have on communications in the future based on the available information

Provides some relevant examples Communicates ideas, issues and opinions in a clear logical way, using


3-4

Some relevant information about the impact of communications in the future. 1-2

technologies and communities - communications

predict how technology will impact on community life in the future

Response may include, but not be limited to; Definition of communications: “Communications technologies include mobile phones,

social networking sites and other inventions that allow social interaction to occur within the community” Mitchell et.al (2010) pg 239

Numerous positive and negative impacts based on the use of smart phones and social networking sites such as Facebook:

Revolutionised the way we communicate to make communication more efficient, engaging, accessible, timely

Allows communication between people all around the world Up to date information is easily accessed Increased information provided to consumers allowing them to make more informed

decisions Decreased environmental impacts due to less need for paper

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Privacy violations, computer crime and equity issues regarding access to such technologies

Implications for future services such as Australia Post Implications for the future of employment due to a decreased need for face to face

contact May link impacts to wellbeing

Question 30 (c)Select ONE type of technology and evaluate the contribution it makes towards meeting individual wellbeing.

Criteria Marks Demonstrates extensive knowledge and understanding of a selected type

of technology Discusses the positive and / or negative contributions it makes towards

meeting individual wellbeing Draws valid conclusions as to the effectiveness of the technology in

meeting individual wellbeing Illustrates answers with relevant examples. Effectively communicates ideas in an organised, logical and coherent


13-15

Demonstrates thorough knowledge and understanding of a selected type of technology

Outlines the positive and / or negative contributions it makes towards meeting individual wellbeing

Attempts to make some judgment on the impacts of the technology on the technical, practical and emancipatory wellbeing of individuals



10-12

Demonstrates sound knowledge of a selected type of technology Describes the contribution the technology makes towards meeting

individual wellbeing Provides limited example/s Communicates ideas in a clear manner using appropriate terminology

7-9

Demonstrates basic knowledge of a selected type of technology Outlines the contribution the technology makes towards meeting individual

wellbeing Uses examples that rely on personal experience Communicates ideas in basic form using some relevant terminology

4-6

Provides some information about a selected type of technology Communicates simple ideas using limited terminology 1-3

technology and wellbeing - technical wellbeing, eg ability to control the environment - practical wellbeing, eg understanding and communicating in the world we know - emancipatory wellbeing, eg ability to participate effectively in a variety of situations

examine the contribution technology makes towards meeting individual wellbeing

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Response may include, but not be limited to; A detailed explanation of ONE specific type of technology. May include communication,

educational, global, recreational, lifestyle technologies Must include positive and negative impacts of the selected technology on technical

wellbeing, practical wellbeing and emancipatory wellbeing May also link to the impact on an individual’s physical, social, emotional, spiritual,

economic and intellectual wellbeing Definitions:

o Technical: “Ability to control the environment”o Practical: “Understanding and communicating in the world we know”o Emancipatory: “Ability to participate effectively in a variety of situations”

Must illustrate with numerous examples relating to the selected technology

Question 31 (a)What are the needs that individuals achieve through work?

Criteria Marks Demonstrates thorough knowledge of the needs that individuals achieve

through work. Effectively communicates ideas in an organised, logical and coherent


4

Demonstrates a sound knowledge and understanding by identifying the needs that individuals achieve through work.

Communicates ideas using some relevant terminology3

Identifies some of the needs that individuals achieve through work. 2 Some relevant information about the needs that individuals achieve through

work. 1

Individual and group needs met through work - self-esteem - financial - social - education - status - lifestyle - career - social conscience - cultural

apply the methodology of surveying to examine how needs are met


Students would not need to cover every point from the above list to access 4 marks in the question.

For each of the points students do raise there should be a clear understanding demonstrated of what the need is and how it is met through work.

Question 31 (b)

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Predict the resources that a family would need to utilise in managing the multiple roles of working and parenting.

Criteria Marks Demonstrates thorough knowledge of suitable resources that a family

needs to utilise in order to manage the multiple roles of working and parenting.

Recognises the interrelationship between wellbeing and the utilisation of resources

Illustrates answer with relevant examples Effectively communicates ideas in an organised, logical and coherent


5-6

Demonstrates a sound knowledge of resources that can be used to manage the multiple roles of working and parenting.

Provides some relevant examples Communicates ideas, issues and opinions in a clear logical way, using


3-4

Some relevant information about resources that can be used and / or the multiple roles of working and parenting. 1-2

managing workplace and family roles role expectations as a family member changing circumstances for parents

- number of children (age differences, multiple births, sex) - children starting school - parents changing employment

negotiating and sharing roles within families managing resources to meet multiple role expectations - time, eg delegation, division of labour - technology, eg labour saving devices, fast food - support networks (formal, informal)

devise strategies to effectively manage multiple role expectations caused by changing circumstances

Response may include, but not be limited to; Identify roles and responsibilities of family members within the family unit. Recognises the specifics of parent roles and responsibilities in relation to work and

home. Demonstrates knowledge of content through identifying resources to manage multiple

roles. These could include;- Students should be able to discuss time (delegation and division of labour)- Technology (labour saving devices and fast food)- Support networks (formal and informal).

Provides examples to further demonstrate level of knowledge.

Question 31 (c)Select examples of workplaces and evaluate how the rights and responsibilities of employees and employers are supported by workplace structures.

Criteria Marks34

Demonstrates extensive knowledge and understanding of rights and responsibilities within the workplace and how workplace structures support them.

Discusses the positive and/or negative aspects of workplace structures on employers and employees

Draws valid conclusions on the effectiveness of rights and responsibilities in the workplace in supporting employers and employees

Illustrates answers with relevant examples. Effectively communicates ideas in an organised, logical and coherent


13-15

Demonstrates thorough knowledge and understanding of rights and responsibilities within the workplace and how workplace structures support them.

Outlines the positive and/or negative effects of rights and responsibilities in the workplace

Attempts to make a judgement on the evolution of rights and responsibilities within the workplace.



10-12

Demonstrates sound knowledge of rights and responsibilities within the workplace and how structures support them.

Describes how work structures support the rights and responsibilities of individuals and families.

Provides limited examples Communicates ideas in a clear manner using appropriate terminology

7-9

Demonstrate basic knowledge of rights and responsibilities within the workplace and how they are supported by workplace structures.

Outlines how workplace structures support the rights and responsibilities of individuals and families.

Uses examples that rely on personal experience Communicates ideas in basic form using some relevant terminology

4-6

Provides some information about workplace structures to support rights and responsibilities of individuals and families.

Communicates simple ideas using limited terminology.1-3

recognising individuals in their workplace rights and responsibilities in the workplace

employees employers

supportive workplace structures safe work environment

- Occupational Health and Safety work conditions

- awards - anti-discrimination - grievance procedures

trade unions and employer organisations workers compensation / WorkCover

explain the evolution of rights and responsibilities in the workplace analyse how rights and responsibilities are supported by workplace structures and affect

35

- the wellbeing of the employer and employee in the workplace - efficient work practices

Response may include, but not be limited to; Acknowledges the evolution of rights and responsibilities through union activity and

government action. Identifies reason for the evolution of rights and responsibilities. This could include;

- Safety in the workplace- Equality- Balance of work and family expectations- Meeting of individual needs.

Identifies rights and responsibilities in the workplace for the employer and employee; listing examples.

Discussion of some of the supportive workplace structures such as; safe working environment (OH&S), work conditions (awards, anti-discrimination), trade unions employer organisations, workers compensation, work cover.

36

Documents

Student Name / Number: Web view01.07.2017 · Which of the following sections of an Independent Research Project ... to protecting the welfare of ... the employer and employee;