Stage 6

Community and Family Studies

Draft Syllabus

Consultation Report

August 2013


© 2013 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales.

This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright.

All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study.

When you access the Material you agree:

•  to use the Material for information purposes only

•  to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW

•  to acknowledge that the Material is provided by the Board of Studies NSW

•  not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee

•  to include this copyright notice in any copy made

•  not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW.

The Material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution.

The Board of Studies NSW has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, phone (02) 9367 8289,

fax (02) 9279 8484.

Published by Board of Studies NSW

GPO Box 5300 Sydney NSW 2001 Australia

Phone: (02) 9367 8111

Fax: (02) 9367 8484

Internet: www.boardofstudies.nsw.edu.au

20130679

Contents

1 Executive summary 4

2 Background information 5

3 Syllabus development and consultation process 5

4 Summary of respondents 6

5 Analysis 7

6 Respondents 17

Stage 6 Community and Family Studies Syllabus Consultation Report

1 Executive summary

The Stage 6 Community and Family Studies Syllabus Consultation Report presents data and findings gathered through 61 written responses, targeted feedback from two school network groups and three meetings of the Stage 6 Community and Family Studies Reference Group. The profile of respondents reflects a range of teaching experience, location, school systems and school size.

Key matters

An analysis of the quantitative and qualitative data indicated support for the draft content amendments of the Stage 6 Community and Family Studies Syllabus. Respondents endorsed the reduced content and enhanced flexibility and scope for teachers to develop programs that meet student needs. Respondents also endorsed the draft content amendments as a more contemporary view of families and communities. Over half (55%) of respondents indicated that they liked the draft content amendments and they require little or no change and 35% indicated that the amendments were quite good but required moderate change.

The significant majority of respondents supported the reduction in content. It was felt that the amendments have removed aspects of content that were less relevant to students. The reduction from 11 groups to 4 groups in the Higher School Certificate (HSC) course was extremely well supported and will allow for greater depth of study.

The removal of reference to specific legislation and more contemporary terminology in regard to families, groups and technology was also supported.

The linking of content and alignment of terminology between the Preliminary course and HSC course was welcomed as it provides greater consistency and will assist teachers in building student knowledge and understanding. Feedback also indicated that the amendments would support the development of quality HSC examinations.

The introduction of ‘specific needs’ throughout the draft content amendments was supported by the majority of respondents as they are based on human rights and now provide a solid foundation and reference point for students and teachers.

The significant majority of respondents indicated that existing resources could be used to implement the draft content amendments (81% either strongly agreed or agreed).

Key matters to emerge from consultation were:

•  the need to strengthen the study of the impact of gender

•  key content, particularly in relation to communication and decision-making removed

•  the rationale behind the selection of the groups studied in the HSC course, particularly the mandatory groups.

Actions taken in response to the key matters were:

•  content has been revised to ensure that gender perspectives have been strengthened, particularly challenging and questioning gender stereotypes

•  content has been reinstated in a number of syllabus cores and options

•  groups to be studied in the HSC course have been expanded from 3 to 4, with the optional groups receiving the more extensive study.

2 Background information

The current Stage 6 Community and Family Studies Syllabus was implemented in 2001, replacing the Stage 6 Life Management Studies syllabus.

In October 2012 the Board of Studies approved a revision of the content in the Stage 6 Community and Family Studies Syllabus. The purpose of the amendments is to update the content and provide a more contemporary approach to learning about the needs of children and families. The amendments will also address concerns raised by teachers regarding the amount of content to cover and the large number of specific groups to be studied in the HSC course.

The draft content amendments do not impact on the current core and option structure of the course, the objectives and outcomes, the Independent Research Project or the HSC examination specifications and internal assessment requirements.

3 Syllabus development and consultation process

The draft content amendments to the Stage 6 Community and Family Studies Syllabus and survey instrument were distributed to a wide consultation network including all secondary schools in NSW currently delivering Stage 6 Community and Family Studies over the period 20 May to 21 June 2013. Both the draft content amendments and survey instrument were also available on the Board website.

A Stage 6 Community and Family Studies Reference Group was convened, consisting of experienced Stage 6 Community and Family Studies teachers from various backgrounds and types of schools, as well as representatives from school systems and professional associations. Representation included:

•  NSW Department of Education and Communities

•  Association of Independent Schools of NSW

•  Catholic Education Commission NSW

•  NSW PDHPE Teachers’ Association

•  Technology Educators Association NSW

•  NSW Australian Council of Health, Physical Education and Recreation (ACHPER)

•  Australian Association of Special Education.

The Reference Group initially met on 19 February 2013 to confirm key directions for the content amendments. Subsequent meetings were conducted on 4 April and 15 August 2013 to provide advice on the development and quality of the content amendments.

Additionally, consultation on the draft content amendments to the Stage 6 Community and Family Studies Syllabus involved a consultation meeting with the Newcastle CAFS network group involving approximately 15 teachers from across the education sectors.

Subject to Board approval, implementation of the amended syllabus will commence for the Preliminary course in 2014.

4 Summary of respondents

Survey respondents

60 survey responses

1 submission

Sector:
Government / 39 / Independent / 8 / Catholic / 11
Professional Assoc. / 1 / Other / 1
Response from (optional):
Principal / – / School Executive / – / Head of Department / 11
Teacher / 21 / Faculty / 23 / System / 3
Professional Assoc. / 1 / Other / 1
Number of people contributing to the response:
1 / 34 / 2–4 / 20 / 5 or more / 5

5 Analysis

5.1 Preliminary core: Resource Management

Summary

Respondents generally welcomed the reduction in content within this module. There was some concern regarding the removal of content in the areas of gender, communication and decision making. Respondents clearly agreed that existing resources will be suitable.

Quantitative analysis

Strongly Agree
% / Agree
% / Unsure
% / Disagree
% / Strongly Disagree
%
2.1 / The selection and organisation of the content in this core are appropriate. / 25 / 49 / 12 / 12 / 2
2.2 / There is a clear relationship between the outcomes and the core content. / 27 / 51 / 7 / 14 / 2
2.3 / The content provides sufficient scope for developing engaging teaching programs for students. / 27 / 44 / 14 / 14 / 2
2.4 / Existing resources can be used to teach this core. / 31 / 56 / 5 / 5 / 3

Key matters raised and writing team action

Key issue / Response
Content from the original syllabus has been removed and should be retained:
•  communication and decision making
•  Maslow’s hierarchy. / Content has been reinstated.
Outcome P3.2 is not addressed. / Content in relation to gender has been strengthened.
Outcome P5.1 is not addressed. / Content in relation to personal management skills has been strengthened.
Expand the factors influencing the availability of resources. / Additional factors have been included.
Revise ‘challenge gender expectations’ to ‘identify and challenge gender expectations’. / Content has been revised.

5.2 Preliminary core: Individuals and Groups

Summary

Respondents indicated that the reduction of content within this module allowed for knowledge, understanding and skills to be addressed in greater depth. The scope and sequence of content was also supported.

Strongly Agree
% / Agree
% / Unsure
% / Disagree
% / Strongly Disagree
%
3.1 / The selection and organisation of the content in this core are appropriate. / 26 / 47 / 12 / 12 / 2
3.2 / There is a clear relationship between the outcomes and the core content. / 33 / 48 / 7 / 10 / 2
3.3 / The content provides sufficient scope for developing engaging teaching programs for students. / 32 / 46 / 12 / 11 / 0
3.4 / Existing resources can be used to teach this core. / 35 / 47 / 10 / 7 / 2

Key matters raised and writing team action

Key issue / Response
Content from the original syllabus has been removed and should be retained:
•  reasons for group formation. / Content has been reinstated.
Review the use of the term ‘self-leadership’. / The term reflects content included within the option Individuals and Work.
Outcome P3.2 is not addressed. / Content in relation to gender has been strengthened.
Expand types of groups to include ‘cultural groups’ and ‘religious groups’. / Additional content has been included.

5.3 Preliminary core: Families and Communities

Summary

There was significant support for the amendment of the literature review within this module. The removal of the focus on theorists was welcomed by respondents.

Strongly Agree
% / Agree
% / Unsure
% / Disagree
% / Strongly Disagree
%
4.1 / The selection and organisation of the content in this core are appropriate. / 29 / 49 / 11 / 11 / 0
4.2 / There is a clear relationship between the outcomes and the core content. / 34 / 46 / 7 / 9 / 4
4.3 / The content provides sufficient scope for developing engaging teaching programs for students. / 35 / 59 / 2 / 4 / 0
4.4 / Existing resources can be used to teach this core. / 32 / 48 / 15 / 6 / 0

Key matters raised and writing team action

Key issue / Response
The removal of ‘family functions’ does not allow for outcome P2.2 to be addressed. / The outcome is covered through ‘influences on socialisation’.
Review the use of the term ‘intact-couple’. / The term has been removed.
Move ‘socialisation of individuals within families and communities’ to before ‘managing change’. / The current sequencing allows for greater flow and progression of content.
Revise ‘construct a literature review’ to ‘conduct a literature review’. / The content and module description have been revised.
Review the use of the term ‘the aged’. / The term has been retained as it is the most common term used to describe this group.
Review the influences on socialisation to include a breadth of factors. / Additional factors have been included.

5.4 HSC core: Research Methodology

Summary

Respondents supported the adjustment to the teacher note in this module. Responses indicated that this provides greater flexibility, relative to the school context, in how the Independent Research Project can be conducted.

Strongly Agree
% / Agree
% / Unsure
% / Disagree
% / Strongly Disagree
%
5.1 / The selection and organisation of the content in this core are appropriate. / 48 / 41 / 5 / 4 / 2
5.2 / There is a clear relationship between the outcomes and the core content. / 52 / 43 / 2 / 2 / 2
5.3 / The content provides sufficient scope for developing engaging teaching programs for students. / 46 / 43 / 5 / 4 / 2
5.4 / Existing resources can be used to teach this core. / 44 / 44 / 9 / 2 / 2

Key matters raised and writing team action

Key issue / Response
The revised content may allow for collaboration on the Individual Research Project. / Schools can decide how content in relation to research methodology is implemented and assessed. The requirements for the IRP as stated in section 10 of the syllabus have not changed.
Include examples of sampling. / Content has been retained to allow greater flexibility.

5.5 HSC core: Groups in Context

Summary

There was strong support for the revisions in this module, in particular the reduction in the number of groups studied. It was felt that the more positive approach to investigating each group and the inclusion of advocacy will enhance student engagement. There was discussion regarding the groups that have been mandated for study and the rationale for their selection.