HSC CAFS Family and Societal Interactions Homework Book

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Help your HSC students grow their knowledge and reinforce their learnings with the HSC CAFS Family and Societal Interactions homework book. This booklet will allow students to have their writing checked and assessed weekly.

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SKU: 01RDCHCFASIB
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Description

Help your HSC students grow their knowledge and reinforce their learnings with the HSC Community and Family Studies (CAFS) Family and Societal Interactions homework book. This booklet will allow students to have their writing checked and assessed weekly.

The book includes 17 questions which are formatted in HSC style and cover the Family and Societal Interactions unit in the HSC Community and Family Studies (CAFS) syllabus. A variety of key terms have been used across these questions to give students ample opportunity to practice their responses in the lead up to the exams.

As this homework book does not include sample answers, the answers are not published anywhere so the students cannot simply google the answers. The students will be required to answer by applying their own knowledge of the content.

The homework book can be differentiated to suit the students’ needs. Alternatively, this booklet can be used for revision of the Family and Societal Interactions unit.

Pack includes:

  • 34-page HSC Community and Family Studies (CAFS) Family and Societal Interactions student workbook
  • Marking criteria
  • Teacher instructions

Relevant to:

NSW NESA COMMUNITY AND FAMILY STUDIES STAGE 6 SYLLABUS (2016)

9.4 Family and Societal Interactions

NSW NESA COMMUNITY AND FAMILY STUDIES STAGE 6 SYLLABUS (2016)

9.4 Family and Societal Interactions

Outcomes

A student:

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.2 evaluates networks available to individuals, groups and families within communities

H3.3 critically analyses the role of policy and community structures in supporting diversity

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H6.1 analyses how the empowerment of women and men influences the way they function within society

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments.

Students learn about:

supporting and protecting individuals and families
roles of legislation

  • to protect members of society
  • to promote a just and cohesive society
  • to set guidelines for socially acceptable behaviour
  • to provide processes to settle disputes peacefully
  • to outline what governments can and cannot do

 

role of community organisations and agencies

  • how community organisations support government legislation and initiatives

protecting children
the government’s role

  • legislation relating to the protection and welfare of children
  • child protection
  • education, eg school attendance
  • safety, eg travel restraints, product safety standards

 

the community’s role in providing for the wellbeing of children personal

  • children’s services
  • schools and out-of-school care
  • leisure activities
  • not-for-profit organisations and support groups

assisting young people to become young adults
the government’s role in regulating rights of young people

  • licensing drivers
  • school attendance
  • access to tobacco and alcohol
  • gambling regulations
  • right to vote
  • legal age for sexual relationships and marriage
  • gaining other entitlements, eg passport
  • workplace protections, eg minimum wage

 the community’s role in supporting young people

  • health care
  • leisure and recreation
  • community support organisations, eg online youth mental health services

being a responsible adult family member

government’s role in supporting adults and families

  • current legislation supporting adults and families
  • laws relating to family
    • laws relating to adoption
    • laws relating to assisted reproductive technology

community support for adults and families

  • counselling for individuals and families
  • health services
  • women’s refuges
  • community support organisations, eg Centacare, St Vincent de Paul Society

the aged
issues for the aged

  • government legislation and entitlements for the aged
  • community support for the aged
  • recognising the aged as a valuable community resource

 

Students learn to:

  • describe how legislation can support and protect individuals and families in contemporary society
  • explore how community organisations and agencies interact with governments to support and protect individuals and families in contemporary society

 

  • examine current NSW child protection legislation by:
  • locating and identifying current NSW child protection legislation
  • describing the areas of regulation, eg reporting children at risk, working with children checks
  • evaluating its effectiveness in supporting and protecting the welfare of children

 

  • identify a community support organisation that provides for the wellbeing of children and evaluate the services it provides, eg Kidsafe NSW

 

  • identify and evaluate the meaning and purpose of adolescent rites of passage
  • investigate a community support organisation and describe how it provides for the wellbeing of young people, eg ReachOut Australia
  • examine the current Family Law Act by:
    • locating and identifying the current legislation
    • describing the areas of regulation, eg marriage and de facto relationships, divorce, spousal and child support, injunctions related to family violence
    • evaluating its effectiveness in supporting and protecting adults and families
  • identify a community support group that provides for the wellbeing of adults and families and evaluate the services it provides
  • conduct a case study on the aged by considering the following questions:
    • what are the current and future issues for the aged?
    • how do government entitlements assist the aged in planning for retirement?
    • what is available in the community to support the housing needs of the aged?
    • how can the community recognise the aged as valuable citizens?

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