HSC CAFS Groups in Context Homework Book

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

9.2 Groups in Context

Outcomes

A student:

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

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

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

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

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

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

exploring the four specific groups within the community

• Prevalence of each group within the community
• Individual diversity within each group
• Terminology used by the community to describe the group

issues of concern for the four specific groups within the community satisfaction of needs

• Specific needs of each group
• Adequate standard of living (food, clothing shelter)
  – Health
  – Education
  – Employment
  – Safety and security
  – Sense of identity

issues of concern for the four specific groups within the community access to services

• types of services, eg financial support, transport, accommodation and housing, health care, counselling, education, employment, legal aid
• factors affecting access to services
  – characteristics of individuals within the group, eg age, gender, level of education, culture, type of disability, first language spoken, socioeconomic status
  – resources, eg time, money, energy, knowledge
  – aspects of the service, eg opening hours, confidentiality, location, staffing

 

creating positive social environments
addressing the groups’ issues of concern

• government policy and legislation
• organisations within the community that support the group
• equity issues

 

positive influences on community attitudes

• advocacy (speaking up for the group’s needs and concerns)
  – raising awareness within the community
  – educating the community
  – promoting the rights of the group
• contributions the group makes within the community

Students learn to:

• Utilise reliable sources of data to examine the nature of each group by considering the following questions:
  – What is the prevalence of the group within Australia?
  – What determines whether an individual is part of the group?
  – How might individuals vary within the group?
• Recognise that the community uses positive and negative terminology to describe each group. Discuss the impact this might have on individuals within the group
• Identify and prioritise the specific needs of each group
• Justify the TWO most significant needs for each group and discuss the implications if these are not met
• explore the factors that can affect each group’s access to services by considering the following questions:
  – what types of services does each group require access to?
  – how do the characteristics of individuals within each group affect their access to services?
  – what resources are necessary to support each group’s access to the service?
  – how available are the services within the community?
• examine government policy and legislation to determine its role in ensuring equity for each group
• critically analyse the extent to which organisations within the community assist in satisfying the needs of each group
• investigate a current inequity issue faced by each group and propose strategies to address the issue
• explore ONE example of what each group has done to try to improve community attitudes, and assess the impact this has had on the wellbeing of the group
• outline how community organisations advocate for each group and describe the positive influence it can have on community attitudes