1. Community and Family Studies
ACHPER NSW
Community and Family Studies
HSC Enrichment Days
2016
Groups in Context
As students walk in give them two pieces of paper / cardboard. (two different colours) OR
Have the two coloured pieces on each table already.
This will link to the first activity.
Make sure you are aware of how many students will be in each presentation so you can have the correct amount of paper ready.

2. Syllabus Content Students Learn About: Students Learn To:
Category A Groups
People with Disabilities
Homeless people
Exploring the four specific groups within the community
Prevalence of each group within the community
Individual diversity within each group
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, counseling, education, employment, legal aid
Factors affecting access to services
resources, eg time, money, energy, knowledge
Aspects of the service, eg opening hours, confidentiality, location, staffing
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?
Explore the factors that can affect each groups access to services by considering the following questions:
What types of services does each group require access to?
What resources are necessary to support each groups access to the service?
How available are the services within the community?
Slide 1 – Syllabus Content
This covers what content will be looked at during the workshop. Not every single point will be used. Ie Not all ‘types of services’ will be looked at for both groups. It is more about what are the types of services each group require more.
Who are each group.
Prevalence and individual diversity will both be covered.
Issues of concern for each group – specific ‘access to services’ and ‘factors affecting access to services’ will be used.
Activity #1 (3 minutes)
Before starting to discuss the two groups (homeless / disabled) have students use one colour of paper to write something they know about the homeless on. Stick on board.
Then have them write something they know about the disabled on the other colour. Stick on board.
As you are going through the points (make sure you point out anything that is quite stereotypical or wrong) have students make notes in the spaces provided in their booklet.

3. Homeless & People with Disabilities Prevalence
Prevalence of each group within the community.
What does ‘prevalence’ mean?
Prevalence is a statistical term used to indicate how common a particular condition, disease or characteristic is within a group or community. In this instance, we use prevalence to refer to how many people with specific characteristics are within a community.
For example – How many people are homeless within Australia?
Show where ‘prevalence’ is in the syllabus.
Explain about what prevalence means.
Activity #2 (10 minutes)
Give students 5 minutes to work through the questions in the table.
Spend another 5 minutes giving answer and answering any questions about the prevalence.
You could ask
what surprises them?
was there something they were not aware of?
Are there any other prevalence stats / information they can add?
Homeless Quiz answers 7%
58%
6/10
Relationship breakdown – mostly triggered by domestic violence
People with Disabilities Quiz answers %
2. 53%
3. FALSE
4. Physical
5. 90%

4. Homeless & People with Disabilities Individual Diversity
Individual diversity within each group.
What does ‘individual diversity’ mean?
Individual diversity refers to the characteristics of the different individuals who make up the group. It is what determines whether an individual is part of the group and how characteristics, concerns and experiences might vary within the group itself.
For example – One characteristic of people with disabilities are those with a physical disability.
Each group can be put into categories to distinguish specific needs.
Show where ‘individual diversity’ is in the syllabus.
Explain about what ‘individual diversity’ means
Activity #3 (10 minutes)
Give students 5 minutes to work through each table in the table. They only need to do basic points.
Spend another 5 minutes giving answers and answering any questions about individual diversity.
You could ask
what surprises them?
was there something they were not aware of?
Are there any other egs / information they can add?
Homeless –
Primary – People without conventional accommodation, such as people living on the street, in parks, under bridges.
Secondary – People moving between various forms of temporary shelter including staying with friends, emergency accommodation, youth refugees, hostels and boarding houses.
Tertiary – People living in single rooms in private boarding houses, without their own bathroom, kitchen or security of tenure.
People with Disabilities
Physical – loss of limb, lack of use of limb or chronic pain
Intellectual – learning difficulties
Psychological – including emotional difficulties.
Sensory – including sight, hearing, speech difficulties
Neurological – including head injuries, stork or other brain damage.

5. Focus Questions FQ1 (4 marks)
Describe two types of services the homeless require access to.
Describe two types of services people with disabilities require access to.
Describe – Provide characteristics and features
FQ2 (4 marks)
Explain a factor that may affect access to a service for the homeless.
Explain a factor that may affect access to a service for people with disabilities.
Explain – Relate cause and effect; make the relationships between things evident. Provide why and / or how
There are two focus questions for each group.
Please explain to students that they may also get a question where they look at both groups in the one question. This will make the question worth more marks, however, in the big scheme of things it is just two smaller questions joined together.
For example.
Describe two types of services that the homeless and people with disabilities require access to. (8 marks)
They could split this question into 4 PEEL paragraphs
PEEL 1 – Homeless – first type of service
PEEL 2 – Homeless – second type of service
PEEL 3 – People with Disabilities – first type of service
PEEL 4 – People with Disabilities – second type of service OR
The question may ask for only one service (one for each group). This would then be a 4 mark question.
It could be the same for FQ2.

6. Focus Question 1 – Type of Services
Describe two types of services the homeless require access to. OR
Describe two types of services people with disabilities require access to.
Types of Services (from syllabus)
Financial support
Transport
Accommodation and housing
Health care
Counseling
Education
Employment
Legal Aid
Activity #4
Have students split into groups of 4.
2 students will concentrate on the homeless and 2 students will concentrate on people with disabilities.
The aim of these activities is for each group to determine what syllabus content to use / explain / give examples then to teach the other two people in the group.
I suggest during this time you move around the room making sure;
They are choosing points from the syllabus
They are giving us the ‘why’
Their example/s are correct.
Confirm PEEL process if they haven’t seen it before.
NOTE: Don’t spend too much time focusing on the PEEL process. It’s more about the content.
There is a section for each group to fill out in the booklet. (on one page)
Then there is a section where students can use the information they have filled out to complete the full response back at school.

7. Focus Question 2 – Factors affecting access to services
Explain a factor that may affect access to a service for the homeless. OR
Explain a factor that may affect access to a service for people with disabilities.
Factors affecting access to services (from syllabus)
Resources
Time
Money
Energy
Knowledge
Aspects of the Service
Opening hours
Confidentiality
Location
Staffing
Activity #5
Have students split into groups of 4. (better to keep the same groups as activity #4.
2 students will concentrate on the homeless and 2 students will concentrate on people with disabilities.
The aim of these activities is for each group to determine what syllabus content to use / explain / give examples then to teach the other two people in the group.
I suggest during this time you move around the room making sure;
They are choosing points from the syllabus
They are giving us the ‘why’
Their example/s are correct.
Confirm PEEL process if they haven’t seen it before.
NOTE: Don’t spend too much time focusing on the PEEL process. It’s more about the content.
I have given an example under the instructions of activity #5 which can help students understand the process of linking the type of service required and the factor affecting access to the service.

8. Take Home Activities
Take home activities which can be found in your booklet are those which can be completed back at school either in class or as homework. They are linked to the syllabus content that has been covered in today’s workshop. These take home activities will be completed in conjunction with the 4 questions you have prepared today.
Take Home Activities