Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
Part A – Unit Outline
UNIT OUTLINE
Subject: Community and Family Studies
Unit title: Individuals and Groups
Key Concepts/ Big Ideas
Individuals and Groups is a core module for Stage 6
(Preliminary HSC Stage) in the Community and Family
Studies course. The core focuses on how individuals in
communities can take a role in forming and evolving
community groups through various contexts.
Unit context within Scope and Sequence/Purpose
This second module for Preliminary HSC CAFS students
will be running through the last 4 weeks of Term 1 and
Term 2 for 8 weeks (40% of the course time) this is due to
the unit involving aspects of learning from the Term 1
Resource Management unit. This unit online will only
show half of the unit that is to be taught.
Course: Community and Family Studies Number of Weeks: 5
The importance of this learning
Individuals and Groups allows students to examine the contexts of groups, why and how they form.
This allows students to understand the various roles individuals adopt within groups where the
groups’ goals and wellbeing is enhanced. In doing so, students learn to understand the contexts of
power bases and the nature of leadership and explore their possible impacts. Critical and practical
enquiry opportunities for students will be adapted to this unit through case studies and research
projects using various methods of the resource management unit.
Syllabus Outcomes
P1.2 proposes effective solutions to resource problems
P2.1 accounts for the roles and relationships that individuals adopt within groups
P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal
relationships and achievement
P3.2 analyses the significance of gender in defining roles and relationships
P4.1 utilises research methodology appropriate to the study of social issues 

P4.2 presents information in written, oral and graphic form 

P6.2 uses critical thinking skills to enhance decision making.
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Literacy Focus Numeracy Focus ICT Focus Assessment

- Focus on comprehension and source
analysis through the ReconciliationAus
and Indigenous Health MeDTalk videos
and Beyhive activities (TERM 1 Week 7).
- Focus on comprehension, source analysis
and report writing skills through the
community multi-modal blog (TERM 1
Week 7)
- Focus on sentence construction and
visual literacy through the research
interview task (TERM 1 Week 8)
- Focus on creative writing using
brainstorm stimulus (TERM 1 Week 9)
- Focus on constructing a script through
the role play activity (TERM 1 Week 9)
- Focus on creative writing through the
body image magazine column (TERM 1
Week 10)
- Focus of statistics - Focus on creation though the
analysis and graph GoogleDocs Mind map.
creation through the
multi-modal blog - Focus on creation using various of
activity (TERM 1 digital modes/media and formatting
Week 7) through the multi-modal blog
activity (TERM 1 Week 7)
- Focus on data
construction via
qualitative data - Focus on investigation through the
transferring into Research Interview activity (TERM 1
quantitative data Week 8) and Research task (TERM 2
through the research Week 1)
interview activity
(TERM 1 Week 8) - Focus on communication and
Teamwork through the use of ICT
- through the interactive
brainstorming activity and end of
lesson surveys (All Weeks)
- Focus on communication to the
wider community through the
column magazine activity (TERM 1
Week 10)
Task Overview
The summative assessment
to be conducted in this unit
will be initiated in Term 2
Week 7 and will be due Term
2 Week 10. The assessment
involves students creating an
interactive presentation
using PowerPoint based on
what they have learned in
the unit and must meet all
outcomes for the unit.
Students are to adapt various
modes that engage their
audience such as video,
images, interactive apps etc.

- Focus on report writing skills, paragraph

construction and sentence construction
through the Research Task (TERM 2
Week 1)
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequence Students learn about…. Students learn to …. (learning experiences) including (ALL SOURCES TO BE FOUND IN
Students learn about… Students learn to… assessment FOR learning and differentiation. UNIT FOLDER) HIGHLIGHTED
SOURCES CAN BE FOUND AT THE
END OF THE UNIT OUTLINE
groups in the community  explore various To introduce the unit students are to work within What is Kinship?
types of groups types of groups in groups or as a class and brainstorm through a https://www.youtube.com/
 family and friendship the community collaborative Google Docs activity: watch?v=mNtPcW4t1PY
groups and explain why  What are communities?
 sporting and leisure each group has  What are types of communities?
TERM 1 groups 
 formed 
  Who can be a part of a community? Google Docs Mindmap
Week 7  study and work  How are they created?
groups 

 religious groups Once brainstorms are completed students share their
 cultural groups 
 thoughts on the answers presented in a classroom and
teachers are to give oral feedback through critical The Indigenous Kinship System
Other specific groups within  critically examine questioning that stimulate student learning for with Richard Fejo
the 
community 
reasons for groups to which example: https://www.youtube.com/
 Can the formation of this community be watch?v=VkRh4oisaGA
group formation 
 they belong by:
- identifying the applied to another group?
• locality/geography type of group 

Watch the videos by ReconciliationAus and Indigenous
• gender 
 - explaining why
Health MeDTalk on Indigenous families and kinship
• shared each group
and ask students to work individually to examine the
interest/common formed 

following questions:
goal 
 - justifying why
 What is the community called?
• security 
 they belong to
 Who can be a part of a community?
• sexuality 
 each 
group 

 How are they created?
• specific need 
  What is their connection to the community
• social interaction 
 and what are their features?
• culture 

• religion 

• other 

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Discuss their answers and ask students about the

various ways families are formed and ask students to
take notes:
 Through choice
 Through marriage

Once the above dot points are discussed teachers are

to give oral feedback through critical questioning that
stimulate student learning for example:
 What other factors that can create families
can you add to our notes? BeyHive video
https://www.youtube.com/\
Introduction of community groups formed by focal watch?v=So6ifqHkyoo
reasons such as a common interest or culture by
examining a case study:
Watch the BeyHive video in class or as a homework
task. Ask students to examine and answer the
following questions on the BeyHive worksheet.
BeyHive worksheet
 What is the community?
(see attached to the resource
 How was it formed? page)
 What are some important statistics
Links of examples of types of
about the group and their features? community blogs
 What influences the formation of the (List attached to resource page)

group?
 Who are a part of the community and
what are their roles according to the
documentary?
 What factors impact their roles impact
their community?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 What is the goal of the community and

why do they feel like they belong to the
community?
Using the same questions as above as students
to get into groups for an assessment task to
create a multi-modal blog about a chosen
community as a homework task due by end of
www.surveymonkey.com
Week 4 and feedback to be provided Week 5.

End of lesson survey through survey monkey:

 What did I learn?
 What was its impact?
 What else would I like to know?
 What could I have done as a teacher to make
the lesson better?

roles individuals adopt  compare the specific Reflect and review last lesson’s concepts with all Sample interview
within groups 
 roles various students through a class discussion based on survey https://www.youtube.com/
specific roles of individuals 
 individuals adopt answers. watch?v=rxOSbjacZa8
 the specific roles within a range of
adopted by individuals in school and community Using our current school community ask students to Sample interview questions
groups groups 
 investigate the following through interviews with https://www.monash.edu/career-
TERM 1 - to ensure tasks are  determine the specific students, teachers and executive staff: connect/jobs/apply/interviews-
Week 8 achieved 
 roles they adopt in the sample-questions
- to maintain/build groups to which they Expected questions can be:
relationships 
 belong and propose  What is your role in our school? (see attached to the resource
- to influence the how and why their  How and why may your role change within page)
group’s progress 
 roles may vary 
 our school?
 What are the significant issues found in our
 norms, conformity, and  explore how school?
cohesiveness within and individuals can  How do you believe it can be fixed to create a Example of advocacy poster
among groups influence a group’s more cohesive community?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

progress and discuss (see attached to the resource

the impact this can From the qualitative data collected students are then page)
have on group asked to create advocacy posters to promote at the
cohesiveness 
 school to impact our school community’s perceptions Cameras
of important issues. Also, students are asked to
compose a reflective response on their research
findings and experiences on the impact they believe
they made on the school’s cohesiveness.

Teachers are to provide oral feedback during the

process of all tasks such as:
 How can you add a new element to your
poster?
 What ideas can you add to your questions?
 What are the main features of an interview?
 How is this question related to the purpose of
your interview?

End of lesson survey through survey monkey:

 What did I learn?
 What was its impact?
 What else would I like to know? www.surveymonkey.com
 What could I have done as a teacher to make
the lesson better?
factors that contribute to the  assess the extent to Reflect and review last lesson’s concepts with all
role they adopt within groups which personal factors students through a class discussion based on survey

 impact on the role answers. https://stormboard.com/
they adopt within
 personal factors groups Explore with students in teams of 5 what they believe Example of a stormboard session
- self-esteem 
 are the possible factors that may impact one’s role in a https://youtu.be/hveT564yNIg
- self-confidence 
 group and create a brainstorm using StormBoard using
- sense of belonging the fishbone template.
TERM 1 - education 
 
 Personal Factors Worksheet
Week 9 - heredity 
 With their ideas from the brainstorm, teams are asked (see attached to the resource
- previous experience to create a scenario which can be positive or negative page)
- culture 
 to an individual’s role in a group or community. Once
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

that is completed students are to exchange scenarios

and analyse how the scenarios are impacted due to
the main individual’s personal factors.

During the exchange teachers are to give oral feedback

to stimulate student learning for example:
 Do you agree with another student’s CAFS textbook (Herinemann) pg.
statement? 19-20
 Explain the ideas the scenario is presenting.

Students are asked to read a true story case study

extracted from the Community and Family Studies
textbook (Herinemann) relating to an isolated student
at school. Students are asked to then assess the extent
to which personal factors impact their role within their
group/community.

Using their answers students are asked to get into

groups, research and plan to role play ways the
individual in the case study could get help. Students
then peer assess each other’s performances and
discuss their conclusions of the role play through
questioning and reflection through a template
provided.

End of lesson survey through survey monkey:

 What did I learn?
 What was its impact?
 What else would I like to know?
 What could I have done as a teacher to make www.surveymonkey.com
the lesson better?
 social factors  explain how social COMMUNITY BLOGS DUE THIS WEEK. Human body outline worksheet.
- relationship with factors contribute to
group members 
 an individual’s sense of
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

- attitudes of group belonging within a Reflect and review last lesson’s concepts with all
TERM 1 members, eg 
peer group 
 students through a class discussion based on survey
Week 10 acceptance 
 answers.
- gender expectations  critically examine the
- media impact of gender Discuss with students what makes them feel like they
expectations on the belong.
specific roles
individuals adopt Ask students to create a reflection of their community
within groups within the outline worksheet provided and use the
outline as a base of a mind map to explain how the
social factors found within those groups contribute to
their sense of belonging to them.

Students are then asked to exchange their outlines

with another student they feel comfortable with and
discuss their outline and beliefs with each other.

To further enhance understanding teachers are to ask

critical questions such as:
 How could you create a community that suits
your needs?
 Do you agree that only people with only
commonalities can be a part of a group?
 What are the features of your groups? Video:
https://www.youtube.com/
Students are asked to watch You tube video on body watch?v=RYP7Y8yCHmQ
image and social media. After watching the video
students are asked to critically examine the gender
expectations of teenagers created by social media as a
community through writing an advice column for a
magazine on gender expectations and social media.

End of lesson survey through survey monkey: www.surveymonkey.com

 What did I learn?
 What was its impact?
 What else would I like to know?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 What could I have done as a teacher to make

the lesson better?


observation as a primary Reflect and review last lesson’s concepts with all School rugby team
research method 
  observe the specific students through a class discussion based on survey
TERM 2  conducting and recording roles various answers. Observation tools:
Week 1 
observations 
 individuals adopt Notepaper
 advantages and within groups, and Students are asked to observe the school’s Rugby Pens
disadvantages 
 present research Team and conduct a research report into roles various Cameras (optional)
presenting research findings individuals adopt within groups through the use of
findings 
 observation.

To further enhance understanding teachers are to ask

critical questions such as:
 How can you prevent bias in this observation?
 What are the features of an observation?
 Can you apply observation to this scenario
effectively?

Students also are asked to include an assessment of

the advantages and disadvantages of conducting
research through the observational method.

This is what is expected of students to answer in their

report:
 What was the purpose of their research?
 Who was it conducted on?
 Their method
 Equipment
 Results
 What they learned and the advantages and
disadvantages of conducting research through
the observational method.

End of lesson survey through survey monkey:

 What did I learn?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 What was its impact? www.surveymonkey.com

 What else would I like to know?
 What could I have done as a teacher to make
the lesson better?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Assessment Details Outcomes to

Assessment Task Type of Assessment purpose and links to outcomes. be assessed
Assessment
GoogleDocs Assessment FOR The GoogleDocs activity’s purpose is to introduce this new unit of work through examining the role of P2.3, P4.2
Mindmap Learning group dynamics in contributing into a relationship in a written and graphic form with a focus on creating
with ICT.
Community Blogs Assessment FOR The Community Blog activity’s purpose is to explore P2.1, P2.3,
Learning the roles and relationships that individuals adopt within groups, examine the role of group dynamics and P3.2, P4.1,
utilises research methodologies appropriately to study social issues. Students demonstrate this through P4.2, P6.2
investigating the various contexts and elements of groups or communities by creating a multi-modal blog
with information presented in various modes while using critical thinking enquiry when selecting the
information to highlight and the format in which it’s presented in.
School Community Assessment FOR The purpose of the School Community Interviews is for students to use the research method of P2.1, P2.3,
Interviews Learning interviewing in an effective manner to investigate the roles and relationships individuals have in the school P4.1, P4.2, P6.2
community and review school issues through researching through student, teacher and executive staff’s
perspectives. Through their critical and practical enquiry and findings students are to construct an
advocacy poster using graphics and text to highlight preventative measures of that issue to make their
school community more cohesive. Also, students are asked to compose a reflective response on their
research findings and experiences on the impact they believe they made on the school’s cohesiveness.
Personal Factors Assessment OF The purpose of the Personal Factors Role Play is to review a true story case study and explore the personal P1.2, P2.1,
Role Play Learning factors the main individual has and their impact role within their group/community. As a part of the task P2.3, P3.2,
students are to examine group dynamics within the case study and its impact on the individual through a P4.2, P6.2
role play highlighting solutions to issues found in the resource. Students then peer assess performances
through critical enquiry and a template provided for students to compose their thoughts of the role play
through questioning and reflection.
Human Body Assessment FOR The Human Body outline activity’s purpose is to allow students to critically think about community role P2.1, P2.3,
Outline and Learning aspects within their own lives through the human outline worksheet. Then students explore their roles in P3.2, P4.2, P6.2
Magazine column. leadership and group dynamics for positive interpersonal relationships and analyse significant factors
contributing to their role through a Mindmap using the human outline as a base. Students are asked to
watch You tube video on body image and social media. After watching the video students are asked to
critically examine the gender expectations of teenagers created by social media as a community through
writing an advice column for a magazine on gender expectations and social media.
Ruby Team Assessment FOR The purpose of the Ruby Team Observation is to P2.1, P2.3,
Observation Learning use the research methodology of observation effectively through critical and practical enquiry when P4.1, P4.2, P6.2
creating a research report into roles various individuals adopt within the school’s rugby team. While doing
so students explore their impacts on the group as a whole while considering the advantages and
disadvantages of conducting research through the observational method.
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Evaluation of the For teachers to know if students have meet all of the outcomes set in this unit of work would be through assessment of and for learning
Learning and Teaching through classroom activities that involve the use of collaborative learning, peer-assessment, student-directed learning, differentiation,
(How will you know reflective tasks and effective feedback.
students have achieved
the outcomes?)
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

PART B – 3 resources to be used within this unit of work

Resource 1
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Resource 2
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Resource 3
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Resource 3 continued.
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

PART C – Justification

The purpose of this 5-week unit outline is to allow students to attain the objectives and outcomes of the Community Family Studies (CAFS)

Preliminary Course syllabus and one of its major units Individuals and Groups. The CAFS course is a Higher School Certificate course that

establishes a framework to assist students in adopting a positive role in society through the investigation of community interactions and issues.

The principal objective of the course is to confront students with an awareness of social structures and their impacts on individuals, groups,

families and communities. Whereas the focus in Individuals and groups is the exploration of the roles that individuals and groups have in society

and the factors that implicate those roles (New South Wales Education Standards Authority, 2013). As a result, students will learn practical and

critical enquiry through various content areas through effective teaching pedagogical practices (New South Wales Education Standards Authority,

2013).

The composition of this unit of work is developed to guide students to achieve of unit outcomes through the understanding of how stage 6

adolescent students learn through the adaptation of pedagogical practices such as understanding by design, unit scaffolding, effective

assessment and feedback.

The use of understanding by design is applied in this unit of work through having meaningful objectives that students are required to understand

by the end of the unit. Concerning Individuals and groups, the initial ideas that need to be attained by students is an understanding of individuals
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

in communities and how their roles can form and impact them. Also, relevant events and formative assessments are adapted to ensure students

are engaged in their learning through practical applications of acquisition for example through the Personal Factors Role Play through the use of

peer-assessment. The unit of work also has space for teachers to plan to adjust and debrief, this is where teachers can intervene with useful

feedback constructed through effective questioning using Bloom's Taxonomy as a guide. Also, adjustments can be made through student

feedback which can be found at the end of lesson survey monkey surveys and adjust lessons according to what students need.

According to Wiggins, McTighe & Wiggins (2012), the significance of understanding by design preparation of lessons has a higher probability to

allow students to engage with content coherently as the unit of work is scaffolded to meet the learning goals of students. Therefore, allowing

teachers to have pinpointed moments to gather evidence of learning. In addition to the application of understanding of design, the use of

effective questioning for feedback using Bloom's taxonomy as the basis of all questions allows students to establish critical thinking enquiry in

students to stimulate their abilities to analyse, evaluate and create (Tofade, Elsner & Haines, 2013).

Moreover, the process of course scaffolding is established in this unit of work allows for differentiation to occur as all students are working on

the same task at the same time. Therefore, they are progressing through content through their learning as research tasks throughout this unit

give students to understand concepts at some point as all the tasks establish ways in which students can attain the achievement of outcomes

whether it is in text form, visual form and physically enquired. This dominantly allows EALD (English as an additional Language or dialect) students

as images and videos are used to establish the understanding of foundational concepts, gifted and talented students to work beyond their
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

coursework and low ability students to work at their own pace. Examples of scaffolding are found throughout the unit of work such as the first

lesson starting at a foundational base integrating ICT as a means of understanding to students using ICT, literacy and numeracy skills to develop

their learning skills through investigative tasks such as the community blog task and school community interview task.

According to Vygotsky's theory of scaffolding, using learning experiences as a guide to further learning. It is an efficient process to teach in as

students understand what they are learning, how they learned it, find current information about the context, apply the knowledge in various

contexts and address and resolve societal issues with appropriate methodological methods (De León, 2012). This allows for differentiation to

occur in the classroom as students can attain outcome requirements at their own pace and ability level.

Also, Vygotsky believes that the maximisation of student learning is solely based on motivational factors derived from constructivist learning

from socio-cultural theories where students are motivated to enhance further knowledge through higher-order thinking. Higher order thinking

occurs due to learning in the contexts of society and culture. Therefore, it is essential for teachers to consider the application of their pedagogical

approaches to address aspects of the syllabus.

Lastly, in this unit of work constructivist learning occurs through the solicitation of the Quality Teaching Model which utilises intellectual quality

and connectedness (Education New South Wales, 2018).

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Intellectual quality is established through higher order thinking and substantive conversation through project-based learning. While participating

in project-based learning, students collaborating with each other is one of the most effective ways for students to learn through motivation via

interaction between peers and other members of the community. This allows newly attained knowledge to be analysed, synthesised and

evaluated information with a broader group or community (Rutherford, 2014) an example in this unit of work is found through the Community

Interview, Rugby Observation activities and the Magazine Column Activity.

Connectedness is adapted through allowing students to link syllabus content with real-life examples to establish their connectedness to the

world and background knowledge developed through the previous unit of work Resource Management for students to attain motivation through

academic achievement. Connectedness to the outside world can be established through student-directed learning as students apply their

knowledge of the roles individuals can play in the broader community through real-life examples that relate to their interests which are formed

through reflective tasks. For example, the Community Blog activity where students are shown an example of a community (BeyHive) established

through pop-culture and asked to direct their learning by finding a community they can research to create an informative blog. Also, the use of

background knowledge is adapted through their previous unit as they use critical and practical enquiry to investigate their chosen community

through a variety of resources considered to be reliable (Karier & Hogan, 1979) which is seen through the School Community Interviews as

students use their background knowledge of using an interview as a resource for investigation through a reflective task that highlights the

findings found by students.

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

References

De León, L. (2012). Model of Models: Preservice Teachers in a Vygotskian Scaffold. The Educational Forum, 76(2), 144-157.

http://dx.doi.org/10.1080/00131725.2011.653093

Education New South Wales. (2018). Elements of Learning and Achievement | Quality Teaching Framework. Theelements.education.nsw.gov.au.

Retrieved 28 March 2018, from http://www.theelements.education.nsw.gov.au/the-elements-manual/policy-reforms-and-focus-

areas/quality-teaching-framework

Karier, C., & Hogan, D. (1979). Schooling, education and the structure of social reality. Educational Studies, 10(3), 245-266.

http://dx.doi.org/10.1207/s15326993es1003_1

New South Wales Education Standards Authority. (2013). Community and Family Studies Stage 6 Syllabus (pp. 5-20). Sydney: New South Wales

Education Standards Authority.

Rutherford, S. (2014). Collaborative learning (1st ed., pp. 69, 71, 75). New York: Nova Science Publishers.

Tofade, T., Elsner, J., & Haines, S. (2013). Best Practice Strategies for Effective Use of Questions as a Teaching Tool. American Journal Of

Pharmaceutical Education, 77(7), 1-5. http://dx.doi.org/10.5688/ajpe777155

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Wiggins, G., McTighe, J., & Wiggins, G. (2012). The understanding by design guide to advanced concepts in creating and reviewing units (1st ed.,

pp. 104-116). Virginia: ASCD.