CAFS Mistakes That Keep Showing Up (And How To Fix Them)

After years of teaching, marking and running revision sessions across New South Wales, one truth keeps surfacing: our Community & Family Studies students are still making the same mistakes, year after year. The frustrating part? Many of these errors are fixable with the right scaffolds, strategies and teacher emphasis.

As we head into another HSC cycle, it’s time to shine a light on these persistent pitfalls and explore how we, as Community & Family Studies educators, can turn them into opportunities for growth. Whether you’re a seasoned teacher or new to the course, addressing these five key areas will make a noticeable difference in your students’ results.

1. Diving in Without a Plan

Too often, students rush straight into writing without unpacking the question. The result? Disorganised responses that skim over key requirements.

The fix: Teach your students to RUN FAR:

• Read the question fully
  
• Underline syllabus content, circle Glossary of Key Words
  
• Note down definitions and key ideas
• Formulate a plan of attack
  
• Answer the question with structure
  
• Reread and refine
  
  

This framework slows students down just enough to ensure they capture all parts of the question, while also giving them a repeatable system to rely on.

2. Overlooking the Glossary of Key Words

Despite years of learning and repeated reminders, students still miss the importance of the glossary terms. They may write detailed content, but unless they explicitly address the action word, their marks plateau.

The fix: We must teach the Glossary of Key Words explicitly, not just assess against them. Break each word down, model responses and embed practice tasks early. Markers are trained to look for evidence that students have responded to the verb. Without it, even brilliant content falls short.

👉 Need a scaffold to get started? Download our free Glossary of Key Words Resource here: www.thelearnnet.com/glossary 

3. Confusing Key Concepts

Some misconceptions are stubborn:

• Reliability vs. validity
  
• Adoption vs. fostering
  
• Primary vs. secondary data
  
• Quantitative vs. qualitative research
• Policy vs. legislation
  
  

These paired terms continue to trip up students, particularly in the IRP and exam settings.

The fix: Make misconceptions visible. Use matching activities, comparison charts and scenario-based practice to highlight differences. The more explicit we are, the less chance students have of blending terms under exam pressure.

4. Relying on Generic Examples

Markers aren’t impressed by vague, recycled textbook examples. Students need to demonstrate originality and precision.

The fix: Enter SUAVE - a reminder that examples must be:

• Specific
  
• Unique
• Applied to the question
  
• Varied
  
• Explicit
  
  

Instead of “homeless people can access charities,” encourage responses like “homeless individuals may access Orange Sky Laundry for mobile washing facilities, which directly enhances their physical and social wellbeing.” 

5. Failing to Link Back to Wellbeing in Part C

This is perhaps the biggest issue and one many teachers don’t realise. In the 15-mark Part C of the Options, students must link back to wellbeing in every paragraph. A throwaway line like “this improves wellbeing” won’t cut it.

The fix: Insist on explicit, well-developed connections. For example: “This type of support enhances parents’ social wellbeing by increasing opportunities for connection with other families, which in turn reduces isolation and builds community support.”

The lack of this linkage is one reason CAFS averages remain lower than comparable courses. By embedding wellbeing into their part c of the Option, students can elevate their responses and secure higher bands.

The Bigger Picture

When we step back, these mistakes aren’t about ability, they’re about clarity, scaffolding and practice. If we, as teachers, embed these frameworks consistently, our students will step into the exam room with confidence and precision.

And we don’t have to do it alone. Resources, communities and professional development opportunities exist to support us as much as our students.

Next Steps for NSW Community & Family Studies Teachers 

• Grab the free Glossary of Key Words Resource: Perfect for scaffolding glossary terms with students. www.thelearnnet.com/glossary
  
• Join The CAFS Collective: Get access to practical resources, syllabus-aligned lesson plans & assessment tasks, scaffolds and a community of like-minded teachers. www.thelearnnet.com/collective
   
• Secure your seat at the 2025 CAFS Conference: This October on the Central Coast, we’ll unpack these mistakes in detail, explore hands-on classroom strategies and connect as a community of passionate CAFS educators. Don’t miss it, tickets are already selling fast. www.thelearnnet.com/conference