2013 Notes from the Marking Centre – Aboriginal Studies
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Aboriginal Studies course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Aboriginal Studies Stage 6 Syllabus
- the 2013 Higher School Certificate Aboriginal Studies examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Aboriginal Studies in Stage 6.
Section I
Part A – The Global Perspective
Candidates showed strength in these areas:
- understanding key course issues and concepts
- using sources and graphs
- distinguishing between indicators of socioeconomic status
- using sources and the collective experience in responses.
Candidates need to improve in these areas:
- focusing on the key requirements and directives (Q.4 and Q.5)
- linking government policy or legislation to legal status (Q.9)
- using a range of examples to support a response
- meeting the requirements of the rubric (Q.10)
- making reference to stimulus material.
Part B – Comparative Study
Questions 11 to 16
Candidates showed strength in these areas:
- explaining the need for cultural appropriateness
- evaluating the effectiveness of government programs
- noting the effectiveness of programs, and making clear reference to an Australian and international Indigenous community.
Candidates need to improve in these areas:
- addressing why initiatives needed to be culturally appropriate
- referencing Australian and international Indigenous communities appropriately (not the Maori of New Zealand, Indigenous people of Africa or Native American peoples) – see syllabus for support
- analysing or referencing government programs and/or the communities.
Part C – Global Perspective and Comparative Study
Question 17
Candidates showed strength in these areas:
- weaving the response between the two communities and the two topics of reference (eg Health and Housing)
- referencing a specific community such as Worimi/Lakota Sioux of South Dakota
- focusing on socioeconomic status, disadvantage and having a clear understanding of the term ‘racism’
- referencing specific initiatives, eg HREOC and UN Declaration.
Candidates need to improve in these areas:
- evaluating the effect of racism
- recognising that Aboriginality is more than skin colour, so terms such as ‘black’ and ‘white’ are inappropriate
- linking issues in the topics to the two communities
- avoiding a narrative approach and generalisations.
Section II
Question 18 – Research and inquiry methods
Candidates showed strength in these areas:
- using the source for specific referencing to parts (a) and (b)
- explaining issues surrounding research and ethics
- recognising the different views held by communities and language issues when conducting research
- understanding of Aboriginal perspectives and respect for knowledge
- research methodology.
Candidates need to improve in these areas:
- recognising that ethical research practice encompasses more than just community consultation
- using the source as a guide to develop an appropriate response to the question
- drawing information from the research project
- avoiding a recount of the candidate’s project and the personalities in their community.
Section III
Question 19 – Aboriginality and the Land or Question 20 – Heritage and Identity
Candidates showed strength in these areas for both Questions 19 and 20:
- referring to the sources to link the key elements of the question (part a)
- providing a detailed response with a focus on one particular community (part b)
- unpacking the question(s) with specific and detailed responses.
Candidates need to improve in these areas:
- avoiding narrative (part a)
- making reference to many different communities without any depth (part b)
- ensuring the focus is post 1960
- using the sources within the response
- assessing/analysing where required.
NSW Government