1. Home
  2. HSC
  3. HSC Exams
  4. 2015 HSC Exam papers
  5. 2015 HSC Notes from the Marking Centre — Aboriginal Studies
Print this page Reduce font size Increase font size

2015 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 2015 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:

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 2015 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:

Section I – Social Justice and Human Rights Issues

Part A – A Global Perspective

Candidates showed strength in these areas:

  • understanding key course issues and concepts
  • integrating sources effectively into responses
  • understanding Aboriginal initiatives and strategies.

Candidates need to improve in these areas:

  • explaining the effect of particular events on the status of Aboriginal peoples
  • identifying the effect of government intervention
  • referring to Aboriginal peoples correctly
  • understanding the importance of education in addressing social justice issues.

Part B – A Comparative Study

Questions 11 to 16

Candidates showed strength in these areas:

  • identifying the main issues that affect Aboriginal peoples
  • demonstrating knowledge and understanding of programs and initiatives used by Aboriginal and other Indigenous peoples
  • assessing the effectiveness of particular programs.

Candidates need to improve in these areas:

  • referencing Australian and international Indigenous communities appropriately
  • analysing or referencing Aboriginal/Indigenous programs and/or the communities
  • using appropriate terminology such as, Aborigines/clans/nations
  • making specific reference to an Aboriginal community.

Part C – Global Perspective and Comparative Study

Question 17

Candidates showed strength in these areas:

  • making reference to two communities and two of the topics
  • recognising the effect of socioeconomic status on disadvantage and having a clear understanding of the term ‘racism’.

Candidates need to improve in these areas:

  • correctly naming an Australian Aboriginal community
  • linking issues in the topics to the two communities
  • correct use of terminology
  • ensuring that the focus is post-1960 (note: the HSC course focuses on legislation, policy, legal decisions and current events from the 1960s)
  • avoiding a narrative approach
  • using evidence to support a response rather than making generalisations.

Section II

Question 18 – Research and Inquiry Methods

Candidates showed strength in these areas:

  • identifying different types of traditional Aboriginal knowledge
  • identifying research methodologies
  • demonstrating understanding of the need to respect Aboriginal cultural knowledge when conducting research and acquiring information.

Candidates need to improve in these areas:

  • differentiating between methodologies and traditional Aboriginal knowledge
  • linking cultural knowledge to aspects of research.

Section III

Question 19 – Aboriginality and the Land and Question 20 – Heritage and Identity

Candidates showed strength in these areas:

  • referring to the sources and linking the sources to the key elements of the question
  • explaining the importance of land and water rights.

Candidates need to improve in these areas:

  • providing an explanation rather than a narrative
  • ensuring that if they refer to more than one community, they do so without reducing the depth of the response
  • ensuring that the focus is post-1960
  • providing examples of the importance of Land Rights events and recognition of heritage and identity to Aboriginal communities
  • assessing/analysing where required
  • integrating the source into their answer
  • referring to specific communities rather than just Aboriginal Australians
  • avoiding general statements about ways Aboriginal people express their heritage and identity
  • providing specific examples
  • using the correct source for the question.
Print this page Reduce font size Increase font size