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5. 2010 HSC Notes from the Marking Centre — Aboriginal Studies

2010 HSC Notes from the Marking Centre – Aboriginal Studies

Contents

• Introduction
• Section I
• Section II
• Section III

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 2010 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Aboriginal Studies in Stage 6.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course. It is important to understand that the Preliminary course is assumed knowledge for the HSC course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Candidates are reminded to:

• answer each question in a separate examination booklet and label the number of the question.
• read the examination instructions carefully. In Section I, Part B only TWO questions are to be answered. In Section II only ONE question is to be answered: either Question 8 or Question 9
• identify clearly the Aboriginal and/or international communities which form the basis of their responses in Section I, Part B, and in Section II. Within the context of the Aboriginal Studies syllabus, a school is not a community. It is also not acceptable to refer to a community only as ‘Indigenous Australians’ or ‘Aboriginal Australians’. Candidates must be specific in their responses. A local community can also relate to the diversity of experience as well. The questions ask candidates to discuss this diversity between communities
• note that ‘Indigenous peoples’ refer collectively to the first peoples of the land in international communities. The peoples really need to have been colonised or dispossessed in order to effectively use them in a response. Candidates cannot simply say ‘native peoples of America’ for instance. They must refer to specific groups
• ensure that a capital A is used when referring to Australian Aboriginal communities
• ensure information is current and relevant to the communities studied.

Section I

Part A

Question 1 – Social Justice and Human Rights Issues – A Global Perspective

Candidates used Sources A and B and their own knowledge to answer the whole question.

1. Most candidates referred to the visual Source A and listed two ways that Aboriginal people are disadvantaged.
2. In better responses, candidates clearly outlined two opinions expressed in Source B. Virtually all candidates included at least one opinion about the role of the United Nations Declaration on the Rights of Indigenous Peoples. In weaker responses, candidates drew on basic information from the sources but were often less successful in linking it to an opinion.

3. Better responses demonstrated a good understanding of human rights issues and linked this to the statement in Source B about the impact of ‘the denial of rights’ and its impact on socioeconomic status. For example, they took an issue such as education, and using their own knowledge, referred to the historical denial of educational opportunities and a curriculum which did not value Aboriginal culture. This was then linked to non-participation in the western/European-style education system leading to limited access to employment.

   Weaker responses contained generalised statements on human rights and equity, but did not use the source, thus limiting their marks.

Part B

Comments on questions in Part B are restricted to Questions 2, 3 and 6, which the great majority of candidates attempted.

Question 2 – Health

1. In better responses, candidates identified an Aboriginal health program or strategy and provided relevant descriptive detail. While the responses were concise, the feature of the program was adequately covered. Weaker responses only identified, in a single word or acronym, a program or strategy and/or provided irrelevant detail.

2. Better responses were clearly focused on the importance of cultural appropriateness and how this also revived spiritual and cultural links. A good knowledge of the programs and strategies within Aboriginal health was also displayed.

   In weaker responses, candidates did not demonstrate a clear understanding of the concept of cultural appropriateness, made little or no attempt to link this to the current health issues, or were uncertain as to what was a government program. These responses usually made a number of generalised statements about the health of Aboriginal people. There was no explanation, simply a narrative.

3. In better responses, candidates analysed the changes necessary and distinguished what constituted a social and/or political change. They reflected on health standards and their impact on the everyday lives of Indigenous peoples. Better responses also included references to both the Australian and international Indigenous communities. They displayed comprehensive knowledge of health issues and standards, clearly identified the communities and were able to give both positive and negative viewpoints about what changes had occurred and those that were necessary.

   Weaker responses often identified a health standard or social and/or political change. Other candidates displayed knowledge of health standards in general, but needed to contain detailed reference to their communities and demonstrate a link to the question.

Question 3 – Education

1. In better responses, candidates included statistics, displayed an understanding of the concept of participation in education and showed some link between them.

   Weaker responses contained general comments about schools and the AEO, without clear reference to the word ‘education’.

2. In better responses, candidates assessed the role of culture and how it can be promoted, and supported statements with examples. Most focus was on schools and school initiatives such as AEP and languages, as well as In Class Tutors (Norta Norta Program) and mentors. Mention was also made of NAIDOC week and teaching Aboriginal Studies.

   Very few responses contained detail about the way culture is promoted. There were narratives on Dreaming stories, art and dance but no explicit links were made to the idea of how these are promoted. Some weaker responses displayed a limited understanding of what culture is.

3. In better responses, candidates compared the communities and the education issues facing them. Candidates clearly identified the issues and compared in detail the programs and policies linked to these issues, referring to specific communities. Most candidates focused more on the programs and policies that had been put into place rather than the issues. There was some analysis of the social and political change. Some responses also referred to the revival of languages, as well as cultural programs promoting education initiated by groups such as the Land Council.

   In weaker responses, candidates gave generalised accounts of Aboriginal education with mentions of AEOs and programs with limited detail and no real analysis. They included reference to issues, without exploring the concept of education and its role in a community. Both Australian and international Indigenous communities had to be specifically referred to. Candidates cannot simply say ‘Aboriginal Australians’ or ‘New Zealand Maori’.

Question 6 – Criminal Justice

1. Most candidates identified methods of law and order including kinship and consensus decision-making in their responses. In many responses, candidates referred mainly to circle sentencing and the role of elders and Aboriginal police officers.

2. In better responses, candidates explained the over-representation of Aboriginal people in the criminal justice system. Responses also referred to the historical role of police in welfare and the taking of children (stolen generations) and linked this to the community and to lifestyle factors such as low income, unemployment and poor health.

   In weaker responses, candidates did not demonstrate an understanding of the concept of lifestyle factors. The candidates tended to either make generalised statements about crimes committed, imprisonment and/or failed to show a connection.

3. In better responses, candidates developed a strong comparison between the two groups. They made reference to government policies and the historical background, paying particular attention to social issues such as poverty and unemployment. These responses provided a balanced discussion of key points of the question in relation to both the Australian and international Indigenous communities and gave detailed comparisons.

   Mid-range responses demonstrated a more generalised understanding of issues and provided limited specific examples from the communities. Some similarities and differences were offered.

   Weaker responses contained limited/or no reference to criminal justice issues. Some brief mention was made of the community, but no specific examples were offered. Candidates made very generalised and unsubstantiated comments.

Section II

Candidates should keep in mind the rubric for this section and ensure that their responses integrate course concepts and include reference to the Local Aboriginal Community Case Study. Both questions required responses on contemporary issues in Aboriginal communities.

Question 8 – Aboriginality and the Land

1. In better responses, candidates integrated the sources with their own knowledge in their answers. Government decisions and their impact on traditional owners were examined in detail. These responses clearly demonstrated candidates’ understanding of the difference between government and court decisions.

   Mid-range responses struggled to identify what government decisions were with candidates having difficulty interpreting source information. They displayed little or no knowledge of the Land Rights Act, yet were able to show a working knowledge of Native Title; or mentioned the Land Rights Act but gave few details on Native Title. There was limited reference to land and water rights within these contexts.

   In weaker responses, candidates encountered difficulty in recognising the significance of the images in Source D, particularly interpreting the phrase ‘more than flora and fauna’. They tended to paraphrase Source C without drawing from their own knowledge.

2. In better responses, candidates discussed the impact of ownership of land and water. The responses were specific and detailed and explained the impact of the achievement of equality. However, reference to the local Aboriginal community case study in some otherwise good responses was limited. Most responses revealed extensive knowledge and understanding of land and/or water rights and integrated the course concepts.

   Weaker responses did not focus on land and water ownership, made little if any reference to equality, and had limited or no reference at all to their local Aboriginal community case study. There was also some confusion with the concept of land as taught in the Preliminary course and the ownership issues of contemporary society.

Question 9 – Heritage and Identity

1. In better responses, candidates used the source and their own knowledge to outline in some detail the role of the media in influencing public opinion. They recognised the accessibility of media and its international impact. These responses displayed sophisticated levels of understanding of these concepts. Focus was placed upon stereotypes and marginalisation. The responses also went beyond the Source E article and commented on the pitch of media. They also referred to the positive stance of both sources, made value judgements on media reporting and clearly integrated the sources.

   In mid-range responses, candidates focused on truth in reporting and the importance of Aboriginal role models. They kept the focus more on the sources rather than on their own knowledge. An attempt was made to link media to public opinion.

   In weaker responses, candidates focused on the importance of football and did not refer to the media. There was no linking of public opinion with media, and little evidence of their own knowledge being used.

2. In better responses, candidates focused on Aboriginal culture and/or the Australian identity. They displayed an evaluation of the contribution and linked culture to identity. They extended their responses from football to dance, art and language, and were proficient in quoting examples and strongly referencing the Local Aboriginal Case Study and individuals of note. Responses were cohesive, well structured and sustained. Expression of culture and formatting of Indigenous programs was well understood. Community initiatives and the resurgence of film and television were well documented along with the concept of reconciliation.

   Mid-range responses demonstrated some knowledge of culture, but were limited in their evaluation of the contribution. There was a very generalised approach to the idea of identity and some attempt made to link culture to it. There was limited reference to the local community.

   In weaker responses there was little or no evaluation demonstrated. No real understanding of culture or identity was shown. Local Aboriginal communities were not mentioned and very generalised comments were made, with limited reference to the question asked. Candidates did not refer to both sources. These responses tended to be written in more general terms about Aboriginal peoples and/or continued to talk about football in general.

Section III

Responses in Section III demonstrated the diversity of the major projects, and the personal learning that many candidates gained through completing their projects. It was evident that members of Aboriginal communities had a significant and positive impact on the quality of students’ work.

Question 10 – Research and Inquiry Methods – Major Project

1. In better responses, candidates focused on community consultation, their own interests and knowledge of community. The decision was often guided by their topics from social justice issues studied. The log book was a central feature. Many answered in superficial way.

2. Stronger responses demonstrated a clear understanding of what is meant by ‘empathy’. Aboriginal viewpoints, protocols and community consultation were linked to their log book examples and/or project, and displayed knowledge of the approaches. Consultation, incorporating Aboriginal perspectives, ethical research protocols for research and dealing with cultural issues in Aboriginal communities were clearly documented and understood.

   In weaker responses, candidates did not understand the concept of ‘empathy’. They referred either to their approaches used in developing the project topic, or the project itself. The focus tended to be on the many personalities they had met rather than seeking permission, showing respect for community and reviewing cultural obligations and rights to materials.

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