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2012 HSC Notes from the Marking Centre – Aboriginal Studies

Contents

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 2012 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 revised syllabus, the 2012 Higher School Certificate examination, the marking guidelines and other support documents 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 mark 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 far beyond the indicated space 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Candidates are reminded to:

  • follow the instructions on the examination paper regarding answering in separate writing booklets
  • identify clearly the Aboriginal and/or international communities discussed where questions ask candidates to refer to them. Within the context of the Aboriginal Studies syllabus, a school is not a community. Candidates are reminded that, rather than referring to a community as ‘Indigenous Australians’ or ‘Aboriginal Australians’, they should name the specific community discussed (eg Worimi). An urban community such as Redfern might not be language-based, and may simply be referred to as the Redfern community of Sydney, Australia.

Candidates are reminded that in 2012, the revised Aboriginal Studies syllabus with new examination specifications was examined for the first time.

Section I

Part A – A Global Perspective

Question 4

In better responses, candidates focused on the collective experience and went beyond the income levels shown in the source. There was a focus on low socioeconomic status, issues of equality and dispossession.

Question 6

In better responses, candidates selected a target and explained a variety of strategies.

Question 10

In better responses, candidates considered examples such as the Wave Hill strikes, the Referendum, the Tent Embassy, and other legal and political protests.

In weaker responses, candidates used examples, but did not link these to political status.

Question 11

In better responses, candidates showed clear evidence and judgement about how government initiatives could address the social justice experiences of Indigenous peoples. There was recognition of the importance of being the first peoples and the issue of sovereignty. Astute candidates used ‘Terra Nullius’ and opportunities afforded Indigenous peoples to develop a response. They recognised the symbolic nature of the gesture in the question, and sought to address the practicalities of moving towards equality.

In other responses, candidates focused on the lack of treaty, the acknowledgement of culture and social justice experiences in general.

Part B – A Comparative Study

Question 12 – Health

  1. In better responses, candidates described Aboriginal health status and provided relevant descriptive detail using examples and supporting data. While the responses were concise, the focus was on current life expectancy and the higher than average incidence of diseases such as diabetes.

    In weaker responses, candidates wrote more general responses with limited use of examples and statistical data.
  1. In better responses, candidates clearly focused on the health initiatives providing culturally appropriate medical care within a community. The link was made by measuring the value of the initiatives and their connection to improved socioeconomic status. Similarities between communities and the clear reference to an Australian and international Indigenous community were made.

    In weaker responses, candidates identified community-based initiatives, but focused more on health issues rather than initiatives. While noting similarities in the communities there was a need to focus on the effectiveness, and the linking of health outcomes, as well as the connectedness of community.

Question 13 – Education

  1. In better responses, candidates understood educational outcomes, retention rates, and the value of education to Aboriginal people.

    In weaker responses, candidates made very general comments about education, did not refer to examples, and could not support their responses.
  1. In better responses, candidates identified strategies and supported their statements with examples. These included employment of AEOs , teaching languages, as well as In Class Tutors (Norta Norta Program) and mentoring programs.

    The critical factor was to examine the success rate, and the cultural appropriateness of these strategies. Specific indigenous communities, as well as cultural programs, were identified, and the evidence from each linked back to the question.

    Very few candidates made the connection of strategies to both communities and did not understand educational outcomes. They knew some programs, and mention was made of ‘Close the Gap’ and social and political change. Candidates gave generalised accounts about Aboriginal education, with mention of some communities and local programs. These candidates provided limited detail and no real analysis or reference to community strategies. They did not explore the concept of education and its role in a community.

Question 16 – Criminal Justice

  1. Most candidates identified the causes of over-representation. The focus was mainly on lower socioeconomic status, poor levels of education, higher rates of unemployment and the relationship with the justice system. In better responses, candidates deconstructed the question and considered law enforcement changes and changes to the judicial agencies, and referred to the historical role of police in welfare and the taking of children (Stolen Generations) and linked this to the community.

    In weaker responses, the candidate’s main focus was on the impact of illicit substances on youth crime. There was a limited attempt at finding reasons for over-representation, and some generalised statements regarding racism in the community.
  1. In better responses, candidates made points for and against strategies, gave the historical background, and paid particular attention to social issues such as poverty and unemployment and their impacts on health. This was then linked to criminal justice. These responses provided a balanced discussion of key points of the question in relation to both the Australian and the international Indigenous communities, with candidates using their knowledge of these communities to give detailed comparisons of programs.

    In mid-range responses, candidates were more generalised in their understanding of criminal justice. They referred to circle sentencing and the complexities of British and Indigenous law, but the need to measure success.

    In weaker responses, candidates made limited or no reference to criminal justice. Some brief mention was made of the programs and strategies, but no specific examples were offered. The measure of success and/or failure was not referred to. While the Australian Indigenous community was considered, the international Indigenous community was not, or only in a limited way. Data and statistics on re-offending and other issues was limited or non-existent.

Part C – Global Perspective and Comparative Study

Question 18

This question focused on Social Justice and Human Rights.

In better responses, candidates substantiated and made judgements on equality. They were able to differentiate between what happened in the Australian and international Indigenous community.

The question focused on equality and these responses addressed this in the opening paragraph then drew evidence to support the argument.

Equality centred on issues such as citizenship and legal recognition and these were applied over two communities, usually Inuit, Oglala Lakota Sioux and Yolngu (Bark Petition).

Those candidates whose responses targeted criminal justice used legislation and linked specific programs to outcomes showing that although disadvantage exists, progress (equality) is occurring.

In mid-range responses, candidates discussed initiatives and programs without linking them to the achievement of equality. They attempted to address the question, but used a narrative approach and tended to mix the communities and lost sight of the question.

In weaker responses, candidates did not name the Australian community although often the international community was identified. They referenced the Preliminary course, or pre 1960 material. In these responses, candidates appeared challenged in providing the information, the communities and the issues within the suggested time frame.

Section II

Question 19 – Research and Inquiry Methods

  1. In better responses, candidates recognised the very different points of view that may exist in an Aboriginal community. It should be noted that community consultation is not simply Elders and stories, and in the better responses, candidates considered more than this. They also considered the level of education, age groups, and methodology of consultation.

    In mid-range to weaker responses, candidates gave generic responses without seeing community consultation as an activity within the community.

    Candidates should note that the new syllabus focus is on research methodology, not on the Major Project as such.
  1. Most candidates discussed the general methods they used in undertaking their Major Project and while this was a general feature, in better responses candidates went further. They highlighted the importance of protocols and supported their answer with sound knowledge. The candidates showed how the final project reflected Aboriginal experiences and was authentic. Recognition was made of Indigenous knowledge and custodianship.

    Mid-range responses were more generic in nature, with candidates displaying little empathy and lacking engagement with the question.

    In weaker responses, candidates simply discussed what they did while researching the project. They needed to use the points provided in their response.

Section III

Question 20 – Aboriginality and the Land

  1. The focus on importance of Country allowed candidates who wrote better responses to use the source and their own knowledge to discuss Aboriginal land and water rights. They examined the importance today of land as the basis of a local economy in self-sufficiency, as well as the reclamation of culture and cultural maintenance.

    In mid-range responses, candidates referred to both sources and attempted to discuss dispossession and Native Title. They had a working knowledge of Gurindji land claims but needed to go back to the question of the importance of Country, and more specifically the word ‘today’.

    In weaker responses, candidates confused Country and land claims. They made little reference to Native Title and in the area of culture used the term ‘Dreamtime’ instead of ‘Dreaming’. These candidates did not appear to recognise the key persons in the source, the positions they held, and the significance of the return of land.
  1. In better responses, candidates were specific and detailed with close reference to High Court legislation and Native Title impacts. The Australian Indigenous community was linked to the response with their respective land claims, and the Redfern community was used by some candidates highlighting the issues surrounding the re-development of areas such as The Block.

    In mid-range responses, candidates made more general statements regarding legal aspects, but they needed to integrate and refer to the Australian community.

    In weaker responses, candidates made limited reference to the question asked, and there was confusion between land claims and Native Title.

Question 21 – Heritage and Identity

  1. In better responses, candidates clearly understood the term ‘identity’ and could articulate how people such as role models excelled in their profession, and gave a positive representation of Aboriginal people in the community.

    In weaker responses, candidates simply told the story of the individuals in the stimulus material, and avoided the concept of the expression of identity as such.
  1. In better responses, candidates focused on the traditional expressions such as dance and music, and linked them to strengthening the culture of a community. They indicated that both Aboriginal and non-Aboriginal communities benefit in socioeconomic terms by valuing and promoting expressions of heritage and identity. They also argued that stereotypes were overcome by the success of Aboriginal people in the contemporary scene. Candidates also focused on recent expressions of heritage and identity.

    In weaker responses, candidates could not interpret heritage and identity. They were also challenged by the link to socioeconomic status, and their responses were very limited.
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