1. Home
2. HSC
3. HSC Exams
4. Pre-2016 HSC exam papers
5. 2009 HSC Notes from the marking centre
6. 2009 HSC Notes from the Marking Centre – Aboriginal Studies

2009 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 2009 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 2009 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.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

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 a guide 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 may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

In Section I, Part B, Health was the most popular question followed by Criminal Justice and Education. Housing, Economic Independence and Employment each had small candidatures.

In Section II, Question 8, Aboriginality and the Land, was clearly the most popular question with almost twice as many responses as Question 9, Heritage and Identity.

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. Once again we acknowledge and thank them for their commitment to this course.

Candidates are reminded to:

• answer each question in a separate examination booklet
• read the examination instructions closely. 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. A local community can also relate to the diversity of experience as well. The questions lead candidates to discuss this diversity between communities
• note that Indigenous peoples refers 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 for this course
• ensure that a capital A is used when referring to Australian Aboriginal communities
• ensure information is current and relevant to the communities studied
• answer questions only on topics they have studied
• answer the question being asked and use evidence to support the answer.

Section I

Part A

Question 1 – Social justice and human rights issues – A global perspective

1. Most candidates identified two socioeconomic indicators of Aboriginal disadvantage.
2. Most candidates selected and explained one initiative from the source and used their own knowledge to support their answer.
3. Better responses clearly referred to an issue from the source and developed an answer using their own knowledge. The better responses demonstrated how addressing this issue was clearly linked to equality.

4. Better responses compared the apologies from Australia and Canada, Source B and Source C. Candidates supported their answers using their own knowledge. Candidates distinguished between the nature of the apologies, and the target audience being either Indigenous and/or non-Indigenous. Higher order responses identified the Canadians seeking forgiveness and directing their apology to their ‘aboriginal peoples’, and the Australian apology seeking to ‘close the gap’ in the community.

   In the weaker responses, there was more a focus on generalised issues and limited knowledge was evident. Most of these responses simply voiced an opinion, or reacted to an issue rather than focusing on the apology speeches.

   Candidates are reminded that this question requires a global perspective. Answers need to refer to the sources, and incorporate candidates’ own knowledge. Most candidates responded within the space provided.

Part B

Comments on questions in Part B are restricted to Questions 2, 3 and 6, which most candidates attempted.

Question 2 – Health

1. Better responses identified an Aboriginal initiative and provided relevant descriptive detail about that initiative.

   Weaker responses only identified, in a single word or acronym, an initiative and/or provided irrelevant detail. There was a need for a description and a link to improvement in health standards.

2. Better responses clearly focused on how regaining land provided access, improved economies and revived the spiritual and cultural links. A good knowledge of issues impacting on Aboriginal health was also displayed.

   Weaker responses did not clearly understand the importance of land in an Aboriginal community, and made little or no attempt to link this to the current health issues, or even relate it to traditional food and medicines. These responses usually made a number of general statements about the health of Aboriginal people with little or no explanation.

3. Better responses clearly assessed what health standards are, and their role in the everyday lives of Indigenous peoples. These responses also referred to both the Australian and international Indigenous communities to provide appropriate examples. They displayed comprehensive knowledge of health issues, clearly identified the communities and were able to give both positive and negative viewpoints.

   Weaker responses were not clear about health standards or at least their impact on everyday lives. Other responses displayed knowledge of health issues in general, but did not make detailed reference to their communities or link back to the question.

Question 3 – Education

1. Better responses described ONE Aboriginal initiative aimed at improving Aboriginal education. Most common were AEOs and the AECG and details of their roles. Weaker responses gave little detail and/or were unclear as to what an initiative was.
2. Better responses gave an assessment of ONE government policy/program and its impact, supported by examples. Most focus was on current policies such as AEP and languages as well as In Class Tutors (Norta Norta Program) and mentors. Some responses assessed the negative impact of the policies of Assimilation and Protection. Some weaker responses failed to make a link between the government program/policy and its impact on education, and/or failed to provide examples of what had changed.

3. Better responses separately analysed the social and political changes necessary for improvement in Indigenous education. These responses referred to the revival of languages, cultural programs promoting education initiated by groups such as the Land Council and issues relating to funding. The issue of racism and how change would have a positive impact was clearly identified. Specific communities were identified and evidence was drawn from both the Australian and international communities.

   Weaker responses gave generalised accounts about Aboriginal education, mentioning AEOs and programs with limited detail or no real analysis and reference to changes. Responses did not distinguish between social or political changes. References to the Australian and international communities were too generalised and lacked specific examples.

Question 6 – Criminal justice

1. Most responses identified two culturally appropriate strategies that addressed Aboriginal law and order issues. Circle sentencing and the role of Elders and Aboriginal police officers were the strategies most commonly referred to.

2. Better responses described the impacts of policing powers on Aboriginal people and their communities. These responses often also referred to the role of police in welfare and described how these roles may affect Aboriginal communities.

   In weaker responses, candidates found it challenging to relate policing powers to their knowledge and understanding of the topic. They tended to either make generalised statements about police and/or failed to address the impact.

3. Better responses made a clear connection between social and political changes needed for improvement. They made reference to government policies and partnerships, the role of the Aboriginal Legal Service, changes to police training and human rights awareness. These responses provided a balanced and informed discussion of key points of the question in relation to both the Australian and international indigenous communities.

   Mid-range responses were more generalised about their understanding of social and/or political change, and the relationship between these changes and how Indigenous people are treated.

   Weaker responses made limited or no reference to improvement. They made some mention of community, but no specific examples were offered. They also did not distinguish between or display understanding of the social and political contexts.

Section II

Questions 8 and 9

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.

Question 8 – Aboriginality and the land

1. In better responses, candidates used the source and their own knowledge to outline in some detail the key achievements of the legislation, and the Aboriginal land rights movement generally.

   Mid-range responses either displayed little 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.

   Weaker responses ignored the sources or paraphrased the sources without drawing from their own knowledge, and did not focus on the key achievements in NSW. These responses showed a general lack of knowledge of the NSW Land Rights Act, and confused Land Rights with Native Title. The focus for these responses tended to be on national issues.

2. Better responses discussed the impact of government policies and legislation. They were specific and detailed and referred to their local Aboriginal community case study. These responses revealed extensive knowledge and understanding of land and/or water rights and integrated the course concepts.

   Weaker responses failed to focus on policies and legislation, and the impact of these, or made little or no reference to their local Aboriginal community case study. Such responses required a better understanding of land and/or water rights and the impact of Native Title and any amendments.

Question 9 – Heritage and identity

1. In better responses, candidates referred to both sources and used their own knowledge and understanding to make clear connections between language and contemporary Aboriginal identity. They integrated material from the sources and displayed sophisticated levels of understanding.

   Mid-range responses made some connection between language and contemporary Aboriginal identity and displayed some understanding of these concepts. Reference to the sources lacked depth of understanding.

   Weaker responses merely summarised the sources, while a number ignored them. They displayed minimal understanding of the content of the sources and were unable to link language to identity.

2. Better responses identified and discussed in depth at least two relevant government policies, and evaluated their maintenance of Aboriginal cultural identity. In a few instances, candidates produced responses that examined the negative effects of policies. Extensive knowledge of the local Aboriginal community was displayed. The case study was also the focal point for discussion and evaluation of the impact and contribution of government policies in these communities. It was well integrated throughout the answer.

   Mid-range responses displayed detailed knowledge of at least two government policies and made judgement and limited evaluation of their contribution. These responses were more generalised and made limited reference to the local community case study.

   Weaker responses did not evaluate the contribution of government policies and did not refer to both sources. The concept of cultural identity was not clearly understood and there was limited, if any, reference to a local Aboriginal community. Candidates tended more to write in general terms about Aboriginal peoples.

Section III

Question 10 – Research and inquiry methods: major project

1. In the better responses, candidates described two methodologies used in undertaking research rather than simply listing two. They included primary and secondary sources, surveys and interviews.

   Weaker responses gave one-word answers, and lacked knowledge and understanding of the key word ‘methodologies’.

2. In the stronger responses, candidates demonstrated that they understood the meaning of ‘culturally appropriate’. Aboriginal viewpoints, protocols and community consultation were linked to candidates’ log book examples and/or their project. Protocols for research and dealing with cultural issues in Aboriginal communities were clearly documented and understood.

   In weaker responses, candidates did not refer either to the approaches they used in researching or to log book or project development, but wrote about the project itself. They also needed to link how they researched and how they were being culturally appropriate. The focus tended to be on the many personalities they had met rather than seeking permission and showing respect for community.

2010032