Aboriginal Studies 2018 HSC exam pack

Students should:

• capitalise Aboriginal
• refer to a specific national community not just ‘Australian Aboriginals’ or ‘Aboriginals’
• refrain from using the term ‘tribe’
• use the full correct name for communities, for example, Wadi Wadi people of Yuin Country/nation.

Question 7

In better responses, students were able to:

• provide a thorough explanation of the effect of the National Apology on Aboriginal peoples’ status
• demonstrate knowledge and understanding of the National Apology
• clearly refer to the source from the question.

Areas for students to improve include:

• linking explicitly the National Apology to Aboriginal peoples’ status.

Question 8

In better responses, students were able to clearly:

• explain why the lack of recognition is a problem
• refer to the sources.

Areas for students to improve include:

• ensuring clear reference to the sources in their response.

Question 9

In better responses, students were able to:

• provide a clear description of the importance of sovereignty.

Areas for students to improve include:

• ensuring reference to the source is clear in their response.

Question 10

In better responses, students were able to clearly:

• identify an international protest
• describe the impact of the protest to improve social status
• reference the source.

Areas for students to improve include:

• identifying an international protest.

Question 11 – Health

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ health status
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ health issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Question 12 – Education

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ education status
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ education issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Question 13 – Housing

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ housing status
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ housing issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Question 14 – Employment

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ employment status
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ employment issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Question 15 – Criminal justice

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ criminal justice outcomes
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ criminal justice issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Areas for students to improve include:

• correctly identify both the name and location of the community, for example, the Wadi Wadi people of Yuin Country/nation.

Question 16 – Economic independence

In better responses, students were able to:

• clearly describe social or political changes necessary to improve Aboriginal peoples’ economic independence status
• comprehensively compare the effectiveness of community initiatives to address Aboriginal and other Indigenous peoples’ economic independence issues
• clearly identify both a specific Australian Aboriginal community and an international Indigenous community.

Question 17

In better responses, students were able to:

• provide clear and concise links between colonisation and current human rights and social justice issues experienced by Aboriginal and other Indigenous peoples.

Areas for students to improve include:

• specific reference to two of the listed topics AND both an Australian Aboriginal community and international Indigenous community.

Question 18 – Research and inquiry methods

In better responses, students were able to:

• demonstrate a clear knowledge and understanding of Aboriginal viewpoints
• clearly explain the importance of incorporating Aboriginal viewpoints when researching and communicating information
• demonstrate a clear understanding of consultation protocols, cultural differences and sensitivities in the research process
• demonstrate a clear knowledge and understanding of the importance of community consultation and ethical research practices.

Areas for students to improve include:

• clearly referencing the source.

Question 19 – Aboriginality and the land

In better responses, students were able to:

• deliver a clear description of the impact of a range of media representations of the struggle for land rights and/or Native Title on Aboriginal and non-Aboriginal peoples
• effectively integrate the source material to substantiate their description
• demonstrate clear and comprehensive evaluation of the effects of government responses, including legislation and policy, on the land rights movement
• detailed and specific reference to at least one Australian Aboriginal community.

Areas for students to improve include:

• integrating the source to support the description provided
• providing detailed characteristics and features of the impact of media representations of the struggle for land rights and/or Native Title.

Question 20 – Heritage and identity

In better responses, students were able to:

• deliver a clear description of the impact of a broad range of representations of Aboriginal and non-Aboriginal peoples
• effectively integrate the source material to substantiate their description
• demonstrate clear and comprehensive evaluation of the effects of community initiatives to reclaim and maintain Aboriginal Peoples’ languages and cultures
• detailed and specific reference to at least one Australian Aboriginal community.

Areas for students to improve include:

• integrating the source to support the description provided
• providing detailed characteristics and features of the impact of representations of Aboriginal identity on Aboriginal and non-Aboriginal people.