Aboriginal Studies 2022 HSC exam pack

Students should:

• capitalise ‘Aboriginal’
• refer to a specific Aboriginal community, not just ‘Australian Aboriginal people’ or ‘Aboriginal people’
• correctly identify an Aboriginal community, for example, Wodi Wodi Community of Yuin Country, NSW
• correctly identify an international Indigenous community, for example, Oglala Lakota of Pine Ridge Reservation, South Dakota, USA
• compare both an Aboriginal community and an international Indigenous community, for example, Wodi Wodi Community of Yuin Country, NSW with Oglala Lakota of Pine Ridge Reservation, South Dakota, USA
• know the difference between a community initiative and a government initiative
• read the question carefully to ensure that they do not miss important components of the question
• integrate source material throughout their response
• have a clear understanding of key words in the question, recognise the intent of the question and its requirements
• use relevant terms and concepts to support their response, where appropriate
• engage with what the question is asking rather than presenting a prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• present a sustained, logical and cohesive response, where appropriate, that addresses the question.

Question 6

In better responses, students were able to:

• incorporate a thorough understanding of Closing the Gap
• integrate the source within their response
• provide two explicit examples of how Closing the Gap aims to improve social justice and were well linked.

Areas for students to improve include:

• incorporating their own knowledge in the response
• providing a detailed response to refer to Closing the Gap targets and/or objectives.

Question 7

In better responses, students were able to:

• demonstrate a strong understanding of the impacts of colonisation on education
• encompass global Indigenous peoples.

Areas for students to improve include:

• exploring barriers to social equality incorporating the source rather than as an add on
• integrating clear contemporary links to Indigenous peoples.

Question 8

In better responses, students were able to:

• make informed judgements, integrating relevant terms and concepts
• clearly outline different types of racism
• link examples to the source.

Areas for students to improve include:

• ensuring relevant references post 1960 are used as examples to support their judgement
• referring to the source
• clearly linking effects of racism on human rights.

Question 9(a) – Health

In better responses, students were able to:

• provide an initiative and information about its purpose
• outline the health issues the initiative is targeting.

Areas for students to improve include:

• providing specific information about an Aboriginal initiative
• outlining health issues specific to the initiative.

Question 9(b) – Health

In better responses, students were able to:

• provide a comprehensive judgement that is supported by specific details
• make specific references to both communities
• embed the argument through the discussion.

Areas for students to improve include:

• making a clear judgement and outlining outcomes
• identification and assessment of Aboriginal peoples and other Indigenous peoples’ health status.

Question 10(a) – Education

In better responses, students were able to:

• address all aspects of the question
• clearly identify a community-based initiative and outline the educational issues it addresses
• provide additional information about the initiative.

Areas for students to improve include:

• identifying an educational issue
• linking the educational issue with the community initiative.

Question 10(b) – Education

In better responses, students were able to:

• clearly demonstrate a comprehensive understanding of issues relating to education within the selected communities
• identify an Aboriginal community and an international Indigenous community
• make a judgement about educational outcomes supported with relevant examples.

Areas for students to improve include:

• making a clear judgement
• developing a comprehensive understanding of issues related to education within the selected communities
• addressing all aspects of the question, beyond a list of education statistics.

Question 11(a) – Housing

In better responses, students were able to:

• accurately name an Aboriginal community-based program
• show how the program improves housing.

Areas for students to improve include:

• ensuring reference is made to an Aboriginal community-based program, not a government initiative
• avoiding generalisations regarding the status of Aboriginal peoples and housing.

Question 11(b) – Housing

In better responses, students were able to:

• make a judgement about housing status of the two communities that is reflected in the assessment
• wholistically link impacts and possible changes.

Areas for students to improve include:

• avoiding generalised statements
• linking specific statements or evidence back to selected communities
• providing current, relevant statistics to support the assessment.

Question 12(a) – Employment

In better responses, students were able to:

• specifically identify an Aboriginal initiative
• link back to broader syllabus concepts and issues
• articulate the aims, methods, and outcomes of the Aboriginal initiative.

Areas for students to improve include:

• identifying an Aboriginal initiative
• identifying how the Aboriginal initiative improves access to employment.

Question 12(b) – Employment

In better responses, students were able to:

• make a comprehensive assessment of the employment status for the selected communities
• clearly outline the employment status and changing nature of employment for the selected communities
• provide relevant statistics to support their judgement.

Areas for students to improve include:

• providing a logical response with clear links to employment opportunities and changes in employment status
• ensuring the response relates to the question
• providing relevant statistics, concepts, and clear judgements about employment.

Question 13(a) – Criminal justice

In better responses, students were able to:

• clearly outline an Aboriginal initiative
• articulate over-representation in the criminal justice system
• wholistically identify the impact of the initiative on Aboriginal peoples.

Areas for students to improve include:

• avoiding generalisations in their response
• ensuring the identified initiative is relevant to the question.

Question 13(b) – Criminal justice

In better responses, students were able to:

• clearly make a comprehensive judgement about the status of Aboriginal and other Indigenous peoples within the criminal justice system
• make detailed reference to two selected communities with relevant statistics
• make clear links to broader concepts around social justice and human rights of Aboriginal peoples in the criminal justice system and its impact on Aboriginal communities.

Areas for students to improve include:

• avoiding general statements about the criminal justice system
• drawing on relevant statistics that are representative of the selected communities
• making a clear judgement.

Question 14(a) – Economic independence

In better responses, students were able to:

• outline an Aboriginal initiative that improves economic independence
• link and use own knowledge to explain why economic independence is an issue
• use concepts and terms relevant to the question.

Areas for students to improve include:

• making a judgement using key concepts and terms
• providing a reason why improving economic independence is important
• avoiding general statements about economic independence and Aboriginal peoples.

Question 14(b) – Economic independence

In better responses, students were able to:

• provide specific references to an Aboriginal community and an international Indigenous community
• provide relevant statistics for the selected communities.

Areas for students to improve include:

• ensuring both selected communities are correctly referenced in the response
• avoiding making sweeping statements or generalisations.

Question 15

In better responses, students were able to:

• demonstrate an extensive knowledge through discussion of changes necessary in an Aboriginal and an international Indigenous community
• draw on specific and relevant examples from both communities
• provide detailed statistics.

Areas for students to improve include:

• avoiding general statements
• integrating thorough references to relevant topics and communities
• ensuring both topics are covered in their response.

Question 16(a) – Research and inquiry methods

In better responses, students were able to:

• clearly communicate the difference between types of data (i)
• provide examples to support outline of each type of methodology (ii).

Areas for students to improve include:

• knowing the difference between qualitative and quantitative data (i)
• identifying specific methodologies (ii).

Question 16(b) – Research and inquiry methods

In better responses, students were able to:

• demonstrate an understanding of research methodologies
• provide a clear and logical structure that address all aspects of the question
• demonstrate engagement and respectful consultation with Aboriginal communities.

Areas for students to improve include:

• demonstrating a deeper understanding of the concept of collaborative research
• integrating the source in their response
• linking ideas more clearly in the response.

Question 17(a) – Aboriginality and the land

In better responses, students were able to:

• provide specific examples, events and legislation from the land rights movement
• explicitly link to implications which is sustained throughout their response
• include industry and government as non-Aboriginal responses.

Areas for students to improve include:

• developing a sound knowledge of specific events, protests, and legislation
• avoiding generalisations and providing more details when integrating the source as opposed to just re-writing it.

Question 17(b) – Aboriginality and the land

In better responses, students were able to:

• provide detailed and specific information relevant to the communities to support the effect on socioeconomic status
• show clear understanding of land and water rights and native title
• clearly articulate how the specific community has used these rights for socioeconomic benefit.

Areas for students to improve include:

• providing supporting evidence
• demonstrating a broader understanding of socioeconomic rather than focusing on one element (income)
• avoiding narrative responses which focus on restoring a ‘traditional’ lifestyle.

Question 18(a) – Heritage and identity

In better responses, students were able to:

• link concepts of heritage and identity to economic benefits, such as, income from artworks, working on-Country, cultural tourism or teaching language
• link heritage and identity to health and wellbeing
• integrate the source into their response with relevant examples.

Areas for students to improve include:

• linking loss of heritage and identity with socioeconomic status
• balancing source information with their own knowledge.

Question 18(b) – Heritage and identity

In better responses, students were able to:

• go beyond 1960s to subsequent legislation and progress that has been made by Aboriginal peoples
• include references to both legislation and policies
• link legislation and policy with the effects on heritage and identity.

Areas for students to improve include:

• answering all parts of the question
• focusing on 1960s and beyond, not just 1960s
• providing accurate information/examples in their response
• knowing the difference between legislation and policies, and heritage and identity.