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Aboriginal Studies 2021 HSC exam pack

Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and
the criteria with each mark or mark range. Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and
skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or
responses.

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Aboriginal Studies HSC exam paper 2021

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Aboriginal Studies marking guidelines 2021

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HSC Marking Feedback

Select from the link(s) below to view feedback about how students performed in this year’s examination.

Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.

Feedback on written examination

Sections I, II and III

Sections I, II and III

General Feedback
Students should:

capitalise ‘Aboriginal’
refer to a specific Aboriginal community, not just ‘Australian Aboriginal people’ or ‘Aboriginal people’
correctly identify an International Indigenous community, for example, Oglala Lakota of Pine Ridge Reservation, South Dakota, USA
correctly identify an Aboriginal community, for example, Wodi Wodi community of Yuin Country, NSW
compare both an international Indigenous community and an Aboriginal community, for example, Oglala Lakota of Pine Ridge Reservation, South Dakota,
USA, with Wodi Wodi community of Yuin Country, NSW
know the difference between a community and government initiative
read the question carefully to ensure that they do not miss important components of the question
incorporate 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 concepts and terms, where appropriate, to support their response
use the first page of the answer booklet to develop a plan to assist in the logical sequencing of information for an extended response
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.

Section I – Part A – Social Justice and Human Rights

Question 6

In better responses, students were able to:

demonstrate clear understanding of the effect of on Aboriginal people of ONE form of racism: attitudinal, institutional, cultural
describe the effect relevant to the selected form of racism
provide examples of the effect to support their response.

Areas for students to improve include:

clearly identifying the form of racism selected

clearly describing the effect of the selected form of racism
providing examples to support their response.

Question 7

In better responses, students were able to:

 correctly identify ONE Aboriginal community response or initiative
make links to and outline how the response or initiative improved human rights.

Areas for students to improve include:

providing a strong link to improving human rights, rather than just a description of the response/initiative
knowing the difference between an Aboriginal community response/initiative and a government response/initiative.

Question 8

In better responses, students were able to:

clearly incorporate the source throughout their response

outline the effect of the recommendations of the 1991 Royal Commission into Aboriginal Deaths in Custody on decreasing the number of Aboriginal deaths
in prison custody
make a clear judgement about the effect.

Areas for students to improve include:

drawing on their own knowledge, as well as the source

making explicit reference to the source
referring to the source throughout, rather than only at the beginning of the response
making a clear judgement of the effect.

Question 9

In better responses, students were able to:

clearly incorporate the source

refer to protests by Aboriginal peoples AND by international Indigenous peoples
explain how protests have generally contributed to social justice and human rights
provide specific examples of protests and link to the improvement of social justice and human rights.

Areas for students to improve include:

incorporating the source throughout the response, rather than just at the beginning
using knowledge of protests by BOTH Aboriginal peoples AND international Indigenous peoples
identifying and explaining aspects of a protest by international Indigenous peoples.

Section I – Part B – A Comparative Study

Question 10(a) – Health

In better responses, students were able to:

identify a government program or strategy relating to health

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 10(b) – Health

In better responses, students were able to:

demonstrate a clear understanding of socioeconomic factors

link socioeconomic status and health outcomes using relevant statistics.

Areas for students to improve include:

making clear links between socioeconomic status and health outcomes

providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Question 11(a) – Education

In better responses, students were able to:

identify a government program or strategy linked to education

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 11(b) – Education

In better responses, students were able to:

demonstrate a clear understanding of socioeconomic factors

link socioeconomic status and education outcomes using relevant statistics
provide thorough examples related to Aboriginal peoples and international Indigenous peoples.

Areas for students to improve include:

making clear links between socioeconomic status and education outcomes

providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Question 12(a) – Housing

In better responses, students were able to:

identify a government program or strategy linked to housing

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 12(b) – Housing

In better responses, students were able to:

demonstrate a clear understanding of socioeconomic factors

link socioeconomic status and housing outcomes using relevant statistics
provide thorough examples related to Aboriginal peoples and international Indigenous peoples.

Areas for students to improve include:

making clear links between socioeconomic status and employment outcomes

providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Question 13(a) – Employment

In better responses, students were able to:

identify a government program or strategy linked to employment

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 13(b) – Employment

In better responses, students were able to:

demonstrate a clear understanding of socioeconomic factors

link socioeconomic status and employment outcomes using relevant statistics
provide thorough examples related to Aboriginal peoples and international Indigenous peoples.

Areas for students to improve include:

making clear links between socioeconomic status and employment outcomes

providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Question 14(a) – Criminal Justice

In better responses, students were able to:

identify a government program or strategy linked to criminal justice

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 14(b) – Criminal Justice

In better responses, students were able to:

demonstrate a clear understanding of socio-economic factors

linking socioeconomic status and criminal justice outcomes using relevant statistics
provide thorough examples related to Aboriginal peoples and international Indigenous peoples.

Areas for students to improve include:

making clear links between socioeconomic status and criminal justice outcomes
providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Question 15(a) – Economic Independence

In better responses, students were able to:

identify a government program or strategy linked to economic independence

articulate the aim of the program or strategy.

Areas for students to improve include:

distinguishing between a government program or strategy and an Aboriginal community program or strategy
incorporating clear details of the program or strategy and its aim
using relevant statistics.

Question 15(b) – Economic Independence

In better responses, students were able to:

demonstrate a clear understanding of socioeconomic factors

linking socioeconomic status and economic independence outcomes using relevant statistics
provide thorough examples related to Aboriginal peoples and international Indigenous peoples.
Areas for students to improve include:

making clear links between socioeconomic status and economic independence outcomes
providing a balanced response by giving examples related to both Aboriginal peoples and international Indigenous peoples
using examples and statistics to support their response.

Section I – Part C – Global Perspective and Comparative Study

Question 16

In better responses, students were able to:

clearly compare the success of the initiatives in addressing TWO social justice issues
incorporate relevant statistics
produce a balanced comparison of the success of initiatives of an Aboriginal community and an international Indigenous community.

Areas for students to improve include:

correctly identifying and referring to an Australian Aboriginal community and an international Indigenous community
focussing on a comparison of the initiatives and their success, rather than the communities or issues in general
using relevant statistics to support their response.

Section II
Question 17(a) - Research and Inquiry Methods

In better responses, students were able to:

explicitly outline three communication methods

provide relevant examples of appropriate communication.

Areas for students to improve include:

understanding the differences between communication methods and protocols.

Question 17(b) - Research and Inquiry Methods

In better responses, students were able to:

provide a thorough explanation of why Aboriginal perspectives, cultural ownership and copyright issues are necessary considerations
address all three aspects in their response
provide thorough examples to support their explanation
effectively link the source to perspectives, cultural ownership and ethical research practices.

Areas for students to improve include:

taking care with the interpretation of the source

linking the source to the question
addressing all three aspects of the question.

Section III
Question 18 (a) — Aboriginality and the Land

In better responses, students were able to:

clearly explain the intricacies of Aboriginal peoples’ connection to Country

clearly and explicitly refer to the nature of Aboriginal peoples’ responsibilities relating to Country
incorporate thorough reference to the source.

Areas for students to improve include:

avoiding restating the quote from the source

clearly linking to the question asked
referring to key terms and concepts such as totems, kinship, social identity.

Question 18 (b) — Aboriginality and the Land

In better responses, students were able to:

clearly articulate a variety of Aboriginal responses to Native Title legislation and the struggle for land and water rights
explicitly refer to the responses of at least one Aboriginal community
provide clear and explicit judgements relating to the outcomes of responses, whether successful or unsuccessful.

Areas for students to improve include:

presenting a sustained argument that is explicitly linked to the question

incorporating relevant examples drawn from at least one Aboriginal community
avoiding generalised responses
clearly identifying Aboriginal communities.

Question 19 (a) — Heritage and Identity

In better responses, students were able to:

appropriately identify government legislation and policies

focus on the effects of specific legislation and policies on protecting and preserving Aboriginal peoples’ heritage and identity
incorporate the source and draw on their own knowledge in their response.

Areas for students to improve include:

providing a detailed response

 ensuring that post 1960s context is applied
specifying legislation and policies, such as copyright legislation, heritage acts, National Parks, government support of NAIDOC and grants programs.

Question 19 (b) — Heritage and Identity

In better responses, students were able to:

articulate the importance of Country to Aboriginal peoples’ heritage and identity

make explicit links between regaining access to Country and Aboriginal peoples’ heritage and identity
refer to socio-cultural effects, such as health and economic benefits, and explicitly link to heritage and identity.

Areas for students to improve include:

clearly linking to the importance of access with tangible examples to assist in the justification
ensuring all aspects of the question are addressed in the response.

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