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.
