Frequently Asked Questions
Q. When was the new Aboriginal Studies Stage 6 syllabus implemented?
A. The new Aboriginal Studies Stage 6 Syllabus was first implemented with Year 11 in 2000 and first examined in 2001. The new Aboriginal Studies Stage 6 Syllabus replaces the current syllabus in Aboriginal Studies (1993).
Q. What is similar in the new syllabus to the current syllabus?
A. The Aboriginal Studies Stage 6 Syllabus is similar to the current syllabus, but refinements have been made to account for History Stages 4-5 and current political, legal and social issues.
The syllabus continues to have the local Aboriginal community/ies as the focus of the study. Aboriginal community members will continue to be involved wherever possible in all facets of the course, including planning programming and evaluating.
The students will continue to undertake a Major Project. The course continues to provide for a range of forms from which students can choose when presenting their project, for example, written text, performance forms, visual forms including photography and video, paintings, drawings, sculpture, screen printing or collage.
Q. What are the main changes in the new syllabus Course Structure?
A. Overall the Course Structure has been simplified.
In the Preliminary Course, a comparative case study will now only be undertaken in Part I, between the local Aboriginal community/ies and a national Indigenous Australian community.
The HSC core contains a global perspective on social justice and human rights issues and is followed by a comparative case study of two topics across three communities: the local Aboriginal community/ies, a national Indigenous Australian community and an international Indigenous community.
The electives in Part II incorporate a significant part of the current component Context. The local Aboriginal community is the only community to be used for the case study in Part II.
In Part III - Research and Inquiry Methods - the completion of the major Project has increased weighting, representing 40% of the internal assessment for the HSC.
Q. What are the main changes in the new syllabus Rationale, Aims and Objectives?
A. The Rationale has been revised to reflect developments in the understanding and appreciation of the historical and contemporary experiences of Aboriginal peoples, particularly relating to the concepts of social justice and shared histories. It also acknowledges the links between Aboriginal Studies and post-school opportunities for students.
The Aim encapsulates the essence of the revised courser.
The Objectives reflect the revised knowledge and understanding within the content and skills of investigation and communication that are developed throughout the syllabus. Specific values and attitudes relating to social justice, ethics, intercultural understandings and empathy are emphasised in the new syllabus.
Q. What advice can you give in regards to consulting with the Aboriginal community when implementing the syllabus?
A. The Aboriginal Studies Stage 6 syllabus aims to be a study in partnership with Aboriginal peoples rather than of Aboriginal peoples. It is important to understand that Aboriginal people are the custodians of their own cultures and as such have the unique knowledge, skills and experiences necessary to give authenticity to Aboriginal Studies within schools. Written accounts of Aboriginal peoples' histories and experiences can only ever complement the first hand knowledge, skills and experiences provided through oral accounts related by Aboriginal community members.
Successful implementation depends upon negotiation with Aboriginal peoples in all aspects of the course, including planning, programming, resourcing and evaluating. This will involve outlining the syllabus to community members when the course is introduced and at appropriate times throughout each year, for example, presenting the criteria for assessment for Aboriginal community members involved in marking the project. This could be organised at the individual school level or with the assistance of the District Consultant in Aboriginal Education or Aboriginal Community Liaison Officer on a school district level if appropriate. Principals could negotiate with their Aboriginal Student Support and Parent Awareness (ASSPA) Committee to assist in funding such information workshops.
Community consultation is a process requiring both students and teachers to be aware of community views and sensitivities. This will involve teachers getting to know members of the local Aboriginal community/ies before beginning to teach the course, and making people aware of what is happening in the school. This can be achieved through informal get togethers within the community.
Q. What are the 'learn to' and 'learn about' statements and why are they different?
A. The Learn to statements are the skills that students should develop through the teaching and learning activities of the topic.
The Learn about statements refer to the context in which the students will develop their skills and knowledge and work towards achieving the outcomes of the course.
One or more learn to statements can be connected to specific contexts within the learn about sections to devise particular teaching and learning activities.
Remember: Both the learn to and learn about sections are within the content and therefore examinable.
Q. What are outcomes and why are they different?
A. During the 1990s outcomes have progressively appeared in syllabuses in different forms. Teachers have responded in a variety of ways and, not surprisingly, found outcomes to be of varying use in classroom practise. Outcomes are now defined as "the specific intended results of teaching" and "clear statements of knowledge and understandings, skills, and attitudes and values expected to be gained".
There are 5 main reasons for a move to an outcomes approach:
* outcomes provide clear expectations about student achievement for both teachers and students
* they give a clear sense of student progress
* outcomes provide direction for the development of teaching and learning programs
* they provide a focus for assessment
* they allow clear reporting of student's achievements.
If the outcomes to be reported are not the focus of teaching and learning, then there is likely to be a mismatch between what is taught and what is assessed.
For more information see Curriculum Support for teaching in HSIE 7-12 1999 Vol.4 No.2
In the Aboriginal Studies Stage 6 Syllabus there is a clear differentiation of outcomes and content between Preliminary and HSC courses, with the Preliminary Course covering the periods from pre-contact to the 1960s and the HSC Course covering the period from the 1960s to the present.
Q. How can we stop students from plagiarising their Major Project?
A. This is achieved by the careful monitoring of student progress to ensure that each student hands in their own work. This monitoring should easier for the teacher now that the project log is a course requirement. Internet search engines such as Dogpile (www.dogpile.com), Copernic (www.copernic.com) and Answers (www.answers.com.au) can be used to search the net for specific "pieces of text" that teachers believe might be plagiarised.
Q. Is there a Board of Studies Support Document for the syllabus?
A. Yes there is a Board of Studies Support Document for Aboriginal Studies. The Preliminary Course Support Document is published on the Board of Studies Web site as is the HSC Course Support Document. There is no Aboriginal Studies Support Document available as a hard copy for purchase.
Q. Where can I find out information on assessment and assessment procedure?
A. There are numerous ways to find information about assessment. These include:
* Board of Studies The New Higher School Certificate: Assessment Support Document
* Curriculum Support Supplement Vol. 4 No.3 1999 has an article on Taking a look at assessment and reporting in 2000
* Board of Studies Aboriginal Studies Higher School Certificate Examination, Assessment and Reporting Supplement
* New HSC Supplements Assessment: A Standards-Referenced Approach
* Assessment and Reporting Issues 7-12: Bulletins 1-5
Q. How has the Major Project changed?
A. In Part III - Research and Inquiry Methods - the completion of the major Project has increased weighting, representing 40% of the internal assessment for the HSC.
The Major Project now consists of two sections - the log book (including evidence of community fieldwork), and the final presentation. The project log must be allocated 15 of the 40 marks for the project.
Q. For the Major Project there is a mandatory requirement for the students to keep a log. How is this best done?
A. The log will be an ongoing diary documenting all work completed as part of the project research. It will show a sequential development of the project, and include all community fieldwork undertaken. Community fieldwork should be ongoing through the duration of the Major Project, and must be thoroughly documented. This includes a record of all meetings, letters, phone calls and interviews. The project log must be allocated 15 of the 40 marks for the project.
Q. Both the Preliminary and HSC courses require the students to undertake mandatory community case studies. What are the requirements for these case studies?
A. A case study is an in-depth study of a specific community, focused on a particular topic. It requires the student to develop a core of knowledge that can be used to exemplify relevant content.
The Local Community(ies) Case Study is an in-depth study of the local community(ies) within the parameters of the section identified. A Local Community(ies) Case Study must be undertaken in all Parts studied of the Preliminary and HSC Courses.
The Comparative Case Study is an in-depth study of at least two communities within the parameters of the section identified. The communities are to be compared in terms of the content described. The National Australian Indigenous Community Case Studies and the International Indigenous Case Studies may be different for each area of content studied. A Comparative Case Study is mandatory in Part 1 of the Preliminary Course and Part 1 of the HSC Course.
Q. What points should I consider when identifying the local Aboriginal community(ies)?
A. When identifying the local Aboriginal community(ies), consideration should be given to:
* the original people who occupy/occupied the area,
* the Aboriginal people who are members of the local community(ies),
* Aboriginal students at the school and their families,
* And the Aboriginal organisations which are present in you local area.
An example of a specific Local Aboriginal Community(ies) Case Study could be the Wellington Wiradjuri community/ies.
Q. What are the requirements for the Comparative Case Study which takes place in both the Preliminary Course?
A. In the Preliminary Course a Comparative Case Study is mandatory in Part 1: Aboriginality and the Land. The Comparative Case Study must include a The Local Aboriginal Community(ies) AND A National Indigenous Australian Community.
Q. What constitutes the mandatory core content of the new HSC syllabus?
A. The mandatory core content of the HSC Course ñ Social Justice and Human Rights Issues - includes a mandatory core content area of study ñ A Global Perspective ñ of which the content is listed on p. 25 of the syllabus AND a comparative investigation of two of the following topics:
* health
* education
* housing
* employment
* criminal justice
* economic independence.
The Comparative Case Study of the two elected topics must include The Local Aboriginal community(ies) (must be the same community(ies) for all Parts of the HSC Course) AND A National Indigenous Australian Community (may be different communities for each topic) AND An International Indigenous Community (may be different communities for each topic).
Q. In the context of this syllabus what are the meaning of the term ‘global perspective’?
A. A global perspective is a national and international perspective on issues concerning human rights and social justice of all Indigenous peoples. This perspective will include responses and initiatives of international human rights organisations as well as national Indigenous Australian communities and international Indigenous communities.
Q. What is the relationship between the content of the new syllabus and the old syllabus in terms of the historical periods studied?
A. In the new Stage 6 Aboriginal Studies syllabus the content of the Preliminary course focuses on the historical period of Pre-contact to 1960s, while the content of the HSC Course focuses on the historical period of the 1960s onwards.
Q. Where can I get further support and information?
A. From the BOARD OF STUDIES:
* Syllabus support material
* BOS Web site: http://www.boardofstudies.nsw.edu.au
From the DEPARTMENT OF EDUCATION AND TRAINING:
* Curriculum K-12 Directorate website: http://www.curriculumsupport.education.nsw.gov.au
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