Aboriginal Studies The Major Project

A Handbook for Teachers(DRAFT: December 2012)

Contents:

Introduction and formalities TimingGetting Started - Choosing a Topic - helping students choose - state library resources / past MPs - does size matter? how to judge the right size / length

The process - maintaining momentum through 2 terms - log books - programming and dividing lessons

consultation - who and how (link to BoS doc)

Marking the Project - Involving Community in Marking - Briefing and Training Markers - Payments

Saving the Best - keeping your good projects and using students to guide future students

Sample Marking Guidelines

Sample forms for Students- Primary Research Record- Participation Agreement- Parent Information

Introduction and FormalitiesThe Major Project is a compulsory component of the HSC course and is worth 40% of the school-based HSC assessment. Research and Enquiry Methods also forms part of the HSC examination being weighted at 15% of the exam mark.

From the Syllabus: Table of Objectives and OutcomesObjectives Outcomes

A student develops skills to: A student:1. investigate issues and communicate information from a variety of perspectives

H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectivesH4.2 undertakes community consultation and fieldworkH4.3 communicates information clearly from Aboriginal perspectives using a variety of mediaH4.4 demonstrates an understanding of ethical research practices

Research and Inquiry links into other TopicsSome parts of the Research and Inquiry section of the Syllabus can be examined in other syllabus areas. The table below highlights which sections will be covered in conjunction with other sections.

Links to Other Syllabus Areas Part IV content best integrated into topicsTopic 1: Social Justice and Human Rights Issues

Students learn about: current socioeconomic status of Aboriginal and Indigenous peoples various indictors of socioeconomic status

social justice and racism issues including:

various types of racism mechanisms of racism

LA1 Acquiring informationc: analysing information from a variety of sources

e: quantitative methodologies such as use of surveys, structured interviews, observation, statistical analysis, focus groups

g: secondary research including reading texts, reports, bibliographies, accessing opinion polls, government statistics, print media, CD ROM, Internet and other appropriate technologies

LA1 Acquiring informationc: collecting data from primary sources

LA2 Processing informationa: analysing statistical data to interpret meaning and make generalisations

b: converting raw data to a useful format

d: judging usefulness and reliability of data

e: identifying propaganda and bias

What does the syllabus say about the major project?

In completing the Major Project you must:

Syllabus content about Research that needsexplicit focus in the major Project

Acquiring informationoutline methods of investigation and identifying potential resources

develop a project proposal, including defining project parameters

incorporate community consultation protocols and fieldwork methodologies

maintain a log book, including the recording of all fieldwork, correspondence and reading

Participating in community consultationinvestigate an issue related to their local community

examine data to interpret meaning and differentiate between fact and opinion

incorporate protocols and methods for effective and genuine community consultation

understand the importance of ongoing community consultation

reflect cultural differences and sensitivities

adhere to issues of copyright, ownership and ethical practices

Communicating informationreflect Aboriginal viewpoints in submitted work

use a variety of media to express ideas

speak to groups and individuals about the research

communicate using letters, phone calls, sending emails, and accessing the Internet and other appropriate technologies for information exchange

Participate in community consultation

TimingThe Major Project should submitted by the end of the SECOND term of the HSC course. It is due at Easter. Teachers should begin the project formally on DAY ONE of the HSC, but teachers should be talking about the major project from at least the start of term three - year 11, perhaps even earlier. Some schools run a major project proposal as the final task in the Preliminary Course as part of the Research and Inquiry Methods topic.

Getting Started

Choosing a TopicYour students will need help here. Some will have no idea, some will have unrealistic ideas, others will have too many ideas. Students will need time to think over the options. The key for teachers is to encourage students to choose a topic they are personally interested in. Personal interest can be the only thing that keeps them in the game later on when the going gets tough.

Helping students chooseOptions are really helpful, because they help to show students the range of options. Use the resources from the state library website

Appendix 2: Ideas for the Year 12 Major Research ProjectStudents should determine project topics after they have consulted with their teacher, the Aboriginal Education Assistant (if available) and members of the Aboriginal community/ies where possible.

The Project topic can be based within the local Aboriginal community/ies or it may focus on an area of interest beyond the local community/ies.

Projects can have a contemporary or historical, a personal or objective focus on individuals, communities, families or organisations.

Media study: research into the media’s presentation of indigenous issues, both locally and in broader Sydney.

Work with police and indigenous peoples Interviews – a study in attitudes (indigenous and

non-indigenous interview subjects) Lesson planning for primary schools Stories – recording the stories of the local

community (recording oral histories) Film – documentary about a local issue Film – short film (fiction) about a local issue Text – writing (fiction based on local issues) Photography? – Visual record of local

indigenous community, organisations, culture etc

Local history: further study of the Native Institution site OR nurrangingy’s grant, or other site

Aboriginal history of the Killara area? Event Management for development of

Indigenous Identity (eg artwork, music etc) somewhere within Kuringai area

Collegiate Community Development development of links between the collegiate schools regarding aboriginal issues.

Research the status of the ILUA (Indigenous Land Use Agreement) in Western Sydney and the contemporary politics of native Title.

Study of local employment initiatives through the Aboriginal Employment Strategy in blacktown.

• Oral histories (eg war service in WWI, WWII, Korea, Vietnam)• Oral histories (eg local identities involved in sport or community

organisations)• Local sites of significance• Local history• Bush medicines of the local area• Bush foods of the local area• Local language and culture• Family trees/histories• Landscaping projects• Local stories – perhaps presented as an illustrated book for use in local

schools (or a ‘big book’ for primary schools)• Presenting a self-guiding tour for the school’s collection of artefacts,

with lesson plans, activity sheets, etc, for use by primary students• Aboriginal artists: biographies of local or prominent personalities• Aboriginal writers: biographies of local or prominent personalities• Stolen Generations: Aboriginal children in institutions• History of local organisations: eg health service, preschools, legal

service, Lands Council, welfare organisations• The AECG and its operations• The Aboriginal Education Council• The Aboriginal Progress Association• The Aborigines Protection Board• Racism in Australia: history, current manifestations, discrimination,

legislation, comparisons with other groups• Mandatory sentencing• Mission/reserve life in the local area• Impact of Christianity• Aboriginal Education in the local area• Aboriginal people and sport• Contemporary music• Local Aboriginal enterprise• The Dreaming• Dreaming stories in the local area• Human Rights issues in Australia• Land Rights and Native Title• The National Congress of Australia’s First Peoples

The process - maintaining momentum through 2 terms - log books

- programming and dividing lessons

consultation - who and how

Appendix 4: Some hints for Community Consultation

ProtocolsProtocols are appropriate ways of behaving, communicating, consulting and showing respect for diversity of history and culture. Protocols make vary from community to community.

When making contact with members of your Aboriginal community/ies:

be aware that resources are stretched to the limit

make sure you give plenty of notice for appointments or visits

have realistic expectations of how people may be able to help

be willing to adapt your program/approaches on advice from the Aboriginal community/ies

always respond to requests and concerns put forward by Aboriginal people who are assisting you

recognise and respect Aboriginal people’s skill and expertise

always acknowledge the contribution of Aboriginal peoples to your work (this involves footnotes and bibliography)

_make appointments beforehand and explain the purpose of the meeting

as you will need to take notes or record the meeting/interview ask permission before you begin

always be polite and offer your thanks for any assistance

when interviewing people make sure you have the questions already prepared before the interview. Give a copy of the questions to the person before the interview. This will allow them to be prepared. It will also enable them to let you know if any of the questions are inappropriate.

Issues of CopyrightWithin the final presentation of the Project, you must acknowledge the sources of all quotations, photographs, illustrations, text and periodical articles as per the requirements of All My Own Work.

A sample participation agreement between the student and the community member is included in the appendix at the end of this booklet. The aim of this agreement is to acknowledge the rights of the participant (community member) and the responsibilities of the student. For each person you interview you will need to have one of these agreements completed.

Marking the Project - Involving Community in Marking - Briefing and Training Markers - Payments

don't forget the support docs from the board. old and new.

Saving the Best - keeping your good projects and using students to guide future students

Sample Marking Guidelines

The Logbook

5

10

Your Interim Submission will be the time that you present your project proposal. It will involve a consultation with your teacher.

The Logbook 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 work undertaken.Community work should be ongoing throughout the duration of the Major Project and must be thoroughly documented. This includes a record of all meetings.

Project Product

5

20

Submission in Term 4, 2009 must provide clear and complete set of Primary Research Records, plus signed Participant Agreements. The aim with this submission is NOT to submit a complete work, but instead to show progress towards it.

A project based within the local Aboriginal community/ies or on an area of interest beyond the local community/ies. A proposal must be submitted first. Presentation and findings can be presented in a number of ways but a written report needs to be approximately 2000 words. All sources must be acknowledged.

Marks 40

Interim Submission Marking Guidelines

The student MarksSubmits a comprehensive project proposal in the format provided.Submits a comprehensive logbook with entries that are organised, in an appropriate format and detailed.Submits a full set of Primary Research Records including questions for interview subjects and text of answers where appropriate. You must submit fully signed Participant Agreements.Answers specific questions in consultation with the teacher in relation to the challenges of the major project and how they will be overcome.

10

Submits a clear project proposal.Submits a comprehensive logbook with entries that are organised, in an appropriate format and detailed.Submits a set of Primary Research Records including questions for interview subjects and some text of answers. You must submit fully signed Participant Agreements.Answers or shows evidence of reflection on questions relating to the challenges of the major project and how they will be overcome.

8-9

Submits a comprehensive project proposal.Submits a logbook with entries.Submits Primary Research Records including questions for interview subjects and indication of effort towards arranging interview. You must submit fully signed Participant Agreements.Shows thought in conversation with the teacher in response to questions about the challenges of the major project and how they will be overcome.

6-7

Submits a project proposal.Submits a logbook.Submits some Primary Research Records including ideas about questions and Participant Agreements.Shows thought in conversation with the teacher in response to questions about the challenges of the major project and how they will be overcome.

3-5

Submits a project proposal.Submits a logbook. 1Makes no submission 0

LOG BOOK Marking GuidelinesOutcomes to be assessedH4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives H4.2 undertakes community consultation and fieldworkH4.3 communicates information effectively from Aboriginal perspectives, using a variety of media H4.4 applies ethical research practices.

The Log Book:The student(H4.2 undertakes community consultation and fieldwork)(H4.4 applies ethical research practices)The student Marks Makes regular entries in log book Records all events relevant to the project, including set backs and other negative events. Includes all significant correspondence Records all research conducted, including websites, books, interviews, phone calls etc Gives comprehensive evidence of consultation with community members Shows evidence of ethical practice by recording the participant’s agreement to be involved and

their approval of final work.

9-10

Makes regular entries in log book Records most events relevant to the project, including set backs and other negative events. Includes most significant correspondence Records most research conducted, including websites, books, interviews, phone calls etc Gives some evidence of consultation with community members Shows evidence of ethical practice by recording the participant’s agreement to be involved and

their approval of final work.

7-8

Makes irregular but many entries in log book Records events relevant to the project, including set backs and other negative events. Includes correspondence Records research conducted, including websites, books, interviews, phone calls etc Gives some evidence of consultation with community members Demonstrates awareness of ethical practice

5-6

Makes irregular and few entries in log book Records events relevant to the project Includes correspondence Records research conducted Gives evidence of consultation with community members Some reference to ethical practice

3-4

Uses log book irregularly Partially records events relevant to the project Includes limited correspondence Gives Limited records or research conducted Gives evidence of consultation with community members Some reference to ethical practice

1-2

MAJOR PROJECT Marking Guidelines

The Major Project:The studentH4.1 investigates, analyses and synthesises information from Aboriginal and other perspectivesH4.2 undertakes community consultation and fieldworkH4.3 communicates information effectively from Aboriginal perspectives, using a variety of

mediaH4.4 applies ethical research practices.

The student Marks Presents a coherent central idea or aim, such as a self-drafted “question for investigation” Relates all aspects of the work back to the central idea Synthesises information from a variety of sources into a coherent presentation that acknowledges sources, and

notes approval from community participants. Produces an original contribution to the field of the chosen topic: this involves analysing and applying knowledge,

rather than repeating or describing. Communicates effectively by presenting ideas in a coherent structure appropriate to the chosen medium Clearly presents information from a range of perspectives, including from Aboriginal perspectives

17-20

Presents a coherent central idea or aim, such as a self-drafted “question for investigation” Relates most aspects of the work back to the central idea Synthesises information from sources into a presentation that acknowledges sources, and notes approval from

community participants. Produces a contribution to the field of the chosen topic: by analysing or applying knowledge, rather than repeating

or describing. Communicates effectively by presenting ideas in a clear structure appropriate to the chosen medium Clearly presents information from a range of perspectives, including from Aboriginal perspectives

12-16

Presents a central idea or aim Relates aspects of the work back to the central idea Organises information from sources into a presentation that acknowledges sources, and involves community

participants. Uses a mixture of analysis, application, repetition and description Communicates by presenting ideas in a structure suitable for the chosen medium Presents information from perspectives, including from Aboriginal perspectives

7-11

Presents a central idea or aim Relates aspects of the work back to the central idea Uses information from sources and acknowledges sources and participants Uses mostly repetition and description Communicates by presenting ideas in a structure suitable for the chosen medium Presents information from Aboriginal perspectives

3-6

Refers to a central idea or aim Uses information from sources in a presentation Uses mostly repetition and description Refers to Aboriginal perspectives

0-2

Primary Research Record[Make Copies of this for use]

Type of Research: Quantitative / Qualitative

____________________________________________________________

Research Participant (ie, who are you talking to?)

____________________________________________________________

Research Agreement Signed? [YES]/[NO]

Research Topic: _________________

Research Method (phone, email, in person, survey):________________

Research Date: _________________

Questions:

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________

6. __________________________________________________________

Participant Responses must be included in full.

Blank Page

Participation AgreementHSC Aboriginal Studies

Research ProjectSCHOOL NAME

Section 1 – The Participant:

I, _____________________________ (Community participant’s name) of [address]__________

_______________________________________________________________________________

_______________________________________________________________________________

have agreed to participate in this research for the Major Project, which is part of the Stage 6 Aboriginal Studies course at SCHOOL NAME.

I understand that any further use of this material beyond this course will need my consent.

I understand that *I am or *my community/country is the custodian and still own the intellectual property/copyright in this interview, but that I am giving permission for the student named below to use this information for the Stage 6 Aboriginal Studies HSC Major Project and that it is not to be reproduced by anyone else.

* Circle your preference below

I *do/do not want to be able to check the material before it is published or presented for display.

I *do/do not want my name acknowledged in the final presentation.

I * do/do not want a copy of the finished Project.

Participant’s signature ______________________________________

Date: ________________________

Section 2 – The Student:I, ______________________________________(student’s name) of

__________________________________________ (Student’s school)

agree to abide by the decisions of the above community member.

Student’s signature: _______________________________________

Date: _________________________

Copies of this agreement are to be supplied to the Participant and submitted with the Submitted work.

Appendix 8: Parent Information Forms

***** PARENTS – PLEASE SIGN AND DATE THE FORM BELOW

******

Aboriginal Studies Major ProjectParent / Carer Information

This is to inform parents/guardians that your child ……………………… is currently studying

Aboriginal Studies and as a result will have to complete a Major Project.

The Project, which involves original research on a topic of the student’s own choosing, is carried out in

class time and the student’s own time. This research may involve visits to sites by each student

independently.

The Major Project is set out in stages and students are required to meet deadlines for each stage of the

Project, so that they can be submitted for assessment. It must be emphasised that this assessment task

contributes to the final Higher School Certificate assessment mark. It is worth 40% of the total mark.

Parent/Carer Name: ……………………………………

Parent/Carer Signature: ………………………………….. date: …………………………