Works towards meeting the learning outcome:
Be able to investigate, compare and reflect on standpoint to explain Indigenous and non - Indigenous peoples’ historical positioning.
9 marks
|
Evaluates and examines understandings about Australian culture and history, and Indigenous people and communities. Further compares and reflects on how this knowledge was acquired. Investigates the limitations of the knowledge. The entry is clearly supported by the recommended scholarly source. Uses at least one anchor point from the required reading to frame the reflection and demonstrates a sophisticated understanding of the reading.
|
Explanation considers significant influences on understandings about Australian people, communities, cultures, and history. Entry evaluates how this knowledge was acquired and the limitations of the knowledge. Links anchor point to this evaluation.
|
Explanation summarises what the writer knows or does not know about Australian and Indigenous Australian people, communities, cultures, and history. Describes where and from whom that knowledge comes. Provides relevant, specific examples to develop points to identify at least one anchor point and explains why they identify with it and how it relates to their own positioning.
|
Entry outlines what is known or not known about Australian and Indigenous Australian people, communities, cultures, and history. Outlines where and from whom that knowledge comes. Identifies limitations to that knowledge. Identifies an anchor point from the required reading and starts to explain why they identify with it and how it relates to their own positioning.
|
Does not make reference to required source. Entry does not explain what is known or not known about Australian and Indigenous Australian people, communities, cultures, and history. Entry does not outline where and from whom that knowledge comes. Entry does not identify limitations to that knowledge. Does not identify an 'anchor point' from the subject reading and start or does not explain why they identify with it.
|
Identifies and provides a comparative analysis of the positioning of Indigenous and non-Indigenous Australians in the article.
4 marks
|
Provides evidence of covert meanings in the article to support synthesised analysis of the article.
Analyses how the ordering and presentation of information constructs and positions Indigenous and non-Indigenous readers, including reflections on own pre-existing knowledge and how that informs analysis.
Identifies and examines the overt and covert assumptions about Indigenous Australians in the article which includes a discussion of how these assumptions may align with commonly expressed views about Indigenous Australians in the media.
Discusses how these assumptions construct relationships between Indigenous and non-Indigenous Australians and the positioning of Indigenous and non-Indigenous people.
Identifies the potential implications of Indigenous viewpoints on readers’ perceptions.
|
Provides evidence from the article to support analysis, including covert meanings. Makes comparisons across the article.
Link to pre-existing knowledge and how that informs analysis.
Identifies and examines the overt and covert assumptions about Indigenous Australians in the article.
Analyses how these assumptions may align with commonly expressed views about Indigenous Australians in the media to reinforce ideas about the relationship between Indigenous and non-Indigenous Australians and the positioning of Indigenous and non-Indigenous people.
|
Identifies the overtandcovert assumptions about Indigenous Australians in the article and includes a discussion of how these assumptions may align with commonly expressed views about Indigenous Australians in the media.
Describes how this could reinforce ideas about the relationship between Indigenous and non-Indigenous Australians and the positioning of Indigenous and non-Indigenous people.
|
Identifies some assumptions about Indigenous Australians in the article. Identifies how Indigenous people arepositionedin the article.
Explains how these assumptions are similar to views about Indigenous Australians in the media to imply a particular relationship between Indigenous and non-Indigenous Australians.
|
Does not identify assumptions about Indigenous Australians in the article.
Does not describe how those assumptions are used [in the media] to imply a particular relationship between Indigenous and non-Indigenous Australians.
|
Identifies the impact of the absence or presence of Indigenous Australian viewpoints in reinforcing readers’ perceptions. Examines taken-for-granted assumptions about Australian history or culture.
4 marks
|
Examines and analyses the absence and / or presence of Indigenous viewpoints in the article in relation to overt and covert assumptions about Australian culture and history. Analyses how these assumptions construct taken-for-granted assumptions about Australian history.
Provides an integrated analysis that discusses the potential implications of Indigenous viewpoints on readers’ perceptions of Australianculture and history.
|
The absence and / or presence of Indigenous viewpoints in the article is analysed in relation to overt and covert assumptions about Australian culture and history. Analyses how these assumptions reinforce taken-for-granted assumptions about Australian history and culture and identifies the potential implications of these assumptions on Indigenous viewpoints on readers’ perceptions of the issues discussed in the article.
|
The absence and / or presence of Indigenous viewpoints in the article is linked to the discussion of overt and covert assumptions and how this could reinforce reader's perceptions.
The absence and / or presence of Indigenous viewpoints in the article is linked to the discussion of overt and covert assumptions about Australian culture and history. Describes how these assumptions reinforce taken-for-granted assumptions about Australian history and culture.
|
Identifies the absence or presence of Indigenous viewpoints in the article. Explains how the included or excluded information relates to taken-for-granted assumptions about Australian history or culture.
Identifies what information is included or excluded about Australian history or culture.
|
Does not identify Indigenous viewpoints in the article.
Does not relate the included or excluded information to taken-for-granted assumptions about Australian history or culture.
Does not identify what information is included or excluded about Australian history or culture.
|
Fulfillstechnical aspects of the task.
3 marks
|
Written expression shows clear organisation. Reflections are structured clearly and cohesively in a synthesised response. Referencing requirements in Part A are met.
|
Written expression shows clear organisation. Reflections are structured clearly in a synthesised response. Uses the APA (7th ed.) with few errors. Referencing requirements are met in Part A.
|
There are few errors relating to writing and references and terminology. Uses APA (7th ed.) system with few errors. There are few imprecise statements or generalisations, and content is organised in a synthesised response. Referencing requirements are met in Part A.
|
Within required word count. Attempts to use the APA (7th ed.) referencing system. Uses formal written expression consistently with few errors in a synthesised response. Developing skills in using appropriate terminology. Quotes from the media article are 10 words or fewer. The link to the media article is included as a heading to Part B.Referencing requirements are met in Part A.
|
Not within required word count. Does not use APA (7th ed.) system. Uses informal written expression or there are many errors which impede comprehension. Content is not synthesised. No evidence of consideration of appropriate terminology. More than 10 words are quotes from the media article. Does not include the link to the media article as a heading to Part B. Does not meet referencing requirements in Part A.
|