Construction 2018 HSC exam pack (archive)
2018 Construction HSC exam paper
Marking guidelines
Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows 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.
Marking feedback
Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.
Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written exam
Students should:
- demonstrate knowledge and understanding of the examinable units of competency from the syllabus
- communicate ideas and information using relevant industry-specific terminology and workplace examples.
Question 16
In better responses, students were able to clearly:
- outline the types of work of a carpenter using industry-specific terminology (a)
- describe the purpose of ONE checklist that could be used by a carpenter (b)
- describe a range of relevant factors that impact the progress of carpentry work (c).
Areas for students to improve include:
- addressing key words and all elements of the question.
Question 17
In better responses, students were able to:
- clearly outline TWO safety considerations when placing waste materials in a skip bin (a)
- correctly calculate the volume of an object (b).
Areas for students to improve include:
- using correct units of measurement
- showing full working in calculations.
Question 18
In better responses, students were able to correctly calculate:
- the perimeter of a concrete slab
- the volume of an object (a)
- the quantity of timber lengths needed (b).
Areas for students to improve include:
- using correct units of measurement.
Question 19
In better responses, students were able to:
- distinguish between formal and non-formal on-site meetings.
Areas for students to improve include:
- outlining the key features of on-site meetings
- demonstrating an understanding of different types of meetings.
Question 20
In better responses, students were able to:
- provide clear examples of personal attributes that contribute to teams’ success
- relate personal attributes to successful teams.
Areas for students to improve include:
- providing more detailed examples of the types of personal attributes that help create successful teams in the construction industry.
In better responses, students were able to:
- explain the role of a site supervisor
- make a clear link between tasks/responsibilities and the smooth and safe operation of the job site
- provide detail and use industry-specific terminology and examples
- provide cause and effect in their responses to ‘explain’ questions
- effectively integrate relevant industry examples and/or legislation.
Areas for students to improve include:
- showing cause and effect in their responses to ‘explain’ questions
- clearly linking examples to the responsibilities of a supervisor.
In better responses, students were able to:
- outline a range of industry-specific tools and equipment required to construct a fence (a)
- provide a clear sequence of operations to construction tasks (b).
Areas for students to improve include:
- demonstrating an understanding of the difference between tools/equipment and hardware/materials
- interpreting the drawing specifications.
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Construction syllabus
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