Construction 2019 HSC exam pack (archive)

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: 

• outline the methods to reduce risk dust when using a drop saw
• identify the hand tools for marking out
• clearly describe the purpose of one checklist. 

Areas for students to improve include: 

• identifying the range of hand tools required.

Question 17

In better responses, students were able to: 

• identify the components of the diagram
• describe housekeeping factors during the construction of the deck.
• describe the process used to prepare and attach the decking timber to the supporting structure.  

Areas for students to improve include: 

• demonstrating an understanding of a timber structures, related components and processes to construct a timber deck
• relating housekeeping practices for the construction industry
• outlining the process of attaching decking timber to supporting structure
• providing examples of expected good housekeeping practices.

Question 18

In better responses, students were able to: 

• identify the hierarchy of risk control
• demonstrate an understanding of construction hazards and engineering controls
• demonstrate an understanding of the hierarchy of risk control with relevant industry specific examples.

Areas for students to improve include: 

• demonstrating an understanding of the hierarchy of risk control, PPE and hazard controls
• identify several potential hazards and suitable engineering controls for each potential hazard.

Question 19

In better responses, students were able to: 

• correctly calculate the cost of $600 for the decking boards.

Areas for students to improve include:

• showing full working in calculations.

Question 20

In better responses, students were able to: 

• provide the benefits of a site induction. 

Areas for students to improve include: 

• referring to some of the expected benefits for the employee of a mandatory site induction outlining the key features of a site induction.

Question 21

In better responses, students were able to:

• describe the benefits of effective teamwork supported by industry examples.

Areas for students to improve include: 

• demonstrating an understanding of the benefits of teamwork
• providing industry example(s) to support each benefit stated
• linking team work to the construction industry.

In better responses, students were able to: 

• explain environmentally sustainable and recycled construction materials
• clearly link examples to the responsibilities of the supervisor
• relate decking timber, plantation timbers, manufactured timbers and/or steel, linked to environmentally sustainable and recycled construction materials
• provide detail and include industry specific terminology and examples
• provide cause and effect when providing examples. 

Areas for students to improve include:

• provide detail and include industry specific terminology and examples
• ensuring cause and effect is shown in their response.

In better responses, students were able to:

• identify the Gantt chart to illustrate the project schedule of construction activities and time
• clearly link examples to a range of communication modes related to the construction activities
• use specific industry terminology. 

Areas for students to improve include: 

• demonstrating an understanding of the Gantt chart
• demonstrating an understanding of different communication modes used in the construction industry.