Construction 2021 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terminology
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• accurately identify the tool as a bevel edge wood chisel (a)
• describe a range of applications for use of the tool (b)
• clearly describe the consequence of a poorly maintained bevel edge wood chisel (c)
• demonstrate an understanding of the care and maintenance procedures of a chisel (d).

Areas for students to improve include:

• demonstrating an understanding of how to use and maintain a variety of hand tools.

Question 17

In better responses, students were able to:

• demonstrate an understanding of personal attributes required of all construction workers
• link employability skills to construction workers personal attributes.

Areas for students to improve include:

• identifying the personal attributes required to be an effective construction worker
• providing a detailed description of industry related personal attributes all construction workers may display.

Question 18

In better responses, students were able to:

• demonstrate a clear understanding of the terms labour cost, perimeter, volume and units of measurement and demonstrate the ability to accurately complete calculations for these terms (a,b, c)
• demonstrate a clear understanding of work health and safety factors to be considered before work commences on a building site (d).

Areas for students to improve include:

• showing full working out in calculations (a), (b) and (c)
• converting measurement units (a), (b) and (c)
• describing accurately the work health and safety factors that need to be considered before work begins (d).

Question 19

In better responses, students were able to:

• provide two valid reasons for using cross-sectional drawings in construction planning (a)
• demonstrate a clear understanding of the information obtained from an elevation on a plan (b)
• explain the link between construction plans and specifications, specifically cross-sectional and plan drawings (elevation) (c)
• provide detail and include industry specific terminology and examples (a,b, c).

Areas for students to improve include:

• demonstrating an understanding of constructions plans and the purpose of specifications
• linking specification of component parts to the standards of technical aspects required for the construction project.

In better responses, students were able to:

• demonstrate a comprehensive understanding of work, health and safety
• clearly link the roles of key bodies and authorities to worker safety and associated legislation and regulations
• clearly describe, with detail, the roles that key bodies and authorities have in ensuring worker safety, using industry specific terminology and examples
• provide details with training, inspections, investigations, fines and site-specific roles
• demonstrate the purpose and intent of the Work Health and Safety Act 2011 (NSW).

Areas for students to improve include:

• using relevant terminology rather than providing generalised information
• demonstrating an understanding of Work Health and Safety policy that protects construction workers
• using relevant examples to support an understanding of workplace roles
• identifying the name of key bodies and authorities that provide safety training, advice and support to construction employers and employees.

In better responses, students were able to:

• clearly describe the benefits achieved through teamwork using relevant construction industry examples, such as, goal setting, task roles, team morale and cohesiveness, job satisfaction, improved productivity and efficiency (a)
• relate reduced workplace accidents and cost savings to the benefits of teamwork in a construction workplace (a)
• clearly demonstrate an understanding of the benefits of effective workplace communication (b).

Areas for students to improve include:

• identifying teamwork practices (a)
• recognising the positive outcomes from teamwork in a construction workplace (a)
• describing industry related examples that link to effective on and offsite communication, for example, improved efficiency through training workplace skills, manual handling and workplace safety (b)
• avoiding repetition in their responses (a, b).