Construction 2022 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 terms
• 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:

• identify the tool and describe a range of applications for its use (a)
• demonstrate knowledge of the identified tools and particular techniques for their use to achieve a specific outcome (b)
• demonstrate understanding of the tool in terms of broad considerations, such as job requirements, or whether it is an expensive item that is needed rarely and hence is better to be hired on those occasions
• take this into consideration before selecting equipment for purchase and use in the construction industry, supporting their response with relevant industry examples (c).

Areas for students to improve include:

• recognising a range of hand tools used in the construction industry and knowing their purpose (a)
• being clear on the various techniques for using hand tools, and be able to describe the way they are used for particular results (b)
• including a range of different factors or elements which can be considered to support these ideas, with relevant examples using appropriate industry terms (c).

Question 17

In better responses, students were able to:

• provide two clear explicit examples of industry-recognised methods for showing levelling information on plans and specifications (a)
• demonstrate knowledge of detail drawings, their use and order in the process of construction (b)
• provide clear and accurate identification of the symbols as used in the construction industry (c)
• correctly identify and communicate the purpose of written specifications, providing at least two examples relevant to the industry (d).

Areas for students to improve include:

• citing industry standard methods for providing details on drawings and specifications (a)
• understanding the role of detail drawings and their place in the sequence of work for a construction project (b)
• applying industry terms in their response (c)
• considering examples of issues that could arise if written specifications are not provided or are misinterpreted due to lack of clarity (d).

Question 18

In better responses, students were able to:

• provide some details about a relevant work practice such as training staff to ensure correct measurements for materials or minimising mistakes (a)
• specify the steps and processes required to conduct a formal meeting on-site, for example, scheduling, agenda, minutes and outcomes (b)
• demonstrate a clear understanding of planning and organising work on a construction site, for example, checklists, Quantity Surveyors, building codes, rosters and engaging trades (c).

Areas for students to improve include:

• recognising strategies that can be used to minimise waste
• understanding how to conduct a formal meeting and the requirements of these
• demonstrating knowledge of planning and organising as it applies to a construction worksite
• incorporating a range of examples and industry scenarios to support responses, including the use of industry terms.

Question 19

In better responses, students were able to:

• read, interpret and apply the information in the scenario to provide the correct response (a, b)
• convert kilograms to tonnes and identify the correct range of kilometres in the table correlating to the correct cost (a)
• demonstrate an understanding of how to calculate the area of regular and irregular shapes (b)
• determine the number of tiles required to tile the bathroom floor in the scenario, adding an additional 5% to the total to allow for wastage (b)
• calculate the labour cost by multiplying the hourly rate provided by the time required to complete the task (c).

Areas for students to improve include:

• converting units of measurement prior to calculating responses (a)
• performing calculations showing full working, to clearly demonstrate understanding of the process (a, b, c)
• selecting the appropriate formula to perform calculations.

In better responses, students were able to:

• define conflict as it applies to the construction workplace, and provide examples relevant to the industry
• use language specific to the construction industry, including relevant legislation, regulation and codes of practice
• identify the impacts of workplace conflict on employers, workers, and clients, giving examples relevant to construction
• use industry terms where applicable.

Areas for students to improve include:

• clearly identifying the links between conflict and its potential to impact internal and external stakeholders: employers, workers and clients
• demonstrating knowledge and understanding that workplace conflict can have far-reaching impacts on the business, beyond the immediate culture of the workplace
• elaborating on examples of conflict scenarios to show a high-level appreciation of complex workplace situations that can result from conflict.

Question 21(a)

In better responses, students were able to:

• demonstrate knowledge of the maintenance requirements for a concrete mixer
• outline the steps involved in maintenance and the sequential order of tasks
• identify potential issues that can arise during the process of carrying out maintenance tasks.

Areas for students to improve include:

• distinguishing between the regular maintenance requirements (every time the mixer is used) and the more major maintenance processes required on a semi-regular basis
• incorporating specific relevant terms rather than providing generalised information, to demonstrate knowledge of the mixer and the tools and equipment used to maintain it.

Question 21(b)

In better responses, students were able to:

• identify potential situations or activities that create risk of harm on a typical construction site
• provide examples of worksite strategies that are used to minimise the occurrence of the risks, linking to Work Health and Safety (WHS) policies and procedures
• support the response with examples of site-specific practices, for example, safety equipment, use of scaffolding and on-site inductions that must be adhered to in relation to particular construction projects.

Areas for students to improve include:

• articulating their understanding of WHS legislation to protect construction workers, employers and the general public
• developing their understanding of a range of strategies used to minimise risk on a construction site
• using relevant industry terms rather than providing generalised information.