Construction 2023 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
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• 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 HSC content 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:

• identify the power tool (ai)
• identify the personal protective equipment (PPE) needed to use the power tool, for example, wearing safety glasses and steel capped boots (aii)
• demonstrate knowledge of battery-powered tools and equipment and the particular benefits they have over corded power tools and equipment, for example, portability and mobility (b).

Areas for students to improve include:

• recognising a range of power tools used in the construction industry and knowing their purpose (ai)
• addressing a range of different PPE to be considered when using a power tool
• naming the tool correctly (aii)
• understanding the advantages of battery-powered tools and equipment and their uses for particular tasks (b).

Question 17

In better responses, students were able to:

• provide a clear example of how a pay disagreement could be resolved. For example, contact the construction workers union (CFMEU) for award payment advice and implement accordingly (a)
• demonstrate knowledge of personal attributes of workers valued in the construction industry, for example, ethics, attitude and work performance (b)
• correctly identify and communicate the process involved in the disposal of excess substances and materials, supported with relevant examples such as suitable storage, disposal considerations and handling processes (c).

Areas for students to improve include:

• providing relevant methods for resolving disputes or disagreements between employers and employees (a)
• understanding the concept of personal attributes and how they can be beneficial to the construction industry (b)
• considering methods and providing examples of waste disposal and/or recycling on a construction site (c).

Question 18

In better responses, students were able to:

• provide examples and details regarding how to minimise noise from a generator. For example, place the generator on a soft surface or build and acoustic enclosure or baffle box for the generator to be placed in (a)
• provide clear and accurate identification of all symbols used on a house plan (b)
• demonstrate a clear understanding of symbols and why they are shown on construction plans, for example, to assist with interior fit outs (c).

Areas for students to improve include:

• recognising safe strategies that can be used to minimise noise from a generator (a)
• demonstrating knowledge of symbols as they apply on a house plan (b)
• understanding why symbols are used on construction plans (c).

Question 19

In better responses, students were able to:

• determine the number of brick pallets required in the scenario, adding an additional 10% to the total for wastage (a)
• divide full numbers and correctly add a percentage to calculate the correct quantity (a)
• demonstrate an understanding of how to calculate volumes of regular shapes (b)
• read, interpret and apply the information in the scenario.

Areas for students to improve include:

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

Question 20(a)

In better responses, students were able to:

• demonstrate knowledge of communication processes suited to large construction sites
• describe a variety of different communication techniques and relate them to a building site. For example, verbal communication via mobile phones and non-verbal communication via email
• give examples of appropriate communication methods used by different trades during the building process, for example, a well-structured site meeting.

Areas for students to improve include:

• distinguishing between the different types of communication used on large construction sites
• incorporating specific, relevant terminology rather than providing generalised information to demonstrate knowledge of appropriate ways of communicating on a building site.

Question 20(b)

In better responses, students were able to:

• provide an explanation of work sequencing and planning on a building site
• use language specific to the construction industry. For example, project timeframes, delivery logistics and trade sequencing
• support their response with examples of site-specific practice. For example, written sequencing using a Gantt chart, planning through on-site meetings.

Areas for students to improve include:

• demonstrating an understanding of work-place sequencing and planning on a construction site
• developing understanding of a range of methods and strategies used to sequence and plan site specific projects
• using relevant industry terminology rather than providing generalised information.

In better responses, students were able to:

• recognise the five correct levels of the hierarchy of risk control: elimination, substitution, engineering controls, administrative controls, personal protective equipment
• explain how hazards can be controlled referring to the hierarchy of risk control. For example, rubbish and building waste on a construction site could cause a trip hazard resulting in potential injury. ‘Eliminating the risk’ by removing the rubbish and building waste regularly would prevent the trip hazard from occurring
• provide industry examples, such as safe work practices, and scenarios relating to the appropriate level of the hierarchy of risk control
• use industry terminology where applicable, for example, isolation and PPE.

Areas for students to improve include:

• demonstrating knowledge and understanding of the five levels of the hierarchy of risk control, namely elimination, substitution, engineering controls, administrative controls, personal protective equipment and correctly interpreting each level
• recognising the sequential process of the hierarchy of risk control to manage hazards
• elaborating on workplace examples and scenarios, using industry terminology, to clearly show how hazards can be managed using the hierarchy of risk control.