Construction 2025 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:

• indicate a suitable use for the power tool, a router, such as cutting joints (a)
• provide features of two settings or adjustments that may be required prior to using the power tool. For example, adjusting the depth and speed (b).

Areas for students to improve include:

• recognising a range of power tools used in the construction industry and knowing their purpose (a)
• including two adjustments or settings that may be required before using a router (b).

Question 17

In better responses, students were able to:

• provide considerations when selecting an abrasive for use with electric sanders, for example, the material being worked on, compatibility between the sander and the task, dust generation (a)
• identify correctly and describe two possible indicators that a tool is not performing efficiently or has a fault, for example, overheating, excessive noise or vibration and smoke being produced from the tool (b)
• demonstrate knowledge of how builders protect their tools and equipment from theft and damage, for example, lockable storage, site security and lock up procedures (c).

Areas for students to improve include:

• understanding different electric sander abrasives and their correct applications (a)
• referring to specific and relevant indicators that a tool is not performing efficiently or has a fault, rather than referring to general information unrelated to performance or a fault (b)
• considering methods and providing examples of ways builders can protect their tools and equipment, for example, using site fencing, security cameras and lockable toolboxes (c).

Question 18

In better responses, students were able to:

• identify features of a building specification, such as material types, installation methods, project-specific requirements (a)
• identify symbols used on construction drawings and what they mean accurately (b)
• demonstrate a clear understanding of information that can be found on a floor plan, for example, room name, location of doors and windows and positioning of fixtures (c).

Areas for students to improve include:

• recognising a building specification and its features (a)
• demonstrating knowledge of symbols as they apply to construction drawings (b)
• providing suitable examples of information that can be found on a floor plan, for example, room dimensions and floor coverings (c).

Question 19

In better responses, students were able to:

• identify and apply the appropriate mathematical formulas relevant to the stimulus
• demonstrate a practical understanding of calculations relevant to volume, quantities and costing of materials (a,d)
• respond using a logical process that is clear and applies a step-by-step approach to problem-solving by sequencing each calculation to show reasoning, and thereby avoid mistakes and miscalculations
• use the stimulus to extrapolate information relevant to the question.

Areas for students to improve include:

• presenting each step of their calculations clearly and in a logical order to minimise errors
• selecting and applying the appropriate formula in the correct sequence
• converting units before performing calculations in order to avoid errors and showing the correct unit of measure in the calculation of the result (a,c,d)
• identifying key information contained in the stimulus material.

Question 20 (a)

In better responses, students were able to:

• demonstrate knowledge of a variety of control measures that can be used to minimise soil erosion on a construction site, for example, using silt-fencing or sediment barriers
• demonstrate understanding of the relevant application of control measures to minimise soil erosion
• construct a cohesive response with references to well-selected and relevant construction site examples.

Areas for students to improve include:

• articulating their knowledge and understanding of control measures to minimise soil erosion with correct industry terminology
• demonstrating a depth of understanding of soil erosion and the impact it has on a construction site
• incorporating specific, industry relevant terms, rather than providing generalised information, to demonstrate their knowledge of control measures used to minimise soil erosion on a construction site.

Question 20 (b)

In better responses, students were able to:

• provide an explanation of the techniques that could be used to minimise the risk of harm to workers when manually handling materials, for example, using correct lifting techniques and assessing the load before beginning the manual handling
• construct a well-structured response with clear and relevant workplace examples, for example, pre-planning the task and using team lifting strategies.

Areas for students to improve include:

• articulating cause and effect thoughtfully as it relates to correct manual handling techniques
• demonstrating their understanding of the techniques that could be employed at a workplace to minimise harm to workers from manual handling
• incorporating specific, industry relevant terms, rather than providing generalised information, to demonstrate their knowledge of manual handling techniques and the harm these pose to workers.

Question 21

In better responses, students were able to:

• explain clearly a range of strategies that can be used to improve resource efficiency in the construction industry, for example, waste reduction, maintenance of tools and equipment and time management
• recognise a relevant resource, for example, building materials, time, skill, labour, tools and equipment
• recognise the benefits of efficient resource use and the value resulting from the minimisation of waste, time, money and space
• use relevant industry terminology and workplace examples, including waste management, recycling, reusing and Gantt charts.

Areas for students to improve include:

• providing relevant knowledge and understanding of a range of strategies to improve resource efficiency in the construction industry, rather than mentioning two strategies
• elaborating on examples, using industry terminology, to demonstrate a comprehensive explanation of a range of strategies to improve resource efficiency in the construction industry
• attending to the response structure to ensure a logical and cohesive explanation of resource efficiency.