Primary Industries 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
• 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
• ensure each extended response answer is completed in a separate writing booklet
• 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 and relate to industry examples
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical, cohesive and comprehensive 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:

• provide two pieces of suitable protective work clothing, for example, a long sleeve shirt and steel cap boots (a)
• outline the personal attributes required for a farm hand such as the ability to contribute to a team environment and their ability to work effectively in a team to complete a set task (b)
• address all components of the question which were explaining and describing the impact that the current or emerging technology has on the daily running of the workplace (c)
• provide a clear explanation of the technology and its impacts on daily work practices within the primary industries sector.

Areas for students to improve include:

• providing an outline of the personal attributes rather than stating a list (b)
• understanding the difference between personal attributes and personal skills, for example, qualifications and work experience could have been mentioned instead of working within a team environment or great communication skills (b)
• referring to relevant ‘daily work practices’ (c).

Question 17

In better responses, students were able to:

• provide an outline of the effects of the weather forecast on either a plant or animal, for example, plants can be blown over or pulled out of the ground (a)
• refer to the ‘immediate’ actions that a farmer could take, such as check sheds, move stock to higher ground away from the rising flood water, shed recently shorn animals, tie down loose equipment and move machinery under cover (b)
• provide a clear and concise response that links the weather forecast and farmers action/s (b) (c)
• provide a detailed long-term plan including mentioning actions for plants, animals, infrastructure and workers, for example, invest in shelter, sheds on higher ground, set up laneways for ease of moving stock, plant wind breaks to protect crops, develop an emergency plan and notify employees of the plan (c).

Areas for students to improve include:

• addressing the key areas of the question, in this case ‘immediate’ and ‘or’ option for animals or plants
• providing details of the benefits of the identified action rather than stating a list of actions (c)
• understanding what is meant by ‘long-term plan’.

Question 18

In better responses, students were able to:

• provide a clear layout showing their working, using all units correctly and adding groups A and B for the final answer (a)
• state the cleaning procedure giving a specific method, for example, triple rinse, soapy water, pressure wash (b)
• state an appropriate and specific chemical container disposal method, for example, ‘drumMUSTER’, deep burial, local council chemical depot (b)
• include information regarding the removal or disposal of leftover chemicals or some information on an appropriate location for washing chemical containers (b)
• provide three items of information recorded in a chemical inventory which would be most relevant to chemical storage and explain clearly why each of these items would be recorded, for example, the product name for easy identification, the manufacturers name, in case of a need for contact about the product, and the Material Safety Data Sheet (MSDS) for each chemical, especially if the chemical gets on the skin or is ingested (c).

Areas for students to improve include:

• using mathematical skills for converting units, for example, from millilitres (mL) to litres (L) (a)
• engaging with numeracy questions to check units of measurement and working is correct (a)
• keeping procedural questions brief and logical while using primary industries specific terminology in responses (b)
• engaging with the key term: ‘explain’, and addressing relevant concepts such as ‘chemical inventory’ (c).

Question 19

In better responses, students were able to:

• provide details of a list of consequences for non-compliance with environmental legislation such as organisations Environmental Protection Authority (EPA) and Local Land Services (LLS) who can issue fines and initiate other proceedings, with reference to relevant legislation such as The Protection of the Environment Operations Act, The Biosecurity Act and Associated Regulations (a)
• identify the consequences of non-compliance with environmental legislation such as fines, court proceedings and gaol (a)
• structure their response with clearly defined strategies that include reference to environmental impact, potential solutions and the positive impact of these strategies on the catchment (b)
• include relevant alternative ideas such as minimum tillage and the use of organic chemicals to reduce the environmental impacts (b)
• provide a response that addresses the ‘whole catchment’ and not just individual enterprises within the catchment (b).

Areas for students to improve include:

• providing detail for each of the consequences, including environmental impacts such as land degradation or increased soil salinity (a)
• using appropriate terminology for primary industries, for example, control measures, treatment measures
• providing strategies that can reduce environmental impact rather than identifying or outlining environmental impacts (b)
• using strategies that could be feasibly implemented to reduce the environmental impact on a farm or catchment.

In better responses, students were able to:

• provide a range of strategies that can be implemented in a primary industries workplace to reduce workplace accidents and injuries
• provide specific examples relevant to the strategies provided in their response, for example, the application of the hierarchy of control, the development and use of Safe Operating Procedures (SOP’s), training, induction and workplace meetings, such as Toolbox Talks
• link how and why the provided strategy would lead to the reduction in workplace accidents and injuries, for example, training or an induction in the safe use of chemicals, such as doing a chemical user’s course to make workers more aware of the hazards associated when using chemicals. This would include safe mixing procedures and what PPE to wear, resulting in a reduced risk of the worker coming into contact with the chemical (ingestion/absorption).

Areas for students to improve include:

• addressing the key term: ‘explain’ and tailoring their response accordingly and moving beyond an outline or description
• providing a broad range of strategies rather than many examples within the one strategy, for instance, some students provided several different examples of PPE as their strategies
• using specific and relevant primary industries examples to support their response
• paying attention to the question rubric.

Question 21

In better responses, students were able to:

• outline the purpose of Codes of Practice and relate it to the primary industries workplace, for example, it sets out the guidelines for employees and employers to follow to ensure an industry guided and safe workplace (a)
• demonstrate the importance of both reporting and recording separately, for example, to provide reporting requirements for the incidence of a disease and the use of chemicals, and reporting to the supervisor or industry bodies on the treatment, notification of outbreak or control measures to be carried out (b)
• distinguish between the techniques and methods used for the handling of livestock and provide relevant examples related to animal handling (c)
• describe the reasons for the techniques and methods used to handle livestock, for example, techniques such as low stress handling, mustering and movement of animals in yards and methods including quiet, calm, minimal noise and slow movements (some referring to Temple Grandin)
  • yard designs (rounded and boarded)
  • use of motorbikes, dogs, horses, helicopters, specialist vehicles and personnel
  • using fence lines and laneways
  • understanding of flight and fight zones, point of shoulder (including diagrams of where handlers stand) (c).

Areas for students to improve include:

• understanding the role of the Code of Practice within a primary industries workplace, beyond the basic safety of workers or livestock (a)
• detailing reasons for a number of different techniques and different methods that can be used to handle livestock, for example:
  • technique - low stress handling methods - how this is used in the yards and mustering of livestock
  • technique - equipment such as calf cradle / lamb cradle or crush methods - how this equipment is used to handle stock to be safer for restraining animals and easier to carry out husbandry activities (c).

Question 22

In better responses, students were able to:

• outline the purpose of Codes of Practice and relate it to the primary industries workplace, for example, it sets out the guidelines for employees and employers to follow to ensure an industry guided and safe workplace (a)
• demonstrate the importance of both reporting and recording separately, for example, provide reporting requirements for the incidence of a disease and the use of chemicals, and reporting to the supervisor or industry bodies on the treatment, notification of outbreak or control measures to be carried out (b)
• describe reasons, using relevant examples, for controlling pests and treat/control diseases and disorders, for example, outlining a simple Integrated Pest Management (IPM) program covering chemical, biological and mechanical measures for a pest (c).

Areas for students to improve include:

• understanding the role of the Code of Practice within a primary industries workplace, beyond the basic safety of workers (a)
• addressing the importance of both recording and reporting separately in relation to primary industry workplaces, for example, recording details regarding the use of a chemical to treat a specific plant disease and reporting to neighbours and relevant authorities if the disease is of a significant concern (b)
• distinguishing between a pest, disease and a disorder of plants with a control and/or treatment for each, for example, pest – aphids: using a biological control, disease – leaf curl virus, disease powdery mildew integrated pest management (IPM), disorder – nitrogen deficiency disorder, rectified by adding urea (c)
• discussing the treatment and control measures for all three areas, for example, a detailed IPM Program that incorporate pests, diseases and disorders (c).