Primary Industries 2023 HSC exam pack

Students should:

• carefully read the question and answer all components of the question
• 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
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of HSC content from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• 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:

• describe the purpose of equal employment opportunity (EEO) legislation. For example, it protects people from discrimination on the basis of their individual attributes in certain areas of public life, and provides redress for people who have been discriminated against (a)
• explain the importance of all attributes listed in the question, that is, communication skills, work ethic and experience, from an employer’s point of view, supported with examples. For example, communication skills are essential for employees in primary industries as an employer would need to ensure that their employees can understand written work instructions and procedures and also ask relevant questions to aid in completion of work tasks (b).

Areas for students to improve include:

• developing a stronger understanding of the purpose of legislation relevant to EEO (a)
• being familiar with the key word used in the question to scaffold an appropriate response. For example, providing an explanation rather than just a description (b)
• writing from the perspective of the employer when formulating the response (b)
• using appropriate examples to support the response (b).

Question 17 

In better responses, students were able to:  

• identify TWO impacts of a severe weather event on the farm. For example, flooding, damage due to high winds (a)
• describe preventative actions to reduce the impact of a severe weather event. For example, moving livestock either off site and/or to higher ground to prevent drowning (b)
• demonstrate understanding of more than one long-term strategy and how these minimises the impact of a severe weather event. For example, planting a row of trees as a wind break will reduce the damage caused by high winds to crops and livestock (c). 

Areas for students to improve include:

• understanding the difference between a severe weather event and an impact (a)
• using the stimulus provided when responding to the question
• recognising that an action is the process to achieve an objective (b)
• providing appropriate depth and style of response relative to the key word used in the question (c)
• addressing the requirements of the question and providing the appropriate number of examples relative to the question, that is, providing at least one example if a question includes the use of plurals, such as ‘actions’ (b) and ‘strategies’ (c).

Question 18

In better responses, students were able to:

• outline the prevailing weather conditions at Cooma (drop in temperature, windier conditions) and Tamworth (calm, clear skies) (a)
• explain how/why temperature AND humidity affected plants or animals. For example, high temperatures increase rates of transpiration in plants, causing wilting and lowering of photosynthetic rate. High humidity creates a favourable environment for many plant diseases, such as downy mildew which can significantly impact on plant production and product quality (b)
• explain how forecasting techniques could benefit primary industries workers. For example, if the Bureau of Meteorology forecast showed there were very hot conditions in the coming week, work tasks could be rescheduled to start earlier in the day so the risk of heat stress on workers could be reduced (c).

Areas for students to improve include:

• outlining the prevailing weather conditions rather than naming the weather system/symbol (a)
• showing the link as to how/why temperature AND humidity affects a plant or animal (b)
• explaining how forecasting techniques can benefit primary industry workers. For example, interpreting and tracking up to date weather and climate information online to assist with task scheduling and to effectively manage human resources (c)
• using examples to support the response (b,c).

Question 19

In better responses, students were able to:  

• identify the consequence of a workplace injury such as physical, social, mental, psychological. For example, a trip hazard could cause someone to use their hand(s) to break their fall. This could result in a broken wrist(s) (a)
• distinguish with relevant examples between a manageable first aid and an emergency first aid situation, including the level of care/response required. For example, someone grazing their leg on a log causing light bleeding is a manageable first aid situation using a first aid kit. Someone having their arm crushed while using heavy machinery causing excessive blood loss and unconsciousness would be an example of an emergency situation. This would require an ambulance to be called to effectively assist the injured person (b)
• apply the complete hierarchy of control in the correct order. For example, (1) eliminate the risk, (2) minimise the risk (substitution, modification, isolation and engineering control), (3) other controls (administrative, safe work practices and personal protective equipment (PPE) (c)
• provide a detailed explanation supporting the example for each control option within the hierarchy (c). 

Areas for students to improve include:  

• providing direct consequence of an injury in the workplace (a)
• expanding the response to include the treatment required in relation to both the manageable first aid and emergency first aid situation, to support the response and the style of injury chosen in the example (b)
• addressing the hierarchy of control as required with adequate examples (c). 

In better responses, students were able to:

• provide arguments for risk minimisation procedures relating to transport, storage, and handling of chemicals
• justify how the procedure minimised identified risks
• support the response with relevant examples. For example, referral to and use of the safety data sheet (SDS) for transporting, handling and storage of the chemicals, creation and implementation of a risk assessment for handling, transporting and storage of the chemicals and erecting and adhering to relevant work, health and safety signage displayed within the chemical storage area  
• address risks to an individual, the natural environment, equipment, and the workplace
• use appropriate primary industries terminology and workplace examples.

Areas for students to improve include:

• using correct personal protective equipment (PPE) examples
• showing how the procedure minimises the risk. For example, by using rubber gloves when mixing chemicals, the risk of the chemical coming into contact with the skin and being absorbed is reduced, leading to less chance of poisoning or skin irritation
• giving consequences and outcomes if the given procedure was not followed
• formatting the response into clear subheadings/sections which address all three areas of transport, storage and handling of chemicals
• using the key words in the question to scaffold an appropriate response. For example, providing a justification rather than just describing.

Question 21

In better responses, students were able to:

• recognise that minimising harm to animals and reduced injuries to workers are examples of TWO benefits of safe work practices (a)
• demonstrate understanding of the importance of both calibration and correct application of livestock pest or disease treatments, referring to a particular piece of equipment (b)
• demonstrate understanding of the difference between the practice of ‘calibration’ and ‘application’ in relation to livestock treatments (b)
• explain the impacts of incorrect calibration or application. For example, increased risk of resistance developing in pest populations due to incorrect/under dosage (b)
• link the importance of early parasite recognition to effective treatment and control, and the minimisation of impacts on production (c)
• provide a range of measures/strategies a primary producer might use to monitor and recognise specific parasites. For example, worm typing, use of eye colour charts to detect anaemia (c)
• discuss several strategies to determine infestation levels within livestock enterprises, for example, faecal worm egg counts and visual assessment of livestock (c)
• provide the appropriate number of specific examples relative to the question. In other words, look for any ‘plurals’ used, in this case the ‘s’ on treatments (b) and examples in (c).

Areas for students to improve include:

• recognising that improved productivity is a benefit of safe work practices (a)
• focusing on the word ‘and’ within the question to ensure the response is written in its entirety (b,c)
• making it clear why calibration and application are important (b)
• showing why parasite recognition and the level of infestation are important in treatment/control of pests (c)
• providing more than one livestock industry specific example of parasites to support the response (c)
• providing greater assessment of the level of infestation of parasites (c).

Question 22

In better responses, students were able to:

• recognise that minimising impact to non-target species and reduced injuries to workers are examples of benefits of safe work practices (a)
• demonstrate understanding of the importance of both calibration and correct application of chemical treatments (b)
• clearly distinguish between the terms/practice of calibration and application in terms of chemical treatments (b)
• explain the impacts of incorrect calibration or application, for example, increased risk of resistance developing in pest populations due to incorrect/under dosage (b)
• link the importance of early pest recognition to effective treatment and control and minimisation of impact on production (c)
• provided a range of measures/strategies a primary producer might use to monitor and recognise specific pests, for example, visual inspection of leaves and roots, laboratory tests and the use of diagnostic tools such as microscopes or culture tests. (c)
• discuss several strategies to determine infestation levels within plant enterprises (c)
• provide the appropriate number of specific examples relative to the question. In other words, look for any ‘plurals’ used, in this case the ‘s’ on treatments (b) and examples in (c).

Areas for students to improve include:

• recognising/stating that improved productivity is a benefit of safe work practices (a)
• focusing on the word and within the question to ensure the response is written in its entirety (b,c)
• showing why calibration and application are important (b)
• showing why pest recognition and the level of infestation are important in effective treatment/control (c)
• providing more than one plant industry specific example to support the response (c)
• providing greater assessment of the level of infestation of pests (c).