Primary Industries 2025 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 is completed in a separate writing booklet
• demonstrate knowledge and understanding of HSC Primary Industries 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 providing 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 examples of pre-operational checks, for example, check for leaks in hoses (a)
• complete accurate calculations and provide whole number answers (bi,bii)
• sequence the correct steps in sustainable clean up after chemical application, including cleaning, disposal of drums, equipment and PPE cleaning and storage, storage of unused chemical and completion of chemical records (c).

Areas for students to improve include:

• understanding the difference between pre-operational checks and safe operating procedures (a)
• showing all calculations in their response (b)
• expanding on details of identified clean-up procedures and addressing all aspects of a thorough clean-up process (c).

Question 17 

In better responses, students were able to:  

• accurately identify a hazard and an associated risk depicted in the situation. For example, the person sitting on the back of the tractor, could fall off and be run over (a)
• propose a coherent series of risk management strategies that logically progress as an effective process, linking the strategies to the risk identified in (Q17a). Risk management strategies could include, but are not limited to, eliminating the risk, by immediately stopping the tractor and asking the person to get off. This should be followed by additional training for the employee to ensure they understand the risks associated with heavy machinery. Signage could be installed on the tractor to further warn people not to ride on machinery in non-designated seats (b).

Areas for students to improve include: 

• ensuring they understand the difference between hazards and associated risks (a)
• providing a range of sequential management strategies to thoroughly address the question (b).

Question 18

In better responses, students were able to:

• correctly explain two specific examples of actions needed within a primary industries enterprise to address the effects of specific climate conditions. For example, ‘in high humidity climatic regions such as the North Coast, there is increased risk of damage to crops by fungal disease. To combat this, farmers need to grow resistant varieties or be prepared to increase fungicide applications.’

Areas for students to improve include:

• identifying the climatic conditions specifically
• understanding the differences between climate, climate change and sustainability, and between climate and weather conditions
• explaining in detail when presenting how to manage the impact, ensuring the focus is directly on climate
• providing feasible, climate-specific solutions rather than addressing weather, climate change, or sustainability topics in broad ways.

Question 19

In better responses, students were able to:  

• identify and outline clearly a factor that could affect the allocation of tasks by a manager. For example, the experience of the employee (a)
• justify methods of communication that a manager could use when communicating with an employee in the primary industries workplace clearly, concisely and thoroughly. For example, identify the specific communication methods (direct verbal instruction, toolbox meetings, phone call, video conference, text message, email) and justify the benefits for each (b).

Areas for students to improve include:  

• identifying a factor and how it affects a manager’s allocation of tasks (a)
• providing specific communication methods and including a thorough justification of the use of them for communicating with an employee within the primary industries workplace (b).

Question 20

In better responses, students were able to:

• identify a weather event that can impact a primary industries workplace, for example, flood, high wind or severe temperatures
• relate the implications of the weather event to the workplace and explain the cause and effect, for example, identify existing tasks that cannot be completed as a result of the weather event and the resulting outcomes, such as, plough paddocks during or after heavy rain due to machinery damage, spray chemicals in high winds due to risk of spray drift damaging neighbouring paddocks
• explain in detail additional tasks that need to be completed due to the weather event, for example, moving livestock to higher ground, repairing damaged fencing, rescheduling farm tasks for alternative times.

Areas for students to improve include:

• identifying a relevant weather event, for example, rain, temperature extremes or high wind
• explaining the impact of the weather event, including how existing tasks are affected, and ensuring these are explicitly linked.
• explaining implications and tasks clearly related to the identified weather event, including cause and effect
• including multiple tasks and implications associated with the weather event.

Question 21 (a) (i) – Livestock Health and Welfare

In better responses, students were able to:  

• identify clearly the signs/symptoms that indicate an animal is affected by a pest, disease or disorder. For example, changes in behaviour, physical appearance or productivity.

Areas for students to improve include:  

• identifying specific signs or symptoms of a pest, disease or disorder affecting the animal. For example, naming something observable, such as loss of appetite.

Question 21 (a) (ii) 

In better responses, students were able to:  

• demonstrate a thorough understanding and broad range of key considerations that a producer would need to address before implementing a control program. For example, a comprehensive list of relevant factors to consider prior to implementing a control program for a particular enterprise may include economic thresholds, withholding periods, biosecurity measures, sustainability and animal welfare.

Areas for students to improve include:

• connecting control program considerations to a specific pest, disease, or disorder to enhance relevance and effectiveness
• offering detailed explanations about the importance of key considerations, moving beyond simply listing these considerations as a series of questions
• using examples of control program components to support thoughtful and practical implementation.

Question 21 (b) 

In better responses, students were able to:  

• identify an animal pest, disease or disorder. For example, foot-and-mouth disease, cattle ticks, rabies
• present a thorough appraisal of a range of strategies available to manage the identified animal pest, disease or disorder. For example, biosecurity measures, integrated pest management (IPM), biological controls.

Areas for students to improve include:  

• focusing on one identified animal pest, disease or disorder that has an impact on Australian primary industries enterprises, for example, liver fluke, blowfly strike, worms, mastitis, grass tetany, pulpy kidney
• stating clearly the effectiveness of using the strategies as part of management control programs. 

Question 22 (a) (i) – Plant Pests, Diseases and Disorders

In better responses, students were able to:  

• identify clearly signs/symptoms that indicate a plant is affected by a pest, disease or disorder. For example, leaf discolouration, structural damage, rotting.

Areas for students to improve include:  

• identifying specific signs or symptoms of a pest, disease or disorder affecting the plant.

Question 22 (a) (ii) 

In better responses, students were able to:  

• demonstrate a thorough understanding of a broad range of key considerations that a producer would need to address before implementing a control program. For example, a comprehensive list of relevant factors to consider before implementing a control program for a particular enterprise may include economic thresholds, withholding periods, biosecurity measures, and sustainability.

Areas for students to improve include:

• connecting control program considerations to a specific pest, disease, or disorder to enhance relevance and effectiveness
• offering detailed explanations about the importance of key considerations, moving beyond simply listing these considerations as a series of questions
• using examples of control program components to support thoughtful and practical implementation.

Question 22 (b) 

In better responses, students were able to:  

• identify a plant pest, disease or disorder
• present a thorough appraisal of a range of strategies available to manage the identified plant pest, disease or disorder.

Areas for students to improve include:  

• focusing on one identified plant pest, disease or disorder that has an impact on Australian primary industries enterprises, for example, powdery mildew, coddling moth, nutrient deficiencies
• stating clearly the effectiveness of using the strategies as part of management control programs.

Question 23

In better responses, students were able to:

• determine appropriate actions for the situation depicted in the diagram, including addressing the damaged powerlines, flowing chemical from the truck, the broken bridge, possible injury to the driver and what is the immediate response to these.
• justify these appropriate actions logically to address the immediate concerns
• demonstrate the ability to prioritise actions effectively and give reasons for the actions, for example, ‘the appropriate emergency services and/or electricity supplier should be called to shut off the power to the site. This reduces the risk of electrocution to people and/or the sparks igniting the chemical leak’
• use relevant industry terminology accurately and reference appropriate emergency and environmental services, such as HAZMAT and the EPA.

Areas for students to improve include:

• strengthening links between justifications and specific required actions to demonstrate a deeper and more detailed understanding
• including specific and realistic examples of emergency and environmental service responses.