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5. 2010 HSC Notes from the Marking Centre — Primary Industries

2010 HSC Notes from the Marking Centre — Primary Industries

Contents

• Introduction
• Section II
• Section III
• Section IV

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Primary Industries. It contains comments on candidate responses to the 2010 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Primary Industries.

Teachers and candidates are reminded that if candidates are undertaking the 240-hour VET Industry Curriculum Framework in Primary Industries and they want to undertake the HSC examination in Primary Industries, they need to be entered separately for the examination through Schools Online (Administration) by the due date that is published in the Higher School Certificate Events Timetable.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs which are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

1. In better responses, candidates correctly identified the two nozzles, and also provided two correct reasons to explain why the nozzle was not operating correctly. In the poorer responses, candidates did not provide suitable reasons.
2. Many candidates substituted into the formula; however, they calculated the total output incorrectly. They often failed to account for total number of nozzles (10) on the boom spray. Many candidates failed to convert mL to L correctly, resulting in an incorrect calculation of the volume of water required.

Question 17

1. In better responses, candidates calculated the weed density of two or three paddocks correctly.
2. In better responses, candidates identified which of the three paddocks required treatment.
3. In better responses, candidates listed four different factors. In weaker responses, candidates only listed two or three different factors and some failed to use correct industry terminology. Some of these candidates used the same concept written in different ways.
4. In better responses, candidates discussed three appropriate methods of weed control used in an integrated weed management program and gave advantages and disadvantages of each control method. In the weakest responses, candidates only listed some control methods or described one or two appropriate methods.

Question 18

1. In the majority of responses, candidates correctly identified DRABCD and described some of the processes needed to assess the situation and apply appropriate first aid. In stronger responses, candidates clearly justified a number of actions taken to assess the emergency situation and gave reasons for applying the appropriate first aid procedures. In mid-range responses, candidates described the processes with elementary justification. In weaker responses, candidates only listed DRABCD.
2. In better responses, candidates provided three control measures to reduce the risk of a similar accident. In weaker responses, candidates only gave one or two examples of control measures.

Question 19

In better responses, candidates identified at least four appropriate items for fencing, the correct legislation and two identifiable hazards. These candidates also demonstrated detailed and thorough work plans from preparation through to completion.

In mid-range responses, candidates generally answered the short response questions effectively, stating correctly the items required for fencing and the correct legislation. However they struggled to identify hazards. Work plans contained limited detail of the preparation through to completion.

In weaker responses, candidates listed one or two items required for fencing, stated incomplete legislation, and injuries or risks were identified rather than hazards. Work plans contained a brief list of the process.

Section III

Question 20

In stronger responses, candidates clearly stated the impact(s) of the chosen natural disaster with respect to safety and the environment. These candidates then provided detailed evaluations of a range of strategies to reduce these impacts.

In weaker responses, candidates only listed strategies for the reduction of the impact of the natural disaster, often failing to clearly state the impact and focusing solely on safety or the environment.

Section IV

Question 21

1. In stronger responses, candidates named the enterprise (eg mixed farming, dairy and horticulture) and listed key attributes such as honesty, hard-working, teamwork.

   In weaker responses, candidates did not list attributes, instead tending to list skills such as cattle handling, shearing.

2. In stronger responses, candidates explained why a range of attributes relating to the enterprise is important.

   In weaker responses, candidates who listed skills in part (a) were able to list the importance of these skills.

3. In stronger responses, most candidates evaluated a range of communication strategies and related it to an orientation program. They clearly evaluated these strategies, such as PowerPoint and linked it to the orientation program.

   In weaker responses, candidates only listed communication strategies and generally did not link them to an orientation program. Some candidates also confused an orientation program with a job interview or applying for a job.

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