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5. 2011 HSC Notes from the Marking Centre — Construction

2011 HSC Notes from the Marking Centre – Construction

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 Construction. It contains comments on candidate responses to the 2011 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 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Construction.

Teachers and candidates are reminded that – if candidates are undertaking the 240 hour VET Industry Curriculum Framework in Construction and they want to undertake the HSC examination in Construction – 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 consider that examiners may ask questions which require candidates to respond by integrating their knowledge, understanding and skills developed through studying the course and those gained through work experience.

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 far beyond the indicated space 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 may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

1. In better responses, candidates provided examples of one or more relevant communication methods found on a construction site and demonstrated why these were important.
   
   In weaker responses, a number of candidates simply provided an example of a communication method.
   
   
2. In better responses, candidates identified a form of written communication and explained how this would be used in the construction industry.
   
   In weaker responses candidates identified signage and symbols as written forms of communication without explaining how these would be used.
   
   
3. In better responses, candidates provided methods of communication and a range of examples that are used effectively on a construction site.
   
   In weaker responses, candidates generally outlined one form of communication but did not place it in a context that showed how it was effective.

Question 17

1. In better responses, candidates demonstrated their understanding of the power saw by listing two adjustments to the sole plate.
   
   In weaker responses, candidates identified one adjustment.
   
   
2. In better responses, candidates provided the features required when replacing the blade and used correct terminology.
   
   In weaker responses, candidates failed to identify correct or appropriate features for a replacement blade.
   
   
3. In better responses, candidates demonstrated an understanding of maintenance checks, using correct terminology.
   
   In weaker responses, candidates listed maintenance checks but did not provide a reason for these checks.

Question 18

1. In better responses, candidates extracted correct information from the drawing and calculated the area of the dining and living rooms accurately. These candidates set out the calculation in a logical sequence.
   
   In weaker responses, candidates extracted incorrect information from the drawing and failed to apply the correct formulae.
   
   
2. In better responses, candidates demonstrated a logical sequence of problem solving, which included showing the working out. Candidates extracted the correct information from the drawing, applied the correct formulae to all components and completed the calculation accurately.
   
   In weaker responses, candidates extracted incorrect information from the drawing and/or did not apply the correct formulae.

Question 19

1. In better responses, candidates outlined the purpose and sequential structure of the hierarchy of risk control.
   
   In weaker responses, candidates failed to outline that this process is a sequence used to eliminate or minimise the hazard.
   
   
2. In better responses, candidates outlined a range of relevant strategies that could be used to report on employee performance. This question was well answered by the majority of students.
   
   
3. In better responses, candidates explained factors that create conflict on a site. They demonstrated a good knowledge – and elaborated on – the issues or reasons why conflicts occur and provided a strong link – through the use of examples – to demonstrate their understanding.
   
   In weaker responses, candidates did not explain how conflicts might occur.

Section III

Question 20

In better responses, candidates displayed a good understanding of the purpose of a Safe Work Method Statement (SWMS). They also demonstrated an understanding of correct manual-handling techniques, appropriate personal protective equipment (PPE), the need to organise the work to be carried out on site, safety aspects of materials storage and environmental issues. These candidates understood the concept of contour lines and provided a thorough appraisal and description of how to manage pedestrians and road traffic during the initial delivery. They linked these issues to appropriate manual-handling practices for this site. They provided a clear reference to the site plan, analysed the volume of materials to be moved and devised the time schedule, taking into consideration a range of issues.

In weaker responses, candidates failed to respond to the key word ‘describe’. They instead listed the issues a site supervisor could consider. These candidates also displayed a limited understanding of the range of equipment available to move the materials on this worksite.

Section IV

Question 21

1. Candidates generally responded well to this question. In better responses, candidates clearly indicated the features and actions that are required for mandatory and prohibition signage.
   
   In weaker responses, candidates tended to describe the general use of signage with vague reference to the nominated categories of signs.
   
   
2. Many candidates outlined a variety of management techniques used to monitor the level of risk, but failed to consider the ongoing aspect of this monitoring. In better responses, candidates described processes that provided ongoing risk management.
   
   In weaker responses, candidates generally named or outlined an action that could be performed, often by the workers.
   
   
3. Most candidates who attempted this question listed some points that may be used in a site induction. Better responses provided a comprehensive range of information and reasons for their inclusion.