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2012 HSC Notes from the Marking Centre – Construction

Contents

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 2012 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 2012 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.

General comments

Teachers and candidates should consider that examiners may ask questions that 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

  1. In better responses, candidates described clearly the benefits of using saw stools while cutting timber. In weaker responses, candidates demonstrated a limited understanding of the use of saw stools.
  1. In better responses, candidates accurately named and provided the correct function of each piece of equipment. In weaker responses, candidates named one piece of equipment or one function correctly.
  1. In better responses, candidates provided a range of safety and maintenance checks, including equipment tagging. In mid-range responses, candidates demonstrated knowledge of safety or maintenance and tended to focus on one area only. In weaker responses, the candidates mentioned the elementary aspects of personal safety.

Question 17

  1. In better responses, candidates had a broad understanding of the type of information required to maintain proper records of meetings. In weaker responses, candidates tended to focus on what would be discussed at meetings.
  1. In better responses, candidates gave a method that clearly showed that information could knowingly be communicated to all workers. In weaker responses, candidates were not clear in the method they recommended.

Question 18

  1. In better responses, candidates interpreted the work schedule to find the error.
  1. Most candidates had some understanding of a work schedule. In better responses, candidates explained the broad range of benefits it offers both in planning and action. In weaker responses, candidates considered only when workers need to be on site.

Question 19

  1. In better responses, candidates provided a range of features required to order nails. In weaker responses, the candidates generally limited their answers to the head type and/or length.
  1. In better responses, candidates provided a detailed response including the safety of the operator and the situation nearby. In weaker responses, candidates provided general terms and concepts.
  1. In better responses, candidates clearly outlined two types of nail guns and provided a detailed description of their use. In weaker responses, candidates gave one type or a use of a nail gun.
  1. In better responses candidates clearly indicated two or more benefits of using nail guns. In weaker responses, candidates indicated only one benefit.

Section III

Question 20

  1. In better responses, candidates extracted the  information from the table to correctly calculate the volume of concrete needed using the correct units.
  1. In better responses, candidates correctly interpreted the information from the drawing, demonstrated a logical sequence of calculations and produced an answer with the correct units. In many weaker responses, candidates performed some of the calculations correctly.
  1. In better responses, candidates outlined suitable methods of fixing the battens and decking timber and justified the reason for their choice. In weaker responses, candidates outlined a method of fixing the battens or the decking without providing any reasons for their selection.

Section IV

Question 21

In better responses, candidates established strong links between the Work Health and Safety Act and the practices demonstrated by responsible employers and employees. These candidates also provided a broad range of industry specific examples using precise terminology and detailed justification of why these examples represented responsible duty of care.

In weaker responses, candidates listed examples of duty of care and who is responsible. These candidates also displayed a limited understanding of why there is a duty of care on a construction site.

Most candidates were able to make reference to both the employers’ and employees’ responsibility regarding duty of care on a construction site.

Question 22

  1. In better responses, candidates clearly explained how the site would be prepared. In weaker responses, candidates tended to outline only some of the considerations in preparing the site for construction to commence. In many weaker responses, candidates only considered fencing the site and using unnamed signage.
  1. In better responses, candidates considered the steps involved for the redevelopment and gave reasons for the steps. In weaker responses, candidates tended to only list or describe steps in producing the slabs. Little or no justification was given in these responses. The use of terminology and the setting out of a site were poorly addressed by many candidates.
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