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Workplace Communication
Major Project
Marking the management folio
This unit of work addresses aspects of the following syllabus outcomes:
A student:
H3.1 skilled in sketching, producing and interpreting drawings
H3.2 selects and applies appropriate research and problem-solving skills
H3.3 applies design principles effectively through the production of projects
H5.1 selects and uses communication and information processing skills
H5.2 selects and applies appropriate documentation techniques to project management.
Extract from Industrial Technology Stage 6 Syllabus © Board of Studies NSW 1999.
Introduction
The major project is the principle means of examining the outcomes of the HSC Industrial Technology course, including the content of the candidate’s identified focus area.
The major project comprises the Folio and the Project.
It is marked by the Board of Studies in
term three of Year 12 for those students presenting for the HSC using the
examination criteria provided in the Industrial technology syllabus 
(page 47).
The Process
Experienced markers are sent to all marking centres that have Industrial Technology candidates. At least two markers assess each major project separately. Specialist markers are sent to centres to mark each of the focus areas that are presented at any one centre.
Markers will be allocated adequate time to enable them to fully assess each project.
The major project has a mark value of 60 and this is broken down as follows:
- 20 marks for Design and Management/Workplace Communication
- 40 marks for Production of the major project.
Both the folio and the project are marked in conjunction with each other, to arrive at the final mark.
Marking guidelines, based on the examination criteria, are used by markers to ensure that all components of the criteria are marked for each candidate.
Marks for the major project are then returned to the Board for compilation with the written paper mark to determine a final mark for each student.
Major Project - Folio (20 marks)
The following table combines the assessment criteria, and marking guidelines from the Board’s syllabus with some brief explanations that should give students an indication of what is expected by the markers to gain marks.
Download a copy of the HSC Industrial
Technology Major Project Marking Guidelines
Marking criteria for Design and Management/ Workplace Communication
Design and Management
Statement of intent
Research
Development of ideas
Selection and justification of components, processes and other resources
Timeline plan
Finance plan
Use of appropriate industrial processes and equipment
Evidence of safe working practices and OHS issues
Workplace Communication
Evidence of ongoing evaluation
Appropriateness of design &/ or design modification
Students evaluation
Evidence of a range of communication techniques
Evidence of a range of computer applications
Design and Management
| Guideline | Explanation |
|---|---|
| Clarifies the intent of the major project by explaining clearly what is to be achieved and why. | The statement of intent should be a clear explanation of what is to be constructed as the major project. The explanation should name what is to be made and the reasons why it is to be made. |
| Guideline | Explanation |
|---|---|
| Describes a wide range of research conducted, which is relevant to the intent of the major project. | There should be a large range of research directly related to the construction of the major project. Research can be in the form of: internet, similar projects / ideas, books, brochures, etc. Literature that has no direct reference to the major project does not gain the student any marks. Where appropriate students need to research each different part of their project. |
| Guideline | Explanation |
|---|---|
| Analyses and evaluates the development and modification of the major project design ideas. | Student's ideas need to be put down on paper. In many projects the development of ideas is very disjointed and does not flow in a logical sequence. Markers look to see there is an appropriate sequence of ideas relevant to the project. These ideas should explain how the major project is to be thought out and constructed. |
Selection and justification of components, processes, and other resources
| Guideline | Explanation |
|---|---|
| Describes and justifies the selection of appropriate materials, components, processes, including industrial processes and equipment, and other resources in the development of the major project. | Where appropriate, for each different part of the project the student needs to look at the options available and justify why they have chosen to make their project the way they have, e.g. joints, type of material, size of material, finishes. |
Timeline plan - projected order of production and estimate of time allocation
| Guideline | Explanation |
|---|---|
| Formulates a comprehensive and appropriate timeline. | A plan of what is to be finished by a certain date should be completed before the major project is commenced. This plan will generally show expected progress an a weekly, monthly and term basis. Another column in the table should be used to record the actual date when work is completed. This column is therefore completed progressively. Students should detail reasons for differences between expected date and actual dates for completing work. |
Finance plan - projected cost of materials and services (if applicable)
| Guideline | Explanation |
|---|---|
| Formulates a comprehensive and appropriate finance plan. | Markers look for evidence of preplanning the costing of projects. Students should investigate costs before they start the major project to see if they can afford it. They should also list the individual item costs in a table or similar format. As the components are purchased their accumulating cost should be compared to the original projected cost. The date the components are purchased should also be included. |
Use of appropriate industrial processes and equipment
| Guideline | Explanation |
|---|---|
| Describes and justifies the selection of appropriate materials, components, processes, including industrial processes and equipment, and other resources in the development of the major project. | There is generally more than one way for students to produce different parts of their project. Have the most appropriate industrial processes and equipment been used by the student? Written documentation should reinforce the reasoning for the industrial processes and equipment used. |
Evidence of safe working practices and OHS issues
| Guideline | Explanation |
|---|---|
| Demonstrates the use of a wide range of appropriate safe working practices through photographic or written evidence. | Photographic evidence should highlight safe working practices such as eye, hearing and breathing protection when working on their major project. Photographic evidence showing unsafe practices should not be included. Written evidence should also be included on any aspect relevant to their major project, i.e. machines or tools used. |
Workplace Communication
Documentation of the major project from conception to completion including:
Evidence of ongoing evaluation
| Guideline | Explanation |
|---|---|
| Provides ongoing evaluation,in relation to the statement of intent, throughout the development and production of the major project. | The major project should be evaluated and recorded continually during its construction. The evaluation should highlight both the good points and the bad points. Markers do not penalise students for recording negative comments about what they have constructed but students should explain how they could have avoided or fixed problems. |
Appropriateness of design &/ or design modification
| Guideline | Explanation |
|---|---|
| Assesses the relationship between the design, modifications (if applicable), materials, components, and processes used in the development of the major project. | Markers assess whether the design is appropriate for the project from the written documentation and the project itself. Does the project do what the statement of intent says it will do? Very few projects are made without modifications. It is logical to assume modifications will be continually made during the manufacture of the major project. These modifications need to be documented with valid reasons as to why changes have been made. |
Students evaluation of the major project and its relationship to the statement of intent
| Guideline | Explanation |
|---|---|
| Provides critical evaluation,in relation to the statement of intent, throughout the development and production of the major project. | Students should evaluate the finished major project against the statement of intent. The evaluation should note any differences and provide and explanation for them. The evaluation should note any part or parts of the construction process that could be improved or done differently. Markers do not penalise students for negative comments. |
Evidence of a range of communication techniques
| Guideline | Explanation |
|---|---|
| Demonstrates a wide range of communication techniques, including computing applications appropriate to the development of the major project. | Students should show as many different communication techniques as possible during the construction of their major project. This could include internet research, photos, word processing, spreadsheet, CAD drawing, freehand pencil drawing, use of computer where appropriate (screen display), video set up to demonstrate project, display board. |
Evidence of a range of computer applications, eg word processing, spreadsheets, CAD, multimedia
| Guideline | Explanation |
|---|---|
| Demonstrates a wide range of communication techniques, including computing applications appropriate to the development of the major project. | Students should show as many computer applications as possible appropriate to their major project. Students should have evidence of word processing, use of graphics, spreadsheets and CAD drawings as they relate to their project. |
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