MINISTRY OF EDUCATION

FIJI YEAR 10 EXAMINATION

2019

BASIC GRAPHIC TECHNOLOGY

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2019.

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MINISTRY OF EDUCATION

FIJI YEAR 10 EXAMINATION – 2019

EXAMINER’S REPORT

BASIC GRAPHIC TECHNOLOGY

A.1. INTRODUCTION

The format of this year’s examination paper was the same as last year. It is noted
that teachers are not putting equal importance on theoretical knowledge
like definitions, naming, scales, spelling and grammatical errors, sketching
techniques, and rules associated with all strands in the Basic Graphics
Technology syllabus because these are areas where students are penalized
or lose marks in the national examinations.

The Basic Technology and Basic Graphics Technology examination papers were
very much similar except in three topics. In Basic Graphics Technology, Surveying
is covered instead of Joints and Processes, Graphic Hand Tools instead of
Woodwork and Metalworking Tools and Visual and Graphics Communications are
covered in addition to Design and Enterprising.

The nature in which students attempted the examination paper this year is
an indication that teachers have not fully utilized the standard marking
criteria in their classroom lessons and activities. In some cases where the
marking criteria are given in the internal examination papers, it was not
utilized by teachers for marking students’ solutions. The same sentiments
are continually emphasized year in and year out. Therefore this boils down
to the attitude of teachers and the type of strategies that they are using in
the classroom which must be objective and reflective. In addition to this, the
monitoring system by the Administrators needs to be strengthened if we are
to see real improvement in the future. Teachers must ensure that they
utilize the marking criteria which is taken from the TD standard marking
criteria for all class work sheets, tests and examinations so that students
are well versed on what skill they will be assessed in each question, the
standards of marking are consistent and maintained, students are able to
identify their weaknesses and learn from their mistakes and teachers can
use this as the platform for planning their students’ remedial and revision
work throughout the course of the year.
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Given below are a few strategies for improving the teaching and learning of
students in the classroom:
Teachers are advised to teach the basic concepts well in class, ensure that
students jot down important points during class, all students to have an
exercise book to keep their notes, test students’ theoretical knowledge and also
to uplift the standard of drawing. It is advisable that teachers use the students’
exercise book organization guidelines on page 33 of the IA Guidelines Manual in
which students need to set targets, introduction to the subject content per term,
developing their Word list or Glossary of terms, keeping records of all class
activities, exercise booking marking and homework. Patience and
perseverance is the key to success.
Candidates are requested to read the questions thoroughly before answering
and teachers must encourage them to attempt all questions.

Teachers need to see that all topics are covered and students are encouraged to
attempt all questions. Teachers need to emphasize the meaning of the verbs
and technical terms used in the questions and allocate the appropriate marks
for the different skills level (knowledge, comprehension and application) so
that students will be able to understand better and answer the questions
correctly.

The yellow highlights in this report indicate the students’ common

weaknesses in the examination paper. Teachers should put more emphasis
and time in these topics when teaching, planning remedial and revision work
so that students understand the concepts well and this provides a good hint
on the type of questions and concepts that are most likely to be part of the
content of the examination paper in the new year.

A.2. SECTION A: MULTIPLE CHOICE

QUESTION A B C D UNANSWERED CORRECT TOPIC/ SUB-

NO % % % % ANSWER STRAND
1 4 4 92 0 D Safety
2 4 82 6 8 0 B Safety
3 12 4 34 50 0 D Geometry
4 14 30 44 12 0 B Design
5 4 4 6 86 0 D Design
6 4 22 2 70 1 D Hand tools
7 10 6 80 4 0 C Hand tools
8 16 20 6 58 0 D Hardware
9 18 20 46 16 0 B Hardware
10 60 6 30 4 0 C Materials
11 24 32 28 16 0 B Materials
12 20 4 50 26 0 C Materials
13 90 2 4 4 0 A Materials
14 32 10 12 46 0 D Materials
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15 44 20 20 16 0 A Materials
16 18 18 2 62 0 D Finishing
17 24 18 32 26 0 A Hand tools
18 2 10 48 40 0 C Orthographic
19 40 2 48 10 1 A Orthographic
20 12 54 20 14 0 B Geometrical
Drawing
21 16 24 32 28 0 C Geometrical
Drawing
22 18 14 64 4 0 C Geometrical
Drawing
23 24 54 8 14 0 B Geometrical
Drawing
24 12 20 52 16 0 C Geometrical
Drawing
25 70 16 6 8 0 A Geometrical
Drawing
26 14 28 50 8 0 C Geometry
27 16 13 34 38 0 B Surveying
28 35 24 24 18 0 A Geometrical
Drawing
29 14 44 18 24 0 D Hand Tools
30 4 18 70 8 0 C Surveying

GENERAL COMMENTS

This section was compulsory and contained thirty (30) multiple-choice questions
worth one mark each. The questions were selected from all parts of the syllabus.
The marks ranged from 3 to 27 marks.

This section tested the knowledge and understanding skills of the candidates.
Teachers need to develop more review questions with marks allocated for each
based on the skill level as follows:
Knowledge questions – 1 mark
Comprehensive questions – 2 marks
Application questions – 3 or more marks.

Teachers can refer to the review questions in the textbook and also develop
supplementary questions if necessary. Then have time to discuss these questions
in class and allow time for students to do their corrections. Always relate answers
to questions to real life situations.
Time should be well planned and large topics should be given more teaching time,
and on the other hand, smaller topics should never be ignored as shown by the
above analysis.
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A.3. SECTION B

QUESTION RANGE QUESTION AVERAGE COMMON REMARKS

NO. OF PART NO. MARK WEAKNESS
MARKS IDENTIFIED
1. 0-10
A 4.0 A few Teachers
candidates were should
not able to thoroughly
identify the teach students
term heel and on technical
hardboard terms
B 4 A few students This question
failed to was done well
differentiate by majority of
surface B and D the students.
but
improvement
shown in this
type of
question.
2. 1-10
A 2 A few Teachers
candidates were should
not able to emphasize on
identify the the processes
hand tool and and give
the processes examples for
involved. better
understanding.
B 3 Candidates lost Teachers
marks for line should
work, emphasize the
inaccuracy and importance of
correct shape. the marking
criteria and this
should be made
known to
students in all
class activities
or work sheets.
C 1 Candidates Teachers must
were not able to demonstrate
choose the the use of the
correct name hand tools and
from the word its parts.
list given for the
part labeled X.
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D 2.5 Most Teachers

candidates lost should prepare
marks for more work
inaccuracy or sheets on
incorrect size of similar
the protector questions or
application
problems on
geometrical
constructions
and the use of
scales.
3. 0-10
A 3.0 Most Teachers need
candidates still to prepare more
do not know supplementary
how to measure questions and
bearings and more emphasis
determine the should be on
distances when the use of
the scale is scales.
given. The use
of scales was a
major problem
when
converting
meters to
millimeters. A
poor
understanding
of surveying
methods by
majority of
students.
B 0 Most Teachers
candidates should
attempted this differentiate the
question poorly. two terms and
It seems that give examples
students lack for better
understanding understanding
of the definition of the terms
of associated on
thermoplastics plastics.
and
thermosetting.
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Students
should also
provide
examples to be
able to get full
mark.
C 4.5 Some Teacher should
candidates demonstrate
drew tee hinge the different
instead of types of
parliament hardware and
hinge. which its uses.
they lost 1
mark for
drawing
another type of
hinge.
4. 0-10 6.5 Candidates lost Poorly
marks in attempted. It
accuracy, seems like the
position of same problems
views and line were repeated
work. again last year.
Candidates This shows that
showed poor teachers are not
printing teaching this
techniques and topic well may
lack of be lack of
understanding understanding
of First Angle the concept.
and Third Teachers need
Angle. Most to prepare more
students did supplementary
not label the work sheets on
views correctly this topic so
especially the that students
elevation. could develop
their
visualization
skills.
5. 0-10 5.5 Most Poorly
candidates still attempted and
lacked the skills again the same
in drawing true problems
shape and the appeared last
development of year. Teachers
the full need to
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truncated demonstrate
pyramid though the full
a similar development
question came when it is not
in last year’s cut and the full
examination development
paper. when it is cut
Candidates lost by a cutting
marks in not plane. Also
showing the need to make
flap, not models using
starting the the available
development resources for
from the better
starting line understanding.
given, incorrect
projection lines
for the true
shape and size
of the true
shape itself.

GENERAL COMMENTS

Most students did quite well in section B. Some students left some of the questions
unanswered otherwise students did well. Teachers must encourage students to
answer all questions attempting the easy ones first. Teachers must also teach
students how to manage their time well which is an important examination
tactic. If they have not completed a particular question in the specified time,
move on to the next one. The time spend in each question should be
practiced in class with students so that they are well trained and prepared for
examinations.

These recurring mistakes are an indication of poor planning and

unstructured revision work carried out by teachers or simply ignorance. The
attitude of teachers and students must change towards the way Technical
Drawing should actually be taught in an interesting and more technical
approach.
Teachers should also emphasize on the basic skills in the maintenance and use of
drawing instruments. All topics in the syllabus must be covered thoroughly in
class and revision times.

There are cases where students have lost marks for not writing the letter of the
answer clearly as in Question 1. Teachers need to remind students to write and
draw clearly and neatly at all times.
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A.4. SECTION C

QUESTION RANGE QUESTION AVERAGE COMMON REMARKS

NO. OF PART NO. MARK WEAKNESS
MARKS IDENTIFIED
1. 0 – 10 6.5 Some candidates Well
had difficulty in attempted.
evaluating Teachers need
according to the to emphasize
heading on on the correct
materials. sketching
Students also techniques
failed to show the and rendering
component to techniques
keep the bangle when
rack stay firm attempting
without falling. design
questions.
2. 0 – 10 5.5 Most candidates Teachers need
lost marks on to design
calculating costs more practical
of materials, activities on
profit and book enterprising
keeping skills in terms of
which was the calculating
new inclusion in costs of new
the syllabus. and existing
designs and
develop good
book keeping
skills in
students.

GENERAL COMMENTS

Good interpretation of the design problem and specification leads to a good final
idea in solving any design situation. Teachers still need to teach the sketching
techniques well in class as this will be reflected in the way students attempted the
design questions. Perseverance and practice will make students master this skill
well. The requirements for the design section of the paper has been the
same for the past years and it is surprising to see that many candidates are still
making basic errors such as sketching possible solutions and final solutions in
2D instead of 3D, not labelling sketches, drawing the final solution and difficulty
in evaluating it. Majority of the students did well in the enterprising question but
more application questions on enterprising and the development of book keeping
skills are needed.
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A.5 CONCLUSION

The goal of all Industrial Arts teachers is to lift the standard of technical drawing.
To improve the technical drawing skills of our students, teachers must first deal
with the following challenges:
 All students must have quality TD instruments which must be used in Technical
drawing classes at all times.
 All schools must keep a class set of each TD instrument in the Industrial Arts
department in case some students forget to bring their TD instruments. The
TEST Section will do its best to supply basic TD instruments to all
disadvantaged schools and will continue this quest until 2030.
 Teachers must teach their students at this level on how to care for and maintain
their TD instruments in terms of keeping them safe and clean, ensuring that the
compass pencil point are sharp enough and should always be in line with the
compass point.
 Teachers must give the marking criteria for all TD work sheets using the TD
standard marking criteria in the IA Guideline Manual on page 36 and explain
to students the meaning of each criteria.
 Teachers must teach students how to organize their exercise books using the
students’ exercise book organization guidelines in the IA Guidelines Manual.
Encourage parents to be involved in monitoring the organization of student
exercise books and even in their learning by testing their children with the
definition of terms in the Word list. This could be the focus for discussion during
Parents and Teachers interview and also aligns to the Education fourth pillar on
‘parental Involvement’.

To actually see real improvements and major changes in our students’ Technical
Drawing skills, a lot more concerted and collaborative effort needs to be put in by
all Industrial Arts teachers by exhibiting patience and perseverance in the teaching
and emphasizing on the basics consistently.

To achieve our goal of quality education in the Industrial Arts department, we

must first change our attitude and approaches towards the teaching and learning
process. We must be innovative, critical, positive thinkers and problem solvers
then only our students under our charge will follow suit. We can only achieve
success by cooperating and working together.
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