Retail Services 2019 HSC exam pack

Students should:

• have a clear understanding of key words in the question and recognise their different requirements, such as, ‘evaluate’, ‘assess’ and ‘explain’
• read the question carefully to ensure that they do not miss important components of the question
• use a plan to guide the response
• sustain their judgements throughout their response rather than adding a sentence with judgement at the end of each paragraph
• use relevant industry terminology to support their judgement throughout their response
• be prepared to answer questions from any point in the syllabus
• carefully read the questions and ensure they choose the option for which they have been prepared
• use the number of lines as a guide to the length of the response
• use relevant retail examples within their responses.

Question 16

In better responses, students were able to:

• clearly address the purpose for both employer and employee
• understand the meaning of purpose
• interpret the stimulus to enhance the response.

Areas for students to improve include:

• interpreting the stimulus rather than just rewriting it
• ensuring that all parts of the question are answered.

Question 17

In better responses, students were able to:

• address both parts of the question (colleagues and workplace) (c)
• identify a poor work practice and clearly describes its effect on both colleagues and workplace (c).

Areas for students to improve include:

• addressing colleagues rather than customers
• specifically identifying a poor work practice
• reading the question carefully and only answering it with relevant response and/or topics.

Question 18

In better responses, students were able to:

• clearly show how a retailer builds customer rapport
• demonstrate their understanding of the meaning of rapport
• effectively showed the ‘how’ in the developing of rapport.

Areas for students to improve include:

• providing detail that is reflective of the marks to be awarded.

Question 19

In better responses, students were able to:

• describe three different techniques for closing a sale
• use specific retail examples to support their answer.

Areas for students to improve include:

• reading the questions to determine the details required in the question
• having a better understanding of the closing of a sale
• developing their understanding of techniques to close a sale.

Question 20

In better responses, students were able to:

• correctly identify verbal and non-verbal communication techniques with relevant examples
• use information in (a) to build on the response in (b)
• provide a variety of clear examples of communication
• link the role of communication to customer service.

Areas for students to improve include:

• providing clear examples to support communication
• understanding the key word ‘explain’, requiring a link between communication and customer service.

Question 21

In better responses, students were able to:

• distinguish between rational and emotional motives
• provide relevant retail examples to support both motives.

Areas for students to improve include:

• ensuring clarity of what the question is asking
• providing relevant examples to support the response.

In better responses, students were able to:

• demonstrate the purpose and relationship between Work Health and Safety and Code of Practice
• use relevant Retail Services terminology and clearly identified industry examples.

Areas for students to improve include:

• drawing links to all aspects of the question.

Question 23

In better responses, students were able to:

• explain the difference between trends and seasonality (a)
• provide relevant retail examples to support the response (a)
• explain at least two principles of display (b)
• support their answer with two appropriate diagrams (b).

Areas for students to improve include:

• ensure careful reading of the question and include two diagrams as stated
• showing an understanding of the principles of display and the link to customer behaviour.

Question 24

In better responses, students were able to:

• explain the difference between trends and seasonality (a)
• provide relevant food selling examples to support the response (a)
• explain at least two principles of display (b)
• make a clear link between principles of display and customer behaviour (b)
• support their answer with two appropriate diagrams (b).

Areas for students to improve include:

• ensuring careful reading of the question and include two diagrams as stated
• showing an understanding of the principles of display and the link to customer behaviour.

Question 25

In better responses, students were able to:

• provide examples of transaction types and describe them accurately
• provide community pharmacy examples
• distinguish between categories of medicines.

Areas for students to improve include:

• the use of pharmacy terminology
• proving a description of common relevant transaction types.