Retail Services 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question.
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• clearly outline the Shop Distributive Allied Employee Associations (SDA) function in relation to Work Health and Safety (WHS)/industrial legislation/other services by investigating and assisting with suspected breaches of workplace safety for the employees
• demonstrate an understanding of the SDA
• provide detail appropriate to the question which allows all components of the question to be answered.

Areas for students to improve include:

• understanding the requirements of the question
• constructing answers that are specific and relevant
• understanding of the SDA and its functions in the workplace and the importance to employees.

Question 17

In better responses, students were able to:

• identify and outline the key procedures/actions that need to be taken to deal with an expired tag. The employee:
  • identifies that the tag is out of date
  • places a ‘do not use’ tag on the equipment
  • notifies the manager about the faulty equipment and is recorded for retesting or replacement
• states the legitimate reason that electrical equipment is still within the 12-month warranty period.

Areas for students to improve include:

• understanding why testing tags may not be attached to equipment
• having exposure to safe work practices for a variety of Retail and/or Community Pharmacy equipment.

Question 18

In better responses, students were able to:

• make clear links to a customer’s identified needs (non-English speaking) (a)
• refer to examples to support their explanation (b). Some examples may include:
  • assisting the elderly to their vehicles with their shopping
  • providing ramps for wheel bound customers to enter the store
  • providing baby trolleys for young families
  • providing staff from a variety of language backgrounds to speak to non-English speaking customers.

Areas for students to improve include:

• understanding that there are two components to the question;
  • what are some strategies
  • used to assist a variety (more than one) of customer needs.

Question 19

In better responses, students were able to:

• use techniques, such as
  • greeting the customer, letting them know the name of the store and your name
  • empathy and understanding of the issue
  • providing a solution
  • farewelling the customer
• use appropriate retail language, for example, it is simple enough for the customer to understand
• write out the script with relevant, practical resolutions and farewells
• apply telephone etiquette such as being polite, showing empathy and being solution focused
• work through and complete the script with details of all content and apply positive customer service.

Areas for students to improve include:

• avoiding the use of colloquial language, ensuring the language is appropriate to store/workplace procedures
• completing all elements of appropriate telephone etiquette.

Question 20

In better responses, students were able to:

• identifying external bodies relevant to the retail and/or community pharmacy industry, such as SDA or The Fair Work Ombudsman (a)
• demonstrate their understanding of the Fair Work System (b)
• use an appropriate workplace example, such as employment conditions.

Areas for students to improve include:

• showing an understanding of how Fair Work systems operate
• applying the stimulus to answer question to strengthen the response.

Question 21

In better responses, students were able to:

• clearly identify the impacts and show the effect/link/impact on workplaces, for example, injury, illness or death
• demonstrate the difference between impact and consequence
• provide relevant examples and direct their response to the required syllabus outcomes.

Areas for students to improve include:

• understanding potential impacts with relevance to the question.

In better responses, students were able to:

• demonstrate detailed knowledge and understanding of retail strategies that reduce customer theft, for example, signage, CCTV, bag checking and appropriate staff levels
• clearly explain how the identified strategies reduce customer theft, rather than just describing the strategy
• refer to relevant legislation and codes of practice that relate to customer theft
• provide multiple relevant retail examples throughout the response.
  • prevention (location of goods, overt measures)
  • detection (Electronic article surveillance, Mirrors)
  • apprehension (plain clothes security, recording CCTV footage).

Areas for students to improve include:

• showing an understanding of relevant legislation and codes of practice related to customer theft
• responding to the key word of the question throughout the response
• providing relevant retail examples to support the response
• ensuring careful reading of the question and referring to only customer theft, relevant legislation and codes of practice.

Question 23

In better responses, students were able to:

• identify and apply relevant legislation to a sale of a product or service, for example, The Public Health (Tobacco) Act 2008 (NSW) and not selling it to anyone under the age of 18 (a)
• describe the legislative requirements of a label and a ticket with the features and characteristics, for example, written in plain English, be clear and legible (b)
• provide an appropriate use of context of the label and ticket (b)
• link the rights of consumers with business obligations using examples (c)
• refer to Australian Consumer Law accurately and provide details about customer rights, for example, a guarantee or warranty, and business obligations such as selling products that are fit for purpose (c)
• provide clear examples of rights and remedies, for example, illegal signs such as ‘No refund’, compliance of warranties and merchandise faults (c).

Areas for students to improve include:

• providing a direct link between legislation and a product (a)
• understanding the unique features of labels and tickets (b)
• understanding the role that legislation plays in labelling and tickets (b)
• knowing how consumer rights and business obligations may be misinterpreted (c).

Question 24

In better responses, students were able to:

• identify and apply relevant legislation to sales and service and a specific food product (a)
• use knowledge of unit pricing and its application (a)
• differentiate between labelling and ticketing for food (b)
• provide relevant examples to demonstrate understanding of legislation for both labelling and ticketing (b)
• link the rights of consumers with business obligations using examples (c)
• refer to Australian Consumer Law accurately (c)
• provide clear examples of rights and remedies (c).

Areas for students to improve include:

• providing an example of specific legislation with reference to a particular product, such as accurate measurements of fresh food and vegetables
• understanding the unique features of labels and tickets (b)
• understanding the role that legislation plays in labelling and tickets (b)
• knowing how consumer rights and business obligations may be misinterpreted (c).

Question 25

In better responses, students were able to:

• identify and apply relevant legislation applying to categories of medicine (a)
• include all the information on the intake prescription slip, for example, name of sales assistant, time of request and all customer details (b)
• articulate the role of in Australian Consumer Law providing legislated guidelines and remedies (c)
• refer to Competition and Consumer Regulations 2010 (Cth)(c).

Areas for students to improve include:

• providing a direct link between legislation and a product (a)
• understanding the unique features of labels and tickets (b)
• understanding the role that legislation plays in labelling and tickets (b)
• knowing how consumer rights and business obligations may be misinterpreted (c).