Retail Services 2025 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 extended response answer booklet to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking, rather than presenting a 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 HSC content from the syllabus
• communicate ideas and information using relevant workplace examples and industry terminology
• 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 (a)

In better responses, students were able to:

• address the question directly and provide a factor that a retailer considers when prioritising work tasks, for example, timeframes for service delivery, prioritising customers over non-essential daily activities, Work Health and Safety matters.

Areas for students to improve include:

• focusing on key words in the question, for example, prioritising work tasks
• providing the main features of the factor identified.

Question 16 (b)

In better responses, students were able to:

• demonstrate an understanding of employer groups and how they could assist a retailer establishing a business
• use relevant terminology, for example, guidance, support, advice, and knowledge.

Areas for students to improve include:

• improving knowledge of employer groups.

Question 17 (a)

In better responses, students were able to:

• interpret the stimulus to calculate Employee 1’s fortnightly wage
• show correct calculations.

Areas for students to improve include:

• ensuring information from the roster is used accurately to calculate the employee's fortnightly wage
• show all working for the calculation of the fortnightly wage.

Question 17 (b)

In better responses, students were able to:

• identify Employee 2 as a casual employee
• demonstrate understanding of the types of employees in a workplace
• demonstrate an understanding of entitlements for casual employees under the Fair Work system, for example, they receive a higher hourly rate (casual loading).

Areas for students to improve include:

• demonstrating understanding that information from the roster has implications in terms of employee entitlements
• demonstrating understanding of the difference between penalty rates and casual loading.

Question 18 (a)

In better responses, students were able to:

• identify the purpose of WHS consultation as a shared discussion regarding matters such as those relating to health and safety, the assessment of risks, and to make informed decisions to create a safer workplace that fosters shared responsibility and improves safety outcomes, and to establish a formal channel to address and resolve concerns
• link to aspects of safety in the retail service industry.

Areas for students to improve include:

• demonstrating understanding of the purpose of the term consultation in relation to WHS.

Question 18 (b)

In better responses, students were able to:

• describe manual handling techniques suitable for the situation, for example, teams lift heavy item(s) or use equipment such as a pallet jack, forklift, trolley
• refer to general safety in relation to the scenario.

Areas for students to improve include:

• providing detailed manual handling techniques and including ‘ask for help’ or using equipment.

Question 18 (c)

In better responses, students were able to:

• explain more than one factor for consideration when placing safety signs in a community pharmacy/retail workplace, for example, visibility, accurate sign use, eye level placement, no obstructions, and link to why these factors are important
• make clear links to the retail service industry.

Areas for students to improve include:

• demonstrating understanding of safety signs and their location in a community pharmacy/retail workplace
• explaining the position and visibility of the safety sign(s) within the community pharmacy/retail workplace.

Question 18 (d)

In better responses, students were able to:

• provide a description of how a retailer should respond to the fire alarm to ensure the safety of customers and staff, including being calm, exiting safely and in an orderly manner
• provide a description of steps in response to the fire alarm in order, including references to calling 000, emergency exits and assembly point(s).

Areas for students to improve include:

• describing correctly the steps to respond to a fire alarm
• detailing ‘how’ a retailer should respond to the fire alarm, for example, calmly, safely.

Question 19 (a)

In better responses, students were able to:

• refer to applicable approaches a sales assistant could adopt regarding customer returns
• demonstrate an understanding of retail return processes, for example, exchange, credit and refund
• follow and communicate a clear returns procedure.

Areas for students to improve include:

• providing applicable information regarding ‘how’ a retailer could respond, rather than listing steps associated with a customer return
• demonstrating knowledge of the return processes, for example, credit notes, exchange or refund.

Question 19 (b)

In better responses, students were able to:

• describe clearly how a retailer could interact with customers through all stages of the sale
• demonstrate an understanding of customer service and sales procedures
• use appropriate retail terminology and communication methods required by a retailer, for example, open and closed questions, reflective questioning, up-selling, cross-selling.

Areas for students to improve include:

• describing how a retailer could interact with customers, rather than listing steps
• communicating all steps for service and sales, for example, closing procedures
• using industry terminology to demonstrate an understanding of the sales process.

Question 19 (c)

In better responses, students were able to:

• explain (relating cause and effect) two skills required by a retailer to handle customer complaints
• use industry terminology applicable for a retailer handling customer complaints
• link back to store reputation, positive customer service and loyalty.

Areas for students to improve include:

• referring to two applicable skills, for example, communication, problem-solving and negotiation
• explaining the importance of skills to meet both parties’ needs and strengthen brand loyalty.

Question 20 (a)

In better responses, students were able to:

• provide reasons for the suggested recommendations in a cohesive and logical manner
• provide comprehensive reference to the principles of display
• use relevant retail service terminology with regard to focus, for example, lighting, balance, theme, trends, symmetry, storytelling, replenishing, monitoring of the display
• explain thoroughly how the elements of focus are effective and why they are necessary.

Areas for students to improve include:

• linking to the reasons for an effective focus in a display
• demonstrating understanding of strategies that can be used to achieve focus in a display
• providing relevant information on methods to achieve effective focus.

Question 20 (b)

In better responses, students were able to:

• use relevant terminology and give a detailed explanation of how knowledge contributes to the success of a retail workplace
• explain why knowledge is important by using terms such as trust, sales growth, confidence, repeat customers, and good reputation
• provide workplace examples where product and service knowledge are important for the retailer.

Areas for students to improve include:

• explaining why product and service knowledge relates to the success of a retail workplace and support answers with relevant examples.

Question 21 (a)

In better responses, students were able to:

• provide a comprehensive reference to the principles of food display
• use relevant retail terminology with regards to focus, for example, lighting, balance, cleanliness, trends, symmetry, replenishment and monitoring of display to ensure food looks fresh
• provide reasons for the suggested recommendations in a cohesive and logical manner
• explain how the elements of focus are effective in food displays and why they are necessary, for example, the effective promotion of new menu items.

Areas for students to improve include:

• linking to the reasons for the importance of focus in a food display, such as making the food items stand out to appeal the customer
• using correct terminology and examples from the food retail industry and support statements with evidence.

Question 21 (b)

In better responses, students were able to:

• use relevant terminology and give a detailed explanation with examples of how knowledge contributes to the success of a retail workplace
• explain why knowledge is important by using terms such as trust, sales growth, confidence, repeat customers, and good reputation
• provide appropriate food retail examples where product and service knowledge are important for the retailer, for example, having a thorough knowledge of the menu so that issues such as food allergies and religious beliefs are considered.

Areas for students to improve include:

• explaining why product/service knowledge is related to the success of a food retail workplace and support answers with relevant examples
• demonstrating understanding of the importance of training and maintenance of knowledge to inspire confidence and trust in the food retailer
• referencing the need for employee product knowledge to ensure confidence in handling customer questions and concerns.

Question 22 (a)

In better responses, students were able to:

• explain how sustainable work practices are applied to the community pharmacy workplace
• support their response with at least two workplace examples, such as reduction in carbon footprint, recycle and reuse and reuse.

Areas for students to improve include:

• using applicable workplace examples with a link to a pharmacy
• using relevant retail terms.

Question 22 (b)

In better responses, students were able to:

• demonstrate in detail how maintaining product or service knowledge links to the success of a community pharmacy
• provide relevant detailed pharmacy workplace examples with applicable retail terminology to support their responses.

Areas for students to improve include:

• demonstrating an understanding of product and service knowledge
• supporting their response with relevant pharmacy workplace examples that link to product and service knowledge.

Question 23

In better responses, students were able to:

• provide a description of a variety of security measures
• make a judgement on the effectiveness of the security measures identified
• use evidence and examples to support their assessment of security measures.

Areas for students to improve include:

• using applicable terms for security measures
• including specific workplace examples to support the response
• demonstrating understanding of a variety of security measures that link to the community pharmacy/retail workplace.