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2009 HSC Notes from the Marking Centre – Retail Services

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Retail Services. It contains comments on candidate responses to the 2009 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2009 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Retail Services.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.

Candidates need to be aware that the mark allocated to the question and the answer space (where this is provided on the examination paper), are a guide to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

  1. In better responses, candidates provided an appropriate example of a verbal and non-verbal greeting to a customer, such as ‘say hello’ and ‘smile’. Candidates clearly stated a reason why the greeting would be used, such as to make the customer feel welcome.

    In the weaker responses, candidates only provided a reason for using either a verbal or non-verbal greeting, without providing an example. Some candidates identified a verbal or non-verbal greeting, but did not provide a reason to support their use.

  2. In better responses, candidates provided a clear example of how stereotyping can be a barrier to effective communication in the retail environment. Students supported their answer with examples such as judging a customer based on appearance may lead to their needs not being met.

    In weaker responses, candidates gave an example of a group of people that are often stereotyped, for example the elderly, rather than responding to the question asked.

Question 17

In better responses, candidates provided three appropriate strategies retailers use to be environmentally responsible and supported these with reasons. Examples included recycle, re-use and reduce cardboard use, in order to reduce the amount of packaging in land fill and the amount of trees needed for cardboard production.

In weaker responses, candidates outlined one or two appropriate strategies retailers use to be environmentally responsible, however sufficient supporting reasons were not provided.

Question 18

In better responses, candidates demonstrated a clear understanding of how self-serve checkouts impact on retailers. This was often demonstrated through the use of retail industry terminology.

In weaker responses, candidates made general comments about, or described the use of self-serve checkouts without referring to their impact on the retailer.

Question 19

  1. Better responses correctly identified the purpose of all three signs.

    In weaker responses, candidates correctly identified the purpose of one or two signs only or provided a description of the signs without stating the purpose.

  2. In better responses, candidates provided valid reasons for the use of signs and symbols when managing OHS in the workplace. Appropriate retail examples and terminology were provided to support the response.

    In weaker responses, candidates showed limited understanding of the importance of using signs and symbols or made general statements about safety in the workplace.

Question 20

  1. In better responses, candidates accurately calculated the sub-total of the invoice with a 5% discount to reach a total of $1308.86.

    In weaker responses, candidates calculated the sub-total but did not subtract the 5% discount.

  2. In better responses, candidates provided at least two plausible reasons why Alex Action Dolls were on back order. Examples included transport problems or the goods were out of stock.

  3. In better responses, candidates identified a range of procedures that could be followed when there are problems with incoming stock. Examples of procedures included returning damaged goods to the supplier or refusal to accept the delivery where there are discrepancies.

    In average responses, candidates identified one procedure that could be followed when problems exist with incoming stock.

    In weaker responses, candidates made a general statement about problems with incoming stock without providing an example of a correct procedure.

Question 21

  1. In better responses, candidates correctly identified two limitations for using email in this situation. Examples included: not everyone has access to email, not all staff check their email regularly.

    In weaker responses, candidates correctly identified one limitation in using email in this situation.

  2. In better responses, candidates used the stimulus to identify two plausible strategies that could be implemented by staff to reduce theft in the store, and gave relevant reasons for both.

    In mid-range responses, candidates named one plausible strategy that could be implemented by staff to reduce theft in the store supported by a relevant reason, or named two strategies that could be used to reduce theft in the store without supporting reasons.

    In weaker responses, candidates provided a general statement on minimising theft in the store.

Section III

Question 22

In better responses, candidates provided a comprehensive analysis of the three different types of complaints and how they can be effectively handled to ensure customer satisfaction. The types of complaints were related to price, product and service. Techniques for handling these complaints effectively included conveying a positive and helpful attitude in line with store policy, using effective communication skills, completing relevant documentation and using follow-up action as required. Candidates made connections to how techniques ensured customer satisfaction by providing examples such as improving relationships, identifying and overcoming existing problems and improving productivity and service. These responses conveyed this effectively by using appropriate retail examples and integrating correct industry terminology in a well-reasoned, cohesive response.

In mid-range responses, candidates provided a description of different types of complaints and how they can be effectively handled to ensure customer satisfaction. These responses communicated this information using some retail examples and industry terminology.

In weaker responses, candidates provided a list or outline of complaints made by customers with limited reference to techniques that could be used to handle these complaints. There was little or no industry-specific terminology.

Question 23

In better responses, candidates provided a comprehensive explanation of a range of display techniques that could be used during a special promotion, with an explanation of how these display techniques maximised sales. Examples of a special promotion included Christmas, Easter or the introduction of a new product line. Candidates explained a range of relevant display techniques that could be used for the special promotion, including product placement, balance, types of fixtures, focus, colour and themes. Furthermore, candidates linked how the display technique maximised sales for the retail store such as, encouraging impulse purchases and attracting new customers. Better responses conveyed this effectively using appropriate retail examples and integrating correct industry terminology in a well-reasoned, cohesive response.

In mid-range responses, candidates provided a limited explanation of a range of display techniques with links to how these techniques maximise sales during a special promotion. Other candidates provided a more detailed explanation of a range of display techniques and how these could be used to maximise sales, without making specific reference to a special promotion. These responses made some reference to retail examples and industry terminology.

In weaker responses, candidates provided either lists or simple outlines of display techniques used in a retail store with little or no industry specific terminology.

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