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2010 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 2010 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 2010 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 candidates are reminded that if candidates are undertaking the 240 hour VET Industry Curriculum Framework in Retail Services and they want to undertake the HSC examination in Retail Services, they need to be entered separately for the examination through Schools Online (Administration) by the due date that is published in the Higher School Certificate Events Timetable.

General comments

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

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated 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. Better responses correctly completed all parts of the table. Better responses demonstrated competence in mathematical calculations.

    Weaker responses completed some parts of the table correctly but showed limited understanding of the process.

    Some candidates made calculation errors, especially in calculating 25% of the total purchase value. Candidates are reminded that they should bring a calculator for this examination.

  2. Better responses clearly outlined two solutions under the Fair Trading Act 1987 (NSW) including refund, exchange and repair, and they used retail terminology.

    Weaker responses outlined one solution under the Act.

Question 17

  1. Better responses outlined the relationship between customer service and business success, including relevant examples.

    Weaker responses outlined how customer service contributed to business success but without including relevant examples, or they made general statements about customer service and business success.

  2. Better responses explained why attention to detail is an important attribute of retail services employees and supported the answer with a range of examples.

    Weaker responses made a general statement about attention to detail.

Question 18

  1. Better responses provided an outline of both one benefit and one limitation of using camera domes to minimise theft.

    Weaker responses either outlined one benefit or one limitation.

  2. Better responses demonstrated a thorough understanding of the difference between theft prevention and detection, using a range of examples.

    Weaker responses showed a limited understanding of theft prevention or detection, or simply gave an example of theft prevention or detection.

Question 19

  1. Better responses identified two reasons why stock may be returned to a supplier.

    Weaker responses only identified one reason why stock may be returned to the supplier.

  2. Better responses explained a comprehensive range of strategies in relation to the storage of goods to reduce damage. Candidates clearly showed how or why these strategies could reduce damage to goods.

    Mid-range responses explained some strategies in relation to the storage of goods and how or why these could reduce damage.

    Weaker responses made a general statement about storage of goods or damage to stock.

Question 20

  1. Better responses provided immediate actions that a sales assistant could take to deal with the situation.

    Weaker responses provided one appropriate action that a sales assistant could take to deal with the situation or did not address the immediate nature of the problem.

  2. Better responses demonstrated a good understanding of conflict resolution techniques and described two conflict resolution techniques that could be used if the customer continued to complain.

    Mid-range responses outlined two conflict resolution techniques or described in detail one conflict resolution technique to use if the customer continued to complain.

    Weaker responses identified one conflict resolution technique or made a general statement about conflict resolution.

Question 21

  1. Better responses identified the full procedure under the Industry Code of Practice.

    Weaker responses identified part of the procedure under the Industry Code of Practice.

    1. Better responses identified one appropriate procedure that ensures accuracy at the Point of Sale, and clearly showed how and/or why this procedure ensured accuracy.
    2. Better responses identified one appropriate procedure that ensures security at the Point of Sale, and clearly showed how and/or why this procedure ensured security.

Section III

Candidates need to be mindful of the rubric at the beginning of Section III advising them of the criteria used to assess responses.

Question 22

Better responses provided a comprehensive explanation of a range of strategies a retailer could use to maintain a safe work environment for staff, customers and others such as suppliers, delivery drivers or contractors. These responses identified appropriate strategies for each group.

Staff strategies included manual handling, handling of dangerous goods, use of PPE and emergency evacuation procedures. Customer strategies included signage, clean as you go, housekeeping to prevent slips, trips and falls, and correct display techniques to ensure stability and reduce hazards to customers. Strategies for others included correct use of lifting equipment to prevent manual handling injury to delivery drivers and a register of signing in and out for contractors working in the store to ensure that they are accounted for in the case of an emergency.

Better responses provided an explanation of strategies that applied to each group. This information was communicated effectively using appropriate retail examples and integrating correct industry terminology in a well-reasoned, cohesive response.

Mid-range responses generally identified strategies that could be used for either staff or customers. These responses communicated information using some retail examples and industry terminology.

Weaker responses outlined a range of strategies that could be used to maintain a safe work environment or made general statements about safe working environments. These responses usually demonstrated limited communication skills and used little or no industry-specific terminology.

Section IV

Candidates are reminded that in answering Section IV they should select the elective stream that they have studied during their course.

Question 23 – General Selling

  1. Better responses provided characteristics and features of a wide range of questioning and communication techniques that can be used to gather information from a customer. Appropriate retail examples were used to identify questioning types which included open, closed and reflective questions. Examples of verbal and non-verbal methods of communication were also described in a retail context.

    Mid-range responses focused mainly on either questioning or communication. In many cases candidates did not provide appropriate retail examples.

    Weaker responses listed some general points relevant to either questioning or communication.

  2. Better responses showed how a wide range of selling techniques could be used to assist customers, taking into account their buying decisions. Examples of selling techniques included up-selling, top-down, offering alternatives, suggestive selling and selling benefits. Candidates made reference to the reasons why customers purchased goods, including rational and emotional buying decisions. These candidates used appropriate retail examples and integrated current industry terminology in a well reasoned and cohesive response.

    Some mid-range responses provided a brief explanation of a range of selling techniques with links to how these techniques could be used to assist a customer’s buying decision. Other mid-range responses provided a more detailed explanation of a range of selling techniques but did not make specific reference to customers’ buying decisions. These responses usually made some reference to retail examples and industry terminology.

    Weaker responses provided lists or simple outlines of selling techniques used in a retail store with little or no industry-specific terminology.

Question 24 – General Food Selling

  1. Better responses provided characteristics and features of consultative selling techniques that could be used in general food selling. Reference was made to product knowledge and the use of a range of questioning techniques to determine customer needs and recommend products.

    Weaker responses made general statements about selling techniques with little reference to appropriate retail examples.

  2. Better responses provided a wide range of closing techniques a salesperson could use when selling fresh food and food products, with a comprehensive explanation of how these techniques were used. Closing techniques such as direct order, active, steps, alternative, difficulty and assumptive were mentioned. Candidates linked how the closing techniques were used in selling fresh food and food products. Better responses conveyed this effectively using appropriate retail examples and integrating correct industry terminology.

    Mid-range responses provided some explanation of a range of closing techniques that can be used when selling fresh food and food products. These responses made some reference to retail examples and used industry terminology.

    Weaker responses provided lists or outlines of general selling techniques with little or no industry specific terminology.

Question 25 (a) and (b) – Wholesale

Only a small number of candidates attempted this question. These responses made limited reference to the consultative selling process or closing techniques used in the wholesale industry.

20110112

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