Board Endorsed December 2011 (Version 4, January 2015)
Retail
A/V Course
Type 2
Written under the
Business and Client
Services
Framework 2010
Accredited from 2012 – 2016
Amended January 2015 to meet new Standards
for RTOs
Supporting Qualifications
SIR10112 Certificate I in Retail Services
SIR20212 Certificate II in Retail Services
1
Board Endorsed December 2011 (Version 4, January 2015)
Student Capabilities
The Student Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities
are supported through course and unit content and through pedagogical and assessment practices.
All programs of study for the ACT Year 12 Certificate should enable students to become:

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members
and provide students with:

a comprehensive body of specific knowledge, principles and concepts

a basis for self-directed and lifelong learning

personal attributes enabling effective participation in society
2
Board Endorsed December 2011 (Version 4, January 2015)
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (V Adoption only)
College:

Course Title: Retail
Classification: A
Adoption V
Framework: Business and Client Services - 2010
Course Area:
From
Course Code:
2012
to
2016
Value
Length
Dates of Course Accreditation:
Identify units to be adopted by ticking the check boxes.
The following 1.0 units are the approved combinations of 0.5 units.
Adopt
Unit Title

Working in the Retail Industry
1.0
S

Starting Off in Retail
0.5
Q

Retailing Today
0.5
Q

Retail Industry Skills
1.0
S

Retail Sales and Finance
0.5
Q

Retail Interaction
0.5
Q

Retail Selling and Merchandising
1.0
S

Retail Selling Skills
0.5
Q

Retail Merchandising
0.5
Q

Retail Business Skills
1.0
S

Retail Stock Control
0.5
Q

Retail Office and Technology Skills
0.5
Q

Retail – Structured Workplace Learning 1
0.5
Q

Retail – Structured Workplace Learning 2
0.5
Q
Adoption The course and units named above are consistent with the philosophy and goals of the
college and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
/
/20
3
Board Endorsed December 2011 (Version 4, January 2015)
Contents
Course Adoption Form for Accredited Courses............................................................................. 3
VET Qualifications
............................................................................... 5
Course Name
............................................................................... 8
Course Classification
............................................................................... 8
Course Framework
............................................................................... 8
Course Developers
............................................................................... 8
Evaluation of Previous Course
............................................................................... 8
Course Length and Composition
............................................................................... 9
Implementation Guidelines
............................................................................... 9
Subject Rationale
............................................................................. 10
Goals
............................................................................. 11
Content
............................................................................. 11
Teaching and Learning Strategies
............................................................................. 12
Assessment
............................................................................. 13
Student Capabilities
............................................................................. 16
Unit Grades
............................................................................. 17
Moderation
............................................................................. 20
Bibliography
............................................................................. 21
Standards for Registered Training Organisations 2015............................................................... 23
Working in the Retail Industry
Value 1.0 .............................................................. 30
Starting Off in Retail
Value 0.5 .............................................................. 33
Retailing Today
Value 0.5 .............................................................. 35
Retail Industry Skills
Value 1.0 .............................................................. 37
Retail Sales and Finance
Value 0.5 .............................................................. 39
Retail Interaction
Value 0.5 .............................................................. 41
Retail Selling and Merchandising
Value 1.0 .............................................................. 43
Retail Selling Skills
Value 0.5 .............................................................. 45
Retail Merchandising
Value 0.5 .............................................................. 47
Retail Business Skills
Value 1.0 .............................................................. 49
Retail Stock Control
Value 0.5 .............................................................. 51
Retail Office and Technology Skills
Value 0.5 .............................................................. 53
Retail - Structured Work Place Learning 1
Value 0.5 .............................................................. 55
Retail - Structured Work Place Learning 2
Value 0.5 .............................................................. 56
4
Board Endorsed December 2011 (Version 4, January 2015)
VET Qualifications
Note:

Completion of one Structured Workplace Learning unit or RPL from casual/part-time
employment is required for the award of a Certificate I in Retail Services.

Completion of a total of two Structured Workplace Learning units or RPL from casual/part-time
employment is a requirement for the award of a Certificate II in Retail.
SIR10112 Certificate I in Retail Services
To achieve a Certificate I in Retail Services the following 5 units must be completed:

all 3 core units

2 elective units
Core Units
Core/
Elective
Nominal
Hours
Communicate in the workplace to support team
and customer outcomes
Core
40
SIRXIND101
Work effectively in a customer service
environment
Core
45
SIRXWHS101
Apply safe work practices
Core
20
SIRXCLM101
Organise and maintain work areas
Elective
20
SIRXICT001A
Operate retail technology
Elective
20
Code
Competency Title
SIRXCOM101
An Employability Skill summary for this qualification is available at Appendix 1.
SIR20212 Certificate II in Retail Services
To achieve a Certificate II in Retail, 14 units must be completed:

all 8 core units

6 elective units
Core Units
Core/
Elective
Nominal
Hours
Apply point-of-sale handling procedures
Core
20
SIRXCCS202
Interact with customers
Core
30
SIRXCLM101
Organise and maintain work areas
Core
20
SIRXCOM101
Communicate in the workplace to support team
and customer outcomes
Core
40
SIRXICT001A
Operate retail technology
Core
20
SIRXIND101
Work effectively in a customer service
environment
Core
45
SIRXWHS101
Apply safe work practices
Core
20
SIRXRSK201
Minimise loss
Core
20
Code
Description
SIRXCCS201
5
Board Endorsed December 2011 (Version 4, January 2015)
Code
Description
Core/
Elective
Nominal
Hours
Sales
SIRXSLS201
Sell products and services
Elective
20
SIRXSLS002A
Advise on products and services
Elective
30
Merchandising
SIRXMER201
Merchandise products
Elective
30
SIRXMER202
Plan, create and maintain displays
Elective
35
Finance
SIRXFIN201
Balance and secure point-of-sale terminal
Elective
20
SIRXFIN002A
Perform retail finance duties
Elective
25
Elective
35
Elective
20
Inventory
SIRXINV001A
Perform stock control procedures
Administration
SIRXADM001A
Apply retail office procedures
An Employability Skills summary for this qualification is available at Appendix 1.
6
Board Endorsed December 2011 (Version 4, January 2015)
VET Implementation Summary
Unit Title
Competency Code and Title
Working in the Retail Industry
A/V (1.0)
SIRXCOM101 Communicate in the workplace to support team
and customer outcomes
SIRXWHS101 Apply safe work practices
SIRXCLM101 Organise and maintain work areas
SIRXICT001A Operate retail technology
SIRXIND101 Work effectively in a customer service
environment
Starting Off in Retail
(0.5)
SIRXCOM101 Communicate in the workplace to support team
and customer outcomes
SIRXWHS101 Apply safe work practices
Retailing Today
(0.5)
SIRXCLM101 Organise and maintain work areas
SIRXICT001A Operate retail technology
SIRXIND101 Work effectively in a customer service environment
Retail Industry Skills
(1.0)
SIRXCCS201 Apply point-of-sale handling procedures
SIRXFIN201 Balance and secure point-of-sale terminal
SIRXCCS202 Interact with customers
Retail Sales and Finance(0.5)
SIRXCCS201 Apply point-of-sale handling procedures
SIRXFIN201 Balance and secure point-of-sale terminal
Retail Interaction
SIRXCCS202 Interact with customers
(0.5)
Retail Selling and Merchandising
(1.0)
SIRXSLS201 Sell products and services
SIRXSLS002A Advise on products and services
SIRXMER201 Merchandise products
SIRXMER202 Plan, create and maintain displays
Retail Selling Skills
SIRXSLS201 Sell products and services
SIRXSLS002A Advise on products and services
(0.5)
Retail Merchandising (0.5)
SIRXMER201 Merchandise products
SIRXMER202 Plan, create and maintain displays
Retail Business Skills
(1.0)
SIRXINV001A Perform stock control procedures
SIRXRSK201 Minimise loss
SIRXADM001A Apply retail office procedures
SIRXFIN002A Perform retail finance duties
Retail Stock Control
(0.5)
SIRXINV001A Perform stock control procedures
SIRXRSK201 Minimise loss
Retail Office and Technology
Skills (0.5)
SIRXADM001A Apply retail office procedures
SIRXFIN002A Perform retail finance duties
Retail – Structured Workplace
Learning 1
(0.5)
SIRXICT001A Operate retail technology
SIRXIND101 Work effectively in a customer service environment
SIRXINV001A Perform stock control procedures
Retail – Structured Workplace
Learning 2
(0.5)
SIRXICT001A Operate retail technology
SIRXIND101 Work effectively in a customer service environment
SIRXINV001A Perform stock control procedures
7
Board Endorsed December 2011 (Version 4, January 2015)
Course Name
Retail
Course Classification
A/V
Course Framework
This course is presented under the Business and Client Services 2010 Course Framework.
Course Developers
Name
Qualifications
College
Patrick Bellgard
Diploma of Teaching
Cert IV Assessment and Training
Cert II Retail Operations
Marist College
Marie Uren
Dip T, B ED, M Ed, Cert IV Assessor
the Canberra College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
The Retail Services Training Package (SIR07) was initially endorsed in 2007 and has been modified on
three occasions since then. This course has been reviewed and rewritten to reflect the changes in the
modified training package, specifically in relationship to Version 1.3 (released in December 2010). The
Business and Client Services 2010 Course Framework was used for this rewrite.
The majority of the modifications presented in Version 1.3 of the Training Package do not relate to the
Certificate I and Certificate II that are delivered through this course and therefore the changes to the
course have been minimal. The course has been rewritten with industry consultation, to help maximise
the pathways to work and further training.
The teaching, learning and assessment focus is on building relationships with industry to enrich the
learning environment. Students are encouraged to make links between the classroom and any retail
experience they have. Students have used this VET program to develop their confidence and
employability skills to find casual employment.
8
Board Endorsed December 2011 (Version 4, January 2015)
Course Length and Composition
The following are the combinations of 0.5 units that have been approved by the Economics panel as
having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Title
Unit Value
Working in the Retail Industry
1.0
Starting Off in Retail
0.5
Retailing Today
0.5
Retail Industry Skills
1.0
Retail Sales and Finance
0.5
Retail Interaction
0.5
Retail Selling and Merchandising
1.0
Retail Selling Skills
0.5
Retail Merchandising
0.5
Retail Business Skills
1.0
Retail Stock Control
0.5
Retail Office and Technology Skills
0.5
Retail – Structured Workplace Learning 1
0.5
Retail – Structured Workplace Learning 2
0.5
Available course patterns
Course
Minimum number of hours
per course
Number of standard 1 value units to
meet course requirements
Minor
110 hours
2 units of 55 hours
Major
220 hours
4 units of 55 hours
Major
220 hours
3.5 units equivalent to 220 hours
Implementation Guidelines
Compulsory units
Both retail qualifications have core units of competence. These have been attached to units based on
retail themes. Refer to unit documentation (pages 5-6) for the core and elective units covered.
Prerequisites for the course or units within the course
There are no prerequisites for any of the units in the course, or any of the units of competence.
Arrangements for students who are continuing to study a course in this subject
There are no changes that will affect students who have been studying under the previous course.
Units from other Courses
Nil
Negotiated Units
Nil
9
Board Endorsed December 2011 (Version 4, January 2015)
Relationship with other courses
The units of competence associated with the unit below may have some overlap with skills and
knowledge covered in the Business Administration course.
Retail Office and Technology Skills (0.5)
SIRXADM001A
SIRXFIN002A
Apply retail office procedures
Perform retail finance duties
Suggested Implementation Patterns
The suggested implementation pattern outlined below will ensure that all students undertaking an A or
T minor course will achieve the goals of the course.
Suggested Implementation Pattern
Half Standard Units
Working in the Retail Industry 1.0
Starting Off in Retail 0.5
Retailing Today 0.5
Retail Industry Skills 1.0
Retail Sales and Finance 0.5
Retail Interaction 0.5
Retail Selling and Merchandising 1.0
Retail Selling Skills 0.5
Retail Merchandising 0.5
Retail Business Skills 1.0
Retail Stock Control 0.5
Retail Office and Technology Skills 0.5
Subject Rationale
Retail is the study of industry specific skills that enable organisations to function and engage with
customers and the community. Retail forms a complex global web through which goods and services are
designed, produced, marketed, organised, stored and delivered.
Retail is a dynamic industry. There are constant changes in technology and shifts in industry trends.
Students entering the retail field will require knowledge and a range of skills to adapt to an ever
changing industry. This course will provide opportunities for students to make connections between
information, skills and ideas within the retail industry.
This course aims to provide students with authentic experiences in retail. Students research, analyse and
evaluate expertise, vocational and interpersonal competencies suitable for employment and further
training.
Students develop skills and knowledge that underpin a range of retail contexts. Students are challenged
to think critically and develop problem solving skills to become independent learners and global citizens.
This course develops students’ skills in business literacy, information literacy, ICT, teamwork,
Occupational Health and Safety (OHS), organisation and effective communication.
10
Board Endorsed December 2011 (Version 4, January 2015)
Goals
This course should enable students to:

evaluate a range of technical, practical, personal and organisational skills valued both within and
beyond the workplace

apply knowledge and skills related to work, employment and further training within the
Business and Client Service industry

demonstrate an understanding of workplace principles, standards and practices

apply the guidelines of occupational health and safety and risk management

discuss and reflect on wider issues arising in the Business and Client Services industry

make connections between information and ideas, synthesising these to perform new tasks

use technologies to investigate, clarify, organise, refine and present ideas

communicate effectively and demonstrate effective work relationships

demonstrate an ability to plan, manage and evaluate and reflect on their own performance

demonstrate an ability to identify, analyse, evaluate and implement solutions to both routine
and complex situations
Student Group
A range of students (with interests in retail management, marketing and the small business sector) will
find this course valuable in developing skills and knowledge as they transition to the workforce, or
undertake casual or part time employment while undertaking further study.
Content
Essential concepts

Occupational Health & Safety, client relations

rights and responsibilities of employers and employees

environmental work practices

workplace diversity

information management - security and data integrity

effective work habits

training and career pathways
Essential skills

planning and organisational skills

problem solving skills

team work and adaptability skills

personal and interpersonal communication

information literacy – retrieval, analysis, organising, processing, evaluating

using current and emerging technologies

self monitoring and evaluating work performance
11
Board Endorsed December 2011 (Version 4, January 2015)
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Retail include:

simulations for learning and transferring skills and also acquiring knowledge

interactive work scenarios

flexible or online teaching and learning for theory or interactive competency based exercises
e.g. learning how to order food, using Toolboxes

group oriented tasks

team work activities

self directed learning

question and answer style exchanges

teacher directed learning

oral or written examination

integrated project work e.g. organising a conference, community events

working in a simulated workplace, skills centre, practice firms

observations

authentic activities

role plays

structured workplace learning

regular and meaningful feedback

establishing industry links with individuals or groups

guest speakers

excursions
Duplication of Content Rules
The responsibility for preventing undesirable overlap of content studied by a student rests with the
principal and the teacher delivering the course. While it is acceptable for a student to be given the
opportunity to demonstrate competence over more than one semester, substantial overlap of content is
not permitted. Students will only be given credit for covering the content once.
12
Board Endorsed December 2011 (Version 4, January 2015)
Assessment
Competency Based Assessment
The assessment of competence must focus on the competency standards and the associated elements
as identified in the Training Package. Assessors must develop assessment strategies that enable them to
obtain sufficient evidence to deem students competent. This evidence must be gathered over a number
of assessment items. Competence to industry standard requires a student to be able to demonstrate
the relevant skills and knowledge in a variety of industry contexts on repeated occasions.
The most appropriate method of assessing workplace competence is on-the-job in an industry setting
under normal working conditions. This includes using industry standard tools, equipment and job aids
and working with industry colleagues. Where this is not available, a simulated workplace environment
that mirrors the industry setting will be used. The following general principles and strategies apply:

assessment is competency based

assessment is criterion-referenced
This course has been designed for:

flexible delivery modes, such as combined structured workplace learning and simulated
workplace; and

assessment of learners against workplace competency standards.
Quality outcomes can only be assured through the assessment process. The strategy for assessment is
based on an integration of the workplace competencies for the learning modules into an holistic activity.
The awarding of vocational qualifications is dependent on successful demonstration of the learning
outcomes within the modules through the Integrated Competency Assessment that meets the Training
Package rules and requirements.
The integrated assessment activity will require the learner to:

demonstrate the appropriate key competencies,

apply the skills and knowledge which underpin the process required to demonstrate
competency in the workplace,

integrate the most critical aspects of the modules for which workplace competency must be
demonstrated, and

it will also provide evidence for grades and/or scores for the Board course component of the
assessment process in AV or TV courses.
Structured Workplace Learning: Assessment
Structured Workplace Learning is the workplace component of a nationally recognised industry specific
VET in Schools program. It provides supervised learning activities contributing to an assessment of
competence, and achievement of outcomes and requirements of a particular Training Package. (Please
refer to BSSS Policies and Procedures Manual page 92 for Board policy on SWL)
Students must be able to demonstrate identified competencies in SWL units with direct reference to
elements of competence and required skills and knowledge from the relevant Training Package.
Assessment of SWL units is competency based and reliant on the gathering of sufficient evidence from a
student’s work placement. Students will be awarded a grade Pass or Participated in the SWL unit (refer
section 4.3.6.3 Unit Grades – BSSS Policies and Procedures Manual).
13
Board Endorsed December 2011 (Version 4, January 2015)
Recognition of Prior Learning
RPL is an assessment process that assesses an individual’s formal, non-formal and informal learning to
determine the extent to which that individual has achieved the required learning outcomes,
competence outcomes, or standards for entry to, and/or partial or total completion of, a VET
qualification.
Recognition of competence through the RPL process should be granted to students through gathering
supplementary evidence against elements, skills and knowledge from the Training Package as well as
through established assessment criteria. RPL may be granted for individual Units of Competence where
the evidence is sufficient to do so.
A student having been granted RPL for one or more Units of Competence will still be required to fulfill
the time based component of units.
To cater for this requirement, curriculum designers should design the course to be flexible enough to
accommodate students who have gained
Assessment Task Types
Examples of Suitable Task Types:
Work performance: This task involves observation of the student conducting a range of work or
practical activities in a workplace or appropriate, simulated environment. The assessor must devise a
task that integrates the assessment of the designated units of competence in the Assessment Plan. The
assessment will include:

observation of the student’s performance in clearly defined activities

supporting oral or written questions

summative tests
Work project: This task involves completing a verbal, written or visual report on an aspect of work
operations. The assessor must devise a project that integrates the assessment of the unit/s covered in
the Assessment Plan. The work project must focus on and include information gathered in a workplace.
The work project can be selected from:

an investigation of work procedures/operations

a planning exercise

a problem-solving exercise

a research exercise
Portfolio: This task involves completing, collecting and compiling a range of evidence to indicate
competence in the unit/s designated in the Assessment Plan. The guidelines for constructing or
compiling the portfolio are to be determined by the assessor, taking into account the need to determine
a holistic judgement on a collection of pieces of evidence. The final portfolio may be selected from:

practical exercises/activities

documentation of a work performance

workbooks

logbook/journal/diary

written/oral short answers

visual display

topic tests
14
Board Endorsed December 2011 (Version 4, January 2015)
Practical Activity: This task comprises a ‘design and make task’ covering the unit/s designated in the
Assessment Plan. It involves the demonstration of a Practical Activity relevant to the workplace. The
assessor must specify guidelines for the completion of the Practical Activity that integrates the
assessment of the designated unit/s. The Practical Activity may include:

organising an event

producing an object

creating a visual presentation

creating a model/simulation
Weighting of assessment task types
For each unit, a minimum of 1 item from three task types from this table must be used and weightings
adjusted to add up to 100%. No task type should have less than a 20% weighting. One example could
be Work Performance 20%, Work Project 40% and Portfolio 40%. Another example could be Work
Project 30%, Portfolio 40% and Practical Activity 30%. Over a course, all task types should be covered.
Items from more than one task type could be combined into a major project.
Task types
Suggestions
Theory
Practical activity
Work based activity
 summative tests
 poster/flyer/brochure
 research exercise
 organising an event
 work investigation
 visual display
 planning exercise
 multimedia
presentation
 description/analysis of
work-based activities
(virtual enterprise,
simulation, work
placement)
 presentation
 scenarios
Weightings
20 - 50%
 simulations
 portfolio
20 - 50%
 observation report
 logbook/diary
 oral
20 - 50%
Over a course all task types must be included.
Additional Assessment Advice
The Board recommends 3-5 summative assessment tasks across a standard unit (1.0) and 2-3
assessment tasks for a half standard unit (0.5). Formative assessment and feedback should be used as
milestones towards summative assessment tasks.
In developing a unit assessment plan, teachers should ensure that a minimum of three different task
types (see above) is used. The Assessment Task Types provide flexibility to meet individual student
needs. Teachers are also referred to the BSSS publication Equitable Assessment and Special
Consideration in Assessment in Years 11 and 12.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task
types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
15
Board Endorsed December 2011 (Version 4, January 2015)
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

Knowledge, skills and application

Communication, interpersonal and organisational skills

Use of appropriate technologies

Problem solving skills

Evaluating and monitoring performance
Student Capabilities
Creative and critical thinkers
Students will be encouraged to think creatively and critically in solving higher level conceptual problems
in assessment items, e.g. through work on assessment of processes and procedures as they should be
applied in different circumstances.
Enterprising problem-solvers
Students will be given opportunities to develop problem-solving skills through extension activities and
practical work.
Skilled and empathetic communicators
Students will be required to understand industry information and communicate using industry jargon
relevant to the retail industry as appropriate. They will have opportunities to communicate with other
members of a team.
Informed and ethical decision-makers
Students will be encouraged to make decisions after discussion and research into topics such as OH&S,
sustainable practices etc.
Environmentally and culturally aware citizens
Students will be encouraged to be aware of environmental issues such as pollutants, disposal of waste
and chemicals, emissions, recycling, etc, and environmental topics will be discussed in class.
Confident and capable users of technologies
Students will be exposed to retail technologies through work with computers and simulations in class.
They will have an opportunity to gain valuable workplace expertise with industry specific technology and
technological processes through structured work placements. They will also be required to use
computers for research and assignments.
Independent and self-managing learners
Self direction will be promoted to students, and opportunities will be provided for students to research
topics of their own interest in the Retail field.
Collaborative team members
Teamwork and sharing of resources will be encouraged, and students will be required to work on some
task within the team situation.
16
Board Endorsed December 2011 (Version 4, January 2015)
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when allocating grades, the degree to which students demonstrate their ability to complete
and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
17
Board Endorsed December 2011 (Version 2 December 2012)
A student who achieves a B grade
typically
 identifies relevant information
and issues using appropriate
terminology
A student who achieves a C
grade typically
 identifies some of the
relevant information and
issues using appropriate
terminology
A student who achieves a D
grade typically
 demonstrates a limited
understanding of
information and issues with
some reference to
appropriate terminology
A student who achieves an E
grade typically
 demonstrates minimal
understanding of
information and issues
without reference to
appropriate terminology
 researches, selects and
interprets relevant information
effectively for target audience
 researches, selects and
interprets relevant information
for target audience
 researches, selects and
interprets information for
target audience
 researches and selects
some information for target
audience
 selects limited information
 communicates with effective
control of language for a range
of purposes and audiences
 communicates with control of
language for a range of
purposes and audiences
 communicates with
developing control of
language for a range of
purposes and audiences
 communicates with partial
control of language with
little understanding of
purposes and audiences
 communicates with little
control of language
 displays highly effective
planning and organisational
skills
 displays effective planning and
organisational skills
 displays inconsistent
planning and organisational
skills
 displays some limited
planning and organisational
skills
 displays minimal planning
and organisational skills
 clearly acknowledges sources
and provides a bibliography in
the correct style
 acknowledges sources and
provides a bibliography
 provides a bibliography
with some inconsistencies
in referencing
 provides a bibliography
with many inconsistencies
in referencing
 does not provide a
bibliography
 demonstrates highly effective
use and application of a variety
of technologies
 demonstrates effective use and
application of a variety of
technologies
 demonstrates an
inconsistent use and
application of technologies
 demonstrates a limited use
and application of
technologies
 demonstrates minimal use
and application of
technologies
Problemsolving skills
 analyses and evaluates facts,
theories and opinions and
draws appropriate and
insightful conclusions
 analyses and evaluates facts,
theories and opinions and
draws appropriate conclusions
 identifies facts and
opinions and draws some
conclusions
 demonstrates limited
distinction between facts
and opinions
 demonstrates a very
limited distinction between
facts and opinions
 plans and follows a considered
course of action, monitors
progress and makes
appropriate modifications
 plans and follows a course of
action, monitors progress and
makes modifications
 plans a course of action,
monitors progress and
makes some modifications
 plans a course of action and
modifies with some
assistance
 has difficulty following a
course of action
Use of
appropriate
technologies
Communication and
organisational skills
Knowledge, skills and
application
A student who achieves an A
grade typically
 critically analyses relevant
information and issues using
appropriate terminology
Evaluating and
monitoring
performance
Unit Grade Descriptors for A Courses
18
Board Endorsed December 2011 (Version 2 December 2012)
19
Board Endorsed December 2011 (Version 4 January 2015)
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Colleges not on a semester structure will negotiate
with BSSS on work required. Assessment and other documentation required by the Office of the
BSSS should also be kept. Year 11 work from Semester 2 of the previous year is presented for review
at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at
Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A and T course offered by the school, and is sent
in to the Office of the BSSS.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios. Specific requirements for subject areas and types of evidence
20
Board Endorsed December 2011 (Version 4 January 2015)
to be presented for each moderation day will be outlined by the Office of the BSSS through
memoranda and Information Papers
Bibliography
Aspire’s Certificate II in Retail resources http://aspiretraining.com.au
Comprehensive workbooks contain learning content, examples, tasks, case studies, self-assessment
checklists, assessment activities and holistic final assessments.
Didasko’s Certificate II Retail resources http://www.didasko.com
Comprehensive workbooks contain learning content, examples, tasks, case studies, self-assessment
checklists, assessment activities and holistic final assessments.
Edsonic’s Certificate II Retail resources http://www.edsonic.com.au/
Self-paced activities, tasks and research projects as well as self assessments. The materials are rich in
graphics, charts and illustrations.
Top of Form http://pre2005.flexiblelearning.net.au/toolbox/series10/10_05.htm
Flexible Learning Toolbox - RetailerToolbox 10.05 – disk available through OBSSS (purchased by ACT
Teachers in Vocational Education for all ACT Colleges)
HCS Online – free resource http://www.hsc.csu.edu.au/retail/
Activities to support the delivery of retail competencies
NSW WRAPS Retail assessment Tool – free resource
http://www.nswwraps.com.au/documents/RetailAssessmentToolFinal26Feb07.pdf
Holistic assessment of the skills and knowledge for the following three units of competence from the
SIR07 Retail Services Training Package:

SIRXCCS201 Apply point-of-sale handling procedures

SIRXINV001A Perform stock control procedures

SIRXIND101 Work effectively in a customer service environment
Inside Retailing Online http://www.insideretailing.com.au/
A great up to date Australian website with fantastic articles related to store operations, visual
merchandising, retailing, trends, shopping centres, HR and retail design.
Australian Retailers Association http://www.retail.org.au/
Peak industry body.
National Retail Association http://www.nra.net.au/
An industry organisation that provides professional services to the retail and wider service industry
throughout Australia.
The Australian Centre for Retail Studies - Monash University Centre
Produce reports and offer professional learning opportunities
Australian Retailing Trends 2007 http://www.buseco.monash.edu.au/centres/acrs/index/australianretailing-trends-ex-sum.pdf
The 2007 Australian Retail Snapshot
http://www.buseco.monash.edu.au/centres/acrs/research/2007-australian-retail-snapshot.pdf
Retail Trends – ABS Retail Trade Data for February 2007
http://www.buseco.monash.edu.au/centres/acrs/research/april-2007-retail-trends.pdf
Gen Y Considerations for the Retail Industry
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/generation-y.pdf
Sustainable retailing gets the green light
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/green-retailing.pdf
21
Board Endorsed December 2011 (Version 4 January 2015)
Are we really being served?
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/customer-service.pdf
POS advertising – Retailing’s final frontier?
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/point-of-sale.pdf
The Ethical Considerations of Retail Buying
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/ethical-buying.pdf
Ethical threads: Corporate social responsibility in the Australian garment industry
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/ethical-manufacturing.pdf
Factory Outlets – friend or foe?
http://www.buseco.monash.edu.au/centres/acrs/research/whitepapers/factory-outlets.pdf
ACTU Worksite for Schools – activities to unions and industrial relations issues
http://www.worksite.actu.asn.au/
Australian Bureau of Statistics – Retail Themes Data
http://www.abs.gov.au/websitedbs/c311215.NSF/20564c23f3183fdaca25672100813ef1/724b3848d
2a4ab0aca256d600022a07e!OpenDocument
These were accurate at the time of publication.
22
Board Endorsed December 2011 (Version 4 January 2015)
Standards for Registered Training Organisations 2015
These Standards form part of the VET Quality Framework, a system which ensures the integrity of
nationally recognised qualifications.
RTOs are required to comply with these Standards and with the:


National Vocational Education and Training Regulator Act 2011
VET Quality Framework
The purpose of these Standards is to:



set out the requirements that an organisation must meet in order to be an RTO;
ensure that training products delivered by RTOs meet the requirements of training packages
or VET accredited courses, and have integrity for employment and further study; and
ensure RTOs operate ethically with due consideration of learners’ and enterprises’ needs.
Standards 1 – 3 are included in this course document. To access all standards refer to:
http://www.comlaw.gov.au/Details/F2014L01377
Standard 1.
The RTO’s training and assessment strategies and practices are responsive to
industry and learner needs and meet the requirements of training packages and
VET accredited courses
To be compliant with Standard 1 the RTO must meet the following:
1.1. The RTO’s training and assessment strategies and practices, including the amount of training
they provide, are consistent with the requirements of training packages and VET accredited
courses and enable each learner to meet the requirements for each unit of competency or
module in which they are enrolled.
1.2. For the purposes of Clause 1.1, the RTO determines the amount of training they provide to
each learner with regard to:
a)
the existing skills, knowledge and the experience of the learner;
b)
the mode of delivery; and
c)
where a full qualification is not being delivered, the number of units and/or modules
being delivered as a proportion of the full qualification.
1.3. The RTO has, for all of its scope of registration, and consistent with its training and
assessment strategies, sufficient:
a)
trainers and assessors to deliver the training and assessment;
b)
educational and support services to meet the needs of the learner cohort/s
undertaking the training and assessment;
c)
learning resources to enable learners to meet the requirements for each unit of
competency, and which are accessible to the learner regardless of location or mode of
delivery; and
d)
facilities, whether physical or virtual, and equipment to accommodate and support the
number of learners undertaking the training and assessment.
1.4. The RTO meets all requirements specified in the relevant training package or VET accredited
course.
Industry relevance
1.5. The RTO’s training and assessment practices are relevant to the needs of industry and
informed by industry engagement.
23
Board Endorsed December 2011 (Version 4 January 2015)
1.6. The RTO implements a range of strategies for industry engagement and systematically uses
the outcome of that industry engagement to ensure the industry relevance of:
a)
its training and assessment strategies, practices and resources; and
b)
the current industry skills of its trainers and assessors.
Learner support
1.7. The RTO determines the support needs of individual learners and provides access to the
educational and support services necessary for the individual learner to meet the
requirements of the training product as specified in training packages or VET accredited
courses.
Assessment
1.8. The RTO implements an assessment system that ensures that assessment (including
recognition of prior learning):
a)
complies with the assessment requirements of the relevant training package or VET
accredited course; and
b)
is conducted in accordance with the Principles of Assessment contained in Table 1.8-1
and the Rules of Evidence contained in Table 1.8-2.
Table 1.8-1: Principles of Assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account
the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with
the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility
Assessment is flexible to the individual learner by:
 reflecting the learner’s needs;
 assessing competencies held by the learner no matter how or where they have been
acquired; and
 drawing from a range of assessment methods and using those that are appropriate to
the context, the unit of competency and associated assessment requirements, and the
individual.
Validity
Any assessment decision of the RTO is justified, based on the evidence of performance of
the individual learner.
Validity requires:
 assessment against the unit/s of competency and the associated assessment
requirements covers the broad range of skills and knowledge that are essential to
competent performance;
 assessment of knowledge and skills is integrated with their practical application;
 assessment to be based on evidence that demonstrates that a learner could
demonstrate these skills and knowledge in other similar situations; and
 judgement of competence is based on evidence of learner performance that is aligned
to the unit/s of competency and associated assessment requirements.
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective of the assessor conducting the assessment.
24
Board Endorsed December 2011 (Version 4 January 2015)
Table 1.8-2: Rules of Evidence
Validity
The assessor is assured that the learner has the skills, knowledge and attributes as
described in the module or unit of competency and associated assessment requirements.
Sufficiency
The assessor is assured that the quality, quantity and relevance of the assessment evidence
enables a judgement to be made of a learner’s competency.
Authenticity
The assessor is assured that the evidence presented for assessment is the learner’s own
work.
Currency
The assessor is assured that the assessment evidence demonstrates current competency.
This requires the assessment evidence to be from the present or the very recent past.
1.9. The RTO implements a plan for ongoing systematic validation of assessment practices and
judgements that includes for each training product on the RTO’s scope of registration:
a)
when assessment validation will occur;
b)
which training products will be the focus of the validation;
c)
who will lead and participate in validation activities; and
d)
how the outcomes of these activities will be documented and acted upon.
1.10. For the purposes of Clause 1.9, each training product is validated at least once every five
years, with at least 50% of products validated within the first three years of each five year
cycle, taking into account the relative risks of all of the training products on the RTO’s scope
of registration, including those risks identified by the VET Regulator.
1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and
judgements is undertaken by one or more persons who are not directly involved in the
particular instance of delivery and assessment of the training product being validated, and
who collectively have:
a)
vocational competencies and current industry skills relevant to the assessment being
validated;
b)
current knowledge and skills in vocational teaching and learning; and
c)
the training and assessment qualification or assessor skill set referred to in Item 1 or 3
of Schedule 1 in the Standards for RTOs 2015.
Industry experts may be involved in validation to ensure there is the combination of expertise
set out in (a) to (c) above.
1.12. The RTO offers recognition of prior learning to individual learners.
Trainers and assessors
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training
and assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and assessed;
b) current industry skills directly relevant to the training and assessment being provided;
and
c) current knowledge and skills in vocational training and learning that informs their
training and assessment.
Industry experts may also be involved in the assessment judgement, working alongside the
trainer and/or assessor to conduct the assessment.
1.14. The RTO’s training and assessment is delivered only by persons who have:
25
Board Endorsed December 2011 (Version 4 January 2015)
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of
competencies; and
b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item
2 of Schedule 1 in the Standards for RTOs 2015.
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 or Item 3 of Schedule 1 in the Standards for RTOs 2015, or demonstrated
equivalence of competencies; and
b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1 in the Standards for RTOs
2015.
1.16. The RTO ensures that all trainers and assessors undertake professional development in the
fields of the knowledge and practice of vocational training, learning and assessment including
competency based training and assessment.
Individuals working under the supervision of a trainer
1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a
trainer or assessor, the individual works under the supervision of a trainer and does not
determine assessment outcomes.
1.18. The RTO ensures that any individual working under the supervision of a trainer under
Clause 1.17:
a) holds the skill set defined in Item 4 of Schedule 1 in the Standards for RTOs 2015 or, prior
to 1 January 2016, is able to demonstrate equivalence of competencies;
b) has vocational competencies at least to the level being delivered and assessed; and
c) has current industry skills directly relevant to the training and assessment being
provided.
1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and
assessment complies with Standard 1.
1.20. Without limiting Clauses 1.17 - 1.19, the RTO:
a) determines and puts in place:
i)
the level of the supervision required; and
ii) any requirements, conditions or restrictions considered necessary on the
individual’s involvement in the provision of training and collection of assessment
evidence; and
b) ensures that trainers providing supervision monitor and are accountable for all training
provision and collection of assessment evidence by the individual under their
supervision.
Delivery of the training and assessment qualifications for trainers and assessors
1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment:
a) hold the training and assessment qualification at least to the level being delivered; or
b) have demonstrated equivalence of competencies.
1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
26
Board Endorsed December 2011 (Version 4 January 2015)
delivering the training and assessment hold the training and assessment qualification at least
to the level being delivered.
1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item
1 of Schedule 1 in the standards for RTOs 2015, or any assessor skill set from the Training and
Education Training Package (or its successor), the RTO must ensure all trainers and assessors
delivering the training and assessment:
a)
hold the qualification specified in Item 5 of Schedule 1 in the Standards for RTOs 2015;
or
b)
work under the supervision of a trainer that meets the requirement set out in (a)
above.
1.24. The RTO must ensure that any individual working under supervision under Clause 1.23. (b)
holds the qualification specified in Item 1 of Schedule 1 in the Standards for RTOs 2015 and
does not determine assessment outcomes.
Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other
AQF qualification or skill set from the Training and Education Training Package (or its successor).
Independent validation of training and assessment qualifications
1.25. From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training
and Education Training Package (or its successor), the RTO must have undergone an
independent validation of its assessment system, tools, processes and outcomes in
accordance with the requirements contained in Schedule 2 in the Standards for RTOs 2015
(and the definitions of independent validation and validation).
Transition of training products
1.26. Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO
ensures that:
a) where a training product on its scope of registration is superseded, all learners’ training
and assessment is completed and the relevant AQF certification documentation is issued
or learners are transferred into its replacement, within a period of one year from the
date the replacement training product was released on the National Register;
b) where an AQF qualification is no longer current and has not been superseded, all
learners’ training and assessment is completed and the relevant AQF certification
documentation issued within a period of two years from the date the AQF qualification
was removed or deleted from the National Register;
c) where a skill set, unit of competency, accredited short course or module is no longer
current and has not been superseded, all learners’ training and assessment is completed
and the relevant AQF certification documentation issued within a period of one year
from the date the skill set, unit of competency, accredited short course or module was
removed or deleted from the National Register; and
d) a new learner does not commence training and assessment in a training product that has
been removed or deleted from the National Register.
1.27. The requirements specified in Clause 1.26 (a) do not apply where a training package
requires the delivery of a superseded unit of competency.
Standard 2.
The operations of the RTO are quality assured.
To be compliant with Standard 2 the RTO must meet the following:
27
Board Endorsed December 2011 (Version 4 January 2015)
2.1. The RTO ensures it complies with these Standards at all times, including where services are
being delivered on its behalf. This applies to all operations of an RTO within its scope of
registration.
2.2. The RTO:
a) systematically monitors the RTO’s training and assessment strategies and practices to
ensure ongoing compliance with Standard 1; and
b) systematically evaluates and uses the outcomes of the evaluations to continually
improve the RTO’s training and assessment strategies and practices. Evaluation
information includes but is not limited to quality/performance indicator data collected
under Clause 7.5 of the Standards for RTOs 2015, validation outcomes, client, trainer and
assessor feedback and complaints and appeals.
2.3. The RTO ensures that where services are provided on its behalf by a third party the provision
of those services is the subject of a written agreement.
2.4. The RTO has sufficient strategies and resources to systematically monitor any services
delivered on its behalf, and uses these to ensure that the services delivered comply with
these Standards at all times.
Standard 3.
The RTO issues, maintains and accepts AQF certification documentation in
accordance with these Standards and provides access to learner records.
To be compliant with Standard 3 the RTO must meet the following:
3.1. The RTO issues AQF certification documentation only to a learner whom it has assessed as
meeting the requirements of the training product as specified in the relevant training
package or VET accredited course.
3.2. All AQF certification documentation issued by an RTO meets the requirements of Schedule 5
in the Standards for RTOs 2015.
3.3. AQF certification documentation is issued to a learner within 30 calendar days of the learner
being assessed as meeting the requirements of the training product if the training program in
which the learner is enrolled is complete, and providing all agreed fees the learner owes to
the RTO have been paid.
3.4. Records of learner AQF certification documentation are maintained by the RTO in accordance
with the requirements of Schedule 5 in the Standards for RTOs 2015 and are accessible to
current and past learners.
3.5. The RTO accepts and provides credit to learners for units of competency and/or modules
(unless licensing or regulatory requirements prevent this) where these are evidenced by:
a) AQF certification documentation issued by any other RTO or AQF authorised issuing
organisation; or
b) authenticated VET transcripts issued by the Registrar.
28
Board Endorsed December 2011 (Version 4 January 2015)
3.6. The RTO meets the requirements of the Student Identifier scheme, including:
a) verifying with the Registrar, a Student Identifier provided to it by an individual before
using that Student Identifier for any purpose;
b) ensuring that it will not issue AQF certification documentation to an individual without
being in receipt of a verified Student Identifier for that individual, unless an exemption
applies under the Student Identifiers Act 2014;
c) ensuring that where an exemption described in Clause 3.6 (b) applies, it will inform the
student prior to either the completion of the enrolment or commencement of training
and assessment, whichever occurs first, that the results of the training will not be
accessible through the Commonwealth and will not appear on any authenticated VET
transcript prepared by the Registrar; and
d) ensuring the security of Student Identifiers and all related documentation under its
control, including information stored in its student management systems.
29
Board Endorsed December 2011 (Version 4 January 2015)
Working in the Retail Industry
Value 1.0
This unit combines Starting Off in Retail 0.5 with Retailing Today 0.5. The two half units should be
delivered together as a semester unit. Students are expected to study the BSSS accredited semester
1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Duplication of Content
Refer to duplication of content rules on page 12.
Specific Unit Goals
This unit should enable students to:

communicate in the workplace

apply safe work practices

organise and maintain work areas

operate retail technology

work effectively in a customer service environment
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCOM101
Communicate in the workplace to support team and
customer outcomes
Core
SIRXWHS101
Apply safe work practices*
Core
SIRXCLM101
Organise and maintain work areas
Core
SIRXICT001A
Operate retail technology
Core
SIRXIND101
Work effectively in a customer service environment
Core
*NOTE: A retail store visit or structured workplace learning placement is recommended to
demonstrate industry standards in a specific retail environment.
Content
Communicate in the workplace to support team and customer outcomes

Communicate face-to-face with customers

Use technology to communicate with customers

Communicate with customers and colleagues from diverse backgrounds

Work in a team

Read and interpret retail documents.
30
Board Endorsed December 2011 (Version 4 January 2015)
Apply safe work practices

Apply basic safety procedures

Apply basic emergency procedures.
Organise and maintain work areas

Organise work area

Clean work area

Handle potential hazards.
Operate retail technology

Maintain retail equipment

Apply keyboard skills

Operate data entry equipment.
Work effectively in a customer service environment

Work within organisational requirements

Support the work team

Maintain personal presentation

Develop effective work habits
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment on page 13. This is a 1.0 unit. Ensure that the correct weighting value is used
for assessment.
Student Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment
enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware
citizens




confident and capable users of
technologies




independent and self-managing learners




collaborative team members




Student Capabilities
creative and critical thinkers
31
Board Endorsed December 2011 (Version 4 January 2015)
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
32
Board Endorsed December 2011 (Version 4 January 2015)
Starting Off in Retail
Value 0.5
This half unit combines with Retailing Today 0.5 to equate to the standard unit Working in the Retail
Industry (1.0). The two half units should be delivered together as a semester unit. Students are
expected to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Specific Unit Goals
This unit should enable students to:

communicate in the workplace

apply safe work practices
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCOM101
Communicate in the workplace to support team and
customer outcomes
Core
SIRXWHS101
Apply safe work practices*
Core
*NOTE: A retail store visit or structured workplace learning placement is recommended to
demonstrate industry standards in a specific retail environment.
Content
Communicate in the workplace to support team and customer outcomes

Communicate face-to-face with customers

Use technology to communicate with customers

Communicate with customers and colleagues from diverse backgrounds

Work in a team

Read and interpret retail documents.
Apply safe work practices

Apply basic safety procedures

Apply basic emergency procedures.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
33
Board Endorsed December 2011 (Version 4 January 2015)
Assessment
Refer to the Assessment on page 13. This is a 0.5 unit. Ensure that the correct weighting value is used
for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




informed and ethical decision-makers




environmentally and culturally aware
citizens




creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
34
Board Endorsed December 2011 (Version 4 January 2015)
Retailing Today
Value 0.5
This half unit combines with Starting off in Retail (0.5) to equate to the standard unit Working in the
Retail Industry (1.0). The two half units should be delivered together as a semester unit. Students are
expected to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

organise and maintain work areas

operate retail technology

work effectively in a customer service environment
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCLM101
Organise and maintain work areas
Core
SIRXICT001A
Operate retail technology
Core
SIRXIND101
Work effectively in a customer service environment
Core
Content
Organise and maintain work areas

Organise work area

Clean work area

Handle potential hazards.
Operate retail technology

Maintain retail equipment

Apply keyboard skills

Operate data entry equipment.
35
Board Endorsed December 2011 (Version 4 January 2015)
Work effectively in a customer service environment

Work within organisational requirements

Support the work team

Maintain personal presentation

Develop effective work habits
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers
enterprising problem-solvers




environmentally and culturally
aware citizens




confident and capable users of
technologies




independent and self-managing
learners




collaborative team members




skilled and empathetic
communicators
informed and ethical decisionmakers
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
36
Board Endorsed December 2011 (Version 4 January 2015)
Retail Industry Skills
Value 1.0
This unit combines Retail Sales and Finance 0.5 with Retail Interaction 0.5. The two half units should
be delivered together as a semester unit. Students are expected to study the BSSS accredited
semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

apply point-of-sale handling procedures

balance and secure point-of-sale terminal

interact with customers
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCCS201
Apply point-of-sale handling procedures
Core
SIRXCCS202
Interact with customers
Core
SIRXFIN201
Balance and secure point-of-sale terminal
Elective
Content
Apply point-of-sale handling procedures

Operate point-of-sale equipment

Ensure accuracy of transactions

Perform point-of-sale transactions

Complete sales

Wrap and pack goods.
Balance and secure point-of-sale terminal

Balance and secure takings from register or terminal

Reconcile takings.
Interact with customers

Deliver service to customers

Respond to customer complaints

Receive and process sales orders

Identify special customer requirements.
37
Board Endorsed December 2011 (Version 4 January 2015)
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 1.0 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers












environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
38
Board Endorsed December 2011 (Version 4 January 2015)
Retail Sales and Finance
Value 0.5
This unit combines with Retail Interaction 0.5 to equate to the standard unit Retail Industry Skills
(1.0). The two half units should be delivered together as a semester unit This half unit combines with
The two half units should be delivered together as a semester unit. Students are expected to study
the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a
semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

apply point-of-sale handling procedures

balance point-of-sale terminal
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCCS201
Apply point-of-sale handling procedures
Core
SIRXFIN201
Balance and secure point-of-sale terminal
Elective
Content
Apply point-of-sale handling procedures

Operate point-of-sale equipment

Ensure accuracy of transactions

Perform point-of-sale transactions

Complete sales

Wrap and pack goods.
Balance and secure point-of-sale terminal

Balance and secure takings from register or terminal

Reconcile takings.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
39
Board Endorsed December 2011 (Version 4 January 2015)
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers












skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
40
Board Endorsed December 2011 (Version 4 January 2015)
Retail Interaction
Value 0.5
This unit combines with Retail Sales and Finance (0.5) to equate to the standard unit Retail Industry
Skills (1.0).The two half units should be delivered together as a semester unit. Students are expected
to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early
exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

interact with customers
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXCCS202
Interact with customers
Core
Content
Interact with customers

Deliver service to customers

Respond to customer complaints

Receive and process sales orders

Identify special customer requirements.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
41
Board Endorsed December 2011 (Version 4 January 2015)
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
42
Board Endorsed December 2011 (Version 4 January 2015)
Retail Selling and Merchandising
Value 1.0
This unit combines Retail Selling Skills 0.5 with Retail Merchandising 0.5. The two half units should be
delivered together as a semester unit. Students are expected to study the BSSS accredited semester
1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

sell products and services

advice on products and services

merchandise products

plan, create and maintain displays
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXSLS201
Sell products and services
Elective
SIRXSLS002A
Advise on products and services
Elective
SIRXMER201
Merchandise products
Elective
SIRXMER202
Plan, create and maintain displays
Elective
Content
Sell products and services

Develop and apply product knowledge

Approach customer

Gather and respond to information

Sell benefits

Overcome objections

Close sale

Maximise sales opportunities.
43
Board Endorsed December 2011 (Version 4 January 2015)
Advise on products and services

Develop product and service knowledge

Recommend specialised products or services.
Merchandise products

Place and arrange merchandise

Prepare and apply labels and tickets

Maintain displays

Protect merchandise.
Plan, create and maintain displays
Identify requirements for displays

Develop display ideas

Plan and build displays

Maintain displays.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 1.0 unit. Ensure that the correct
weighting value is used for assessment. Students are expected to study the accredited semester 1.0
units unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




independent and self-managing learners




collaborative team members




informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
44
Board Endorsed December 2011 (Version 4 January 2015)
Retail Selling Skills
Value 0.5
This half unit combines with Retail Merchandising (0.5) to equate to the standard unit Retail Selling
and Merchandising (1.0). The two half units should be delivered together as a semester unit.
Students are expected to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit
due to late entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

sell products and services

advise on products and services
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours are listed in Appendix 2.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXSLS201
Sell products and services
Elective
SIRXSLS002A
Advise on products and services
Elective
Content
Sell products and services

Develop and apply product knowledge

Approach customer

Gather and respond to information

Sell benefits

Overcome objections

Close sale

Maximise sales opportunities.
Advise on products and services

Develop product and service knowledge

Recommend specialised products or services.
45
Board Endorsed December 2011 (Version 4 January 2015)
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators








informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
46
Board Endorsed December 2011 (Version 4 January 2015)
Retail Merchandising
Value 0.5
This half unit combines with Retail Selling Skills (0.5) to equate to the standard unit Retail Selling and
Merchandising (1.0). The two half units should be delivered together as a semester unit. Students are
expected to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

merchandise products

plan, create and maintain displays
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXMER201
Merchandise products
Elective
SIRXMER202
Plan, create and maintain displays
Elective
Content
Merchandise products

Place and arrange merchandise

Prepare and apply labels and tickets

Maintain displays

Protect merchandise.
Plan, create and maintain displays

Identify requirements for displays

Develop display ideas

Plan and build displays

Maintain displays.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
47
Board Endorsed December 2011 (Version 4 January 2015)
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators



independent and self-managing learners




collaborative team members




informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
48
Board Endorsed December 2011 (Version 4 January 2015)
Retail Business Skills
Value 1.0
This unit combines Retail Stock Control 0.5 with Retail Office and Technology Skills 0.5. The two half
units should be delivered together as a semester unit. Students are expected to study the BSSS
accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

perform stock control procedures

minimise loss

apply retail office procedures

perform retail finance duties

handle mail
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXINV001A
Perform stock control procedures*
Elective
SIRXRSK201
Minimise loss
Core
SIRXADM001A
Apply retail office procedures
Elective
SIRXFIN002A
Perform retail finance duties
Elective
*NOTE: Students assessment must include on the job participation in a specific departmental stock
take e.g. class excursion or structured workplace learning.
Content
Perform stock control procedures

Receive and process incoming goods

Rotate stock.
Minimise loss

Apply routine store security

Minimise theft

Use stock efficiently.
49
Board Endorsed December 2011 (Version 4 January 2015)
Apply retail office procedures

Process incoming and outgoing mail

Process bulk mail

Operate office equipment

File and retrieve documents

Establish contact with internal and external customers

Prepare simple correspondence.
Perform retail finance duties

Process petty cash transactions

Prepare banking documents

Process non cash transactions

Reconcile invoices for payment to creditors

Prepare invoices for debtors.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 1.0 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers








confident and capable users of technologies




independent and self-managing learners



collaborative team members



skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware
citizens

Specific Unit Resources
Refer to the Bibliography on pages 20-21.
50
Board Endorsed December 2011 (Version 4 January 2015)
Retail Stock Control
Value 0.5
This unit combines with Retail Office and Technology Skills 0.5 to equate to the standard unit Retail
Business Skills (1.0). The two half units should be delivered together as a semester unit. Students are
expected to study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

perform stock control procedures

minimise loss
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXRSK201
Minimise loss
Core
SIRXINV001A
Perform stock control procedures*
Elective
*NOTE: Students assessment must include on the job participation in a specific departmental stock
take e.g. class excursion.
Content
Perform stock control procedures

Receive and process incoming goods

Rotate stock.
Minimise loss

Apply routine store security

Minimise theft

Use stock efficiently.
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
51
Board Endorsed December 2011 (Version 4 January 2015)
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
creative and critical thinkers




enterprising problem-solvers










skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of
technologies
independent and self-managing learners
collaborative team members

Specific Unit Resources
Refer to the Bibliography on pages 20-21.
52
Board Endorsed December 2011 (Version 4 January 2015)
Retail Office and Technology Skills
Value 0.5
This unit combines with Retail Stock Control 0.5 to equate to the standard unit Retail Business Skills
(1.0). The two half units should be delivered together as a semester unit. Students are expected to
study the BSSS accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early
exit in a semester.
Duplication of Content
Refer to page 12.
Specific Unit Goals
This unit should enable students to:

apply retail office procedures

perform retail finance duties

handle mail
Units of Competency
This is a guide to the units of competence that may be delivered and assessed concurrently in this
unit. Please note that competence must be demonstrated over time and in the full range of retail
contexts. Refer to pages 5 – 6 for nominal delivery hours.
Teachers must use this unit document in conjunction with the Units of Competence from the Retail
Training Package SIR07, which provides performance criteria, range statements, assessment contexts
and essential skills and knowledge.
Code
Description
Core/Elective
SIRXADM001A
Apply retail office procedures
Elective
SIRXFIN002A
Perform retail finance duties
Elective
Content
Apply retail office procedures

Process incoming and outgoing mail

Process bulk mail

Operate office equipment

File and retrieve documents

Establish contact with internal and external customers

Prepare simple correspondence.
Perform retail finance duties

Process petty cash transactions

Prepare banking documents

Process non cash transactions

Reconcile invoices for payment to creditors
53
Board Endorsed December 2011 (Version 4 January 2015)
Teaching and Learning Strategies
Refer to Teaching and Learning Strategies on page 12.
Assessment
Refer to the Assessment Task Types table on page 13. This is a 0.5 unit. Ensure that the correct
weighting value is used for assessment.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and
Learning
Assessment




environmentally and culturally aware
citizens




confident and capable users of
technologies




independent and self-managing learners



creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
collaborative team members
Specific Unit Resources
Refer to the Bibliography on pages 20-21.
54
Board Endorsed December 2011 (Version 4 January 2015)
Retail - Structured Work Place Learning 1
Value 0.5
This unit provides an opportunity for students to be assessed on the job. A variety of retail
workplaces must be incorporated that allow the student to develop their experience in a range of
retail industry contexts.
Duplication of Content
Refer to page 12.
Prerequisites:
Structured Workplace Learning can be undertaken on successful completion of at least one standard
unit.
Note: One Structured Workplace Learning placement is required for the award of SIR10107
Certificate I in Retail Services. Casual/part-time employment may be eligible for consideration as
SWL. Please refer to the BSSS Policies and Procedures M – Guidelines for Structured Workplace
Learning (Appendix 4) for eligible workplace scenarios and requirements.
Units of Competency
Unit Code
Unit Name
Core/Specialisation
SIRXCOM101
Communicate in the workplace to support team and
customer outcomes
C
SIRXWHS101
Apply safe work practices
C
This SWL placement may contribute evidence toward other units of competency being undertaken
by the student.
Assessment
Students need to complete a minimum of 27.5 hours in a Structured Workplace Learning to obtain
credit for 0.5 of a standard unit.
Refer to SWL assessment on page 13.
55
Board Endorsed December 2011 (Version 4 January 2015)
Retail - Structured Work Place Learning 2
Value 0.5
This unit provides an opportunity for students to be assessed on the job. A variety of retail
workplaces must be incorporated that allow the student to develop their experience in a range of
retail industry contexts.
Duplication of Content
Refer to page 12.
Prerequisites:
Structured Workplace Learning can be undertaken on successful completion of at least one standard
unit.
Note: Two Structured Workplace Learning placements are required for the award of SIR10107
Certificate II in Retail. Casual/part-time employment may be eligible for consideration as SWL. Please
refer to the BSSS Policies and Procedures M – Guidelines for Structured Workplace Learning
(Appendix 4) for eligible workplace scenarios and requirements.
Units of Competency
Unit Code
Unit Name
Core/Specialisation
SIRXICT001A
Operate retail technology
C
SIRXIND101
Work effectively in a customer service environment
C
This SWL placement may contribute evidence toward other units of competency being undertaken
by the student.
Assessment
Students need to complete a minimum of 27.5 hours in a Structured Workplace Learning placement
to obtain credit for 0.5 of a standard unit.
Refer to SWL assessment on page 13.
56