Course Planning by Joe Lynch

Course Planning

Hosting London 2012 Work Skills for Hospitality, Hotels & Tourism

Team Faizel Karaan Joe Lynch Becky McCracken Linda Miller Kevin Swan

ÂŠ 2009

01 02 03 04 05

Course Planning

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Curriculum Outline • To understand the different sectors in the hospitality industry and become aware of the career opportunities available.

1. Recognise the significance of own achievements and interests to own development.

1.1. Describe at least two: (a) achievements and how they were achieved (b) interests and how they were pursued. 1.2. Describe how each of the above have contributed to own development and current situation.

2. Recognise own strengths and areas for further development.

2.1. Describe own strengths in relation to skills, qualities and abilities and assess their importance for the future in life, work and training. 2.2. Describe own areas for further development and explain why they need to be improved and how they could be improved. 2.3. Match own skills, qualities and abilities to the requirements of preferred learning progression destination or career choice. 3.1. Describe the characteristics of own learning style and how their career/education choices may be influenced by their learning style.

3. Understand how a person’s learning style influences career and education choices. 4. Be able to set personal goals and objectives.

4.1. Identify a range of personal goals, taking into consideration own skills, qualities, abilities and available opportunities. 4.2. Describe why the goals are relevant to own current situation and to available opportunities.

5. Be able to make action plans to achieve personal goals.

5.1. Produce an action plan which: (a) identifies and records personal goals which are SMART (Specific, Measurable, Achievable, Realistic, Timed); (b) incorporates a checklist of actions to be taken towards personal goals; (c) timetables the actions to be undertaken.

�� Case study Project Written question & answer/test/exam Role play/simulation Essay Practical demonstration Report Group discussion O Oral question and answer O Performance/exhibition Written description P Production of artefact Reflective log / diary O Practice file

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01 �� Communication Information Technology Application of Number �� Working with others Problem solving Improving Own Learning and Performance

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Week 01 Session 01

�� Faizel Karaan

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• To understand the different sectors in the hospitality industry.

• The learners will watch a video and would take some notes • The learners will take part in group discussions after they watch the DVD.

• To familiarise the learners about the importance of the different sectors and how they interlink with each other.

Week 01 Session 02

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Session 03

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• Learners will discuss in pairs the different careers available in hospitality • Each one will present each others careers option.

• Introduction to hospitality industry

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Question and Answers

Inter active white board

Mind mapping

DVD

Student activities

Handouts

Discussions and observation.

Handouts

• A formal presentation will be conducted regarding the various sectors available in hospitality.

• Discuss the different types of careers in the hospitality industry

• Responsibilities of the different types careers

Week 02

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Question and answer sheet.

White board • Presentation of the responsibilities of careers in the hospitality industry. • Learners will be able to demonstrate the importance of the hospitality industry.

Student activities Discussions and observation.

• The learners will take part in a group discussion.

Question and answer sheet.

• To understand the different career options that are available in the hospitality industry

• Presentation of career options

Student activities

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• Site visit

• To visualise the activities at a hospitality institution

Handouts Inter active whiteboard White board

Report writing Week 02 Session04

Inter active whiteboard

Observation

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Activity sheet

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Week 01, Session 01 F. Karaan

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Module 01 - Sector & Careers NOCN Cert Level 2

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�� TBC �� 10 - 3

�� Yes / No

By the end of the lesson students will be able to… ?

• Know the career options that are available in hospitality ��

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Welcome and introduction – Register and Icebreaker

Check health and safety, do register and introduction. Showing video of a hotel industry.

Visual examples of different career options.

Students will be asked to look at different careers that they can observe and look at the important role the different people are doing. In the careers.

11:30

Coffee Break

11:45

To know what different career options are available in the hospitality industry

Join in Q and A session looking at the different or how many careers they could identify. In pairs discussion regarding the important role available and why? The feedback will allow students to share their ideas. Tutor praise and support where necessary. Write different types of careers on the board when student mention it

1:00

Lunch Break

2:00

To be able to understand the responsibilities and duties of the different types of careers.

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Explanation of types and responsibility of careers by making use of a mix and match activities.

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�� Looking at person when calling out names. Questions and answers.

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Tutor asks Assessment different types of sheets Questions to get the answers. Handouts Feedback allows students to share ideas Tutor will ensure that student remain on tasks and prompt students.

Activity sheets White board

Curriculum Outline • This module focuses upon the situational curriculum model, with the learning placed in a range of contexts, each designed to strengthen the process of learning. In addition, the application of both liberal humanism and instrumentalist ideologies give emphasis upon active and co-operative learning with a clear relevance to employment and progression. * * Prescribed / Optional Key Skill 1. Be able to contribute to the setting of 1.1. Participate constructively in discussion Case study Communication group goals and agreement of a group and negotiation to contribute to setting the group’s goals Project Information Technology contract. and agreeing a group contract which identifies acceptable Written question & answer/test/ Application of Number (SLd/L2.1; SLd/L2.3; SLd/L2.4)* standards of behavior. exam 1.2. Describe the process involved in planning and Role play/simulation Wider Key Skill deciding the group’s goals. Essay Working with others Practical demonstration Problem solving Report Improving Own Learning and * * Group discussion P Performance 2. Understand own and others’ 2.1. Organise own activities effectively within the agreed Oral question and answer P * responsibilities in achieving the group’s goals of the group. Performance/exhibition goals and adhering to the group 2.2. Describe own and other group members’ Written description O contract. responsibilities in relation to the goals. Production of artefact 2.3. Conform consistently to the terms of the group Reflective log / diary O contract. Practice file * * 3. Be able to contribute to planning group activities. (SLd/L2.1; SLd/L2.3)

* 3.1. Participate constructively in discussion and negotiation to plan activities that enable a group to reach its goals. 3.2. Identify own responsibilities towards a group in relation to the planned activities.

* 4. Be able to contribute to group activities. (SLc/L2.1; SLc/L2.3)

* 4.1. Carry out own responsibilities and contribute to the completion of a group’s activities. 4.2. Feed back on own actions in relation to overall group goals and describe other group members’ contributions.

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Week 01

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• Introduction to Tourism Principles • Identify the key Tourism Roles

• Group introduction activity • Lecturer visual presentation and discussion • Small group work to role-play scenarios

Discussion Q&A Observation

PowerPoint Handout Props

• Establish knowledge of London Life • Make a presentation to the group

• Undertake research task using internet facility • Prepare and deliver oral presentation/written support

Observation Peer questions

Group task Flip-chart

• Explore the History of London • Review skills of Tourist Guiding

• Visit to the Museum of London, Barbican LU • Presentation from MOL staff on 'Visiting London' • Tour and discussion of content and areas of interest

Discussion Q&A Discussion

Map Handout

• Gather research and information • Work as part of a group/team

• Discuss topic and organise group task issued • Make poster to advertise event / activity / information

Observation Group work

Task sheet Workroom

• Explore London Travel infrastructure • Know about London journey planning

• Visit to Museum of London Transport, Covent Gdn • Presentation from LTM staff on 'Travel in 2012' • Devise a 'London Visitor Day Out' times, costs, etc.

Discussion Q&A Group work

• Lead group and coordinate activity • Review activity and evaluate

• Walking Tour of Central London • Give short pres on allocated site on route

Observation Verbal pres

Map Handout Task sheet Workroom Map Info sheet

• Discuss Contemporary London • List the impact of the London Olympics in 2012

• Watch popular film clips featuring London (Dickens, Sherlock Homes, Italian Job, Four Weddings, Notting Hill, Bridget Jones, etc.) • Discuss modern London and future London

Q&A Participation Discussion

Films DVD player Task sheet

• Present opinions in written format • Discuss and submit project task

• Individual work on project task • Tutor tutorial

Tutorial Submission

Assignment

Session 01

Week 01

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Session 02

Week 02

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Session 03

Week 02 Session 04

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Week 01, Session 01 F. Karaan

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Module 01 - Sector & Careers NOCN Cert Level 2

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�� TBC �� 10 - 3

�� Yes / No

By the end of the lesson students will be able to… ?

• Know the career options that are available in hospitality ��

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Welcome and introduction – Register and Icebreaker

Check health and safety, do register and introduction. Showing video of a hotel industry.

Visual examples of different career options.

Students will be asked to look at different careers that they can observe and look at the important role the different people are doing. In the careers.

11:30

Coffee Break

11:45

To know what different career options are available in the hospitality industry

1:00

Lunch Break

2:00

To be able to understand the responsibilities and duties of the different types of careers.

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Explanation of types and responsibility of careers by making use of a mix and match activities.

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�� Looking at person when calling out names. Questions and answers.

�� (Should cater for individual needs)

Tutor asks Assessment different types of sheets Questions to get the answers. Handouts Feedback allows students to share ideas Tutor will ensure that student remain on tasks and prompt students.

Activity sheets White board

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Curriculum Outline • To develop knowledge and skill in the use of common ICT software and equipment. The module will focus upon the application of this understanding through the production of formal outcomes such as CV, covering letter and internet research tasks. 1. Be able to produce a Curriculum Vitae (CV). (Rs/L2; Wt/L2; Ws/L2; Rw/L2; Ww/L2)

1.1. Produce a clearly structured and legible CV which includes all key information for general purposes and summarises own experience, qualities and skills. 1.2. Modify a CV for a specific purpose, including all relevant information.

2. Be able to write a covering letter. (Wt/L2; Ws/L2; Ww/L2)

2.1. Identify essential elements to meet the needs and expectations of employers. 2.2. Produce a formal covering letter in an appropriate format, which meets accepted conventions in language structures and register. 2.3. Adapt the letter appropriately for both a direct and a speculative approach.

3. Be able to prepare for an interview. (SLc/L2; SLd/L2)

3.1. Describe how s/he would prepare for an interview, including techniques for dealing with anxiety. 3.2. Describe how to research and identify information on an employer that may be useful for interview 3.3. Identify a range of possible interview questions and suggest suitable answers 3.4. Describe appropriate dress for an interview and why this is important

4. Be able to conduct self at interview. (SLlr/L2; SLc/L2; SLd/L2)

�� Case study Project Written question & answer/test/exam Role play/simulation P Essay Practical demonstration Report Group discussion O Oral question and answer O Performance/exhibition Written description P Production of artefact Reflective log / diary O Practice file

4.1. Present and conduct self appropriately in a mock interview situation, taking care to answer questions audibly and adopt appropriate body language (for example, eye contact, posture, etc) 4.2. Assess own performance, respond to feedback and identify areas for further development

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�� Communication Information Technology Application of Number �� Working with others Problem solving Improving Own Learning and Performance

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To discuss contents of a CV and covering letter

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To plan a CV using on line tools

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To Produce a CV using a word processor

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��Support learners with written notes. �� Using (correct and appropriate) English in a group. Using professional terms �� Use of internet and word processor when researching. �� Working with basic maths such as timescales, working to a deadline �� Sharing concerns (Staying positive and supporting each others learning) ��How we keep ourselves safe when seeking employment. �� Celebrating our work within the group and displaying group work. �� Meeting children’s need for play. Providing a service for others �� How financial implications can affect our own work. Cost effective ways we can work.

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Session 1

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To produce a CV and Covering letter.

Using Word produce a CV. Presentation on how Cv’s should look

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Q&A One to one support

Computers

Q&A One to one support

Computers

Printers

Presentation on formal letter writing

Session 2

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To use the internet to search for employment opportunities

Using internet search engines learners can research job opportunities.

Printers

Creating a blog Internet Learners to create a e-mail account

Session 3

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Using ICT to work productively

Using Excel produce a spreadsheet with contact names numbers and addresses.

Q&A One to one support

Computers

Staff for interview panel

Peer interviews

Q&A One to one support

Candidates to take part in a ‘mock’ interview with a panel

Peer to Peer feedback

Printers

Learners to become familiar with mail merge.

Session 4

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To prepare for a job interview

Demonstrate how learners should conduct them selves in an interview

Role play activities.

Interverview room

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To feel comfortable within the learning space.

Welcome, register, Health and safety presentation

Learner feedback

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To identify what is relevant to include in a CV.

Presentation of contents of a CV.

Q&A Group discussion

To analyse different types of CV’s Discuss which ones we feel are beneficial.

Compare different types of CV’s and choose a layout.

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PowerPoint

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Plan to create a CV Create a CV Present their CV to the group

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To discuss the difference between formal and informal letter. To analyse different types of letters.

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To plan how to write a formal letter. Produce a letter using internet tools Present the letter to the group. To reproduce copies of their work

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Recap of learning from the day

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Session Ends

Using online tools input the data that is needed for the CV Continue to use the online tool to create the CV �� Discuss with other how their CV looks

Group work: Review a selection of letters and decide: Is it formal or informal. Corrections that may be needed. Using internet tools prepare a letter to accompany the CV. Using a ‘wizard’ tool produce a letter that can accompany your CV Small group work; Discuss if there needs to be any changes to the letter. Learners to demonstrate how they can retrieve their work from a saved space. Use a photocopier to copy their Cv’s

Computers Q&A Group discussion Learner Feedback Q&A

Memory sticks

PowerPoint Discussion Observations One to one support

Hard copies of letters .

One to one support

Internet Word processor

Peer group evaluation

One to one support

Internet Word processor

Photocopier

Learners to share their thoughts of the session and discuss learning outcomes ��

One to one support

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Presentation: Letter writing.

Online and hard copies of CV’s

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Group feedback

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Curriculum Outline • To develop a knowledge of health and safety issues in the workplace. Learners will build a understanding of the responsibilities and practical requirements of safe and productive behaviour in successful employment roles. 1. Understand the structure and purpose of the organisation. (Wt/L2; SLc/L2)

2. Understand own role within the organisation and perform tasks accordingly. (Wt/L2; SLc/L2)

1.1. Describe the main purpose of the organisation. 1.2. Describe the most important activities undertaken by the organisation. 1.3. Describe the organisational and management structure, including departments and their functions. 1.4. Describe how information is gathered and communicated across the organisation and between departments. 2.1. Describe own role and activities, and the agreed limitations to own responsibilities. 2.2. Carry out tasks as directed, following instructions where appropriate and requesting guidance if necessary.

3. Be able to comply with agreed conventions for personal presentation, behaviour and timekeeping.

3.1. Maintain personal presentation at work and behave within agreed standards consistently. 3.2. Meet time-keeping and attendance requirements, following the organisational procedures if there are unavoidable difficulties.

4. Understand and comply with safe working practices. (Wt/L2; SLc/L2)

4.1. Describe the main safety hazards in the work placement, the precautions to address them and how to report them. 4.2. Describe the organisation’s procedures in the event of an accident or emergency. 4.3. Describe the location of the First Aid Box and its main content 4.4. Describe how to use key safety equipment, e.g. fire extinguisher. 4.5. Work in a way that does not endanger self or others.

5. Be able to reflect on and learn from experience of work. (Wt/L2; SLc/L2)

5.1. Monitor own development and experiences, including positive achievements, key incidents, lessons learnt and skills acquired. 5.2. Describe how previous learning helped them in their work. 5.3. Identify areas for own further development in order to enhance future employment opportunities.

�� Case study Project Written question & answer/test/exam O Role play/simulation Essay Practical demonstration P Report O Group discussion Oral question and answer Performance/exhibition Written description O Production of artefact Reflective log / diary P Practice file O

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04 �� Communication Information Technology Application of Number �� Working with others Problem solving Improving Own Learning and Performance

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�� TBC, 10-3pm Linda Miller

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Week 01

Module 04 Risk assessment

Sessio 02

Fire Safety Use of safety equipment

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• Understand common hazards within hospitality and Tourism sector.

Individual and pair work in identifying hazards in areas such as kitchen, bars, cellars, accommodation, reception street, transport. Group work. Finding solutions for the above hazards. ( Research Skills) Team work Presentation of finding ( speaking and research functional skills) Case study (individual work)

Q&A listen to discussion, written work,

IWB, pen paper, flip chart, DVD, case study

How to deal with emergency situations working environment.

How to deal with accidents, fire, security; intruders, bomb alert, robbery, fire alarm going off food poisoning , physical contamination, bacterial danger zones Locate and explain how to use fire alarms, read and Explain colour codes for fire extinguishers. Complete accident form Understand signs and symbols

Role play, case study answers, Q&A, listen to class discussion and individual participation

Case study, IWB, whiteboard

Written answers, Q&A, form filling,

Computer, IWB, DVD, Utube, magazines, newspaper

Students to walk around school looking at health and safety hazards making a list, How to lay out and write a formal letter to site manager with their findings. (Individual work) (functional skills It literacy) Filling out forms, help with composing application letters, CV, interview technique

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Clip board, pen and paper, IWB, school premises, DVD, guest speaker,

DVD, guest speaker, internet, magazines

• How to use safety equipment e.g. fire extinguisher, locate assembly points, operate fire alarm. How to conduct a risk assessment; identification; danger to staff and customers; hazards in different areas, Help with Job applications Week 02 Session 04

Module 04 Title Safety Regulations

• Know key health and safety regulations that regulates safe working practices COSHH, RIDDOR, PPE

Job research and filling out applications First Aid

Working in small groups for each of the following briefly outline the content of the guideline or regulation, and explain how this is relevant to your work role. For each please also state how and where information is kept and recorded. Control of Substances Hazardous to Health 1998 Reporting of Injuries, Diseases and Dangerous Occurrences 1985 Manual Handling Regulations 1992 Health and Safety First Aid Regulations 1981 Management of Health and Safety at Work 1992 Personal Protective Equipment at work 1992 Composing CV, letter writing, applications

Know the contents and location of the First Aid box . Perform basic First Aid

• Explain the use of the contents of a first aid kit. . Work out the cost of a suitable first aid kit for use in the home. Check for danger and a casualty’s level of consciousness and know when to call an ambulance. Carry out ABC checks and use the recovery position correctly and know when to call an ambulance.. Demonstrate the treatment of choking in babies and children and adult know when to call an ambulance. Demonstrate the treatment of a cut hand or arm / leg wound and know when to call an ambulance. Be able to recognise and treat shock. Understand how to recognise and manage a possible fracture, and know when to call an ambulance. Be able to recognise and manage head or spinal injuries and know when to call an ambulance Box and its main content , basic First Aid

Written answers, Q&A, listen to group discussion,

Participation in practical role play, Q&A, written answers, group discussion an participation, group presentation

IWB, internet, pen paper, flip chart,

Internet, IWB Magazines, newspaper,

computer, word document

Contents of First aid kit, bandages, ressci- annie ,DVD, u tube students, BP machine

Week 03 Session 6

Module 04 Title Health and safety Information

• Know the common types of safety information and products used in hospitality and tourism •

• demonstrate basic food hygiene and safety, fridge temperature, storage of food, hazardous material •

Week 04 Session 08

Module 00 Title Risk Assessment

• Be able to identify and follow safe working practices, safety precaution when travelling with others. • Demonstrate H&S policies and procedures in the tourist industry. Identify and record in writing, take actions on potential risks and harzards in tourist activity. Recap course and Summative test. Portfolio presentation. Help with job search, applications, preparing for interview continues,

cleaners used for washing and disinfecting • corrosive substances, oven and drain cleaners • insecticides and pesticides such as mice bait • flammable substances may include gases and liquids like methylated spirits. These substances may harm somebody who: • inhales them (breathing the fumes) • swallows them (eating or drinking them even accidentally) • just comes into contact with them (absorption). Practice hand washing technique, Reading food label sell by date How to store food in fridge True/ false questions How to take precaution for food allergies Case study (pair work) Different temperature for storing food How to use different boards for different type of food. Pair work True/ false questions Under each of these headings list potential hazards Environmental hazards Hazards from equipment and material Hazards connected with people.

Q&A, class discussion, participation in role play, answers to case study, Multiple choice questions,

Case study, multiple choice answers, answers to questions, group participation, class discussion Q&A, written answers, note taking, class discussion

Q&A, written answers, portfolio Final assessment

Internet, IWB, magazines, newspaper, flip chart, realia, pen paper

Text book, internet, u tube, power point, IWB computer

Computer, IWB, pen paper, flip chart, magazines, news paper

Pen paper, IWB, portfolio

Lesson Plan 2008-09 Lesson: Module 04, Session 01 Lecturer: Linda Miller

Topic: Health, Safety and Security Course & Level /Year: NOCN Cert Level 2 - Employability

Date: TBC Time: 10 - 3

Lesson Objectives (Include Curriculum, Every Child Matters & Key Skills / Functional Skills objectives) By the end of the lesson students will be able to… ? � • Manage an incident, minimising the risk to themselves � Create an action plan with the headings assess, make safe, emergency aid and get help � Deal with emergency situations � Know the limits of basic first aid � Health and Safety and First Aid regulations � Be aware of the duties of the employer as to First Aid. Time Learning Outcomes Learning activities How will Approx By the end of each activity students will...? Include teaching methods, use of differentiation & opportunities to promote equality & learning be (know what… know why… know about… know diversity and employability. (Reference should be made to ILPs where applicable). checked? how to… will develop…be able to…) 10:00

What is First Aid

Welcome Register Any question Introduction to lesson.

Consider why it is important to learn first aid

ALS in-class: Yes / No

Resources (Should cater for individual needs)

Q&A, listen to discussion

Q&A Class, written work

Class discussion as to their own understanding of what is First Aid Q&A Power point

Lesson objectives explained

How to manage an incident

Ask the students to discuss any emergency situation they may have been in or seen (this could have been on television) and discuss as a whole group what they should have done in the situation using the headings ‘assess’, ‘make safe’, ‘emergency aid’ and ‘get help’ to guide the discussion. Ask students what units they are studying and to use their knowledge of the units to identify 5 hazards that might cause harm to individual in work place.

Why your own safety must come first.

(One student with no work experience would need to look at alternative live home experience. One student will need extra explanation due to English being second language)

Pen and paper,

Q&A answers to case study

Case study, smart screen,

Q&A

Case study

Individual work, Work sheet. Help two students with extra explanation of what they need to do. Feedback writing answers on board. Class discussion on 5 stages of managing Students to discuss ways in which they can make the area safe, writing down their answers to share with class.

Case study White board Written answers

Making the area safe

they can make the area safe, writing down their answers to share with class. Pair work. . (One student with no work experience will need encouraging to share). One student will need extra clarification.( some Spanish words will help only if English fails) Feedback to check understanding

Q&A, class listening to

Video clip of sharp disposal Pen and paper

Feedback with class discussion. Invite student to write answers on white board

Video Role play

11:30

Coffee Break Identify life threatening problems

Bleeding, serious burns, electric shock, breathing. Teacher lead class discussion. ABc

How to use colleagues or others to help

Students to discuss how they can enlist the help of others depending on the severity of injury. They them need to list 5 ways in which they can ask others to help. Pair work

11:45

Q&A and participation in class discussion,

IWB

Feedback to check understanding. Reporting and form filling

Why is it necessary to report any injuries and fill out forms Teacher lead discussion on legislation and laws.

Laws on H&S, children protection Health and safety First Aid 1991, H&S work Act 1974, COSHH, RIDDOR

Video clip Text book Handouts, news paper,

Q&A, answers from discussion and

Ask the students what they would do if they came across what looks like an injured person they did not know. (In isolated place) Q&A

Past lessons Pen and paper, smart screen , case study, U tube

.It is important to emphasise here that the students should not approach a stranger but instead dial 999 or 112 and ask for an ambulance.

What is expected of you?

Students to work on work sheet filling out missing works t help understanding.( Students will then mark each others work. Some may not want this so I will have to mark it for them mark) Teacher lead discussion on function of human skeletal, organs and spine. Students to label skeletal diagram from their own knowledge of the body. Several students will have difficulty with pronouncing words as well as knowing them. identify and give individual attention.

Q&A, class discussion

Answers to case study, Q &A Q&A, written

Smart board,

Dictionary, pen and paper, flip chart, work sheet, IWB Handout,

1:00

Lunch Break

Basic anatomy 2:00

Respiration and resuscitation.

Feedback to check understanding and label diagram on IWB to correct mistakes and or fill in the gap.

case study, white board, smart screen internet,

A condition in which tissues are deprived of an adequate supply of oxygen hypoxia. Students are taught how to look for signs and symptoms followed by work sheet of filling in the blank paces. Individual work. Feedback

Examine and treat unconscious patient

. How to assess if a person is unconscious. Teacher lead class discussion on how to treat an unconsciousness person. Student to look at a video of recovery position, ABC of resuscitation, monitoring casualty. How to perform CPR

U tube, video,

Students to practice when and how to put someone in the recovery position What to say and do if you make an emergency

About three students may not be able to identify all of the stages involved and clearly explain how they would manage an incident, in particular by minimising the risks to themselves and others.

U tube The majority of students should be able to make an action plan and explain how they would minimise the risk to themselves when responding to an incident â&#x20AC;˘ some students will only be confident enough to respond to an incident by staying calm and seeking help. Take part in simulated emergency calls. Recap lesson Any questions. End of lesson

Student feedback on learning activities:

Resuci- Annie, IWB, Video

Lecturer evaluation & notes for next lesson:

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Curriculum Outline • This module employs the ��in that it is designed to be heavily interactive, and students will be encouraged to use, apply, and develop the content. Personal growth is promoted, with a focus on application of skills to vocational areas, thus relevant ideologies include �� and ��. 1. Know the acceptable conventions for 1.1. Explain the reasons for, and benefits of, agreed dress �� personal presentation in the workplace. and appearance conventions in the workplace. Case study Communication (SLc/L2; Wt/L2) Project Information Technology Written question & Application of Number 2. Understand the value of first 2.1. State why it is important to make a good first answer/test/exam O impressions. impression. Role play/simulation O �� (SLc/L2; Wt/L2) 2.2. Describe ways of creating a positive impression when Essay Working with others meeting, speaking and writing to people for the first time. Practical demonstration Problem solving Report Improving Own Learning and 3. Understand the importance of positive 3.1. Describe the importance and benefits of positive Group discussion O Performance verbal and non-verbal interaction in the verbal communication with colleagues in the workplace. Oral question and answer workplace. 3.2. Describe the importance and benefits of positive Performance/exhibition (SLc/L2; Wt/L2) verbal communication with customers/clients. Written description P 3.3. Describe, giving examples, what is meant by nonProduction of artefact verbal communication and explain its importance in faceReflective log / diary O to-face interaction. Practice file 3.4. Describe the importance of clarity, tone and manner when communicating by telephone.

4. Be able to demonstrate positive verbal and non-verbal interaction. (SLlr/L2; SLc/L2; SLd/L2)

4.1. Demonstrate appropriate and inappropriate ways of communicating verbally. 4.2. Demonstrate ways in which non-verbal communication can be used positively to support face to face communication. 4.3. Listen and respond to others, acknowledging their right to hold opinions that differ from own.

5. Be able to produce positive written communications in the workplace. (Wt/L2; Ws/L2; Ww/L2)

5.1. Produce written business communications in at least two formats, using language, tone and register appropriate to the recipient and the formality of the situation.

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Hosting London 2012 TBC, 10-3pm Becky McCracken

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Module 05 - People Skills Certificate Level 2 NOCN

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Week 01

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• To understand the importance of first impressions

Session 01

• Group discussion: First impressions – what creates positive or negative impact? • Work in small groups: Explain the reasons for and benefits of, agreed dress and appearance standards in hotel and hospitality areas • Video: ‘Working in a Multicultural Workplace’

• To discuss acceptable standards for personal presentation in the workplace

Session 02

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• To Understand the importance of positive verbal and non-verbal interaction in the workplace • Be able to demonstrate positive verbal and non-verbal interaction • Discuss different types of disabilities and how to provide a personalised service

Week 02 Session 03

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• Define Customer services, and compare and contrast good/bad customer services skills . Identify and discuss standards and consistency in customer services

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Tutor and peer assessment in group discussion, self assessment

Powerpoint, video, whiteboard, handouts

Tutor and peer assessment in group discussion and roleplay activity

Powerpoint, video, whiteboard, handouts

Tutor, peer and self assessment in group and roleplay activities, self assessment in industry visit, multiple choice

Handouts, computers, test file

• Tutor-led discussion on ethnicity and diversity in the workplace

• Discuss and understand relationships within a multicultural workplace

Week 01

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• Roleplay Activity: Good Communication Skills • Group Discussion after activity • Paired work on interaction, then each group presents scenario to the class • Group feedback to pairs • Tutor-led discussion on accessability for all in the workplace

• Group Activity: Hypothetical customer services situations • Tutor led discussion: What is Customer Services? • Industry visit: Hyatt Regency Hotel • Roleplay Activity: Dealing with Grievances

Prepared February 2009

�� Module 5, People Skills Lesson 3 �� Becky McCracken

�� Performance Through Customer Services �� NOCN Cert Level 2 - Employability

�� • • • •

�� TBC �� 10 - 3pm

�� Yes / No

By the end of the lesson students will be able to… ?

Define Customer Services, and compare and contrast good and bad customer services situations Identify and discuss standards and consistency in customer services Demonstrate appropriate response to grievances Demonstrate understanding of appropriate IT communication in relation to grievances

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Be able to describe and define customer services.

Tutor led discussion: What is Customer Services? Group activity: Hypothetical customer services situations

Be able to compare and contrast good and bad customer service skills. 11:30

Coffee Break

11:45

To witness first hand real customer services scenarios in a real industry environment Be able to identify and discuss standards and consistency in customer services

1:00

Lunch Break

2:00

Know about the different types of grievances to expect in hospitality. Be able to demonstrate appropriate response to grievances Be able to use appropriate IT communication in relation to grievances

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(Differentiation: choose groups at random. Group activity to act as an icebreaker. Tutor to walk round groups and prompt, where necessary) Industry visit: Hyatt Regency Hotel Group discussion on observations from hotel visit. (Differentiation: a hotel guide to be provided, narrating during the visit to describe to the students what kind of observations to make, one or more student ‘leaders’ to be chosen to take the group to the hotel, students put into groups (more and less abled) at the hotel and encouraged to discuss with one another, one or more students chosen to help in a real situation at the hotel) Roleplay scenario and activity: Dealing with Grievances Group feedback and discussion after activity.

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Tutor, Peer and Self Assessment in small group activity and the involvement of discussion

Handout for group activity

(Should cater for individual needs)

Powerpoint for discussion

Self Assessment Clipboards for in industry visit. students Tutor, peer and self assessment in involvement of discussion.

Tutor, peer and Handout for self assessment in roleplay activity, roleplay and computers for Option 1: Online mulitiple choice test (for those who have completed IT discussion, test test, test file module), with a view to answering potential customer grievances. Option 2: as score results above but paper multiple choice test (Differentiation: place students into groups depending on experience level and how well they did during the trip out – more and less abled together, option for exam. Provide more time after class to complete for those requiring it) ��