Course Outline

A Course Outline

Hosting London 2012 Work Skills for Hospitality, Hotels & Tourism

Team Faizel Karaan Joe Lynch Becky McCracken Linda Miller Kevin Swan

Š 2009

01 02 03 04 05

Contents Introduction Our Rationale Funding Strategy Assessment Differentation Quality Inclusion & Key Skills Resources Course Planning Appendix

01 02 03 04 05 06 07 08 09 10

Introduction

Introduction

“Hosting the London 2012 Olympics & Paralympics provides a tremendous variety of opportunities within the hospitality and tourism industry.�

Linda Miller, Senior Lecturer, Kensington & Chelsea College, February 2009

A Rationale

A Rationale The Kensington and Chelsea College is committed to providing all students with opportunities to experience success in school and extended to the employment market. To this end, the college has encouraged and supported the development of the Work Skills for Hospitality, Hotels and Tourism course to serve the needs of the local people who will benefit from a level of course that make connections between unemployment and employment.

Our Aims To respond to the government initiative for the training and recruitment within the employment sector To respond to the needs of the many local people who want to start a carer in the Hostel, Hospitality and Tourism Sector To get local people trained and employed in time to host the 2012 Olympic and beyond.

To help learners with no formal qualification gain basic functional skills.

To enable learners progress through to employment or other academic levels of their choice.

The Ideology With the complexities of the local and global market our course is design to provide the skills to meet the demands and responsibilities of the modern work force. As part of the course learners will be expose to different working environment as they visit prospective employers, places of employment and other local projects. This will allow them to develop confidence and provide opportunities to reflect on their contribution to the processes involve.

The different modules within the course will help learners to focus on employability within the sector. Functional skills will help learners meet the challenge of working in a modern environment. The course includes the importance of respecting equality, diversity and the rights of others.

The flexibility of this roll on roll off course enable learners to attend interviews or take up employment, working in partnership with their employer as they continue with the course. Progression to another level of the sector is available for those who wishes to do so as their employability skills will be transferable

A Target Group The Work Skills for Hospitality, Hotels and Tourism course is specifically designed to involve students with hands-on learning experiences and assist them in their successful transition to the workplace. These courses are particularly effective in connecting in-school learning with home, community and workplace experiences. In addition, these courses provide oppor-

Meeting Needs

tunities for students to become better prepared for employment, further studies, and lifelong learning.

Meeting Needs This five module employability course is aim at people who needs basic employability skills or for those who have been out of employment for a while and would like a refresher course. It will also be suitable for those who are looking for a career change and are looking within the Hospitality and Tourism industry. Students successfully completing this course will have a strong start in the Hospitality Hotel and Tourism industry area and hopefully carry on into Level 3 course of their chosen career path.

The employment rate is a key government target as high employment rate is a healthy sign of a strong economy. The population of North Kensington is approximately 38,000 living in 17,355 households (2001 census). This area covers approximately 290 hectares, stretching 3.5km north to south and 2km east to west. There are significant levels of unemployment – i.e. currently 6.2% in Golborne compared to 1.7% for the borough as a whole and 3% for London (based on Job Seekers Allowance, April 2007). The Department of Work and Pensions has identified three wards, Golborne, Notting Barns and St. Charles, as having acute problems requiring specific action to improve employment rates.

Due to the pockets of deprivation which still exist, the Council regards a Plan for the area as an essential tool for change.

In addition, the London Plan also identifies parts of North Kensington as an ‘Area for Regeneration’, requiring initiatives to tackle deprivation. Figure A shows that the numbers of semi-skilled or unskilled workers broadly reflects the spatial distribution of the economically inactive. The census shows that there are higher proportions of the semi or unskilled in the north, particularly around Kensal, Lancaster West and Wornington. (rbkc.gov.uk/ portal planning) See figure A. A significant enhancement is needed in the skills support available for Kensington and Chelsea residents and employers to tackle high levels of under- qualification and skills shortages. In response to widespread concern about the lack of basic skills among a large part of Golborne and St Charles wards, which have a combination of problems such as low incomes, high unemployment, high crime and poor health we feel that in offering our Employment and Skills in Hospitality we will be working with local government and employers to meet those Government targets as well as meeting the employment needs of the people within our local area.

Hosting the 2012 Olympics and Paralympics provide tremendous potential for a variety of opportunities relating to hospitality within the tourism industry.

This course can play a major part in maximising employment and skills opportunities for our target group during the preparation, hosting and longer term legacy of the games by reducing unemployment and increasing basic training and skill levels.

We can do this with our Employment and Skills in Hospitality course by raising the aspirations and behaviour of the unem-

Meeting needs

ployment, people who lack basic employment skills raising motivation and confident enabling them to begin to fulfil their potential through the skills and employment system.

Using the 2012 Games as the catalyst for lasting benefits for people and businesses of North Kensington is at the heart of our approach to offer Employment and Skills in Hospitality which will enable local people to secure jobs. We will capitalise on the excitement and ‘buzz’ surrounding this major sporting event by galvanising and encouraging local people to enrol on this roll on roll off course that will have a real impact on employment now, through to 2012 and beyond.

Further Reference: www.ldfconsult.rbkc.gov.uk/portal/planning/csnkp/csnkp?pointId=1216825994947 www.rbkc.gov.uk/events /olympics2012/ Preedy, M. (1987) Approaches to Curriculum Management. Milton Keynes. Open University Press Armitage et al (2003) Teaching and Training in Post Compulsory Education, OU Press, pp 201-205

Figure A: Percentage Semi and Unskilled Workers

Figure B: North Kensington Multiple Deprivation

Funding Strategy

Funding Strategy - Overview This is a multi-dimensional course offer, providing opportunities to engage a broad range of learners across the community and in specific industry sectors. Following on, it is proposed that the funding of this programme will flow from a number of potential sources:

Mainstream Funding •As successful achievement of this Level 2 NOCN Certificate is in line with key LSC priority areas, funding will be forthcoming and will be reliant on learner retention and achievement. Full concessionary status will be applied to any learner who does not already hold a full level 2 qualification.

Employer Links • There is an opportunity to link directly with employers in the hospitality, hotels and tourism sectors. This would be done on a ‘West London zone’, engaging in dialogue with specific employers an developing a community partnership programme.

The Train To Gain initiative would also be relevant here as a mode of work-based learning.

2012 Olympics Fund The ‘real legacy’ for London as a whole has been a significant factor in the public’s perception of the 2012 Games. There is potential opportunities for direct support to establish front-line ‘Ambassadors for London’, a well trained sector of Londoners, who are vital to make the visitor experience a success.

Other Employer & Cultural Sources: The following routes may provide possible funding opportunities:

Assessment

Assessment The course is designed to be Roll On/Roll Off, providing the learners with flexibility and enabling them to achieve the qualification in stages. The learners will be formally assessed at the end of each module, allowing them to build a flexible portfolio consisting of credits for some or all of the passed modules. To achieve a full level 2 certificate, learners would have to complete 12 credits (our unit selection would achieve 13). There will be a two week ‘assessment window’ once each module is completed, whereby students who may have missed a component of the module or need an extension will be given the opportunity to re-sit the exam or hand in the assignment(s).

Initial Assessment An initial assessment will be provided, which would include a test paper with the intention of uncovering the applicants’ proficiency in key skills, any previous employment /training and educational experience. Although there are no requirements for applicants to have employment experience, identifying those students who have had previous training will help shape the differentiation process. These scores would next be used to inform a personal interview, in which applicants would be given a short scenario and discussion. If potential students do not meet requirements for level 2, we will immediately refer them to a lower level course, and encourage them to re-apply at a later date.

Summative, Formative, and Diagnostic Assessment Methods: Summative and formative assessment will vary due to the differing nature of each module, which also will take into account different learning styles and preferences. Diagnostic assessment will be carried out at the start and end of each module by means of a standardised test, with a view to measuring pupils’ progression of key skills.

Some examples of formative assessment for each module include: Mod 1 (Careers): Reflective log/ journal entries, observation on field trips, self assessment Mod 2(Tourism): Observation (to be ongoing and provide scores toward summative assessment.), peer and self assessment Mod 3 (IT): Observation, evidence based assessment Mod 4 (Health and Safety): Scenario and role play, observation, peer and self assessment Mod 5 (People skills): Group work, observation, peer and self assessment Some examples of summative assessment for each module include: Mod 1 (Sector & Careers): Written essay, questions and answers Mod 2(Tourism): Oral question and answer

Curriculum Ideology

Mod 3 (IT): On-line practical test Mod 4 (Health and Safety): Multiple choice and part written exam Mod 5 (People Skills): Presentation, written essay

Curriculum Ideology There are elements of all ideologies in our course design, and key factors of each will be more applicable within each different module. With our main focus being the gaining of employable skills, the ideology most relevant is ‘Instrumentalism’.

Elements of ‘Liberal Humanism’ also feature heavily, in that the course is designed to be flexible and inclusive.

In addition, the inclusion of ‘Progressivism’ would provide the opportunity for ‘individual needs, aspirations and personal growth’ (Armitage 2007), to be accommodated. Here there is an emphasis on development of the individual, and the learners are provided with flexibility, diversity and choice with the roll on/roll off design and varying nature of each individual module. Factors of the other ideologies will be evident within the individual modules.

The curriculum model most relevant is ‘Situational’, as the course is linked to a real context as much as possible, with industry visits, reference and link to employers, employability and vocationally relevant areas. The ‘Process’ model also guides our curriculum design, in that we want to ensure our learners are able to take away what they have learned and use it in the outside world.

Differentiation

Differentiation The scores from the initial assessment will provide the first guidelines for differentiated learning. Once the student levels are assessed, a wide variety of methods will be used within the frameworks of each module, such as:

Groupwork: • Group those students with more experience with those needing assistance, AND/OR • Place more/less able students together, AND/OR • Mix the age group of the students, AND/OR • Let students decide own groups, AND/OR • Choose groups at random • Provide icebreakers to constantly subdivide groups (some students might be on the course for the full 10 weeks, where others who come in and out might find existing formed groups daunting)

Testing & Assignments: • Provide additional resources for those students finishing exams early • Timescale extensions for those requiring more time finish assignments

Learning Styles & Preferences: • The varied nature of each module will meet different learning needs • Within each module, a variety of teaching methods and resources will be used • The learning environment will change within each module: visits out to industry.

Students requiring special needs: Adjustments and arrangements can be made to take account of disability or learning difficulty without comprising the assessment methods. Our teachers will follow the guidelines and policies set by NOCN to ensure standardisation and responsibility in the classroom.

Widening Participation: The Roll On/Roll Off design ensures students can enter at any point, and leave at any point; meeting the needs of those students who may only want to complete one or more modules, and providing a flexible timescale.

Embedded Learning

Embedded Learning: Example of incorporation of ICT: Use of ‘Blackboard’ to promote e-learning. See each individual module’s SOW for further examples of the incorporation of key skills. Each module will provide opportunities for incorporation of key skills using varying methods.

Note: If applicants do not meet our entry requirements, we will immediately refer to another course, and encourage to reapply at a later date.

Quality

Quality It is planned that we will be addressing quality by having the following in place:

Assessment: These are ongoing throughout the course and are assessed by a qualified person who is able to make judgments on the candidates competencies.

They should hold the following: • A recognised assessors award (A1) or DTLLS award • 5 years experience within their assessment area.

The course will be overseen by a qualified lecturer with a DTLLS or equivalent qualification

Verification: All Internal verification would take place on site by the course leader. The assessments would follow the NOCN standards and would involve samples of work being presented to the EV.

Overview: The aim of the program is to support learners progression into employment or to continue with further education in order to raise their skills to employability standards.

It is hoped that this course would be able to run with the support of: • Local businesses who need to ‘up skill their workers’ • Local job centres • Private employment agencies In order for the course to deemed viable it is felt that: • There should be no less than six learners enrolled on the program at any one time.

• There should be a maximum of 20 learners enrolled on the program at any one time • By the end of program 75% of learners should have archived the award.

Quality

• 65% should progress onto full or part time employment or progress onto further education relevant to employment within Travel, leisure or tourism.

Ofsed has identified key area that need to addressed in order to provide quality learning we have identified how we feel we meet the requirements Reference extracted from Actions for Quality Improvement http://excellence.qia.org.uk/page.aspx?o=100957 , accessed on 20/02/2009

Recruitment Good recruitment practices make a real difference. Improving your learners’ recruitment experience means dealing with weak or inadequate processes.

• Recruitment will take place in a variety of ways: • Referred by their employer or recruitment agency to ‘up skill’ • Directly by the learner who has some background knowledge and interest in the program • Linking with the employer solutions team to offer in house training

Initial Assessment Accurate and effective initial assessment is a key area that providers often struggle with. Initial assessment will take place before learners enrol and where appropriate learners will be directed to sources of support.

Induction The initial period of a programme that helps learners to settle into their programme and understand what is expected of them. During this period, the provider develops its understanding of each learner’s unique set of experiences and skills in order to be able to plan an individualised programme for them. The course in a roll on roll off and we have identified that learners will be joining the sessions at various times throughout the program. Time will be allocated to individuals to support them when joining the program. There will be opportunities for learners to access course details remotely via a website,

Individual Learning Plans The document used to record the results of initial and diagnostic assessment, to set out the learner’s programme and any additional support activities, and to record ongoing progress.

Quality

All learners will have an ILP which is reviewed after each session.

Teaching and Learning Improving your approaches to teaching and learning. All tutors and assessors are expected to take part in CPD activities relevant to their subject.

Assessment This activity is about improving your record keeping of the assessment process. All assessments will be recorded using a standardised format. All tutors and assessors will take part in regular standardisation meetings

Reviewing Learners’ Progress This section is about improving your learner progress review processes. It covers various aspects of your review process, such as the documents which record the process and how the process is quality assured. All learners will take part in a review meetings regularly where their progress will be monitored.

Achievement These activities cover some of the challenges that you face in supporting learners to achieve. It covers areas such as planning effectively and providing targeted support to help learners reach their goals. It is hoped that the course has been developed in an achievable manor as learners will have an opportunity to complete quickly if there are competent and also rejoin sessions where they need more support to achieve.

Progression This section is about improving your learners’ progression. It relates to areas you may wish to improve, such as poor or insufficient progression routes or insufficiently planned progression. All learners will have the ability to progress onto either employment or further education when they have achieved this award.

Inclusion and Key Skills Refer to course planning documents for further details of the embedded learning strategy, incorporating Functional Skills and Every Child Matters policy.

Resources Strategy

Resources Strategy Excellent teaching and learning activities are facilitated through a coordinated range of resources that are responsive to the diversity and needs of our learners. In this programme we focus upon four main areas:

• Teaching Environment A dynamic class room environment generates positive working and productive interaction. This is a central consideration and we propose an ambitious template for learning environments. The diagrams 01 - 03 illustrate the primary needs of both classroom and external requirements.

Within the main teaching environment, the spatial organisation will enable effective group working and good tutor/learner communication. SmartBoard technology, Whiteboard and flip-chart provision will support visual learning strategies. Appropriate classes will combine areas for group, individual and scenario-based working. The use of ICT is integrated throughout this programme and the class environment will have a dedicated zone for part of this activity. Core aspects of ICT teaching will take place in a dedicated facility with all necessary equipment.

The format course hand-out materials will be clearly established in a three section template comprising of content - task - resource, a ‘mini-model’ approach devised to maximise learner engagement. See diagram 04 as a template guide.

The visual identity of this programme is a strong asset, building as it does, an identifiable series of learning blocks whilst preserving a sense individuality. This identity will be evident through all course documents, including fact sheets, promotional materials and internet presence.

Within the broader college context, learners will have access to a wide range of additional resources and facilities to support their studies. This will include library and journal reference, internet linked computer workstations and printing technology. A supply of stationary and presentation materials will also be available for purchase.

• E-learning Vital to modern working is daily access to and use of computer and internet media. From the outset will be exploiting new mediums to meet the challenge of the digital age and reach a diverse spectrum of learners.

In addition to a regular print and web based course handbook, an animated digital e-book will also be available.

A copy of this resource is available to view at http://issuu.com/hostinglondon2012/docs/course_handbook

Resources Strategy

To actively support study on this programme an on-line website resource will form a backdrop to the experience and offer clear focus for development of ICT skills and a range of additional independent study tasks.

A pilot version of this resource can be viewed at http://sites.google.com/site/hostinglondon2012 To generate a sense of learning community, participants in the programme will contribute a discussion and comment forum using a course blog. This will also be utilised to share information and to gather feedback from the learners.

A pilot version of this resource can be viewed at http://hostinglondon2012.blogspot.com The internet offers a vast catalogue of learning potential, and a considered selection of this will be gathered to form a learning portal for this programme. Consisting primarily of on-line museum content, this information will be gathered and presented visually on the programme website for easy student access. Below are listed some key examples:

http://getset.london2012.com

http://www.untoldlondon.org.uk

http://www.museumindocklands.org.uk

• The Hotel Context Establishing relevant sector employer links are an important aspect of this proposal. Central to this strategy is the use of hotel meeting facilities as innovative teaching environments. As they are fully equipped with essential resources, they prov career paths and to have direct input in taught sessions from employees through guided tours and interview role-play, for example.

This is a partnership, where employers can supportively engage with the wider community and ultimately support education and training with a view to meeting their own stafďŹ ng needs. There is also a secondary process, where hotel employers identify the opportunities to upskill their own workforce through a process of ongoing training.

The following represents a sample of signiďŹ cant current West London hotel employers, with whom links would be initiated:

Resources Strategy

• London Visits As an extension to the learning in context strategy, particular links will be established with the Adult Educational Teams at the Museum of London and the London Transport Museum. In conjunction with staff, learning visits across the programme in action, in addition to providing a fully interactive and exciting mode of learning.

The following provide links to Adult Learning at London Museums:

http://www.museumoondon.org.uk/English/Learning/Adults

http://www.ltmuseum.co.uk/learning

The detail below describes a selection of other free London museum resources which could be developed as important educational visit locations: The British Museum The Natural History Museum The Science Museum The V & A Museum The Design Museum The National Maritime Museum The Museum of Childhood

http://www.britishmuseum.org http://www.nhm.ac.uk http://www.sciencemuseum.org.uk http://www.vam.ac.uk http://www.designmuseum.org http://www.nmm.ac.uk http://www.vam.ac.uk/moc

Resources Strategy

Internet Website E-learning Support Programme

Accessible Blog Development of E-community

E-books Visual Animated digital materials

E-knowledge Sharing and discussion

In this standard dynamic teaching

Resources Teaching Environment

environment, 18-20 learners are provided for with a variety of seating & activity modes available

• Interactive SmartBoard

• Defined activity zones

• Small group seating

• Scenario area

• IT ‘hotdesk’ facility

In this efficient IT environment,

Resources IT Learning Facility

18-20 learners are accommodated with PC workstations orientated for good tutor/learner communication

• Interactive SmartBoard

• Group discussion area

• Linear seating plan

• Spacious workdesk

• Individual workstation

In this Hotel environment, a flex-

Resources Hotel Meeting Space

ible range of meeting spaces offer variety in the size and format of learning activities

• Smart Board & flip chart

• Conference table

• Democratic seating plan

• Role-play area

• ‘Break out’ seating

The template illustrated provides a

Resources Course Documents

clear format for course documentation. There is a positive attempt here to respond to activist, cognitive and reflective learning styles

• Module and topic indicator

• Content area detailing the specific & relevant knowledge to be established

• Task for independant work outside class

• Reference for consideration and further study

• Colour identity to module

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