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HOSPITALITY STUDIES FACILITATOR’S GUIDE Grade 11
A member of the FUTURELEARN group
Hospitality Studies Facilitator’s guide
1 8 11 - E - H O S - F G 0 1
Í2+È-E-HOS-FG01IÎ
Grade 11
CAPS aligned
Master
Hospitality Studies Grade 11 Teachers’ guide
F. Le Roux, S. Burger, D-L. Kempen, H.A. Saaiman, L. van Velden
Master Hospitality Studies Grade 11 Teacher’s Guide Text © Authors 2012 Design and illustrations © Master Books CC 2012 No part of this publication may be reproduced in any way by any electronic or mechanical means, be it photocopying, recording or any other method of information storage, without written permission from the author. First published 2012 Published by Master Books E-mail: florette.masterbooks@yahoo.com Typesetting and cover design by Leandri van der Elst (Leandri@unboxed.co.za) Cover photo supplied by Nicolas van der Walt, FBI Chef’s School and Pastry Academy The publishers have made every effort to trace the copyright holders. If they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.
ISBN: 978-0-9870258-3-8 Printed and bound by NUMASA
Contents Introduction
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1. Food and beverage staff 2. Legislation and policies in the hospitality industry 3. Learning pathways in the hospitality industry 4. Hygiene 5. Preventative safety measures 6. Receiving stock and storekeeping 7. South African culinary uniqueness and heritage 8. Menu planning 9. Costing 10. Baked yeast products 11. Cakes and biscuits 12. Herbs, spices, condiments and flavourants 13. Stocks 14. Soup 15. Sauces 16. Fish 17. Poultry 18. Rice 19. Vegetables 20. Prepare and setup the venue 21. Types of service 22. Service and clearing techniques
6 8 10 11 13 14 15 18 20 22 24 26 28 30 31 32 33 34 36 38 39 41
Recipes
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INTRODUCTION 1
An overview of the CAPS
Outcomes-based education was replaced with the Revised National Curriculum Statement Grades R – 9 and the Revised National Curriculum Statement Grades 10 – 12 in 2002. A revision in 2009 showed there were ongoing implementation challenges with the Revised National Curriculum Statement. This has resulted in the integration of the two documents that is known as the National Curriculum Statement Grades R – 12 (NCS). This document stipulates policy on curriculum and assessment in the school sector. The NCS statement comprises of the: • Curriculum and Assessment Policy Statements (CAPS) for approved subjects; • National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and • National Protocol for Assessment Grades R – 12. CAPS is the Curriculum and Assessment Policy Statement that replaced the SAG, LPG and PAT documents. The implementation dates are as follows: • Grade 10 - 2012 • Grade 11 - 2013 • Grade 12 - 2014 One of the aims of the Constitution is to “improve the quality of life of all citizens”. “The National Curriculum Statement Grades R – 12 gives expression to the knowledge, skills and values worth learning in South African Schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives.” In the CAPS document Hospitality Studies is defined as the study of various interrelated themes in the hospitality industry such as hygiene, food production, food and beverage service and client service. Learners will study how to produce and present a range of different meals, prepare venues and set tables for different types of functions, and perform the correct service and clearing techniques in respect of food and beverages. There are four hours per week allocated to Hospitality Studies, of which 2½ hours should be theoretical work and 1½ hour should be practical work. One of the most important changes in the CAPS document is that the four learning outcomes (LO’s) and assessment standards (AS’s) have been replaced with six topics in the Hospitality Curriculum. The six main topics are the following: 1. 2. 3. 4. 5. 6.
Hospitality sectors and careers; Kitchen and restaurant operations; Nutrition, menu planning and costing; Food commodities; Food and beverage service; and Hygiene, safety and security.
Practical lessons are presented by the teachers and the grade 11 learners should do a minimum of twelve practical tasks a year. Suggested dishes are included in the CAPS document. There are teaching plans in the CAPS document. It is compulsory to do the content in the term that is indicated in the CAPS, but the sequence in which the work is done is not compulsory. If the teacher would like to develop their own work schedule for the year, they have to obtain written permission from the subject advisor. This may only be done if the school subject average is above 50 %.
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Assessment
Assessment is the continuous gathering of information about a learner’s performance. Assessment can be formal or informal. Informal assessment monitors a learner’s progress through homework, questions and answers, case studies, etc. These results needn’t be formally recorded as it is not taken into account for promotion purposes. Formal assessment is marked and formally recorded by the teacher. These tasks need to be moderated as to ensure good quality standards regarding the tasks as well as the marking. Examples of formal assessment are tests, examination papers, practical tasks, etc. Each learner has to complete six formal theoretical assessment tasks together with a minimum of twelve practical tasks during the year. Formal Assessment Grade 10 & 11 Formal Assessment Grades 10 and 11 Term 1 Test Project
Term 2 50 % Test 25 % Mid-year Exam
Practical tasks 100
25 % Practical tasks 100
25 % 50 % 25 %
Term 3 Test Open book test Practical tasks 100
50 % 25 % 25 %
Term 4: Promotion mark Term 1 + 2 + 3 = 300÷3 PAT 1 + PAT 2 = 50 + 50 Examination paper 400 ÷ 4 = 100
= 100 = 100 = 200
All formal assessment should include questions on the following cognitive levels: • Low order: knowledge - 30 % • Middle order: comprehension and application - 50 % • Higher order: analysis, evaluation and synthesis - 20 % Marks for examination papers differ from grade 10 to 12. The marks are as follows:
Section A Section B Section C Section D Total
Content
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11
12
Short questions (all topics). Kitchen and restaurant operations. Hygiene, safety and security. Nutrition and menu planning. Food commodities. Sectors and careers. Food and beverage service.
40 40
40 30
40 20
80 (2 X 40) 40
80 (2 X 40) 50 (2 X25) 200
80 (2 X 40) 60 (2 X 30) 200
200
The Practical Assessment Task (PAT) comprises of two restaurant functions. The criteria for the PAT are in the CAPS document. Each PAT will be 100 marks. The final PAT mark comprises of both PATs that is divided by two: (PAT 1 + PAT 2 = 200 ÷ 2 = 100)
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How to use the teacher’s guide
In the beginning of each chapter a few suggestions / tips / extra information is given to assist with the learning programme. These ideas can be adjusted according to one’s own situation. The questions, as well as the answers to the questions in the learner’s book are in the teacher guide and on the compact disc. This can be downloaded onto a computer and will allow the teacher to change the questions and answers. Recipes according to the different commodities are included in the teachers guide and on the compact disc. If it is downloaded to a computer, the ingredients can be adapted for class practicals or PATs.
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FOOD AND BeVeRAGe STAFF
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SUGGeSTIONS/TIPS/eXTRA INFORmATION Classroom activity (p. 2) Ask learners to visit different establishments in their area and enquire/observe about the restaurant and kitchen brigades. Have a class discussion about the different ways in which it work. Compare the jobs of the restaurant that the learner visited with the classic brigade given in the diagramme in the learner’s book (on page 3). How to pronounce: French terms Sous Chef Saucier Poissonier Entremetier Rotisseur Garde manger Patissier
How to pronounce soo shef so-see-ay pwah-so-nyay awn-truh-met-yay ro-tee-sur gard-mawn-zhay pa-tees-syay
ANSWeRS EXTRA ACTIVITIES (p. 7) 1.
2. 3.
People skills Friendly Organised Good sense of humour Good memory Neat Serves drinks during meals Must have knowledge of liquor act as well as knowledge of wines 3.1 3.2 3.3 3.4
3.5
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Second in charge Formal qualification 4 or 5 star a la carte experience Qualification (diploma or degree) at a tertiary institution e.g. Private Hotel School or University. Menu compilation, costing, stock and stores control as well as kitchen management Takes control in absence of Chef de Cuisine Supervision of staff Directly in charge of food production Reviews dishes and portioning before service Preparing food on order for guests
(5) (2) (1) (2) (1)
(4) (2)
3.6
4. 5.
6.
Passionate Capable Efficient Good management and training skills (2) Long working hours Working under pressure On your feet for long periods (2) This title recognise the highest level of achievement; only highly skilled and experienced professionals who have demonstrated their expertise and knowledge in written and practical exams are entitled to use it. It recalls the European guild tradition where a chef must pursue many years of classroom and job training, work as an apprentice and passing numerous exams. (2) 6.1
6.2 7.
7.1 7.2 7.3
To ensure the smooth running of the restaurant Better productivity Create a good image amongst the customers A team is as successful as the weakest link Put them at different stations Appoint a station head waiter that can keep an eye on them
30 tables ÷ 6 waiters = 5 tables × 4 guests = 20 guests Centre – easy to reach for all the guests On the side – out of the way, doesn’t disturb other guests
(2) (2)
(2) (2) (4)
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leGISlATION AND POlICIeS IN THe HOSPITAlITY INDUSTRY
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SUGGeSTIONS / TIPS / eXTRA INFORmATION Large companies such as SASOL and Anglo American display posters regarding the Health and Safety acts that apply to their industry. Try to obtain these so that learners get an idea of what it looks like. It may be interesting to ask a Safety representative from the industry to visit the class and explain the importance and application of the various acts and laws. Role play may be an effective way in which to portray the correct and incorrect attitude regarding safety precautions.
ANSWeRS CLASSROOM ACTIVITY 1 (p. 8) 1)
Legislation in the hospitality industry is necessary to protect both the owners, workers, and patrons of institutions against misconduct and ensure that the experience of the guests are a safe, enjoyable one which any person would like to return to. Different laws govern different aspects of the industry, but in general the benefits of good practices are: - Satisfied customers - A good reputation - More clients that return for business - Compliance with the law - Prevention of legal action by guests and the authorities - Increased shelf-life of food - Food that is safe to eat - Safe / good working conditions, higher staff morale and lower staff turnover, which promote increased productivity Or any other acceptable answer
2)
To name only a few: - Hygiene - Conditions of working with food. - Transportation of food. - Specifications for equipment and safety. Or any other correct answer
3)
Employers, Local and provincial governments, health inspectors, NOSA, etc. Or any other correct answer
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EXTRA ACTIVITIES (p. 12) 1.
2.
1.1 B, D, G 1.2 C 1.3 C, E, I, J 1.4 A, F, H, J Open memorandum, depending on the situation at the school.
(12) (10)
Format of a report: Firstly, record the purpose of the report. List findings. Suggest possible solutions to the problems that was found. Write a conclusion. Aspects to take note of in answering this questi on: Safety regulations as explained on p. 11, 3.3.3. Take note of any aspects in the kitchens/restaurants that are not safe e.g. electrical wiring, goods or items standing around that can cause a person to fall or get injured, presence of fire extinguishers, safety signs indicating the position of the fire extinguishers, exits, first aid kit, etc. Notes on safety signs such as posters with instructions on safe use of equipment, etc.
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leARNING PATHWAYS IN THe HOSPITAlITY INDUSTRY
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SUGGeSTIONS/TIPS/eXTRA INFORmATION Create a slide show on different sectors and careers in the hospitality industry and show it as introduction to the learners. See CD.
ANSWeRS CLASSROOM ACTIVITY 1 (p. 13) 1.
Job shadowing is important – especially if the learner is unsure of what he/she wants to do. This can be discussed in the classroom. EXTRA ACTIVITIES (p. 17) 1. 2.
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National Qualifications Framework (1) The learners have to choose a career in the hospitality industry that they would like to pursue. The name of the career they have chosen must be submitted to the teacher so that there will not be too much duplication. Each learner has to compile an information poster (A3-sized paper) on the chosen career that can be put up in the classroom. The following information may be included on the poster: Where can students apply to study for this course? (1) What are the entrance requirements? (1) What is the name of the course? (1) What is the duration of the course? (1) What is the cost of the course? (1) Are they affiliated to any other educational institutions? (1) Any other important information regarding the course. (3) The learners have to report back to the class and the posters may be put up in the classroom.
HYGIeNe
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ANSWeRS CLASSROOM ACTIVITY 1 (p. 18) Have a class discussion about the given topic. CLASSROOM ACTIVITY 2 (p. 25) • •
The cold food preparation and warm food preparation. The vegetable preparation area and the meat and fish preparation area.
EXTRA ACTIVITIES (p. 27) 1.
2.
Receiving goods area Storage area Preparation area Final preparation area Plating area Pass / service area: Washing up Trash and garbage area Office of the Chef d’Cuisine
(9)
2.1 Below 0˚C (1) 2.2 Between 5 - 63˚C (2) 3. The learners can do the layout in any logical order to ensure good workflow. Note the following: The toilet must move out of the kitchen – hygienic reasons (2) Hand wash facilities must be near to the entrance – wash hands before working with food (2) Possible layout:
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4.
5.
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4.1 G erms can be transferred from the sick worker to the food and food contamination can take place. (2) 4.2 If a can is bulging it means that poisonous toxins have formed inside the can and it should therefore be discarded. If a product is past its expiry date you have no guarantee that the product is still safe to eat. (2) 5.1 Clostridium botulinum 5.2 Canned products should not be used if they are rusted, bloated or dented.
(2) (1)
PReVeNTATIVe SAFeTY meASUReS
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ANSWeRS EXTRA ACTIVITIES (p. 32) 1.
2. 3.
4.
1.1
Power failure The establishment should make provision for emergency generators. Treat all electrical points as active even though there is a power failure. Switch all appliances off and remove the plugs from the sockets. Only essential equipment should be running from the generators. Use gas in the kitchens. Keep the refrigerator and freezer doors closed as much as possible to maintain the cold temperature. Release automatic door mechanisms to allow access. Keep temporary lighting (candles and lamps) readily available. When the power is back on, all appliances should be plugged in again and checked. (4) 1.2 Bomb Threat Report to supervisor or manager Phone the police Evacuate the building Follow the rest of the evacuation procedure Arrange for counselling (3) Guests will feel safe and secure and they will enjoy the food or the stay. (1) Poster. The following information should be included on the poster: Name of the institution Contact details / address Use clear writing that is easy to read Good use of colour Add at least TWO safety and security points such as safe parking, car guards, etc. (6) Both door locks are safer and more practical than keys. Cards and fingerprints can’t be duplicated, thus making it more secure. If keys are lost it costs a lot of money and effort to have it replaced and the wrong people may get hold of the keys. Staff have their own programmed cards/fingerprints, therefor any person entering a room can be tracked. Finger prints are even better than cards because it can’t get lost. (3)
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ReCeIVING STOCK AND STOReKeePING ANSWeRS EXTRA ACTIVITIES (p. 39) 1.
2.
Receiving areas should be clean and free from litter. Waste bins, empty return boxes, etc. should be kept safe and tidy. Received stock should be hygienic and clean and the packaging should not be damaged. Trolleys and stacking shelves should be suitable for heavy items. Do not overload trolleys. Lifting of heavy items should be done in a manner to prevent injury.
(4)
2.1
(7)
INGReDIeNTS Margarine Onion Whole kernel corn Cake flour Chicken stock Milk Cream Salt Pepper 2.2 2.3
2.4
2.5
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2.6
QUANTITIeS PeR CHeF / ReCIPe 25 mℓ ¼ 75 g 25 mℓ 100 mℓ 100 mℓ 50 mℓ
TOTAl QUANTITY
STOCK ON HAND
5 x 25 = 125 mℓ 5 x ¼ = 1¼ 5 x 75 = 375 mℓ 5 x 25 = 125 mℓ 5 x 100 = 500 mℓ 5 x 100 = 500 mℓ 5 x 50 = 250 mℓ
Stock on hand means how much stock is in the storeroom Place cold ingredients on a tray (margarine, milk, cream) Cut margarine in the correct size blocks Place dry ingredients together (flour, salt and pepper) Place stock in a jug on a tray Place corn in a separate bowl Place broccoli in a separate bowl Place mushrooms in a separate container Place kitchen scale on ingredients table Margarine – fridge/cold room Onion – vegetable store Corn – dry store Flour – dry store Chicken stock – fridge/cold room Milk – fridge/cold room Cream – fridge/cold room Salt and pepper – dry store Leftover vegetables could be used in stews or in stock Leftover sauce can be used in stews or in stock Leftovers can also be covered and placed in the freezer for later use Leftovers cost money and if it is discarded it means that money is wasted or lost
(1)
(8)
(8) (3) (1)
SOUTH AFRICAN CUlINARY UNIQUeNeSS AND HeRITAGe
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SUGGeSTIONS/TIPS/eXTRA INFORmATION Compile an interesting slide show of traditional South African food as introduction. People from the different cultures may be asked to come and speak to the learners and tell them more about their culture and customs.
ANSWeRS CLASSROOM ACTIVITY 1 (p. 44) 1. 2.
Vegans do not eat any animal by-products such as gelatine or honey. Vanilla extract is made from real vanilla pods. It is a solution that contains the vanillan flavour and alcohol.
CLASSROOM ACTIVITY 2 (p. 46) 1. 2.
3.
Sosaties are cubes of lamb threaded on wooden skewers and marinated in a curry sauce. Onions and dried apricots are usually skewered in between the lamb cubes. A kebab is any other ingredients that are threaded onto a skewer, for e.g. chicken kebab or a fruit kebab. Baklava is a Greek / Turkish dessert. It is a rich, very sweet pastry that is made of layers of filo pastry. In between the layers of pastry is a mixture of chopped nuts, spices and sugar. After the pastry has been baked, a sweet syrup is poured over the hot dessert. The syrup is absorbed into the different layers. Kataifi is exactly the same as baklava. The only difference is that shredded filo pastry is used. A spoon full of the nut mixture is scooped onto the pastry, where after the pastry is rolled up to resemble the shape of a sausage. Whisky is traditionally produced in Scotland whereas whiskey is produced in Ireland. Scottish whisky is mostly made from barley, while malt is used for Irish whiskey.
EXTRA ACTIVITIES (p. 50) 1.
1.1 1.2 1.3
2.
3. 4.
‘Parev’ means that the food item does not contain any dairy or meat ingredients and was not heat-processed using dairy or meat equipment. These foods are ‘neutral’ and may be eaten with meat or dairy foods. Eggs are an example of a neutral food. (4) If the word ‘Milchik’ appears on the food, it signifies that milk products or dairy byproducts have been used in the food. (1) The Muslim Judicial Council approves Halaal food as food that is pure and acceptable. Prohibited foods are called ‘Haram’. (1)
2.1
Ostrich meat is known as the healthiest red meat. It is a tasty, lean meat. Ostrich meat is rich in protein and iron, while low in fat, low in cholesterol and low in kilojoules. It is a versatile meat that can be used in many different ways. (5) 2.2 Smoked ostrich fillet, ostrich bacon for breakfast, ostrich biltong, carpaccio. (2) A ‘bokkom’ is a product from the South African West Coast. It is salted, air-dried haarders or mullet that is strung into bunches and left to dry. (2) 4.1
Sheba is relish or gravy that is made from tomatoes, onion and chilli. Chakalaka is a mixture of onion, garlic, ginger, green pepper, carrots and cauliflower or cabbage, that is fried
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together and spiced with chillies and curry. (2) 4.2 Mosbolletjies are small balls of dough, made with mos (fermented grape juice) and flavoured with aniseed, are packed closely together and baked. It can be eaten fresh or dried to make rusks. Rusks come in a variety of flavours but is basically made from a dough that is baked, then cut or broken into smaller portions, dried in the oven and can therefore last for a very long time. This is exceptionally good with morning coffee. (3)
5.1 A profiterol is a choux pastry ball that is filled with chantilly cream or crème patissiere. It is usually covered with melted chocolate or chocolate sauce. (3) 5.2 A croquembouche is profiterols that are stacked onto each other in a cone shape. The profiterols are filled with crème patissiere and is bound with caramel. It is a traditional French wedding cake. (4) 5.3 A tarte tatin is an upside down tart. Fruit is caramelized in sugar and butter. The fruit is kept in the frying pan and the pastry is put on top of the fruit. After it is baked, the tart is turned over. (2) 5.4 Yorkshire pudding originated in Yorkshire, England. It is usually served with roast beef and gravy. Yorkshire pudding is made from batter that is poured into oiled, preheated baking pans or muffin pans. (3) 5.5 Tandoori chicken is a dish of roasted chicken, yoghurt and spices. The chicken is marinated where after it is traditionally cooked at high temperatures in a tandoor. A tandoor is a clay oven. (2) 5.6 Carpaccio can be served as hors d’oeuvre or starter. It is an Italian dish that is made of thinly sliced raw beef. Carpaccio is traditionally flavoured with olive oil, parmesan and capers. Flavoured fruit vinegars are optional. (3) 6. Judaism Islamic religion 6.1 Judaism / Jewish Islam / Muslim (2) 6.2 Kosher Halaal (2) 6.3 Kashruth Holy Koran (2) 6.4 Beth Din Muslim Judicial Council (2) • Meat and poultry must be 6.5 • Mixing and consuming dairy slaughtered in the correct way by products with meat products is a Muslim slaughter. forbidden. • Pork and pork products such • Milk and milk products can’t as ham, bacon and salami are be consumed after eating meat excluded. unless six hours have elapsed. • Tinned vegetables which contain • Meat may be eaten after dairy emulsifiers and frozen vegetables product if the person ate a solid with a sauce. food / drank a liquid, rinsed his/ her mouth and checked that his/ • Bread and bread products that her hands are clean. contain yeast are excluded. • Clove-hoofed, cud-chewing • Caffeinated drinks such as coffee mammals are kosher. is sometimes considered to be haram. • The hind quarter of animals are forbidden. • No alcohol or alcoholic beverages. • Only fish with fins and scales may • Vanilla. be eaten – prawns and crayfish are forbidden. • After dinner coffee is served black. (4)
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7.1 S orghum beer is a fermented drink that can be made from sorghum. The grains are soaked for a day, then dried and then warm water is poured over it. It boils on a fire, where after it is covered for a few days to ferment, then mixed and sieved. (4) 7.2 The beer is traditionally served from a large calabash, and smaller calabashes (cups) are used to drink the beer. (2) 8.1 Green fig Watermelon 8.2 Mark any correct answer, for e.g. watermelon preserve with pork
9. Learners report back on cuisine from over the world.
(2) (3) (10)
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