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Hospitality Studies
Facilitator’s guide
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
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.
Printed and bound by NUMASA
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:
Hospitality sectors and careers; 1. Kitchen and restaurant operations; 2. Nutrition, menu planning and costing; 3. Food commodities; 4.
SampleFood and beverage service; and 5. Hygiene, safety and security. 6.
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 %.
2 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
F OR m A l A SS e SS me NT G RAD e S 10 AND 11 Term 1
Practical tasks25 %Practical tasks25 %Practical
All formal assessment should include questions on the following cognitive levels:
• Middle order: comprehension and application - 50 %
Low order: knowledge - 30 %
• Higher order: analysis, evaluation and synthesis - 20 %
• Marks for examination papers differ from grade 10 to 12. The marks are as follows:
BKitchen and restaurant operations. Hygiene, safety and security.
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)
3 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.
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 termsHow to pronounce
Sous Chef soo shef
Saucier so-see-ay
Poissonier pwah-so-nyay
Entremetierawn-truh-met-yay
Rotisseur ro-tee-sur
Garde mangergard-mawn-zhay
Patissier pa-tees-syay
ANSWeRS
EXTRA ACTIVITIES (p. 7)
People skills 1. Friendly Organised Good sense of humour
Good memory Neat
FOOD AND BeVeRAGe STAFF 1 Sample
Serves drinks during meals 2. Must have knowledge of liquor act as well as knowledge of wines (2) 3. Second in charge (1) 3.1 Formal qualification 3.2 4 or 5 star a la carte experience (2)
Qualification (diploma or degree) at a tertiary institution e.g. Private 3.3 Hotel School or University. (1) Menu compilation, costing, stock and stores control as well as kitchen management 3.4
Takes control in absence of Chef de Cuisine
Supervision of staff
Directly in charge of food production Reviews dishes and portioning before service (4)
Preparing food on order for guests
Long working hours 4. Working under pressure
On your feet for long periods (2)
This title recognise the highest level of achievement; only highly skilled and experienced 5. 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.
To ensure the smooth running of the restaurant 6.1
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
On the side – out of the way, doesn’t disturb other guests
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)
Legislation in the hospitality industry is necessary to protect both the owners, workers, and 1) 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 customersA good reputationMore clients that return for businessCompliance with the lawPrevention of legal action by guests and the authorities
Increased shelf-life of foodFood that is safe to eat
Safe / good working conditions, higher staff morale and lower staff turnover, whichpromote increased productivity Or any other acceptable answer
leGISlATION AND POlICIeS IN THe HOSPITAlITY INDUSTRY 2 Sample
To name only a few: 2) HygieneConditions of working with food.Transportation of food.Specifications for equipment and safety.Or any other correct answer
Employers, Local and provincial governments, health inspectors, NOSA, etc. 3) Or any other correct answer
1.
C1.2
B, D, G 1.1
C, E, I, J 1.3
A, F, H, J (12) 1.4
Open memorandum, depending on the situation at the school. (10) 2.
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.
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)
Job shadowing is important – especially if the learner is unsure of what he/she wants to do. This 1. can be discussed in the classroom.
EXTRA ACTIVITIES (p. 17)
National Qualifications Framework (1) 1. The learners have to choose a career in the hospitality industry that they would like to pursue. 2. 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?
What are the entrance requirements?
What is the name of the course?
What is the duration of the course?
What is the cost of the course?
Are they affiliated to any other educational institutions?
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.
leARNING PATHWAYS IN THe HOSPITAlITY INDUSTRY 3 Sample
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)
Receiving goods area 1.
Storage area
Preparation area
Final preparation area
Plating area
Pass / service area: Washing up Trash and garbage area Office of the Chef d’Cuisine
2.
The learners can do the layout in any logical order to ensure good workflow. Note the following: 3.
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:
HYGIeNe 4 Sample
Germs can be transferred from the sick worker to the food and food contamination can 4.1 take place. (2)
If a can is bulging it means that poisonous toxins have formed inside the can and it should 4.2 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 (2)
Canned products should not be used if they are rusted, bloated or dented. (1) 5.2
Sample
ANSWeRS
EXTRA ACTIVITIES (p. 32)
1.
Power failure 1.1
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.
2. Poster.3.
Release automatic door mechanisms to allow access.
Keep temporary lighting (candles and lamps) readily available.
Keep the refrigerator and freezer doors closed as much as possible to maintain the cold temperature.
When the power is back on, all appliances should be plugged in again and checked. (4)
Bomb Threat 1.2
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)
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)
PReVeNTATIVe SAFeTY meASUReS 5 Sample
Both door locks are safer and more practical than keys. Cards and fingerprints can’t be 4. 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)
