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Hospitality Studies
Facilitator’s guide
Grade 12
CAPS aligned
Master Hospitality Studies Grade 12
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
Sample
First published 2013
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:
1. Hospitality sectors and careers;
Sample2. Kitchen and restaurant operations;
3. Nutrition, menu planning and costing;
4. Food commodities;
5. Food and beverage service; and
6. Hygiene, safety and security.
Practical lessons are presented by the teachers and the grade 12 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 eight practical tasks during the year.
Formal Assessment Grade 12
Formal assessment: Grade 12 (6 tasks)
Term 1 Term 2 Term 3 Certification mark
Test
See below
4)
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:
and menu planning.
DSectors and careers.
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
Make sure that learners understand the terminology by linking to their personal experiences of being e.g. tourists / holiday makers. Use various case studies and scenario’s to explain the concepts.
Classroom activity 1 (p.1)
1. Brainstorm
Answers may vary. Teacher should guide brainstorming to cover the various functional areas in accommodation establishments.
eXTRA ACTIVITIeS (p. 4)
1. Mind map may differ from shape and colours, and should include all the given revenue generating and non-generating areas as discussed in the chapter. Example:
the hospitality Industry’s contribution to the South African economy 1 Sample
2. Pictures may vary according to mind map.
3. Letter to the family: Answers will vary, but should include the following:
Income generated
Employment created
Income used to upgrade facilities and infrastructure
The living standard of the community is improved
Or any other correct, convincing arguments
SUGGeSTIONS/TIPS/eXTRA INfORmATION
Introduce this chapter by having a brain storm about various possible careers in the Hospitality Industry. Guide learners to realise that career opportunities goes beyond the kitchen and restaurant brigades as they know by now. Draw a spider diagram on the board to link different careers.
Classroom activity 1 (p. 8)
1. Identify products and services
Answers may vary. It is important that the teacher assist learners in identifying small businesses in the local community that offer services and products in the Hospitality Industry. Ensure that learners understand the difference between products and services, and that they can identify them. Give further examples if it is necessary.
E.g. a Bed & Breakfast offers the service of accommodation and breakfast. A local baker offers a product, which may include cakes, breads, etc.
Classroom activity 2 (p. 11)
SwOT analysis for Jennifer’s business:
Strenghts:
Cooking skills
Has a flatlet already, which is on her premises for easy control
Close to the school
Good relationship with school weaknesses:
Has competition from other caterers in town
Only has a flatlet, can’t give accommodation to many people at once opportunities:
She can market at the school
Careers in the Hospitality Industry 2 Sample
She knows when the school has functions, and can arrange her schedule accordingly
She can also offer to cater for school functions
Threats:
Some people may still feel it is too far to attend functions, or choose to stay at their families
Other companies in town already offers catering
Or any other correct answers
1.
1.1 Target market
Another word for the customer, client, guest, tourist or visitor that makes use of the product or service that a business offers (2)
1.2 Business plan
A comprehensive plan that explain information such as the market, location, marketing plan, financial plan, etc. (2)
1.3 Organogram
A diagram that shows the hierarchy and staff structure in the business (2)
1.4 Entrepreneur
An entrepreneur is a person who starts his or her own business, especially when it involves taking risks (2)
1.5 Sustainable
Self-sufficient, will last for a long period, will preserve for future generations (2) 2.
2.1 Open memo. Answers and presentations will differ. (5)
3. Evaluation of the business plan:
The business plan is simple as the business that Bassie is running, is very small. As the business is informal, it will not necessarily include all the aspects mentioned in the textbook. The business plan may be adapted and elaborated on to keep up to date with changes in the business.
Business description:
She may expand on the goals of the business, i.e. who does she sell to, how does she plan to expand. As the business expands, she may also design a logo, create a brand, etc. No street map is provided.
Operational plan:
As a regular buyer, Bassie should investigate about credit terms, and if she buyers bulk, whether they would not deliver.
Product description:
She does not mention the other items such as sweets and chips that she sometimes sell.
Marketing plan:
She does not have a marketing plan, but if she would like to expand, she will have to compile a plan to suit the needs of her business.
SampleFinancial plan:
No financial plan is included, and it should be there if she would like to get finance. Various aspects should be included, i.e. what she would like to do with the money, her cash flow, budget, etc. (10)
