ࡱ>  tbjbjWW 55jM8(8()))$<)<)<)P)d*<)j,f-:---x7:8\90gYCjCjCjCjCjCj$lvotgj)>9H6H60>9>9gj8(8(--|j*===>98(-8(-g=>9g==@V(@W-DŽ!%:B W&gj<j2WoD;~o0Wo)W =>9>9>9gjgj<0>9>9>9j>9>9>9>9o>9>9>9>9>9>9>9>9>9 &: Scheme of work This Scheme of work is provided to help you make the most of your planning time. Customise it by adding your own activities/lesson ideas to the Activitiescolumn. Guided learning hours (GLH): 30 Number of lessons: 30 Duration of lessons: 1 hour. The duration of lessons is not prescriptive 2 lessons can be delivered together as one 2 hour session. Learners should spend lesson time and non-supervised time working on assignments. LessonUnit content*ActivitiesResource checklistLinks to other units1Unit introductionTeacher/Tutor presentation (approx. 10 minutes): Outline the nature of the learning aims and the number of assignments that learners will be expected to complete.Specification learning aims, unit content and assessment criteria Centre-devised assignments. Alternatively, use Authorised Assignment Briefs from Pearson. LessonUnit content*ActivitiesResource checklist**Links to other unitsLearning aim A: Understand effective working skills in the hospitality industry1 (cont.)Topic A.1 Job roles within the hospitality industry Job roles, e.g. chef, barista, food server, bar person, receptionist, room attendant, marketing assistant, hotel/hostel housekeeper, food and beverage supervisor, hospitality manager, events organiser. Hospitality industry businesses, e.g. hotels, restaurants, pubs, bars and nightclubs, contract food service providers, hospitality services, membership clubs, events.Teacher/Tutor presentation: To introduce the key job roles within the hospitality industry and the employment opportunities available. Whole group activity: Learners to watch DVD/videos that demonstrate the tasks involved in job roles within the hospitality industry. Whole group discussion: Follow up with a question and answer session, which could be based on: qualifications needed, work-based skills, personal skills, working hours/shifts, uniform worn, tasks involved in daily jobs, who the line manager is and who they supervise, career progression, contact with customers, etc.DVDs/video clips about tasks involved in job roles within the hospitality industry found on video-sharing websites Teachers/tutors should make sure they view and check video clips for their suitability before using them in lessons.Unit 8, Topic B.1 Unit 11, Topic A.32-3Topic A.1 (cont.) Job roles, e.g. chef, barista, food server, bar person, receptionist, room attendant, marketing assistant, hotel/hostel housekeeper, food and beverage supervisor, hospitality manager, events organiser. Hospitality industry businesses, e.g. hotels, restaurants, pubs, bars and nightclubs, contract food service providers, hospitality services, membership clubs, events.Whole group visit: Arrange a visit to a hospitality business so learners can see job roles in a working context. OR: Guest speaker: Invite a guest speaker to talk about job roles in the hospitality industry. Whole group activity: Follow up with a question and answer session.Access to a hospitality business and transport OR Guest speakerUnit 8, Topic B.1 Unit 11, Topic A.34Topic A.2 Working skills in the hospitality industry Occupational skills, e.g. cooking skills, food service skills, drinks service skills, accommodation skills, front office skills, excellent customer service skills.Teacher/Tutor presentation: To explain the concept of occupational skills in different hospitality job roles. Whole group activity: Learners should identify the key occupational skills for the job roles. Small group/individual activity: Learners to write job adverts for different jobs in the hospitality industry. Whole group discussion: Lead a discussion about the skills learners have identified in their job adverts. Are there skills that are the same across the different job roles? Research material: national/local newspapers industry journals internet accessUnit 6, Topic B.1 Unit 6, Topic C.1 Unit 8, Topic C.1 Unit 8, Topic C.2 Unit 8, Topic C.3 Unit 11, Topic C.1 Unit 11, Topic C.2 Unit 12, Topic B.1 Unit 12, Topic B.2 Unit 13, Topic C.156Topic A.2 (cont.) Occupational skills, e.g. cooking skills, food service skills, drinks service skills, accommodation skills, front office skills, excellent customer service skills.Teacher/Tutor input: Introduce lesson with a recap on occupational skills. Small group activity/role play: Each group to be given a scenario involving a range of job roles in the hospitality industry. For example, which hospitality employees would be involved in: a guest booking into a hotel for a two-day business conference a childrens party at a fast-food outlet a charity quiz night in a local pub? Ask learners to identify the key occupational skills for each scenario before planning and taking part in role-play activities to demonstrate the identified skills to the rest of the group. Learners involved in the role play should be encouraged to demonstrate both good and bad application of the occupational skills identified so that learners making observations can identify strengths and weaknesses in skills demonstrated and suggest ways to practise the skills. Scenarios Role-play propsUnit 6, Topic B.1 Unit 6, Topic C.1 Unit 8, Topic C.1 Unit 8, Topic C.2 Unit 8, Topic C.3 Unit 11, Topic C.1 Unit 11, Topic C.2 Unit 12, Topic B.1 Unit 12, Topic B.2 Unit 13, Topic C.17Topic A.2 (cont.) Interpersonal skills, e.g. positive attitude, appropriate behaviour, greeting customers positively, respect for customers (courtesy, interest). Personal skills or personal attributes, e.g. patience, tact, diplomacy, effective teamworking skills, honesty, initiative, self-motivation.Teacher/Tutor presentation: To explain personal and interpersonal skills. Individual activity: Learners to identify skills they like and dislike in hospitality workers. As a whole group, learners to then watch a DVD/video clip showing (in)appropriate behaviour of staff when dealing with customers. Whole group discussion: On what is acceptable and unacceptable behaviour for hospitality staff. Create a group thought shower of ideas for learners to photocopy and keep in their files.DVD/video about staff behaviour with customers from video-sharing websites. Teachers/tutors should make sure they view and check video clips for their suitability before using them in lessons.Unit 8, Topic C.1 Unit 8, Topic C.28Topic A.2 (cont.) Interpersonal skills, e.g. positive attitude, appropriate behaviour, greeting customers positively, respect for customers (courtesy, interest). Personal skills or personal attributes, e.g. patience, tact, diplomacy, effective teamworking skills, honesty, initiative, self-motivation.Guest speaker: Invite a guest speaker to talk about the personal and interpersonal skills required of workers in the hospitality industry. Whole group activity: Follow this up with a question and answer session. OR: Paired activity: Learners to research interpersonal and personal skills required for specific job roles using provided job adverts/descriptions.Guest speaker OR Samples of relevant job adverts/descriptionsUnit 8, Topic C.2910Topic A.2 (cont.) Communication skills, including: speaking, e.g. appropriate language use, tone, pitch, pace, avoiding use of jargon listening skills, e.g. asking customers appropriate questions, repeating back important information to customer, looking attentive body language, e.g. posture, facial expression, hand gestures, eye contact.Teacher/Tutor presentation: Introduce the key skills of communication. Individual activity: Learners to watch a video clip and analyse the ways the people in it communicate with each other, focusing on their use of speaking and listening skills, e.g. the language used, tone of voice, level of attentiveness. Findings could be recorded on and used as part of whole group discussion work. Learners then watch either the same video clip or a different one but without sound. Ask them to identify body language and interpret what they see. Findings could be recorded and used as part of whole group discussion work. Small group activity: Learners are asked to work in groups of four. Within the groups, learners will work as a pair. Each pair is issued with a scenario requiring the use of communication skills. For example: a customer complaining about food that is not hot enough; a guest with a physical disability wanting to make a hotel booking by phone; a contract caterer taking a face-to-face order from a customer for an 18th birthday party buffet. Each pair will role play their scenario to the other pair in their group using props provided. The pair not taking part in the role play should practise their listening skills by observing the role play. How effective were the communication skills used by the other pair? Findings could be recorded and used as part of whole group discussion work.TV clips from soaps to show spoken language TV clips from soaps to show body language Scenarios to demonstrate the importance of listening Role-play props1112Topic A.2 (cont.) Communication skills, including: styles of communication, e.g. face-to-face, on the telephone, in writing (letter, email, fax), urgent, non-urgent, difficult, routine writing skills interpreting written information appropriateness of communication style to situation.Guest speaker: Invite a guest speaker from a local hospitality business to discuss first-hand different styles of communication, the importance of using clear messages and examples of urgent, non-urgent, difficult and routine communications in context. Follow up by a question and answer session. Whole group discussion: Learners are asked to identify and justify the best style of communication for a range of scenarios provided by the teacher/tutor. For example: dealing with a customer complaint, informing past customers of upcoming special offers; confirming a booking/order with a customer.Guest speaker Range of hospitality scenarios1314Topic A.2 (cont.) Working with others, e.g. teamworking, realising that goals cannot be achieved without the help and support of others, independent working, problem solving, self-reliance (reliability, honesty), good timekeeping (meeting deadlines and goals).Teacher/Tutor input: Introduce task and show learners a DVD/video clip showing the importance of teamwork in hospitality. Small group activity: Learners to work in groups of three or four; each with a task to complete, for example: plan and serve an afternoon tea; deep clean a kitchen work area. Learners will need to think about the following: planning the work pattern; dividing tasks fairly. Learners will need to demonstrate teamwork and use of own skills. They should evaluate the task. Whole group discussion: After completing the task, lead a discussion to reinforce the importance of using individual skills and teamwork to successfully complete a task. What went well during the task? What did not go so well? DVD/video clip about the importance of teamwork found on video-sharing websites. Teachers/tutors should make sure they view and check video clips for their suitability before using them in lessons. Group-work tasksUnit 12, Topic B.1 Unit 12, Topic B.215Topic A.3 The effect of good working skills on hospitality businesses and staff Benefits to businesses, including: improving efficiency in workplace helping to meet work deadlines and business goals establishing and maintaining a good reputation for the business encouraging repeat custom boosting staff morale and creating a positive working environment improving working relationships with customers and colleagues. competitive advantage. Benefits to customers, including: promoting reliability and trust in products and services enhancing the customer experience. Benefits to self: transferability of skills, including: improving own productivity supporting career progression.Teacher/Tutor input: Recap on what is meant by working skills in the hospitality industry. Whole group discussion: Ask learners to think about the benefits of good working skills on hospitality businesses. Help learners to identify the three groups of stakeholders that benefit from good working skills. Small group activity: Split learners into small groups. Allocate a different stakeholder to each group. Learners to discuss in more detail and research the benefits of good working skills to that stakeholder. Each group to present their findings to the rest of the whole group. Teacher/Tutor presentation: Run through the benefits of good working skills for each group of stakeholders.Internet for research task16Topic A.4 The consequences of poor working skills on hospitality businesses and staff Damage to reputation, e.g. sub-standard products, poor value for money, unreliable and/or untrustworthy service. Reduced profit and custom. Negative publicity, e.g. word-of-mouth, newspapers. Competitive disadvantage. Staff dissatisfaction, lack of motivation, high staff turnover.Teacher/Tutor presentation: Introduce the consequences of poor working skills. Whole group discussion: About the consequences of poor working skills on the three stakeholder groups. Have learners had any experience of poor working skills when visiting a hospitality business? Small group activity: Learners should find and look at reviews of a range of local/national hospitality businesses. Are the reviews positive or negative? What do customers like/dislike about the business? Are any of the reviews linked to the working skills of the staff? If the reviews were positive, how could poor working skills affect the reviews? If the reviews were negative, how could the business improve? Small group activity: In groups, learners to make posters showing the consequences of poor working skills.Local/national hospitality business reviews using, for example: HYPERLINK "http://www.mumsnet.com/reviews/travel/family-hotels-uk-and-ireland"www.mumsnet.com/reviews/travel/family-hotels-uk-and-ireland HYPERLINK "http://www.theaa.com/hotel/hotel-services-accommodation-schemes.html"www.theaa.com/hotel/hotel-services-accommodation-schemes.html HYPERLINK "http://www.scoresonthedoors.org.uk/"www.scoresonthedoors.org.uk Internet access Paper and stationery materials to make posters17Topic A.5 Providing consistent and reliable service in hospitality through business procedures Ways that businesses in the hospitality industry can provide consistent and reliable service, e.g. by monitoring customer service, following policies and procedures (business, professional), meeting legal and regulatory requirements, and having ethical standards: ensuring that correct procedures are followed, e.g. referring to someone in authority, dealing with questions you cannot answer, treating customers equally.Teacher/Tutor presentation: Introduce the topic of how businesses can provide consistent and reliable customer service. Introduce the importance of using business procedures to do this. Emphasise the importance to customers of providing a seamless system that provides safe, reliable, consistent service and meets customer expectations and needs. The use of policies and procedures underpins the standard of service provided. Whole group discussion: Ask learners to discuss and give examples of specific policies and procedures that they are aware of relating to customer service. How does following these policies and procedures benefit the customer? Learners should consider the expectations of customers for a consistent and reliable service in hospitality businesses. Make reference to findings from lesson 10 and 11. Where have learners had good customer service? Can they give any examples of when they have bad customer service? Paired/small group activity: Learners could review customer feedback posts of existing hospitality businesses to identify good and poor practice. Feedback findings and collate ideas on a group thought shower. Individual activity: Ask learners to write procedures to improve the level of customer service offered in a set of scenarios.Customer feedback posts about existing businesses, e.g. on: HYPERLINK "http://www.tripadvisor.co.uk/"www.tripadvisor.co.uk HYPERLINK "http://www.hotels.com/"www.hotels.com HYPERLINK "http://www.thegoodpubguide.co.uk/"www.thegoodpubguide.co.ukUnit 3, Topic A.4 Unit 8, Topic C.1 Unit 11, Topic B.118Topic A.5 (cont.) The purpose of business procedures that contribute to consistent and reliable working skills in the hospitality industry, including: ensuring staff compliance with expected standards of service ensuring business mission/vision statements are followed ensuring external quality benchmarks are met.Teacher/Tutor presentation: To introduce the purpose of business procedures. Learner activity: Watch DVD/video clips on procedures that staff will use in certain hospitality businesses. What are the benefits of the procedures to the customer and the hospitality business? Paired activity: Learners to research the external quality benchmarks that are applied to the hospitality industry. What are the benchmarks? How are they awarded? How do businesses ensure the benchmarks are met? Learners could find out how they are met in a local hospitality business.DVD/video clips about procedures used in hospitality businesses found on video-sharing websites. Teachers/tutors should make sure they view and check video clips for their suitability before using them in lessons.19Topic A.6 Complying with legislative and regulatory service requirements in the hospitality industry Meeting all legal and regulatory requirements, including sale of goods, health and safety, data protection and equal opportunities.Teacher/Tutor presentation: To introduce some of the legal and regulatory requirements that hospitality businesses have to comply with and the importance of compliance. Paired/small group activity: Learners to research examples where hospitality businesses have not met legal requirements. Learners are asked to identify the initial problem (e.g. selling short beer measures) and state how the law has been broken (e.g. by contravening the Weights and Measures Act (1985)). In breaking the law, what are the consequences to the business? For example: fine, prosecution, business closure, loss of licence, poor publicity, reduction in customers. What are the consequences for staff? For example: reduced hours, fewer jobs, redundancy. Learners could make a poster to help prompt them when feeding back their findings to the whole group.Research material collected by teacher/tutor: newspaper articles hospitality magazines such as Event, Restaurant Hotel Business notices served HYPERLINK "http://www.hse.gov.uk/notices/"www.hse.gov.uk/notices/ scenarios based on hotels, pubs, clubs that have been fined, prosecuted and closed, e.g. a pub selling small measures of beer Paper and materials for poster making as requiredUnit 3, Topic B.1 Unit 3, Topic B.2 Unit 8, Topic B.2 Unit 9, Topic B.32021Assignment 1 Tasks to cover 2A.P1, 2A.P2, 2A.M1, 2A.M2 and 2A.D1 Use an assignment you have designed. Alternatively, use Task 1 of the Authorised Assignment Brief, Working in the Hospitality Industry, available from  HYPERLINK "http://www.btec.co.uk/hospitality2013" HYPERLINK "http://www.btec.co.uk/hospitality2013"www.btec.co.uk/hospitality2013Teacher/Tutor presentation: Recap unit content so far. Teacher/Tutor presentation: Overview of assignment requirements, nature of assessment and timeline for completion/submission. Individual activity: Learners to draft a response (spider diagram format) to 2A.P1, 2A.P2, 2A.M1, 2A.M2 and 2A.D1. Individual activity: Learners to work individually on completing assignment. Learners should spend session time and non-supervised time working on this assignment.Centre-devised assignment OR Pearson Authorised Assignment Brief (Task 1)Learning aim B: Use working skills in a hospitality situation22Topic B.1 Creating a positive first impression with customers Personal presentation, including: personal hygiene, e.g. fresh appearance, wash or shower daily, no bad body odours, clean hands and short fingernails, keeping cuts and wounds covered with appropriate waterproof dressing personal appearance, e.g. clean uniform and in good repair, hair neat, tidy and clean, not wearing too much make-up, jewellery, perfume or aftershave, avoiding chewing gum.Teacher/Tutor presentation: Introduce the importance of first impressions. Whole group activity: Discuss the concept of first impressions and its impact on customers. Have learners been to a hospitality business where they have had a good first impression? A bad first impression? Why was this? Small group activity: Discussion on the importance of first impressions and staff presentation for a series of situations. Learners to record the likely customer impression and consequence for the business. Whole group discussion: Follow up activity with a discussion covering issues such as: What messages do staff portray? What do customers see? What effect will it have on an business? LessonUnit content*ActivitiesResource checklist**Links to other units2324Topic B.2 Working effectively with customers and colleagues Customers, including: internal, e.g. team colleagues, other teams, supervisors, managers external, e.g. existing, new, individuals, groups, business people, non-English speaking, different ages, different cultures, gender, families with young children customers with special needs, e.g. physical disability such as hearing or sight impairment, with special dietary needs or preferences, accompanied by a small baby or child, with learning difficulties.Teacher/Tutor input: Invite a guest speaker from a local hospitality business to talk to learners about different types of customers and how their needs are met. Follow up with a question and answer session. Individual activity: Learners to be given a business to work with, e.g. a local pub or hotel. Each learner is issued with two sticky notes. Working independently, learners should list four internal customers that they would deal with in the business. Learners to write a sentence showing how the internal customers will work together on each of their sticky notes. Display sticky notes as a wall display. Encourage learners to look at other learners responses. Whole group activity: Watch a DVD/video clip(s) about internal customer service. Lead a question and answer session on why internal customer service is important, the consequences of poor internal customer service, and the ways that internal customer service can be improved. Paired activity: Give learners a hospitality business to work with and ask them to identify the external customers who would be most likely to use that business. They should discuss, in pairs, the reasons why they are customers at that business. For example, a nightclub business would only be open for over18s. Whole group activity: Learners to watch a DVD/video clip showing how to meet the needs of customers with special needs. Whole group discussion: focusing on the range of special needs that customers may have e.g. a physical disability such as hearing or sight impairment, special dietary needs or preferences, accompanied by a small baby or child, learning difficulties. Then, discuss ways these needs can be met in different hospitality businesses, e.g. hotels, clubs, cafes, restaurants. Small group activity: Learners to make a training leaflet to help new staff know how to respond to and meet a range of customers needs.Guest speaker Sticky notes DVD/video clips about internal customer service found on video-sharing websites. Teachers/tutors should make sure they view and check video clips for their suitability before using them in lessons. Computers/materials to make training leafletUnit 9, Topic A.42526Topic B.2 (cont.) Working with colleagues, including: positive approach/attitude to work accepting instructions willingly cooperating with other team members offering help and assistance respecting and understanding others showing fairness and consideration to others.Teacher/Tutor presentation: To introduce ways that colleagues work together effectively. Whole group discussion: Learners to discuss times when they have worked well in a team. Why did it work well? Are there times when teamwork has not worked well? If so, why? What could the team have done better? Small group activity: Each group will be issued with a role-play scenario focusing on one aspect of working with colleagues, such as having a positive approach. Each role-play scenario will cover a different hospitality business and situation. For example: it has started raining which has led to a surge of customers in a coffee shop. The serving waitress is rushed off her feet. The employee who washes the dishes helps out by clearing and wiping tables. Learners are asked to act out their role-play scenario, showing how important the working with colleagues aspect that they are covering is. Whole group discussion: Each group is encouraged to start and lead a discussion based on the aspect of working with colleagues they focused on, e.g. what is the point of encouraging it? How does it affect service? What about staff morale? What are the consequences of not working well with colleagues (emphasis placed on the aspect that group is focusing on)? Individual activity: Learners to record which working skills are used by the different groups during the role-play scenario activity.Role-play scenarios27Topic B.2 (cont.) Communicating effectively with customers and colleagues.Teacher/Tutor input: Recap key skills of communication. Paired/small group activity: Learners will work through a series of situations and suggest appropriate ways to communicate with customers and/or colleagues. Follow up with a question and answer session.28Topic B.2 (cont.) Improving performance: reflecting on problems, updating and improving procedures, maintaining standards, identifying areas for improvement.Teacher/Tutor presentation: To introduce the concept of the evaluation cycle. Whole group discussion: On why it is important to review and improve the performance of a business. Learners review a group activity (possibly lesson 18) using the evaluation cycle. Follow this with a whole group discussion identifying similarities and differences between findings.Unit 8, Topic B.2 Unit 12, Topic C.32930Assignment 2 Tasks to cover 2B.P3, 2B.P4, 2B.P5, 2B.M3 and 2B.D2 Use an assignment you have designed. Alternatively, use Task 2 of the Authorised Assignment Brief, Working in the Hospitality Industry, available from  HYPERLINK "http://www.btec.co.uk/hospitality2013" HYPERLINK "http://www.btec.co.uk/hospitality2013"www.btec.co.uk/hospitality2013Teacher/Tutor presentation: Recap unit content. Teacher/Tutor presentation: Overview of assignment requirements, nature of assessment and timeline for completion/submission. Individual activity: Learners to draft a response (spider diagram format) to 2B.P3, 2B.P4, 2B.P5, 2B.M3 and 2B.D2. Individual activity: Learners to work individually on completing assignment.Centre-devised assignment OR Pearson Authorised Assignment Brief (Task 2)TOTAL: 30 hours* See the specification for full details of unit content.         PAGE 2  Pearson Education Ltd 2012. Copying permitted for purchasing institution only. This material is not copyright free.  PAGE 2  Pearson Education Ltd 2014.   PAGE 1 Pearson Education Ltd 2011. 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The application is responsible for updating this value after each revision. iption="Original CMS filename in source system" ma:hidden="true" ma:internalName="CMSFilename"> p://schemas.microsoft.com/office/2006/documentManagemenin the Hospitality Industry - Scheme of work (Version 2 Sept 14)35:32Z85500.00000000000Edexcel Awards DocumentBTEC Firsts from 2012 and 2013Schemes of workSchemes of work <div><font face=Verdana>Demonstrates how the unit content can be covered in the GLH while providing lesson ideas and highlighting links to other units, to help you plan your teaching.</font></div> ngfirsts-hospitality Hospitality,109;#Hospitality;#107;#BTECs in Hospitality