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 ‘Activities’column.
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.
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© Pearson Education Ltd 2014.
Lesson / Unit content* / Activities / Resource checklist / Links to other units1 / Unit introduction / ●Teacher/Tutorpresentation (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.
Lesson / Unit content* / Activities / Resource checklist** / Links to other units
Learning aim A: Understand effective working skills in the hospitality industry
1(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/Tutorpresentation:Tointroduce the key job roleswithin the hospitality industry and the employment opportunities available.
●Whole group activity:Learners to watchDVD/videosthat 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 clipsabout 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.3
2-3 / Topic 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 speaker / Unit 8, Topic B.1
Unit 11, Topic A.3
4 / Topic 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/Tutorpresentation:Toexplain the concept of occupational skills in different hospitality job roles.
●Wholegroupactivity:Learners should identify the key occupational skills for the job roles.
●Small group/individual activity:Learners towrite 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 access / Unit 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.1
5–6 / Topic 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/Tutorinput:Introduce lessonwith a recap on occupational skills.
●Small group activity/role play:Each group to be given ascenario 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 children’s party at a fast-food outlet
- a charity quiz night in a local pub?
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 props / Unit 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.1
7 / Topic 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, effectiveteamworking 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 watcha DVD/video clip showing (in)appropriate behaviour of staff when dealing with customers.
●Wholegroup discussion:On what is acceptable and unacceptable behaviour for hospitality staff. Createa group thought shower of ideas for learners to photocopyand 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.2
8 / Topic 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, effectiveteamworking 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/descriptions / Unit 8, Topic C.2
9–10 / Topic 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 backimportant information to customer, looking attentive
- body language, e.g. posture, facial expression, hand gestures, eye contact.
●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 isnot 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 roleplay 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 props
11–12 / Topic 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.
●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 scenarios
13–14 / Topic 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/Tutorinput:Introduce task and show learners a DVD/video clip showing the importance of teamwork in hospitality.
●Small group activity:Learnersto 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 tasks / Unit 12, Topic B.1
Unit 12, Topic B.2
15 / Topic 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.
- promoting reliability and trust in products and services
- enhancing the customer experience.
- transferability of skills, including:
- improving own productivity
- supporting career progression.
●Whole group discussion:Ask learners to think about the benefits of good working skills on hospitality businesses. Help learners to identify the threegroups 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/Tutorpresentation:Run through the benefits of good working skills for each group of stakeholders. / Internet for research task
16 / Topic 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, unreliableand/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 andlook atreviews 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:
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●
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Internet access
Paper and stationery materials to make posters
17 / Topic 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 inauthority, dealing with questions you cannot answer, treating customers equally.
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 postsof 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:
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●
● / Unit 3, Topic A.4
Unit 8, Topic C.1
Unit 11, Topic B.1
18 / Topic A.5 (cont.)
●The purpose of business procedures that contribute to consistent and reliableworking 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.
●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.
19 / Topic 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/Tutorpresentation: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
●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 required / Unit 3, Topic B.1
Unit 3, Topic B.2
Unit 8, Topic B.2
Unit 9, Topic B.3
20–21 / Assignment 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 / ●Teacher/Tutorpresentation:Recap unit content so far.