CLUSTER C - Curriculum



PROVINCE OF THE

EASTERN CAPE

EDUCATION

DIRECTORATE:

CURRICULUM FET PROGRAMMES

HOSPITALITY STUDIES

LESSON PLANS

TERM 3

GRADE 11

FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teaching, Learning and Assessment.

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 1 TERM 3 TIME: 8 Hours |

|CONTENT: |

|FISH |

|Types / classification |

|Quality points |

|Purchase |

|Storage temperature |

|Preparation methods |

|Cooking methods |

|Portion size |

|Uses |

|Accompaniments |

| | | | |

|LEARNING OUTCOME 1 |LEARNING OUTCOME 2 |LEARNING OUTCOME 3 |LEARNING OUTCOME 4 |

|Hospitality Concepts - The learner is able to |Health and Safety - The learner is able to operate |Food Production - The learner is able to understand |Food and Beverage Service - The learner is able to |

|demonstrate knowledge and understanding of the |in a hygienic, safe and secure food preparation and|and apply the principles of planning, organizing, |understand and apply principles of planning, organizing, |

|hospitality industry, its contribution to the South |service environment in a responsible manner and in |problem solving and evaluation as related to self and|problem solving and evaluation as related to self and to |

|African economy, the sectors of the hospitality |accordance with relevant legislation. |to practices and systems of food production. |practices and systems of food and beverage service and |

|industry, and related career opportunities. | | |customer care. |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it relates |

| | | | |to kitchen operations |

| | | | |and team work |

|Classifies the types of fish in terms of: |Listening and note taking. |Learner book |Identification | |

|Origin - salt water, fresh water. | |Pictures |Homework | |

|Shape - flat and round. | |Magazines |Practical work | |

|Flesh - white and oil. | |Chart paper |Poster presentation | |

|Shell fish - basic types: (mollusks and crustaceans) |. |Chalkboard | | |

|Cephalods | |Empty boxes of various types of fish | | |

|Give examples of each type. | | | | |

|Groups learners to read and discuss the text on |Groups participate and interact in class | | | |

|learners’ books on:- |discussions. | | | |

|- purchase qualities | | | | |

|- purchase units | | | | |

|Instructs learners to collect pictures, samples of |Collect & paste on the chart. | | | |

|empty boxes of various types of fish and paste them on | | | | |

|a chart in the classroom according to the | | | | |

|classification of fish | | | | |

|( poster presentation ). | | | | |

|Practical Lesson |Observe and do the preparation methods and store | | | |

|Using a fresh whole fish , the teacher demonstrates the|fish in correct temperatures. | | | |

|preparation methos of fish egg washing, skinning, | | | | |

|folding, rolling, trimming& portioning | | | | |

|Demonstrates storage temperatures of fresh fish. | | | | |

|Demonstrates and explains various cooking methods and |In groups learners do practical to illustrate | | | |

|effect of heat on fish, using the previously [prepared | | | | |

|and stored fish. | | | | |

|Use any three fish dishes using :- | | | | |

|Moist e.g poaching, steaming. | | | | |

|Dry e.g .frying, baking & grilling. | | | | |

|Divide learners into groups. | | | | |

|Explains serving portion sizes:-fillet & cutlet size |Listening and note taking. | | | |

|served in portions of 150g. | | | | |

|-Whole fish – large portion due to trimming losses | | | | |

|served in portions of 450 – 500 g per person. | | | | |

|Asks learners to brainstorm in their groups about uses |Brainstorm in groups about uses of fish e.g. main | | | |

|of fish e.g. main dish, starter, filling sandwiches, |dish, starter, filling ,sandwiches ,salads | | | |

|salads. | | | | |

|Consolidates learner’s facts and closes gaps. | | | | |

|Practical Lesson |Observe and in their groups prepare different | | | |

|Demonstrates and explains various accompaniments for |accompaniments for fish dishes. Any three | | | |

|fish |different sauces (lemon wedges, chips, vegetables, | | | |

|Dishes e.g. sauces, lemon wedges, chips, vegetables, |rice). | | | |

|rice. | | | | |

|Enrichment/ Expanded opportunities: Visit to the food outlet. |

|Homework: The teacher determines the homework to be given to learners. |

|Teacher Reflections: |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 2 TERM 3 TIME: 4 Hours |

|CONTENT: |

|Rice - Classification and type, purchase units and quality points when purchasing rice. Storage conditions and practices. Preparation methods .Cooking methods and the effect of heat. Uses and portion sizes. |

| | | | |

|LEARNING OUTCOME 1: Hospitality Concept - The learner |LEARNING OUTCOME 2: Health and Safety - The |LEARNING OUTCOME 3: Food Production - The learner is |LEARNING OUTCOME 4: Food and Beverage Service - The |

|is able to demonstrate knowledge and understanding of |learner is able to operate in a hygienic, safe and|able to understand and apply the principles of |learner is able to understand and apply principles of |

|the hospitality industry, its contribution to the South|secure food preparation and service environment in|planning, organizing, problem solving and evaluation |planning, organizing, problem solving and evaluation as |

|African economy, the sectors of the hospitality |a responsible manner and in accordance with |as related to self and to practices and systems of |related to self and to practices and systems of food and |

|industry, and related career opportunities. |relevant legislation. |food production. |beverage service and customer care. |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it |

| | | | |relates to kitchen |

| | | | |operations and team |

| | | | |work |

|Brings samples of rice to the class and asks learners |Discuss the different types of rice and classify |Food storage |Group | |

|to discuss and classify them according to:-Long grain, |them. |Learner’s books |Tool- learners books | |

|short grain, medium grain, processed rice. | | | | |

|Gives learners three references to explain different |Record information and present to the class and |Different types of rice |PoA | |

|classes and further explains them. |make corrections. | | | |

|Learners are then referred to the learner’s books to |Learner’s read from different learner’s books as | | | |

|read the different types of rice:- brown rice, |groups, write down explanations and present | | | |

|converted rice, Arborio rice, basmati rice, jasmine |findings. | | | |

|rice, sushi, glutinous rice, wild rice. | | | | |

|Teacher consolidates learner’s presentations. |Explain the units and purchasing points. | | | |

|Revises with the learners purchasing units and quality | | | | |

|points - kg, sell by dates, keeping rice in a dry |Learners in their groups follow the teacher’s | | | |

|place. |demonstration steps. | | | |

|Demonstrates preparation methods:-washing, draining, | | | | |

|mixing, moulding. |Learners record information on cooking methods:- | | | |

| |boiled rice (pasta method),steamed rice,braised | | | |

|Explains and demonstrates different methods for cooking|rice,risotto.paella, | | | |

|rice and the effects of heat. |Breyani. They also interact with how rice can be | | | |

| |used. | | | |

| | | | | |

|Explains and demonstrates a dish to show the effects of|Prepare / cook rice, observe and record changes | | | |

|heat on rice. The teacher groups learners and give |that occur due to heating- absorption, swelling, | | | |

|three types of rice to prepare and observe the effect |gelatinization. | | | |

|of heat. | | | | |

| | | | | |

|Homework: Determines activities to be given to learners. |

|Enrichment/Expanded Opportunities: preparation of different rice dishes serving them for different purposes. |

|Teacher Reflections: |

| |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 3 TERM 3 TIME: 4 Hours |

|CONTENT: |

|Sauces - Types and classification .Quality points when purchasing convenience sauces .Storage. Cooking methods and uses .Portion sizes. |

| | | | |

|LEARNING OUTCOME 1: Hospitality Concepts - The learner |LEARNING OUTCOME 2: Health and Safety - The |LEARNING OUTCOME 3: Food Production - The learner is |LEARNING OUTCOME 4: Food and Beverage Service - The |

|is able to demonstrate knowledge and understanding of |learner is able to operate in a hygienic, safe and|able to understand and apply the principles of |learner is able to understand and apply the principles of |

|the hospitality industry its contribution to the South |food preparation and service environment in a |planning, organizing, problem solving and evaluation |planning, organizing, problem solving and evaluation as |

|African economy, the sectors of the hospitality |responsible manner and in accordance with relevant|as related to self and systems of food production. |related to self and to practices and systems of food and |

|industry and related career opportunities. |legislation. | |beverage service and customer care. |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it |

| | | | |relates to kitchen |

| | | | |operations and team |

| | | | |work |

|Differentiates between soup and sauces and explains |Learn new terms and types of sauces, record them. |Recipe books samples. |Form: Identification Test | |

|types and classification of sauces:- brown | |Textbooks |Practical work | |

|sauce,(espagnole), white sauce(béchamel),veloute,butter| |Magazines |Tool: Worksheet | |

|sauces(hollandaise),oil-based sauces, special | | |Method: Peers and Teacher | |

|sauces(hot or cold sauces). | | | | |

|Explains quality points when purchasing sauces:-soups |Record information on quality points. |Information booklet | | |

|based on stock, chicken bouilton. | | | | |

|Explains how sauces can be stored:- dehydrated sauces- |Identify sauces from the school storeroom and also|Kitchen | | |

|at room temperature. |write how these should be stored. |Restaurant | | |

|Commercially – bought sauces e.g.mayonnaise & | | | | |

|horseradish- at room temperature before the jar is | | | | |

|opened. After opening, should be refrigerated in a | | | | |

|clean container with tight-fitting lid. | | | | |

|Demonstrates different cooking methods for sauces:- |In their groups prepare the different sauces, they|Kitchen | | |

|boiling, simmering, reducing. The teacher also |also demonstrate different cooking methods. |Equipment | | |

|explains techniques involved in preparing sauces | |Ingredients | | |

|(whisking, emulsion ,blending mixing, | | | | |

|chopping,slicing, grating, straining. | | | | |

|Explains the uses of sauces: |Prepare one or two sauces to demonstrate how they | | | |

|As an accompaniment |are used. | | | |

|To build other ingredients together. | | | | |

|As a base for soup. | | | | |

|To add flavor, colour & texture. | | | | |

|To coat and moisten poultry, fish or meat. | | | | |

|Refers learners to some sources or resources with uses |Observe the characteristics of good sauces while |Textbook |POA : PAT 2 | |

|and serving portions for soups. The teacher then tasks|they prepare sauces. They then demonstrate, | | | |

|learners to look for good characteristics and serving |techniques such as preventing lumps formation. | | | |

|portions of soups:- | | | | |

|- a light t texture | | | | |

|- a glossy appearance | | | | |

|- a definite taste | | | | |

|- being smooth, without lumps | | | | |

|- sauce complimenting the dish | | | | |

|- serving 25 – 50 ml per person | | | | |

|Homework : The teacher determines which learning activities will be given. |

|Enrichment/Expanded Opportunities: Practical work |

|Teacher Reflections: |

SIGNATURES:

____________________ ________________ _______________ ____________

TEACHER DATE

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 4 TERM 3 TIME: 4 HOURS |

|CONTENT: |

|Vegetables: Types of vegetables, Classification; Purchase; Quality points and grades; Storage conditions and temperature; Preparation methods; Cooking methods; Portion size; Traditional vegetables and dishes. |

|LEARNING OUTCOME 1 |LEARNING OUTCOME 2 |LEARNING OUTCOME 3 |LEARNING OUTCOME 4 |

|Hospitality Concepts -The learner is able to |Health and Safety -The learner is able to operate |Food production -The learner is able to understand |Food and Beverage Service -The learner is able to |

|demonstrate knowledge and understanding of the |in a hygienic, safe and secure food preparation |and apply the principles of planning, organizing, |understand and apply the principles of planning, |

|hospitality industry, its contribution to South African|and service environment in a responsible manner |problem solving and evaluation as related to self and|organizing, problem solving and evaluation as related to |

|economy, the sectors of the hospitality industry, and |and in accordance with relevant legislation |to practices and systems of food production. |self and to practices and systems of food and beverage |

|related career opportunities. | | |service and customer care |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it |

| | | | |relates to kitchen |

| | | | |operations and team |

| | | | |work |

|- Asks learners to list different types of vegetables |List types of vegetables they know. |Learner Books |Baseline | |

|available in their local area or local food outlets | |Chalkboard |Class work | |

|(Spar, Shoprite etc) under the following sub-headings: | |Local food suppliers |Identification Test | |

|common and unusual vegetables (e.g brinjal, courgettes,| | |Practical | |

|peppers, baby vegetables. |Participate in classifying vegetables through | | | |

|From the list given by learners, the teacher classifies|question and answer when necessary. | | | |

|vegetables by making a table on chalkboard into: roots,| | | | |

|tubers, bulbs, leaves, stems, fruit, flowers, fungi, | | | | |

|legumes and briefly describes each class with examples.| | | | |

|-Reads and discusses the text on Learners Books which |Class discussion on the mentioned vegetable |Learner Books | | |

|describes the following vegetable aspects: |aspects. |Chalkboard | | |

|Purchase – seasonality, units of purchase (punnets, | |Local food suppliers | | |

|heads, bunches, per item, pre-prepared) and frozen | |Refrigerator | | |

|vegetables. | |Freezers | | |

|Quality points and grades | |Cool room/ Boxes | | |

|Storage conditions and temperature: Storing salad | | | | |

|ingredients at the correct temperature. | | | | |

|-Brings to the class four different types of vegetables|Identify preparation techniques using worksheets |Worksheets | | |

|(funds permitting) with the following preparation |provided. |Samples of raw vegetables | | |

|techniques: slicing, chopping, shredding and cubing and| | | | |

|provides learners with worksheets to identify the above| | | | |

|techniques. |In groups learners wash, season, garnish and cook |Cooking utensils | | |

|-Group learners and asks them to wash (if necessary), |vegetables. |Equipment | | |

|season, garnish and cook sliced, chopped, shredded and | | | | |

|cubed vegetables using boiling, roasting, steaming, | | | | |

|stir fry methods of cooking while explaining the | | | | |

|effect of heat, uses and portion size for side | | | | |

|salad(125ml), main course(250ml) and salad | | | | |

|dressing(12,5ml). | | | | |

|Practical on at least three vegetable dishes including |Learners do practical demonstrating uses of |Recipe Books | | |

|traditional vegetables e.g. pumpkin fritter, morogo |vegetables. |Learner Books | | |

|(mfino), butternut, | |Magazines | | |

|Homework: Teacher determines the type of activities to be given to learners |

|Enrichment/Expanded Opportunities: learners visit local food outlets or vegetable shops. |

|Teacher Reflection |

| |

SIGNATURE

----------------------- ------------------ ------------------------ -------------------------

TEACHER DATE SMT/HOD DATE

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 5 TERM 3 TIME: 4 HOURS |

|CONTENT: The types, effects and growth conditions of the main food poisoning and food spoilage organisms. |

| |

|What is food spoilage and-poisoning |

|Organisms causing food spoilage and-poisoning |

|Beneficial use of organisms |

|Factors influencing the growth of organisms causing food spoilage |

|General symptoms of food poisoning and ways of treating them |

|What is food contamination |

|Prevention of cross contamination from equipment & utensils, hands and other commodities |

|LEARNING OUTCOME 1 |LEARNING OUTCOME 2 |LEARNING OUTCOME 3 |LEARNING OUTCOME 4 |

|Hospitality ConceptsThe learner is able to demonstrate |Health and Safety - The learner is able to operate|Food production - The learner is able to understand |Food and Beverage Service - The learner is able to |

|knowledge and understanding of the hospitality |in a hygienic, safe and secure food preparation |and apply the principles of planning, organizing, |understand and apply the principles of planning, |

|industry, its contribution to South African economy, |and service environment in a responsible manner |problem solving and evaluation as related to self and|organizing, problem solving and evaluation as related to |

|the sectors of the hospitality industry, and related |and in accordance with relevant legislation |to practices and systems of food production. |self and to practices and systems of food and beverage |

|career opportunities. | | |service and customer care |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it |

| | | | |relates to kitchen |

| | | | |operations and team |

| | | | |work |

|- Baseline on: food spoilage and food poisoning | Answer Questions: Expected answers: meat-develops|Learners books |Form: Homework | |

| |bad odour, milk –sour, leafy |Magazines |Experiment | |

|- Defines food spoilage and food poisoning |vegetables-wither/wilt etc. |Newspapers |Class tests | |

|- Explains and discusses organisms causing food |Take notes | |Tool: Worksheet | |

|spoilage and food poisoning such as : | | |Memorandum | |

|Bacteria ( clostridium botulinum, clostridium | | |Method: Teacher/Peer | |

|perfringens, salmonella, bacillus cereus, | | | | |

|staphylloccocus aureus, Escherichia coli) | | | | |

|Moulds, Yeasts and beneficial uses of these organisms | | | | |

|- Gives learners case studies from various books to | | | | |

|read and answer questions at home. |Homework | | | |

|- Reads and discusses the text on learner books on |Read, interact with the discussions and summarize | | | |

|factors influencing the growth of organisms causing |information. | | | |

|food spoilage (moisture, food, temperature and time) | | | | |

|- Brings to the class a variety of fresh foods such as |Conduct experiments | | | |

|slices of bread, vegetables, fresh meat, frozen fish, |Collect data using worksheets provided and report | | | |

|fresh milk, sugars and flours and items for conducting |back | | | |

|experiments such as utensils for storing foods, | | | | |

|thermometer for recording temperature, refrigerator, | | | | |

|freezer etc. and designs experiments to find out how | | | | |

|long each food will remain eatable under different | | | | |

|conditions (food left uncovered, covered, refrigerated,| | | | |

|frozen, at high levels of humidity. | | | | |

|Prepares work sheets for learners to collect data. | | | | |

|- Discusses general symptoms of food poisoning |Interact with discussion and take notes. | | | |

|(vomiting, diarrhoea, abdominal pains and headaches) | | | | |

|and ways of treating them. | | | | |

| | | | | |

|- Explains: food contamination, prevention of |Note taking | | | |

|cross-contamination: from equipment and utensils, hands| | | | |

|and from other commodities. | | | | |

|Homework: The teacher determines the type of activities to be given to learners |

|Enrichment/Expanded Opportunities: Experiment |

|Teacher Reflections: |

SIGNATURES:

---------------- ----------------- ------------------------ ----------------------

TEACHER DATE SMT/HOD DATE

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 6 TERM 3 TIME: 8 HOURS |

|CONTENT: |

|PROCEDURES FOR RECEIVING,STORING AND ISSUING (procedures for stock control of food, chemicals and equipment) |

| |

|Ordering and Receiving |

|Storing – different types of stores, storeroom procedures, positioning of food in storage, conditions of packaging containers |

|Issuing - stock rotation, stock levels ,FIFO, decanting products, sell-by-date |

|LEARNING OUTCOME 1 |LEARNING OUTCOME 2 |LEARNING OUTCOME 3 |LEARNING OUTCOME 4 |

|Hospitality Concepts - The learner is able to |Health and Safety - The learner is able to operate|Food production - The learner is able to understand |Food and Beverage Service - The learner is able to |

|demonstrate knowledge and understanding of the |in a hygienic, safe and secure food preparation |and apply the principles of planning, organizing, |understand and apply the principles of planning, |

|hospitality industry, its contribution to South African|and service environment in a responsible manner |problem solving and evaluation as related to self and|organizing, problem solving and evaluation as related to |

|economy, the sectors of the hospitality industry, and |and in accordance with relevant legislation |to practices and systems of food production. |self and to practices and systems of food and beverage |

|related career opportunities. | | |service and customer care |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it relates |

| | | | |to kitchen operations |

| | | | |and team work |

|-Baseline: asks the importance of stock-taking and | -Answer questions-counting cutlery when taking it|Learner Books |Form: Baseline | |

|handling stock correctly at home/in Hospitality Studies|out and when returning it back and checking |Collected copies of receiving records |Class work | |

|kitchen |groceries to be bought | |Checklist | |

|-Reads and discusses the text on learners books with |- participate in discussion | |Method: Teacher and Learners | |

|learners and have general discussion about why it is | | | | |

|necessary to follow guidelines for ordering and |-match the words and correct mistakes. | | | |

|receiving stock | | | | |

|-Gives learners words with meanings (in the context of | | | | |

|receiving) to match. | | | | |

| Brings to the class copies of receiving records |Interact with collected copies and ask questions | | | |

|collected from hospitality establishments such as B&B, |when necessary. Take notes | | | |

|Hotel and Restaurant, to show learners that records are| | | | |

|designed to suit each particular establishment and its | | | | |

|needs. Explains how receiving of stock is done | | | | |

|Provides a case study on receiving procedures and |As individuals, learners read a case study, answer| | | |

|interacts with the case study together with learners. |questions on receiving procedures | | | |

|Consolidates the learners’ answers. | | | | |

|Ask learners to make a checklist of how to receive |Compile a checklist and display it in class | | | |

|goods using the following headings :- checking for | | | | |

|quality, quantity, packaging is not damaged(dented or | | | | |

|bulging tins, torn or broken boxes etc ),controlling | | | | |

|the paperwork against the order | | | | |

|-Brief discussion about all the possible mistakes that | Take notes and interact with discussion | | | |

|could happen when receiving goods and stresses | | | | |

|importance of the need to have a responsible, well | | | | |

|organized and trained staff at the receiving point | | | | |

|Takes to a hospitality industry whereby will see how |Visit local hospitality establishment to observe |Local hospitality industry. | | |

|stock is issued, stored and stock rotation. |issuing, storing of stock and how stock rotation | | | |

| |is done. | | | |

|Homework: The teacher determines type of activity to be given to learners |

|Enrichment/Expanded Opportunities: Visit to a local hospitality industry. |

|Teacher Reflections: |

SIGNATURES

------------------------ ------------------------------ ------------------------ ------------------------------

TEACHER DATE SMT/HOD DATE

| |

|SUBJECT: HOSPITALITY STUDIES GRADE: 11 LESSON PLAN 7 TERM 3 TIME: 4 HOUR |

|CONTENT: Security practices and procedures required in the Hospitality industry: Preventative safety measures- general safety measures, demarcation of areas and safe keeping of keys. Handling emergency situations such |

|as strikes and riots, robbery, fire, accidents, fights, bomb threats. Develop evacuation plans. |

|LEARNING OUTCOME 1 |LEARNING OUTCOME 2 |LEARNING OUTCOME 3 |LEARNING OUTCOME 4 |

|Hospitality Concepts:-The learner is able to |Health and Safety:-The learner is able to operate |Food production:-The learner is able to understand |Food and Beverage Service:-The learner is able to |

|demonstrate knowledge and understanding of the |in a hygienic, safe and secure food preparation |and apply the principles of planning, organizing, |understand and apply the principles of planning, |

|hospitality industry, its contribution to South African|and service environment in a responsible manner |problem solving and evaluation as related to self and|organizing, problem solving and evaluation as related to |

|economy, the sectors of the hospitality industry, and |and in accordance with relevant legislation |to practices and systems of food production. |self and to practices and systems of food and beverage |

|related career opportunities. | | |service and customer care |

|11.1.1 Demonstrate knowledge and understanding of | |11.2.1 Describe the implications of failing to comply| |11.3.1 Explain the |

|cultural uniqueness as applied to food preparation and | |with the relevant legislation and principles of | |kitchen brigade |

|service | |hygiene, safety, security and environmental issues. | |structure as it |

| | | | |relates to kitchen |

| | | | |operations and team |

| | | | |work |

|Baseline on possible emergencies that might occur in a |Expected answers: fire, accidents, theft etc |Learner Books |Form : Case study | |

|hospitality industry |Take notes and ask questions where necessary. | |Gallery walk | |

|- Summarizes the facts and further describes : | | |Tool :Memorandum | |

|Preventative safety measures on: | | |Method: Teacher/learner | |

|.General safety measures | | | | |

|.Demarcation of areas | | | | |

|.Safekeeping of keys | | | | |

|- Gives learners in groups a case study from any |In groups they read the case study and answer the | | | |

|resource or textbook which illustrates the handling of |questions that follow | | | |

|emergency situations such as strike, riots, robbery, | | | | |

|fire, accidents, fights, bomb threats and further | | | | |

|describes the above emergency situations. | | | | |

|Describes an evacuation plan and how it flows. |Note taking | | | |

|Asks learners in groups to develop an evacuation plan |In groups they develop an evacuation plans, | | | |

| |display plans on classroom walls- gallery walk and| | | |

| |report back. | | | |

|Homework: The teacher determines type of activities to be given to learners |

|Enrichment/Expanded Opportunities: Invite guest speaker from Hospitality Industry to do presentation on policies on emergency situations. |

|Teacher Reflections: |

SIGNATURES:

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TEACHER DATE SMT/HOD DATE

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