Unit 2: Working in the Hospitality Industry - Scheme of ...



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.

|Lesson |Unit content* |Activities |Resource checklist |Links to other |

| | | | |units |

|Lesson |

|1 (cont.) |Topic A.1 Job roles within the hospitality industry |Teacher/Tutor presentation: To introduce the key job roles within the|DVDs/video clips about tasks involved in job |Unit 8, Topic B.1 |

| |Job roles, e.g. chef, barista, food server, bar |hospitality industry and the employment opportunities available. |roles within the hospitality industry found on|Unit 11, Topic A.3 |

| |person, receptionist, room attendant, marketing |Whole group activity: Learners to watch DVD/videos that demonstrate |video-sharing websites | |

| |assistant, hotel/hostel housekeeper, food and beverage|the tasks involved in job roles within the hospitality industry. |Teachers/tutors should make sure they view and| |

| |supervisor, hospitality manager, events organiser. |Whole group discussion: Follow up with a question and answer session,|check video clips for their suitability before| |

| |Hospitality industry businesses, e.g. hotels, |which could be based on: qualifications needed, work-based skills, |using them in lessons. | |

| |restaurants, pubs, bars and nightclubs, contract food |personal skills, working hours/shifts, uniform worn, tasks involved | | |

| |service providers, hospitality services, membership |in daily jobs, who the line manager is and who they supervise, career| | |

| |clubs, events. |progression, contact with customers, etc. | | |

|2-3 |Topic A.1 (cont.) |Whole group visit: Arrange a visit to a hospitality business so |Access to a hospitality business and transport|Unit 8, Topic B.1 |

| |Job roles, e.g. chef, barista, food server, bar |learners can see job roles in a working context. |OR |Unit 11, Topic A.3 |

| |person, receptionist, room attendant, marketing |OR: |Guest speaker | |

| |assistant, hotel/hostel housekeeper, food and beverage|Guest speaker: Invite a guest speaker to talk about job roles in the | | |

| |supervisor, hospitality manager, events organiser. |hospitality industry. | | |

| |Hospitality industry businesses, e.g. hotels, |Whole group activity: Follow up with a question and answer session. | | |

| |restaurants, pubs, bars and nightclubs, contract food | | | |

| |service providers, hospitality services, membership | | | |

| |clubs, events. | | | |

|4 |Topic A.2 Working skills in the hospitality industry |Teacher/Tutor presentation: To explain the concept of occupational |Research material: |Unit 6, Topic B.1 |

| |Occupational skills, e.g. cooking skills, food service|skills in different hospitality job roles. |national/local newspapers |Unit 6, Topic C.1 |

| |skills, drinks service skills, accommodation skills, |Whole group activity: Learners should identify the key occupational |industry journals |Unit 8, Topic C.1 |

| |front office skills, excellent customer service |skills for the job roles. |internet access |Unit 8, Topic C.2 |

| |skills. |Small group/individual activity: Learners to write job adverts for | |Unit 8, Topic C.3 |

| | |different jobs in the hospitality industry. | |Unit 11, Topic C.1 |

| | |Whole group discussion: Lead a discussion about the skills learners | |Unit 11, Topic C.2 |

| | |have identified in their job adverts. Are there skills that are the | |Unit 12, Topic B.1 |

| | |same across the different job roles? | |Unit 12, Topic B.2 |

| | | | |Unit 13, Topic C.1 |

|5–6 |Topic A.2 (cont.) |Teacher/Tutor input: Introduce lesson with a recap on occupational |Scenarios |Unit 6, Topic B.1 |

| |Occupational skills, e.g. cooking skills, food service|skills. |Role-play props |Unit 6, Topic C.1 |

| |skills, drinks service skills, accommodation skills, |Small group activity/role play: Each group to be given a scenario | |Unit 8, Topic C.1 |

| |front office skills, excellent customer service |involving a range of job roles in the hospitality industry. For | |Unit 8, Topic C.2 |

| |skills. |example, which hospitality employees would be involved in: | |Unit 8, Topic C.3 |

| | |a guest booking into a hotel for a two-day business conference | |Unit 11, Topic C.1 |

| | |a children’s party at a fast-food outlet | |Unit 11, Topic C.2 |

| | |a charity quiz night in a local pub? | |Unit 12, Topic B.1 |

| | |Ask learners to identify the key occupational skills for each | |Unit 12, Topic B.2 |

| | |scenario before planning and taking part in role-play activities to | |Unit 13, Topic C.1 |

| | |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. | | |

|7 |Topic A.2 (cont.) |Teacher/Tutor presentation: To explain personal and interpersonal |DVD/video about staff behaviour with customers|Unit 8, Topic C.1 |

| |Interpersonal skills, e.g. positive attitude, |skills. |from video-sharing websites. |Unit 8, Topic C.2 |

| |appropriate behaviour, greeting customers positively, |Individual activity: Learners to identify skills they like and |Teachers/tutors should make sure they view and| |

| |respect for customers (courtesy, interest). |dislike in hospitality workers. As a whole group, learners to then |check video clips for their suitability before| |

| |Personal skills or personal attributes, e.g. patience,|watch a DVD/video clip showing (in)appropriate behaviour of staff |using them in lessons. | |

| |tact, diplomacy, effective teamworking skills, |when dealing with customers. | | |

| |honesty, initiative, self-motivation. |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. | | |

|8 |Topic A.2 (cont.) |Guest speaker: Invite a guest speaker to talk about the personal and |Guest speaker |Unit 8, Topic C.2 |

| |Interpersonal skills, e.g. positive attitude, |interpersonal skills required of workers in the hospitality industry.|OR | |

| |appropriate behaviour, greeting customers positively, |Whole group activity: Follow this up with a question and answer |Samples of relevant job adverts/descriptions | |

| |respect for customers (courtesy, interest). |session. | | |

| |Personal skills or personal attributes, e.g. patience,|OR: | | |

| |tact, diplomacy, effective teamworking skills, |Paired activity: Learners to research interpersonal and personal | | |

| |honesty, initiative, self-motivation. |skills required for specific job roles using provided job | | |

| | |adverts/descriptions. | | |

|9–10 |Topic A.2 (cont.) |Teacher/Tutor presentation: Introduce the key skills of |TV clips from soaps to show spoken language | |

| |Communication skills, including: |communication. |TV clips from soaps to show body language | |

| |speaking, e.g. appropriate language use, tone, pitch, |Individual activity: Learners to watch a video clip and analyse the |Scenarios to demonstrate the importance of | |

| |pace, avoiding use of jargon |ways the people in it communicate with each other, focusing on their |listening | |

| |listening skills, e.g. asking customers appropriate |use of speaking and listening skills, e.g. the language used, tone of|Role-play props | |

| |questions, repeating back important information to |voice, level of attentiveness. Findings could be recorded on and used| | |

| |customer, looking attentive |as part of whole group discussion work. | | |

| |body language, e.g. posture, facial expression, hand |Learners then watch either the same video clip or a different one but| | |

| |gestures, eye contact. |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. | | |

|11–12 |Topic A.2 (cont.) |Guest speaker: Invite a guest speaker from a local hospitality |Guest speaker | |

| |Communication skills, including: |business to discuss first-hand different styles of communication, the|Range of hospitality scenarios | |

| |styles of communication, e.g. face-to-face, on the |importance of using clear messages and examples of urgent, | | |

| |telephone, in writing (letter, email, fax), urgent, |non-urgent, difficult and routine communications in context. Follow | | |

| |non-urgent, difficult, routine |up by a question and answer session. | | |

| |writing skills |Whole group discussion: Learners are asked to identify and justify | | |

| |interpreting written information |the best style of communication for a range of scenarios provided by | | |

| |appropriateness of communication style to situation. |the teacher/tutor. For example: dealing with a customer complaint, | | |

| | |informing past customers of upcoming special offers; confirming a | | |

| | |booking/order with a customer. | | |

|13–14 |Topic A.2 (cont.) |Teacher/Tutor input: Introduce task and show learners a DVD/video |DVD/video clip about the importance of |Unit 12, Topic B.1 |

| |Working with others, e.g. teamworking, realising that |clip showing the importance of teamwork in hospitality. |teamwork found on video-sharing websites. |Unit 12, Topic B.2 |

| |goals cannot be achieved without the help and support |Small group activity: Learners to work in groups of three or four; |Teachers/tutors should make sure they view and| |

| |of others, independent working, problem solving, |each with a task to complete, for example: plan and serve an |check video clips for their suitability before| |

| |self-reliance (reliability, honesty), good timekeeping|afternoon tea; deep clean a kitchen work area. |using them in lessons. | |

| |(meeting deadlines and goals). |Learners will need to think about the following: planning the work |Group-work tasks | |

| | |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? | | |

|15 |Topic A.3 The effect of good working skills on |Teacher/Tutor input: Recap on what is meant by ‘working skills’ in |Internet for research task | |

| |hospitality businesses and staff |the hospitality industry. | | |

| |Benefits to businesses, including: |Whole group discussion: Ask learners to think about the benefits of | | |

| |improving efficiency in workplace |good working skills on hospitality businesses. Help learners to | | |

| |helping to meet work deadlines and business goals |identify the three groups of stakeholders that benefit from good | | |

| |establishing and maintaining a good reputation for the|working skills. | | |

| |business |Small group activity: Split learners into small groups. Allocate a | | |

| |encouraging repeat custom |different stakeholder to each group. Learners to discuss in more | | |

| |boosting staff morale and creating a positive working |detail and research the benefits of good working skills to that | | |

| |environment |stakeholder. Each group to present their findings to the rest of the | | |

| |improving working relationships with customers and |whole group. | | |

| |colleagues. |Teacher/Tutor presentation: Run through the benefits of good working | | |

| |competitive advantage. |skills for each group of stakeholders. | | |

| |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. | | | |

|16 |Topic A.4 The consequences of poor working skills on |Teacher/Tutor presentation: Introduce the consequences of poor |Local/national hospitality business reviews | |

| |hospitality businesses and staff |working skills. |using, for example: | |

| |Damage to reputation, e.g. sub-standard products, poor|Whole group discussion: About the consequences of poor working skills|reviews/travel/family-hotels-u| |

| |value for money, unreliable and/or untrustworthy |on the three stakeholder groups. Have learners had any experience of |k-and-ireland | |

| |service. |poor working skills when visiting a hospitality business? |hotel/hotel-services-accommodati| |

| |Reduced profit and custom. |Small group activity: Learners should find and look at reviews of a |on-schemes.html | |

| |Negative publicity, e.g. word-of-mouth, newspapers. |range of local/national hospitality businesses. Are the reviews |.uk | |

| |Competitive disadvantage. |positive or negative? What do customers like/dislike about the |Internet access | |

| |Staff dissatisfaction, lack of motivation, high staff |business? Are any of the reviews linked to the working skills of the |Paper and stationery materials to make posters| |

| |turnover. |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. | | |

|17 |Topic A.5 Providing consistent and reliable service in|Teacher/Tutor presentation: Introduce the topic of how businesses can|Customer feedback posts about existing |Unit 3, Topic A.4 |

| |hospitality through business procedures |provide consistent and reliable customer service. |businesses, e.g. on: |Unit 8, Topic C.1 |

| |Ways that businesses in the hospitality industry can |Introduce the importance of using business procedures to do this. |tripadvisor.co.uk |Unit 11, Topic B.1 |

| |provide consistent and reliable service, e.g. by |Emphasise the importance to customers of providing a seamless system | | |

| |monitoring customer service, following policies and |that provides safe, reliable, consistent service and meets customer |thegoodpubguide.co.uk | |

| |procedures (business, professional), meeting legal and|expectations and needs. The use of policies and procedures underpins | | |

| |regulatory requirements, and having ethical standards:|the standard of service provided. | | |

| |ensuring that correct procedures are followed, e.g. |Whole group discussion: Ask learners to discuss and give examples of | | |

| |referring to someone in authority, dealing with |specific policies and procedures that they are aware of relating to | | |

| |questions you cannot answer, treating customers |customer service. How does following these policies and procedures | | |

| |equally. |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. | | |

|18 |Topic A.5 (cont.) |Teacher/Tutor presentation: To introduce the purpose of business |DVD/video clips about procedures used in | |

| |The purpose of business procedures that contribute to |procedures. |hospitality businesses found on video-sharing | |

| |consistent and reliable working skills in the |Learner activity: Watch DVD/video clips on procedures that staff will|websites. | |

| |hospitality industry, including: |use in certain hospitality businesses. What are the benefits of the |Teachers/tutors should make sure they view and| |

| |ensuring staff compliance with expected standards of |procedures to the customer and the hospitality business? |check video clips for their suitability before| |

| |service |Paired activity: Learners to research the external quality benchmarks|using them in lessons. | |

| |ensuring business mission/vision statements are |that are applied to the hospitality industry. What are the | | |

| |followed |benchmarks? How are they awarded? How do businesses ensure the | | |

| |ensuring external quality benchmarks are met. |benchmarks are met? Learners could find out how they are met in a | | |

| | |local hospitality business. | | |

|19 |Topic A.6 Complying with legislative and regulatory |Teacher/Tutor presentation: To introduce some of the legal and |Research material collected by teacher/tutor: |Unit 3, Topic B.1 |

| |service requirements in the hospitality industry |regulatory requirements that hospitality businesses have to comply |newspaper articles |Unit 3, Topic B.2 |

| |Meeting all legal and regulatory requirements, |with and the importance of compliance. |hospitality magazines such as Event, |Unit 8, Topic B.2 |

| |including sale of goods, health and safety, data |Paired/small group activity: Learners to research examples where |Restaurant |Unit 9, Topic B.3 |

| |protection and equal opportunities. |hospitality businesses have not met legal requirements. |Hotel Business | |

| | |Learners are asked to identify the initial problem (e.g. selling |notices served .uk/notices/ | |

| | |short beer measures) and state how the law has been broken (e.g. by |scenarios based on hotels, pubs, clubs that | |

| | |contravening the Weights and Measures Act (1985)). |have been fined, prosecuted and closed, e.g. a| |

| | |In breaking the law, what are the consequences to the business? For |pub selling small measures of beer | |

| | |example: fine, prosecution, business closure, loss of licence, poor |Paper and materials for poster making as | |

| | |publicity, reduction in customers. What are the consequences for |required | |

| | |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. | | |

|20–21 |Assignment 1 Tasks to cover 2A.P1, 2A.P2, 2A.M1, 2A.M2|Teacher/Tutor presentation: Recap unit content so far. |Centre-devised assignment | |

| |and 2A.D1 |Teacher/Tutor presentation: Overview of assignment requirements, |OR | |

| |Use an assignment you have designed. |nature of assessment and timeline for completion/submission. |Pearson Authorised Assignment Brief (Task 1) | |

| |Alternatively, use Task 1 of the Authorised Assignment|Individual activity: Learners to draft a response (spider diagram | | |

| |Brief, ‘Working in the Hospitality Industry’, |format) to 2A.P1, 2A.P2, 2A.M1, 2A.M2 and 2A.D1. | | |

| |available from btec.co.uk/hospitality2013 |Individual activity: Learners to work individually on completing | | |

| | |assignment. | | |

| | |Learners should spend session time and non-supervised time working on| | |

| | |this assignment. | | |

|Learning aim B: Use working skills in a hospitality situation |

|22 |Topic B.1 Creating a positive first impression with |Teacher/Tutor presentation: Introduce the importance of first | | |

| |customers |impressions. | | |

| |Personal presentation, including: |Whole group activity: Discuss the concept of first impressions and | | |

| |personal hygiene, e.g. fresh appearance, wash or |its impact on customers. Have learners been to a hospitality business| | |

| |shower daily, no bad body odours, clean hands and |where they have had a good first impression? A bad first impression? | | |

| |short fingernails, keeping cuts and wounds covered |Why was this? | | |

| |with appropriate waterproof dressing |Small group activity: Discussion on the importance of first | | |

| |personal appearance, e.g. clean uniform and in good |impressions and staff presentation for a series of situations. | | |

| |repair, hair – neat, tidy and clean, not wearing too |Learners to record the likely customer impression and consequence for| | |

| |much make-up, jewellery, perfume or aftershave, |the business. | | |

| |avoiding chewing gum. |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? | | |

|Lesson |Unit content* |Activities |Resource checklist** |Links to other units |

|25–26 |Topic B.2 (cont.) |Teacher/Tutor presentation: To introduce ways that colleagues work |Role-play scenarios | |

| |Working with colleagues, including: |together effectively. | | |

| |positive approach/attitude to work |Whole group discussion: Learners to discuss times when they have worked | | |

| |accepting instructions willingly |well in a team. Why did it work well? Are there times when teamwork has | | |

| |cooperating with other team members |not worked well? If so, why? What could the team have done better? | | |

| |offering help and assistance |Small group activity: Each group will be issued with a role-play scenario| | |

| |respecting and understanding others |focusing on one aspect of working with colleagues, such as having a | | |

| |showing fairness and consideration to others. |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. | | |

|27 |Topic B.2 (cont.) |Teacher/Tutor input: Recap key skills of communication. | | |

| |Communicating effectively with customers and |Paired/small group activity: Learners will work through a series of | | |

| |colleagues. |situations and suggest appropriate ways to communicate with customers | | |

| | |and/or colleagues. Follow up with a question and answer session. | | |

|28 |Topic B.2 (cont.) |Teacher/Tutor presentation: To introduce the concept of the evaluation | |Unit 8, Topic B.2 |

| |Improving performance: reflecting on problems, |cycle. | |Unit 12, Topic C.3 |

| |updating and improving procedures, maintaining |Whole group discussion: On why it is important to review and improve the | | |

| |standards, identifying areas for improvement. |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. | | |

|29–30 |Assignment 2 Tasks to cover 2B.P3, 2B.P4, 2B.P5, |Teacher/Tutor presentation: Recap unit content. |Centre-devised assignment | |

| |2B.M3 and 2B.D2 |Teacher/Tutor presentation: Overview of assignment requirements, nature |OR | |

| |Use an assignment you have designed. |of assessment and timeline for completion/submission. |Pearson Authorised Assignment Brief (Task 2) | |

| |Alternatively, use Task 2 of the Authorised |Individual activity: Learners to draft a response (spider diagram format)| | |

| |Assignment Brief, ‘Working in the Hospitality |to 2B.P3, 2B.P4, 2B.P5, 2B.M3 and 2B.D2. | | |

| |Industry’, available from |Individual activity: Learners to work individually on completing | | |

| |btec.co.uk/hospitality2013 |assignment. | | |

|TOTAL: 30 hours |

* See the specification for full details of unit content.

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Hospitality

Unit 2: Working in the Hospitality Industry

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