Qualification Specification - NCFE · NCFE Level 2 Certificate in Hospitality and Catering...

NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service) –

601/0510/0 – Issue 2 November 2017

Qualification Specification NCFE Level 2 Certificate in Hospitality and Catering

Principles (Food and Beverage Service)

(601/0510/0)


601/0510/0 – Issue 2 November 2017

2 Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000

Contents

Section 1 Qualification overview ......................................................................... Page 3

Section 2 Assessment and moderation ............................................................ Page 11

Section 3 Structure and content ....................................................................... Page 14

Section 4 Links to National Skills Standards................................................... Page 101

Section 5 Links to National Occupational Standards ..................................... Page 103

Section 6 General information ........................................................................ Page 106

http://www.ncfe.org.uk/

mailto:[email protected]


601/0510/0 – Issue 2 November 2017


Section 1 Qualification overview




NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service) – 601/0510/0 – Issue 2 November 2017

Introduction

We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service).

All information contained in this specification is correct at the time of publishing.

If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service).

About this qualification This is a regulated qualification. The regulated number for this qualification is 601/0510/0.

This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider.

Things you need to know

Qualification number (QN): 601/0510/0

Aim reference: 60105100

Total Qualification Time (TQT): 160

Guided learning hours (GLH): 110

Credit value: 16

Level: 2

Assessment requirements: internally assessed and externally moderated portfolio of evidence.

Total Qualification Time (TQT) Total Qualification Time is the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.

Total Qualification Time comprises:

the Guided Learning Hours for the qualification

an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor or other appropriate provider of education or training.

Credit The credit value is equal to the Total Qualification Time divided by ten, rounded to the nearest whole number.





Aims and objectives of this qualification

This qualification aims to help develop knowledge, skills and understanding for learners employed or wishing to gain employment in food and/or beverage services.

The objectives of this qualification are to help the learner understand the importance of team work, and why it’s important to maintain a safe, hygienic and secure working environment. It allows learners to understand how to maintain food safety whilst giving customers a positive impression of themselves and their organisation.

This qualification may also form part of the Intermediate Level Apprenticeship in Hospitality.

Entry guidance

This qualification is designed for those who work within the hospitality sector. It provides learners with an opportunity to develop the skills, knowledge and understanding to work in a wide range of job roles

There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they’ve already achieved a Level 1 qualification. Entry is at the discretion of the centre. However, learners should be at least 16 to undertake the qualification. Centres are responsible for ensuring that the qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.





Achieving this qualification

To be awarded the NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service) learners must achieve 16 credits in total: 8 credits from the mandatory Group A, at least one credit from optional group B, at least one credit from optional group C and the remaining credits from optional groups B, C or D.

This qualification consists of 5 mandatory unit(s):

Group A

Unit 01

Unit 02

Safe, hygienic and secure working environments in hospitality (2 credits)

Effective teamwork (2 credits)

Unit 03

Unit 04

Giving customers a positive impression (2 credits)

Food safety in catering (1 credit)

Unit 05 Principles of customer service in hospitality, leisure, travel and tourism (1 credit)

and 19 optional units:

Group B

Unit 06

Unit 07

Principles of providing a counter and takeaway service (1 credit)

Principles of providing a silver service (1 credit)

Unit 08

Unit 09

Principles of providing a buffet and carvery service (1 credit)

Service of food at table (1 credit)





Group C

Unit 10

Unit 11

Principles of preparing and serving cocktails (1 credit)

Principles of preparing and serving wines (2 credits)

Unit 12 Principles of preparing and serving dispensed and instant hot drinks (1 credit)

Unit 13 Principles of preparing and serving hot drinks using specialist equipment (2 credits)

Unit 14 Service of alcoholic and non-alcoholic drinks (1 credit)

Group D

Unit 15

Unit 16

Preparation and clearing of service areas (2 credits)

Principles of preparing and clearing areas for table service (2 credits)

Unit 17

Unit 18

Principles of maintaining cellars and kegs (2 credits)

Principles of cleaning drink dispense lines (2 credits)

Unit 19 Principles of receiving, storing and issuing drinks stock (1 credit)

Unit 20

Unit 21

Principles of preparing and clearing bar areas (2 credits)

Principles of promoting additional services or products to customers (2 credits)

Unit 22

Unit 23

Dealing with payments (1 credit)

Principles of maintaining customer service through effective handover (2 credits)

Unit 24 Principles of resolving customer service problems (2 credits)

The learning outcomes and assessment criteria for each unit are provided in Section 3 (page 14).

To achieve the NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service), learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this qualification specification. Grades are not awarded.

Learners who aren’t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don’t achieve their full qualification but who have achieved at least one whole unit.

Progression opportunities

Learners who achieve this qualification could progress to:

NCFE Level 2 Certificate in Hospitality and Catering Principles (Food Production and Cooking)

NCFE Level 2 Certificate in Hospitality and Catering Principles (Hospitality Services)

NCFE Level 2 Certificate in Hospitality and Catering Principles (Professional Cookery)

NCFE Level 2 Certificate in Hospitality and Catering Principles (Front of House Reception)

NCFE Level 2 NVQ Diploma in Food and Beverage Service

NCFE Level 2 NVQ Diploma in Professional Cookery

NCFE Level 2 NVQ Diploma in Front of House Reception

NCFE Level 2 NVQ Diploma in Hospitality Services

NCFE Level 2 NVQ Diploma in Food Production and Cooking





Barred units, equivalencies and exemptions This qualification may contain barred units, equivalencies or exemptions. These will be identified in the summary for each unit. Recognition of Prior Learning (RPL) Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor. Credit transfer Where a learner has already achieved a unit with credit, NCFE will recognise that prior learning and will allow the credit to be transferred onto a new qualification, provided that the units have the same Ofqual reference number.

Qualification dates

Regulated qualifications have review dates, operational end dates and certification end dates.

The qualification review date is the date by which we’ll have carried out a review of the qualification. This date is shown on the qualification page on our website www.ncfe.org.uk.

We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we’ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we’ll set an operational end date (see below).

We’ll post information relating to changes or extensions to qualifications on our website www.ncfe.org.uk, and centres approved to offer the qualification will be kept updated.

The operational end date will only show on the Register if we’ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations.

The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims.







Staffing requirements

This section is intended to give some guidance on the experience and qualifications needed to deliver and assess this qualification.

The guidance in this section is not intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for delivery or assessment roles.

Centres must provide sufficient numbers of suitably experienced Assessors and Internal Moderators or Verifiers to ensure that qualifications are delivered effectively. NCFE cannot be held responsible for any complications that arise in the delivery or assessment process as a result of internal recruitment decisions. Staff recruitment should be made at the discretion of centres, and centres should be aware that it is their responsibility to ensure that all staff involved in the delivery and assessment of NCFE qualifications are suitably qualified.

Examples of relevant qualifications:

health and safety

food safety

licensing

food processing and cooking

multi-skilled hospitality services

professional cookery

hospitality supervision and leadership (with food and drink units)

food and drink service.

Examples of work experience:

Have relevant occupational expertise and knowledge, at the appropriate level of the occupational areas they are verifying, which has been gained through ‘hands on’ experience in the industry.

Current experience in the hospitality/catering/food preparation sector or as a tutor in these areas.

Resource requirements

There are no specific resource requirements for this qualification.

Support for learners

Learner’s Evidence Tracking Log (LETL)

This gives information about this qualification and can help learners keep track of their work. LETLs can be downloaded free of charge from our website www.ncfe.org.uk. You don’t have to use the LETL – you can devise your own evidence-tracking documents instead.

Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include:

information on the content, availability and location of NCFE’s procedures and policies






advice on support mechanisms for learners who are experiencing difficulties with their studies

a mechanism for Assessors and Internal Moderators to authenticate evidence and achievement for each unit.

Support for centres

There are a number of documents available that you might find useful. These are available to download from our website www.ncfe.org.uk or can be requested from the Centre Support team on 0191 239 8000 or by emailing [email protected].

Centre Support Guide

This explains everything you need to know, from how to apply to become an NCFE-approved centre to registering your learners and claiming their certificates, and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated.

Directory of Products and Services

This provides summary information about all NCFE qualifications and awards, including mandatory and optional units, learner registration and certification fees and assessment information.

Fees and Pricing

This document is published in the spring for the forthcoming academic year.

Useful websites

Tutors may find the following website helpful for materials and resources to assist with the delivery of qualifications:

www.ncfe.org.uk/resources/course-file-documentsAssessment and Moderation Pro-Formas

Training and support

We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on 0191 239 8000.

Links to National Skills Standards

For this qualification we’ve highlighted where learning opportunities for the Functional Skills qualifications may be found.

This qualification can be used to develop learners’:

English skills

Mathematics skills

Information and Communication Technology skills.

Section 4 (page 101) shows how the units of this qualification relate to the skills above.





http://www.ncfe.org.uk/resources/course-file-documents

http://www.ncfe.org.uk/resources/course-file-documents



If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment.

This qualification has also been mapped to the Personal, Learning and Thinking Skills (PLTS) framework. The framework describes the qualities and skills needed for success in learning and life. The PLTS framework was developed over a number of years in consultation with employers, parents, schools, students and the wider public. For more detailed mapping please see Section 4 (page 101).

Mapping to National Occupational Standards

National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard- Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence.

The NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service)

has been mapped against the relevant People 1st Hospitality and Catering NOS. More detailed mapping is provided in Section 5 (page 103).





Section 2 Assessment and moderation





How the qualification is assessed

Assessment is the process of measuring a candidate’s skill, knowledge and understanding against the standards set in a qualification.

The assessment for the NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service) consists of:

An internally assessed portfolio of evidence which is assessed by centre staff and externally

moderated by NCFE.

Internal assessment

Each candidate is required to create a portfolio of evidence which demonstrates achievement of 100% of the learning outcomes and assessment criteria associated with each unit. Learning outcomes and assessment criteria specify what each candidate has to achieve.

The main pieces of evidence for the portfolio could include:

Assessor observation – completed observational checklists and related action plans

witness testimony

candidate’s proof of work

worksheets

assignments/projects/reports

record of professional discussion

record of oral and written questioning

candidate and peer reports

Recognition of Prior Learning (RPL).

You will also find a variety of assessment and moderation pro formas here: www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas

Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they are valid and reliable and maintain the integrity of the assessment and of the standards required of this qualification. Acceptable methods of assessment could be drawn from the list above.

Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria related to the unit being assessed prior to deciding if candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process.

For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on 0191 239 8000.

What is moderation?

Moderation is the process by which we confirm that assessment decisions in centres are:

made by competent and qualified Assessors

the product of sound and fair assessment practice

recorded accurately and appropriately.



http://www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas



We do this through:

internal moderation – which you carry out

external moderation – which we carry out through our External Moderators who, by supporting you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria.

The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre’s quality assurance agent.

If you’d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide.





Section 3 Structure and content





This section provides details of the structure and content of this qualification.

The unit summary provides an overview of each unit, including:

the unit title

the unit overview

guided learning hours

credit value

level

an indication of whether a unit is mandatory or optional.

Following the unit summary there’s detailed information for each unit containing:

the unit title and number

learning outcomes (the learner will) and assessment criteria (the learner can)

assessment guidance (types of evidence for internal assessment).

The regulators’ unit number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and moderation easier, we’ve used a sequential numbering system in this document for each unit.

For further information or guidance about this qualification please contact our Research and Product Development team on 0191 239 8000.





Unit summaries

Unit 01

Safe, hygienic and secure working environments in hospitality (R/600/0615)

This unit provides learners with knowledge about basic health, hygiene, safety and security, which can be applied to a hospitality environment.

Guided learning hours: 16

Credit value: 2

Level: 1

This unit is mandatory

Unit 02

Effective teamwork (Y/600/0616)

This unit will provide learners with the knowledge to make useful contributions to the team of people they work with.


Credit value: 2

Level: 1


Unit 03

Giving customers a positive impression (D/600/0617)

This unit will give learners the knowledge to communicate with customers and give a positive impression of themselves and the business.


Credit value: 2

Level: 2






Unit summaries (cont’d)

Unit 04

Food safety in catering (H/502/0132)

This unit provides learners with a range of food safety skills and knowledge of basic food safety practice within the food safety and catering industry.


Credit value: 1

Level: 2


Unit 05

Principles of customer service in hospitality leisure travel and tourism (T/600/1059)

This unit provides learners with knowledge of the principles of customer service. Including understanding the importance of the customer and business needs within the hospitality, leisure, travel and tourism industry.


Credit value: 1

Level: 2


Unit 06

Principles of providing a counter and takeaway service (T/502/8297)

This unit allows learners to know how to serve food to customers, the importance of working in a safe and hygienic way and how to maintain the counter and service areas.


Credit value: 1

Level: 1

This unit is optional






Unit 07

Principles of providing a silver service (A/502/8298)

This unit allows learners to develop their knowledge on how to silver serve food. It allows learners to understand the importance of being familiar with the menu and working in a safe and hygienic way. It also covers how to clear finished courses.


Credit value: 1

Level: 2


Unit 08

Principles of providing a buffet and carvery service (M/502/8296)

The unit allows learners to gain knowledge on how to prepare and maintain a buffet and carvery display and to know how to serve and assist customers.


Credit value: 1

Level: 2


Unit 09

Service of food at table (T/600/0624)

This unit allows learners to gain knowledge on how to greet customers and take orders. It allows learners to understand how to treat customers as individuals and respond to unexpected situations. It also allows learners to know how to serve customers in a dining area.


Credit value: 1

Level: 2







Unit 10

Principles of preparing and serving cocktails (Y/502/8308)

This unit enables learners to gain knowledge of how to prepare and serve cocktails, including cocktail mixing ingredients and methods. It also allows learners to understand how to prepare the cocktail preparation area and equipment.


Credit value: 1

Level: 2


Unit 11

Principles of preparing and serving wines (M/502/8265)

This unit allows learners to gain knowledge of how to prepare equipment and stock for serving wine, including suitable glassware and temperature. It allows learners to understand the importance of promoting and serving wines to meet relevant legislation and customers.


Credit value: 2

Level: 2


Unit 12

Principles of preparing and serving dispensed and instant hot drinks (H/502/8327)

This unit allows learners to gain knowledge on how to prepare and serve instant hot drinks. Learners will know how to prepare work area, equipment and ingredients and work in a safe and hygienic way.


Credit value: 1

Level: 2







Unit 13

Principles of preparing and serving hot drinks using specialist equipment (D/502/8309)

This unit allows learners to gain knowledge on how to prepare and serve hot drinks using specialist equipment. Learners will know how to prepare work area, equipment and ingredients and work in a safe and hygienic way.


Credit value: 2

Level: 2


Unit 14

Service of alcoholic and non-alcoholic drinks (J/600/0627)

This unit allows learners to know how to take customer orders correctly and understand how to serve alcoholic and non-alcoholic drinks. It also allows learners to know the appropriate registration that relates to serving alcoholic drinks.


Credit value: 1

Level: 2


Unit 15

Preparation and clearing of service areas (F/600/0626)

This unit allows learners to know how to prepare service and customer areas and equipment for food and drink service. It also provides learners with the knowledge of clearing food and drink service areas after service.


Credit value: 3

Level: 2







Unit 16

Principles of preparing and clearing areas for table service (R/502/8260)

This unit allows learners to know how to prepare and clear areas and equipment for table service. This includes checking stock levels, stock rotation and working in a safe and hygienic way.


Credit value: 2

Level: 2


Unit 17

Principles of maintaining cellars and kegs (R/502/8307)

This unit allows learners to understand how to maintain cellars in a safe and hygienic way. It will allow learners to know the importance of keeping the cellar in order and secure. The unit also allows learners to know how to prepare kegs and gas for use.


Credit value: 2

Level: 2


Unit 18

Principles of cleaning drink dispense lines (J/502/8319)

This unit allows learners to know how to clean drink dispense lines correctly and safely. It allows learners to understand the importance of testing, cleaning and maintaining drink dispense lines along with current legislation.


Credit value: 2

Level: 2







Unit 19

Principles of receiving, storing and issuing drinks stock (M/502/8315)

This unit allows learners to know how to receive drink deliveries, how to check deliveries and store and issue the drinks stock.


Credit value: 1

Level: 2


Unit 20

Principles of preparing and clearing bar areas (Y/502/8261)

This unit allows learners to know how to prepare and clear customer and service areas. It also gives learners knowledge on how to clean and store glassware correctly.


Credit value: 2

Level: 2


Unit 21

Principles of promoting additional services or products to customers (Y/502/8311)

This unit allows learners to know the importance of promoting additional services or products to customers for both the benefit of the organisation and its customers.


Credit value: 2

Level: 2







Unit 22

Dealing with payments (L/600/1133)

In this unit learners will know how to set up and operate a payment point. They’ll also understand any problems that may occur.


Credit value: 1

Level: 2


Unit 23

Principles of maintaining customer service through effective handover (K/502/8314)

This unit will allow learners to know about their responsibilities in a customer service team. Learners will know the importance of the exchange of information between self and colleagues and following up on customer service actions. They’ll know how to maintain customer service throughout this process.


Credit value: 2

Level: 2


Unit 24

Principles of resolving customer service problems (A/502/8317)

This unit allows learners to recognise customer service problems and know how to resolve them.


Credit value: 2

Level: 2






Unit 01 Safe, hygienic and secure working environments in hospitality (R/600/0615)

The learner will:

1 Know their personal responsibilities under the Health and Safety at Work Act

The learner can:

1.1 State personal responsibility for health and safety when in the workplace 1.2 Identify the importance of following safety procedures in the workplace 1.3 State reporting procedures in the case of personal illness

The learner will:

2 Know why it is important to work in a safe and hygienic way

The learner can:

2.1 State why it is important to maintain good personal hygiene 2.2 State why correct clothing, footwear and headgear should be worn at all times 2.3 State why, and to whom, accidents and near accidents should be reported. 2.4 Describe safe lifting and handling techniques that must be followed 2.5 State why it is important to report all unusual/non-routine incidents to the appropriate

person

The learner will:

3 Know about hazards and safety in the workplace

The learner can:

3.1 Identify the types of common hazards found in the workplace 3.2 Identify types of emergencies that may happen in the workplace 3.3 Describe why first aid procedures should be in place 3.4 Identify possible causes of fire in the workplace 3.5 Describe Fire Safety procedures 3.6 Describe security procedures





Unit 01 Safe, hygienic and secure working environments in hospitality (R/600/0615) (cont’d)

Assessment guidance

Type of evidence: an annotated print out from an internet search

Assessment criterion: 1.1

Additional information: an annotated print out from an internet search for personal health and safety responsibilities. Candidates could use the internet to obtain information on employees’ personal health and safety responsibilities in the workplace under the Health and Safety Act. The information obtained could relate to a specific working environment or refer to the workplace more generally. The print out may be used along with comments from the candidate.

Type of evidence: records of professional discussion

Assessment criteria: 1.2, 1.3

Additional information: lists and individual notes from a professional (group) discussion. Candidates could produce lists and individual notes to identify the importance of following safety procedures in the workplace and to state reporting procedures in the case of personal illness. Candidates could also produce or annotate cartoon sketches to identify the importance of following safety procedures in the workplace. A flowchart or time line could be used to show reporting procedure in the case of personal illness.

Type of evidence: witness testimonies

Assessment criteria: 2.1, 2.4, 2.5

Additional information: witness testimonies from small group discussions, where candidates discuss why it is important to maintain good personal hygiene and why it is important to report all unusual/non-routine incidents to the appropriate person. Candidates could also produce posters to show why it is important to maintain good personal hygiene. Diagrams could be drawn to show a range of unusual/non-routine incidents, with annotations as to why it is important to report them to the appropriate person.

Type of evidence: record of questioning


Additional information: candidates could answer written or oral questions about why correct clothing, footwear and headgear should be worn at all times and why, and to whom, accidents and near accidents should be reported. Candidates could also produce sketches or annotate photographs to show why correct clothing, footwear and headgear should be worn at all times. Candidates could observe workplace practice or interview employees to gain background knowledge.





Unit 01 Safe, hygienic and secure working environments in hospitality (R/600/0615) (cont’d)

Type of evidence: candidate report


Additional information: candidates could produce written descriptions of safe lifting and

handling techniques that must be followed.

Type of evidence: project report

Assessment criteria: 3.1, 3.3 - 3.5

Additional information: a report to include lists of common hazards found and possible causes of fire in the workplace as well as a description of fire safety procedures. Candidates could base their report on an investigation of an actual workplace. The format of the report might be written or PowerPoint but could be video or be a witnessed oral report backed up by supplementary evidence such as a fire safety procedures poster. Candidates could also map hazards and fire causes on a plan of the workplace.

Type of evidence: record of professional discussion


Additional information: a list and individual notes from a professional (group) discussion. Candidates could produce a list to identify types of emergencies that may happen in the workplace and individual notes to describe why first aid procedures should be in place. Candidates could also produce posters and/or leaflets to identify types of emergencies that may happen in the workplace and describe why first aid procedures should be in place.



Additional information: a report to describe security procedures. Candidates could base their report on an investigation of security procedures in an actual workplace. The format of the report might be written or PowerPoint but could also be a witnessed oral report backed up by supplementary evidence such as a candidate-produced security procedures guide for employees.

The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.





1.1 State the order of work to complete a task 1.2 Describe situations when it is appropriate to ask for help 1.3 Describe situations when it is appropriate to help and support others

Unit 02 Effective teamwork (Y/600/0616)

The learner will:

1 Know how to organise their own work

The learner can:

1.4 State the importance of working to deadlines 1.5 State why it is important to follow instructions accurately 1.6 State the importance of keeping work areas clean and tidy

The learner will:

2 Know how to support the work of a team

The learner can:

2.1 State the benefits of helping team members 2.2 State the importance of passing information to the relevant people 2.3 State the importance of clear communication 2.4 Describe ways to maintain good working relationships in a team 2.5 State problems in working relationships that should be reported to line managers

The learner will:

3 Know how to contribute to their own learning and development

The learner can:

3.1 List benefits of self-development 3.2 State the importance of feedback from team members 3.3 Describe how a learning plan could improve aspects of work 3.4 List types of activities that help learning





Unit 02 Effective teamwork (Y/600/0616) (cont’d)

Assessment guidance

Types of evidence: records of questioning

Assessment criteria: 1.1-1.3

Additional information: a record of oral or written questions the answers to which describe how to order Candidates’ work to complete a task and situations when it is appropriate to ask for help from others.

Types of evidence: records of professional discussion


Additional information: individual notes of a professional (group) discussion, stating the importance of working to deadlines and why it is important to follow instructions. Candidates could discuss in groups the importance of working to deadlines and why it is important to follow instructions. Discussion could stem from the simulated activity for AC1.1. or relate to work (for example, customer service) experience that candidates have had or to a customer service or other work place video – such as working in a professional kitchen.

Types of evidence: candidate report


Additional information: an oral or written report that states the importance of keeping work areas clean and tidy. Candidates could present their report using PowerPoint slides. Candidates could base their report on observation of a work place such as a restaurant or professional kitchen. A witness statement could also be provided to evidence information or answers to questions that the candidate might give orally.

Types of evidence: assignment

Assessment criteria: 2.1 - 2.3

Additional information: an assignment to work in a team to learn and record statements of the benefits of helping team members, the importance of passing information to the relevant people and the importance of clear communication. Candidates could be assigned to work in (or role play) a team situation set in a hospitality/catering context, for example in a restaurant service scenario. Candidates could then state the benefits of helping team members, the importance of passing information to the relevant people and the importance of clear communication in oral or written form.





Unit 02 Effective teamwork (Y/600/0616) (cont’d)



Additional information: a record of oral or written questions the answers to which describe ways to maintain good working relationships in a team. Candidates could respond to interview questions, which could follow on from the assignment for ACs 2.1, 2.2 and 2.3 or relate to work experience, for example, customer service, that the candidate has had or to a customer service or other work place video – such as a training video, for example for working in a professional kitchen.

Types of evidence: record of professional discussion


Additional information: individual lists or notes of a professional (group) discussion, stating problems in working relationships that should be reported to line managers. Candidates could discuss in groups problems in working relationships that should be reported to line managers. Discussion could stem from the assignment for ACs 2.1, 2.2 and 2.3. or could relate to work, for example, customer service, experience that candidates have had or to a customer service or other work place video, such as a training video, for example for working in a professional kitchen.

Types of evidence: learning plan

Assessment criterion: 3.1-3.4

Additional information: a presentation of the candidate’s learning plan to incorporate a list of the benefits of self-development, a statement of the importance of feedback from team members, a description of how the learning plan could improve aspects of the candidate’s work and a list of types of activities that help learning. Candidates could use PowerPoint slides, which could have accompanying presenter notes, to present a personal learning plan. Candidates could also produce an accompanying booklet containing a list of the benefits of self-development, a statement of the importance of feedback from team members, a description of how the learning plan could improve aspects of the candidate’s work and a list of types of activities that help learning.






1.1 Identify the importance of correct appearance and behaviour 1.2 Describe the importance of recognising customer needs and expectations 1.3 State the importance of product knowledge when relating to customers

Unit 03 Giving customers a positive impression (D/600/0617)

The learner will:

1 Know how to establish positive relationships with customers

The learner can:

1.4 Identify signs of when a customer is angry or confused

The learner will:

2 Understand why organisations have standards and procedures

The learner can:

2.1 Describe the legal frameworks by which organisations provide goods and services to

customers 2.2 State the importance of contractual agreements that customers have with organisations 2.3 State the importance of codes of practice and standards that affect the way products

and services are delivered to customers

The learner will:

3 Know how to communicate information to customers

The learner can:

3.1 State why there are limits to an individual’s responsibilities when dealing with customers 3.2 State the importance of clear, polite and confident communication 3.3 Identify different methods of communication 3.4 Describe when the different methods of communication are used





Unit 03 Giving customers a positive impression (D/600/0617) (cont’d)

Assessment guidance



Additional information: individual lists or notes of a professional (group) discussion, identifying the importance of correct appearance and behaviour in giving customers a positive impression. Candidates could discuss in groups. Discussion could relate to customer service experience that candidates have had (either as a customer or as a staff member) or to a customer service video they have watched. Candidates could also provide an annotated image (such as a photograph) to identify the importance of correct appearance and behaviour and/or undertake an observed simulated activity, providing customer service in a hospitality/catering context.



Additional information: an oral or written report that describes the importance of recognising customer needs and expectations and the identification of signs of when a customer is angry or confused. Candidates could present their report using PowerPoint slides. Candidates could base their report on observation of customer service in a hospitality/catering context. A witness statement could also be provided to evidence, information or answers to questions that the candidate might give orally.

Type of evidence: records of questioning


Additional information: a record of oral or written questions whose answers state the importance of product knowledge when relating to customers. Candidates could respond to interview questions, which could follow on from the simulated activity for ACs1.1, 1.2 and 1.3 or could relate to customer service experience that the candidate has had or to a customer service video, such as a training video, for the hospitality and catering industry.



Additional information: a written report that describes the legal frameworks by which organisations provide goods and services to customers. Candidates could present their report as text or using PowerPoint slides.





Unit 03 Giving customers a positive impression (D/600/0617) (cont’d)



Additional information: individual lists and notes of a professional (group) discussion, stating the importance of contractual agreements that customers have with organisations and the importance of codes of practice and standards that affect the way products and services are delivered to customers. Candidates could discuss in groups the importance of contractual agreements that customers have with organisations and the importance of codes of practice and standards that affect the way products and services are delivered to customers. Discussion could stem from the simulated activity for ACs 1.1, 1.2 and 1.4 or could relate to customer service experience that candidates have had or to a customer service video.



Additional information: individual lists and notes of a professional (group) discussion, stating there are limits to an individual’s responsibilities when dealing with customers. Discussion could stem from the simulated activity for ACs1.1, 1.2 and 1.3 or could relate to customer service experience that the candidate has had or to a customer service video, such as a training video, for the hospitality and catering industry.

Type of evidence: assignment


Additional information: an assignment to produce a training document about how to communicate information to customers. The document should state the importance of clear, polite and confident communication, identify different methods of communication and describe when the different methods of communication are used. The document produced could be textual, perhaps in the form of a training booklet, or it could be a set of PowerPoint slides or other presentation or display.






Unit 04 Food safety in catering (H/502/0132)

The learner will:

1 Understand how individuals can take personal responsibility for food safety

The learner can:

1.1 Outline the importance of food safety procedures, risk assessment, safe food handling and behaviour

1.2 Describe how to report food safety hazards 1.3 Outline the legal responsibilities of food handlers and food business operators

The learner will:

2 Understand the importance of keeping him/herself clean and hygienic

The learner can:

2.1 Explain the importance of personal hygiene in food safety including its role in reducing

the risk of contamination 2.2 Describe effective personal hygiene practices, for example, protective clothing, hand

washing, personal illnesses, cuts and wounds

The learner will:

3 Understand the importance of keeping the work areas clean and hygienic

The learner can:

3.1 Explain how to keep the work area and equipment clean and tidy to include cleaning and

disinfection methods, safe use and storage of cleaning chemicals and materials, and waste disposal

3.2 State how work flow, work surfaces and equipment can reduce contamination risks and aid cleaning

3.3 Outline the importance of pest control

The learner will:

4 Understand the importance of keeping food safe

The learner can:

4.1 State the sources and risks to food safety from contamination and cross contamination

to include microbial, chemical, physical and allergenic hazards 4.2 Explain how to deal with food spoilage including recognition, reporting and disposal 4.3 Describe safe food handling practices and procedures for storing, preparing, cooking,

chilling, reheating, holding, serving and transporting food 4.4 Explain the importance of temperature controls when storing, preparing, cooking,

chilling, reheating, holding, serving and transporting food





Unit 04 Food safety in catering (H/502/0132) (cont’d)

4.5 Describe stock control procedures including deliveries, storage, date marking and stock rotation






Assessment guidance



Additional information: a record of oral or written questions whose answers outline the importance of food safety procedures, risk assessment, safe food handling and behaviour. Candidates could respond to interview questions or answer in written format. Candidates could also produce a poster to outline the importance of food safety procedures, risk assessment, safe food handling and behaviour.



Additional information: an oral or written report that describes how to report food safety hazards. Candidates could present their report using PowerPoint slides, or could produce a short individual video to describe how to report food safety hazards.



Additional information: individual notes of a professional (group) discussion, outlining the legal responsibilities of food handlers and food business operators. Candidates could discuss in groups the legal responsibilities of food handlers and food business operators. Discussion could stem from work experience that candidates may have had.



Additional information: a record of oral or written questions whose answers explain the importance of personal hygiene in food safety, including its role in reducing the risk of contamination and describe effective personal hygiene practices, for example, protective clothing, hand washing, personal illnesses, cuts and wounds. Candidates could respond to interview questions, which could be by any work experience that they may have had.



Additional information: an assignment to investigate and individually report on how work flow, work surfaces and equipment can reduce contamination risks and aid cleaning and the importance of pest control. Candidates could report on the findings of their investigation orally, for example by delivering a PowerPoint presentation, or in written format. Witness testimony could





also be provided.








Additional information: individual lists and notes of a professional (group) discussion, stating the sources and risks to food safety from contamination and cross contamination, to include microbial, chemical, physical and allergenic hazards. Discussion could stem from work experience that candidates may have had.

Type of evidence: project


Additional information: food safety project findings presented either orally or in written form

that:

explain how to deal with food spoilage including recognition, reporting and disposal

describe safe food handling practices and procedures for storing, preparing, cooking, chilling, reheating, holding, serving and transporting food

explain the importance of temperature controls when storing, preparing, cooking, chilling, reheating, holding, serving and transporting food

describe stock control procedures including deliveries, storage, date marking and stock rotation. Candidates could present project findings orally (for example as a recorded or witnessed PowerPoint or video presentation) or in written form (for example, as a booklet).






1.1 Describe the role of the organisation in relation to customer service 1.2 Identify the characteristics and benefits of excellent customer service 1.3 Give examples of internal and external customers in the industries

Unit 05 Principles of customer service in hospitality leisure travel and tourism (T/600/1059)

The learner will:

1 Understand the importance to the organisation in providing excellent customer service in

the hospitality, leisure, travel and tourism industries

The learner can:

1.4 Describe the importance of product knowledge and sales to organisational success 1.5 Describe the importance of organisational procedures for customer service

The learner will:

2 Understand the role of the individual in delivering customer service in the hospitality,

leisure, travel and tourism industries

The learner can:

2.1 Identify the benefits of excellent customer service for the individual 2.2 Describe the importance of positive attitude, behaviour and motivation in providing

excellent customer service 2.3 Describe the importance of personal presentation within the industries 2.4 Explain the importance of using appropriate types of communication 2.5 Describe the importance of effective listening skills

The learner will:

3 Understand the importance of customers’ needs and expectations in the hospitality,

leisure, travel and tourism industries

The learner can:

3.1 Identify what is meant by customer needs and expectations in the industries 3.2 Identify the importance of anticipating and responding to varying customers’ needs and

expectations 3.3 Describe the factors that influence the customers’ choice of products and services 3.4 Describe the importance of meeting and exceeding customer expectations 3.5 Describe the importance of dealing with complaints in a positive manner 3.6 Explain the importance of complaint handling procedures





Unit 05 Principles of customer service in hospitality leisure travel and tourism (T/600/1059) (cont’d)

Assessment guidance



Additional information: an oral or written report that describes the role of the organisation in relation to customer service. Candidates could present their report by means of a video statement. Candidates could also provide a written description.



Additional information: a record of oral or written questions whose answers identify the characteristics and benefits of excellent customer service and give examples of internal and external customers in the industries. Answers could stem from customer service experiences that candidates have had (either as a customer or as a staff member) or to a customer service video(s) they have watched. Candidates could also produce a poster to give examples of internal and external customers in the industries.

Type of evidence: candidate report. An oral or written report that describes the importance of:

product knowledge and sales to operational success

organisational procedures for customer service.


Additional information: candidates could present their report on video. Candidates could also produce a PowerPoint presentation.



Additional information: individual lists and notes of a professional (group) discussion, identifying the benefits of excellent customer service for the individual. Discussion could stem from customer service or work experiences that candidates may have had or from watching a customer service training video.



Additional information: an assignment in three parts to describe:

the importance of positive attitude, behaviour and motivation in providing excellent

customer service

the importance of personal presentation within the industries






the importance of effective listening skills.

The assignment could produce a documentary outcome in the form of a training booklet, or it could be a set of PowerPoint slides or other presentation or display, including a video. Candidates could also take part in a simulated activity to demonstrate the importance of personal presentation within the industries.



Additional information: a record of oral or written questions whose answers explain the importance of using appropriate types of communication. Candidates could respond to interview questions, which could relate to customer service experience that the candidate has had or to a customer service video, such as a training video produced for employees in one or more of the industries.

Types of evidence: record of professional discussion


Additional information: individual lists and notes of a professional (group) discussion, identifying what is meant by customer needs and expectations in the industries and the importance of anticipating and responding to varying customers’ needs and expectations. Discussion could stem from customer service experiences that the candidate has had or observed to a customer service video – such as a training video produced for employees in one or more of the industries.


Assessment criterion: 3.3 - 3.5

Additional information: a record of oral or written questions whose answers describe the factors that influence the customers’ choice of products and services, the importance of meeting and exceeding customer expectations and the importance of dealing with complaints in a positive manner. Candidates could respond to interview questions, which could relate to customer service experience that the candidate has had or to a customer service video – such as a training video produced for employees in one or more of the industries.



Additional information: an oral or written report that explains the importance of complaint handling procedures. Candidates could present their report as text, video or using PowerPoint slides.





Unit 06 Principles of providing a counter and takeaway service (T/502/8297)

The learner will:

1 Know how to serve customers at the counter

The learner can:

1.1 Describe safe and hygienic working practices for serving customers and its importance 1.2 State the importance of controlling portions when serving customers 1.3 State the importance of giving accurate information to customers 1.4 Describe the types of unexpected situations that might occur when serving customers

The learner will:

2 Know how to maintain counter and service areas

The learner can:

2.1 Describe safe and hygienic working practices for clearing counter and service areas 2.2 State the importance of keeping counter preparation areas and dining areas tidy and

free from rubbish and food debris throughout the service 2.3 State the importance of maintaining a constant stock of service items 2.4 Describe the types of unexpected situations that might occur when clearing away





Unit 06 Principles of providing a counter and takeaway service (T/502/8297) (cont’d)

Assessment guidance

Type of evidence: an oral or written report that describes safe and hygienic working practices for

serving customers and its importance.


Additional information: candidates could present their report by means of a PowerPoint

presentation or on video. Candidates could also produce a poster.

Types of evidence: individual lists and notes of a professional (group) discussion, which:

state the importance of controlling portions when serving customers

state the importance of giving accurate information to customers

describe the types of unexpected situations that might occur when serving customers.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a PowerPoint presentation or posters.

Types of evidence: Assessor records of observation. Records of observation by the Assessor, which show that candidates have described safe and hygienic working practices for clearing counter and service areas and stated the importance of keeping counter preparation areas and dining areas tidy and free from rubbish and food debris throughout the service.


Additional information: candidates could use practical demonstration to describe safe and hygienic working practices for clearing counter and service areas and state the importance of keeping counter preparation areas and dining areas tidy and free from rubbish and food debris throughout the service. Candidates could also provide video evidence or a series of annotated photographs.


A record of oral or written questions whose answers:

state the importance of maintaining a constant stock of service items

describe the types of unexpected situations that might occur when clearing away.


Additional information: candidates could respond to questions drawing on work experience that candidates may have had, from desk research, from workplace observation or from watching a training video. Candidates could also produce posters or a PowerPoint presentation.





Unit 06 Principles of providing a counter and takeaway service (T/502/8297) (cont’d)






1.1 Describe safe and hygienic working practices when providing a silver service 1.2 Explain the importance of being familiar with the available menu items 1.3 Describe the operational procedures for serving courses

Unit 07 Principles of providing a silver service (A/502/8298)

The learner will:

1 Understand how to silver serve food

The learner can:

1.4 Describe the types of unexpected situations that might occur when providing silver service

The learner will:

2 Know how to clear finished courses when providing a silver service

The learner can:

2.1 Describe safe and hygienic working practices when clearing finished courses 2.2 Describe procedures for clearing finished courses 2.3 Describe the hygiene aspects of clearing tables 2.4 Describe the types of unexpected situations that might occur when clearing courses





Unit 07 Principles of providing a silver service (A/502/8298) (cont’d)

Assessment guidance

Type of evidence: candidate report. An oral or written report that:

describes safe and hygienic working practices when providing a silver service

explains the importance of being familiar with available menu items.


Additional information: candidates could present their report by means of a PowerPoint presentation or on video. Candidates could also produce posters.

Types of evidence: Assessor records of observation


Additional information: candidates could use practical demonstration to describe the operational procedures for serving courses. Candidates could also provide video evidence or a series of annotated images.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, which describe the types of unexpected situations that might occur when providing silver service.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a PowerPoint presentation or a poster.

Types of evidence: Assessor records of observation. Records of observation by the Assessor,

which show that candidates have described:

safe and hygienic working practices when clearing finished courses

procedures for clearing finished courses.


Additional information: candidates could use practical demonstration to describe safe and hygienic working practices when clearing finished courses and procedures for clearing finished courses. Candidates could also provide video evidence or a series of annotated photographs.





Unit 07 Principles of providing a silver service (A/502/8298) (cont’d)

Types of evidence: records of questioning. A record of oral or written questions whose answers

describe:

the hygiene aspects of clearing tables

the types of unexpected situations that might occur when clearing courses.







NCFE Level 2 Certificate in Hospitality and Catering Principles (Food and Beverage Service) – QAN 601/0510/0 – Issue 1 December 2013

Unit 08 Principles of providing a buffet and carvery service (M/502/8296)

The learner will:

1. Know how to prepare and maintain a buffet and carvery display

The learner can:

1.1 Describe safe and hygienic working practices when preparing and maintaining a buffet or

carvery display 1.2 Describe procedures for maintaining dining service areas and service equipment 1.3 State the importance of checking table items for damage and cleanliness before service 1.4 Describe the types of unexpected situations that might occur when preparing and

maintaining a buffet or carvery

The learner will:

2 Know how to serve and assist customers at a buffet and carvery display

The learner can:

2.1 Describe safe and hygienic working practices when maintaining dining area and serving

customers at a buffet or carvery display 2.2 State the importance of giving accurate information to customers when serving food

items 2.3 State the importance of controlling portions when serving customers 2.4 Describe the types of unexpected situations that might occur when serving customers

from a buffet or carvery display





Unit 08 Principles of providing a buffet and carvery service (M/502/8296) (cont’d)

Assessment guidance

Types of evidence: candidate report. An oral or written report that describes:

◆ safe and hygienic working practices when preparing and maintaining a buffet or carvery display

◆ procedures for maintaining dining service areas and service equipment.



Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion, which: ◆ state the importance of checking table items for damage and cleanliness before service ◆ describe the types of unexpected situations that might occur when preparing or maintaining a

buffet or carvery. ◆ describe safe and hygienic working practices when maintaining dining area and serving

customers at a buffet or carvery display.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a PowerPoint presentation or posters. Role plays could involve the demonstration of safe and hygienic working practices when maintaining dining area and serving customers at a buffet or carvery display. Candidates could also provide PowerPoint or written descriptions or annotated photographs.

Types of evidence: records of questioning. A record of oral or written questions whose answers state the importance of:

giving accurate information to customers when serving food items

controlling portions when serving customers.


Additional information: candidates could respond to questions drawing on work experience that candidates may have had, from desk research, from workplace observation or from watching a training video. Candidates could also produce posters.

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion, which describe the types of unexpected situations that might occur when serving customers from a buffet or carvery display.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a PowerPoint presentation or a series of annotated images.





Unit 08 Principles of providing a buffet and carvery service (M/502/8296) (cont’d)






Unit 09 Service of food at table (T/600/0624)

The learner will:

1. Know how to greet customers and take orders

The learner can:

1.1 State the importance of greeting customers appropriately 1.2 State the importance of giving accurate menu information 1.3 Describe how to provide appropriate assistance to customers with different needs

1.4 Describe how to respond to types of unexpected situations that may occur when greeting customers and dealing with their orders

The learner will:

2 Know how to serve customers in a dining area

The learner can:

2.1 Describe safe and hygienic working practices when serving customers’ orders 2.2 List correct condiments, accompaniments and service equipment for different menu

items 2.3 State the importance of arranging and presenting food in line with menu specifications 2.4 State the importance of maintaining the dining and service area 2.5 Describe how to respond to types of unexpected situations that may occur when serving

food at table





Unit 09 Service of food at table (T/600/0624) (cont’d)

Assessment guidance

Types of evidence: candidate report. An oral or written report that:

states the importance of serving customers in order of greeting customers appropriately

describes how to provide appropriate assistance to customers with different needs.



Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion, which:

state the importance of giving accurate menu information

describe how to respond to types of unexpected situations that may occur when greeting customers and dealing with their orders.




describes safe and hygienic working practices when serving customers’ orders

lists correct condiments, accompaniments and service equipment for different menu items.



presentation or on video. Candidates could also produce posters.

Types of evidence: records of questioning. A record of oral or written questions whose answers:

state the importance of arranging and presenting food in line with menu specifications

state the importance of maintaining the dining and service area.







Unit 09 Service of food at table (T/600/0624) (cont’d)

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, which describe how to respond to types of unexpected situations that may occur when serving food at table.








Unit 10 Principles of preparing and serving cocktails (Y/502/8308)

The learner will:

1. Know how to prepare service areas and equipment for serving cocktails

The learner can:

1.1 Describe safe and hygienic working practices when preparing areas and equipment for

making cocktails 1.2 State the importance of keeping preparation areas and equipment hygienic when

preparing cocktails 1.3 State the importance of having all the ingredients ready before preparing cocktails

1.4 Describe the types of unexpected situations that might occur when preparing areas and equipment to make cocktails

The learner will:

2 Know how to prepare and serve cocktails

The learner can:

2.1 Outline the different ingredients that can be used when mixing cocktails 2.2 Describe the different methods used to mix cocktails 2.3 State current relevant legislation relating to licensing and weights and measures

legislation 2.4 Describe safe and hygienic working practices when preparing and serving cocktails 2.5 State the importance of following safe working practices when preparing and serving

cocktails 2.6 State the importance of offering customers accurate information 2.7 Describe the types of unexpected situations that might happen when preparing and

serving cocktails





Unit 10 Principles of preparing and serving cocktails (Y/502/8308) (cont’d)

Assessment guidance

Type of evidence: candidate report. An oral or written report that describes safe and hygienic working practices when preparing area and equipment for making cocktails.


Additional information: candidates could present their report by means of a PowerPoint or video presentation.


keeping preparation areas and equipment hygienic when preparing cocktails

having all the ingredients ready before preparing cocktails.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce posters.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might occur when preparing areas and equipment to make cocktails.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written statements or produce illustrated posters.

Types of evidence: records of questioning. A record of oral or written questions whose answers state:

current relevant legislation relating to licensing and weights and measures legislation

the importance of following safe and hygienic working practices when preparing and serving cocktails

the importance of offering customers accurate information.

Assessment criteria: 2.1 - 2.3, 2.5, 2.6

Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce a PowerPoint presentation or posters.

Types of evidence: candidate report An oral or written report that describes safe and hygienic working practices when preparing and serving cocktails, the different ingredients that can be used when mixing cocktails and the different methods used to mix cocktails.





Unit 10 Principles of preparing and serving cocktails (Y/502/8308) (cont’d)


Additional information: candidates could present their report by means of a PowerPoint presentation. Candidates could also produce posters or video evidence.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might happen when preparing and serving cocktails.








Unit 11 Principles of preparing and serving wines (M/502/8265)

The learner will:

1. Know how to prepare service areas, equipment and stock for wine service

The learner can:

1.1 Describe safe and hygienic working practices when preparing service areas, equipment

and stock for wine service 1.2 Identify equipment and glassware needed for different types of wine 1.3 Identify suitable temperatures for the storage of different types of wine 1.4 Describe procedures for preparing service areas, equipment and stock

1.5 Describe the types of unexpected situations that might happen when preparing service areas

The learner will:

2 Know how to promote and serve wines to meet relevant legislation and customer needs

The learner can:

2.1 State current relevant legislation relating to the sale of wine 2.2 State the importance of maximising sales through up-selling and how to do this 2.3 Describe how to interpret the wine label information 2.4 Identify what factors to consider when providing advice to customers on choice of wine 2.5 Outline under what circumstances customer must not be served with alcohol

The learner will:

3 Know how to present and serve wine to meet relevant legislation and customer needs

The learner can:

3.1 State relevant licensing weights, measures and trades description legislation 3.2 Identify glassware and handling procedures used in the service of different types of wine 3.3 Identify the recommended temperatures for the storage of different types of wine during

service 3.4 Describe the correct method of service for white, red, rose and sparkling wines 3.5 Describe the types of unexpected situations that might occur when serving wine





Unit 11 Principles of preparing and serving wines (M/502/8265) (cont’d)

Assessment guidance


safe and hygienic working practices when preparing service areas, equipment and stock for wine service

procedures for preparing service areas, equipment and stock.




identify:

equipment and glassware needed for different types of wine

suitable temperatures for the storage of different types of wine.



Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might happen when preparing service areas.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written descriptions.

Types of evidence: candidate report. An oral or written report that states:

current relevant legislation relating to the sale of wine

the importance of maximising sales through up-selling and how to do this.


Additional information: candidates could present their report by means of a PowerPoint or video presentation. Candidates could also role play up-selling to demonstrate how to do this.






Type of evidence: candidate report. An oral or written report that describes how to interpret the wine label information.


Additional information: candidates could present their report by means of a PowerPoint or

video presentation. Candidates could also produce an annotated poster.

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion that identifies what factors to consider when providing advice to customers on choice of wine and outlines under what circumstances customers must not be served with alcohol.




state relevant licensing weights, measures and trades description legislation

identify glassware and handling procedures used in the service of different types of wine

identify the recommended temperatures for the storage of different types of wine during service.



Types of evidence: candidate presentation. A presentation in which candidates describe the correct methods of service for white, red, rose and sparkling wines.


Additional information: describing correct methods of service for white, red, rose and sparkling wines. Candidates could also provide video or written descriptions, or a series of annotated images.






Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might occur when serving wine.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written descriptions.






Unit 12 Principles of preparing and serving dispensed and instant hot drinks (H/502/8327)

The learner will:

1. Know how to prepare work area and equipment for service

The learner can:

1.1 Describe safe and hygienic working practices when preparing the work area and

equipment for service 1.2 Describe the importance of having drink ingredients and accompaniments available and

ready for immediate use 1.3 Describe the importance of checking all work areas and service equipment for damage

before taking orders 1.4 Describe the types of unexpected situation that might occur when preparing work areas

and equipment for the preparation of hot drinks

The learner will:

2 Know how to prepare and serve instant hot drinks

The learner can:

2.1 Describe safe and hygienic working practices when preparing and serving hot drinks 2.2 State the importance of giving accurate information about products to customers 2.3 Identify the techniques for mixing and preparing different types of beverages 2.4 State the importance of keeping customer and service areas clean, tidy and free from

rubbish and used equipment





Unit 12 Principles of preparing and serving dispensed and instant hot drinks (H/502/8327) (cont’d)

Assessment guidance

Type of evidence: candidate report. An oral or written report that describes safe and hygienic working practices when preparing the work area and equipment for service.



video presentation.

Types of evidence: records of questioning. A record of oral or written questions whose answers describe the importance of:

having drink ingredients and accompaniments available and ready for immediate use

checking all work areas and surface equipment for damage before taking orders.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might occur when preparing work areas and equipment for the preparation of hot drinks.



Types of evidence: Assessor records of observation. Records of observation by the Assessor, which show that candidates have:

described safe and hygienic working practices when preparing and serving hot drinks

identified the techniques for mixing and preparing different types of beverages.


Additional information: candidates could give an oral description. Candidates could also provide video evidence or provide a poster to identify the techniques for mixing and preparing different types of beverages.





Unit 12 Principles of preparing and serving dispensed and instant hot drinks (H/502/8327) (cont’d)


giving accurate information about products to customers

keeping customer and service area clean, tidy and free from rubbish and used equipment.








Unit 13 Principles of preparing and serving hot drinks using specialist equipment (D/502/8309)

The learner will:

1. Know how to prepare work area and equipment for service

The learner can:

1.1 Describe safe and hygienic working practices when preparing work area and equipment

for service 1.2 State the importance of having drink ingredients and accompaniments available and

ready for immediate use 1.3 State the importance of checking all work areas and service equipment for damage

before taking orders 1.4 Describe the types of unexpected situation that might occur when preparing work areas

and equipment for the preparation of hot drinks

The learner will:

2 Know how to prepare and serve hot drinks using specialist equipment

The learner can:

2.1 Describe safe and hygienic working practices when preparing and serving hot drinks

and maintaining hot drink making equipment 2.2 Describe the techniques for mixing and preparing different types of beverages 2.3 State the importance of keeping customer and service areas clean, tidy and free from

rubbish and used equipment 2.4 Describe the types of unexpected situation that might occur when preparing and serving

hot drinks and maintaining hot drinks equipment





Unit 13 Principles of preparing and serving hot drinks using specialist equipment (D/502/8309) (cont’d)

Assessment guidance

Type of evidence: candidate report. An oral or written report that describes safe and hygienic working practices when preparing the work area and equipment for service.



video presentation.


describe the importance of:

having drink ingredients and accompaniments available and ready for immediate use

checking all work areas and surface equipment for damage before taking orders.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might occur when preparing work areas and equipment for the preparation of hot drinks.



Types of evidence: records of questioning. A record of oral or written questions whose answers describe safe and hygienic working practices when preparing and serving hot drinks and maintaining hot drink making equipment.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce a PowerPoint presentation or a set of annotated photographs.





Unit 13 Principles of preparing and serving hot drinks using specialist equipment (D/502/8309) (cont’d)

Types of evidence: Assessor records of observation. Records of observation by the Assessor, which show that candidates have described the techniques for mixing and preparing different types of beverages.


Additional information: candidates could give an oral description. Candidates could also provide video evidence or provide a poster or set of annotated images to identify the techniques for mixing and preparing different types of beverages.

Types of evidence: records of questioning. A record of oral or written questions whose answers state the importance of keeping service areas clean, tidy and free from rubbish and used equipment.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written statements or produce posters.

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion describing the types of unexpected situation that might occur when preparing and serving hot drinks and maintaining hot drinks equipment.








Unit 14 Service of alcoholic and non-alcoholic drinks (J/600/0627)

The learner will:

1. Know how to take customer orders

The learner can:

1.1 State the importance of serving customers in order of arrival where possible 1.2 Identify the importance of accuracy when taking drink orders 1.3 Describe how to respond to a customer who might have special requirements 1.4 Describe different service styles that can be used when serving drinks 1.5 State how to deal with violent / disorderly customers

The learner will:

2 Know how to serve alcoholic and non-alcoholic drinks

The learner can:

2.1 State the importance of checking glassware for damage 2.2 State the correct temperature for storing and serving the range of drinks offered within

the operation 2.3 Describe how to serve different drinks including bottled drinks, draft beers, free pouring

and optic based 2.4 State appropriate types of glass for serving different drinks

The leaner will:

3 Know the appropriate legislation that relates to the serving of alcoholic drinks

The learner can:

3.1 Describe the implications of current relevant legislation relating to licensing, weights and

measures 3.2 Identify when a customer should not be served with alcohol 3.3 Describe how to respond to someone who might be under the influence of drugs or

buying/selling drugs





Unit 14 Service of alcoholic and non-alcoholic drinks (J/600/0627) (cont’d)

Assessment guidance


states the importance of serving customers in order of arrival where possible

describes how to respond to customers who might have special requirements.



Types of evidence: records of professional discussion. Individual lists or notes of a professional (group) discussion, which:

identify the importance of accuracy when taking drink orders

state how to deal with violent/disorderly customers.




state the importance of checking glassware for damage

state the correct temperature for storing and serving the range of drinks offered within the operation.

description different service styles that can be used when serving drinks




describes how to serve different drinks including bottled drinks, draft beers, free pouring and optic based

states appropriate types of glass for serving different drinks.








Unit 14 Service of alcoholic and non-alcoholic drinks (J/600/0627) (cont’d)

Type of evidence: candidate report. An oral or written report that describes the implications of current relevant legislation relating to licensing, weights and measures.



presentation or on video. Candidates could also produce a poster. Records of professional discussion

Types of evidence: individual lists or notes of a professional (group) discussion, which:

identify when a customer should not be served with alcohol

describe how to respond to someone who might be under the influence of drugs or buying/selling drugs.








Unit 15 Preparation and clearing of service areas (F/600/0626)

The learner will:

1. Know how to prepare service areas and equipment for food and drink service

The learner can:

1.1 Describe safe and hygienic working practices for preparing service areas and equipment 1.2 Describe procedures for maintaining food service items and equipment 1.3 Describe the procedures for maintaining drink service items and equipment 1.4 State the importance of correct handling and disposal of waste 1.5 Describe how to respond to types of unexpected situations that may occur during

preparation of service areas

The learner will:

2 Know how to prepare customer areas for food and drink service

The learner can:

2.1 Describe safe and hygienic working practices when preparing customer dining areas for

table service 2.2 State the importance of checking customer areas before service 2.3 State the importance of checking environmental controls before service 2.4 Describe how to respond to types of unexpected situations that may occur when

preparing customer dining areas

The learner will:

3 Know how to clear food and drink service areas after service

The learner can:

3.1 Describe safe and hygienic working practices when clearing service areas 3.2 State the importance of procedures to be followed after service

3.3 Describe how to respond to types of unexpected situations that may occur when clearing service areas

The learner will:

4 Know how to clean and store glassware

The learner can:

4.1 Describe safe and hygienic working practices when handling glassware, cleaning equipment and materials

4.2 State the importance of correct handling of glassware 4.3 Describe the procedure for disposing of broken glass





Unit 15 Preparation and clearing of service areas (F/600/0626) (cont’d)

4.4 Describe how to respond to types of unexpected situations that may occur when handling and cleaning glassware






Assessment guidance

Types of evidence: records of questioning. A record of oral or written questions whose answers describe safe and hygienic working practices for preparing service areas and equipment.


Additional information: candidates could respond to questions drawing on work experience that candidates may have had, from desk research, from workplace observation or from watching a training video. Candidates could also produce a poster or a PowerPoint presentation.


procedures for maintaining food service items and equipment

the procedures for maintaining drink service items and equipment



presentation or on video. Candidates could also provide a series of annotated images.

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion stating the importance of correct handling and disposal of waste and describing how to respond to types of unexpected situations that may occur during preparation of service areas.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a poster or a PowerPoint presentation.

Types of evidence: Assessor records of observation. Records of observation by the Assessor, which show that candidates have described safe and hygienic working practices for preparing customer dining areas for table service.


Additional information: candidates could use practical demonstration to describe safe and hygienic working practices for preparing customer dining areas for table service. Candidates could also provide video evidence, or a series of annotated photographs.






Types of evidence: records of questioning. A record of oral or written questions whose answers state the importance of checking:

customer areas before service

environmental controls before service.



Type of evidence: candidate report. An oral or written report that describes how to respond to types of unexpected situations that may occur when preparing customer dining areas.


Additional information: candidates could present their report by means of a PowerPoint presentation or on video. Candidates could also produce a poster.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion:

describing safe and hygienic working practices when clearing service areas

stating the importance of procedures to be followed after service.



Types of evidence: Assessor records of observation. Records of observation by the Assessor, which show that candidates have described safe and hygienic working practices when handling glassware, cleaning equipment and materials.


Additional information: candidates could use practical demonstration to describe safe and hygienic working practices when handling glassware, cleaning equipment and materials. Candidates could also provide video evidence, or a series of annotated photographs.


states the importance of correct handling of glassware

describes the procedure for disposing of broken glass.







presentation or on video. Candidates could also produce a poster.







Individual notes of a professional (group) discussion describing how to respond to types of unexpected situations that may occur when handling and cleaning glassware.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce a poster or a PowerPoint presentation.






Unit 16 Principles of preparing and clearing areas for table service (R/502/8260)

The learner will:

1 Know how to prepare service areas and equipment for table service

The learner can:

1.1 Describe safe and hygienic working practices when preparing areas and equipment for

table service 1.2 Describe procedures for storage and stock rotation of food service items 1.3 Describe procedures for maintaining service equipment

1.4 Describe the types of unexpected situations that might occur when preparing service areas and equipment

The learner will:

2 Know how to prepare customer and dining areas for table service

The learner can:

2.1 Describe safe and hygienic working practices when preparing customer dining areas for

table service 2.2 State the importance of checking table items and menus before service 2.3 State the importance of checking heating/air conditioning/ventilation and lighting before

use when preparing customer dining areas for table service 2.4 Describe the types of unexpected situations that might occur when preparing customer

dining areas

The leaner will:

3 Know how to clear dining and service areas after table service

The learner can:

3.1 Describe safe and hygienic working practices when clearing dining and service areas 3.2 Describe the procedures for handling and disposing of waste correctly 3.3 Identify the security procedures that should be followed 3.4 Describe the types of unexpected situations that might occur when clearing dining and

service areas





Unit 16 Principles of preparing and clearing areas for table service (R/502/8260) (cont’d)

Assessment guidance

Types of evidence: candidate report. An oral or written report that describes safe and hygienic

practices when preparing areas and equipment for table service.


Additional information: candidates could present their report by means of a PowerPoint presentation.


describe procedures for:

storage and stock rotation of food service items

maintaining service equipment.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce posters or use video evidence.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might happen when preparing service areas and equipment.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide a written description.

Types of evidence: records of professional discussion. Individual notes of a professional (group)

discussion:

stating the importance of checking heating/air conditioning/ventilation and lighting before use when preparing customer dining areas for table service

describing the types of unexpected situations that might occur when preparing customer dining areas.

describe safe and hygienic working practices when preparing customer dining areas for table service

state the importance of checking table items and menus before service.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide a poster and written description.





Unit 16 Principles of preparing and clearing areas for table service (R/502/8260) (cont’d)

Type of evidence: candidate report. An oral or written report that describes safe and hygienic practices when clearing dining and service areas and the procedures for handling and disposing of waste correctly.



Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion identifying the security procedures that should be followed and describing the types of unexpected situations that might occur when clearing dining and service areas.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide a poster and a written description.






Unit 17 Principles of maintaining cellars and kegs (R/502/8307)

The learner will:

1 Know how to maintain cellars

The learner can:

1.1 Describe safe and hygienic practices when maintaining cellars 1.2 State the importance of following specific security procedures for going in and out of the

cellar 1.3 State the importance of securing cellars against unauthorised access at all times 1.4 State the importance of keeping the cellar clean and tidy and at a recommended

temperature at all times 1.5 Describe the types of unexpected situations that might happen when maintaining cellars

The learner will:

2 Know how to prepare kegs and gas for use

The learner can:

2.1 Describe safe and hygienic working practices when preparing kegs and gas cylinders for

use and dealing with mixed gases 2.2 State the importance of turning off the gas supply before disconnecting the keg 2.3 Describe how to tell if stock is out of condition 2.4 State the importance of checking date stamp on stock 2.5 Describe the types of situations that might happen when preparing kegs and gas

cylinders





Unit 17 Principles of maintaining cellars and kegs (R/502/8307) (cont’d)

Assessment Guidance

Types of evidence: candidate report. An oral or written report that describes safe and hygienic practices when maintaining cellars.




following specific security procedures for going in and out of the cellar

securing cellars against unauthorised access at all times

keeping the cellar clean and tidy and at a recommended temperature at all times.



Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that might happen when maintaining cellars.




describe how to tell if stock is out of condition

state the importance of checking date stamp on stock.

describe safe and hygienic working practices when preparing kegs and gas cylinders for use and dealing with mixed gases

state the importance of tuning off the gas supply before disconnecting the keg.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce a PowerPoint presentation.





Unit 17 Principles of maintaining cellars and kegs (R/502/8307) (cont’d)

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of situations that might happen when preparing kegs and gas cylinders.








Unit 18 Principles of cleaning drink dispense lines (J/502/8319)

The learner will:

1 Know how to clean drink dispense lines to the correct standard

The learner can:

1.1 State current legislation regarding safe and hygienic working practices when cleaning

drink dispense lines 1.2 Identify dangers of mishandling kegs and gas cylinders 1.3 State the importance of testing on-line beverages after cleaning pipes and lines 1.4 Describe procedures for cleaning and maintaining post-mix dispense systems 1.5 Describe the types of unexpected situations that may occur when cleaning lines

The learner will:

2 Know how to safely use cleaning agents and equipment

The learner can:

2.1 State current legislation regarding the use of cleaning agents and equipment 2.2 Outline health and safety issues when working with line cleaning chemicals 2.3 State the importance of checking that cleaning agents are correctly diluted 2.4 Identify equipment needed to clean drink dispense lines 2.5 Describe the types of unexpected situations that may occur when using cleaning agents

and equipment





Unit 18 Principles of cleaning drink dispense lines (J/502/8319) (cont’d)

Assessment guidance

Type of evidence: candidate report. An oral or written report that states current legislation regarding safe and hygienic working practices when cleaning drink dispense lines and describes procedures for cleaning and maintaining post-mix dispense systems.



presentation. Candidates could also provide written statements and descriptions.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, identifying the dangers of mishandling kegs and gas cylinders and describing the types of unexpected situations that may occur when cleaning lines.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also produce a poster to identify the dangers of mishandling kegs and gas cylinders and a PowerPoint presentation to describe the types of unexpected situations that may occur when cleaning lines. Candidates could also provide a written identification and description.

Types of evidence: records of questioning. A record of oral or written questions whose answers state the importance of testing on-line beverages after cleaning pipes and lines.


Additional information: answers could stem from work experience that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide a written statement.

Types of evidence: candidate report. An oral or written report that states current legislation regarding the use of cleaning agents and equipment.


Additional information: candidates could present their report by means of a PowerPoint presentation. Candidates could also provide a written statement.





Unit 18 Principles of cleaning drink dispense lines (J/502/8319) (cont’d)

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion, outlining health and safety issues when working with line cleaning chemicals and stating the importance of checking that cleaning agents are correctly diluted.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide a written outline and statement.

Types of evidence: candidate presentation. A presentation in which candidates identify equipment needed to clean drink dispense lines and describe the types of unexpected situations that may occur when using cleaning agents and equipment.


Additional information: it could also involve the identification of equipment needed to clean drink dispense lines and description of the types of unexpected situations that may occur when using cleaning agents and equipment. Candidates could also provide video or written identifications and descriptions.






Unit 19 Principles of receiving, storing and issuing drinks stock (M/502/8315)

The learner will:

1 Know how to receive drinks deliveries

The learner can:

1.1 Describe safe and hygienic working practices when receiving drinks deliveries 1.2 State the importance of securing receiving areas from unauthorised access 1.3 State the importance of checking that deliveries match the order and delivery

documentation 1.4 Identify what documentation must be retained for records 1.5 Describe the types of unexpected situations that might occur when receiving drinks stock

The learner will:

2 Know how to store and issue drinks stock

The learner can:

2.1 Describe safe and hygienic working practices when storing and issuing drinks 2.2 State the importance of securing storage areas from unauthorised access at all times 2.3 State the importance of following correct storage and rotation procedures and

maintaining a minimum stock of drink items 2.4 State the importance of receiving the correct documentation before stock is issued 2.5 Describe the types of unexpected situations that might occur when storing and issuing

drinks





Unit 19 Principles of receiving, storing and issuing drinks stock (M/502/8315) (cont’d)

Assessment guidance


describes safe and hygienic working practices when receiving drinks deliveries

identifies what documentation must be retained for records.




securing receiving areas from unauthorised access

checking that deliveries match the order and delivery documentation.



Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, which describe the types of unexpected situations that might occur when receiving drinks stock.




describes safe and hygienic working practices when storing and issuing drinks

states the importance of securing storage areas from unauthorised access at all times.








Unit 19 Principles of receiving, storing and issuing drinks stock (M/502/8315) (cont’d)


following correct storage and rotation procedures and maintaining a minimum stock of drink items

receiving the correct documentation before stock is issued.



Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, which describe the types of unexpected situations that might occur when storing and issuing drinks.








Unit 20 Principles of preparing and clearing bar areas (Y/502/8261)

The learner will:

1 Know how to prepare customer and service areas

The learner can:

1.1 Describe safe and hygienic working practices when preparing customer and service

areas 1.2 State the importance of securing service areas from unauthorised access at all times 1.3 Describe the procedures for maintaining service and electrical equipment 1.4 State the importance of following correct storage procedures and maintaining constant

stocking, restocking and rotating of drinks and accompaniments 1.5 Describe the types of unexpected situations that may occur when preparing the customer

and service areas

The learner will:

2 Know how to clear customer and service areas

The learner can:

2.1 Describe safe and hygienic working practices when clearing customer and service areas 2.2 State the importance of turning off selected electrical equipment after service 2.3 State the importance of securing service areas from unauthorised access after service 2.4 State the importance of following correct storage procedures for food and drink stocks 2.5 Describe the types of unexpected situations that may occur when clearing the customer

and service areas

The learner will:

3 Know how to clean and store glassware

The learner can:

3.1 Describe safe and hygienic working practices when handling glassware, cleaning

equipment and materials 3.2 State the importance of handling glassware with care 3.3 Identify the correct procedure for disposing of broken glass 3.4 Describe how to maintain glass washing equipment 3.5 Describe the types of unexpected situations that may occur when handling and cleaning

glassware





Unit 20 Principles of preparing and clearing bar areas (Y/502/8261) (cont’d)

Assessment guidance

Types of evidence: candidate report. An oral or written report that describes safe and hygienic

practices when preparing customer and service areas.



presentation.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion stating the importance of:

securing service areas from unauthorised access at all times

following correct storage procedures and maintaining constant stocking, restocking and rotating of drinks and accompaniments


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written statements.

Types of evidence: records of questioning. A record of oral or written questions whose answers describe:

the procedures for maintaining service and electrical equipment

the types of unexpected situations that may occur when preparing the customer and service areas


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce PowerPoint evidence.

Types of evidence: candidate report. An oral or written report that describes safe and hygienic practices when clearing customer and service areas.







Unit 20 Principles of preparing and clearing bar areas (Y/502/8261) (cont’d)


state the importance of:

turning off selected electrical equipment after service

securing service areas from unauthorised access after service

following correct storage procedures for food and drink stocks.



Types of evidence: records of professional discussion. Individual notes of a professional (group) describing the types of unexpected situations that may occur when clearing the customer and service areas.


Types of evidence: candidate report. An oral or written report that describes safe and hygienic practices when handling glassware, cleaning equipment and materials and states the importance of handling glassware with care and describes how to maintain glass washing equipment.

Assessment criterion: 3.1 - 3.4


presentation.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion describing the types of unexpected situations that may occur when handling and cleaning glassware.








Unit 21 Principles of promoting additional services or products to customers (Y/502/8311)

The learner will:

1 Know the importance of promoting additional services or products that are available

The learner can:

1.1 State the importance of accurate services or products knowledge when dealing with

customers 1.2 State the importance of checking with colleagues when unsure about new service or

product details 1.3 State the importance of identifying appropriate services or products that may interest

customers 1.4 State the importance of informing customers of additional services or products that will

improve the customer experience

The learner will:

2 Know how to promote additional services or products to customers to benefit

organisations and its customers

The learner can:

2.1 Describe appropriate procedures and systems for encouraging customers to use

additional services or products 2.2 Describe how the use of additional services or products will benefit organisations and its

customers 2.3 Identify factors that influence customers to use additional services or products 2.4 Describe how to introduce additional services or products to customers outlining its

benefits, overcoming any reservations and agreeing to provide the additional services or products





Unit 21 Principles of promoting additional services or products to customers (Y/502/8311) (cont’d)

Assessment guidance

Types of evidence: candidate report. An oral or written report that states the importance of:

accurate services or products knowledge when dealing with customers

checking with colleagues when unsure about new services or product details.



presentation or on video. Candidates could also provide a series of annotated images.

Types of evidence: records of professional discussion. Individual notes of a professional (group) discussion, which state the importance of:

identifying appropriate services or products that may interest customers

informing customers of additional services or products that may interest customers.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace or other observation or from watching a training video. Candidates could also produce posters.


appropriate procedures and systems for encouraging customers to use additional services or products

how the use of additional services or products will benefit organisations and customers.




A record of oral or written questions whose answers identify factors that influence customers to use additional services or products.


Additional information: candidates could respond to questions drawing on work experience that candidates may have had, from desk research, from workplace observation or from watching a training video. Candidates could also produce a poster.





Unit 21 Principles of promoting additional services or products to customers (Y/502/8311) (cont’d)

Types of evidence: oral or written report that describes how to introduce additional services or products to customers, outlining benefits, overcoming any reservations and agreeing to provide the additional services or products.


Additional information: candidates could present their report by means of a PowerPoint presentation or on video. Candidates could base their report on simulations/role-plays in which they introduce additional services or products to customers, outlining benefits, overcoming any reservations and agreeing to provide the additional services or products.






Unit 22 Dealing with payments (L/600/1133)

The learner will:

1 Know how to set up a payment point

The learner can:

1.1 Identify the materials needed to set up and maintain a payment point 1.2 State the importance of having procedures for collecting the contents of the payment

point

The learner will:

2 Know how to operate a payment point

The learner can:

2.1 Describe the correct procedures for handling payments 2.2 State the importance of reporting errors that may occur during payment 2.3 Identify security procedures for handling cash and other types of payments

2.4 State the legal requirements for operating a payment point when taking payments from customers

The learner will:

3 Know the problems that may occur at the payment point

The learner can:

3.1 Describe the types of problems that might happen when dealing with a payment 3.2 State the importance of telling the customer about any delays during the payment

process





Unit 22 Dealing with payments (L/600/1133) (cont’d)

Assessment guidance

r Types of evidence: records of professional discussion. Individual lists or notes of a professional (group) discussion, which:

identify the materials needed to set up and maintain a payment point

state the importance of having procedures for collecting the contents of the payment point

describe the correct procedures for handling payments.




state the importance of reporting errors that may occur during payment

identify security procedures for handling cash and other types of payment

state the legal requirements for operating a payment point when taking payments from customers.




describes the types of problems that might happen when dealing with a payment

states the importance of telling the customers about any delays during the payment process.









Unit 23 Principles of maintaining customer service through effective handover (K/502/8314)

The learner will:

1 Know about responsibilities in a customer service team

The learner can:

1.1 Identify services or products that rely on effective teamwork 1.2 Identify customer service delivery process stages that rely on exchange of information

between self and colleagues 1.3 Describe the importance of agreeing how information should be exchanged with

colleagues to enable completion of customer service actions 1.4 Describe ways of retaining information when passing responsibility to colleagues for

completing a customer service action

The learner will:

2 Know how to follow up customer service actions

The learner can:

2.1 State the importance of checking that a customer service action has been completed 2.2 State the importance of knowing all details of customer service actions that colleagues

were due to complete 2.3 State the importance of asking colleagues about the outcome of completing the

customer service action as agreed 2.4 Describe how to review the way customer service actions are shared with colleagues

The learner will:

3 Know how to maintain customer service through effective handover

The learner can:

3.1 Describe appropriate customer service procedures for the delivery of services or

products 3.2 State the importance of passing responsibility to appropriate colleagues for completing

particular customer service actions 3.3 State the importance of carefully checking with a colleague whether the expected

customer service actions have been completed 3.4 Know how to review the way customer service actions are shared in customer service

processes





Unit 23 Principles of maintaining customer service through effective handover (K/502/8314) (cont’d)

Assessment guidance

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion identifying services or products that rely on effective teamwork and customer service process stages that rely on exchange of information between self and colleagues.


Additional information: discussion could stem from work experiences that candidates may have had, from workplace observation or from watching a training video. Candidates could also provide written identifications or produce posters.

Types of evidence: candidate report. An oral or written report that describes the importance of agreeing how information should be exchanged with colleagues to enable completion of customer service actions and ways of retaining information when passing responsibility to colleagues for completing a customer service action.


Additional information: candidates could present their report by means of PowerPoint presentation.

Types of evidence: records of professional discussion. Individual lists and notes of a professional (group) discussion stating the importance of:

checking that a customer service action has been completed

knowing all details of customer service actions that colleagues were due to complete

asking colleagues about the outcome of completing the customer service action as agreed.



Types of evidence: candidate report. An oral or written report that describes how to review the

way customer service actions are shared with colleagues.


Additional information: Candidates could present their report by means of a PowerPoint presentation.





Unit 23 Principles of maintaining customer service through effective handover (K/502/8314) (cont’d)


describe appropriate customer service procedures for the delivery of services or products

state the importance of passing responsibility to appropriate colleagues for completing particular customer service actions

state the importance of carefully checking with a colleague whether the expected customer service actions have been completed.


Additional information: answers could draw on work experience that candidates may have had, on workplace observation or from watching a training video. Candidates could also produce a PowerPoint or video presentation and/or poster(s).

Types of evidence: candidate report. An oral or written report that demonstrates that candidates know how to review the way customer service actions are shared in customer service processes.








Unit 24 Principles of resolving customer service problems (A/502/8317)

The learner will:

1 Know about customer service problems

The learner can:

1.1 Describe how to respond to a customer service problem when it is raised 1.2 State the importance of recognising repeated problems and alerting the appropriate

person 1.3 State the importance of sharing customer feedback with others to identify potential

problems before they happen 1.4 Identify options for resolving a customer service problem 1.5 State the importance of keeping the customer fully informed about what is happening to

resolve the problem

The learner will:

2 Know how to resolve customer service problems

The learner can:

2.1 Describe organisational procedures and systems for dealing with customer service

problems 2.2 Describe how to resolve potentially difficult situations 2.3 Describe how to negotiate with others to resolve problems 2.4 Describe the limitations of what can be offered to a customer to resolve a problem 2.5 Describe types of action that may make a customer problem worse and that should be

avoided





Unit 24 Principles of resolving customer service problems (A/502/8317) (cont’d)

Assessment guidance


describes how to respond to a customer service problem

states the importance of recognising repeated problems and alerting the appropriate person.



Types of evidence: records of professional discussion. Individual lists or notes of a professional (group) discussion, which state the importance of:

sharing customer feedback with others to identify potential problems before they happen

keeping the customer fully informed about what is happening to resolve the problem.

identifying options for resolving a customer service problem.



Type of evidence: candidate report. An oral or written report that describes:

organisational procedures and systems for dealing with customer service problems

how to resolve potentially difficult situations.




describe:

how to negotiate with others to resolve problems

the limitations of what can be offered to a customer to resolve a problem.







Unit 24 Principles of resolving customer service problems (A/502/8317) (cont’d)

Types of evidence: records of professional discussion. Individual lists or notes of a professional (group) discussion, which describe types of action that may make a customer problem worse and that should be avoided.








Section 4 Links to National Skills Standards





We’ve highlighted where learning opportunities for the Functional Skills qualifications may be found. The activities learners carry out whilst completing this qualification could help prepare them for their Functional Skills assessments.

We’ve also highlighted which of the Personal Learning and Thinking Skills (PLTS) link into the units of this qualification.

The mapping is only at the level of the unit.

English All units

Mathematics Unit 19, Unit 22

ICT Unit 19, Unit 22

PLTS Independent Enquirers All units

PLTS Creative Thinkers All units

PLTS Reflective Learners All units

PLTS Team Workers All units

PLTS Self-managers All units

For further information please contact a member of the Research and Product Development team.





Section 5 Links to National Occupational Standards





We’ve mapped this qualification against National Occupational Standards (NOS) in Hospitality and Catering. As they complete this qualification, learners can gather evidence that may be used towards the knowledge requirements of a relevant competence-based qualification.

People 1st Level 2 Standards for Hospitality and Catering

NCFE Unit number/title NOS unit number/title

Unit 01 Safe, hygienic and secure working environments in hospitality (R/600/0615)

1GEN1/09

Unit 02 Effective teamwork (Y/600/0616)

1GEN4/09

Unit 03 Giving customers a positive impression (D/600/0617)

2GEN1/10

Unit 04 Food safety in catering (H/502/0132)

2GEN3/10 2GEN/4/10

Unit 05 Principles of customer service in hospitality, leisure, travel and tourism (T/600/1059)

2GEN1/10; 2FOH2/10; 2GEN5/10; 2GEN6/10; 2GEN7/10; 2GEN8/10

Unit 06 Principles of providing a counter and takeaway service (T/502/8297)

S/FS3/10

Unit 07 Principles of providing a silver

service (A/502/8298)

2FS3/10

Unit 08 Principles of providing a buffet and carvery service (M/502/8296)

S/FS4/10

Unit 09 Service of food at table (T/600/0624)

2FS2/10

Unit 10 Principles of preparing and serving cocktails (Y/502/8308)

2BS3/10

Unit 11

Principles of preparing and serving wines (M/502/8265)

2BS4/10

Unit 12 Principles of preparing and serving dispensed and instant hot drinks (H/502/8327)

2BS7/10

Unit 13 Principles of preparing and serving hot drinks using specialist equipment (D/502/8309)

2BS8/10

Unit 14 Service of alcoholic and non-alcoholic drinks (J/600/0627)

2BS2/10

Unit 15 Preparation and clearing of service areas (F/600/0626)

2FS1/10





Unit 16

Principles of preparing and clearing areas for table service (R/502/8260)

2FS1/10

Unit 17 Principles of preparing and clearing bar areas (Y/502/8261)

2BS5/10

Unit 18 Principles of cleaning drink dispense lines (J/502/8319)

2BS6/10

Unit 19 Principles of receiving, storing and issuing drinks stock (M/502/8315)

2BS9/10

Unit 21 Principles of promoting additional services or products to customers (Y/502/8311)

2GEN6/10

Unit 22 Dealing with payments (L/600/1133)

2GEN9/10

Unit 23 Principles of maintaining customer service through effective handover (K/502/8314)

2GEN8/10

Unit 24 Principles of resolving customer Service problems (A/502/8317)

2GEN5/10





Section 6 General information





Equal opportunities

NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities Policy is available on request.

Data protection

NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information.

NCFE Citygate St James’ Boulevard fNewcastle upon Tyne NE1 4JE

Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk

© NCFE Issue 2 November 2017 Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is copyright.

* To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes.





Qualification Specification - NCFE · NCFE Level 2 Certificate in Hospitality and Catering...

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Transcript of Qualification Specification - NCFE · NCFE Level 2 Certificate in Hospitality and Catering...