Unit 1: Introducing the Hospitality Industry Scheme of work · Unit 1: Introducing the Hospitality...

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Unit 1: Introducing the Hospitality Industry

BTEC First Hospitality Teaching and Assessment Pack

Scheme of work This Scheme of Work is provided to help you make the most of your planning time. Customise it by adding your own activities/lesson ideas to the ‘Activities’ column. Guided learning hours (GLH): 30 Number of lessons: 22 Duration of lessons: Mix of 1 and 2 hours

Key AS: Activity Sheet EC: Evidence Collection Sheet

PS: Presentation Slide LP: Lesson Plan

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

1

Unit introduction ● Teacher/Tutor presentation (approx. 10 minutes) to introduce the unit: outline the nature of the learning aims and key terms as given in the unit introduction by describing the unit content and some of the planned activities.

● Learners should be made aware this unit is assessed via a compulsory exam set and marked by Pearson.

● Specification – learning aims, unit content

Learning aim A: understand the structure and service provision in the hospitality industry

1 (cont.)

Topic A.1 The structure and services of the hospitality industry Understand how the hospitality industry is

● Teacher/tutor presentation: using PS 1 to introduce the concepts of products and services

PS 1 Products and services Hospitality business

Unit 2, Topic A.1 Unit 2, Topic A.2




Lesson Unit content Activities* Resource checklist** Links to other units (1 hour) structured, the types of business within the

industry, and products and services it provides: ● products, including food, beverage,

accommodation, information on products ● services, including food and beverage

service provision to other industries, facilities management, event management, vending.

in hospitality. ● Teacher/Tutor-led discussion:

to identify products provided by a range of hospitality organisations.

● Small group activity: ask learners to select a product or service to investigate further. Using advertisements and brochures provided, learners should identify which types of businesses provide the service or product – what are its features, etc. These could be presented as posters to form a display showing the range of services and products provided across different hospitality businesses.

advertising materials/ brochures showing services and products offered across the industry

Unit 11, Topic A.1

2 (2 hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides: ● hotels, including 1 star to 5 star, budget

hotels, bed and breakfast accommodation, hostels, halls of residence.

● Whole class visit: to a hospitality business to see first-hand products and services provided for customers.

● Teacher/tutor-led discussion: Follow up visit with a question and answer session based on familiar and unfamiliar products seen. Identify name and purpose of unfamiliar products – which area were they seen/used in? Discuss types of service observed – what was particularly good?

● Individual activity: research and record information about the provision of different types of accommodation, including price per person per night, services

Access to a hospitality business Transport Research materials: ● Hospitality

businesses advertising materials/ brochures

● Check www.theaa.com and search for hotel services and quality standards

● Internet access ● Textbooks

Unit 2, Topic A.1 Unit 2, Topic A.2 Unit 11, Topic A.1




Lesson Unit content Activities* Resource checklist** Links to other units included or at extra cost, target customers using the accommodation, information/advertising of products and the purpose and value of quality standards listings, such as the AA. (web link attached). This could be done using textbooks, brochures or internet searches.

3 (2 Hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides: ● restaurants, including fast food

establishments, cafes, coffee shops, mainstream restaurants, fine dining – classification by cuisine, including North American, Asian, Oriental, Central and Southern American, European

● Guest speaker: a guest speaker could be invited to talk about the types of restaurants found in the hospitality industry – based on food and beverages offered, cost, booking required, opening times, independent or chain, service style. Follow up with a question and answer session.

● Individual activity: learners to complete AS 1 to record key points on types of restaurants available.

● Small group activity: learners are asked to research the background, staffing structure and products offered by well-known local restaurants and coffee shops using the internet or menus. Each group will feedback to the whole class on the findings.

Guest speaker AS 1 Types of restaurants Research materials: ● Internet access ● Yellow pages ● Menus from

different local restaurants


4 (1 hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides:

● Teacher/tutor presentation: using PS 2 to introduce key terminology around the structure of the pub, bar and club sector of the hospitality industry.

See LP for full details of this lesson. PS 2 Pubs and clubs DVD clips on running a





Lesson Unit content Activities* Resource checklist** Links to other units ● public houses (pubs) and bars, including

managed, tenanted or leased, free houses, and nightclubs

● membership clubs, including professional or employment associated clubs, politically affiliated clubs, clubs for particular cultural interests, sporting clubs.

● Whole class activity: Learners to watch a video clip explaining ways that pubs are structured and run. Then, learners should complete AS 2 on the management styles of running a pub.

● Small group activity: each group to be issued with a local pub to research. Each group has the task of producing a poster that could include its management style, products and services offered and customer target group.

● Teacher/tutor-led group discussion: on membership clubs – introduce the concept of local and national locations.

● Individual activity: for homework, learners are asked to complete EC 1 on local membership clubs.

pub from YouTube AS 2 Running a pub Research materials: ● Pub, club, bar

brochures ● Internet access EC 1 Local membership clubs

5 (1 hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides: ● contract food service providers – catering

outsourced to support the following sectors: o travel, business, retail, education,

health care, remote and offshore locations, corporate hospitality, government and local authority provision, armed services, leisure venues and events

● Teacher/tutor presentation: using PS 3 to explain contract catering.

● Teacher/tutor-led group discussion: on ways that contract catering supports other sectors.

● Small group activity: each group is given a sector to research. Learners to complete EC 2 by researching contract caterers who provide a service to the sector given using internet searches, magazines, text books.

● Whole class activity: learners to

PS 3 Contract catering EC 2 Contract catering Research materials: ● Internet access ● Magazines, travel

brochures ● Textbooks





Lesson Unit content Activities* Resource checklist** Links to other units feedback information to the whole class using a mood board of related ideas as a prompt. A question and answer session could follow.

6 (1 hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides: ● hospitality services – catering managed

in-house for the following industrial areas: o travel, business, retail, education,

health care, remote and offshore locations, corporate hospitality, government and local authority provision, leisure venues and events.

● Teacher/tutor presentation: using PS 4 to explain the term hospitality service and identify key industrial areas where it is used.

● Whole class activity: show learners video clips to show the range of businesses using hospitality services and the products and services they rely on.

● Whole class discussion: identify situations/circumstances when hospitality services would be relied upon.

● Small group activity: learners are asked to produce a leaflet showing at least four situations when hospitality services would be relied upon. For example, a cruise would rely on accommodation, food and drink; a hospital would provide the same services but for different customers with different needs. Information on the situation, customer, product, service and cost should be included.

PS 4 Hospitality services Range of video clips, e.g. from YouTube Stationery and materials for producing a leaflet


7 (1 hour)

Topic A.1 (cont.) Understand how the hospitality industry is

● Teacher/tutor presentation: using PS 5 to introduce the types

PS 5 What is an event? EC 3 Event planning





Lesson Unit content Activities* Resource checklist** Links to other units structured, the types of business within the industry, and products and services it provides: ● events, including temporary sporting

events, music events, themed events and functions, meetings and conferences, exhibitions.

of events involving hospitality. ● Whole class discussion: on the

stages involved in planning events. Learners are divided into smaller groups and are asked to plan an event. Decisions could be recorded on EC 3.

OR ● Guest speaker: invite a local

events planner to talk to learners about the processes involved in planning and running a successful event.

● Small group activity: learners could produce an event plan. The event planner’s expertise could be used for guidance and development suggestions. Completed event plans could be displayed and a brief synopsis of the event and its outcomes could be given by each group.

proforma Guest speaker

8 (1 hour)

Topic A.1 (cont.) Understand how the hospitality industry is structured, the types of business within the industry, and products and services it provides: ● industry scope and range – local, national,

international, locations, size of business ● industry scale – size of industry, turnover,

numbers of businesses, number employed in industry, economic value of industry, purchasing power.

● Teacher/tutor presentation: using PS 6 to introduce and explain the concepts of hospitality scope and scale.

● Small group activity: each group of learners is issued with a hospitality business to investigate – turnover, number employed, size of business, local/national, etc. Learners to feedback their findings to the rest of the group.

PS 6 Industry scope and scale


9 Topic A.2 Business ownership within the ● Teacher/tutor presentation: PS 7 Ownership Unit 2, Topic A.1




Lesson Unit content Activities* Resource checklist** Links to other units (1 hour) hospitality industry

Understand how the range of hospitality businesses are owned: ● advantages and disadvantages of different

types of business ownership – sole traders, partnerships, limited companies, franchises, in-house and outsourced catering.

using PS 7 to introduce and explain business ownership within the hospitality industry.

● Whole group activity: learners to watch video clips explaining types of ownership and their relative merits.

● Paired activity: learners to complete AS 3 on different ownerships and the advantages and disadvantages of each.

AS 3 Ownership scenarios Range of video clips, e.g. from YouTube

Unit 2, Topic A.2 Unit 5, Topic C.1

10 (2 hour)

Topic A.3 Type of support given by other industries to the hospitality industry ● The ways in which other industry

businesses support businesses within the hospitality industry, including: o travel agents and tour operators –

providing holiday bookings, advertising, excursions

o transport – providing taxi service, trains, buses, flights

o banks – providing financial services, financial advice, including loans, online/telephone banking, insurance

o recruitment/staffing agencies – providing staff, pre-screening, web recruitment, recruitment campaigns

o telecommunications – providing internal and external communication systems

o suppliers – providing food, beverage, equipment, dry goods

o personal services – hairdressing,

● Guest speaker: from a local hospitality business to explain how other businesses support his/her business.

● Individual activity: Learners to record findings independently on EC 4. Learners might supplement findings from the talk with internet research in order to complete EC 4.

● Small group activity: learners are given a hospitality business to consider – this could be fictional or a local business. They are to identify which businesses are needed to support that hospitality business. Learners should be encouraged to consider ‘why’ they are needed and ’how’ they would help the business. The guest speaker could assist with this exercise.

● Whole class activity: a question

Guest speaker from a hospitality business EC 4 How businesses support the hospitality industry AS 4 How do they help?

Unit 5, Topic C.2 Unit 11, Topic A.4




Lesson Unit content Activities* Resource checklist** Links to other units beauty treatments, ticket booking, retail services

o waste removal and recycling services o technology suppliers – internet,

software, hardware provision o utilities – electricity, gas, water.

and answer session could enable learners to see that hospitality businesses may give different priorities to different support businesses. Learners should consider reasons for this.

● Individual activity: learners are asked to complete AS 4, looking at ways support is given by other industries.

11 (1 hour)

Topic A.3 (cont.) ● The ways in which other industry

businesses support businesses within the hospitality industry, including: o travel agents and tour operators –

providing holiday bookings, advertising, excursions

o transport – providing taxi service, trains, buses, flights

o banks – providing financial services, financial advice, including loans, online/telephone banking, insurance

o recruitment/staffing agencies – providing staff, pre-screening, web recruitment, recruitment campaigns

o telecommunications – providing internal and external communication systems

o suppliers – providing food, beverage, equipment, dry goods

o personal services – hairdressing, beauty treatments, ticket booking, retail services

● Teacher/tutor presentation: using PS 8 to recap the different support avenues .This lesson allows learners to investigate further how other businesses support hospitality businesses.

● Small group activity: learners will work in small groups following a carousel. They are asked to collect information/examples from the internet, bank business packages and tourist information leaflets as to how the ten listed support businesses can assist the hospitality industry. Some of the information will have been covered in the previous lesson. Information could be recorded on sticky notes and displayed. Learners should be encouraged to read the sticky notes placed by other learners.

● Teacher/Tutor-led group discussion: on ways the hospitality industry is supported by

PS 8 Supporting hospitality industries Internet access Research materials: ● Tourist board

leaflets advertising locality, accommodation, food and drink

● Business package from bank(s) showing services available

● Local authority information on waste removal and recycling services

● Private companies services on waste removal and recycling services

Unit 11, Topic A.4




Lesson Unit content Activities* Resource checklist** Links to other units o waste removal and recycling services o technology suppliers – internet,

software, hardware provision o utilities – electricity, gas, water.

other businesses. Learners are encouraged to consider the benefits of these support networks to individual hospitality businesses and to the customer.

● Extension activity: learners to research the cost to the business to buy a support service and justify the expenditure to enhancing the customer’s experience.

12 (1 hour)

Summary of learning aim A and revision Note: This revision session should not make up part of the GLH for this unit.

● Teacher/Tutor presentation: Summary of learning aim so far. Recap using PS 1–PS 8.

● Teacher/Tutor input: Prepare a list of questions for learners to answer that will help them in their revision of knowledge and understanding for learning aim A.

PS 1–PS 8

Learning aim B: Understand hospitality operations

13 (1 hour)

Topic B.1 Operational processes Understand the operational processes throughout the hospitality industry and how staffing, standards and quality can impact positively and negatively on the performance of businesses: ● Purchasing materials, goods and services,

including: o types of suppliers – wholesale, retail,

specialised, local, national, daily market lists, cash and carry, company nominated suppliers

o advantages and disadvantages of

● Teacher/tutor presentation: using PS 9 to explain the types of suppliers hospitality businesses may use.

● Teacher/tutor-led discussion: based on the advantages and disadvantages of each type of supplier.

● Individual activity: learners to work independently to identify the best supplier for different situations given by teacher/tutor.

● Group discussion: as follow up

PS 9 Types of suppliers Internet access Supplier scenarios for individual activity




Lesson Unit content Activities* Resource checklist** Links to other units types of suppliers for hospitality businesses – price, quantity requirement, items supplied on credit basis, range of choice of items, reliability, consistency.

from individual work.

14 (2 hour)

Topic B.1 (cont.) Understand the operational processes throughout the hospitality industry and how staffing, standards and quality can impact positively and negatively on the performance of businesses: ● Features and purpose of documents used

in the purchasing cycle, including: o purchase specification, purchasing

order, delivery note, returns note, credit note, invoice, statement.

● Managing costs and revenue, including: o controlling costs and prices of

products and services o estimating gross profit, and gross

profit margins.

● Guest speaker: to talk about the purchasing cycle, accompanying documentation and the ways that costs are managed and profits are estimated.

● Small group activity: following the talk learners could use industry-related scenarios to practise completing and working with documents. Advice and feedback could be given by the guest speaker.

● For example, a chef needs to order 10 litres double cream, 12.5 kg butter and 15 kg strong cheddar cheese. Complete a purchase order. Once the goods have been delivered complete a delivery note.

● On inspection, one tub of cream was cracked and one carton of milk was past its use-by date. Fill out the returns note to show this.

● The head housekeeper wants to order 25 white double duvet covers. Which form will she use? When they arrive they are pale blue. What can she do to get the white ones ordered?

Guest speaker Blank copies of following documents: ● Requisition form ● Purchase order ● Invoice ● Delivery note ● Credit note ● Returns note ● Statement Calculators AS 5 Purchasing: true or false?

Unit 4, Topic B.1 Unit 4, Topic B.2 Unit 11, Topic B.1




Lesson Unit content Activities* Resource checklist** Links to other units ● Individual activity: for homework

learners could complete AS 5 to reinforce points from this lesson.

15 (1 hour)

Topic B.1 (cont.) Understand the operational processes throughout the hospitality industry and how staffing, standards and quality can impact positively and negatively on the performance of businesses: ● Managing costs and revenue, including:

o factors that impact on gross profit, including wastage, pilferage, changing costs of raw materials, poor stock control, portion control.

● Teacher/tutor presentation: using PS 10 to introduce factors that impact on gross profit.

● Whole class activity: provide learners with a resource pack. Ask learners what they see happening in the images, e.g. out of date stock due to poor stock control, random portion sizes leading to wasted food if too large, customer complaints if too small, and encourage them to identify the impact on the business.

● Small group activity: learners should suggest ways to control costs, e.g. portion control – the chef could use a scoop for serving potato, individual pies could be made so all are the same, fish and meat portions should be a minimum weight before cooking. It could be worthwhile changing supplier if they offer the same quality food, same reliable delivery and no hidden charges.

● Whole class discussion: on how the factors discussed impact on gross profits and the ways that factors can be managed to minimise loss and maximise profit.

PS 10 Factors impacting on gross profit Resource pack per group – images depicting operational issues businesses may come up against and information/articles from trade journals such as Hospitality on factors influencing gross profit

16 Topic B.1 (cont.) ● Teacher/tutor presentation: PS 11 Staff control Unit 9, Topic B.2




Lesson Unit content Activities* Resource checklist** Links to other units (2 hour) Understand the operational processes

throughout the hospitality industry and how staffing, standards and quality can impact positively and negatively on the performance of businesses: ● Controlling staffing, including:

o training, inductions, supervising staff and monitoring their performance

o setting workplace rules and procedures and checking their compliance for the maintenance of health and safety for staff, customers, and visitors

o using legal disciplinary and grievance procedures

o ensuring provision of excellent customer service.

using PS 11 to introduce ways to control staffing and how staffing standards and quality can have a positive and negative impact on the performance of a business.

● Whole class discussion: on ways to control staff – introduce policy and procedures used by hospitality businesses.

● Small group activity: learners to research how staffing is controlled using policy, procedure and training schedule information.

● Paired activity: learners to watch video clips on staff training issues in hospitality and weblink on Whitbread staff training. They should then design a poster covering the following points: o Why are staff trained? o Who makes workplace rules?

(Health and Safety at Work Act (HASAWA, 1974) and employer) – web link attached

o Who is responsible for customer safety?

o Who checks workplace rules are being followed?

● Learner Q&A session: posters are to be displayed and used as prompt sheets when learners take part in a question and answer session on the importance of workplace rules and how they can

Research materials: ● Policies and

procedures from a range of hospitality businesses covering: staff selection, induction, supervision, health and safety training, disciplinary procedures, sickness

● Customer service information, e.g.: o www.hiltonworl

dwide.com/about/mission/

o www.mcdonalds.co.uk/content/dam/McDonaldsUK/People/Schools-and-students/mcd_customer_services.pdf

● Training schedules and performance audits, e.g.: o www.whitbread

.co.uk/whitbread/careers/training.html

● DVD clips on staff safety training, e.g.:




Lesson Unit content Activities* Resource checklist** Links to other units impact positively and negatively on a business’s performance.

● Teacher/tutor input: learners are shown a flow chart of the disciplinary process. Teacher/tutor will explain each stage and introduce the concept of grievance leading to discussion work on how disciplinary and grievance procedures can impact on how a business performs.

● Role play: learners could take part in role playing disciplinary and grievance procedures using work place scenarios. For example, a customer complaint about staff rudeness or a waitress who has been consistently late for a shift. Learners are encouraged to identify the steps involved in the disciplinary process and the impact it will have (positively and negatively) on the performance of the businesses.

● Individual activity: using internet access, learners are guided to customer service web links to research the importance placed on customer service by hospitality businesses. Individually, learners are asked to identify one way excellent customer service is provided and write it on a postcard.

● Whole class discussion:

o www.youtube.com/watch?v=ojFE5b8dsc8

o www.youtube.com/watch?v=7PMp9B8R15k

o www.hse.gov.uk/pubns/indg449.pdf – useful leaflet on HASAWA (1974)

o http://mcdonalds.teesdaleloof.com/DisciplinaryProcedureSummary.asp- –disciplinary procedures

Props for role play Workplace scenarios based on disciplinary procedures Internet access




Lesson Unit content Activities* Resource checklist** Links to other units responses are displayed – learners join in discussion based on the positive impact excellent customer service can have on a business and examples of good practice learners have experienced and the negative impact if poor customer service is given. Learners will be invited to give examples they have experienced.

17 (2 hour)

Topic B.1 (cont.) Understand the operational processes throughout the hospitality industry and how staffing, standards and quality can impact positively and negatively on the performance of businesses: ● The importance of maintaining standards

and quality and their impact on hospitality businesses, including: o at business level – quality procedures,

brand standards, customer service standards, health, safety and hygiene standards, standard communication protocol

o at staff level – appropriate and clean personal presentation, adherence to dress code, use of appropriate communication skills and appropriate language with customers and colleagues, effective timekeeping, professional behaviour and conduct with customers and colleagues

o ensuring customer service is the main

● Teacher/tutor presentation: using PS 12 to introduce the importance of maintaining standards and their impact on the business, the staff and the customer.

● Small group activity: each group will be given a work-related scenario to prepare. For example:

1 A food handler in a sandwich shop is wearing false nails, chewing gum and is wearing a dirty apron when serving a customer (staff level – personal presentation).

2 A hotel guest is greeted in a polite, warm manner by a smartly presented receptionist (business level – standard communication protocol).

● Each group will role play their scenario to the rest of the class. Observers will independently record the impact of standards in

PS 12 Maintaining standards Work-related scenarios Role-play props

Unit 6, Topic B.3




Lesson Unit content Activities* Resource checklist** Links to other units objective of the business. each scenario.

● Teacher/tutor-led group discussion: after each role play has taken place the whole class is asked to contribute to discussion work based on the importance of maintaining standards and quality, and their impact on hospitality businesses. Learners could use the notes they took while observing. After this, learners may wish to add further detail to their notes.

18 (1 hour)

Summary of learning aim B and revision Note: This revision session should not make up part of the GLH for this unit.

● Teacher/Tutor presentation: Summary of learning aim so far. Recap using PS 9–PS 12.

● Teacher/Tutor input: Prepare questions for learners to answer that will help them in revision of knowledge and understanding for learning aim B.

PS 9–PS 12

Learning aim C: Understand how current issues and trends impact on businesses within the hospitality industry

19 (1 hour)

Topic C.1 Trends and issues affecting the hospitality industry and how the industry responds to these Understand the trends and issues that impact on the hospitality industry: ● Issues concerning the hospitality industry:

o lack of investment in tourism funding to help market the country and its many attractions

o healthy eating and lifestyle choices

● Teacher/tutor presentation: using PS 13 to introduce issues and trends concerning the hospitality industry.

● Small group activity: each group will be given an issue to investigate using an information pack or web address. Learners are asked to identify how the hospitality industry responds to the issues covered and record their findings on AS 6.

PS 13 Issues and trends AS 6 Responding to issues Information pack or web address to start research on the given topic Suggested websites ● www.nhs.uk/Livewe

ll/Goodfood/Pages/eatwell-plate.aspx

Unit 5, Topic A.3 Unit 5, Topic A.4 Unit 9, Topic B.2




Lesson Unit content Activities* Resource checklist** Links to other units o the licensing reform o the annual increase in the National

Minimum Wage o handling food waste.

● Whole class activity: each group should prepare a presentation in order to feedback their findings to the rest of the group to enable AS 6 to be completed covering all issues.

● www.gov.uk/alcohol-licensing

● www.gov.uk/national-minimum-wage-rates

● www.environment-agency.gov.uk/business/topics/waste/123028.aspx

20 (1 hour)

Topic C.1 (cont.) Understand the trends and issues that impact on the hospitality industry: ● Social issues and trends, including:

o population changes o labour market o contribution of hospitality businesses

to community projects.

● Whole class discussion: learners are asked to contribute to discussion work on local changes in population, labour market trends and the contribution hospitality businesses contribute to community projects.

● Small group activity: learners will research social issues and trends to gain further detail.

● Whole class discussion: on findings in relation to their impact on the hospitability business.

Research materials: ● Leaflets from

hospitality businesses showing contributions made to community projects, e.g. some hotels raise money for named charities and support work placements

● Internet access for census figures

● Labour market trends from: www.ons.gov.uk/ons/rel/lms/labour-market-statistics


21 (1 hour)

Topic C.1 (cont.) Understand the trends and issues that impact on the hospitality industry: ● Factors determining success in the

hospitality industry:

● Teacher/tutor presentation: using PS 14 to introduce factors determining success in the hospitality industry.

● Whole class discussion: on what is meant by ‘success’ and

PS 14 Factors for success Research materials: ● Range of menus ● Samples of goods





Lesson Unit content Activities* Resource checklist** Links to other units o product quality o pricing o the effectiveness of distribution

networks o innovative marketing – the increasing

importance of the internet, increasing use of information technology, telephony and web developments.

‘factors that determine success’. ● Small group activity: issue each

group of learners with a factor to explore further. Ask learners to use menus, samples and advertisements provided by the teacher/tutor and/or researched themselves, where appropriate, as evidence to support their points.

● Plenary activity: learners are asked to regroup and present their findings to the rest of the group.

● Advertisements ● Internet access

22 (2 hour)

Topic C.1 (cont.) Understand the trends and issues that impact on the hospitality industry: ● Environmental issues and trends,

including: o increase in renewable energy o increased use of reuse and recycling

facilities o reducing pollution, noise, waste.

● Whole class visit: to a local green hotel/business to see first-hand how environmentally friendly methods can be used in the industry. Alternatively, it may be possible to ask a guest speaker to talk to learners about methods hospitality businesses could use.

● Plenary activity: follow up the visit/talk with a question and answer session.

Access to a local hospitality business Transport Guest speaker


23 (2 hour)

Topic C.1 (cont.) Understand the trends and issues that impact on the hospitality industry: ● Ethical issues and trends, including:

o ethical concerns of potential and existing customers

o carbon footprint o food miles o use of disposable packaging, cutlery,

● Teacher/tutor presentation: using PS 15 to introduce and explain ethical issues in the hospitality industry.

● Small group activity: ask learners to identify key ethical concerns customers may have. Starting points for this task could include: o where food comes from – is

the local farmers’ market

PS 15 Ethical issues in hospitality AS 7 Food miles Display of food/labels and other items from other countries used in the hospitality industry to calculate food-miles, e.g. bananas, mangoes, beer, wine, cleaning products, bed linen

Unit 5, Topic A.3 Unit 5, Topic A.4 Unit 9, Topic B.1




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

o use of fair trade products o equal opportunities for staff –

appropriate pay level, employment and promotion opportunities

o animal welfare.

supported? o Does food used support

British farmers?(Red Tractor Assurance)

o Are eggs and meat free range? (RSPCA Freedom Food)

● Learners could use weblinks to gather information on how the Red Tractor and Freedom Food schemes have impacted on hospitality businesses to meet customer demands. Learners are encouraged to identify the impact of customer concerns on different hospitality businesses. How are customer concerns met? Learners could use internet to research McDonald’s response and the growth in Green Tourism (web links given).

● Teacher/tutor input: show learners a video clip (web link given) explaining what is meant by fair trade. Follow this up with a question and answer session. Why would it be ethical to use fair trade products? How could a hospitality business introduce them? Why might a business choose not to use fair trade products?

● Whole class activity: ask learners to take part in sensory evaluation work comparing fair

Selection of fair trade and non-fair trade food for tasting Internet access Research materials: ● Weblinks:

o www.redtractor.org.uk/red-tractor-assurance – Red Tractor Assurance

o www.freedomfood.co.uk/ – RSPCA Freedom Food

● Video clips: o http://www.yout

ube.com/watch?v=J60mvcp_Q_E – Fair Trade

o http://www.green-business.co.uk/ – Green Tourism Business Scheme

o http://www.youtube.com/watch?v=y3PGwqVzCY0 – airline tableware




Lesson Unit content Activities* Resource checklist** Links to other units trade with non-fair trade products, such as chocolate bars, coffee, shortbread, orange juice, smoothies. Learners will be asked to complete a star diagram based on four sensory characteristics of a product to include: appearance, taste, aroma, texture/mouth feel.

● Fair trade and non-fair-trade product results should be plotted on one star diagram so results can be compared. Learners will be asked to discuss their results – are there noticeable differences between fair trade and non-fair trade products? Which was preferred?

● Individual activity: Ask learners to select items from the food display and record where the item originated on AS 7.

● Then, using the Internet, ask learners to use a food mile calculator to complete AS 6. Follow up this activity with a question and answer session.

● Whole class activity: learners to be given images of airline meals and fast food meals, and are asked to identify what items on each image are disposable (cutlery, serviettes, tray mats, packaging, crockery, cutlery). Then, lead a discussion around: o What actually happens to

design Food miles calculator: http://www.organiclinker.com/food-miles.cfm Images of airline meal and fast food meal showing disposable packaging, cutlery. Workplace scenarios for learners to apply the Equality Act, 2010, e.g. 1 Mandy cooks

breakfasts at a local café but says she should be paid the same as Liam who cooks lunches. She is paid £1 per hour less than him and they are both over 18 years old. Under the Equality Act what rights does she have and what does the employer have to do?

2 The employer is offering health and safety training on Friday evening from 5–8 p.m. Abe wants to do the training but needs to be home to respect the Sabbath as he is




Lesson Unit content Activities* Resource checklist** Links to other units them after use?

o What are the benefits to the customer and business in using them?

o As the customer becomes more eco aware what are businesses doing to meet their needs?

● Individual activity: show learners a video clip about airline tableware design – (link provided) – or in pairs, learners to investigate a given business to find out what they are doing to reduce waste. Suitable businesses could include: McDonald’s, KFC, Subway, Starbucks, Virgin Atlantic.

● Teacher/tutor input: introduce the Equality Act, 2010 emphasising protected characteristics that must not be discriminated against. Learners are asked to identify how businesses can meet the requirements of the Equality Act, 2010 through a range of workplace scenarios. It could be done through role playing the scenarios followed up by group discussion or answers could be a written statement linking the act to the scenario.

Jewish. Under the Equality Act what rights does he have and what does the employer have to do?

24 (1 hour)

Topic C.1 (cont.) Understand how hospitality businesses

● Teacher/tutor presentation: to explain ways businesses respond to trends and issues, and

Computers and internet access





Lesson Unit content Activities* Resource checklist** Links to other units respond to trends and issues: ● changes to methods of operation ● development of new products, services or

type of business ● changes in marketing or promotions ● changes in prices ● increase or decrease in employees ● changes in policy.

demonstrate the task learners will follow. Taking a hospitality business, e.g. a restaurant, explain how that business would respond to the issues and trends listed. For example, a scenario indicates customer feedback cards show that customers have an interest in receiving special offer information by social networking sites so the business will set this up and review its success; a change in prices in a café will need to be communicated to staff and customers, old prices will need to be removed.

● Small group activity: learners are issued with a hospitality business, such as a pub, club, hotel, restaurant. These could be local businesses or fictional ones. Each group is asked to produce a poster/leaflet/presentation to show how that business would respond to trends and issues cited.

● Plenary activity: each group is asked to feedback their key points using the poster/leaflet/presentation for prompt. Discussion points could consider similarities and differences in approach between different businesses when responding to trends and issues.

Materials for making posters or leaflets

Unit 9, Topic B.2

25 Summary of learning aim C and revision. ● Teacher/Tutor presentation: PS 13–PS 15




Lesson Unit content Activities* Resource checklist** Links to other units (1 hour) Preparation for test

Note: This revision session should not make up part of the GLH for this unit.

Summary of learning aim so far. Recap using PS 13–PS 15.

● Teacher/Tutor input: Prepare a list of questions for learners to answer that will help them in their revision of knowledge and understanding for learning aim C.

● Teacher/Tutor input: Discuss examination, e.g. examination conditions, the length of test, types of questions.

● Teacher/Tutor input: Provide sample examination paper and lead a discussion about it.

Sample examination paper

TOTAL: 30 hours

* See the specification for full details of unit content. ** See the Student Book for each topic: BTEC First Hospitality Student Book (Pearson, 2013).

Unit 1: Introducing the Hospitality Industry Scheme of work · Unit 1: Introducing the Hospitality...

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Transcript of Unit 1: Introducing the Hospitality Industry Scheme of work · Unit 1: Introducing the Hospitality...