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A Course Handbook

Hosting London 2012 Work Skills for Hospitality, Hotels & Tourism


Team Faizel Karaan Joe Lynch Becky McCracken Linda Miller Kevin Swan

Š 2009

01 02 03 04 05


getting back on track through learning Joe Lynch

Throughout these challenging times we offer an opportunity for education and training that responds to both the economic and individual needs of London Joe Lynch, Design Lecturer, Kensington & Chelsea College, 2009


James Purnell MP

“Our aim is to improve the quality of life for all through cultural and sporting activities, support the pursuit of excellence, and champion the tourism, creative and leisure industries.� Winning: A tourism strategy for 2012 and beyond by Department for Culture, Media and Sport, 2007


Workforce

James Purnell MP

“Improve the skills of the workforce, through better management andleadership, through customer service training, through recruiting more qualified chefs and through better career development for existing and future employees. This in turn will improve retention within the industry.”

page 05, Winning: a report by James Purnell, Secretary of State for Culture, Media and Sport, 2007


London Olympics 2012

John Armitt

“ New jobs and improved skills - London 2012 is committed to creating a positive employment and economic legacy for London and the UK after the Games. Our goal is to promote sustainable employment opportunities and to boost skill levels both locally and across the UK. We are working with partners on the demand and supply sides to develop a coordinated approach to connect with unemployed people, those who are looking for new jobs and those who want to boost their skills.� page 6, John Armitt, Employment and Skills Strategy – Olympic Delivery Authority, Feb 2008


Unemployment

Boris Johnson

“ I am confident that we will achieve our target of moving more than 5,000 unemployed Londoners into employment by the 2012 Games. The engagement from the public and private sectors in helping us to develop a London Skills and Employment Strategy demonstrates a strong commitment to tackle the unacceptably high levels of worklessness in London. This gives me real confidence that the strategy will, for the first time, achieve coordinated action across the capital to bear down on London’s long-term historic unemployment and low-employment areas and give people the skills to get back into work and progress.” Boris Johnson, Mayor, Press Release from the Skills board , November, 2008


E-learning

Ruth Kelly MP

“New technologies can attract new kinds of learners into lifelong learning. Wider access to these more compelling learning experiences will contribute to the ambitions of our Skills Strategy to offer employers better support for skills and training. Technology can be mobile.That means e-learning can come to the learner. And, as demand increases, it becomes more attractive for the digital technology industry to invest in providing access. It is our goal to work towards ICT as a universal utility, creating more flexible learning opportunities for everyone.”

page 3, Harnessing Technology Report, 2005, Ruth Kelly, Secretary of State for Education DFES


Flexible Delivery

John Denham MP

“Many people who are not working and who lack qualifications are nervous about taking up training or learning opportunities. This is where more informal types of learning can really help to build their confidence, as well as enhance the quality of their lives and, potentially, lead on to more formal learning and employment. Modularising delivery allows learners to join programmes at different stages and build up towards a full qualification in a number of ways. On a roll-on/roll-off basis, students can attend at any time for an assessment, carry out the most appropriate tutor-driven course and then progress onto the next element as they wish.”

page 8, Good Practice Guide, 2008, John Denham, Secretary of State for Innovation, Universities and Skills


Community Learning

Ed Balls

“We believe that colleges are important agents of social change - helping individuals to succeed and progress but also engaging the hardest to reach, helping to build strong and inclusive communities. Physically, colleges are part of the fabric of local communities, providing an important resource and, often, landmark for local people.� page 4, Letter to Colleges, Sept 2008, John Denham, Secretary of State for Innovation, Universities and Skills and Ed Balls, Secretary of State for Children, Schools and Families


Economic Recession

Lord Coe

“The Olympics ‘will combat recession’ The London’s Olympics will help Britain out of the economic crisis. The Games remind us that the transient difficulties of life can be overcome through hard work and determination.” BBC Interview, Nov 2008, 2012 Olympics chairman, Lord Coe


World Class Skills

“‘Economically valuable skills’ is our mantra. Lord Leitch

The UK must become a world leader in skills. Skills is the most important lever within our control to create wealth and to reduce social deprivation. Too many of us have little interest or appetite for improved skills. We must begin a new journey to embed a culture of learning. Employer and individual awareness must increase. Principle: focus on economically valuable skills. Skill developments must provide real returns for individuals, employers and society. Wherever possible, skills should be portable to deliver mobility in the labour market for individuals and employers.”

pages 7-8, World Class Skills Report, Lord Leitch, December 2006


Lasting Legacy

Shaun Woodward MP

“The Games are a long-term investment, not a short-term money spinner.� 2009, Shaun Woodward MP, Minister for Tourism


Opportunity

Tony Blair

“Holding the 2012 Games on home soil is a once in an era opportunity for British tourism–the biggest visitor event in UK history. Our job now is to ensure that the whole country benefits in the run up to, and long beyond, The Games.”

Tony Blair, former Prime Minister 1997-2007


Contents Introduction Our Rationale Funding Strategy Assessment Differentation Quality Inclusion & Key Skills Resources Course Planning Appendix

01 02 03 04 05 06 07 08 09 10


Introduction

Introduction

“Hosting the London 2012 Olympics & Paralympics provides a tremendous variety of opportunities within the hospitality and tourism industry.� Linda Miller, Senior Lecturer, Kensington & Chelsea College, February 2009


A Rationale

A Rationale The Kensington and Chelsea College is committed to providing all students with opportunities to experience success in school and extended to the employment market. To this end, the college has encouraged and supported the development of the Work Skills for Hospitality, Hotels and Tourism course to serve the needs of the local people who will benefit from a level of course that make connections between unemployment and employment.

Our Aims To respond to the government initiative for the training and recruitment within the employment sector To respond to the needs of the many local people who want to start a carer in the Hostel, Hospitality and Tourism Sector To get local people trained and employed in time to host the 2012 Olympic and beyond. To help learners with no formal qualification gain basic functional skills. To enable learners progress through to employment or other academic levels of their choice.

The Ideology With the complexities of the local and global market our course is design to provide the skills to meet the demands and responsibilities of the modern work force. As part of the course learners will be expose to different working environment as they visit prospective employers, places of employment and other local projects. This will allow them to develop confidence and provide opportunities to reflect on their contribution to the processes involve. The different modules within the course will help learners to focus on employability within the sector. Functional skills will help learners meet the challenge of working in a modern environment. The course includes the importance of respecting equality, diversity and the rights of others. The flexibility of this roll on roll off course enable learners to attend interviews or take up employment, working in partnership with their employer as they continue with the course. Progression to another level of the sector is available for those who wishes to do so as their employability skills will be transferable

A Target Group The Work Skills for Hospitality, Hotels and Tourism course is specifically designed to involve students with hands-on learning experiences and assist them in their successful transition to the workplace. These courses are particularly effective in connecting in-school learning with home, community and workplace experiences. In addition, these courses provide oppor-


Meeting Needs

tunities for students to become better prepared for employment, further studies, and lifelong learning.

Meeting Needs This five module employability course is aim at people who needs basic employability skills or for those who have been out of employment for a while and would like a refresher course. It will also be suitable for those who are looking for a career change and are looking within the Hospitality and Tourism industry. Students successfully completing this course will have a strong start in the Hospitality Hotel and Tourism industry area and hopefully carry on into Level 3 course of their chosen career path. The employment rate is a key government target as high employment rate is a healthy sign of a strong economy. The population of North Kensington is approximately 38,000 living in 17,355 households (2001 census). This area covers approximately 290 hectares, stretching 3.5km north to south and 2km east to west. There are significant levels of unemployment – i.e. currently 6.2% in Golborne compared to 1.7% for the borough as a whole and 3% for London (based on Job Seekers Allowance, April 2007). The Department of Work and Pensions has identified three wards, Golborne, Notting Barns and St. Charles, as having acute problems requiring specific action to improve employment rates. Due to the pockets of deprivation which still exist, the Council regards a Plan for the area as an essential tool for change. In addition, the London Plan also identifies parts of North Kensington as an ‘Area for Regeneration’, requiring initiatives to tackle deprivation. Figure A shows that the numbers of semi-skilled or unskilled workers broadly reflects the spatial distribution of the economically inactive. The census shows that there are higher proportions of the semi or unskilled in the north, particularly around Kensal, Lancaster West and Wornington. (rbkc.gov.uk/ portal planning) See figure A. A significant enhancement is needed in the skills support available for Kensington and Chelsea residents and employers to tackle high levels of under- qualification and skills shortages. In response to widespread concern about the lack of basic skills among a large part of Golborne and St Charles wards, which have a combination of problems such as low incomes, high unemployment, high crime and poor health we feel that in offering our Employment and Skills in Hospitality we will be working with local government and employers to meet those Government targets as well as meeting the employment needs of the people within our local area. Hosting the 2012 Olympics and Paralympics provide tremendous potential for a variety of opportunities relating to hospitality within the tourism industry. This course can play a major part in maximising employment and skills opportunities for our target group during the preparation, hosting and longer term legacy of the games by reducing unemployment and increasing basic training and skill levels. We can do this with our Employment and Skills in Hospitality course by raising the aspirations and behaviour of the unem-


Meeting needs

ployment, people who lack basic employment skills raising motivation and confident enabling them to begin to fulfil their potential through the skills and employment system. Using the 2012 Games as the catalyst for lasting benefits for people and businesses of North Kensington is at the heart of our approach to offer Employment and Skills in Hospitality which will enable local people to secure jobs. We will capitalise on the excitement and ‘buzz’ surrounding this major sporting event by galvanising and encouraging local people to enrol on this roll on roll off course that will have a real impact on employment now, through to 2012 and beyond.

Further Reference: www.ldfconsult.rbkc.gov.uk/portal/planning/csnkp/csnkp?pointId=1216825994947 www.rbkc.gov.uk/events /olympics2012/ Preedy, M. (1987) Approaches to Curriculum Management. Milton Keynes. Open University Press Armitage et al (2003) Teaching and Training in Post Compulsory Education, OU Press, pp 201-205

Figure A: Percentage Semi and Unskilled Workers

Figure B: North Kensington Multiple Deprivation


Funding Strategy

Funding Strategy - Overview This is a multi-dimensional course offer, providing opportunities to engage a broad range of learners across the community and in specific industry sectors. Following on, it is proposed that the funding of this programme will flow from a number of potential sources:

Mainstream Funding •As successful achievement of this Level 2 NOCN Certificate is in line with key LSC priority areas, funding will be forthcoming and will be reliant on learner retention and achievement. Full concessionary status will be applied to any learner who does not already hold a full level 2 qualification.

Employer Links • There is an opportunity to link directly with employers in the hospitality, hotels and tourism sectors. This would be done on a ‘West London zone’, engaging in dialogue with specific employers an developing a community partnership programme. The Train To Gain initiative would also be relevant here as a mode of work-based learning.

2012 Olympics Fund The ‘real legacy’ for London as a whole has been a significant factor in the public’s perception of the 2012 Games. There is potential opportunities for direct support to establish front-line ‘Ambassadors for London’, a well trained sector of Londoners, who are vital to make the visitor experience a success.

Other Employer & Cultural Sources: The following routes may provide possible funding opportunities:


Assessment

Assessment The course is designed to be Roll On/Roll Off, providing the learners with flexibility and enabling them to achieve the qualification in stages. The learners will be formally assessed at the end of each module, allowing them to build a flexible portfolio consisting of credits for some or all of the passed modules. To achieve a full level 2 certificate, learners would have to complete 12 credits (our unit selection would achieve 13). There will be a two week ‘assessment window’ once each module is completed, whereby students who may have missed a component of the module or need an extension will be given the opportunity to re-sit the exam or hand in the assignment(s).

Initial Assessment An initial assessment will be provided, which would include a test paper with the intention of uncovering the applicants’ proficiency in key skills, any previous employment /training and educational experience. Although there are no requirements for applicants to have employment experience, identifying those students who have had previous training will help shape the differentiation process. These scores would next be used to inform a personal interview, in which applicants would be given a short scenario and discussion. If potential students do not meet requirements for level 2, we will immediately refer them to a lower level course, and encourage them to re-apply at a later date.

Summative, Formative, and Diagnostic Assessment Methods: Summative and formative assessment will vary due to the differing nature of each module, which also will take into account different learning styles and preferences. Diagnostic assessment will be carried out at the start and end of each module by means of a standardised test, with a view to measuring pupils’ progression of key skills. Some examples of formative assessment for each module include: Mod 1 (Careers): Reflective log/ journal entries, observation on field trips, self assessment Mod 2(Tourism): Observation (to be ongoing and provide scores toward summative assessment.), peer and self assessment Mod 3 (IT): Observation, evidence based assessment Mod 4 (Health and Safety): Scenario and role play, observation, peer and self assessment Mod 5 (People skills): Group work, observation, peer and self assessment Some examples of summative assessment for each module include: Mod 1 (Sector & Careers): Written essay, questions and answers Mod 2(Tourism): Oral question and answer


Curriculum Ideology

Mod 3 (IT): On-line practical test Mod 4 (Health and Safety): Multiple choice and part written exam Mod 5 (People Skills): Presentation, written essay

Curriculum Ideology There are elements of all ideologies in our course design, and key factors of each will be more applicable within each different module. With our main focus being the gaining of employable skills, the ideology most relevant is ‘Instrumentalism’. Elements of ‘Liberal Humanism’ also feature heavily, in that the course is designed to be flexible and inclusive. In addition, the inclusion of ‘Progressivism’ would provide the opportunity for ‘individual needs, aspirations and personal growth’ (Armitage 2007), to be accommodated. Here there is an emphasis on development of the individual, and the learners are provided with flexibility, diversity and choice with the roll on/roll off design and varying nature of each individual module. Factors of the other ideologies will be evident within the individual modules. The curriculum model most relevant is ‘Situational’, as the course is linked to a real context as much as possible, with industry visits, reference and link to employers, employability and vocationally relevant areas. The ‘Process’ model also guides our curriculum design, in that we want to ensure our learners are able to take away what they have learned and use it in the outside world.


Differentiation

Differentiation The scores from the initial assessment will provide the first guidelines for differentiated learning. Once the student levels are assessed, a wide variety of methods will be used within the frameworks of each module, such as:

Groupwork: • Group those students with more experience with those needing assistance, AND/OR • Place more/less able students together, AND/OR • Mix the age group of the students, AND/OR • Let students decide own groups, AND/OR • Choose groups at random • Provide icebreakers to constantly subdivide groups (some students might be on the course for the full 10 weeks, where others who come in and out might find existing formed groups daunting)

Testing & Assignments: • Provide additional resources for those students finishing exams early • Timescale extensions for those requiring more time finish assignments

Learning Styles & Preferences: • The varied nature of each module will meet different learning needs • Within each module, a variety of teaching methods and resources will be used • The learning environment will change within each module: visits out to industry.

Students requiring special needs: Adjustments and arrangements can be made to take account of disability or learning difficulty without comprising the assessment methods. Our teachers will follow the guidelines and policies set by NOCN to ensure standardisation and responsibility in the classroom.

Widening Participation: The Roll On/Roll Off design ensures students can enter at any point, and leave at any point; meeting the needs of those students who may only want to complete one or more modules, and providing a flexible timescale.


Embedded Learning

Embedded Learning: Example of incorporation of ICT: Use of ‘Blackboard’ to promote e-learning. See each individual module’s SOW for further examples of the incorporation of key skills. Each module will provide opportunities for incorporation of key skills using varying methods. Note: If applicants do not meet our entry requirements, we will immediately refer to another course, and encourage to reapply at a later date.


Quality

Quality It is planned that we will be addressing quality by having the following in place:

Assessment: These are ongoing throughout the course and are assessed by a qualified person who is able to make judgments on the candidates competencies. They should hold the following: • A recognised assessors award (A1) or DTLLS award • 5 years experience within their assessment area. The course will be overseen by a qualified lecturer with a DTLLS or equivalent qualification

Verification: All Internal verification would take place on site by the course leader. The assessments would follow the NOCN standards and would involve samples of work being presented to the EV.

Overview: The aim of the program is to support learners progression into employment or to continue with further education in order to raise their skills to employability standards. It is hoped that this course would be able to run with the support of: • Local businesses who need to ‘up skill their workers’ • Local job centres • Private employment agencies In order for the course to deemed viable it is felt that: • There should be no less than six learners enrolled on the program at any one time. • There should be a maximum of 20 learners enrolled on the program at any one time • By the end of program 75% of learners should have archived the award.


Quality

• 65% should progress onto full or part time employment or progress onto further education relevant to employment within Travel, leisure or tourism. Ofsed has identified key area that need to addressed in order to provide quality learning we have identified how we feel we meet the requirements Reference extracted from Actions for Quality Improvement http://excellence.qia.org.uk/page.aspx?o=100957 , accessed on 20/02/2009

Recruitment Good recruitment practices make a real difference. Improving your learners’ recruitment experience means dealing with weak or inadequate processes. • Recruitment will take place in a variety of ways: • Referred by their employer or recruitment agency to ‘up skill’ • Directly by the learner who has some background knowledge and interest in the program • Linking with the employer solutions team to offer in house training

Initial Assessment Accurate and effective initial assessment is a key area that providers often struggle with. Initial assessment will take place before learners enrol and where appropriate learners will be directed to sources of support.

Induction The initial period of a programme that helps learners to settle into their programme and understand what is expected of them. During this period, the provider develops its understanding of each learner’s unique set of experiences and skills in order to be able to plan an individualised programme for them. The course in a roll on roll off and we have identified that learners will be joining the sessions at various times throughout the program. Time will be allocated to individuals to support them when joining the program. There will be opportunities for learners to access course details remotely via a website,

Individual Learning Plans The document used to record the results of initial and diagnostic assessment, to set out the learner’s programme and any additional support activities, and to record ongoing progress.


Quality

All learners will have an ILP which is reviewed after each session.

Teaching and Learning Improving your approaches to teaching and learning. All tutors and assessors are expected to take part in CPD activities relevant to their subject.

Assessment This activity is about improving your record keeping of the assessment process. All assessments will be recorded using a standardised format. All tutors and assessors will take part in regular standardisation meetings

Reviewing Learners’ Progress This section is about improving your learner progress review processes. It covers various aspects of your review process, such as the documents which record the process and how the process is quality assured. All learners will take part in a review meetings regularly where their progress will be monitored.

Achievement These activities cover some of the challenges that you face in supporting learners to achieve. It covers areas such as planning effectively and providing targeted support to help learners reach their goals. It is hoped that the course has been developed in an achievable manor as learners will have an opportunity to complete quickly if there are competent and also rejoin sessions where they need more support to achieve.

Progression This section is about improving your learners’ progression. It relates to areas you may wish to improve, such as poor or insufficient progression routes or insufficiently planned progression. All learners will have the ability to progress onto either employment or further education when they have achieved this award.

Inclusion and Key Skills Refer to course planning documents for further details of the embedded learning strategy, incorporating Functional Skills and Every Child Matters policy.


Resources Strategy

Resources Strategy Excellent teaching and learning activities are facilitated through a coordinated range of resources that are responsive to the diversity and needs of our learners. In this programme we focus upon four main areas:

• Teaching Environment A dynamic class room environment generates positive working and productive interaction. This is a central consideration and we propose an ambitious template for learning environments. The diagrams 01 - 03 illustrate the primary needs of both classroom and external requirements. Within the main teaching environment, the spatial organisation will enable effective group working and good tutor/learner communication. SmartBoard technology, Whiteboard and flip-chart provision will support visual learning strategies. Appropriate classes will combine areas for group, individual and scenario-based working. The use of ICT is integrated throughout this programme and the class environment will have a dedicated zone for part of this activity. Core aspects of ICT teaching will take place in a dedicated facility with all necessary equipment. The format course hand-out materials will be clearly established in a three section template comprising of content - task - resource, a ‘mini-model’ approach devised to maximise learner engagement. See diagram 04 as a template guide. The visual identity of this programme is a strong asset, building as it does, an identifiable series of learning blocks whilst preserving a sense individuality. This identity will be evident through all course documents, including fact sheets, promotional materials and internet presence. Within the broader college context, learners will have access to a wide range of additional resources and facilities to support their studies. This will include library and journal reference, internet linked computer workstations and printing technology. A supply of stationary and presentation materials will also be available for purchase.

• E-learning Vital to modern working is daily access to and use of computer and internet media. From the outset will be exploiting new mediums to meet the challenge of the digital age and reach a diverse spectrum of learners. In addition to a regular print and web based course handbook, an animated digital e-book will also be available. A copy of this resource is available to view at http://issuu.com/hostinglondon2012/docs/course_handbook


Resources Strategy

To actively support study on this programme an on-line website resource will form a backdrop to the experience and offer clear focus for development of ICT skills and a range of additional independent study tasks. A pilot version of this resource can be viewed at http://sites.google.com/site/hostinglondon2012 To generate a sense of learning community, participants in the programme will contribute a discussion and comment forum using a course blog. This will also be utilised to share information and to gather feedback from the learners. A pilot version of this resource can be viewed at http://hostinglondon2012.blogspot.com The internet offers a vast catalogue of learning potential, and a considered selection of this will be gathered to form a learning portal for this programme. Consisting primarily of on-line museum content, this information will be gathered and presented visually on the programme website for easy student access. Below are listed some key examples:

http://getset.london2012.com

http://www.untoldlondon.org.uk

http://www.museumindocklands.org.uk

• The Hotel Context Establishing relevant sector employer links are an important aspect of this proposal. Central to this strategy is the use of hotel meeting facilities as innovative teaching environments. As they are fully equipped with essential resources, they prov career paths and to have direct input in taught sessions from employees through guided tours and interview role-play, for example. This is a partnership, where employers can supportively engage with the wider community and ultimately support education and training with a view to meeting their own stafďŹ ng needs. There is also a secondary process, where hotel employers identify the opportunities to upskill their own workforce through a process of ongoing training. The following represents a sample of signiďŹ cant current West London hotel employers, with whom links would be initiated:


Resources Strategy

• London Visits As an extension to the learning in context strategy, particular links will be established with the Adult Educational Teams at the Museum of London and the London Transport Museum. In conjunction with staff, learning visits across the programme in action, in addition to providing a fully interactive and exciting mode of learning. The following provide links to Adult Learning at London Museums:

http://www.museumoondon.org.uk/English/Learning/Adults

http://www.ltmuseum.co.uk/learning

The detail below describes a selection of other free London museum resources which could be developed as important educational visit locations: The British Museum The Natural History Museum The Science Museum The V & A Museum The Design Museum The National Maritime Museum The Museum of Childhood

http://www.britishmuseum.org http://www.nhm.ac.uk http://www.sciencemuseum.org.uk http://www.vam.ac.uk http://www.designmuseum.org http://www.nmm.ac.uk http://www.vam.ac.uk/moc


Resources Strategy

Internet Website E-learning Support Programme

Accessible Blog Development of E-community

E-books Visual Animated digital materials

E-knowledge Sharing and discussion


In this standard dynamic teaching

Resources Teaching Environment

environment, 18-20 learners are provided for with a variety of seating & activity modes available

• Interactive SmartBoard

• Defined activity zones

• Small group seating

• Scenario area

• IT ‘hotdesk’ facility


In this efficient IT environment,

Resources IT Learning Facility

18-20 learners are accommodated with PC workstations orientated for good tutor/learner communication

• Interactive SmartBoard

• Group discussion area

• Linear seating plan

• Spacious workdesk

• Individual workstation


In this Hotel environment, a flex-

Resources Hotel Meeting Space

ible range of meeting spaces offer variety in the size and format of learning activities

• Smart Board & flip chart

• Conference table

• Democratic seating plan

• Role-play area

• ‘Break out’ seating


The template illustrated provides a

Resources Course Documents

clear format for course documentation. There is a positive attempt here to respond to activist, cognitive and reflective learning styles

• Module and topic indicator

• Content area detailing the specific & relevant knowledge to be established

• Task for independant work outside class

• Reference for consideration and further study

• Colour identity to module

A4


Course Planning


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Curriculum Outline • To understand the different sectors in the hospitality industry and become aware of the career opportunities available.

1. Recognise the significance of own achievements and interests to own development.

1.1. Describe at least two: (a) achievements and how they were achieved (b) interests and how they were pursued. 1.2. Describe how each of the above have contributed to own development and current situation.

2. Recognise own strengths and areas for further development.

2.1. Describe own strengths in relation to skills, qualities and abilities and assess their importance for the future in life, work and training. 2.2. Describe own areas for further development and explain why they need to be improved and how they could be improved. 2.3. Match own skills, qualities and abilities to the requirements of preferred learning progression destination or career choice. 3.1. Describe the characteristics of own learning style and how their career/education choices may be influenced by their learning style.

3. Understand how a person’s learning style influences career and education choices. 4. Be able to set personal goals and objectives.

4.1. Identify a range of personal goals, taking into consideration own skills, qualities, abilities and available opportunities. 4.2. Describe why the goals are relevant to own current situation and to available opportunities.

5. Be able to make action plans to achieve personal goals.

5.1. Produce an action plan which: (a) identifies and records personal goals which are SMART (Specific, Measurable, Achievable, Realistic, Timed); (b) incorporates a checklist of actions to be taken towards personal goals; (c) timetables the actions to be undertaken.

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Week 01 Session 01

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• To understand the different sectors in the hospitality industry.

• The learners will watch a video and would take some notes • The learners will take part in group discussions after they watch the DVD.

• To familiarise the learners about the importance of the different sectors and how they interlink with each other.

Week 01 Session 02

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Session 03

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• Learners will discuss in pairs the different careers available in hospitality • Each one will present each others careers option.

• Introduction to hospitality industry

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Question and Answers

Inter active white board

Mind mapping

DVD

Student activities

Handouts

Discussions and observation.

Handouts

• A formal presentation will be conducted regarding the various sectors available in hospitality.

• Discuss the different types of careers in the hospitality industry

• Responsibilities of the different types careers

Week 02

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Question and answer sheet.

White board • Presentation of the responsibilities of careers in the hospitality industry. • Learners will be able to demonstrate the importance of the hospitality industry.

Student activities Discussions and observation.

• The learners will take part in a group discussion.

Question and answer sheet.

• To understand the different career options that are available in the hospitality industry

• Presentation of career options

Student activities

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• Site visit

• To visualise the activities at a hospitality institution

Handouts Inter active whiteboard White board

Report writing Week 02 Session04

Inter active whiteboard

Observation

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Activity sheet


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Module 01 - Sector & Careers NOCN Cert Level 2

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By the end of the lesson students will be able to… ?

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Welcome and introduction – Register and Icebreaker

Check health and safety, do register and introduction. Showing video of a hotel industry.

Visual examples of different career options.

Students will be asked to look at different careers that they can observe and look at the important role the different people are doing. In the careers.

11:30

Coffee Break

11:45

To know what different career options are available in the hospitality industry

Join in Q and A session looking at the different or how many careers they could identify. In pairs discussion regarding the important role available and why? The feedback will allow students to share their ideas. Tutor praise and support where necessary. Write different types of careers on the board when student mention it

1:00

Lunch Break

2:00

To be able to understand the responsibilities and duties of the different types of careers.

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Explanation of types and responsibility of careers by making use of a mix and match activities.

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Register Video Inter active whiteboard

Tutor asks Assessment different types of sheets Questions to get the answers. Handouts Feedback allows students to share ideas Tutor will ensure that student remain on tasks and prompt students.

Activity sheets White board


02

Curriculum Outline • This module focuses upon the situational curriculum model, with the learning placed in a range of contexts, each designed to strengthen the process of learning. In addition, the application of both liberal humanism and instrumentalist ideologies give emphasis upon active and co-operative learning with a clear relevance to employment and progression. * * Prescribed / Optional Key Skill 1. Be able to contribute to the setting of 1.1. Participate constructively in discussion Case study Communication group goals and agreement of a group and negotiation to contribute to setting the group’s goals Project Information Technology contract. and agreeing a group contract which identifies acceptable Written question & answer/test/ Application of Number (SLd/L2.1; SLd/L2.3; SLd/L2.4)* standards of behavior. exam 1.2. Describe the process involved in planning and Role play/simulation Wider Key Skill deciding the group’s goals. Essay Working with others Practical demonstration Problem solving Report Improving Own Learning and * * Group discussion P Performance 2. Understand own and others’ 2.1. Organise own activities effectively within the agreed Oral question and answer P * responsibilities in achieving the group’s goals of the group. Performance/exhibition goals and adhering to the group 2.2. Describe own and other group members’ Written description O contract. responsibilities in relation to the goals. Production of artefact 2.3. Conform consistently to the terms of the group Reflective log / diary O contract. Practice file * * 3. Be able to contribute to planning group activities. (SLd/L2.1; SLd/L2.3)

* 3.1. Participate constructively in discussion and negotiation to plan activities that enable a group to reach its goals. 3.2. Identify own responsibilities towards a group in relation to the planned activities.

* 4. Be able to contribute to group activities. (SLc/L2.1; SLc/L2.3)

* 4.1. Carry out own responsibilities and contribute to the completion of a group’s activities. 4.2. Feed back on own actions in relation to overall group goals and describe other group members’ contributions.


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Week 01

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• Introduction to Tourism Principles • Identify the key Tourism Roles

• Group introduction activity • Lecturer visual presentation and discussion • Small group work to role-play scenarios

Discussion Q&A Observation

PowerPoint Handout Props

• Establish knowledge of London Life • Make a presentation to the group

• Undertake research task using internet facility • Prepare and deliver oral presentation/written support

Observation Peer questions

Group task Flip-chart

• Explore the History of London • Review skills of Tourist Guiding

• Visit to the Museum of London, Barbican LU • Presentation from MOL staff on 'Visiting London' • Tour and discussion of content and areas of interest

Discussion Q&A Discussion

Map Handout

• Gather research and information • Work as part of a group/team

• Discuss topic and organise group task issued • Make poster to advertise event / activity / information

Observation Group work

Task sheet Workroom

• Explore London Travel infrastructure • Know about London journey planning

• Visit to Museum of London Transport, Covent Gdn • Presentation from LTM staff on 'Travel in 2012' • Devise a 'London Visitor Day Out' times, costs, etc.

Discussion Q&A Group work

• Lead group and coordinate activity • Review activity and evaluate

• Walking Tour of Central London • Give short pres on allocated site on route

Observation Verbal pres

Map Handout Task sheet Workroom Map Info sheet

• Discuss Contemporary London • List the impact of the London Olympics in 2012

• Watch popular film clips featuring London (Dickens, Sherlock Homes, Italian Job, Four Weddings, Notting Hill, Bridget Jones, etc.) • Discuss modern London and future London

Q&A Participation Discussion

Films DVD player Task sheet

• Present opinions in written format • Discuss and submit project task

• Individual work on project task • Tutor tutorial

Tutorial Submission

Assignment

Session 01

Week 01

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Session 02

Week 02

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Session 03

Week 02 Session 04

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Week 01, Session 01 F. Karaan

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Module 01 - Sector & Careers NOCN Cert Level 2

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By the end of the lesson students will be able to… ?

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Welcome and introduction – Register and Icebreaker

Check health and safety, do register and introduction. Showing video of a hotel industry.

Visual examples of different career options.

Students will be asked to look at different careers that they can observe and look at the important role the different people are doing. In the careers.

11:30

Coffee Break

11:45

To know what different career options are available in the hospitality industry

Join in Q and A session looking at the different or how many careers they could identify. In pairs discussion regarding the important role available and why? The feedback will allow students to share their ideas. Tutor praise and support where necessary. Write different types of careers on the board when student mention it

1:00

Lunch Break

2:00

To be able to understand the responsibilities and duties of the different types of careers.

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Explanation of types and responsibility of careers by making use of a mix and match activities.

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Register Video Inter active whiteboard

Tutor asks Assessment different types of sheets Questions to get the answers. Handouts Feedback allows students to share ideas Tutor will ensure that student remain on tasks and prompt students.

Activity sheets White board


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Curriculum Outline • To develop knowledge and skill in the use of common ICT software and equipment. The module will focus upon the application of this understanding through the production of formal outcomes such as CV, covering letter and internet research tasks. 1. Be able to produce a Curriculum Vitae (CV). (Rs/L2; Wt/L2; Ws/L2; Rw/L2; Ww/L2)

1.1. Produce a clearly structured and legible CV which includes all key information for general purposes and summarises own experience, qualities and skills. 1.2. Modify a CV for a specific purpose, including all relevant information.

2. Be able to write a covering letter. (Wt/L2; Ws/L2; Ww/L2)

2.1. Identify essential elements to meet the needs and expectations of employers. 2.2. Produce a formal covering letter in an appropriate format, which meets accepted conventions in language structures and register. 2.3. Adapt the letter appropriately for both a direct and a speculative approach.

3. Be able to prepare for an interview. (SLc/L2; SLd/L2)

3.1. Describe how s/he would prepare for an interview, including techniques for dealing with anxiety. 3.2. Describe how to research and identify information on an employer that may be useful for interview 3.3. Identify a range of possible interview questions and suggest suitable answers 3.4. Describe appropriate dress for an interview and why this is important

4. Be able to conduct self at interview. (SLlr/L2; SLc/L2; SLd/L2)

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4.1. Present and conduct self appropriately in a mock interview situation, taking care to answer questions audibly and adopt appropriate body language (for example, eye contact, posture, etc) 4.2. Assess own performance, respond to feedback and identify areas for further development

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03

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To discuss contents of a CV and covering letter

To plan a CV using on line tools

To Produce a CV using a word processor

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���������������������Support learners with written notes. �������������� Using (correct and appropriate) English in a group. Using professional terms ���� Use of internet and word processor when researching. ���������������������� Working with basic maths such as timescales, working to a deadline �������������������� ��������������� Sharing concerns (Staying positive and supporting each others learning) ��������������How we keep ourselves safe when seeking employment. ����������������������� Celebrating our work within the group and displaying group work. ������������������������������� Meeting children’s need for play. Providing a service for others ������������������������������ How financial implications can affect our own work. Cost effective ways we can work.

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Session 1

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To produce a CV and Covering letter.

Using Word produce a CV. Presentation on how Cv’s should look

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Q&A One to one support

Computers

Q&A One to one support

Computers

Printers

Presentation on formal letter writing

Session 2

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To use the internet to search for employment opportunities

Using internet search engines learners can research job opportunities.

Printers

Creating a blog Internet Learners to create a e-mail account

Session 3

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Using ICT to work productively

Using Excel produce a spreadsheet with contact names numbers and addresses.

Q&A One to one support

Computers

Staff for interview panel

Peer interviews

Q&A One to one support

Candidates to take part in a ‘mock’ interview with a panel

Peer to Peer feedback

Printers

Learners to become familiar with mail merge.

Session 4

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To prepare for a job interview

Demonstrate how learners should conduct them selves in an interview

Role play activities.

Interverview room

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To feel comfortable within the learning space.

Welcome, register, Health and safety presentation

Learner feedback

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To identify what is relevant to include in a CV.

Presentation of contents of a CV.

Q&A Group discussion

To analyse different types of CV’s Discuss which ones we feel are beneficial.

Compare different types of CV’s and choose a layout.

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PowerPoint

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Plan to create a CV Create a CV Present their CV to the group

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To discuss the difference between formal and informal letter. To analyse different types of letters.

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To plan how to write a formal letter. Produce a letter using internet tools Present the letter to the group. To reproduce copies of their work

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Recap of learning from the day

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Session Ends

Using online tools input the data that is needed for the CV Continue to use the online tool to create the CV ������������� Discuss with other how their CV looks

Group work: Review a selection of letters and decide: Is it formal or informal. Corrections that may be needed. Using internet tools prepare a letter to accompany the CV. Using a ‘wizard’ tool produce a letter that can accompany your CV Small group work; Discuss if there needs to be any changes to the letter. Learners to demonstrate how they can retrieve their work from a saved space. Use a photocopier to copy their Cv’s

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Computers Q&A Group discussion Learner Feedback Q&A

Memory sticks

PowerPoint Discussion Observations One to one support

Hard copies of letters .

One to one support

Internet Word processor

Peer group evaluation

One to one support

Internet Word processor

Photocopier

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One to one support

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Presentation: Letter writing.

Online and hard copies of CV’s

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Group feedback


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Curriculum Outline • To develop a knowledge of health and safety issues in the workplace. Learners will build a understanding of the responsibilities and practical requirements of safe and productive behaviour in successful employment roles. 1. Understand the structure and purpose of the organisation. (Wt/L2; SLc/L2)

2. Understand own role within the organisation and perform tasks accordingly. (Wt/L2; SLc/L2)

1.1. Describe the main purpose of the organisation. 1.2. Describe the most important activities undertaken by the organisation. 1.3. Describe the organisational and management structure, including departments and their functions. 1.4. Describe how information is gathered and communicated across the organisation and between departments. 2.1. Describe own role and activities, and the agreed limitations to own responsibilities. 2.2. Carry out tasks as directed, following instructions where appropriate and requesting guidance if necessary.

3. Be able to comply with agreed conventions for personal presentation, behaviour and timekeeping.

3.1. Maintain personal presentation at work and behave within agreed standards consistently. 3.2. Meet time-keeping and attendance requirements, following the organisational procedures if there are unavoidable difficulties.

4. Understand and comply with safe working practices. (Wt/L2; SLc/L2)

4.1. Describe the main safety hazards in the work placement, the precautions to address them and how to report them. 4.2. Describe the organisation’s procedures in the event of an accident or emergency. 4.3. Describe the location of the First Aid Box and its main content 4.4. Describe how to use key safety equipment, e.g. fire extinguisher. 4.5. Work in a way that does not endanger self or others.

5. Be able to reflect on and learn from experience of work. (Wt/L2; SLc/L2)

5.1. Monitor own development and experiences, including positive achievements, key incidents, lessons learnt and skills acquired. 5.2. Describe how previous learning helped them in their work. 5.3. Identify areas for own further development in order to enhance future employment opportunities.

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Week 01

Module 04 Risk assessment

Sessio 02

Fire Safety Use of safety equipment

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• Understand common hazards within hospitality and Tourism sector.

Individual and pair work in identifying hazards in areas such as kitchen, bars, cellars, accommodation, reception street, transport. Group work. Finding solutions for the above hazards. ( Research Skills) Team work Presentation of finding ( speaking and research functional skills) Case study (individual work)

Q&A listen to discussion, written work,

IWB, pen paper, flip chart, DVD, case study

How to deal with emergency situations working environment.

How to deal with accidents, fire, security; intruders, bomb alert, robbery, fire alarm going off food poisoning , physical contamination, bacterial danger zones Locate and explain how to use fire alarms, read and Explain colour codes for fire extinguishers. Complete accident form Understand signs and symbols

Role play, case study answers, Q&A, listen to class discussion and individual participation

Case study, IWB, whiteboard

Written answers, Q&A, form filling,

Computer, IWB, DVD, Utube, magazines, newspaper

Students to walk around school looking at health and safety hazards making a list, How to lay out and write a formal letter to site manager with their findings. (Individual work) (functional skills It literacy) Filling out forms, help with composing application letters, CV, interview technique

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Clip board, pen and paper, IWB, school premises, DVD, guest speaker,


DVD, guest speaker, internet, magazines

• How to use safety equipment e.g. fire extinguisher, locate assembly points, operate fire alarm. How to conduct a risk assessment; identification; danger to staff and customers; hazards in different areas, Help with Job applications Week 02 Session 04

Module 04 Title Safety Regulations

• Know key health and safety regulations that regulates safe working practices COSHH, RIDDOR, PPE

Job research and filling out applications First Aid

Working in small groups for each of the following briefly outline the content of the guideline or regulation, and explain how this is relevant to your work role. For each please also state how and where information is kept and recorded. Control of Substances Hazardous to Health 1998 Reporting of Injuries, Diseases and Dangerous Occurrences 1985 Manual Handling Regulations 1992 Health and Safety First Aid Regulations 1981 Management of Health and Safety at Work 1992 Personal Protective Equipment at work 1992 Composing CV, letter writing, applications

Know the contents and location of the First Aid box . Perform basic First Aid

• Explain the use of the contents of a first aid kit. . Work out the cost of a suitable first aid kit for use in the home. Check for danger and a casualty’s level of consciousness and know when to call an ambulance. Carry out ABC checks and use the recovery position correctly and know when to call an ambulance.. Demonstrate the treatment of choking in babies and children and adult know when to call an ambulance. Demonstrate the treatment of a cut hand or arm / leg wound and know when to call an ambulance. Be able to recognise and treat shock. Understand how to recognise and manage a possible fracture, and know when to call an ambulance. Be able to recognise and manage head or spinal injuries and know when to call an ambulance Box and its main content , basic First Aid

Written answers, Q&A, listen to group discussion,

Participation in practical role play, Q&A, written answers, group discussion an participation, group presentation

IWB, internet, pen paper, flip chart,

Internet, IWB Magazines, newspaper,

computer, word document

Contents of First aid kit, bandages, ressci- annie ,DVD, u tube students, BP machine


Week 03 Session 6

Module 04 Title Health and safety Information

• Know the common types of safety information and products used in hospitality and tourism •

• demonstrate basic food hygiene and safety, fridge temperature, storage of food, hazardous material •

Week 04 Session 08

Module 00 Title Risk Assessment

• Be able to identify and follow safe working practices, safety precaution when travelling with others. • Demonstrate H&S policies and procedures in the tourist industry. Identify and record in writing, take actions on potential risks and harzards in tourist activity. Recap course and Summative test. Portfolio presentation. Help with job search, applications, preparing for interview continues,

cleaners used for washing and disinfecting • corrosive substances, oven and drain cleaners • insecticides and pesticides such as mice bait • flammable substances may include gases and liquids like methylated spirits. These substances may harm somebody who: • inhales them (breathing the fumes) • swallows them (eating or drinking them even accidentally) • just comes into contact with them (absorption). Practice hand washing technique, Reading food label sell by date How to store food in fridge True/ false questions How to take precaution for food allergies Case study (pair work) Different temperature for storing food How to use different boards for different type of food. Pair work True/ false questions Under each of these headings list potential hazards Environmental hazards Hazards from equipment and material Hazards connected with people.

Q&A, class discussion, participation in role play, answers to case study, Multiple choice questions,

Case study, multiple choice answers, answers to questions, group participation, class discussion Q&A, written answers, note taking, class discussion

Q&A, written answers, portfolio Final assessment

Internet, IWB, magazines, newspaper, flip chart, realia, pen paper

Text book, internet, u tube, power point, IWB computer

Computer, IWB, pen paper, flip chart, magazines, news paper

Pen paper, IWB, portfolio


Lesson Plan 2008-09 Lesson: Module 04, Session 01 Lecturer: Linda Miller

Topic: Health, Safety and Security Course & Level /Year: NOCN Cert Level 2 - Employability

Date: TBC Time: 10 - 3

Lesson Objectives (Include Curriculum, Every Child Matters & Key Skills / Functional Skills objectives) By the end of the lesson students will be able to… ? � • Manage an incident, minimising the risk to themselves � Create an action plan with the headings assess, make safe, emergency aid and get help � Deal with emergency situations � Know the limits of basic first aid � Health and Safety and First Aid regulations � Be aware of the duties of the employer as to First Aid. Time Learning Outcomes Learning activities How will Approx By the end of each activity students will...? Include teaching methods, use of differentiation & opportunities to promote equality & learning be (know what… know why… know about… know diversity and employability. (Reference should be made to ILPs where applicable). checked? how to… will develop…be able to…) 10:00

What is First Aid

Welcome Register Any question Introduction to lesson.

Consider why it is important to learn first aid

ALS in-class: Yes / No

Resources (Should cater for individual needs)

Q&A, listen to discussion

Q&A Class, written work

Class discussion as to their own understanding of what is First Aid Q&A Power point

Lesson objectives explained

How to manage an incident

Ask the students to discuss any emergency situation they may have been in or seen (this could have been on television) and discuss as a whole group what they should have done in the situation using the headings ‘assess’, ‘make safe’, ‘emergency aid’ and ‘get help’ to guide the discussion. Ask students what units they are studying and to use their knowledge of the units to identify 5 hazards that might cause harm to individual in work place.

Why your own safety must come first.

(One student with no work experience would need to look at alternative live home experience. One student will need extra explanation due to English being second language)

Pen and paper,

Q&A answers to case study

Case study, smart screen,

Q&A

Case study

Individual work, Work sheet. Help two students with extra explanation of what they need to do. Feedback writing answers on board. Class discussion on 5 stages of managing Students to discuss ways in which they can make the area safe, writing down their answers to share with class.

Case study White board Written answers


Making the area safe

they can make the area safe, writing down their answers to share with class. Pair work. . (One student with no work experience will need encouraging to share). One student will need extra clarification.( some Spanish words will help only if English fails) Feedback to check understanding

Q&A, class listening to

Video clip of sharp disposal Pen and paper

Feedback with class discussion. Invite student to write answers on white board

Video Role play

11:30

Coffee Break Identify life threatening problems

Bleeding, serious burns, electric shock, breathing. Teacher lead class discussion. ABc

How to use colleagues or others to help

Students to discuss how they can enlist the help of others depending on the severity of injury. They them need to list 5 ways in which they can ask others to help. Pair work

11:45

Q&A and participation in class discussion,

IWB

Feedback to check understanding. Reporting and form filling

Why is it necessary to report any injuries and fill out forms Teacher lead discussion on legislation and laws.

Laws on H&S, children protection Health and safety First Aid 1991, H&S work Act 1974, COSHH, RIDDOR

Video clip Text book Handouts, news paper,

Q&A, answers from discussion and

Ask the students what they would do if they came across what looks like an injured person they did not know. (In isolated place) Q&A

Past lessons Pen and paper, smart screen , case study, U tube

.It is important to emphasise here that the students should not approach a stranger but instead dial 999 or 112 and ask for an ambulance.

What is expected of you?

Students to work on work sheet filling out missing works t help understanding.( Students will then mark each others work. Some may not want this so I will have to mark it for them mark) Teacher lead discussion on function of human skeletal, organs and spine. Students to label skeletal diagram from their own knowledge of the body. Several students will have difficulty with pronouncing words as well as knowing them. identify and give individual attention.

Q&A, class discussion

Answers to case study, Q &A Q&A, written

Smart board,

Dictionary, pen and paper, flip chart, work sheet, IWB Handout,

1:00

Lunch Break


Basic anatomy 2:00

Respiration and resuscitation.

Feedback to check understanding and label diagram on IWB to correct mistakes and or fill in the gap.

case study, white board, smart screen internet,

A condition in which tissues are deprived of an adequate supply of oxygen hypoxia. Students are taught how to look for signs and symptoms followed by work sheet of filling in the blank paces. Individual work. Feedback

Examine and treat unconscious patient

. How to assess if a person is unconscious. Teacher lead class discussion on how to treat an unconsciousness person. Student to look at a video of recovery position, ABC of resuscitation, monitoring casualty. How to perform CPR

U tube, video,

Students to practice when and how to put someone in the recovery position What to say and do if you make an emergency

About three students may not be able to identify all of the stages involved and clearly explain how they would manage an incident, in particular by minimising the risks to themselves and others.

U tube The majority of students should be able to make an action plan and explain how they would minimise the risk to themselves when responding to an incident • some students will only be confident enough to respond to an incident by staying calm and seeking help. Take part in simulated emergency calls. Recap lesson Any questions. End of lesson

Student feedback on learning activities:

Resuci- Annie, IWB, Video

Lecturer evaluation & notes for next lesson:


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Curriculum Outline • This module employs the ���������������in that it is designed to be heavily interactive, and students will be encouraged to use, apply, and develop the content. Personal growth is promoted, with a focus on application of skills to vocational areas, thus relevant ideologies include ������������� and ���������������. 1. Know the acceptable conventions for 1.1. Explain the reasons for, and benefits of, agreed dress ��������������������� ��������� personal presentation in the workplace. and appearance conventions in the workplace. Case study Communication (SLc/L2; Wt/L2) Project Information Technology Written question & Application of Number 2. Understand the value of first 2.1. State why it is important to make a good first answer/test/exam O impressions. impression. Role play/simulation O ��������������� (SLc/L2; Wt/L2) 2.2. Describe ways of creating a positive impression when Essay Working with others meeting, speaking and writing to people for the first time. Practical demonstration Problem solving Report Improving Own Learning and 3. Understand the importance of positive 3.1. Describe the importance and benefits of positive Group discussion O Performance verbal and non-verbal interaction in the verbal communication with colleagues in the workplace. Oral question and answer workplace. 3.2. Describe the importance and benefits of positive Performance/exhibition (SLc/L2; Wt/L2) verbal communication with customers/clients. Written description P 3.3. Describe, giving examples, what is meant by nonProduction of artefact verbal communication and explain its importance in faceReflective log / diary O to-face interaction. Practice file 3.4. Describe the importance of clarity, tone and manner when communicating by telephone.

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4. Be able to demonstrate positive verbal and non-verbal interaction. (SLlr/L2; SLc/L2; SLd/L2)

4.1. Demonstrate appropriate and inappropriate ways of communicating verbally. 4.2. Demonstrate ways in which non-verbal communication can be used positively to support face to face communication. 4.3. Listen and respond to others, acknowledging their right to hold opinions that differ from own.

5. Be able to produce positive written communications in the workplace. (Wt/L2; Ws/L2; Ww/L2)

5.1. Produce written business communications in at least two formats, using language, tone and register appropriate to the recipient and the formality of the situation.

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Hosting London 2012 TBC, 10-3pm Becky McCracken

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Module 05 - People Skills Certificate Level 2 NOCN

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Week 01

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• To understand the importance of first impressions

Session 01

• Group discussion: First impressions – what creates positive or negative impact? • Work in small groups: Explain the reasons for and benefits of, agreed dress and appearance standards in hotel and hospitality areas • Video: ‘Working in a Multicultural Workplace’

• To discuss acceptable standards for personal presentation in the workplace

Session 02

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• To Understand the importance of positive verbal and non-verbal interaction in the workplace • Be able to demonstrate positive verbal and non-verbal interaction • Discuss different types of disabilities and how to provide a personalised service

Week 02 Session 03

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• Define Customer services, and compare and contrast good/bad customer services skills . Identify and discuss standards and consistency in customer services

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Tutor and peer assessment in group discussion, self assessment

Powerpoint, video, whiteboard, handouts

Tutor and peer assessment in group discussion and roleplay activity

Powerpoint, video, whiteboard, handouts

Tutor, peer and self assessment in group and roleplay activities, self assessment in industry visit, multiple choice

Handouts, computers, test file

• Tutor-led discussion on ethnicity and diversity in the workplace

• Discuss and understand relationships within a multicultural workplace

Week 01

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• Roleplay Activity: Good Communication Skills • Group Discussion after activity • Paired work on interaction, then each group presents scenario to the class • Group feedback to pairs • Tutor-led discussion on accessability for all in the workplace

• Group Activity: Hypothetical customer services situations • Tutor led discussion: What is Customer Services? • Industry visit: Hyatt Regency Hotel • Roleplay Activity: Dealing with Grievances

Prepared February 2009


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������ Performance Through Customer Services ��������������������� NOCN Cert Level 2 - Employability

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By the end of the lesson students will be able to… ?

Define Customer Services, and compare and contrast good and bad customer services situations Identify and discuss standards and consistency in customer services Demonstrate appropriate response to grievances Demonstrate understanding of appropriate IT communication in relation to grievances

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By the end of each activity students will...? (know what… know why… know about… know how to… will develop…be able to…)

Include teaching methods, use of differentiation & opportunities to promote equality & diversity and employability. (Reference should be made to ILPs where applicable).

10:00

Be able to describe and define customer services.

Tutor led discussion: What is Customer Services? Group activity: Hypothetical customer services situations

Be able to compare and contrast good and bad customer service skills. 11:30

Coffee Break

11:45

To witness first hand real customer services scenarios in a real industry environment Be able to identify and discuss standards and consistency in customer services

1:00

Lunch Break

2:00

Know about the different types of grievances to expect in hospitality. Be able to demonstrate appropriate response to grievances Be able to use appropriate IT communication in relation to grievances

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(Differentiation: choose groups at random. Group activity to act as an icebreaker. Tutor to walk round groups and prompt, where necessary) Industry visit: Hyatt Regency Hotel Group discussion on observations from hotel visit. (Differentiation: a hotel guide to be provided, narrating during the visit to describe to the students what kind of observations to make, one or more student ‘leaders’ to be chosen to take the group to the hotel, students put into groups (more and less abled) at the hotel and encouraged to discuss with one another, one or more students chosen to help in a real situation at the hotel) Roleplay scenario and activity: Dealing with Grievances Group feedback and discussion after activity.

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Tutor, Peer and Self Assessment in small group activity and the involvement of discussion

Handout for group activity

(Should cater for individual needs)

Powerpoint for discussion

Self Assessment Clipboards for in industry visit. students Tutor, peer and self assessment in involvement of discussion.

Tutor, peer and Handout for self assessment in roleplay activity, roleplay and computers for Option 1: Online mulitiple choice test (for those who have completed IT discussion, test test, test file module), with a view to answering potential customer grievances. Option 2: as score results above but paper multiple choice test (Differentiation: place students into groups depending on experience level and how well they did during the trip out – more and less abled together, option for exam. Provide more time after class to complete for those requiring it) ��������������������������������������������

Course Handbook  

Course Handbook document

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