Gr 12-Hospitality Studies-Facilitator's Guide 1

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HOSPITALITY STUDIES FACILITATOR’S GUIDE Grade 12

A member of the FUTURELEARN group

Hospitality Studies Facilitator’s guide

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Í2,È-E-HOS-FG01KÎ

Grade 12

CAPS aligned

Master

Hospitality Studies Grade 12 Teachers’ guide

F. Le Roux, S. Burger, D-L. Kempen, H.A. Saaiman, L. van Velden

Master Hospitality Studies Grade 12 Teacher’s Guide Text © Authors 2013 Design and illustrations © Master Books CC 2013 No part of this publication may be reproduced in any way by any electronic or mechanical means, be it photocopying, recording or any other method of information storage, without written permission from the author.

First published 2013 Published by Master Books E-mail: florette.masterbooks@yahoo.com Typesetting and cover design by Leandri van der Elst (Leandri@unboxed.co.za) Cover photo supplied by Nicolas van der Walt, FBI Chef’s School and Pastry Academy The publishers have made every effort to trace the copyright holders.

If they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.

ISBN: 978-0-9870258-8-3 Printed and bound by NUMASA

Contents

Introduction...................................................................................................................................iii

Sectors and careers 1 The Hospitality Industry’s contribution to the South African economy..................................... 1 2 Careers in the Hospitality Industry............................................................................................. 2 3 Marketing................................................................................................................................... 4

Hygiene 4 Food-borne diseases.................................................................................................................. 6

Kitchen and restaurant operations 5 Professionalism in the Hospitality Industry................................................................................ 7 6 Computer operations in the Hospitality Industry....................................................................... 8

Nutrition and menuplanning 7 Menu planning......................................................................................................................... 11 8 Costing...................................................................................................................................... 15

Food commodities 9 Cocktail functions and finger lunches....................................................................................... 19 10 Meat....................................................................................................................................... 22 11 Vegetarian food...................................................................................................................... 24 12 Pastry...................................................................................................................................... 27 13 Choux pastry........................................................................................................................... 29 14 Gelatin.................................................................................................................................... 31 15 Desserts.................................................................................................................................. 33 16 Preserved food....................................................................................................................... 36 17 Wine and non-alcoholic beverages........................................................................................ 38

Food and beverage service 18 Prepare and setup the venue................................................................................................. 40 19 Handling of guest complaints ................................................................................................ 42 20 Service and clearing techniques ............................................................................................ 43 Gr 12 Meat - CAPS test and memorandum................................................................................. 45 Gr 12 Wine and non-alcoholic beverages - CAPS test and memorandum................................... 51 Open book test and memorandum............................................................................................. 55 Hospitality Studies Grade 12 test and memorandum................................................................. 61 Recipes........................................................................................................................................ 79

INTRODUCTION 1

An overview of the CAPS

Outcomes-based education was replaced with the Revised National Curriculum Statement Grades R – 9 and the Revised National Curriculum Statement Grades 10 – 12 in 2002. A revision in 2009 showed there were ongoing implementation challenges with the Revised National Curriculum Statement. This has resulted in the integration of the two documents that is known as the National Curriculum Statement Grades R – 12 (NCS). This document stipulates policy on curriculum and assessment in the school sector.

The NCS statement comprises of the: • Curriculum and Assessment Policy Statements (CAPS) for approved subjects; • National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and • National Protocol for Assessment Grades R – 12.

CAPS is the Curriculum and Assessment Policy Statement that replaced the SAG, LPG and PAT documents. The implementation dates are as follows: • Grade 10 - 2012 • Grade 11 - 2013 • Grade 12 - 2014 One of the aims of the Constitution is to “improve the quality of life of all citizens”. “The National Curriculum Statement Grades R – 12 gives expression to the knowledge, skills and values worth learning in South African Schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives.”

In the CAPS document Hospitality Studies is defined as the study of various interrelated themes in the hospitality industry such as hygiene, food production, food and beverage service and client service. Learners will study how to produce and present a range of different meals, prepare venues and set tables for different types of functions, and perform the correct service and clearing techniques in respect of food and beverages.

There are four hours per week allocated to Hospitality Studies, of which 2½ hours should be theoretical work and 1½ hour should be practical work.

One of the most important changes in the CAPS document is that the four learning outcomes (LO’s) and assessment standards (AS’s) have been replaced with six topics in the Hospitality Curriculum. The six main topics are the following: 1.

2.

3.

4.

5.

6.

Hospitality sectors and careers; Kitchen and restaurant operations; Nutrition, menu planning and costing; Food commodities; Food and beverage service; and Hygiene, safety and security.

Practical lessons are presented by the teachers and the grade 12 learners should do a minimum of twelve practical tasks a year. Suggested dishes are included in the CAPS document.

There are teaching plans in the CAPS document. It is compulsory to do the content in the term that is indicated in the CAPS, but the sequence in which the work is done is not compulsory. If the teacher would like to develop their own work schedule for the year, they have to obtain written permission from the subject advisor. This may only be done if the school subject average is above 50 %.

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2 Assessment Assessment is the continuous gathering of information about a learner’s performance. Assessment can be formal or informal. Informal assessment monitors a learner’s progress through homework, questions and answers, case studies, etc. These results needn’t be formally recorded as it is not taken into account for promotion purposes.

Formal assessment is marked and formally recorded by the teacher. These tasks need to be moderated as to ensure good quality standards regarding the tasks as well as the marking.

Examples of formal assessment are tests, examination papers, practical tasks, etc. Each learner has to complete six formal theoretical assessment tasks together with a minimum of eight practical tasks during the year.

Formal Assessment Grade 12 Formal assessment: Grade 12 (6 tasks) Term 1 Test Project See below

Term 2 50% Test 25% Midyear exam/ test

Practical class work (Minimum 4)

25% Practical class work (Minimum 4)

25% 50%

25%

Term 3 Test/Open book Trial exam

Certification mark 25% SBA: Term 1 100 Internal Term 2 100 75% Term 3 100 Total 300÷3=100 PAT: Chef 100 External Waiter 100 Total 200÷2=100

100

100

EXAM: External 100 400/4

= 200 Total 100

All formal assessment should include questions on the following cognitive levels: • Low order: knowledge - 30 % • Middle order: comprehension and application - 50 % • Higher order: analysis, evaluation and synthesis - 20 % Marks for examination papers differ from grade 10 to 12. The marks are as follows:

Section A Section B Section C Section D Total

Content

10

11

12

Short questions (all topics).

Kitchen and restaurant operations.

Hygiene, safety and security.

Nutrition and menu planning.

Food commodities.

Sectors and careers.

Food and beverage service.

40 40

40 30

40 20

80 (2 X 40) 40

80 (2 X 40) 50 (2 X25) 200

80 (2 X 40) 60 (2 X 30) 200

200

The Practical Assessment Task (PAT) comprises of two restaurant functions. The criteria for the PAT are in the CAPS document. Each PAT will be 100 marks. The final PAT mark comprises of both PATs that is divided by two: (PAT 1 + PAT 2 = 200 ÷ 2 = 100)

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How to use the teacher’s guide

In the beginning of each chapter a few suggestions / tips / extra information is given to assist with the learning programme. These ideas can be adjusted according to one’s own situation. The questions, as well as the answers to the questions in the learner’s book are in the teacher guide and on the compact disc. This can be downloaded onto a computer and will allow the teacher to change the questions and answers. Recipes according to the different commodities are included in the teachers guide and on the compact disc. If it is downloaded to a computer, the ingredients can be adapted for class practicals or PATs.

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the hospitality Industry’s contribution to the South African economy

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SUGGeSTIONS/TIPS/eXTRA INfORmATION Make sure that learners understand the terminology by linking to their personal experiences of being e.g. tourists / holiday makers. Use various case studies and scenario’s to explain the concepts.

Classroom activity 1 (p.1) 1.

Brainstorm Answers may vary. Teacher should guide brainstorming to cover the various functional areas in accommodation establishments.

eXTRA ACTIVITIeS (p. 4) 1.

Mind map may differ from shape and colours, and should include all the given revenue generating and non-generating areas as discussed in the chapter.

Example: Food and beverage Guest and function rooms

Bar Laundry

Income generating areas

Accomodation institution

Non-income generating areas

Front office Marketing Maintenance

Laundry Finances

Security

Human resources 2.

3.

Pictures may vary according to mind map.

Letter to the family: Answers will vary, but should include the following: Income generated Employment created Income used to upgrade facilities and infrastructure The living standard of the community is improved Or any other correct, convincing arguments

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Careers in the Hospitality Industry

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SUGGeSTIONS/TIPS/eXTRA INfORmATION Introduce this chapter by having a brain storm about various possible careers in the Hospitality Industry. Guide learners to realise that career opportunities goes beyond the kitchen and restaurant brigades as they know by now. Draw a spider diagram on the board to link different careers.

Classroom activity 1 (p. 8) 1. Identify products and services Answers may vary. It is important that the teacher assist learners in identifying small businesses in the local community that offer services and products in the Hospitality Industry. Ensure that learners understand the difference between products and services, and that they can identify them. Give further examples if it is necessary.

E.g. a Bed & Breakfast offers the service of accommodation and breakfast.

A local baker offers a product, which may include cakes, breads, etc.

Classroom activity 2 (p. 11) SwOT analysis for Jennifer’s business: Strenghts: Cooking skills Has a flatlet already, which is on her premises for easy control Close to the school Good relationship with school weaknesses: Has competition from other caterers in town Only has a flatlet, can’t give accommodation to many people at once opportunities: She can market at the school She knows when the school has functions, and can arrange her schedule accordingly She can also offer to cater for school functions Threats: Some people may still feel it is too far to attend functions, or choose to stay at their families Other companies in town already offers catering Or any other correct answers

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EXTRA ACTIVITIES (p. 13) 1.

2.

1.1 Target market Another word for the customer, client, guest, tourist or visitor that makes use of the product or service that a business offers 1.2 Business plan A comprehensive plan that explain information such as the market, location, marketing plan, financial plan, etc.

1.3 Organogram A diagram that shows the hierarchy and staff structure in the business 1.4 Entrepreneur An entrepreneur is a person who starts his or her own business, especially when it involves taking risks 1.5 Sustainable Self-sufficient, will last for a long period, will preserve for future generations 2.1 Open memo. Answers and presentations will differ.

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3. Evaluation of the business plan: The business plan is simple as the business that Bassie is running, is very small. As the business is informal, it will not necessarily include all the aspects mentioned in the textbook. The business plan may be adapted and elaborated on to keep up to date with changes in the business.

Business description: She may expand on the goals of the business, i.e. who does she sell to, how does she plan to expand. As the business expands, she may also design a logo, create a brand, etc.

No street map is provided.

Operational plan: As a regular buyer, Bassie should investigate about credit terms, and if she buyers bulk, whether they would not deliver.

Product description: She does not mention the other items such as sweets and chips that she sometimes sell.

Marketing plan: She does not have a marketing plan, but if she would like to expand, she will have to compile a plan to suit the needs of her business.

Financial plan: No financial plan is included, and it should be there if she would like to get finance.

Various aspects should be included, i.e. what she would like to do with the money, her cash flow, budget, etc.

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marketing

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SUGGeSTIONS/TIPS/eXTRA INfORmATION It is advised that the teacher keep a collection of marketing tools in the classroom to use when presenting this topic. Make sure to use various different types, even recorded adverts from television.

The learners do have some knowledge of adverts in the market, and they should be encouraged to share their knowledge to make this lesson interactive.

Classroom activity 1 (p. 18) 1.

Compiling a marketing mix.

Answers may vary. The teacher could assist learners in identifying the 6P’s.

Classroom activity 2 (p. 20) Answers will vary according to marketing tools: Possible criteria for an effective marketing tool: • Draw attention • Colourful • Striking • Easy to remember and recognise • Motivate potential buyers to buy the product Any other possible answers, depending on the marketing tools

eXTRA ACTIVITIeS (p.21) 1.

2.

3.

4

B 2.1 2.2

2.3 3.1

(1) Product: tangible, can be taken away.

Note that this answers given is merely examples. Any correct possible answer should be considered.

Product: Cup Cakes Promotion: Advertising at school, in local newspapers Price: How much she charges per cupcake (not given in case study) Place: Selling from her parent’s garage People: People that have special occasions or birthday parties Packaging: Could be packed in boxes or on trays Any correct possible name should be considered.

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Julia’s business is contributing in the economy in the following ways: • She spend money on ingredients, etc • She employs people • She pays taxes • Or any other possible correct answers

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3.2 Assessment criteria 1.1. Suitable marketing tool 1.2. Sufficient information given about the product 1.3. Criteria for effective marketing tools considered 1.4. Target market indicated 2. Creativity 3. Work neatly done TOTAL

Mark allocation

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Actual mark

2 2 4 1 3 2 14

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food-borne diseases SUGGeSTIONS/TIPS/eXTRA INfORmATION

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Show video clips or pictures of the different types of food borne diseases: Use the internet and just type in the name of the disease and images and a variety to choose from will appear.

Classroom activity (p. 25) Answers may vary. The teacher could assist learners.

eXTRA ACTIVITy (p. 28) 1.

2.

3.

1.1 1.2

Salmonella: Poultry, eggs, meat Staphylococcus: potato salad, cold meat, protein salads, custard sauce, dairy products 1.3 Clostridium: Canned food that does not contain a lot of acid, smoked fish, soil on vegetables 1.4 Escherichia coli: unpasteurised dairy products, raw or rare beef, fish from polluted waters.

Pasteurisation is a heat treatment that destroys all pathogenic micro organisms Milk is heated to 72˚ C for 15 seconds cooled down quickly to 4˚ C 3.1 3.2

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AIDS She has symptoms from stage 1 and 2 such as lack of energy, swollen glands, skin rashes and cracked mouth corners The transmission of AIDS by food and beverages isn’t a risk.

Neither sharing the same bathroom facilities.

It can’t be transmitted by contact with the infected person or sneezing or coughing She doesn’t have diarrhoea or hepatitis

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Professionalism in the Hospitality Industry SUGGeSTIONS/TIPS/eXTRA INfORmATION

Learners can do research on different chefs . They can watch food programs to see in which way chefs are working in a professional way. Learners can page through professional chefs magazines. Learners can enrol as a member of the SA Chefs Association.

Classroom activity (p. 30) Find a photo or sketch of the correct chef’s uniform with double breast jacket, correct pants, chef’s hat, neck tie, closed shoes and apron.

eXTRA ACTIVITIeS (p. 34) 1.

2.

3.

Food and Home, Taste, Eat out, etc.

South African Chefs Association Article on any chef – mark according to rubric leARNeR Photo of chef Personal information Workplace Information on workplace Presentation TOTAL

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4.1

4.2

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Only one of the chefs is dressed correctly ( 2nd one from the right): he wears the correct clean jacket, pants and hat. No hair in the way None of the other chefs are dressed correctly; no hat on, one is wearing short pants, no chefs jackets. They look untidy.

(4) The chef that is dressed correctly. The chef creates a good first impression and looks professional; looks as if he is serious about his work and also if he would be able to do the work (3)

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Computer operations in the Hospitality Industry SUGGeSTIONS/TIPS/eXTRA INfORmATION

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Ask learners to visit different establishments in their area where they live and enquire/observe about the computer programme that they use for their establishment. Compare the different types of programmes. Discuss whether though such a programme can work at the school.

Classroom activity 1 (p. 42) 1.

1.1

Use of computers in restaurants • The use of computers cuts down on time which means that restaurants function more efficient and productively.

• More productivity means more customers.

• Computers are easy to use and are becoming the new standard in restaurant POS. • Customised POS system can access a restaurant’s table and seating chart, as well as a visual menu from the kitchen and the bar.

• Computer programs can do everything that is associated with the daily functions of a restaurant.

1.2 Use of computers in hotels • Hotel personnel will be able to fulfil their services much quicker.

• Guests can connect to the internet.

• Food and beverages can be ordered.

• It can set a ‘do not disturb’ status • Reserves a hotel cleaning time • Book a table at the hotel, restaurant or coffee shop.

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eXTRA ACTIVITIeS (p. 42) 1.

1.1

1.2

2.

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2.1 2.2

Computers can improve: • stock control systems • point-of-sales • menu planning • internet purchasing Computers make stock control easier because: • it is possible for the chefs to request stock from the storekeeper who, in turn, types the requested items onto the computer.

• the total cost of the stock will be recorded instantly.

• the stock will automatically be deducted from the stock list.

A POS system is the point-of-sale system that is used by a hospitality establishment The POS system can improve the effectiveness of a Hospitality establishment by: • creating a new level of control over operations

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• providing detailed reports • boosting profits • helping fine-tune the business model 2.3 Yes, there is a need for different POS systems in different establishments. The business should consider its specific needs • In quick-service restaurants, employees take orders on terminals at the counter which are automatically displayed on monitors in the food preparation area so that food can be assembled and delivered to the customer very quickly.

• For table-service and fine dining, POS systems need to create and store open bills as people may order more food and drinks during the course of the meal.

It is also useful to see which waiter is responsible for a certain table.

• Well-integrated hotel POS systems allow meal charges from the dining room as well as calls, room service, drinks, etc. to be transferred to guests’ room bill at the touch of a button.

2.4 The advantages of a POS system is that it: • saves money • obtains more information with detailed reports • increases productivity 3. Menu engineering: • Focuses on the data about sales volume, cost and profit of each dish on the menu.

• A menu is then created by offering the optimum balance between popular meals and maximum profit.

4.

4.1 A reservation system deals with the recording of accommodation sales for a single night.

4.2 A central reservation system deals with hotels that are affiliated to one group, e.g. the Protea group.

4.3 Online reservations are used when guests are allowed to book rooms on a computer system by making use of online security.

5. The following information may be used as a guideline: Computers can be useful in menu planning because: • Dish sales can be recorded and dish analysis can be done. This makes it easier to determine which dishes are more popular, as unpopular dishes should be removed from the menu.

• The menu and ingredient costs as well as the production costs and projected selling prices can be calculated.

• An online dictionary can translate the name of ingredients from e.g. Greek to English.

• Developing and changing recipes are simplified.

• Recipes and ingredients can be listed which are easy to store and retrieve.

• Order lists can be compiled easily and accurately.

• Metric conversions can be done automatically.

• Serving sizes of recipes can be printed on a recipe, which makes planning for buffet function easier.

• Nutritional values can be determined.

6.

• Tablets are more expensive than notepads, but they streamline the order system, e.g. orders can be sent wirelessly to the kitchen and bar. Waiters no longer have to put the order in at a terminal.

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• Tablets are simple to use and more time and cost efficient.

• Many features are built into restaurant applications that will make the life of restaurateurs easier, e.g. a customised POS system can access a restaurant’s table and seating chart, as well as a visual menu from the kitchen and the bar. Waiters are able to show every dish on the menu to the customers. New innovation and business logic are combined.

• Restaurant and hotel owners have more control and can monitor the entire establishment anytime, from anywhere in the world. This can be seen as a mobile office.

• All transactions are immediately tabulated and analysed.

• Tablets: have a responsive touch screen boot up quickly shutdown with one touch have ten hours of battery life weigh about 600 g have a wide screen to view any information.

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menu planning SUGGeSTIONS/TIPS/eXTRA INfORmATION

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The learners have studied menu planning in Grade 10 and 11. Use the menu on the CD, copy it and hand it out to every learner. This menu has been compiled for pesco-vegetarian that suffers from high cholesterol. Have a class discussion on all the mistakes that were made with the planning and writing out the menu. Correct all the mistakes and write the new menu out on the black / white board.

EvALUATION OF ThE MENU ThAT IS GIvEN AS INTRODUCTION TO MENU pLANNING 1.

PRINCIPLES TO CONSIDER WHEN PLANNING THE CONTENT OF A MENU 1.1 Food • Vary ingredients: Never repeat basic ingredients, e.g. avocado soup and guacomole.

Don’t serve too many heavy, starchy items such as bruschetta, oven baked potatoes and chocolate ravioli.

Don’t serve too many rich foods, e.g. avocado cream soup, blue cheese bruschetta.

Don’t serve vegetables from the same family in different dishes, e.g. courgette fritters and patti-pans.

• Textures are varied.

• Vary temperatures: Warm and cold foods often complement each other. Rather serve one green vegetable and add a salad to the meal.

• Vary flavours: Try not to repeat flavours, e.g. don’t use strong flavours like thyme in more than one course – rosemary and thyme potatoes and the thyme-and-blue cheese bruschetta.

• Vary colours: Try to get a colour contrast, e.g. broccoli, the courgette fritters and the guacamole are all green.

• Vary shapes: Try to serve different shapes, e.g. avoid serving only round shapes like courgette fritters, potatoes and broccoli.

• Vary cooking methods: e.g. oven-baked chicken and oven-baked potatoes. Do not name methods like ‘cooked’ on the menu.

• Sensible nutritional balance: A selection of food with varying nutritional contents must be offered. Try to include food from each of the six different food groups.

1.2 Type of customers • Special nutritional needs: This menu is not suited for someone who has high cholesterol. Many rich foods are included, e.g. avocado cream soup, blue cheese bruschetta, guacamole and the béchamel sauce.

• Religion or ethical issues: Pesco vegetarian diet does not include chicken.

1.3 Management • Type of meal: Determine whether it is breakfast, lunch, dinner, a cocktail function or a banquet.

• Time of the year: Temperature of dishes will vary according to the season – do not serve a cold soup during winter.

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