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string(211) ‘ product knowledge and skills when ever providing drink and food service D2 assess a food and drink services operation, producing justified recommendations for improvement, and produce an action plan for implementation\. ‘
Unit 6th: Food and Drinks Service Unit code: L/601/0463 QCF Level several: BTEC Countrywide Credit value: 10 Led learning hours: 60 Aim and goal The aim of this kind of unit is usually to enable students to gain understanding of the importance in the meal knowledge in drink and food service functions and abilities to prepare, provide and review provision of food and drink assistance. Unit introduction This device introduces learners to fundamental concepts of food service and to the skills, knowledge and responsibilities required in food service over the sector.
The ability and skills acquired through this unit will certainly prepare learners for a supervisory role in food services businesses.
This kind of unit contains only non-alcoholic drinks. Alcoholic drinks are covered in Unit several: Alcoholic Beverage Services. Learners will explore the factors active in the meal experience and will find relate issues concerning benefit, quality, abilities, satisfaction, services and environment to customer expectations in several operations. Learners will need to set up the prep and structure of a meals service procedure, taking into account different factors including equipment, personnel rganisation and particular client needs. Students will need to show a professional strategy and practical customer service and food service skills. Through the entire unit scholars will have a chance to develop the skill sets appropriate to a range of diverse businesses, including restaurants, take out businesses, club food courts and coffee pubs. It is important intended for learners to appreciate factors essential to customer satisfaction and the result of these needs not being fully fulfilled. Learners will likely need to understand and apply analysis techniques to food service procedures. Learning outcomes
On completing this unit a learner should: you Understand the significance of the meals experience in food and drink assistance operations 2 Be able to set up the preparing and design of a drink and food service operation 3 Have the ability to provide drink and food service and customer service in a professional, safe and hygienic manner four Be able to review food and drink assistance provision. Edexcel BTEC Level 3 Nationals specification in Hospitality ” Issue one particular ” Feb 2010 Edexcel Limited 2010 one particular Unit content material 1 Be familiar with importance of the meal experience in drink and food service businesses
Meal knowledge: value for money, quality of item and service, environment, feel, suitability intended for purpose, amount of customer service, time Situations: consuming for satisfaction or need eg organization lunch, special occasion, meal with friends, wedding party celebration, seminar, function, throughout a shopping trip, in hospital, when exploring 2 Manage to organise the preparation and layout of any food and drink services operation Operation: types eg restaurant, pub, banquet, junk food, food the courtroom, coffee bar, transport companies (rail, atmosphere, sea)
Preparation and design: health and safety considerations, looking at cleanliness of environment, checking out furnishings and equipment, obtaining and organizing equipment, identifying layout of environment, the reception, tavern area, tables and eating area, menu requirements, staff organisation, agglomération, customer needs eg wheelchair access, kids, contingency preparing 3 Have the ability to provide drink and food service and customer service in a professional, safe and hygienic manner
Requirements: product understanding, technical abilities, appropriate techniques for operation eg pleasant customer, currently taking order, confirming choice, providing food and beverages using appropriate technique, ensuring repayment Food assistance: methods eg silver assistance, plate services, buffet, self-service, assisted service, room assistance, counter support, suitability of method for diverse operations, constraints eg cost-effectiveness, customer require, timescale, staff skills, environment, layout Drink service: non-alcoholic eg fizzy drinks, bottled seas, teas, espressos, service techniques and techniques, cleaning and maintaining tools eg uice dispensers, coffee makers, trends eg designer oceans, healthy having options Customer satisfaction situations: connection method (face-to-face, on the phone, in writing, simply by email), purpose eg offering information, providing advice, keeping records, offering assistance, coping with problems, managing complaints, coping with food allergic reactions Professional procedure: attitude, personal appearance, costume, hygiene, attentiveness, body language, attention to detail, associations with acquaintances, communication expertise eg listening, speaking, relaying messages and orders accurately and promptly, teamwork, rules of practice Be able to assessment food and drink assistance provision Approaches: collecting information, sources of information eg customers, colleagues, feedback methods (qualitative, quantitative) for example questionnaires, comments books, staff meetings, producing reasoned conclusions based on readily available information Standards: suitability of food and drink services provided, environment, preparation and layout, assistance provided (quality, speed), level of customer satisfaction, value for money 2 Edexcel BTEC Level 3 Excellent specification in Hospitality ” Issue 1 ” March 2010 Edexcel Limited 2010 Examination and grading criteria
To be able to pass this unit, the evidence that the spanish student presents to get assessment should demonstrate they can meet all the learning results for the unit. The analysis criteria for the pass level describe the level of achievement necessary to pass this unit. Evaluation and grading criteria To attain a go grade the evidence must display that the learner is able to: To obtain a advantage grade the evidence must present that, beyond the pass requirements, the novice is able to: P1 explain the value of the M1 meal knowledge in food and drink service scenarios [IE 4] P2 organise the planning and ayout of a drink and food service procedure [SM 1, two, 3, four, 5, 7] P3 demonstrate skilled skills M2 show freedom and in offering food and drink self confidence in offering food assistance with appropriate tutor and drink service support P4 show a specialist attitude all the time with relevant personal, cultural, technical and customer service skills [SM 1, two, 3, 5, 5, 7] P5 review food and drink service M3 evaluate a food and drink provision. service operation and help to make [IE 6] recommendations for improvement using arranged criteria and relevant info. To achieve a distinction class the evidence need to show that, n conjunction with the move and worth criteria, the learner can: analyse the suitability of different methods of service, operational types of procedures and amounts of customer service in food services operations D1 show large levels of assurance, product know-how and skills when offering food and drink assistance D2 determine a drink and food service operation, making justified recommendations for improvement, and generate an action policy for implementation.
It identifies possibilities for students to demonstrate successful application of the referenced elements of the skills. FOR INSTANCE ” 3rd party enquirers RL ” refractive learners SM ” self-managers CT ” creative thinkers Key TW ” crew workers EP ” successful participators Edexcel BTEC Level 3 Nationals specification in Hospitality ” Issue 1 ” February 2010 Edexcel Limited 2010 a few Essential guidance for tutors Delivery Professionalism in the hospitality sector is vital to both the success of the hospitality business and to learners’ foreseeable future careers.
Long term employers can expect employees to demonstrate a professional attitude for their work, to themselves, to colleagues and to their organisations. Tutors need to take great care through their work to reinforce the value of retaining the right professional attitude, regarding personal, sociable, technical and customer service expertise when working with and communicating with other folks. It is important that students are made conscious of different types of food and drink service operations and the circumstances and contexts to which they are suited.
While many centres may possibly prefer to concentrate on traditional restaurant operations, lightweight designed to ensure that learners are ready for career in a range of food and drink service functions. It should be noted that the unit involves non-alcoholic drinks, and delivery should include the preparation and service of a range of teas, coffees and also other nonalcoholic beverages. Tutors should know about developing styles in food and drink products and services in the hospitality sector, and should make certain that learners appreciate both the character of the developments and their impact on hospitality operations.
Much of the delivery will be through practical lessons. These could possibly be supported through work positioning prior to analysis to enable learners to develop drink and food service expertise. Both functional sessions and work positionings should be prepared to enable a variety of food service circumstances to be considered and to permit learners to utilize their skills to these various situations. Scholars will also need to consider a various customer service situations that may arise through drink and food service. They will could practise their abilities through part plays of simulated cases.
Learners will need to develop standards to evaluate performance relating to every single scenario and practise evaluating their own and others’ functionality. Recording function plays applying video and audio cassettes would aid selfevaluation. This unit could possibly be delivered jointly with Unit 7: Alcoholic Beverage Support and could also be delivered along with Unit a few: Supervisory Expertise in the Hospitality Industry, as it offers the chance to organise and supervise a team in the delivery of food and drink assistance. The application of analysis techniques and criteria will likely make a very important ontribution to learners’ upcoming role because supervisors in the hospitality sector. 4 Edexcel BTEC Level 3 Excellent specification in Hospitality ” Issue one particular ” Feb 2010 Edexcel Limited 2010 Summarize learning strategy The format learning strategy has been included in this unit because guidance and can be used in combination with the programme of advised assignments. The outline learning plan shows one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessment
Introduction to the system and the plan of learning. Group conversation about drink and food service operations. Tutor description of search terms. Visits to hospitality businesses and declaration of drink and food service operations ” followup poster demonstrating food and drink services operations within the businesses. Learners interview a part of personnel from their very own institution within the importance of the meal experience in drink and food service operations. Visits to hospitality businesses to find out about diverse food and drink service situations.
Project 1 ” The Importance with the Meal Experience in Drink and food Service Functions (P1, M1) Learners make a presentation regarding the importance from the meal knowledge in drink and food service operations based on go to. Group conversation to determine types of operation for different types of hospitality businesses. Video tutorials or role-plays of planning and design of a drink and food service procedure. Role-play exercises ” organising the prep and design of a drink and food service operation. Assignment a couple of ” Getting the Preparing and Design of a Drink and food Service Procedure (P2)
Depending on organising the preparation and layout of any food and drink assistance operation intended for real buyers. Videos or role performs of providing food and drink services. Learners function alongside staff in their own institution featuring food and drink service ” get feedback. Role-play exercises ” providing food and drink service. Assignment 3 ” Providing Food and Drink Service and Customer Service (P3, P4, M2, D1) Based on providing drink and food service to true customers. Students investigate assessment techniques and criteria found in a business.
Task 4 ” Review of Food and Drink Service Provision (P5, M3, D2) An investigation of a business or related to a scenario leading to an item of written operate. Tutorial support and responses. Self-initiated learning time. Edexcel BTEC Level 3 Nationals specification in Hospitality ” Issue one particular ” Feb . 2010 Edexcel Limited 2010 five Assessment Any evidence published for criteria requiring the practical demo of abilities, eg function plays or perhaps the ability to job independently, should be supported by declaration sheet(s) signed by the assessor identifying how and how come specific criteria have been attained.
The sub-headings in this section mirror the funnelling chances in the grading grid. That they suggest how assessment could be grouped to permit learners to progress to the larger grades, however , they are not really prescriptive. P1 ” M1 To achieve P1, learners need to explain the value of the meal experience, based upon their job history or sessions to a selection of businesses. Learners should include minimal three several situations inside their explanation, protecting each of the meals experience criteria.
M1 needs learners to analyse in detail at least two distinct food and drink support operations, focusing on all facets of the meals experience, operational issues and customer service. P2 For P2, learners need to show they will organise and implement the preparation and layout in the environment before you start the services. Evidence could possibly be gathered through observation by the tutor of team soirée or a written brief combined with evidence of a single practical physical exercise when the novice has had certain responsibility.
P3 ” P4 ” M2 ” D1 To achieve P3, learners have to demonstrate drink and food service expertise. This can be evidenced in the form of video tapes or perhaps witness testimonies from assessors and maintained written points of the sensible scenario. The evidence could, in most cases, come from the same practical circumstances as for P2. Although learners must show competent abilities, at complete level it really is expected that they may require direction and support. Evidence pertaining to P4 could be in the form of video or witness testimonies from assessors.
The witness testimonies should offer sufficient data to confirm the requirements of achieving a specialist approach to personal, social, specialized and customer service skills have been completely met, while have amounts of teamwork and communication. Evidence for M2 must show that scholars are capable of applying initiative and have absolutely confidence and independence in food and drink service and customer care skills. Evidence should are derived from real-life drink and food service scenarios, and could be linked with Unit 26: Industry-related Project in Hospitality.
Learners’ competence in meeting this criterion ought to be evidenced by simply an observation sheet with reference made to how and why the learner has achieved M2. To achieve D1, witness tales and/or remark sheets should give thorough information to confirm that the novice has exhibited a high level of private and technological skills. Examples of effective technical skills at this level may well be a learner who will be able to foresee customer needs and can illustrate customer service into a standard which can be over and above that normally expected. 6 Edexcel BTEC Level 3 Excellent specification in Hospitality Concern 1 ” February 2010 Edexcel Limited 2010 P5 ” M3 ” D2 To obtain P5, scholars are required to review food and drink support provision applying appropriate analysis techniques and criteria and should provide proof which displays understanding of the need to measure the overall performance of a food service operation. The criteria needs to be specific and measurable. Samples of appropriate requirements could be ‘all tables are to receive instructions within 12-15 minutes’ or perhaps ‘the menu should indicate good value for cash compared to different similar businesses’. Learners should also explain the key benefits of this approach.
This can be done in general terms and need not become linked to a particular food support project, although evidence could possibly be linked with Device 26: Industry-related Project in Hospitality. Evidence for M3 will build on the criteria identified in P5. The criteria utilized could be predetermined by the project brief, yet learners ought to relate evidence to a certain practical situation and generate valid recommendations for improvement. Students should collect data from reliable sources, eg buyer comment playing cards and opinions from fellow workers, rather than basing the whole assessment on their own judgment.
Evidence for D2 could be in the form of a presentation or maybe a written record. Joint evaluation as part of a team may not be acceptable. Learners need to set their particular criteria for assessing a food and drink assistance operation and make tips for improvement that are justified and prioritised. The action plan should be realistic and achievable inside the context with the chosen food and drink operation. System of recommended assignments The table listed below shows a programme of suggested tasks that cover the pass, worth and differentiation criteria in the assessment and grading grid.
This is for direction and it is suggested that organisations either compose their own assignments or modify any Edexcel assignments in order to meet local requires and assets. Criteria protected Assignment name Scenario P1, M1 The value of the Meal Experience in Food and Drink Assistance Operations Learners take the role of Students create a cafe manager and need to demonstration for use with develop a presentation regarding new staff. the importance with the meal knowledge in food and drink service procedures for use with new staff. P2 Organising the Preparation and Layout of any Food and Drink Services Operation
Students continue in the role Position play or work keeping of restaurant administrator and supported by observation must organise the sheets. preparation and design of a food and drink service operation. P3, P4, M2, D1 Providing Food and Drink Service and Customer Service Students continue inside the role of restaurant supervisor and are needed to provide drink and food service to actual customers. Function play or work positioning supported by declaration sheets. P5, M3, D2 Review of Drink and food Service Dotacion Learners continue in the role of cafe manager and therefore are asked to review the food and rink service provision. Students produce materials in ideal format ” questionnaires, checklists. Edexcel BTEC Level three or more Nationals standards in Hospitality ” Concern 1 ” February 2010 Edexcel Limited 2010 Assessment method 7 Links to Nationwide Occupational Specifications, other BTEC units, different BTEC quali? cations and also other relevant devices and quali? cations This unit varieties part of the BTEC Hospitality suite. This device has particular links with the next unit games in the Hospitality suite: Level 2 Level 3 Assistance of Foodstuff at Desk Alcoholic Beverage Service Service of Alcoholic and Non-Alcoholic Refreshments
Food Support Organisation Essential resources It is essential for the delivery on this unit that learners use a real or simulated food service environment. Appropriate food and drink service equipment must also always be provided, including cappuccino machines, icemakers, blenders and other expert equipment including glasses and china. Company engagement and vocational contexts Visits and work experience with local drink and food service providers gives learners with an insight in to food and drink support and help learners develop the skill sets required in several businesses providing food support.
Developing hospitality industry links would enhance the delivery of the unit. Indicative reading to get learners Textbooks Ceserani V and Foskett D ” The Theory of Catering, eleventh Edition (Hodder Arnold, 2007) ISBN 9780340939260 Hayter R ” Drink and food Service, 2nd Edition (Thomson Learning, 1996) ISBN 9781861526878 Lillicrap M and Friends J ” Food and Beverage Support, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241 Journal Caterer and Hotelkeeper ” Reed Business Information Websites www. bha. org. uk British Food Association www. caterersearch. com Caterersearch ” Hospitality news www. catersource. om Catersource ” Education, products and media for caterers, band www. cookeryonline. com Cookeryonline ” Foodstuff, cookery and hospitality resources www. fdf. org. uk Food and Drink Federation www. people1st. co. uk People initial ” Sector Skills Authorities for Food, Leisure, Travelling and Tourism 8 Edexcel BTEC Level 3 Nationals specification in Hospitality ” Issue you ” Feb 2010 Edexcel Limited 2010 Delivery of personal, learning and pondering skills The table below identifies the opportunities for private, learning and thinking skills (PLTS) which have been included inside the pass examination criteria with this unit.
Skill When scholars are ¦ Independent enquirers P1 outlining the importance in the meal knowledge in food and drink service scenarios [IE 4] P5 researching food and drink support provision [IE 6] Self-managers P2 arranging the planning and layout of a food and drink service procedure P3 showing competent abilities in offering food and drink support with appropriate tutor support P4 showing a professional frame of mind at all times with relevant personal, social, technological and customer care skills [SM 1, 2, 3, 4, 5, 7]
Although PLTS are determined within this product as a natural part of the examination criteria, there are further opportunities to develop a array of PLTS through various approaches to teaching and learning. Skill When scholars are ¦ Reflective scholars assessing their very own food and drink support provision [RL 1]. Edexcel BTEC Level a few Nationals specs in Food ” Issue 1 ” February 2010 Edexcel Limited 2010 9 Practical Skills ” Level two Skill When learners happen to be ¦ ICT ” Use ICT devices Select, interact with and use ICT systems independently to get a complex task to meet a ariety of needs Work with ICT to effectively strategy work and evaluate the efficiency of the ICT system they have used Control information storage to enable useful retrieval Stick to and be familiar with need for security and safety practices Troubleshoot ICT ” Find and select information Choose and use a variety of causes of information independently for a complex task Access, search for, choose and use ICTbased information and assess its health for goal ICT ” Develop, present and speak information Enter, develop and format info independently to match its which means and urpose including:? textual content and desks? images? amounts? records Bring together information to accommodate content and purpose Present information in ways that are suit for purpose and target audience Evaluate the variety and usage of ICT tools and establishments used to present information Choose and employ ICT to communicate and exchange data safely, responsibly and properly including safe-keeping of messages and speak to lists 15 Edexcel BTEC Level a few Nationals specs in Food ” Concern 1 ” February 2010 Edexcel Limited 2010 Skill When learners will be ¦ Mathematics
Understand schedule and nonroutine problems in a wide range of familiar and not familiar contexts and situations Discover the situation or problem plus the mathematical methods needed to tackle it Select and apply a range of skills to look for solutions Make use of appropriate examining procedures and evaluate all their effectiveness each and every stage getting a drink and food service procedure Interpret and communicate solutions to practical challenges in familiar and new routine contexts and circumstances Draw conclusions and provide numerical justifications The english language Speaking and listening ” make a range of ontributions to conversations and generate effective demonstrations in a wide range of contexts speaking about the importance of the meal experience presenting an assessment of a drink and food operation and action plan. Examining ” review, select, go through and figure out texts and use them to collect information, concepts, arguments and opinions Producing ” write documents, which include extended producing pieces, conversing information, tips and views, effectively and persuasively Edexcel BTEC Level 3 Nationals specification in Hospitality ” Issue one particular ” February 2010 Edexcel Limited 2010 11
