Senior Syllabus
Hospitality Studies
2009
(Amended February 2011)
ISBN: 978-1-920749-81-1
Hospitality Studies Senior Syllabus (amended February 2011)
© The State of Queensland (Queensland Studies Authority) 2016
This syllabus is approved for general implementation until 2016, unless otherwise stated.
To be used for the first time with Year 11 students in 2010.
Queensland Studies Authority, PO Box 307, Spring Hill, Queensland, Australia 4004
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Contents
1.
Rationale
1
2.
Global aims
2
3.
General objectives
3
3.1
Attitudes and values
3
3.2
Knowledge and understanding
4
3.3
Reasoning
4
3.4
Practical performance
4
4.
5.
6.
7.
Course organisation
5
4.1
Course overview
5
4.2
Topic areas
6
4.3
Requirements for delivering the vocational qualification in Hospitality
6
4.4
Overview of the SIT07 Tourism, Hospitality and Events Training Package
7
4.5 Distinguishing features of competency at Certificate I of the Australian Qualification
Framework
9
4.6 Structure of Certificate I in Hospitality & Certificate I in Hospitality (Kitchen
Operations)
9
4.7
Composite classes
11
4.8
Work program requirements
11
Learning experiences
12
5.1
Teamwork in hospitality
12
5.2
Sample learning experiences
12
5.3
Investigating hospitality issues
13
5.4
Practical performance in Hospitality Studies
15
Topic areas
17
6.1
Introduction
17
6.2
Topic area 1 — Kitchen production
18
6.3
Topic area 2 — Beverage production and services
23
6.4
Topic area 3 — Food and beverage services
28
6.5
Topic area 4 — Accommodation services
33
6.6
Topic area 5 — Clubs and gaming services
38
Assessment
42
7.1
Principles of exit assessment
42
7.2
Assessment of units of competency
44
7.3
Planning an assessment program
45
7.4
Special provisions
46
7.5
Authentication of student work
46
7.6
Assessment techniques
47
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
7.7
Requirements for verification folio
54
7.8
Exit criteria and standards
54
7.9
Determining exit levels of achievement
55
8.
Language education
58
9.
Quantitative concepts and skills
59
10. Educational equity
60
11. Resources
61
12. Glossary
63
Appendix: Sample courses of study
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
1. Rationale
The hospitality industry in Australia is a major contributor to the economic, social, cultural and
recreational wellbeing of the nation. It embraces the food and beverage sector (restaurant
service, kitchen attending, bar service, clubs and gaming) and the accommodation sector (front
office and housekeeping). In this context, the syllabus has been designed to give students
opportunities that not only promote an appreciation and understanding of the industry’s
workplace culture and practices but also encourage them to engage in examining and evaluating
hospitality industry issues to support a sustainable future for the hospitality industry.
Hospitality industry workers require personal attributes such as willingness to contribute to
teamwork and professional skills, self-reliance, personal responsibility for the safety and
wellbeing of colleagues and customers — all attuned to maximising the success of the industry
across global, national, regional and local contexts. This syllabus deals with the development of
these attributes thereby giving students valuable insight, not only into the world of work, but
also the range of skills necessary for lifelong learning in academic, vocational and personal
spheres of endeavour.
The Hospitality Studies syllabus allows schools to develop a flexible course of study that
responds to students’ interests and needs while considering the resources available in the school
and local community. The syllabus offers students the opportunity to achieve a Certificate I in
Hospitality and a level of achievement in the subject. The general objectives and learning
experiences allow for the development of the relevant key competencies*.
Students participating in a Hospitality course of study will be immersed in opportunities to:
 collect, analyse and evaluate the quality and validity of information
 plan and organise activities, including research activities, and practical performance tasks
 propose and implement solutions to hospitality-related issues
 work individually and in teams, particularly in the performance of practical tasks
 communicate ideas, information, opinions, arguments and conclusions, in a variety of
formats and for a variety of audiences, including speaking, reading, writing, listening,
viewing, and information communication and technologies (ICTs)
 develop mathematical skills, especially those associated with estimating, costing and
portioning
 employ technologies relating to hospitality situations.
This approach is consistent and builds upon the understandings and concepts that underpin the
Technology Essential Learnings Years 1–9 and further develops the Year 10 Technology
guidelines.
*
KC1: collecting, analysing and organising information; KC2: communicating ideas and information;
KC3: planning and organising activities; KC4: working with others and in teams;
KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
2. Global aims
A course of study derived from the Hospitality Studies syllabus will help students to develop:
 an informed overview of the hospitality industry, its workplace culture and practices
 knowledge, understandings, skills and attitudes that are important to the hospitality industry
 an ability to analyse and evaluate issues and practices within the hospitality industry
 an ability to perform practical skills related to sectors of the hospitality industry
 appreciation of the need for effective communication, and interpersonal skills and teamwork
within the hospitality work environment
 an awareness of workplace ethics, safety and environmental issues
 an appreciation of the skills and attitudes that enhance employability, enjoyment of life and
preparedness for lifelong learning
 vocational competence in the hospitality industry.
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SENIOR SYLLABUS 2009
3. General objectives
The general objectives of the Hospitality Studies syllabus are:
 Attitudes and values
 Knowledge and understanding
 Reasoning
 Practical performance.
The first category of general objectives, Attitudes and values, is embedded in and achieved
through the other three categories and is not directly assessed. The general objectives of
Knowledge and understanding, Reasoning, and Practical performance are linked to exit criteria
for awarding exit levels of achievement (see Section 7).
At the completion of the course, all general objectives must be taken into account and, with the
exception of Attitudes and values, must be reflected in the summative assessment tasks.
3.1
Attitudes and values
Students are encouraged to cultivate attitudes and values necessary for successful participation
in the hospitality industry.
By the end of the course, students should:
 display confidence in a range of hospitality contexts
 appreciate the importance of effective interpersonal communication strategies and skills
when working with customers and colleagues
 appreciate the importance of a flexible, open-minded and dynamic approach when working
independently, collaboratively and as part of a team in hospitality
 value high standards of ethical, safe and professional behaviour expected in the hospitality
industry (for example, honesty, integrity, commitment, reliability, personal presentation)
 recognise how technology skills contribute to providing high-quality skills and services for
customers
 respect cultural sensitivities (such as Indigenous cultures or Asian-Pacific cultures) within
socially diverse environments as they relate to the hospitality industry
 appreciate the contribution of the hospitality industry to local, regional, national and global
economies
 recognise the importance of supporting a sustainable future for the hospitality industry
 understand the contribution of Hospitality Studies to personal and professional development
and lifelong learning.
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HOSPITALITY STUDIES
3.2
SENIOR SYLLABUS 2009
Knowledge and understanding
Students are able to recognise, comprehend and apply knowledge of key ideas and concepts to
demonstrate understanding of the hospitality industry.
Knowledge and understanding involves recognition, comprehension and application of
information.
By the end of the course, students should:
 recognise, describe and explain a range of hospitality knowledge
 comprehend and apply a range of concepts, key ideas and principles relevant to the
hospitality industry.
3.3
Reasoning
Students analyse, synthesise and evaluate issues impacting on the hospitality industry.
Reasoning refers to the ability to select and analyse information to expound and communicate a
viewpoint through developing arguments, drawing conclusions and making recommendations
on issues relevant to the hospitality industry.
By the end of the course, students should:
 access a range of sources and select relevant information
 analyse information to identify cause and effect, trends and developments or relationships in a
hospitality context
 develop arguments supported by evidence, draw conclusions and make relevant
recommendations
 communicate in appropriate forms, using accepted language and referencing conventions.
3.4
Practical performance
Students demonstrate practical skills to deliver quality products and services in hospitality
industry contexts.
Practical performance refers to the ability to make and justify decisions, perform skills in the
planning, implementation and delivery of quality products and services, in a hospitality industry
context. It requires students to evaluate and reflect on the planning, implementation and
outcomes of the hospitality event or function.
By the end of the course, students, individually and in teams, should:
 develop and implement plans related to hospitality tasks or contexts
 make and justify decisions related to hospitality tasks or contexts
 perform practical skills to produce products and services while adhering to workplace health
and safety practices
 evaluate and reflect on the effectiveness of planning and implementation, making
recommendations if appropriate.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
4. Course organisation
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over four semesters (220 hours).
4.1
Course overview
A course in Hospitality Studies provides students with the opportunity to achieve a level of
achievement plus either:
 SIT10207 Certificate I in Hospitality or
 SIT10307 Certificate I in Hospitality (Kitchen Operations).
To be awarded a level of achievement, schools must offer students opportunities throughout the
course to learn and demonstrate the general objectives (Section 3) and the topic areas
(Section 6). To achieve the SIT10207 Certificate I in Hospitality or SIT10307 Certificate I in
Hospitality (Kitchen Operations) students must have opportunities throughout the course of
study to demonstrate the units of competency.
4.1.1 Course requirements
The minimum requirement for a course of study in Hospitality Studies consists of:
 the general objectives as detailed in Section 3
 one of the two certificate courses embedded in the syllabus
 two of the five topic areas one of which must be from topic areas 1, 2 or 3 which must be
evident in Year 12 and should be evident in Year 11.
The two or more topic areas that the school chooses for its course of study should integrate the
teaching and assessing of the general objectives and the selected hospitality certificate.
Schools should plan a course of study offering an increasing level of challenge to students, and
provide opportunities for them to achieve the general objectives throughout the four-semester
course. When designing a course of study schools should refer to the:
 rationale (Section 1)
 global aims (Section 2)
 general objectives (Section 3)
 topic areas (Section 6)
 appropriate units of competency (Section 4.6)
 students’ needs and interests
 available resources (for example, access to local hospitality venues).
The Appendix provides examples of a four-semester course overview and corresponding sample
student profiles.
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HOSPITALITY STUDIES
4.2
SENIOR SYLLABUS 2009
Topic areas
The topic areas have been developed to reflect the sectors of the hospitality industry. The topic
areas allow schools to develop courses of study that build student understandings of the
hospitality industry, help students meet the general objectives, and attain the vocational
competencies that are incorporated in the syllabus. The topic areas are:
1. Kitchen production
2. Beverage production and services
3. Food and beverage services
4. Accommodation services
5. Clubs and gaming services.
Section 6 expands on each of the topic areas and provides a range of suggested learning
experiences that will help students meet the general objectives and exit standards of the subject.
The recommended subject matter for each topic area is a guide to the level of detail required in
the delivery of that topic area.
4.2.1 Sequencing topic areas
Topic areas may be delivered in any order. The selection and sequencing of the topic areas must
provide for the development of the general objectives of the course. Within each semester, students
should be given an opportunity to achieve within each of the exit criteria. At least one topic from
topic areas 1, 2 or 3 must be evident in Year 12 and should be evident in Year 11.
4.2.2 Units of competency
The units of competency should be integrated where relevant into the learning experiences
developed for the topic area. Delivery and assessment of the units of competency will be
documented in the training and assessment strategy (TAS) developed by the school.
The units of competency should be integrated with the selected topic areas. We strongly
recommend that any teaching unit introducing the course of study in Semester 1 should integrate
elements of the core unit of competency SITHIND001B, Develop and update hospitality industry
knowledge, as well as elements of SITXOHS002A, Follow workplace hygiene procedures.
SITXOHS002A is a prerequisite for most of the elective units of competency.
4.3
Requirements for delivering the vocational qualification
in Hospitality
In completing this course of study, students will have the opportunity to achieve SIT10207,
Certificate I in Hospitality, or SIT10307, Certificate I in Hospitality (Kitchen Operations), from
the SIT07 Tourism, Hospitality and Events Training Package.
Schools wishing to offer the subject must be registered training organisations, with Hospitality
included in their scope of registration. Schools must comply with the Australian Quality
Training Framework (AQTF) standards for registered training organisations. Information
regarding registration and meeting AQTF requirements is available at
www.qsa.qld.edu.au/3145.html
Schools should ensure they read units of competency carefully, and ensure they are able to meet
requirements and conditions for assessing units of competency.
Students who do not complete a certificate, but do achieve one or more units of competency
must receive a statement of attainment listing the units of competency achieved.
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HOSPITALITY STUDIES
4.4
SENIOR SYLLABUS 2009
Overview of the SIT07 Tourism, Hospitality and Events Training
Package
4.4.1 Qualification rules
To achieve a SIT10207 Certificate I in Hospitality, seven units of competency must be
completed:
 all five core units
 two elective units which must be selected from Table 1.
In all cases, selection of electives must be guided by the job outcome sought, local industry
requirements and the characteristics of this qualification.
To achieve a SIT10307 Certificate I in Hospitality (Kitchen Operations), 10 units of
competency must be completed:
 all seven core units
 three elective units which must be selected from Table 2.
In all cases, selection of electives must be guided by the job outcome sought, local industry
requirements and the characteristics of this qualification.
4.4.2 Qualification pathways
The following summary chart provides examples of common qualification pathways within the
industry, but typical career paths are not always linear. The hospitality qualifications are flexible
to meet a range of job outcomes and to support a wide range of career paths. They allow for
various entry options, including direct entry at all qualification levels, and enable significant
credit transfer between qualifications.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Advanced Diploma
of Hospitality
Skills to work as a
senior manager in
any hospitality
functional area
Diploma of
Hospitality
Skills to work as a
manager in any
hospitality functional
area
Certificate IV in
Hospitality
Skilled operations
and supervision in a
range of hospitality
settings
Certificate III in
Hospitality
Skilled operations in a
range of hospitality
settings; allows for
multiskilling or
specialisation in food
and beverage, gaming
or accommodation
services
Certificate II in
Hospitality
Basic operational skills
in a range of hospitality
settings; allows for
multiskilling or
specialisation in food
and beverage or
accommodation
services
Certificate I in
Hospitality
Routine tasks in a
range of hospitality
settings
Certificate IV in
Hospitality
(Asian Cookery)
Skills to work as a
qualified Asian
chef/cook and in a
supervisory role
Certificate IV in
Hospitality
(Commercial
Cookery)
Skills to work as a
qualified chef/cook
and in a supervisory
Certificate IV in
Hospitality
(Patisserie)
Skills to work as a
qualified chef/cook
specialising in
patisserie and in a
Certificate IV in
Hospitality
(Catering
Operations)
Skills to work as a
supervisor in a
catering operation
Certificate III in
Hospitality (Asian
Cookery)
Skills to work as a
qualified cook in an
Asian kitchen
Certificate III in
Hospitality
(Commercial
Cookery)
Skills to work as a
qualified cook
Certificate III in
Hospitality
(Patisserie)
Skills to work as a
patissier or qualified
cook specialising in
patisserie
Certificate III in
Hospitality
(Catering
Operations)
Skills to work in
catering operations
Certificate II in
Hospitality (Asian
Cookery)
Range of kitchen
functions and
activities in an Asian
kitchen
Certificate II in
Hospitality
(Kitchen
Operations)
Range of kitchen
functions and
activities in food
Certificate I in
Hospitality
(Kitchen
Operations)
Routine kitchen tasks
in food preparation
settings
All qualifications permit:
 direct entry to training
 entry via recognition of relevant industry experience
and/or qualifications
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HOSPITALITY STUDIES
4.5
SENIOR SYLLABUS 2009
Distinguishing features of competency at Certificate I of the
Australian Qualification Framework
4.5.1 Characteristics of learning outcomes for Certificate I
Breadth, depth and complexity of knowledge and skills prepare a person to perform a defined
range of activities most of which may be routine and predictable.
Applications may include a variety of employment-related skills, including preparatory access
and participation skills, broad-based induction skills and specific workplace skills. They may
also include participation in a team or work group.
4.5.2 Distinguishing features of learning outcomes
The competencies of this qualification should enable a student to:
 demonstrate knowledge by recall in a narrow range of areas
 demonstrate basic practical skills, such as the use of relevant tools
 perform a sequence of routine tasks given clear direction
 receive and pass on messages/information.
4.6
Structure of Certificate I in Hospitality, and Certificate I in
Hospitality (Kitchen Operations)
The information in the box illustrates the units of competency that may be selected to comprise
SIT10207 Certificate I in Hospitality and SIT10307 Certificate I in Hospitality (Kitchen
Operations). This information is current at February 2010.
Qualification rules
To achieve a Certificate I in Hospitality, seven units of competency must be completed:
 all five core units
 two elective units which must be selected from Table 1.
To achieve a Certificate I in Hospitality (Kitchen Operations), 10 units of competency must
be completed:
 all seven core units
 three elective unit which must be selected from Table 2.
In all cases, selection of electives must be guided by the job outcome sought, local
industry requirements and the characteristics of this qualification.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
SIT10207 Certificate I in Hospitality
Table 1
To gain Certificate I in Hospitality, students must demonstrate
competency in the five core units
Prerequisite
SITXCOM001A
Work with colleagues and customers
SITXCOM002A
Work in a socially diverse environment
SITXOHS001B
Follow health, safety and security procedures
SITHIND001B
Develop and update hospitality industry knowledge
SITXOHS002A
Follow workplace hygiene procedures
PLUS
TWO ELECTIVE UNITS chosen from the list below:
SITHFAB001C
Clean and tidy bar areas
SITXOHS002A
SITHFAB002C
Operate a bar
SITXOHS002A,
SITXFIN001A,
SITHFAB009A,
SITHFAB001B
SITHFAB003A
Serve food and beverage to customers
SITXOHS002A
SITHFAB009A
Provide responsible service of alcohol
Nil
SITHFAB010C
Prepare and serve non-alcoholic beverages
SITXOHS002A
SITHFAB012A
Prepare and serve espresso coffee
Nil
TLIE 507C
Carry out basic workplace calculations
Nil
SITXFIN001A
Process financial transactions
Nil
Total: 7 units
SIT10307 Certificate I in Hospitality (Kitchen Operations)
Table 2
To gain Certificate I in Hospitality (Kitchen Operations), students
must demonstrate competency in the seven core units
Prerequisite
SITHCCC001B
Organise and prepare food
SITXOHS002A
SITHCCC002A
Present food
SITXOHS002A
SITHCCC003B
Receive and store kitchen supplies
SITXOHS002A
SITHCCC004B
Clean and maintain kitchen premises
SITXOHS002A
SITXCOM001A
Work with colleagues and customers
SITXOHS001B
Follow health, safety and security
procedures
SITXOHS002A
Follow workplace hygiene procedures
PLUS three from the following ELECTIVES
SITHCCC006A
Prepare appetisers and salads
SITXOHS002A,
SITHCCC001A,
SITHCCC002A
SITHCCC007A
Prepare sandwiches
SITXOHS002A,
SITHCCC001A
SITHIND001B
Develop and update hospitality industry
knowledge
SITXCOM002A
Work in a socially diverse environment
Total: 10 units
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HOSPITALITY STUDIES
4.7
SENIOR SYLLABUS 2009
Composite classes
In some schools, it may be necessary to combine students into a composite Year 11 and 12
class. This syllabus provides teachers with an opportunity to develop a course of study that
caters for a variety of circumstances such as combined Year 11 and 12 classes, combined
campuses, or modes of delivery involving periods of student-directed study.
The multilevel nature of such classes can prove advantageous to the teaching and learning
process because:
 it allows teachers to maximise the flexibility of the syllabus
 it provides opportunities for a mix of multilevel group work, peer teaching, and for
independent work on appropriate occasions
 learning experiences and assessment can be structured to allow both Year 11 and Year 12
students to consider the key concepts and ideas at the level appropriate to the needs of
students within each year level.
The following guidelines may prove helpful in designing a course of study for a composite class:
 The course of study could be written in a Year A/Year B format, if the school intends to
teach the same topic to both cohorts.
 Place a topic at the beginning of each year that will allow Year 11 students ease of entry into
the course.
 Learning experiences and assessment instruments need to cater for both year levels
throughout the course. Even though tasks may be similar for both year levels, it is
recommended that more extended and/or complex tasks be used with Year 12 students.
 A sample course overview for a composite class is provided in the Appendix.
4.8
Work program requirements
A work program is the school’s plan of how the course will be delivered and assessed based on
the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students.
The school’s work program must meet all syllabus requirements and must demonstrate that
there will be sufficient scope and depth of student learning to meet the general objectives and
the exit standards.
The requirements for online work program approval can be accessed on our website,
www.qsa.qld.edu.au/wponline/login.qsa. This information should be consulted before writing a
work program. Updates of the requirements for work program approval may occur periodically.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
5. Learning experiences
Learning experiences are activities and tasks conducted within appropriate contexts which
contribute to student development as outlined in the global aims and general objectives.
To be effective, learning experiences must:
 suit the particular needs, abilities, learning styles and interests of students
 provide opportunities for students to achieve the general objectives
 provide a link between the general objectives and the criteria and standards of the syllabus
 provide challenge and stimulation
 vary in content, duration and degree of difficulty
 include activities that incorporate a progression and practice of skill components ranging
from the simple to the complex in both written and practical tasks
 provide opportunities for the development and practice of appropriate language and
communication skills, verbal and nonverbal.
5.1
Teamwork in hospitality
In the hospitality industry, working collaboratively in a team is an essential skill. Effective
teamwork occurs when the members of a team work together to bring about the completion of a
task or the achievement of goals set by the team. Such teamwork involves individuals knowing,
planning and performing a particular part of a task so that the work of others in the team is
facilitated. As part of the learning environment, teachers should provide opportunities for
students to demonstrate individual standards while simultaneously working effectively as a team
member.
5.2
Sample learning experiences
A range of sample learning experiences for each topic of study has been provided in Section 6.
They are designed to provide ideas and suggestions that teachers may adapt, expand or modify
to suit their own contexts. In some cases they also provide a foundation from which assessment
may be developed.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
The following are examples only and are not listed in any particular order:
Contextual Learning Experiences  Classroom Learning Experiences
Contextual learning experiences
 attending hotel educational programs
 excursions to hospitality venues
 planning and implementing functions
 participating in industry placement, work
experience, work shadowing
 participating in mock interviews with
employers
 working independently and
collaboratively in teams engaging in
relevant hospitality competition and
award activities
 using hospitality industrial equipment
 responding to client needs during
hospitality events and functions
 acquiring and demonstrating practical
skills and service ethos
 planning and implementing simulated
and authentic hospitality function or
events
Classroom learning experiences
 conducting research — ranging from
in-class activities to major research
activities
 using information and communication
technologies
 participating in debates and discussions
about hospitality issues
 observing demonstrations
 conducting surveys and interviews
 estimating, costing and practising
quality-control measures
 ascertaining client needs for hospitality
events and functions
 trialling products
 filming practical tasks to provide
feedback for students
 problem-solving in hospitality contexts
 evaluating self- and peer performance.
In selecting learning experiences, teachers have ample opportunity to help students develop the
following key competencies, which are essential to the study of Hospitality Studies and to
employment in the hospitality industry:
 collecting, analysing and organising information
 communicating ideas and information
 planning and organising activities
 working with others and in teams
 solving problems.
The two remaining key competencies are also important in the development of learning
experiences, including assessment:
 using numerical concepts, ideas and techniques: Hospitality Studies provides many
opportunities for the reinforcement of the mathematical skills of students in hospitality
functions or events, especially those associated with costing, portioning, estimating,
ordering, providing accounts and giving change
 using different forms of technology: the efficient, safe and hygienic use of the equipment and
technology associated with the hospitality industry is an essential requirement for all
hospitality students.
5.3
Investigating hospitality issues
The structured model illustrated below is an example of an investigative approach that may be
used to develop Reasoning objectives. This approach should be developed as part of student
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
learning, using a similar model. The model provides the three steps of an inquiry process which
scaffolds the stages of the investigation. The inquiry questions at each stage will help students
understand the process. The inquiry questions are linked to sample activities to demonstrate a
sequenced approach. Note that this is one of a number of similar investigative models, any one
of which may be appropriate for learning experiences.
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HOSPITALITY STUDIES
5.4
SENIOR SYLLABUS 2009
Practical performance in Hospitality Studies
Time allocation
About one third of each semester should be devoted to practical performance including
planning, justifying decisions, implementing and evaluating practical tasks.
Practical performance experiences
The practical performance aspects of the course should provide opportunities for students to
experience a range of practical skills in a hospitality task or context ranging from the simple to
the complex, providing an insight into the hospitality industry.
For effective delivery of the vocational components, learning experiences should be conducted
within hospitality tasks or contexts, and should create opportunities for the modelling and
practice of relevant hospitality language and procedures.
The units of competency must be built into the topics areas. Practical tasks should develop and
complement the competencies of the selected certificate. They should also provide opportunities
for the development of related hospitality skills outside those required for the units of
competency. Students should be given the opportunity to plan, justify, implement and evaluate
decisions in simple and complex hospitality contexts to achieve quality outcomes in hospitality
functions or events.
Practical performance must be assessed each semester in the chosen topic areas. In the case of
topic area Clubs and gaming, a practical component could be based on food or beverage
production and service in a club context. Alternatively, Clubs and gaming need not include a
practical component if it occurs in a semester with another topic area that meets the requirement
for the practical performance.
Approaches to the Practical performance experiences
Hospitality functions or events may be on a small or large scale, vary in complexity, and involve
levels of problem-solving that range from those that occur incidentally to those inherent in the
complexity of a function or event. In Year 12, students should have the opportunity to
participate in complex practical performances.
The diagram on the next page outlines how contextual factors work together to allow
opportunity for students to demonstrate standards in the Practical performance criterion.
The complexity of Practical performance is determined in part by the breadth and depth of the
following contextual factors:
 client needs (for example, room decor, theme, room temperature, music, floral and other
decorations, lighting, customer expectations, cultural and other religious factors, health
factors, seasons, and workplace health and safety factors)
 purpose, style or setting of the function, type of menu or service
 resources available such as venue, equipment, budget, cost effectiveness, time
 skills such as technical expertise, interpersonal skills, teamwork.
Contextual factors incorporated into a practical experience must be accounted for by students in
their decision making.
Many of these contextual factors are present in any experience, but because of the developmental
nature of the subject there will be an increase in complexity over the four-semester course of study.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
The practical skills include those required for the units of competency of the selected certificate,
and the additional skills that the school chooses to develop as part of learning experiences in
topic areas, and that are assessed as part of Practical performance.
The Practical performance criterion requires students, as they implement the practical task, to
plan (considering the contextual factors), justify their decision making, perform practical skills,
evaluate the process and make recommendations.
Section 7.6.4 provides further advice about how students can present their justification of
planning and decision making in practical performance tasks.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
6. Topic areas
6.1
Introduction
Topic areas are the broad areas of learning related to the hospitality industry. This section
introduces the topic areas and suggests a range of knowledge and understanding, reasoning and
practical performance that could be developed within each topic area.
The topic areas for study are:
1. Kitchen production
2. Beverage production and services
3. Food and beverage services
4. Accommodation services
5. Clubs and gaming services.
Schools must choose a minimum of two topic areas. At least one topic from topic areas 1, 2 or 3
must be evident in Year 12 and should be evident in Year 11.
Each topic area will probably require a minimum of 25 hours, to allow for the development of
learning experiences that provide reasoning and practical performance skills at an appropriate
depth.
Each topic area is presented under the three subheadings: Introduction, Subject matter, Sample
learning experiences.
Introduction
This gives a broad overview of what the study of this topic aims to achieve.
Subject matter
Subject matter that could assist planning by focusing learning activities through research and
investigation has been listed for each topic. The subject matter listed in each topic area explores
the possible scope of the topic. The list is not exhaustive nor is it mandatory that all subject
matter be included. Teachers may choose to highlight some subject matter, or to add or omit
others. However, it is unlikely that the selection of only one or two items from the subject
matter suggestions will allow students to develop sufficient understanding and skills to be able
to meet the general objectives and criteria within the topic area.
Reminder: the units of competency should be integrated where relevant into the learning
experiences developed for the topic area. Delivery and assessment of the units of competency
will be documented in the training and assessment strategy (TAS) developed by the school.
Sample learning experiences
These are presented as tables. A selection of learning experiences that may be effective in
presenting the subject matter of the topic are listed in three columns — Knowledge and
understanding, Reasoning, and Practical performance. The first column contains a range of
possible content material. The second column presents learning experiences that pursue a more
detailed investigation of issues related to the hospitality industry. The third column provides
suggestions for practical performance tasks as well as opportunities to demonstrate vocational
units of competency.
Note that the sample learning experiences may consist of parts of tasks only. This presentation
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HOSPITALITY STUDIES
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is designed to provide many examples of possible subject matter to teachers, which they will be
able to develop further into complete learning experiences, or extend to include assessment
tasks.
6.2
Topic area 1 — Kitchen production
Introduction
Food is a basic need, and it also enhances social and cultural experiences. The aim of this topic
is to help students recognise and understand the role and importance of kitchens and kitchen
staff in relation to food service operations. They should be encouraged to think critically and
make informed decisions about issues related to food production. In the course of study, they
should evaluate the impact of cultural and environmental factors on food production.
Subject matter may include:
 kitchen operations and interrelationships with other departments/functions
 staffing positions and duties
 food trends and cuisine styles
 influences on cuisine, for example Indigenous or Asia-Pacific influences
 principles and methods of cookery
 quality and presentation of food
 cost control
 influences of health issues in the hospitality industry
 implications of workplace health and safety legislation on food production
 economic factors influencing food production in the hospitality industry
 sustainability issues for food production; for example, waste management, organic products
 relevant elements from units of competency.
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Sample learning experiences — Kitchen production
Knowledge and understanding
Sample learning experiences to help students meet the
knowledge and understanding objectives include:
Reasoning
Sample learning experiences to help students meet the
reasoning objectives include:
Describe a range of kitchen operations and the major
features of each. (Visit hospitality establishments, e.g.
fast food, takeaway, restaurant, hotel.)
Compare and contrast a range of kitchen operations
(written or oral report from excursion).
Outline the relationship between the kitchen and other
departments in a hotel and other establishments.
List staff positions and describe duties of kitchen staff.
(Interview staff, draw a chart or construct a photo
mosaic).
Research investigation
Identify equipment and its uses in a commercial kitchen
(video).
Identify types of knives and their uses (video).
Describe basic use and storage of hospitality
equipment.
Explore the range and analyse the impact of technology on
the hospitality industry, e.g. equipment, pre-prepared
ingredients. Evaluate this impact related to the quality of
food presented to clients.
Practical performance
Sample learning experiences to help students meet
the practical performance objectives include:
Over the past decade, employment trends within the
Kitchen production sector of the hospitality industry indicate
declining interest in this career path.
Investigate these trends in Australia.
Predict the consequences of these trends in the next 10
years. Develop arguments and make conclusions on how
the local hospitality industry can tackle this issue.
Evaluate your findings to make recommendations.
19
Use a range of equipment and, while doing so,
observe workplace health and safety guidelines.
Practice knife skills and demonstrate how to care for
knives.
Prepare and present a range of suitable garnishes
and decorations (demonstrating correct knife skills)
and observing food presentation guidelines.
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
State the factors that contribute to hygiene problems.
Describe the general hazards in handling food.
guest speaker, health inspector from Department of
Health, to outline inspection guidelines.
Investigate major causes of food poisoning in Australia and
make recommendations about what controls should be
implemented.
Investigate the local community’s knowledge of legislation
in relations to food hygiene. Identify areas where
knowledge is lacking.
Gather information on food hygiene practices in the local
hospitality establishments and evaluate against the HACCP
program.
Analyse media articles to ascertain the significance of a
food poisoning outbreak to a hospitality establishment.
Make recommendations about preventive measures.
In small groups, investigate the relevant food hygiene
legislation to produce a training package to be
implemented by a hospitality establishment.
Research investigation
Follow correct hygiene procedures related to the
handling of food. Self-evaluate using HACCP
analysis.
Demonstrate correct hygiene procedures related to
handling of waste.
Observe personal hygiene procedures. Self- and
peer-evaluate.
The Food Regulations detail the hygienic handling of food.
It is a legal document that employees and employers must
abide by. Investigate the food handling skills of local
establishments to determine food handler’s knowledge of
the Food Regulations. Develop arguments for, and make
conclusions with regard to, the need for improved training.
Make recommendations to tackle this issue.
Research investigation
The pressure on fast-food operators and their employees to
produce food in a very short amount of time may lead to a
lowering of hygiene standards. Investigate local
establishments to observe hygiene standards. Develop
arguments and make conclusions on whether the above
statement is valid. Make recommendations to address the
issue.
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SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Identify ingredients according to standard recipes.
Describe basic use and storage.
Define culinary terms, e.g. explain the term mise-en-place.
Examine management procedures in the kitchen, e.g.
use of recipe cards, time plans, time- and labour-saving
techniques, use of standardised recipes.
Observe a demonstration of food presentation techniques.
Develop a list of garnishing and decorating techniques.
Explain how the quality of a meal may be improved or
impaired through presentation.
Distinguish between cuisine styles. Convert a menu
item from one style to another.
Investigate influences on the development of the Australian
cuisine. Predict the Australian cuisine of the future. Justify
your predictions
Analyse the aspects of meal planning that need to be
considered for special groups, such as dietary, cultural
preference, religious practice.
Provide practical activities to allow students to
demonstrate appropriate mise-en-place and
management techniques consistently.
Work in teams to plan and produce a menu for a
particular food outlet, justifying the inclusion of
menu items in relation to the particular function or
event. Justify the decisions made and evaluate the
effectiveness of the planning and production of
these foods. Reflect and make recommendations.
Demonstrate and videorecord production of a
variety of cuisines, methods of cookery and the
advantages or features associated with each.
Explain the principles and methods of cookery related
to sections of a hospitality kitchen, e.g. cold larder,
patisserie.
Explain the principles and methods of cookery used to
preserve nutrition.
Discuss the impact of health and cultural issues for a
hospitality situation e.g. vegetarian, coeliac, halal,
kosher.
Analyse the changing dining habits of Australian
consumers, and make recommendations about how the
hospitality industry can help meet health issues needs.
Select appropriate equipment and use correctly for
particular methods of cookery.
Demonstrate ability to apply principles of cookery
consistently.
Prepare food of an acceptable industry standard,
using a variety of cookery methods. Evaluate
against established criteria.
Produce menu items for an outlet, function or event
considering health issues such as coeliac, or
cultural issues such as halal. Justify decisions made
and evaluate the effectiveness of the planning and
production of these foods. Reflect and make
recommendations.
Work in teams to plan, produce and serve to chosen
clientele, which can be altered for clientele with specific
dietary restrictions. Justify the decisions made and
evaluate the effectiveness of the planning and
production of these foods. Reflect and make
recommendations.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
State stock control measures that should be observed.
Explain the importance of cost control and describe
effective practices.
Standardise recipes and conduct cost analysis for food
to be produced.
Explain the need for portion control in a function.
Observe the liaison between kitchen and service areas
to determine factors that ensure high quality of food
presentation.
Investigate cost control methods used in local food outlets
to compare the effectiveness of each.
Receive and store stock to industry standards.
Implement costing and portioning control strategies.
Produce standardised recipe cards suitable for a
kitchen operation. Include ingredients, procedure,
cost control, portioning and presentation,
photograph.
List safety hazards in the commercial kitchen.
State ways to guard against safety hazards in the
commercial kitchen.
Investigate workplace health and safety issues in
hospitality establishments to develop arguments and draw
conclusions with regard to effectiveness of staff induction
and ongoing training programs and make
recommendations for improvements and future training
programs.
Work in teams in a safe, efficient manner in the
kitchen, observing workplace health & safety
requirements.
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HOSPITALITY STUDIES
6.3
SENIOR SYLLABUS 2009
Topic area 2 — Beverage production and services
Introduction
Beverages are a major contributor to hospitality industry profitability. This topic aims to provide
students with opportunities to develop knowledge and skills related to the production and
service of beverages. The service of alcohol involves legal responsibilities for the hospitality
employee and it is vital that students not only understand the ramifications of employee
negligence but also consider the consequences of societal obligations related to the service of
alcoholic beverages.
Subject matter may include:
 range of beverage operations and interrelationships with other hospitality departments
 staffing positions and duties of beverage service staff
 beverage product knowledge, non-alcoholic beverages
 beverage product knowledge, alcoholic beverages
 responsible service of alcohol
 liquor legislation
 implications of WHS legislation on beverage production and service
 beverage service techniques, e.g. tray service
 creating beverage menus for coffee shops
 creating a wine list
 coffee facts
 tea facts
 using the coffee machine
 production of range of coffee and teas
 production of a range of non-alcoholic beverages, e.g. frappes, smoothies, mocktails
 methods of mixing mocktails, e.g. shaken, blended, built, stirred
 glassware, ingredients, garnishing for beverages
 standardising recipes for large functions
 cost analysis/control
 careers in beverage service
 relevant elements from units of competency.
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HOSPITALITY STUDIES
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Sample learning experiences — Beverage production and services
Knowledge and understanding
Sample learning experiences to help students meet
the knowledge and understanding objectives include:
Reasoning
Sample learning experiences to help students meet the
reasoning objectives include:
Brainstorm to describe the range of beverage outlets
for service of alcoholic and non-alcoholic beverages.
Conduct a small group activity where students survey
the local area to determine the type of beverage service
outlets in the local community. Identify the target market
and client needs for each type of outlet. Make
recommendations on the type of outlet that is most
needed in the local community.
Develop product knowledge of the range of teas
available by referring to journal articles, pamphlets,
etc. Identify issues relating to service of tea, e.g.
suitable and unsuitable herbal teas for particular
religions.
Develop product knowledge of the range of coffees
available by referring to journal articles, visiting coffee
suppliers, e.g. Merlos, Di Bella.
Demonstrate – producing filter coffee, plunger coffee,
using an espresso machine. View the appropriate
segments from a DVD. Identify appropriate glassware
and presentation techniques. State recommendations
regarding hygiene and cleaning of coffee-making
equipment.
Conduct a small group activity analysing the reasons
for the “tea renaissance” of recent years and making
conclusions on the impact on beverage service.
Research investigation
Investigate the growth of the “cafe society” within the
local hospitality industry. Develop arguments about the
impact on the hotel sector. Make conclusions about
how the hotel sector has handled this impact to ensure
economic viability. Make recommendations for
continued economic viability.
Research investigation
Practical performance
Sample learning experiences to help students meet the
practical performance objectives include:
Prepare and taste a range of teas (black and herbal)
using teabags, infusion, tea leaves, etc. Consider
strength, style and presentation techniques. Evaluate
against industry standards.
Practise and demonstrate tea service skills.
Prepare and taste a range of coffees: filter, plunger,
espresso, etc. Consider strength, style and presentation
techniques. Evaluate against industry standards.
Practise and demonstrate coffee service skills.
Clean and close-down the coffee machine.
The increased popularity of coffee consumption within
the hospitality industry has led to an increasing
awareness of sustainability issues in the production of
coffee. Investigate these issues to develop arguments
about the impact on the hospitality industry. Draw
conclusions on ways in which the hospitality industry
has responded to these issues. Make
recommendations where relevant.
Develop product knowledge of the range of cold nonalcoholic beverages. Demonstrate – producing iced
coffee, iced chocolate, frappe, smoothie, milkshake,
juices. Identify appropriate glassware and
presentation techniques
Locate recipes for a range of non-alcoholic
beverages suitable for serving at particular functions.
Prepare and taste a range of cold beverages, e.g. iced
coffee, chocolate, frappe, smoothie, milkshake, juices.
Consider presentation techniques.
Practise and demonstrate service skills for these
products.
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HOSPITALITY STUDIES
Knowledge and understanding
SENIOR SYLLABUS 2009
Reasoning
Practical performance
Investigate the price ranges of beverages and
discuss the factors influencing pricing policy.
Calculate accurate costing for beverages. Explain the
importance of cost control and describe effective
practices.
List portion control techniques for beverage
production and service.
Create beverage menus for coffee shops.
Identify the staffing positions and duties of beverage
service staff using a DVD. Describe working
conditions, career paths, roles and responsibilities,
current issues impacting on roles, legislation.
Map the interrelationships with other hospitality
departments within a large hotel establishment.
Prepare a range of drinks to meet industry standards by
taking into account hygiene and safety requirements,
choosing appropriate glassware, adding ice, using
measuring techniques without spillage or waste.
Develop product knowledge of the range of alcoholic
beverages, e.g. types and strengths of beers, spirits,
wine.
Develop knowledge of appropriate glassware for a
range of alcoholic drinks. Demonstrate tray service of
alcoholic beverages.
Manage resources to plan and host a “coffee shop”
function to satisfy local clientele, taking account of
current trends and industry standards. Justify the
decisions made and evaluate the effectiveness of the
planning and production of the function. Reflect and
make recommendations.
Demonstrate understanding of hygiene regulations and
industry standards in the preparation and service of
beverages, including the standards associated with
commercial coffee-making equipment.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Discuss the current liquor legislation. Establish
and develop further students’ current knowledge
of the “Responsible Service of Alcohol”
guidelines, e.g. harm minimisation, liquor service
regulations, fines for hospitality employees,
standard drinks, refusal of service. State the
provisions and requirements of legislation that
affect staff, e.g. trading hours, licensee
responsibilities, permit requirements, industrial
agreements.
Debate and justify the need for licensing laws in
Australia.
Investigate the legal responsibilities of a beverage
service attendant and using past case histories
examine the potential cost of individual negligence.
Conduct surveys of local hospitality outlets to establish
measures used to control underage drinking. Suggest
actions to overcome problems of underage drinking in
the local area.
Access websites to draw conclusions re the impact of
liquor legislation on the top 50 hotels, by liquor
consumption, in the state.
Research investigation
Investigate the following statement “Employees are
aware of their obligations re the Responsible Service of
Alcohol, but are often negligent.” Develop arguments
and make conclusions about the causes of this
negligence. Make recommendations to employers on
how to improve this issue.
Describe the roles and responsibilities of
management and staff in patron care.
View a DVD or employ an accredited provider to
deliver this as a unit of competency.
Review case studies to determine factors that
contribute to different atmospheres for an
establishment serving drinks.
Using case studies, describe the demands placed
upon a hospitality worker in the service of alcohol.
Research investigation
“Schoolies week” has become a tradition for many
Australian students graduating from high school.
Develop arguments and draw conclusions about the
negative impact of underage drinking on the hospitality
industry during schoolies week. Evaluate your findings
to make recommendations to lessen this impact.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
View a DVD to identify methods of mixing
mocktails, e.g. shaken, blended, built and stirred.
Demonstrate these using appropriate glassware
and presentation techniques.
Create a mocktail menu considering balance of
colours, flavours, methods of mixing, moving from
light to heavy.
Develop knowledge of WHS legislation for
beverage production and service, particularly
hygiene regulations.
Develop awareness of the impact of social
diversity within the beverage sector.
Peruse media articles to assess the implications of
WHS legislation for the beverage sector of the
hospitality industry. Analyse the effects on an
establishment if hygiene procedures are not followed.
Analyse the implications of social diversity for the
beverage sector employee.
Test the hypothesis that there is a correlation between
the atmosphere created in a bar and the type of client.
Research investigation
Work in teams to plan a menu of non-alcoholic cocktails,
considering flavour, colour, texture and garnishing.
Prepare, present and serve the cocktail menu at a function.
Justify the decisions made and evaluate the effectiveness
of the planning and production of these foods. Reflect and
make recommendations
Working in the Australian hospitality industry means
working in a socially diverse environment. Many
customers, tourists and residents, as well as coworkers, speak English as their second language and
have their own cultural identity. Develop arguments
about the impact this environment has, either on
working with colleagues, or clientele needs. Make
conclusions about the need for the hospitality employee
to be aware of social diversity. Make recommendations
where relevant.
27
HOSPITALITY STUDIES
6.4
SENIOR SYLLABUS 2009
Topic area 3 — Food and beverage services
Introduction
The food and beverage department is not an isolated sector of the industry. Students should
become aware of the importance of food in a social context and understand the importance of
communication with colleagues and clientele. This topic aims to provide students with
knowledge and skills to serve food and beverages in a responsible, safe and hygienic manner.
Good teamwork will also be examined. Study of this topic should enable students to develop
initiative and to think constructively and critically when dealing with issues that impact on the
food and beverage departments and the hospitality industry in general.
Subject matter may include:
 range of food and beverage service outlets and operations
 restaurant operations and interrelationships with other hospitality departments
 staffing positions and duties of food and beverage service staff
 knowledge of restaurant set-up — table positioning, waiter stations, decor, napkin folds,
reservations, seating plans, etc.
 types of service, e.g. plate service, buffet service, silver service
 production of menus , font, size, food order, etc.
 knowledge, preparation and hygienic handling of chinaware, glassware, cutlery, table linen
 implications of WHS legislation on food and beverage service, e.g. uniform, personal
presentation, hygiene
 impact of social diversity on food and beverage service
 implications of sustainability issues on food and beverage establishments
 restaurant procedures, e.g. clean and clear food service areas, prepare and set tables,
welcome customers, take and process orders, serve and clear food and drinks, close down
restaurant
 customer service techniques
 selling techniques
 careers in food and beverage service
 relevant elements from units of competency.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Sample learning experiences — Food and beverage services
Knowledge and understanding
Sample learning experiences to help students meet
the knowledge and understanding objectives include:
Reasoning
Sample learning experiences to help students meet
the reasoning objectives include:
Brainstorm the range of food and beverage outlets
and their service styles (e.g. buffet, plate, silver
service, self-serve). View DVD.
Visit a range of establishments in the local community
or surf the internet to determine ways in which food
and beverage operations vary. Identify trends in the
food and beverage sector (e.g. move from fine dining
to cafe society).
State factors (e.g. client needs, economic climate,
sustainability issues) influencing operations of the
food and beverage service sector.
Survey the local community to assess whether local
food and beverage outlets meet community needs.
Establish and analyse the factors influencing the
client needs of the community and make suggestions
for establishing new outlets in the area.
Using case studies, analyse the difference between
food and beverage establishments in a tourist and
non-tourist region. Compare and contrast the needs
of each and make conclusions about procedures to
ensure establishments in each region would be
viable.
29
Practical performance
Sample learning experiences to help students meet the
practical performance objectives include:
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Define the term “service ethos”. Develop a list of
customer expectations. Examine ways in which these
can be delivered by the food and beverage attendant.
Identify the staffing positions of food and beverage
service staff using a video. List the attributes of a
food and beverage attendant (view DVDs, visit
establishments).
List the duties of food and beverage service staff
(e.g. clean and clear food service areas, prepare and
set tables, welcome customers, take and process
orders, serve and clear food and drinks, close down
restaurant). View a DVD to gain an overview.
Visit a range of establishments to develop knowledge
of restaurant set-up — table positioning, waiter
stations, decor, napkin folds, reservations, seating
plans, etc.
View a range of menus to identify the characteristics
of clear menu layout — font, size, order of menu
items, etc.
Identify chinaware, glassware, cutlery and linen to
match service styles, menu courses and items. State
recommendations regarding preparation, hygienic
handling and cleaning of service equipment.
Demonstrate service techniques, e.g. clothing tables,
table lay-up, service of food and beverages.
Identify tasks included in a “sequence of service” for
a function or event.
Research investigation
Demonstrate appropriate personal presentation. Peerand self-evaluate, and make recommendations.
Develop event planners and lay tables to reflect
different service styles, room layout, and industry
standards. Evaluate the workflow and adherence to
safety requirements.
Practise and demonstrate appropriate service
techniques observing hygiene and safety requirements.
Manage resources to plan functions (e.g. high tea,
breakfast, buffet lunch, restaurant evening) which
demonstrate food and beverage service skills to satisfy
local clientele, taking account of current trends and
industry standards. Justify decisions made and
evaluate the effectiveness of the planning and
implementation of the function or event. Reflect and
make recommendations.
Participate in service situations in which the
interrelationships between the food and beverage
sector and other sectors are experienced, e.g. taking
orders from clients and liaising with kitchen staff.
Serve food and beverages to clients for a specific
occasion, or type of food and beverage establishment.
Justify decisions made and evaluate the effectiveness of
the planning and implementation of the function or event.
Reflect and make recommendations. Peer- and selfevaluate.
Demonstrate appropriate communication skills, e.g.
when making recommendations to guests, in the role of
food and beverage attendant.
Investigate the trend from fine dining with all its
traditions, to a sophisticated café culture and a more
casual style of service in the local community.
Develop arguments and draw conclusions about the
positive and negative impact of the “café society” on
the hospitality industry. Evaluate your findings to
make recommendations to hospitality establishments
on how they may reduce any negative impacts of the
café society on their business.
Examine case studies to assess how restaurant
setups can lead to issues with food hygiene and
safety.
Investigate the legal responsibilities of food and
beverage staff and, using cases histories, examine
the potential cost of individual negligence.
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HOSPITALITY STUDIES
Knowledge and understanding
SENIOR SYLLABUS 2009
Reasoning
Practical performance
Identify positive and negative communication skills,
verbal and nonverbal, e.g. body language,
colloquialisms, poor grammar.
Identify appropriate customer service techniques, e.g.
importance of knowledge of current menu and
ingredients used.
View DVD to develop knowledge of selling
techniques, e.g. upselling, direct selling.
Roleplay customer service situations, responding to
allegations of poor service, poor quality, overcharging
etc.
Outline the various ways in which the special needs
of clients (e.g. physical impairment, religious factors,
cultural factors, language, age, time constraints) can
be met by food and beverage establishments and
staff.
State the major cultural groups that comprise the
international tourist sector in Australia and identify
generic issues (e.g. eye contact, formality,
colloquialisms) for these groups.
Roleplay positive and negative communication skills verbal and non-verbal e.g. body language,
colloquialisms, poor grammar.
Survey the local community to evaluate the extent to
which food and beverage establishments cater for the
above special needs. Present these findings to the
class in an oral report.
Research investigation
Investigate local hospitality establishments to assess
the provision of facilities for clients with special needs.
Develop arguments and draw conclusions about
whether there is a need for improved facilities. Make
recommendations on how to overcome any lack of
facilities found.
31
Demonstrate service techniques to cater for customers
with special needs.
Demonstrate service techniques to cater for customers
from specific cultures.
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Identify issues related to sustainability which may
impact on food and beverage establishments, e.g.
use of cleaning products, water saving options, menu
planning such as inclusion of organic food products,
tracking product to plate, “slow food” movement,
appealing to customers with a conscience towards
sustainability issues.
Describe working conditions, career paths, roles and
responsibilities, current issues impacting on roles,
legislation.
Develop knowledge of WHS legislation for food and
beverage service staff, particularly hygiene
regulations, patron care and environmental safety.
Outline career paths that can develop from entering
industry through food and beverage sectors.
Outline how to seek employment at a hospitality
establishment (develop a résumé, respond in writing
to an advertisement, examine the hospitality section
of the employment page of a newspaper)
Map the interrelationships of the food and beverage
department with other hospitality departments within
a large hotel establishment.
Research investigation
Perform service techniques that demonstrate
knowledge of WHS legislation for food and beverage
service staff, particularly hygiene regulations, patron
care and environmental safety.
Apply for advertised positions with industry personnel
conducting mock interviews.
Climate change and environmental sustainability are
worldwide issues. The hospitality industry may have
an important role to play in reducing the carbon
footprint. Investigate ways in which the hospitality
industry can tackle this issue. Develop positive and
negative arguments surrounding the impact of these
on the industry. Make recommendations for the
future.
Research investigation
Investigate workplace health and safety issues
affecting young people working in the hospitality
industry. Develop arguments and make conclusions
about the causes of infringements. Make
recommendations to employers on how they may deal
with the issue.
Examine an advertisement for a food and beverage
attendant by responding to the criteria that industry
could use to select an employee for their hospitality
establishment.
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6.5
SENIOR SYLLABUS 2009
Topic area 4 — Accommodation services
Introduction
Standards and styles are key factors when describing the accommodation section of an
establishment. The image of a hospitality establishment is created by first impressions made by
the front office and housekeeping staff. The aim of this topic is to provide students with an
opportunity to develop an understanding of front office and housekeeping functions and
procedures, and the interrelationship with other sectors of the hospitality industry. Furthermore,
the topic area endeavours to highlight the vital function of accommodation services in the
presentation and promotion of the hospitality establishment to ensure complete guest
satisfaction.
Issues related to the roles and responsibilities of management and staff, and the implications and
consequences of technological and social issues related to accommodation services, will be
explored.
Subject matter may include:
 types and standards of accommodation
 interrelationship between front office, administration, housekeeping and other
departments/sectors, and possible career paths
 roles and duties of management and staff
 importance of complete guest satisfaction
 customer relations and guest services within the accommodation and housekeeping sectors
 interpersonal skills
 range and provision of quality guest services and amenities
 administration and reservation procedures
 technology in the front office or housekeeping areas, and its effect on the hospitality industry
 communication with culturally diverse groups
 promotion of culturally sensitive hospitality e.g. Aboriginal and Torres Strait islander and
Asia-Pacific guests
 procedures and legislation covering the hospitality industry
 sustainability, challenges and eco-smart practice
 relevant elements from units of competency.
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Sample learning experiences — Accommodation services
Knowledge and understanding
Sample learning experiences to help students meet the
knowledge and understanding objectives include:
Reasoning
Sample learning experiences to help students
meet the reasoning objectives include:
Practical performance
Sample learning experiences to help students meet
the practical performance objectives include:
Describe various types and standards of accommodation
available commercially in Australia.
Compare criterion for star ratings/standards for national and
global markets.
Identify and examine the departmental teams within
accommodation services
In your local area, investigate a range of types of
accommodation and the facilities provided.
Evaluate their suitability for the target group and
produce recommendations to improve customer
satisfaction.
Undertake work experience in a housekeeping
department. Before this, prepare for the experience
by investigating information about the property, its
products, clientele and your role and the employer’s
expectations. Evaluate your preparation and
performance, and the value of the experience.
Examine the guest cycle and its impact on the guest, staff and
departments of an establishment.
Outline the functions and describe the practice of the
departmental teams within accommodation/guest services in
providing quality products and services.
State the benefits of fostering positive relations between front
office/administration and all other departments.
Identify the development and purpose of technology in the
accommodation services sector and explain the implications for
management, staff and clientele.
Find samples of online reservation solutions and services.
Explain the service and discuss advantages and disadvantages
of the service for customers and establishments.
Discuss the importance of guest profiles/feedback for quality
assurance and excellence.
Explain the importance of “complete customer satisfaction” in
improving guest retention rates. Outline service strategies for
*micro and macro environments, which would enhance
excellence in service delivery and customer satisfaction.
*micro environment — the guest’s environment, i.e. guest and
public areas of an establishment
macro environment — guest activities that take place outside
the hotel — as organised, suggested or promoted by the
establishment
Investigate the influence of the housekeeping
department to evaluate the impact on return
clientele.
Investigate the roles and responsibilities of
management and staff in accommodation
services to ensure client satisfaction. Test the
hypothesis that five-star establishments offer a
higher quality of customer service than two-star
establishments.
Complete practical exercises and/or site-simulated
or real tasks which initiate skills in professional
personal presentation, interpersonal relations and
communications as well as a selection of basic front
office, housekeeping and guest service functions
required during the guest cycle.
Plan and produce a room directory outlining facilities
and services offered by a specified hospitality
establishment. From this information, plan and
produce a brochure for the marketing department of
a nominated hospitality establishment outlining
facilities and services offered to satisfy customer
needs. Justify decisions. Peer-evaluate the
brochure in terms of its effectiveness in reaching a
variety of target markets (e.g. international, local)
and make recommendations for improving
effectiveness.
Working in teams, use this information to prepare
and produce a PowerPoint presentation, and
present this information to an audience, e.g. foyer
monitor, room TV, in-house information. Evaluate
the effectiveness of these marketing tools in
disseminating information to clients.
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Knowledge and understanding
Reasoning
Practical performance
Identify difficulties faced by accommodation sector staff in
satisfying the needs and expectations of various cultural groups.
Identify specific cultural understandings that impact on the
communication process in the front office.
Outline the various ways in which the requirements of people
with special needs, e.g. physically impaired, can be met by the
front office and housekeeping sector.
Identify the technological requirements of clientele, e.g.
corporate sector.
View videos and record information on effective and ineffective
service skills.
Explain why product knowledge by staff is essential for meeting
guest’s expectations.
Outline selling techniques used in front office, e.g. upselling,
direct selling.
Explore the different expectations of clients from
diverse cultural backgrounds towards
accommodation and housekeeping.
Consider implications of the emergence and
promotion of Indigenous tourism. Examine
effective means of implementation within the
hospitality industry and propose how this could
be further developed.
Investigate the relationships between the type of
accommodation and the target clientele, and
predict the implications for housekeeping.
Develop a checklist for receptionists to use to
determine an individual’s unique needs (after a
potential guest mentions they have a disability), so
as to foster guest satisfaction.
Prepare an instructional package outlining ways in
which front office or housekeeping staff could
provide assistance to different types of customers,
e.g. overseas visitors, vision impaired, corporate
sector. Evaluate the package considering the wide
diversity of customer needs.
Simulate reception activities by taking reservations
for a school event and performing the role as
receptionist or cashier during the event. Evaluate
your performance.
Develop a weekly housekeeping roster for a local
property based on their number of rooms and
occupancy patterns. Devise job sheets for the staff
and a quality-control system for ensuring room
standards are maintained. Evaluate your proposals
according to minimisation of labour costs and
maximisation of guest satisfaction.
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HOSPITALITY STUDIES
Knowledge and understanding
SENIOR SYLLABUS 2009
Reasoning
Practical performance
Outline the career paths that can flow from entering the
industry through accommodation service sectors.
List the attributes of a front office and housekeeping
operative, and:
 devise criteria to select employees for these sectors
 develop an advertisement for these employees.
Devise procedures for handling difficult situations and
emergencies.
Interview a hospitality representative or access hospitality
journals to find out the impact of legislative changes, e.g.
GST, bed taxes, Privacy Act, on the accommodation sector.
Develop guidelines to ensure competent, safe and “ecosmart” use of cleaning materials and equipment in the
housekeeping sector.
Identify skills and personal attributes required by
employees working in front office. Develop a
checklist to be used by front office personnel to
evaluate their personal presentation and service.
Demonstrate evidence of personal presentation and
service skills for front office staff through a
simulated work activity. Use the developed checklist
to evaluate performance. Make recommendations to
management re staff service or effectiveness of
checklist.
Investigate career opportunities related to
accommodation services, then research personal
attributes and skills required of the various
positions. Find examples of positions in “positions
vacant” columns. Develop a résumé and write a
letter of application. Participate in a mock interview
(use industry representatives where possible). Selfevaluation — respond to feedback and
recommendations from industry representatives.
Develop skills and knowledge required to operate
communication equipment to ensure efficiency of
service and guest satisfaction. Participate in
simulated work situations that test the ability to use
these skills, e.g. reservation procedures. Evaluate
the effectiveness of these processes and make
recommendations for improvement.
Evaluate the impact of technology, over time and at
the present time, on:
 personnel
 job changes
 speed, efficiency and effectiveness
 workflow pressures
 confidentiality of information.
36
Prepare staff or guest information for emergency
and security situations, e.g. bomb threat, fire
emergency evacuation procedures, unusual
occurrences. Roleplay these emergency
procedures. Evaluate the effectiveness of these
procedures and make recommendations to
management.
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Discuss the importance, challenge and relevance of
sustainability and “eco-smart” practice in the accommodation
sector of the hospitality industry.
Identify current and emerging practices in “eco-smart”
hospitality.
Investigate the growth of “smoke-free lodgings”.
Identify the reason/s for this trend. Predict future
impacts for the Australian hospitality industry and
clients.
Research investigation
Investigate, collect data and appraise the practice of
a local hospitality establishment in regard to their
environmental strategies in accommodation
services. Develop arguments and draw conclusions
regarding current practices both ergonomically and
environmentally. Make recommendations to further
promote sustainability.
Prioritise suggestions given above and indicate
strategies that would be practical and cost-effective
for the establishment studied.
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HOSPITALITY STUDIES
6.6
SENIOR SYLLABUS 2009
Topic area 5 — Clubs and gaming services
Introduction
The clubs and gaming sector of the hospitality industry has experienced significant growth and
development in the 21st century. The aim of this topic is to provide a study that introduces and
develops knowledge, insight and responsible attitudes to the clubs and gaming sector. By
investigating specific issues relating to this hospitality service, students are encouraged to think
critically and evaluate the economic impact and social aspects of the development of this sector.
Subject matter may include:
 history of the clubs and gaming sector
 establishment and development of registered clubs — infrastructures, membership and
peculiarities
 product knowledge and marketing of clubs and gaming venues, and their services
 attributes, qualifications and licensing requirements of staff in the clubs and gaming sector
 community and economic impact of clubs
 impact of club and gaming activities on other hospitality sectors
 security and legal issues for the club and gaming sectors
 relevant elements from units of competency.
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HOSPITALITY STUDIES
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Sample learning experiences — Clubs and gaming services
Knowledge and understanding
Sample learning experiences to help students meet
the knowledge and understanding objectives include:
Reasoning
Sample learning experiences to help students meet the
reasoning objectives include:
Practical performance
Sample learning experiences to help students meet
the practical performance objectives include:
State the different types of clubs and define the roles
that clubs play in the community.
Outline the history of the club sector in Australia.
List the range of hospitality services available in clubs
and gaming venues.
Comment on the similarities and differences between
clubs and other hospitality venues.
Outline the roles, functions and interrelationships of
the departments within a club.
Diagram the management/structure of clubs.
Interview or survey the local community to determine
public perceptions of club membership — stereotypes,
status symbols, negative images. Analyse the factors
influencing client needs of the community; make
recommendations for promotions to increase
membership.
Critically evaluate the suitability of clubs in the local
area, having in mind the socioeconomic characteristics
of the local population. Make recommendations
regarding alternative clubs that might be suitable for the
area.
Analyse the range of incentives used by clubs to attract
membership. Evaluate the role gaming plays in such
incentive schemes.
Research investigation
Note: Practical performance tasks for this topic area
may integrate practical topics from other topic areas,
in a clubs and gaming context.
Prepare food and beverage packages and/or products
and services for club function rooms or conference
facilities aimed at possible member, corporate and
general public requirements. Trial and evaluate a
sample of these products or packages.
Prepare food and beverage packages and/or products
and services for possible club events, e.g. fundraising
for charitable foundation, Melbourne Cup, New Year’s
Eve, football finals series, national festivals such as
Oktoberfest. Justify the decisions made and evaluate
the effectiveness of the planning and production of
the function or event. Reflect and make
recommendations.
Prepare a food and beverage menu and/or products
and services for specific club outlets or gaming
venue, e.g. bar, café, gaming room, restaurants,
corporate boxes. Justify the decisions made and
evaluate the effectiveness of the planning and
production of the function or event. Reflect and make
recommendations.
The club sector of the hospitality industry provides
many employment opportunities. Investigate the
working conditions and opportunities for young people.
Develop positive and negative arguments for this career
choice. Evaluate your findings to make
recommendations to attract young people to this career
path.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Describe the different types of gaming venues.
Describe the different gaming services available.
List the attributes, qualifications and licensing
requirements of staff in club and gaming venues.
Define the roles and responsibilities of management
and staff in the gaming industry. Discuss issues
relating to staff responsibilities in the club and gaming
sectors, e.g. patron self-exclusion, privacy of
information.
Describe the effect of gaming on the hospitality
industry in Queensland.
Explain the advantages of gaming activities in clubs
for the general public, e.g. cheaper meals,
entertainment.
From a hospitality industry perspective, evaluate the
economic impact of club and gaming activities within
the hospitality industry. Make recommendations to deal
with issues that become evident.
Compare and contrast the nature of clubs before and
after gaming machines are introduced. Draw
conclusions about the impact of clubs with gaming
machines on other hospitality sectors.
Research investigation
Plan, prepare and host a simulated gaming event,
e.g. casino night. Justify the decisions made and
evaluate the effectiveness of the planning and
implementation of the function or event. Reflect and
make recommendations.
Plan, organise, present and evaluate an activity or
entertainment to be conducted at a local club,
ensuring that the activity complies with any legal or
club rule constraints.
Design promotions and newsletters to develop loyalty
of family members to a club. Give reasons for your
proposals.
State government legislation covering the responsible
service of gaming aims to protect the welfare of patrons
and employees by setting general requirements, which
must be met at places of work. Investigate whether
these are being met by local hospitality establishments.
Develop arguments on the positive and negative
aspects of the legislation, drawing conclusions on the
main areas which need improvement. Make
recommendations to suggest more effective ways in
which the legislation may be met.
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Knowledge and understanding
Reasoning
Practical performance
Describe how hospitality and gaming activities are
carried out in accordance with legal/regulatory
requirements.
Identify current issues impacting on club and
gaming venues. Give examples of how club and
gaming venues have responded to these issues
within the limits of current legislation.
Access the State Gaming Act and outline the legal
obligations of all employees and establishments,
including the legal responsibilities of club boards
and committees, management, staff and members
in regard to club and gaming activities, awards,
workplace agreements, registration regulations,
codes of practice, workers’ compensation,
insurance, constitutions.
State the legislative requirements regarding
percentages that must be returned to clients in the
form of payouts and services.
Define and explain the differences in machine
gaming turnover and metered wins.
Explain the role of licensed monitoring operators.
State the purpose and operations of community
benefit statements and other schemes such as the
Fund for Sporting and Cultural Activities.
State and outline reasons for security measures
that are undertaken in club and gaming venues.
Outline the reasons for security checking of staff
employed in the gaming industry.
Investigate current issues impacting on clubs and
evaluate the potential consequences for the operation of
clubs and gaming venues, e.g. passive smoking,
Tobacco Products Act, Environment Protection Act,
taxation, principle of mutuality for non-profit clubs,
responsible gaming and alcohol service, the Charitable
and Non-Profit Gaming Act, club donations, advertising,
etc.
Research investigation
Investigate the following statement “Club employees are
aware of their obligations re the responsible service of
alcohol, but are often negligent.” Develop arguments and
make conclusions surrounding the causes of this
negligence in clubs. Make recommendations on how to
rectify this issue.
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7. Assessment
Assessment is an integral part of the teaching and learning process. The major purposes of
assessment in senior Authority subjects are to:
 promote, assist and improve learning
 inform programs of teaching and learning
 provide information for students, parents and teachers about the progress and achievements
of individual students to help them achieve as well as they are able
 provide comparable levels of achievement in each Authority subject to be recorded in
students’ learning accounts — the comparable levels of achievement may contribute to the
awarding of the Queensland Certificate of Education
 be used as the base data for tertiary entrance purposes
 provide information about how well groups of students are achieving for school authorities
and the State Education and Training Minister.
7.1
Principles of exit assessment
An assessment program for the four-semester course of study requires consideration of the
following principles. These principles of exit assessment are to be considered together and not
individually in the development of an assessment program.
 Information is gathered through a process of continuous assessment.
 Balance of assessment is a balance over the course of study and not necessarily a balance
over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas identified in the
syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the course of
study.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study.
While most students will exit a course of study after four semesters, some will exit after one,
two or three semesters.
Continuous assessment
Judgments about student achievement made at exit from a course of study must be based on an
assessment program of continuous assessment.
Continuous assessment involves gathering information on student achievement using
assessment instruments administered at suitable intervals over the developmental four-semester
course of study.
In continuous assessment all assessment instruments have a formative purpose. The major
purpose of formative assessment is to help students attain higher levels of performance.
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When students exit the course of study, teachers make a summative judgment about their levels
of achievement in accordance with the standards associated with exit criteria.
The process of continuous assessment provides the framework in which the other five principles
of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the
course, selective updating, and fullest and latest information.
Balance
Judgments about student achievement made at exit from a course of study must be based on a
balance of assessments over the course of study.
Balance of assessments is a balance over the course of study and not a balance within a semester
or between semesters.
Balance of assessment means judgments about students’ achievements of all the assessable
general objectives are made a number of times using a variety of assessment techniques and a
range of assessment conditions over the developmental four-semester course.
See also Section 7.7, Requirements for verification folio.
Mandatory aspects of the syllabus
Judgments about student achievement made at exit from a course of study must be based on
mandatory aspects of the syllabus.
The mandatory aspects are:
 the general objectives of Knowledge and understanding, Reasoning, and Practical
Performance
 the minimum of two topic areas and at least one topic from topic areas 1, 2 or 3 which must
be evident in Year 12 and should be evident in Year 11.
To make the judgment of student achievement at exit from a four-semester course of study
about the mandatory aspects, the standards associated with exit criteria stated in Section 7.8
must be used.
Significant aspects of the course of study
Judgments about student achievement made at exit from a course of study must be based on
significant aspects of the course of study.
Significant aspects are those areas described in the school’s work program that have been
selected from the choices permitted by the syllabus to meet local needs.
The significant aspects must be consistent with the general objectives of the syllabus and
complement the developmental nature of learning in the course over four semesters.
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Selective updating
Judgments about student achievement made at exit from a course of study must be selectively
updated throughout the course.
Selective updating is related to the developmental nature of the course of study and works in
conjunction with the principle of fullest and latest information.
As subject matter is treated at increasing levels of complexity, assessment information gathered
at earlier stages of the course may no longer be representative of student achievement.
Therefore, the information should be selectively and continually updated (not averaged) to
accurately represent student achievement.
Schools may apply the principle of selective updating:
 to the whole subject-group:
 a school develops an assessment program so that, in accordance with the developmental
nature of the course, later assessment information based on the same groups of objectives
replaces earlier assessment information
 to individual students:
 a school determines the assessment folio for verification or exit (post-verification); the
student’s assessment folio must be representative of the student’s achievements over the
course of study; the assessment folio does not have to be the same for all students,
however the folio must conform to the syllabus requirements and the school’s approved
work program.
Selective updating must not involve students reworking and resubmitting previously graded
responses to assessment instruments.
Fullest and latest information
Judgments about student achievement made at exit from a course of study must be based on the
fullest and latest information available.
 “Fullest” refers to information about student achievement gathered across the range of
general objectives.
 “Latest” refers to information about student achievement gathered from the most recent
period in which achievement of the general objectives is assessed.
As the assessment program is developmental, fullest and latest information will most likely
come from Year 12 for those students who complete four semesters of the course.
The fullest and latest assessment data on mandatory and significant aspects of the course of
study is recorded on a student profile.
7.2
Assessment of units of competency
Assessment in vocational education and training is competency-based. Competency-based
assessment is the process of collecting evidence and making judgments on whether the student
can consistently demonstrate knowledge and skill, and the application of that knowledge and
skill to the standard of performance required in the workplace. The standards of knowledge,
skill and application, and the context of assessment are described in the national training
package(s). Assessment is conducted against the competency standards in the training packages
and must be consistent with the Department of Education, Employment and Workplace
Relations (formerly DEST) national assessment principles. Assessment is conducted by a
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HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
registered training organisation (RTO) whose assessors meet designated human resource
requirements.
Units of competency describe the context in which assessment should take place. The evidence
guide and range of variables for each unit of competency are integral to the assessment of
competency. The evidence guide identifies the critical aspects, underpinning knowledge and
skills to be demonstrated to achieve a unit of competency. The range of variables identifies the
range of contexts and conditions to which performance criteria apply. Both the evidence guide
and range of variables must be incorporated when planning and conducting assessment.
Elements of competency do not have to be assessed individually. Holistic assessment techniques
can be used, and integrated assessment is encouraged. When appropriate, elements from
different units of competency can also be assessed at the one time. The teacher should, however,
be satisfied that the student has achieved competency in each of the elements in a unit of
competency.
An assessor should choose a range of assessment techniques that are best suited for gathering
the evidence required to demonstrate that competency has been achieved. Techniques could
include demonstrations, observation schedules, simulation activities, case studies or work-based
projects/assignments. The range of assessment techniques will appear in your training and
assessment strategy (TAS).
When determining whether a student has achieved competency, assessors should bear in mind
that they are indicating that competency can be sustained in the workplace. Once an assessor is
satisfied that a student has achieved competency in an element or unit of competency, no
unnecessary additional demands such as supplementary tests, training, or examinations should
be placed on the student.
Students who have not achieved competency when assessed are to be provided with feedback on
their assessment, and with opportunities to be reassessed. Ideally, this reassessment would occur
when deficiencies identified in the first assessment have been attended to through, for example,
further learning and practice activities.
Recognition of prior learning (RPL) is the assessment and recognition of a person’s earlier learning
through courses and experience. Students must be made aware of the RTO’s RPL policy and be
given opportunities to apply for RPL for the units of competency embedded in this syllabus. In
determining RPL, both the practical outcomes and the underpinning knowledge of the units of
competency should be assessed, using appropriate assessment techniques either within a simulated
or real work environment. If a student can demonstrate current competency in a particular element or
unit of competency, the student is eligible for RPL.
A master record detailing students’ achievements of the units of competency must be maintained by
the school which, as the RTO, is responsible for maintaining secure and confidential assessment
records. Schools are advised to record achievement in units of competency on the QSA’s Student
Data Capture System (SDCS) as soon as possible. Student record books may be used to provide
students with a record of the details and context of assessment.
7.3
Planning an assessment program
To achieve the purposes of assessment listed at the beginning of this section, schools must
consider the following when planning an assessment program:
 general objectives (see Section 3)
 learning experiences (see Section 5)
 principles of exit assessment (see Section 7.1)
 variety in assessment techniques over the four-semester course (see Section 7.6)
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 conditions in which assessment instruments are undertaken (see Section 7.6)
 verification folio requirements; that is, the range and mix of assessment instruments
necessary to reach valid judgments of students’ standards of achievement (see Section 7.6)
 post-verification assessment (see Section 7.7.1)
 exit criteria and standards (see Section 7.8).
In keeping with the principle of continuous assessment, students should have opportunities to
become familiar with the assessment techniques that will be used to make summative
judgments. They should also have knowledge of the criteria to be used in relation to each
assessment instrument.
Further information can be found at www.qsa.qld.edu.au/670.html.
7.4
Special provisions
Guidance about the nature and appropriateness of special provisions for particular students may
be found in the Authority’s Policy on Special Provisions for School-based Assessments in
Authority and Authority-registered subjects (2009), available from
www.qsa.qld.edu.au/2132.html. This policy provides guidance on responsibilities, principles
and strategies that schools may need to consider in their school settings.
To enable special provisions to be effective for students, it is important that schools plan and
implement strategies in the early stages of an assessment program and not at the point of
deciding levels of achievement. The special provisions might involve alternative teaching
approaches, assessment plans and learning experiences.
7.5
Authentication of student work
It is essential that judgments of student achievement are made on accurate and genuine student
assessment responses. Teachers should ensure that students’ work is their own, particularly
where students have access to electronic resources and when they are preparing collaborative
tasks.
The QSA information statement Strategies for authenticating student work for learning and
assessment is available from www.qsa.qld.edu.au/3514.html. This statement provides
information about various methods teachers can use to monitor that students’ work is their own.
Particular methods outlined include:
 students planning production of drafts and final responses
 teachers seeing plans and drafts of student work
 maintaining documentation of the development of responses
 students acknowledging resources used.
Teachers must ensure students use consistent accepted conventions of in-text citations and
referencing where appropriate.
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Assessment techniques
The techniques and associated conditions of assessment most suited to the judgment of student
achievement in this subject are described below. The general objectives which each technique is
best suited to assess are indicated also.
Schools decide the instruments to be used for assessment. For each assessment instrument,
schools develop a criteria sheet related to the general objectives and standard descriptors (refer
to matrix) for making judgments about the quality of student responses. A criteria sheet lists the
properties or characteristics used to assess students’ achievements. Students must be given a
criteria sheet for each assessment instrument.
Where students undertake assessment in a group or team, instruments must be designed so that
teachers can validly assess the work of individual students and not apply a judgment of the
group product and processes to all individuals.
Assessment techniques in Hospitality include:
 short written response
 extended written response
 oral/multimodal presentations
 practical performance.
There should be variety and balance in the types of instruments used thereby enabling students
with different learning styles to demonstrate their performance within each criterion.
Assessment instruments may assess more than one criterion.
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7.6.1 Short written response
What is a short written response?
The short written response is an assessment technique that is written and conducted under supervised
conditions to ensure authentication of student work.
This technique may draw on the Knowledge and understanding criterion.
Perusal time is recommended.
A short written response may be constructed using the following items:
 Short items
 such as multiple-choice questions, costing/estimating exercises, definition of terms, alternative response,
sentence or short-paragraph (up to 50 words) responses
 Paragraph responses
 Used when explanation of greater complexity is required, and should be between 50 and 200 words.
 Some considerations when the item is a paragraph response:
 apply what they have learned in another context or situation
 modify or transform information from one form to another, to show understanding.
Stimulus materials may be provided to support the assessment instrument and may be presented in a wide
variety of forms, and tasks set from these may vary in length. Stimulus materials must be succinct enough to
allow students to engage with the material in the time provided.
Examples include:
 case studies
 industry-based multimodal information, e.g. pamphlets, manuals, slides, DVDs, photographs
 cartoons
 tables, statistics, graphs, charts
 computer software
 films, newspapers, television
 legislative acts and regulations
For monitoring
 Mix of items listed above
For verification
 Emphasis on paragraph responses
What should teachers do when planning and implementing a short written response?
The teacher should:
 construct questions that are unambiguous
 format the paper to allow for ease of reading and responding
 consider the language needs of the students
 become more challenging as the course progresses
 ensure the questions allow the full range of standards to be demonstrated.
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7.6.2 Extended written response
What is an extended written response?
This assessment technique asks students to provide a written response, usually to a question, scenario or issue
relevant to the hospitality industry. Extended written response instruments ask students to demonstrate their
ability to select and analyse information, to expound and communicate a viewpoint through developing
arguments, drawing conclusions and making relevant recommendations. Instruments may require planning, data
collection and interpretation, research, analysis, synthesis and evaluation.
The outcome of the extended written response task is a written presentation, which may take one of the forms:
 reports
 essays (may include persuasive, analytical or argumentative)
 response to stimulus materials.
Questions that encompass broad general topics, rather than specific issues, or that require students to produce
content only, are inappropriate.
Reports, essays and response to stimulus materials (except essays and response to stimulus materials written
under test conditions) should conform to accepted conventions in terms of references, acknowledgment of
sources and illustrations.
Perusal time is recommended for extended written responses conducted under supervised conditions.
This technique may draw on the Reasoning criterion.
Students should be given substantial responsibility for managing and monitoring their own work. Schools should
provide sufficient time in class for students to complete and be given feedback on significant aspects of the task.
Scaffolding (modelling the process and familiarising students with the expectations for the required outcome)
must be provided as part of the learning process to help students complete an assessment instrument.
Scaffolding must be reduced from Year 11 to Year 12 to allow the student to better demonstrate independence in
the process.
Stimulus materials may be provided to support the assessment instrument and may be presented in a wide
variety of forms, and tasks set from these may vary in length. Stimulus materials must be succinct enough to
allow students to engage with the material in the time provided.
Examples include:
 case studies
 industry-based multimodal information, e.g. pamphlets, manuals, slides, DVDs, photographs
 cartoons
 tables, statistics, graphs, charts
 computer software
 films, newspapers, television
 legislative acts and regulations
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Research
The student:
 must include a reference list (in-text referencing for A and B standard)
 must develop arguments supported by evidence, draw conclusions and make relevant recommendations
 may include a field trip, industry visit , case study, observations, interview and/or questionnaires in addition to
research through print or internet sources.
Research reports
The following report structure is a useful one for Hospitality Studies:
 Title page: report title, author’s name, date, intended audience (if appropriate)
 Summary: major ideas, conclusions and recommendations: 1–3 paragraphs
 Contents (optional): shows the organisation of the report and gives a general overview
 Introduction: the subject, main message, and the position being taken by the report’s author
 Body: main ideas, development of arguments, exploration of reasons, causes, effects, supporting evidence
 Conclusion: the summary of the main findings, main issues, major problems or areas of concern
 Recommendations: these are a consequence of the investigation and are aimed at providing solutions to a
problem or ways of improving a situation; recommendations are often in the form of a list, and may contain
references to earlier sections of the report that contain supporting evidence
 References: a list of references or sources of evidence that are referred to in the report; should be listed in
conventional format
 Appendixes: these are usually made up of bulky material that is referred to but not included in the report, such
as surveys and questionnaires, tables and statistics, or graphs and charts.
Essays
Essays are extended written responses to specific questions or statements. Essays may be in an analytical,
argumentative or persuasive genre.
Essays may be conducted under supervised conditions to ensure authentication of student work.
Responses to stimulus materials
These are to be extended pieces of writing that may be conducted under supervised conditions to ensure
authentication of student work.
Stimulus materials for responses under supervised conditions must be succinct enough to allow students to
engage with the material in the time provided.
If the stimulus material is lengthy, it may need to be given to the students before the administration of the task
and an appropriate time for review needs to be provided.
For monitoring
Recommended word length for extended written
responses is 800 to 1000 words
Responses conducted under supervised conditions:
600–800 words
For verification
Recommended word length for extended written
responses is 1000 to 1200 words
Responses conducted under supervised conditions:
800–1000 words
What must a student do to complete an extended written response?
 gather and sort information and data from a variety of sources, demonstrating appropriate referencing
 select and analyse information to expound a viewpoint through developing arguments, drawing conclusions and
making recommendations
 communicate ideas.
What should teachers do when planning and implementing an extended written response?
The teacher should:
 construct questions that are unambiguous
 provide scaffolding for formative assessment
 format the paper to allow for ease of reading and responding
 consider the language needs of the students
 ensure the questions allow the full range of standards to be demonstrated
 allow sufficient class time for students to be able to undertake the task effectively.
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7.6.3 Oral/multimodal presentation
What is a oral/multimodal presentation?
An oral/multimodal presentation is an assessment instrument that is spoken/signed (e.g. debate, seminar,
simulations of hypothetical industry situations) or multimodal (e.g. webpage, podcast, video, computer simulation).
A multimodal presentation may include an aspect of spoken/signed communication.
Notes about the oral/multimodal presentation:
 It must be supported by explanatory notes (which may include in-text references, reference lists, data and
diagrams for clarification of the content of the presentation).
 Assessment of oral/multimodal presentation should be accompanied by documentary evidence such as detailed
teacher checklists for each student as well as evidence from students such as PowerPoint presentations,
overhead transparencies, displays, room layouts.
 Scaffolding (modelling the process and familiarising students with the expectations for the required outcome)
must be provided as part of the learning process to help students complete an assessment instrument.
Scaffolding must be reduced from Year 11 to Year 12 to allow the student to better demonstrate independence
in the process.
 The length and degree of complexity of multimodal presentations are expected to increase as the student
progresses through the course of study.
This technique may draw on Knowledge and understanding as well as the Reasoning criteria.
For monitoring
Oral/signed presentation: 5–8 min/student.
Multimodal presentation: minimum of 3 min/student.
Documentary evidence as suggested above.
For verification
Oral/signed presentation: 8–10 min/student
Multimodal presentation: minimum of 5 min/student
Documentary evidence as suggested above.
What should teachers do when planning and implementing a spoken/multimodal presentation?
The teacher should:
 provide scaffolding for formative assessment
 consider the language needs of the students
 ensure the task allows the full range of standards to be demonstrated
 allow sufficient class time for students to be able to effectively undertake the task.
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7.6.4 Practical tasks
What is a practical task?
A practical task is an assessment instrument that is used to assess the performance of practical skills as well as
the planning, decision making, implementation and evaluation of the hospitality task.
This technique may draw on the Practical performance as well as the Knowledge and understanding criteria.
The practical task should:
 be related to the topic of study with a hospitality focus
 provide opportunity for both individual and team work
 progress from simple to more complex tasks, including the contextual factors related to the task as well as the
level of proficiency of skills; Section 5.4.1 provides advice regarding the structuring of simple and complex
tasks.
Any assessment using teacher observation must be accompanied by documentary evidence such as detailed checklists
for each student.
To demonstrate the planning, justifying and evaluating components of the practical task, students must provide
evidence of the decision-making processes that they engaged in as part of the practical task. The evidence must
include their role and responsibilities as well as the roles and responsibilities of the team throughout the function
or event.
To demonstrate the standards of practical skills, teachers are required to submit video evidence of student
performance for moderation purposes (refer to below for further guidance).
Practical skills must be assessed under supervised conditions and class time must be allocated for teacher observation
of both practical and written components of the task.
Outside class time will be required for students to complete the planning, decision-making and evaluation of the task.
What must a student do to complete a practical task?
 Provide evidence of planning, justifying decisions, implementing and evaluating as part of assessment tasks in
the Practical performance criterion, and as part of monitoring and verification submissions.
 Evidence can take many formats, and vary in level of formality, but must illustrate clearly the planning, decisionmaking and evaluating processes by students that are part of the implementation of practical tasks.
 Evidence must include:
 planning incorporating contextual factors
 justification of decision making
 evaluation of processes and outcomes
 roles and responsibilities of students as individuals and as part of the team.
 Evidence may take the form of diary, journal, a progressive log, or a written evaluation, and may include room
layouts, trial menus, work schedules, sample layouts for letters and business cards, and multimodal
presentations.
 Evidence of justification of decision-making may be presented as annotations added progressively to the
materials suggested above, or may be presented as a brief reflective account of reasons for decisions and
relevant recommendations.
The diagram in Section 5.4 provides additional advice regarding practical performance tasks and student
justification of planning and decision making.
What should teachers do when planning and implementing a practical task?
Teachers should:
 provide access to relevant industry technologies
 provide access to industry standard physical resources
 construct questions/tasks that are unambiguous
 consider the language needs of the students
 ensure the questions/tasks suit the relevant context
 ensure the questions/tasks allow for the full range of standards to be demonstrated.
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What evidence should teachers provide to confirm the standards of practical skills?
 The teacher should provide DVD/video evidence of student performance of practical skills at the A standard and
C standard in both the monitoring and verification submissions.
 Video/DVD evidence will focus on the practical skills components of practical performance tasks, and may be
drawn from practical skills performed as part of learning experiences or from assessment occasions.
 Videos/DVD do not have to show the individual students whose folios are included in monitoring and verification
submissions.
 The videotapes/DVD included with each submission should contain evidence of the practical areas from which
tasks have been developed, and about which judgments are being made — for example, food production and
food and beverage service.
 Photographic evidence may be supplied also, to support and illustrate particular details of student skills. For
example, a video of a large hospitality function such as a three-course dinner may focus on food and beverage
production skills, and supporting photographs may be used to show room décor or table settings. As with video
evidence, the photographs submitted as part of the monitoring and verification folios may be drawn from
practical skills performed as part of learning experiences or from assessment occasions.
 DVD/video and supporting photographic evidence must:
 illustrate the A (high quality products and services) and C (products and services of acceptable quality)
standards in Criterion 3 — if there is no A or C standard in the cohort, then evidence of the next highest
standard of practical skills in each case should be supplied
 be no longer than 10 minutes long (DVD/videos)
 be accompanied by a voiceover or written commentary that illustrates how the material demonstrates the A
and C standard (DVD/video), or with accompanying notes identifying how they illustrate the A and C standard
(photographs)
 show performances in practical skills by students in the cohort under review; any confirmation included in the
monitoring submission should be of practical work, either class work or an assessment occasion undertaken
during Year 11; any confirmation included in the verification submission must be of practical work, either class
work or an assessment occasion undertaken during Year 12.
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7.7
SENIOR SYLLABUS 2009
Requirements for verification folio
A verification folio is a collection of a student’s responses to assessment instruments on which
the level of achievement is based. For students who are to exit with four semesters of credit,
each folio must contain the range and mix of assessment techniques for making summative
judgments stated below. Students’ verification folios for Hospitality Studies must contain:
 a minimum of four and a maximum of six assessment instruments including at least one
assessing Criterion 2 or Criterion 3 in Semester 4; the type of assessment and criterion for
assessment is at the discretion of the school
 one piece of student work which has been completed under supervised conditions
 one piece demonstrating the Reasoning criterion using an extended written response
 one task demonstrating Practical performance
 DVD/video evidence for validation of the practical skills component of Criterion 3, that
illustrates an A standard and C standard (Section 7.6.4 contains more detailed advice
regarding this requirement).
For information about preparing monitoring and verification submissions schools should refer to
www.qsa.qld.edu.au/586.html.
7.7.1 Post-verification assessment
Schools must use assessment information gathered after verification in making judgments about
exit levels of achievement for those students who are completing the fourth semester of the
course of study.
7.7.2 Student profile
The purpose of the student profile is to record student achievement over the four-semester
course of study. Key elements on the profile include:
 semester units/topics
 assessment instruments in each semester
 standard achieved in each criterion for each instrument
 instruments used for summative judgments
 interim level of achievement at monitoring and verification.
Schools may use one of the sample profile templates in the Appendix or design their own.
7.8
Exit criteria and standards
The purpose of exit criteria and standards is to make judgments about students’ levels of
achievement at exit from a course of study. The criteria are stated in the same categories as the
assessable general objectives of the syllabus. The standards describe how well students have
achieved the general objectives and are stated in Table 4: Standards associated with exit
criteria. The following criteria must be used:
Criterion 1: Knowledge and Understanding
Criterion 2: Reasoning
Criterion 3: Practical Performance.
Each criterion must be assessed in each semester, and each criterion is to make an equal
contribution to the determination of exit levels of achievement.
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7.9
SENIOR SYLLABUS 2009
Determining exit levels of achievement
When students exit the course of study, the school is required to award each student an exit level
of achievement from one of the five levels:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement.
Exit levels of achievement are summative judgments made when students exit the course of
study. For most students this will be after four semesters. For these students, judgments are
based on exit folios providing evidence of achievement in relation to all general objectives of
the syllabus and in accordance with the criteria and standards.
Determining a standard
The standard awarded is an on-balance judgment about how the qualities of the student’s work
match the standards descriptors overall in each criterion. This means that it is not necessary for
the student to have met every descriptor for a particular standard in each criterion.
When standards have been determined in each of the criteria for this subject, the following table
is used to award exit levels of achievement, where A represents the highest standard and E the
lowest. The table indicates the minimum combination of standards across the criteria for each
level.
Table 3: Awarding exit levels of achievement
VHA
Standard A in any two criteria and no less than a B in the remaining criterion
HA
Standard B in any two criteria and no less than a C in the remaining criterion
SA
Standard C in any two criteria and no less than a D in the remaining criterion
LA
At least Standard D in any two criteria
VLA
Standard E in the three criteria
Some students will exit after three, two or one semesters. For these students, judgments are
based on folios providing evidence of achievement in relation to the general objectives of the
syllabus focused on to that time. The particular standards descriptors related to the objectives
focused on are used to make the judgment.
Further information can be found at www.qsa.qld.edu.au/1426.html.
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Table 4: Standards associated with exit criteria
Criterion
A
B
C
D
E
Knowledge and
Understanding
The student work has the
following characteristics:
 accurate recognition,
description and explanation
of a comprehensive range
of relevant hospitality
concepts, key ideas and
principles
 Insightful application of
concepts, key ideas and
principles relevant to
hospitality industry.
The student work has the
following characteristics:
 accurate recognition,
description and explanation
of a substantial range of
relevant hospitality
concepts, key ideas and
principles
 informed application of
concepts, key ideas and
principles relevant to
hospitality industry.
The student work has the
following characteristics:
 accurate recognition,
description and explanation
of a range of relevant
hospitality concepts, key
ideas and principles
 application of concepts,
key ideas and principles
relevant to hospitality
industry.
The student work has the
following characteristics:
 recognition and description
of a narrow range of
hospitality information
 application of key ideas
relevant to hospitality
industry.
The student work has the
following characteristics:
 recognition of a narrow
range of hospitality
information.
Reasoning
The student work has the
following characteristics:
 insightful analysis of
detailed relevant
information from a wide
range of sources
 development of wellreasoned arguments
supported by detailed
evidence to draw
conclusions and make
relevant recommendations
 consistent and effective
communication in
appropriate forms, using
accepted language and
referencing conventions.
The student work has the
following characteristics:
 thorough analysis of
relevant information from a
range of sources
 development of informed
arguments supported by
related evidence to draw
conclusions and make
relevant recommendations
 effective communication in
appropriate forms, using
accepted language and
referencing conventions.
The student work has the
following characteristics:
 analysis of relevant
information from sources
 development of arguments
supported by evidence to
draw conclusions
 communication in
appropriate forms, using
accepted language
conventions and
acknowledging sources.
The student work has the
following characteristics:
 selection of information
from sources
 development of statements
of opinion and basic
conclusions
 communication attempting
use of accepted language
conventions.
The student work has the
following characteristics:
 information from sources
 simple ideas
communicated.
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Criterion
A
B
C
D
E
Practical
Performance
The student work has the
following characteristics:
 comprehensive
development and
consistent implementation
of plans related to
hospitality tasks or
contexts
 well-reasoned justification
of decisions made for
hospitality tasks or
contexts
 proficient mastery of
techniques to produce
quality products and
services
 detailed evaluation on the
effectiveness of planning
and implementation,
making insightful
recommendations.
The student work has the
following characteristics:
 effective development and
implementation of plans
related to hospitality tasks
or contexts
 logical justification of
decisions made for
hospitality tasks or
contexts
 mastery of techniques to
produce quality products
and services
 evaluation of the
effectiveness of planning
and implementation,
making valid
recommendations.
The student work has the
following characteristics:
 development and
implementation of plans
related to hospitality tasks
or contexts
 justification of decisions
made for hospitality tasks
or contexts
 satisfactory performance of
techniques to produce
products and services of
acceptable quality
 simplistic evaluation of the
effectiveness of planning
and implementation,
making recommendations.
The student work has the
following characteristics:
 Implementation of simple
plans related to hospitality
tasks or contexts
 decisions made for
hospitality tasks or
contexts
 performance of techniques
to produce products and
services of variable quality
 description of the
effectiveness of planning
and implementation.
The student work has the
following characteristics:
 plans for hospitality tasks
or contexts followed
 instructions for hospitality
tasks or contexts followed
 minimal practical
techniques performed.
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10. Language education
Teachers of Senior English have a special responsibility for language education. However, it is
the responsibility of all teachers to develop and monitor students’ abilities to use the forms of
language appropriate to their own subject areas. Their responsibility entails developing the
following skills:
 ability in the selection and sequencing of information required in the various forms (such as
reports, essays, interviews and seminar presentations)
 the use of technical terms and their definitions
 the use of correct grammar, spelling, punctuation and layout.
Assessment in all subjects needs to take into consideration appropriate use of language.
The ability to use language and communicate well is essential to effective participation in the
hospitality industry. Students will be required to demonstrate the attributes and skills necessary
for effective written and nonwritten communication in a workplace environment.
Such skills are of fundamental importance in attaining knowledge and understanding of
hospitality concepts, and in analysing and evaluating recommendations in a range of hospitalityrelated events or functions. They are also critical to developing the effective workteam, personal
and interpersonal communication skills essential for good staff and customer relations.
The acquiring of effective written and nonwritten communication skills is a developmental
process. It is important that language and communication development be an integral part of
day-to-day classroom activities, and that the various skills be taught explicitly.
Students should be encouraged to use language to achieve different purposes in different
contexts and for a variety of audiences in different hospitality contexts. Opportunities should be
provided for students to access, process and present information in a range of forms and media
as suggested in Table 5.
Table 5: Language sources, purposes and formats
Drawing upon sources of information, such as:
industry speakers, excursions to hospitality establishments, lectures, interviews with industry personnel,
observations, demonstrations, textbooks, manuals, product brochures, computer files, journal articles,
industry magazines, newspaper articles, broadcast media, computer software, videos or films, World Wide
Web, DVDs.
Using language for the purposes of, for example:
developing an idea, designing a product, describing a process, interpreting and analysing, explaining a
relationship, evaluating an argument, synthesising information, justifying a position, researching
concepts/focuses, reporting results, giving instructions, arguing a proposition, proposing action,
interpreting a theory, making conclusions, reflection.
Presenting information in ways such as:
photographs, extended writing, short responses, letters, formal reports, oral presentations, seminars,
demonstrations, audiovisual presentations, websites, CD-ROMs, interviews, journal notes, diagrams.
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10. Quantitative concepts
and skills
Success in dealing with issues and situations in life and work depends on the development and
integration of a range of abilities, such as being able to:
 comprehend basic concepts and terms underpinning the areas of number, space, statistics and
measurement; for example, quantities, proportions, weight, maintaining stock, designing
layouts and work spaces to maximise efficiency, and accessing and manipulating statistical
information relating to the hospitality industry
 extract, convert or translate information given in numerical or algebraic forms, diagrams,
maps, graphs or tables; for example, schedules, rosters, seating plans, collating data from
questionnaires, designing and using spreadsheets, portioning
 calculate and apply numerical procedures such as portion control, costing, calculating costs
and profits
 use calculators and computers
 use skills or apply concepts from one problem or one subject domain to another.
In Hospitality Studies students are to be encouraged to develop their understanding and to learn
through the incorporation — to varying degrees — of mathematical strategies and approaches to
tasks. Similarly, students should be presented with experiences that stimulate their mathematical
interest and hone those quantitative skills that contribute to operating successfully in their
personal lives or to participate in a specific workplace environment.
The distinctive nature of Hospitality Studies may require that new mathematical concepts be
introduced and new skills be developed. In many cases, however, it will be a matter for teachers,
in the context of Hospitality Studies, to encourage the use of quantitative skills and
understandings that were developed previously by their students. Within appropriate learning
contexts and experiences in the subject, opportunities are to be provided for revising,
maintaining, and extending such skills and understandings.
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10. Educational equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools
should incorporate the following concepts of equity.
All young people in Queensland have a right to gain an education that meets their needs, and
prepares them for active participation in creating a socially just, equitable and democratic global
society. Schools need to provide opportunities for all students to demonstrate what they know
and can do. All students, therefore, should have equitable access to educational programs and
human and physical resources. Teachers should ensure that particular needs of the following
groups of students are met: female students, male students, Aboriginal students, Torres Strait
Islander students, students from non–English-speaking backgrounds, students with disabilities,
students with gifts and talents, geographically isolated students, and students from low
socioeconomic backgrounds.
Subject matter chosen should include, whenever possible, the contributions and experiences of
all groups of people. Learning contexts and community needs and aspirations should also be
considered. In choosing appropriate learning experiences teachers can introduce and reinforce
non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning
experiences should encourage the participation of students with disabilities and accommodate
different learning styles.
Resource materials used should recognise and value the contributions of both females and males
to society and include social experiences of both genders. Resource materials should also reflect
cultural diversity within the community and draw from the experiences of the range of cultural
groups in the community.
To allow students to demonstrate achievement, barriers to equal opportunity need to be identified,
investigated and removed. This may involve being proactive in finding the best ways to meet the
diverse range of learning and assessment needs of students. The variety of assessment techniques in
the work program should allow students of all backgrounds to demonstrate their knowledge and skills
related to the criteria and standards stated in this syllabus. The syllabus criteria and standards should
be applied in the same way to all students.
Teachers should consider equity policies of individual schools and schooling authorities, and
may find the following resources useful for devising an inclusive work program:
ACACA 1996, Guidelines for Assessment Quality and Equity, available from www.acaca.org.au
ANTA 2004, A Guide to Equity and the AQTF, available from Australian Training Products Ltd
www.atpl.net.au
QSA 2006, Policy on Special Consideration in School-based Assessments in Senior Certification,
available from www.qsa.qld.edu.au
QSA 2006, Policy Statement: Equity, available from www.qsa.qld.edu.au
EQ 2005, Inclusive education statement, available from www.education.qld.gov.au/studentservices/
EQ 2006, Education Policy and Procedures Register: Inclusive education, available from
www.education.qld.gov.au/strategic/eppr/
QSCC 2001, Equity Considerations for the development of curriculum and test material, available
from www.qsa.qld.edu.au
QCEC 2001, Inclusive Practices in Queensland Catholic Schools, available from
www.qcec.qld.catholic.edu.au
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11. Resources
Text and reference books
A wide variety of textbooks and resource materials that could be used as sources of information
about hospitality studies are available. Book suppliers provide information regarding current
publications.
World Wide Web
Many interactive and static websites can be used to enhance a course in Hospitality Studies and
often include useful resources. Some particularly useful sites include:
 Australian Food Safety Web (provides information on food regulations, food poisoning
outbreaks links to other sites) www.safefood.net.au
 Department of Education, Science and Training (provides information relating to training
and industry) http://www.dest.gov.au
 Australian Council of Trades Unions (provides access to the internet site for school students,
at www.worksite.actu.asn.au) www.actu.asn.au
 Australian Bureau of Statistics http://www.abs.gov.au
 Queensland Government (entry point for government departments) http://www.qld.gov.au
 Epicurious (on-line journal provides access to Gourmet and Bon Appetit magazines)
www.epicurious.com
Newspaper reports
Many newspapers carry regular pages, columns and features about hospitality studies. Local
newspapers can also be a source of useful data. The compilation of news files on particular
topics can broaden the knowledge base of students and provide a valuable source of material for
developing assessment instruments.
Periodicals
Journals and periodicals provide current, relevant information. Journals and periodicals relevant
to Hospitality Studies may include:
 Australian Journal of Hospitality Management
 Food Service News
 Menu
 Open House Foodservice
 Queensland Hotel Association (QHA) Journal
 Restaurant and Catering Australia
 Gourmet Traveller
 Vogue Entertaining Guide.
School librarians should be able to help identify and locate other useful periodicals.
Electronic media and learning technology
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HOSPITALITY STUDIES
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A wide range of videos, DVDs and television recordings are available on a variety of topics
related to Hospitality Studies. Various computer software programs and CD-ROMs may be
useful for a course in Hospitality Studies, as learning tools, to gain access to information
presented in a variety of forms and to help students gain ICT skills. Educational program
distributors can supply updated resource lists.
Organisations and community resources
A variety of government and community organisations provide personnel, advice, resources and
information to assist in constructing and implementing a course in Hospitality Studies. Some of
these include:
 Clubs Queensland (Registered and Licensed Clubs Association of Queensland),
www.clubsqld.com.au
 Industrial Relations Education Committee, Department of Education, Training and Industrial
Relations www.deedi.qld.gov.au
 Queensland Health: Environmental Health Unit, Food Services Unit, Workplace Health and
Safety Unit www.health.qld.gov.au
 Queensland Hotels Association www.queenslandhotels.com.au
 Restaurant and Catering Queensland www.rcq.org.au
 Tourism Queensland www.tq.com.au
 Tourism Training Australia www.tourismtraining.com.au
 National Training Information Service (Tourism Training Package SIT07) www.ntis.gov.au
 Service Industries Skills Council www.serviceskills.com.au
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HOSPITALITY STUDIES
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12. Glossary
Accreditation (vocational education and training)
The process used to formally recognise national qualifications not covered by nationally
endorsed training packages.
Accredited course (vocational education and training)
A structured sequence of vocational education and training that has been accredited by a state
or territory accrediting body and leads to an Australian Qualifications Framework
qualification or statement of attainment.
Analyse (CCE)
Dissecting to ascertain and examine constituent parts and/or their relationships.
Competency-based assessment (vocational education and training)
The process of collecting evidence and making judgments on whether competency has been
achieved, to confirm that an individual can perform to the standard expected in the workplace,
as expressed by the relevant endorsed industry/enterprise competency standards of a training
package or by the learning outcomes of an accredited course.
Assessment
The purposeful and systemic collection of information about students’ achievements.
Formative assessment
Assessment whose major purpose is to improve teaching and student achievement.
Summative assessment
Assessment whose major purpose is to indicate the achievement status or standards achieved
at particular points of schooling; it is geared toward reporting or certification.
Standards-based assessment
Judging the quality of student achievement with reference to pre-stated standards.
Assessment guidelines (vocational education and training)
Endorsed component of a training package that underpins assessment and sets out the
industry’s approach to valid, reliable, flexible and fair assessment.
Assessment instrument
The tool or device used to gather information about student achievement.
Assessment item
A subset or part of an assessment instrument.
Assessment materials (vocational education and training)
Optional component of training packages that complement endorsed industry assessment
guidelines.
Assessment task
A particular type of assessment instrument. It involves students applying and using relevant
knowledge and theoretical and practical skills to create a product or a response to a meaningful
problem or issue.
Assessment technique
The method used to gather evidence about student achievement.
Australian Qualifications Framework (AQF) (vocational education and training)
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HOSPITALITY STUDIES
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The policy framework that defines all qualifications recognised nationally in post-compulsory
education and training in Australia. The AQF comprises titles and guidelines that define each
qualification, as well as the principles and protocols covering cross-sectoral qualification links
and the issuing of qualifications and statements of attainment.
Australian Quality Training Framework (AQTF) (vocational education and training)
The Australian Quality Training Framework (AQTF) is a set of nationally agreed quality
assurance arrangements for training and assessment services delivered by training
organisations. The first version of AQTF was implemented in 2002. It was revised in 2005 and
again in 2007 including the identification of excellence criteria.
CCE
Common curriculum element.
Comparing, contrasting (CCE)
Comparing: displaying recognition of similarities and differences and recognising the
significance of these similarities and differences.
Contrasting: displaying recognition of differences by deliberate juxtaposition of contrary
elements.
Competency (vocational education and training)
The broad concept of industry competency concerns the ability to perform particular tasks and
duties to the standard of performance expected in the workplace. Competency requires the
application of specified skills and knowledge relevant to effective participation in an industry,
industry sector or enterprise.
Competency (units of) (vocational education and training)
Specification of industry knowledge and skill and the application of that knowledge and skill to
the standard of performance expected in the workplace.
Contextual factors
Are the elements which contribute to the complexity of a hospitality practical experience. These
should show increasing complexity from the beginning of Year 11 to the end of Year 12. These
must be accounted for in the student’s decision making. Contextual factors include:
 client needs (e.g. room decor, theme, room temperature, music, floral and other decorations,
lighting, customer expectations, cultural and other religious factors, health factors, seasons,
workplace, health and safety factors)
 purpose, style or setting of the function, type of menu or service
 resources available such as venue, equipment, budget, cost effectiveness, time
 skills such as technical expertise, interpersonal skills, teamwork.
Criterion (plural: criteria)
Property, dimension or characteristic by which something is judged or appraised.
Criteria sheet
A tool for making judgments about the quality of students’ responses to an assessment
instrument. It lists the properties or characteristics used to assess students’ achievements.
Depth
The development of knowledge and understandings from simple through to complex.
Describe
To give an account of in speech or writing; to convey an idea or impression of; characterise; to
represent pictorially; depict; to trace the form or outline of.
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HOSPITALITY STUDIES
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Explaining to others (CCE)
Presenting a meaning with clarity, precision, completeness, and with due regard to the order of
statements in the explanation. Make clear or understandable, know in detail
Expounding a viewpoint (CCE)
Presenting a clear convincing argument for a definite and detailed opinion.
Evaluating
See Judging.
Events or functions
Authentic opportunities for students to provide hospitality products and services to clients or
customers reflective of industry practice. For example, high tea, breakfast, buffet lunch, threecourse dinner, mocktail party, pre-function service, conference event management, product
launches.
General objectives
General objectives are the objectives the school is intended to pursue directly through the course
of study. The schools assesses student achievement of these objectives.
Identify
Recognise, name or select.
Interpret
To give meaning to information presented in various forms: words, symbols, pictures, graphs etc.
Judging/evaluating (CCE)
Judging: apply both procedural and deliberative operations to make a determination.
Procedural operations are those that determine the relevance and admissibility of evidence, while
deliberative operations making a decision based on evidence.
Evaluating: assigning merit according to criteria.
Justify (CCE)
Providing sound reasons or evidence to support a statement. Soundness requires that the
reasoning is logical and, where appropriate, that the premises are likely to be true.
Key competencies
A set of general skills, understanding and abilities that underpin performance in all types of
work and life.
Level of achievement (exit)
The overall standard reached by students by the time they complete a course of study in an
Authority subject or Authority-registered subject. There are five exit levels of achievement:
Very High Achievement, High Achievement, Sound Achievement, Limited Achievement, Very
Limited Achievement. An exit level of achievement is usually issued at the end of four
semesters of study, but may be issued at the end of one, two or three semesters of study.
Level of achievement (interim)
A decision about the overall standard reached by students at any time other than when they exit
a course of study.
Moderation
Procedures to ensure that teacher judgments of standards achieved by students are
comparable.
External moderation
A set of formal procedures designed to ensure that levels of achievement awarded in Authority
subjects meet the requirements of syllabuses.
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Monitoring
The process by which review panels provide advice to schools on the quality of their
assessment instruments and the standards reached by students to that time. Monitoring occurs
at the end of Year 11.
National recognition (vocational education and training)
National recognition is:
 recognition by a registered training organisation (RTO) of the AQF qualifications and
statements of attainment issued by all other RTOs, thereby enabling national recognition of
the qualifications and statements of attainment issued to any person
 recognition by each state and territory’s registering body of the training organisations
registered by any other state or territory’s registering body of its registration decisions
 recognition by all state and territory course-accrediting bodies and registering bodies of the
courses accredited by each state or territory’s course-accrediting body and of its
accreditation decisions.
National Training Framework (NTF) (vocational education and training)
The National Training Framework is made up of the AQF and training packages. The NTF is a
nationally consistent, industry-led system designed to:
 provide high-quality skill outcomes to maintain individuals’ employability and increase their
productivity
 provide for nationally recognised qualifications
 improve the competitiveness of enterprises and the nation.
National Training Information Service (NTIS) (vocational education and training)
National register for recording information about RTOs, training packages and accredited
courses. NTIS is part of the National Skills Framework. www.ntis.gov.au
Performance criteria (vocational education and training)
Performance criteria specify the required level of performance expected in the workplace. They
help an assessor check whether a performance has been achieved to the standard required.
Qualification (vocational education and training)
Formal certification in the VET sector by an RTO that a person has satisfied all requirements of
the units of competency or modules that comprise an AQF qualification, as specified by: (a) a
nationally endorsed training package, or (b) an accredited course that provides training for that
qualification.
Recognition of prior learning (RPL) (vocational education and training)
An assessment process that assesses an individual’s non-formal and informal learning to determine
the extent to which that individual has achieved the required learning outcomes, competency
outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
Registered training organisation (RTO) (vocational education and training)
A training organisation registered by a state or territory registering body in accordance with the
AQTF 2007 Essential Standards for Registration within a defined scope of registration.
A training organisation must be registered in order to deliver and assess nationally recognised
training and issue nationally recognised qualifications.
Scaffolding
The process of supporting students to respond to assessment instruments.
Standards descriptor
A statement (or list of statements) that succinctly conveys the required quality of, or features in,
student work in order to be awarded a particular standard of achievement.
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Standards matrix
A chart in a syllabus describing the standards for A-E grades of student achievement
Student profile of achievement
Records information about student performance on assessment instruments undertaken
periodically throughout the course of study.
Statement of attainment (vocational education and training)
Issued by a registered training organisation when an individual has completed one or more units
of competency from nationally recognised qualification(s)/course(s).
Synthesise (CCE)
Assembling constituent parts into a coherent entity, such as an essay, presentation or brochure.
Topic area
Broad areas of learning related to the hospitality industry. The topic areas have been derived
from the hospitality industry sector career paths and for study in this syllabus are:
 Kitchen production
 Beverage production and services
 Food and beverage services
 Accommodation services
 Clubs and gaming services.
Training and assessment strategy (vocational education and training)
Framework that guides the learning requirements and the teaching, training and assessment
arrangements of a vocational education and training qualification. It is the document that
outlines the macro-level requirements of the learning and assessment process, usually at the
qualification level.
Training package (vocational education and training)
A nationally endorsed, integrated set of competency standards, assessment guidelines and AQF
qualifications for specific industry, industry sector or enterprise.
Training program (vocational education and training)
A program (also known as a learning program), developed by a registered training
organisation, that meets the training and assessment requirements of a qualification from a
training package, one or more designated units of competency, or an accredited course. The
training program may specify such matters as essential and elective units, the sequence and
timing of training and assessments, and the resources required. It may form part of a training
and assessment strategy.
Verification
Occurs towards the end of Year 12 as part of the moderation procedures whereby review
panels reach consensus on the standards exhibited in verification folios.
Work program
A document approved by the QSA that provides the detail of how a school intends to implement
a syllabus for an Authority subject.
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Appendix:
Sample courses of study
Sample course organisations
The topic areas and their integrated units of competency may be offered in either a semesterised
or an integrated format. The following are examples of possible course organisations, reflecting
a range of topic selections, and a two-year course of study.
Sample A: Course organisation, two topic areas, and Certificate I in Hospitality
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Kitchen
production
55 hours
Elements of the five core units
of competency
Oral/multimodal
presentation (K&U, R)
Extended written response
(R)
Practical task (PP, K&U)
2
Food and
beverage
services
55 hours
Elements of the five core units
of competency
SITHFAB003A Serve food and
beverage to customers with
prerequisite of SITXOHS002A
Follow workplace hygiene
procedures
Short written response
(K&U)
Extended written response
(R )
Practical task (K&U, PP)
3
Food and
beverage
services
55 hours
Elements of the five core units
of competency
SITHFAB010B Prepare and
serve non-alcoholic beverages
with prerequisite of
SITXOHS002A Follow
workplace hygiene procedures
Oral/multimodal
presentation (K&U, R)
Extended written response
(R )
Practical task (K&U, PP)
4
Kitchen
production
55 hours
Elements of the five core units
of competency
Short written response
(K&U)
Extended written response
(R )
Practical task (K&U, PP)
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HOSPITALITY STUDIES
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Sample A: Student profile with two topic areas and Certificate I in Hospitality
1 Topic area
Kitchen production
Oral/multimodal presentation (F)
Extended written response (F)
Practical task (F)
Interim standards – Semester 1
2 Topic area
Food and beverage
services
Short written response test (F)
Extended written response (F)
Practical task (F)
Interim standards – Monitoring
Interim level of achievement – Monitoring
3 Topic area
Food and beverage
services
Oral/multimodal presentation (S)
Extended written response (S)
Practical task (S)
Interim standards – Semester 3
4 Topic area
Kitchen production
Short written response test (S)
Extended written response (S)
Proposed standards – Verification
Proposed level of achievement – Verification
4 Topic area
Practical task (S)
Kitchen production
Exit standards
Exit level of achievement
69
Practical
performance
Assessment instrument
Reasoning
Knowledge and
understanding
Semester
Criteria
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Sample B: Course organisation, two topic areas, and Certificate I in Hospitality
(Kitchen Operations)
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Kitchen
production
55 hours
Elements of the nine core units
of competency
SITHCC007A Prepare
sandwiches
With prerequisite of
SITXOHS002A Follow
workplace hygiene procedures
and SITHCC001A Organise
and prepare food
Short written response
(K&U)
Extended written response
(R)
Practical task (PP, K&U)
2
Kitchen
production
25 hours
Elements of the nine core units
of competency
Oral/multimodal
presentation (K&U, R)
Extended written response
(R )
Practical task (PP, K&U)
Food and
beverage
services
30 hours
Food and
beverage
service
25 hours
Elements of the nine core units
of competency
Kitchen
production
30 hours
Oral/multimodal
presentation (K&U, R)
Extended written response
(R )
Practical task (K&U, PP)
Kitchen
production
25 hours
Food and
beverage
services
30 hours
Elements of the nine core units
of competency
SITHCC007A Prepare
sandwiches
With prerequisite of
SITXOHS002A Follow
workplace hygiene procedures
and SITHCC001A Organise
and prepare food
Short written response
(K&U)
Extended written response
(R )
Practical task (PP, K&U)
3
4
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Sample B: Student profile with two topic areas and Certificate I in Hospitality (Kitchen Operations)
Student Name: _________________________
Semester 1
Semester 2
Kitchen production
Monitoring
Semester 3
Kitchen production
Food and beverage
Services
Food and beverage
Services
Kitchen production
Semester 4
Food and
beverage
Services
Technique
SWR
EWR
FORMATIVE
PP
O/MM
EWR
SUMMATIVE
PP
O/MM
EWR
EWR
Exit
(after
verification)
Overall
standard
SUMMATIVE
PP
Semester 4
Kitchen
production
Kitchen
production
Overall
standard
FORMATIVE
Verification
Overall
standard
SUMMATIVE
PP
# SWR
Criterion 1
Knowledge &
understanding
Criterion 2
Reasoning
Criterion 3
Practical
Performance
Monitoring
LOA
LOA – Level of achievement
O/MM – Oral/multimodal
# Completed after verification
SWR – Short written response EWR – Extended written response
71
Verification
Exit
LOA
LOA
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Sample C: Course organisation, three topic areas, and Certificate I in Hospitality
(Kitchen Operations)
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Beverage
production
and services
55 hours
Elements of the nine core units of
competency
Oral/multimodal
presentation (K&U, R)
Extended written
response (R)
Practical task (PP, K&U)
2
Food and
beverage
services
55 hours
Elements of the nine core units of
competency
SITHCCC006A Prepare appetisers
and salads with prerequisites of
SITXOHS002A, SITHCCC001B
and SITHCCC002A
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
3
Kitchen
production
55 hours
Elements of the nine core units of
competency
Prerequisite of SITXOHS002A
Follow workplace hygiene
procedures
Oral/multimodal
presentation (K&U, R)
Extended written
response (R )
Practical task (K&U, PP)
4
Kitchen
production
55 hours
Food and
beverage
services
15 hours
Elements of the nine core units of
competency
Prerequisite of SITXOHS002A
Follow workplace hygiene
procedures
SITHCCC006A Prepare appetisers
and salads with prerequisites of
SITXOHS002A, SITHCCC001B
and SITHCCC002A
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
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Sample D: Course organisation, four topic areas and Certificate I in Hospitality
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Kitchen
production
55 hours
Elements of the five core units of
competency
Short written response
(K&U)
Extended written
response (R)
Practical task (PP, K&U)
2
Beverage
production
and services
55 hours
Elements of the five core units of
competency
SITHFAB010C Prepare and serve
non-alcoholic beverages with
prerequisite SITXOHS002A
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
3
Food and
beverage
services
55 hours
Elements of the five core units of
competency
SITHFAB003A Serve food and
beverage to customers with
SITXOHS002A
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
4
Clubs and
gaming
40 hours
Food and
beverage
services
15 hours
Elements of the five core units of
competency
SITHFAB009A Provide responsible
service of alcohol
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
The course organisation suggested in sample course organisation E revisits topics over Years 11 and 12,
and thus facilitates use in composite classes.
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Sample E: Course organisation, three topic areas, composite classes, Certificate 1 in
Hospitality (Year A)
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Beverage
production
and services
30 hours
Food and
beverage
services
25 hours
Elements of the five core units of
competency
SITHFAB010C Prepare and serve
non-alcoholic beverages
SITHFAB003A Serve food and
beverage to customers
with prerequisite SITXOHS002A
Follow workplace hygiene
procedures
Oral/multimodal
presentation (K&U, R)
Extended written
response (R)
Practical task (PP, K&U)
Kitchen
production
40 hours
Food and
beverage
services
15 hours
Elements of the five core units of
competency
SITHFAB003A Serve food and
beverage to customers
with prerequisite SITXOHS002A
Follow workplace hygiene
procedures
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
Kitchen
production
40 hours
Food and
beverage
services
15 hours
Elements of the five core units of
competency
SITHFAB003A Serve food and
beverage to customers
with prerequisite SITXOHS002A
Follow workplace hygiene
procedures
Oral/multimodal
presentation (K&U, R)
Extended written
response (R )
Practical task (K&U, PP)
Food and
beverage
services
30 hours
Beverage
production
and services
25 hours
Elements of the five core units of
competency
SITHFAB010C Prepare and serve
non-alcoholic beverages
SITHFAB003A Serve food and
beverage to customers
with prerequisite SITXOHS002A
Follow workplace hygiene
procedures
Short written response
(K&U)
Extended written
response (R )
Practical task (K&U, PP)
2
3
4
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HOSPITALITY STUDIES
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Sample E: Student profile with composite class Year A
1 Topic area
Beverage production
and services
Food and beverage
services
Oral/multimodal presentation (F)
Extended written response (F)
Practical task (F)
Interim standards – Semester 1
2 Topic area
Kitchen production
Food and beverage
services
Short written response test (F)
Extended written response (F)
Practical task (F)
Interim standards – Monitoring
Interim level of achievement – Monitoring
3 Topic area
Kitchen production
Food and beverage
services
Oral/multimodal presentation (S)
Extended written response (S)
Practical task (S)
Interim standards – Semester 3
4 Topic area
Beverage production
and services
Short written response test (S)
Practical task (S)
Food and beverage
services
Proposed standards – Verification
Proposed level of achievement – Verification
4 Topic area
Extended written response (S)
Food and beverage
services
Exit standards
Exit level of achievement
75
Practical
performance
Assessment instrument
Reasoning
Semester
Knowledge and
understanding
Criteria
HOSPITALITY STUDIES
SENIOR SYLLABUS 2009
Sample E: Course organisation, three topic areas, composite classes,
Certificate I in Hospitality (Year B)
Semester
Topic areas
Time (hr)
Integrated units of competency
Assessment
1
Kitchen
production
40 hours
Food and
beverage
service
15 hours
Elements of the five core units of
competency
SITHFAB003A Serve food and
beverage to customers with
prerequisite SITXOHS002A Follow
workplace hygiene procedures
Oral/multimodal
presentation (K&U,
R)
Extended written
response (R)
Practical task (PP,
K&U)
Food and
beverage
services
30 hours
Beverage
production
and services
25 hours
Elements of the five core units of
competency
SITHFAB010C Prepare and serve
non-alcoholic beverages
SITHFAB003A Serve food and
beverage to customers with
prerequisite SITXOHS002A Follow
workplace hygiene procedures
Short written
response (K&U)
Extended written
response (R )
Practical task (K&U,
PP)
Beverage
production
and services
30 hours
Food and
beverage
services
25 hours
Elements of the five core units of
competency
SITHFAB010C Prepare and serve
non-alcoholic beverages
SITHFAB003A Serve food and
beverage to customers with
prerequisite SITXOHS002A Follow
workplace hygiene procedures
Oral/multimodal
presentation (K&U,
R)
Extended written
response (R )
Practical task (K&U,
PP)
Kitchen
production
40 hours
Food and
beverage
services
15 hours
Elements of the five core units of
competency
SITHFAB003A Serve food and
beverage to customers with
prerequisite SITXOHS002A Follow
workplace hygiene procedures
Short written
response (K&U)
Extended written
response (R )
Practical task (K&U,
PP)
2
3
4
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HOSPITALITY STUDIES
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Sample E: Student profile for composite class Year B
1 Topic area
Kitchen production
Food and beverage
services
Oral/multimodal presentation (F)
Extended written response (F)
Practical task (F)
Interim standards – Semester 1
2 Topic area
Short written response test (F)
Food and beverage
services
Extended written response (F)
Beverage production
and services
Practical task (F)
Interim standards – Monitoring
Interim level of achievement – Monitoring
3 Topic area
Oral/multimodal presentation (S)
Beverage production
and services
Extended written response (S)
Food and beverage
services
Practical task (S)
Interim standards – Semester 3
4 Topic area
Kitchen production
Short written response test (S)
Extended written response (S)
Proposed standards – Verification
Proposed level of achievement – Verification
4 Topic area
Practical task (S)
Food and beverage
services
Exit standards
Exit level of achievement
77
Practical
performance
Assessment instrument
Reasoning
Semester
Knowledge and
understanding
Criteria
HOSPITALITY STUDIES
SENIOR SYLLABUS (2009)
Sample E: Visual representation of composite class
Topic areas
Integrated units of competency Time (hr)
Semester 1 Year A
Beverage production and services
Food and beverage services
Elements of the 5 core units
SITHFAB010C
SITHFAB003A with prereq
SITXOHS002A
Total time
30
25
55
Semester 2 Year A
Kitchen production
Year A
Food and beverage service
Elements of the 5 core units
SITHFAB003A with prereq
SITXOHS002A
Total time
40
15
55
Semester 3 Year A
Topic areas
Integrated units of competency
Time (hr)
Semester 1 Year B
Kitchen production
Food and beverage services
Elements of the 5 core units
SITHFAB003A with prereq
SITXOHS002A
Total time
40
Kitchen production
15
Food and beverage
services
55
Total time
Semester 4 Year A
Elements of the five core units
SITHFAB003A
with prerequisite
SITXOHS002A
40
15
55
Semester 2 Year B
Beverage production and services
Elements of the 5 core units
SITHFAB010C
SITHFAB003A with prereq
SITXOHS002A
Total time
30
25
55
Food and beverage
services
Elements of the 5 core units
SITHFAB010C
SITHFAB003A
Beverage production with prerequisite
and services
SITXOHS002A
Total time
30
25
55
Semester 3 Year B
Year A
Beverage
production and
services
S1/11
Year B
S2/11
S1/11
Year A
S3/12
S2/11
S1/11
Year B
Food and
beverage services
S4/12
S3/12
S2/11
S1/11
Total time
S4/12
S3/12
S2/11
Semester 4 Year B
S4/12
S3/12
Kitchen production
S4/12
Representation of continuing composite classes
... and so on
Food and
beverage services
Total time
78
Elements of the 9 core units
SITHFAB010C
SITHFAB003A
with prerequisite
SITXOHS002A
30
25
55
Elements of the 5 core units
SITHFAB003A with prerequisite
SITXOHS002A
40
15
55
Year B
Food and beverage services
HOSPITALITY STUDIES
SENIOR SYLLABUS (2009)
79