Hospitality Studies

Curriculum and Assessment

Policy Statement

1
 Topics for Hospitality Studies
(CAPS 2.1)
1. Hospitality sectors and careers
2. Kitchen and restaurant operations
3. Nutrition, menu planning and costing
4. Food commodities
5. Food and beverage service
6. Hygiene, safety and security
 Requirements (CAPS 2.4)
• Infrastructure, appliances, equipment
and finances for practical work are the
responsibility of the school
• Schools are not allowed to offer this
subject without the minimum
infrastructure, appliances, equipment
and finances as indicated in section 2.4
(page 9) of the CAPS

3
Hospitality Studies
Grade 11
Content Overview

4
 TOPIC 1
Hospitality sectors and careers
•Kitchen brigade and Restaurant brigade.
•Policies governing working conditions –
OHSA
•Learning pathways in the Hospitality
industry.

5
 TOPIC 2
Kitchen and restaurant operations

•Receiving stock
•Storekeeping

6
 TOPIC 3
Nutrition, menu planning and costing
•Significance of S.A culinary
uniqueness.
•Providing food for different cultural
needs.

7
 TOPIC 3 - continued
•Menu planning for hospitality
establishments
•Menu planning for special tea
occasions and 3 course meals
•Costing a recipe and portion of a
recipe

8
 TOPIC 4
Food commodities
Yeast Products Fish

Cakes and biscuits Poultry

Stocks Rice
Soups Vegetables
Sauces Herbs and spices

9
 TOPIC 5
Food and beverage Service
•Types of service
•Planning venue and setting tables for
teas and 3 course meals
•Sequence and techniques of food
and beverage service for table d’hôte
•Greeting and serving guests
10
 TOPIC 6
Hygiene, safety and security
•Food poisoning, food spoilage, food
contamination, temperature control
•Preventative safety measures
•Handling emergency situations
PLEASE NOTE THE FOLLOWING:
See p 5 (d) last two bullets
AND
P 17 Under teacher plans
Add – ‘towards a greener
environment’
Should be infused into the teaching!

12
 Teacher Planning

Curriculum news issued

in 2010

13
 The teacher file

Section 1: Personal
• Timetable
• Duty sheet
Section 2: Curriculum
• Curriculum and Assessment Policy Statements
(CAPS)
• Work schedules for each subject in each grade
• Weekly/cycle planning (one page including all)

14
Section 3: Formal Assessment
Formal Assessment: Theory
• Program of Assessment
• Recording sheets, completed up to date
• Projects: instructions and assessment
tools
• Tests and memoranda
• Examination papers and memoranda

15
Formal Assessment: Practical
• Planning for practical tasks
• Mark sheet for practical tasks

Section 4: Practical Assessment Task (PAT)

• PAT documents
• Mark sheets for PAT

16
Section 5: Finances, equipment and
textbooks
• Budget and expenditure
• Stock register
• Textbook control list

17
What do teachers need for planning and reporting?

Teaching Work Schedule

Plan (CAPS) .

. Planning .

.
Weekly Planning
Text book

18
 Annual Work Schedule

• For each subject for each grade

• In terms and weeks/cycles
• Sequence and pace content
• Indicate weeks / cycles, content,
assessment activities, resources, date
completed and comments
• Hosp St Annual Assessment Plan.doc
• Hosp St Work CAPS Schedules\Work schedule Hospitality gr 11 for 2013 (2).doc

19
 Weekly planning and report

• Make one copy of your personal timetable for

every week. It must fit on one page
• Divide the work for the week as in your work
schedule into periods. Plan one week ahead.
• Indicate test, marking of homework, practical
work, preparation for practical work and
working on the PAT
• Indicate your extra mural activities
• Indicate work not done with a red pen.
Weekly planning and work schedule.doc
20
 Back of page
what happened during the week?
Mon Tues Wed Thurs Fri
- 10B 10C Thabo Subject Last 2
Tumi Mokoena advisor periods lost
Mudau’s came 15 visited: because bus
watch min late Periods 4-6 left for
stolen. choir
11B competition
Extremely
arrogant
behavior by
Sarah, Phila
and Noleen

21
LEARNER BOOKS

22
 Learner books: theory
• Each learner must have an exercise book
for informal written assessment. This
includes class tests, homework , short
open book assignments, case studies,
summaries, worksheets, etc.
• Two to three pages written work per
week is required on the topic done
during that work.
• Peer and self assessment are suitable to
mark this. 23
 Learner booklet for terminology
• Focus on language teaching in each subject.
• Suggestion: Each learner have a booklet
where subject terminology is written down
during /after each lesson.
• Write down the topic of the lesson, and
write unfamiliar subject terminology
underneath in bullet format.
• Learners should study from the textbook as
well as from this terminology booklet for
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 Learner books: Practical tasks
• Each learner must have an exercise book
for practical work.
– Paste / write recipe on the left hand page.
– Preparation for practical work on right
hand
– Questions on the product is answered
where there is place, or start in the middle
of the book
– If the teacher prefers, this book can be
carried over to the next year.
25
 Learner books: practical continue
On the first page a report should indicate the
work the learner had done during the year.
Task Date Name of dish Marks Learner sign Teacher sign
1
2

26
Formal assessment grade 10 and 11
• School Based Assessment (SBA) 25%
– 6 formal written assessment tasks
• project (term 1)
• 2 tests (terms 1 and 2 )
• 2 tests (term 3) One of the two optional open book

• midyear exam (term 2)

– 12 practical tasks
• PAT 25%
– 2 practical exams (term 2 and 3 OR term 3 and 4)
• End of the year examination 50%
• (Format of exam papers is included in the CAPS)
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 Annual Assessment Plan Grades 10 & 11
Hospitality Studies
Term 1 Term 2 Term 3 Term 4
Test 50% Test 25% Test: 50% Term 1+2+3 =
300÷3 =100

Project 25% Midyear Test /open Exam paper

exam 50% book test 25% =200

Practical Practical Practical PAT 1 + 2

tasks 25% tasks 25% tasks 25% =100

100 100 100 400÷4=100

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 The role of the
textbook in teaching
and learning
2012
29
 Approved textbooks for grade 10
Consumer Studies
1. Clever Hospitality Studies
Clever Gasvryheidstudies
2. Focus Hospitality Studies
Verken Gasvryheidstudies
• Ensure that you use only textbooks
on the national catalogue
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• Learning how to use textbooks is an
important part of a teacher’s
professional knowledge
• Good textbooks turn the guidelines in
the official government syllabus (CAPS)
into a rich source of content, texts and
activities
• This would be beyond the capabilities of
most teachers to develop on their own
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Advantages of using a textbook
For teachers
• Serve as training for inexperienced teachers
• Provide ideas for planning and teaching
• Provide the basis for the content of the
lessons
• Provide subject terminology and language
practice
• Provide activities and exercises
• Save teacher’s time – enable teachers to teach
rather than developing material
32
For learners
• Provide the basis for the learning the
content of the subject
• Serve to supplement teacher’s instructions
• Textbooks are the major source of contact
learners have with the language
• Maintain quality of learning
• Standardise teaching – learners receive
similar content and can be tested in the
same way 33
How to use textbooks in teaching
• Present your lesson – 10 to 20 minutes
• After the lesson, ask learners to open
their textbooks at that topic
• Do one of the following
– Make a mind-map on the blackboard
– Make a summary on the blackboard
– Write questions on the blackboard for
an open-book test
34
Make a mind-map on the blackboard
Ask learners to look in the textbook and
provide the information

35
 Rules to remember
• Start in the center and work
outwards – in a spray pattern
• Use key words – be brief
• Use lines to show connections
• Use colour, symbols and illustrations

36
 Make a summary on the blackboard
Ask learners to look in their books
and provide the information
• state the main topic
• state sub-headings under the main topic
• start with the most important facts under
the sub-headings
• be accurate
• use short sentences – be brief

37
 Open-book class test / activity

• Write questions on the blackboard, or

hand out questions or a worksheet that
you have prepared beforehand
• Learners look for the answers in the
textbook
• Include some questions on higher
cognitive levels as well, for learners to
interpret.
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Examples of higher order questions
• Why is the food guide pyramid in a
pyramid form and not in a rectangle or
square?
• Why does different methods of cooking
food adds variety to a meal.
• Prepare a report to indicate your
understanding of consumer rights and
responsibilities.
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 Activity: Mind map
Develop a mind map on:
• Mise-en-place in the
restaurant
Use Clever Hospitality Studies
or Focus Hospitality Studies
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 CASE STUDIES

Hospitality Studies

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 What is a Case Study?

A good case study uses a real life

situation (the case) where a
problem needs to be solved by
studying and analysing the
information given (the case study)
 Guidelines to write a case study
• Case studies can be real or made up
• The information in the case study should be
relevant and linked to the subject
content in the CAPS policy.
• Case studies can be sourced from
magazines, newspapers or the internet

43
Guidelines to write a case study-continued
• Learners are given a general
description of the issue(s) or
problem(s).
• There must be enough information for
the learner to identify, analyse or
solve the problem
• All questions must be relevant to the
case study
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Learners should be taught how to:

• Identify the problem / problems

• Suggest solutions to the problem /
problems
• Recommend the best solution (if
there are more than one solution)
• Recommend how to implement the
solution
45
 Learners approach to case studies

• Read through the case study carefully

• Identify main idea/scenario/problem

• Find the most important information

required to answer the questions
 Activity

• Select a topic and write a case study.

• Set three questions relating to the case
study:
– One lower order question
– One middle order question
– One higher order question
 Projects

Hospitality Studies

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 The project in Hospitality Studies
• A project should be about planning in function
• Commodities and other topics are assessed in
tests and examination. Therefore it should
not be assessed again in the project
• The project should demonstrate that the
knowledge and skills gained in the subject can
be used to plan a function
• By doing the project, the learners should learn
something
49
 A project is open ended

• A project is to some extent, open-

ended
• Learners will produce similar, but
unique projects
• Allows for some innovation and
creativity
50
 What is NOT a project?
• Questions that can also be asked in a
test and exam
• Questions that can be marked with a
memo, as there is only one correct
answer.

51
 What the teacher should do
• Identify the type of function. Change each
year to prevent copying from previous years
• Determine what the learners should learn
and what you want to asses
• Give clear instructions. The learner should
know exactly what to do and what is
expected. Explain the format.
• Determine the required resources. Ensure
that learners will have access to these
resources
52
 What the teacher should do
• Determine the mark distribution
• Compile an assessment tool
• Keep the scope manageable for
learners to be able to complete the
project themselves and for teachers
to mark it

53
 What the learner should do
• Research or investigate to find /
collect information
• Use this information to do the
project, in the prescribed format
NOTE:
• No project can be done on a given
template ( Learners can create their
own templates for e.g. quotations)
54
 PROJECT: ACTIVITY
•Select a function suitable for
grade 11
•Develop a project with an
assessment tool

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Open-book Assessment
Grade 11 CAPS Training
 Overview

• What is open-book assessment?

• Benefits
• Challenges
• Types of questions
• Setting open-book assessments
 What is an Open Book Assessment?
• Resources permitted:
• Textbook
• Notes
• Terminology book, etc

• Focus on Higher Order Thinking Skills (HOTS)

• Uses
• Formal assessment, e.g. test, exam, PAT
• Informal assessment, e.g. homework, class work
 How does it differ from ‘closed’
assessment?

• Resources permitted
• Limited or Unlimited

• Questions set to focus on:

• Applying knowledge and skills
• Information giving
• Information requiring
 How does it differ from ‘closed’
assessment?

• Requires different approach

• Teachers – setting, marking
• Learners – ‘doing’

• Requires different preparation

• Teachers and Learners
 Misconceptions

It is easy No need to study One can copy

directly from text

Knowledge not More resources

important  better
 Misconceptions corrected

Not easy Focused study Cannot copy

Focus on HOTS Deep preparation directly
Need to analyse, solve
interpret,recommend etc

Be familiar with Knowledge still

resources important
Know structure and format Foundation for HOTS
 Benefits

Less Exam Deeper Active

stress Learning Participation
More relaxed Rote learning Ask more questions
Less afraid of becomes senseless More critical
‘forgetting’ Focus on Tend to see
incorrect ‘spotting’ Why? How? contradictions
 Benefits (cont)

Use and know Learn to Improved

textbook manage reading and
Engage with content information comprehension
Make notes, Find, access, skills
summaries interpret, sift, Read more, wider
analyse, synthesise,
apply Think
Understand
 Benefits (cont)

Improve Encourage life- Reflects real

writing and long learning life
expression Learn how to apply Gain new
skills knowledge to gain knowledge
deeper & new
Summarise Find data and
knowledge
Own words information
Insight
Convey Build on ‘saved’
understanding knowledge
 Benefits (cont)

Discourages Develops HOTS

rote learning How?
No sense to memorise Procedure and
Performance
Why?
Problem-solving and
Reasoning
Challenges
• Poor reading and
comprehension skills
• Poor writing and
expression skills
• Second language learners
• Time - spend too much
Learners time finding information
• Time – give too much
information/write too
much
• Learners not exposed to
this type of questions

• Setting questions -
challenging
Teachers • Marking could be
challenging
Setting Open Book Assessment

What type of
questions?
Types of Questions
 Types of Questions
Questions to retrieve
answer directly from
source(s)
Name, List, etc.
Should only make up a
small% of test/task
Suitable for:
-learning new content
-revising
-familiarise learner
Easy – lower order with textbook/source
-practise knowledge
 Types of Questions
Questions where the
answers require a lot
of information:
Question is shorter, but
learner needs to give a
lot of facts and
information in their
answers.
Discuss, motivate, etc.
Sometimes learners
can prepare ‘standard’
In between – middle order answers for these type
of questions which
they reproduce – fails
the purpose.
 Types of Questions
Questions where question
provides a lot of information:
Question provides a lot of info
that learners need to read,
decide what is relevant,
interpret, analyse, apply, and
solve the problem, etc.
Analyse, evaluate, compare,
interpret, etc. (or combination
of these)
Tests deep understanding and
application of the content and
Difficult– higher order skills
Case studies, scenario-based
questions
 Setting Open Book Assignments
Questions can include:
• Multiple choice
• Matching columns
• True or False
• Short answers
• Paragraph type responses
• Easy type
• But the focus is on how, why, what if, etc.
 Develop Strategies and Skills
Caution:
•Learners first have to develop the
strategies and skills
• Expose learners to these type of questions
• Practice these type of skills and questions
•Start with informal assessment
•Many approaches
 Ideas to develop skills
• Classwork
• Hand out an interesting article at the end of
chapter/topic and questions set on the
content where they will need the article as
source
• Types of questions:
• Interpret graphs, statistics in tables
• Evaluate situations, etc.
 Ideas
Homework
• Provide learners with a case study that they
have to take home, read and evaluate
/suggest possible solutions, etc.

• Types of questions
• Suggest the best option for case 1 and
case 2
• Suggest a strategy to solve the problem in
case 1 and case 2
 More ideas
• Encourage learners to:
– pay attention, make notes during lessons
• Tell them they will write a open-book test and
the only source permitted will be the notes
they made

– revise work done

• Let them summarise the chapter/topic and tell
them that will be the only source allowed in the
test to follow
 What is happening to our
World?
It is your future.....

Act now......
It takes only ONE small
action to make a difference.......
 What causes climate
change?
 Carbon dioxide
Fossil Fuels

 Methane gas
Landfill sites
 Methane gas
•A powerful greenhouse gas
•Released into the atmosphere from
organic waste, such as Left-over
food and meat production
•Over 20x more potent than CO2!
 What’s the proof?
1.Storms, floods and drought
2.The surface termperature is
rising – earth, air and sea
3.Glaciers are retreating and
disappearing
4.Warmest weather recorded in 11
years
5. Weather patterns are less
predictable
6.Seasons are changing,
crops and migratory
birds affected

82
83
84
 What can we do?
This is the moment when we must come
together to save this planet.

Let us resolve that we will not leave

our children a world where the oceans
rise and famine spreads and terrible
storms devastate our lands.”
Barack Obama
85
What can I do?

86
87
88
 What to recycle?
• Paper
• Plastic
• Cardboard
• Tins
• Bottles
• Organic waste
89
 Classroom Practice
• Develop a system to suit your
classroom

• Educate learners to be
responsible

• Encourage all classes to

participate 90
 Classroom Practice cont
•Set aside an area to collect and
organise the waste

•Remove waste regularly

•Buy goods that have the least

amount of packaging
91
 Classroom Practice cont
•Support and use environmentally
friendly products and services –
must be bio-degradable

92
CLIMATE CHANGE TERMS
1.Carbon Footprint
2.Carbon Offsetting
3.Greenhouse Gases
4.Global Warming
5.Carbon tax
6.Embodied Energy
93
 Terms explained
Carbon Footprint
The amount of CO2 your activities add
to the atmosphere

Carbon Offsetting
It involves a project that invests in
renewable energy that reduces CO2
emissions for the future
Example: plant trees
94
 Terms explained (cont)
Carbon tax
Tax added to the selling price of goods
based on the carbon footprint of the
product

Embodied Energy
The entire amount of energy used in
the production of a product

95
Contributors to carbon footprint
Keeping warm Cooling down

Heating water Throwing away

Using electricity Cooking

Spending money Shopping

Using electronics Using gadgets

Throwing away Travel

96
97
Reducing kitchen

• Defrost the fridge/freezer regularly

it will be more energy efficient.
• Keep fridges/freezers away from heat
sources/direct sunlight
• Keep the door closed
Responsible for 30% of carbon footprint
98
What is your bank doing about
climate change?
Saving the planet
has never been an
issue of Money,
but rather a matter
of
Resourcefulness
and
Motivation
of individuals !

Spencer Beebe
SASSI
Cell: 0794998795

101
 REMEMBER
•W ASTE
•A LWAYS
•S POILS
•T HE
•E NVIRONMENT

RICHARD PATTEN
102
Useful websites
www.stopclimatechaos.org
www.carbontrust.co.uk
www.climatecrisis.net

103