office of tasmanian assessment, briefing …€¦ · office of tasmanian assessment, standards...

OFFICE OF TASMANIAN ASSESSMENT,STANDARDS & CERTIFICATION (TASC)

BRIEFING NOTE NO: 12/2015

BRIEFING NO FOR THE EXECUTIVE OFFICER

Ms Jenny BurgessA/Executive Officer

SUBJECT:

PURPOSE:

BACKGROUND:

Food and Hospitality Enterprise - Level 2, size value 15

To seek accreditation of the proposed course.

At its meeting of 1 October 2014 (Agenda Item 2. 3. 20) theTasmanian Qualifications Authority considered an accreditationreport for Introduction to Catering Level 1 and:

. noted and endorsed the comments in the accreditation

report, including those about the need for clear learningoutcomes and standards as well as mapping to relevant VETunits

* noted the importance of clearly identifying a coherent andwell-defined set of student needs that this course is

intended to meet and then developing statements ofpurpose, aims, outcomes, content and standards that alignwith this set of needs

. noted that it could not be satisfied that the proposed coursemeets the requirements under section 26(3) (a) (i) (ii) (iii) ofthe TQA Act

. did not, therefore, accredit the course

. determined to communicate with sectors and schools that

o the course is not accredited, as set out above in 1., 2.and 3.

o work is required to develop a course of accreditablestandard

o the work required should be completed before themiddle of 2015.

On 2 April 2015 we received an application to accredit a proposedcourse in the food and hospitality area at Level 2 (not 1) from theDepartment of Education (Attachment A).

The proposed course was circulated as an exposure draft as part ofthe accreditation process in the period 6 to 18 May 2015. Nocomments were received.

The Office undertook an initial analysis of the proposed coursedocument. In consultation with the proponents editoria changeswere made to clarify some parts of the document.

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At the request of the Office the proponents undertook furtherinvestigation into the relationships between the proposed courseand VET units of competency related to hygiene. The proponents'report on this issue is given at Attachment B.

CURRENT SITUATION; The course has been formally analysed against the SeniorSecondary Course Accreditation Criteria (Attachment C),

The following proposed course document is ready for accreditationconsideration (Attachment D):

New course:

Food and HospitalityEnterprise Level 2, size value15

Replacing:<nil> - new course

ISSUES: 1. The accreditation decision must be made in the context that

the proposed:

a. course is 'medium risk' in terms of its risk to the

integrity of the TCE (15 credit points at Level 2)b. course is not a replacement course for the Level 1

course expiring at the end of 2015, but rather a newcourse at Level 2. This means that there will not be a

course in the food/hospitality area at Level 1 in 2016c. course's resource implications for the Office include

quality assurance using a risk-based audit model.

2. If accredited the proposed course will need to be re-formatted into the TASC template and minor changes inwording to align the document with the new organisation.

VIEWS OF OTHERSTAKEHOLDERS:

The proponent reports that, in addition to teachers, views of theTasmanian Hospitality Association, TasTAFE and Executive Officersfor Secondary Colleges RTO contributed to the development of thecourse.

RECOMMENDATIONS: That the course be:

. accredited for use from 1 Jan 2016 to 31 Dec 2020.

assigned a robustness level of 3.

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assigned the following characteristics for the TCE:Course:

Food and Hospitality EnterpriseLevel 2, size value 15

TCE Contribution:

level/credit points towardsparticipation andachievement standard for

PA or higher15 points at level 2

TCE contribution: 'EverydayAdult' standard for SA

award of higherNil

PREPARED BY: Dr Mike Jenkins

Liaison and Development OfficerDate: 12 June 2015

APPROVED BY EO: f^/^r /}^->

Jenny Burgess

A/Executive Officer, Tasmanian Assessment, Standards andCertification

Date:. < (, 15

Attachments:

A: Request to Accredited Letter

B: Relationship with Selected VET Units

C: Senior Secondary Course Analysis ReportD: Proposed Course

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ATTACHMENT A:Request to Accredited Letter

Dear Dr. Alien,

The Department of Education has prepared a course document for Food and Hospitality Enterprise TQA 2for accreditation.

Course proponent:. Marie Phillips, Curriculum Teacher Leader: Technologies, Department of Education ph:61655776. Critical Friends from Senior Secondary Sector:o Dossie Maher (Claremont College) ph: 62 496868o Mary Young (Elizabeth College) ph: 62 356555o Fiona Harris (Hobart College) ph: 62 203133

. Consultation and support from peak industry body CTasmanian Hospitality Association) and trainingproviders 0~asTAFE).

Period of accreditation: Commencing 1 January, 2016 for five (5) years.

Rationale:

At its meeting of 1 October 2014 (Agenda Item 2. 3. 17) the Authority:1. noted and endorsed the comments in the accreditation report, including those about the need forclear learning outcomes and standards as well as mapping to relevant VET units2. noted the importance of clearly identifying a coherent and well-defined set of student needs thatthis course is intended to meet and then developing statements of purpose, aims, outcomes, content andstandards that align with this set of needs

3. noted that it could not be satisfied that the proposed course meets the requirements under section26(3) (a) (i) (ii) (iii) of the TQA Act4. did not, therefore, accredit the course

5. determined to communicate with sectors and schools that

. the course is not accredited, as set out above in 1, 2 and 3.

* work is required to develop a course of accreditable standard. the work required should be completed before the middle of 2015.http://www.tqa. tas. gov. au/33202A Notice of Intention to Develop a Course at Level 2, Size 15 was submitted to the TQA from theDepartment of Education on 21 November, 2014.

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24 April, 2015The Chief Executive Officer

Tasmanian Qualifications AuthorityHOBART

Please find attached the:

. Accreditation submission and consultation document

. Proposed course document.

Yours Sincerely,Marie PhillipsCurriculum Teacher Leader: TechnologiesDepartment of Education

ACCREDITATION SUBMISSION TO THE TASMANIAN QUALIFICATIONS AUTHORITY

Strategic need for the proposed course:

This course has been developed to:. Replace the expiring Food and Hospitality Enterprise TQA 1 course. Provide foundation learning relating to the food and hospitality enterprise sectors and genericwork-related learning.

Employment Projections and Data

Australian employment data indicate that food product manufacturing (p 18) is expected to increase overthe five years to November 2018 and Food Trades Workers are projected to experience higher thanaverage employment growth (p. 26) Department of Employment - Australian Jobs 2014http://docs.employment. gov.au/system/files/doc/other/australian_jobs_2014_-_publication. pdfEmployment in cafes, restaurants and takeaway food services is projected to grow by more than any othersector (up by 42, 700 or 8. 1 per cent over the five years to November 201 7), with growth expected to bedriven by strong domestic demand, as well as tourism (DEEWR, Employment Outlook to 2017).In Tasmania, specialised food retailing is one of the largest employers at the specific industry level (DEEWR,Regional Profile for Tasmania) and Foods trades workers are an identified as a state-wide skills shortage(Department of Employment, Skill Shortage List - Tasmania, 2014). It is reported that the TasmanianHospitality Industry:* has 20, 000 people employed by the industry. represents 10. 2 percent of the Tasmanian workforce. is the 3rd largest employing industry in Tasmania.Tasmania's food, hospitality and niche food product development are of critical importance for its futureprosperity and the proposed course seeks to build the relevant service and innovation skills required tosupport this strategic direction.

Industry and training provider input and supportPeak Industry Body - Tasmanian Hotels Association

The course has been developed in partnership with the peak hospitality industry body, Tasmanian HotelsAssociation (THA) and aligns with their strategic directions for workforce development. Ongoing liaisonwith Stephen Long, Manager Industry Skills and Workforce Development and the THA board indicatesstrong support as evidenced in their statement:

The course is broad in nature and to expose many potential pathway options for learners. A partnershiphas been forged with the local Hospitality Association in the development of this curriculum and they will

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provide industry ambassadors, and relevant work experiences as guidance to learners to help with pathwaydecision making.

The collaboration with the hospitality industry and complexity level ofTQA level 2 will provide anenvironment where students are well advised and knowledgeable about the pathways available.The course will be supported by the industry through the supply of Ambassadors, providing real lifeexperiences and realities within an industry that provides challenges, and by enabling suitable workexperiences where required. These limited but realistic work experiences within the industry support thedevelopment ofwork-related skills in a controlled and appropriate industry environment.Whilst work experience is not a mandated requirement of the course, the industry association will supportwork experience for providers who wish to provide such an enhancement.

Further Training Provider - TasTAFE

Maree Gerke, TasTAFE General Manager VET, Business, ICT, Drysdale and Creative Industries summarisedfeedback from a review of the draft course undertaken by TasTAFE Hospitality Managers: Mark Geeves,Rachel Holland, Tim Cox and Lisa Lepretre on 13 April.

We are very pleased to see a course that focussed on skills and knowledge in these areas as this is such animportant industry area for Tasmania. We believe that student selecting this course will gain anunderstanding and experience that will enable them to easily transition into a VET qualification at Cert IIlevel, but also provide them with enough experience to make an informed choice about whether or notthey are suited to a career in the sector.

It is good to see contemporary information and philosophy about food choices, environment and cultureembedded into the course and especially the explicit connection with local industry and produce

We very strongly support the idea that a career counsellor would recommend that a student undertake thiscourse prior to enrolling in a VET qualification.

Content of course is informed through reference to industry researchIndustry research has informed the content of the proposed course, with needs being identified forimproving:. "front of house" service skills

. customer service

. communication

. local product knowledge.

Level of complexity:

Working in a hospitality and food enterprise environment requires more complex activities than thosesuited to Level 1 learning. Since implementation of the Introduction to Catering TQA 1 course in 2009,teachers have reported in Quality Assurance meetings that the majority of students receiving a result inIntroduction to Catering TQA 1 are performing well above the Level 1 standard. Subsequent stakeholderconsultation in November 2014 with providers indicated that the course level of complexity and sizerequires review.

Considering the complexity of the automotive and mechanical systems, students were learning principleswhich were above the TQA level 1 of complexity.

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TQA level 1 - the student is expected to carry out tasks and activities that draw on a limited range of basicknowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them.Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to befollowed. fTQA website)

The content is more appropriately aligned with a complexity level of a TQA 2 courseThe majority of students who study this subject have an intrinsic interest in the area and have the capacityto achieve a Level 2 result

TQA level 2 - the student is expected to carry out tasks and activities that involve a range of knowledge andskills, including some basic theoretical and/or technical knowledge and skills. Limited judgement isrequired, such as making an appropriate selection from a range of given rules, guidelines or procedures.(TQA website).

Levels of demand:

TQA subject result summaries from the past four years indicate that between 120 and 148 students gainedan award in the level 1 course Introduction to Catering indicating a healthy level of interest in this area ofstudy, across both genders.

Course Titte

Introduction to Caterin

.20(1 2012 20)3 20)4TMFTMFTMFTMF

142 50 92 120 40 80 123 40 83 148 47 101

Coherence:

Food and Hospitality Enterprise has significantly different content and learning outcomes to VocationalEducation and Training (VET) Training Packages in Hospitality and Kitchen Operations - see Summary ofMapping outcomes section

Further tertiary studies in niche food product innovation and small scale manufacturing would be supportedby this course in conjunction with senior secondary learning in Level 3 science.VET Certificates focus on training for vocational settings for hospitality workplaces and developing industryspecific technical competencies whereas the proposed course introduces learners to the opportunitiesavailable within a range of hospitality related sectors and to develop the relevant social and personalattributes and skills required to operate in hospitality contexts at AQF Level II and above.Internal coherence of the course outcomes, criteria and content and external coherence with relevant

curriculum and frameworks is mapped in the Appendix. Relevant links are made:. the Design and Technologies subject within the Australian Curriculum -Technologies (F- 10) whichhas 'Food Specialisations' as one of four contexts in which students design solutions in the form of eitherproducts or services using skills in design thinking, systems thinking and project management. Australian Government's Core Skills for Work Developmental Framework.

Likely use of the course outcomes/qualifications:Food and Hospitality Enterprise develops knowledge and skills useful to a wide variety of learners who seeka foundation study to Vocational Education and Training (VET) Certificate courses in Hospitality and KitchenOperations. It develops a different range of skills and knowledge which are not the focus of VET Certificateprograms at AQF Level I or II. Food and Hospitality Enterprise serves as an introduction to VET by enablinglearners determine their preferred sector for future training and employment.The course has embedded work-related skills within simulated or authentic hospitality settings using skillsclusters from the Australian Government's Core Skills for Work Developmental Framework . Links areshown in the Appendix.

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How the proposed course will increase student participation/achievement in senior secondary education:The proposed course meets the learning needs of a range of students who require an educational offeringat Level 2 with an interest in hospitality as a career pathway or as a casual employment option to supporttheir tertiary studies.

Research also indicates that students make up a large proportion oftheTasmanian hospitality workforcewhich is beneficial to both parties3. Students studying this course can obtain valuable employability skillsincluding time management/ customer service and problem solving skills, which give them a competitiveadvantage when seeking casual work or longer term pathways in the Hospitality industry.

Overlap with other courses:The proposed course develops knowledge, skills and understanding in areas not addressed within VETHospitality and Kitchen Operations in senior secondary settings. It enables students to understand therange of food and hospitality industry sectors and how they relate to other associated sectors such astourism and primary industries. Food and Hospitality Enterprise provides broad exposure to the hospitalityindustry, food enterprise and product development sectors. Content unique to this course includes:. project management (in this course, the project design process). consumer factors including dietary needs and product and sen/ice drivers. menu planning. niche food product development. local food product knowledge. work-reiated skills to enhance general employability attributes. career development learning and industry sector knowledge.

Mapping of the content of the proposed course and the VET core units in Hospitality and KitchenOperations which are currently offered by senior secondary providers has been undertaken. The hours ofdelivery of similar content are shown in Table 1.

Table 1. Mapping of Senior Secondary VET Certificate Core Unit Content with Proposed TQA2 Course

National VET code Certificate Hours of delivery of similar contentSIT10213 Certificate I in Hospitality 12SIT20213 Certificate II in Hospitality 28SIT20312 Certificate II in Kitchen Operations 29

The mapping demonstrated that:. the potential overlap between the VET qualifications and the proposed course ranged from 12hours (Certificate I in Hospitality) to 29 hours (Certificate II in Kitchen Operations). the overlap was associated with:. food safety, hygiene, cleaning and storage. This is a requirement in any food related course whenpreparing and sen/ing foods and beverages for others* there was a partial overlap in areas relating to working with others, social and cultural sensitivity andsourcing information

* in the unit associated with cookery, the Certificate II in Kitchen Operations was more demanding incomparison to the proposed TQA course, for exampleSITHCCC207 Use cookery skills effectively (50 nominal hours) mandates that learners are to:

. prepare and serve multiple items fora minimum of 12 complete sen/ice periods (shifts)* produce a range of menu items to industry and organisational quality standards

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. multi-task and integrate technical and other skills to respond to multiple demands simultaneouslyIn units relating to hospitality services at Certificate II in Hospitality in the SITHIND202 Use hospitality skillseffectively (25 nominal hours) was more demanding in comparison to the proposed TQA course, forexample learners are required to:. integrate technical skills and provide effective hospitality sen/ice to customers for a minimum of 12complete service periods (shifts). interact with and positively respond to the diverse demands and requests of multiple customersthroughout the sen/ice period. work with speed and efficiency to deal with numerous service and operational tasks simultaneously. identify issues and problems such as workplace time constraints, late arrivals, no shows, walk ins,refer to supervisors and participate in their resolution.In summary:

. there is limited overlap of content except in areas such as safety, hygiene and food storage whichwould need to be covered in any food preparation and service course. the proposed course covers a range of different content areas which are not covered in the VETqualifications offered in senior secondary settings. there are relatively greater demands in specific VET cookery and hospitality units from the core, incomparison to the proposed course due to the level of industry competence required in VET outcomes. there is an insufficient match between the content to justify to recommend that learners could applyfor relevant VET RPL, credit transfer or articulation.

Consultation:

Date Activity

November 2014 Consultation with stakeholders undertaken regarding size and pitch of courseNotice of Intention to Develop a Course submitted to TQA16 February Identification of Critical Friends with experience in delivery ofTQA courses and VET toensure content overlap is avoided:. Dossie Maher (Claremont College). Mary Young (Elizabeth College). Fiona Harris (Hobart College)

Background research of other state's including overview of content and coverage of curriculum andrelationship with VET practice by DoE's Curriculum Teacher Leader-Technologies16-24 February Shaping document researched and developed - review of other state's practice,outcomes and content and possible alignment with Australian Curriculum: Technologies F - 106 March Initial consultation with Fiona Harris - Hobart College

Shaping document prepared by CTL for review by foods teachers

10 March Shaping document shared with senior secondary Foods teachersShanli Perkins, Karen Chilcott, Jo Bracken, Kim Muller, Diane Hyland, Linda Panton, Susan Billet, LucyGrove, Lyn Flint, Michelle Summers, Andrea Harding, Michael Waythe, Ken Stonehouse, Louise Berndt,Dossie Maher, Mary Young, Dana Gerke, Chris Edwards, Rosanne Browning.Feedback on content, pitch and emphasis received via email and face-to-face meeting12-16 March Drafting of course - course outcomes, criteria and scoping contentThe proposed course to contain:. elements of the Technologies learning area derived from the Australian Curriculum: Design andTechnologies (F -10), including design thinking, systems thinking and project management. Core Skills for Work Developmental Framework (Australian Government, 2013)

Undertook check of overlap with VET qualifications in senior secondary sector undertaken17 March Review of first draft of course by critical friends:

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. Dossie Maher (Claremont College)

. Mary Young (Elizabeth College)

. Fiona Harris (Hobart College)18 March Department of State Growth - Robert Miley, Assistant General Manager - Manufacturing,Property, ICT and Industry & Business Growth - Discussion regarding Hospitality sector in relation to StateGrowth priorities.25 March Consultation with Tasmanian Hospitality Association - Peak Industry BodyStephen Long, Manager Industry Skills and Workforce DevelopmentIntegrated feedback in draft course.

Date Activity19 - 27 March Refinement of course

Review of course standards by subject expertsIntegration of changesChecking of student cohort learning needs with non-govemment sector providers1 April Consultation of Second Draft of Course with:

Senior Secondary Stakeholders via email:. Lucia Farrell and Linda Panton (Launceston College). Tess Henry and Melinda Williams (Rosny College). Jacqui Nicolson (St. Patricks College). Shanli Perkins and Katie Lowther (Don College). Michelle Summers (Hellyer College)« Alison O'Donnell (Marist Regional College). Dossie Maher (Claremont College). Mary Young (Elizabeth College). Fiona Harris (Hobart College. Guilford Young College invited but do not offer course

Tasmanian Hospitality AssociationStephen Long, Manager Industry Skills and Workforce Development, THA

TasTAFE

Maree Gerke, TasTAFE General ManagerVET, Business, ICT, Drysdale and Creative Industries

1 - 20 April Feedback received from Senior Secondary Stakeholders :« Shanli Perkins and Katie LowtherfDon College)- email (1/4). Dossie Maher (Claremont College) - phone call (7/4)* Melinda Williams (Rosny College-14/4) and Michelle Summers (Hellyer College 14/4 with marked-up suggestions) and Mary Young (Elizabeth College - 20/4) - emails

13-15 April Feedback received from. Tasmanian Hospitality Association, Board Members. TasTAFE - Hospitality Managers at Drysdale20 April Meeting with Stephen Long - re summary of feedback1 - 20 April Ongoing refinement of final draft22 April Phone conversation with Stephen Long - Final summary ofTHA Board meeting20 - 28 April Internal Curriculum Services Quality Assurance ProcessReview by Curriculum Officers alignment of standards and corrections/refinements undertaken

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Final mapping ofVET/Proposed course contentConsultation with Tasmanian Secondary Colleges RTO re VET

Accreditation Submission finalized

Submission to TQA

Issues from the consultation:

1. Initial consultation indicated that there was too much content in the First Draft of the course.This was addressed during the refinement of the draft.2. Input from industry stakeholders has been integrated in later and final drafts3. A number of revisions to the draft have been reviewed to further refine and clarify the expectationsand specification of content and avoid content duplication with VET.4. Industry peak body and training provider feedback was highly positive and supported the need forthe course and content

5. In the final draft there were no issues with learning outcomes, course content and only minorsuggestions to expression and standards suggested which were incorporated as appropriate.

Implementation Issues:There are no implementation issues for this course.

Accreditation:

It is recommended that this course is accredited for a five year period.

Marie PhillipsCurriculum Teacher Leader: TechnologiesDepartment of EducationTasmania

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OUTCOMES CRITERIA CONTENT AREAS Links with Australian Curriculum: Technologies (F-10) and ACfW Framework

. identify the dietary needs of clients when planning menus and devising products 1. Identifydietary needs in hospitality contexts Core Area 2: Consumer Factors:

Dietary Needs

Australian Curriculum: Technologies

Design and Technologies

Food Specialisations context

Systems Thinking

. identify environmental, economic, social, technological and economic factors affecting consumerchoices when planning and implementing food and hospitality services and products 2. Identifyconsumer factors that impact on hospitality contexts Core Area 2: Consumer Factors:

Product and Service Drivers

. follow food safety and hygiene procedures to prepare, present, serve and store foods andbeverages 3. Follow food safety and hygiene procedures Core Area 1: Hospitality and FoodProduction Systems:Safety and hygiene

. produce and present foods and beverages for hospitality events and when developing products 4.Produce and present foods and beverages Core Area 1: Hospitality and Food Production

Systems:

. Food and beverage production skills

. Food and beverage presentation skills* select and use appropriate utensils, equipment and processes to prepare and serve food andbeverages to clients 5. Use food and beverage service skills Core Area 1: Hospitality and FoodProduction Systems:. Food and beverage service skills. outline food and hospi tality sectors and their relationship with other industry sectors 6.

Outline food and hospitality sectors, industry expectations and pathwaysCapabilities: Work relatedknowledge and skills:

Sector knowledge, expectations and career pathways Core Skills for Work

Skill Cluster 1

Navigate the world of work

. identify industry expectations and pathways for training and further education

. plan, implement and appraise hospitality events and product development using an event designbrief and identified success criteria 7. Plan, implement and review hospitality services andproducts Capabilities: Product design process Australian Curriculum: TechnologiesDesign and Technologies. Design Thinking. Systems Thinking. Project Management

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. communicate with clients and team members using appropriate conventions, protocols and formats8. Communicate and work with clients and team members. Capabilities: Work related skills:

Work related knowledge and skills:. Effective communication and interpersonal skills. Understand and cater for diversity Core Skills for Work

Skill Cluster 2

Interact with others

Skill Cluster 3

Get the work done

. work as a member of a team to provide food and beverages in hospitality eventsCapabilities: Work related skills:

Work related knowledge and skills: Team skills

. develop transfen-able hospitality and generic work-related skills and capabilities which contribute tocareer development

Capabilities: Work related skillAppendix: Internal Coherence: mapping of course outcomes, criteria, content and links with relevantnational curriculum and framework

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ATTACHMENT B:Relationship with Selected VET Units

Email from M Phillips to M Jenkins 2 June 20 15

Re: SITHIND 101 Use hygienic practices for hospitality service - possible recognition in proposed Food and Hospitality Enterprise courseI have been in contact with Jane Allwright and Gaylene Alien who are the Executive Officers for Secondary Colleges RTO regarding the alignmentwith the proposed course and SSTHfNDiOS Use hygienic practices for hospitality. They pointed out that this unit applies more directly to peopleworking in front of house, housekeeping, cleaning areas of hospitality, whereas SITXFAS 101 Use hygienic practices for food safety is directly related tofood safety and handling.

They outlined their RPL process and requirements under ASQAs registration requirements -http://www. asqa. gov. au/users-guide-to-the-standards-for-registered-training-organisations-2015/users-guide-to-the-standards-for-registered-

training-organisations-2015. html

As SITHINDIOI is an elective, they looked at the core unit SITXFSAIOI - Use hygienic practices for food safety (see the first attachment an example oftheir proforma for this unit). This unit was not fully covered by all the content of the proposed course.

When I undertook the mapping of all core VET units from the relevant Hospitality Training packages (see second attachment), I found that:the proposed course's content had some overlap but all of the safety and hygiene VET units provided greater coverage

the VET units were allocated more delivery time than the proposed course - it could be assumed that nominal hours are indicative oftime needed to adequately cover the contents to the necessary depth.

The English course you have provided as an example shows direct alignment due to the content of the relevant VFT units being written into thecontent, criteria and outcomes - I presume it was a 'front end' decision to include this prior to the course being developed.As both the safety and hygiene core and elective units' content are not fully covered within the proposed course, there would not be evidence ofcomplete coverage of any of the units if students sought RPL

Therefore it is recommended that we do not include a statement about RPL at this stage, or if we do it should not be as specific as the Englishexample as the Food and Hospi tality Enterprise course was not developed to contain all elements of this unit (or other safety and hygiene units)....

Mapping of Senior Secondary VET Certificate Safety and Hygiene UnitContent with Proposed Food and Hospitality Enterprise TASC 2 Course

SUMMARY:

ational codeSIT10213SIT20213SIT20312

Certificate AbLCertificate I in Hos itali H ICertificate II i Hos itali H2Certificate II in Kitchen 0 erations K2

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ertificue Le»el [j^ Cgde

HI H2 K2

^ ./ SITXWHSIOI

^ SITHKOPIOI

^ SITXFSAIOI

^ SITXINV202

Core UnitsUnit Title

Performance outcomes and content emphases

Participate in safe work practicesThis unit describes the performance outcomes, skills and knowledge required to incorporate safe workpractices into all workplace activities. It requires the ability to follow predetermined health, safety and securityprocedures and to participate in organisational work health and safety management practices.This unit applies to all tourism travel, hospitality and event sectors and to any small, medium or largeorganisation. All personnel at all levels use this skill in the workplace during the course of their daily activities.

lean kitchen premises and equipmenthis unit describes the performance outcomes, skills and knowledge required to clean food preparation, storagereas and equipment in commercial kitchens to ensure the safety of food. It requires the ability to work safelynd to use resources efFiciently to reduce negative environmental impacts.his unit is particularly important within a food safety regime and applies to all hospitality and cateringrganisations with kitchen premises including permanent or temporary kitchens or smaller food preparationreas. These can be found within restaurants, cafes, kiosks, cafeterias. clubs, hotels, attractions and in cateringacilities.

(applies to kitchen personnel who work with very little independence and under close supervision includingkitchen attendants and stewards. It can also apply to cooks and chefs in small organisations.Use hygienic practices for food safetyhis unit describes the performance outcomes, skills and knowledge required to use personal hygiene practices

o prevent contamination of food that might cause food-borne illnesses. It requires the ability to followredetermined organisational procedures and to identify and control food hazards.his unit applies to ajl tourism, hospitality and catering organisations with permanent or temporary kitchen

premises or smaller food preparation or bar areas.his includes restaurants, cafes, clubs, hotels, bars, tour operators, attractions, function, event, exhibition andonference caterers, educational institutions, aged care facilities, correctional centres, hospitals, defence forces,afeterias, kiosks, canteens, fast food outlets, residential caterers, in-flight and other transport caterers.t applies to food handlers which can be any person who directly handles food or food contact surfaces fooduch as cutlery, plates and bowls. People at many levels use this skill in the workplace during the course of theiraily activities, including cooks, chefs, caterers, kitchen stewards, kitchen hands, bar and food and beveragettendants and sometimes room attendants and front office staff.

Maintain the quality of perishable itemshis unit describes the performance outcomes, skills and knowledge required to maintain the quality oferishable supplies for commercial cookery or catering operations. It requires the ability to store perishableupplies in optimum conditions to minimise wastage and avoid food contamination.his unit is particularly important within a food safety regime and applies to hospitality and catering organisations

ncluding hotels, res&urants, clubs, educational institutions, health establishments, defence forces. cafeterias.esidential caterers, in-flight and other transport caterers, event and function caterers.

ominal

ours

12

Comparison with ProposedTQA Course

ifFerences and similarities Estimated TASCCourse Delivery

Time

Similar - less time

13 Similar pprox1 hours - lessours

15 ET has greater pproxaverage of Hazard hours - lessnalysis and Critical oursontrol Points

HACCP) practicesnd other food safety

programs

QA course coverages more general andess underpinningnowledge is covered

10 ess theoretical Approx 3 hoursaverage in proposed - less hoursQA course

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emflcae Level \J^ Code

2 K2

m

(pSITHINDIOI

People at many levels use this skill in the workplace during the course of their daily activities including cooks,hefs, caterers, and kitchen attendants.

lective Unit Title

erformance outcomes and content emphases

Use hygienic practices for hospitality servicehis unit describes the performance outcomes, skills and knowledge required to use personal hygiene practice

o maintain the health and wellbeing of self and others.

ritical aspects of evidence for assessment for this unit SfTHINDIOIrequires that learners:. integrate the use of personal hygiene practices within day-to-day work functions

integrate knowledge ofto the reasons for maintaining personal hygieneo methods used to maintain personal cleanliness

. methods to minimise ways of transferring micro-organlsms and the spread of illness* ^B.Th!skills and knowledge to ensure food safety are found in the unit SITXFSAfOI Use hygienk practices fo

food safety.

Nominal

hours

10

Comparison with ProposedTQA Course

Comparison with Estimated TASC CourseProposed TQA Delivery Time

imilar content but

ot as much detailbout the Food

tandards Code

Approx 5 hours

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ATTACHMENT C:

Senior Secondary Course Analysis Report

Senior Secondary Course Accreditation ReportOn Proposed Course Document

Course:

Course Proponent:

Evaluator(s):

Evaluation Date:

Food and Hospitality Enterprise Level 2

Department of Education

Mike Jenkins

12 June 2015

Accreditation History: This is a NEW course.

Evaluation History:

1. Rationale

The proposed course has a clearlyidentifiable rationale which includes

consideration of strategic need,demand, coherence and increasingstudent participation/achievementincluding appropriate consultationwith stakeholders.

A formal analysis of the expiring Level 1 course was undertakenin Se tember2014.

Yes.The documents notes:

"The food and hospitality sector is dynamic, diverse andcreative thai has become increasingly important economically inAustralian society as one of the largest employers in thecountry. Through delivering products and services to clients, thesector offers a range of exciting and challenging long-termcareer opportunities across a range of businesses that aretransferrable across sectors and geographic borders.The sectors are also of strategic importance to Tasmania due tothe increasing interest in the state ss primary produce, niche foodand beverage production, growth in tourism combined withtrends in increasing numbers of people eating out. Anunderstanding and valuing of the inter-relationship between thehospitality, tourism and niche food product market is pivotal indeveloping a positive client experience.Food and Hospitality Enterprise TQA level 2 develops necessarywork-related skills, knowledge and dispositions for work in thehospitality industry to inform the selection from a diverse rangeof further training, study or employment options. The coursedevelops introductory skills in food and beverage productionand service and an understanding of the related sectors throughplanning and implementing hospitality events and devising foodproducts based on local ingredients.The course develops generic work related skills and aknowledge of the nature of the food and hospitality sectors andrelated sectors in primary production and tourism. In addition,it prepares learners for entry into further vocational and tertiarypathways in hospitality and food innovation sectors that arecritical to Tasmania's economic future through strengtheninghospitality services and a value-added food sector.. " P.2Consultation is noted in the covering letter (Attachment A).

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2. Coherence

2.a General Coher ace

The proposed course

. must have educational aims and

learning outcomes appropriatefor students in the senior

secondary phase of education inTasmania; and

. must be at least at the equivalentof the types of competenciescharacteristic ofAQF Cert I; and

. has a balance of learning of bothdomain-specific and genericskills and knowledge

Yes.

Yes.

There are S criteria: # 7 (plan and implement) and #8(communication and work in teams) are within the context of thecourse s focus.

meets the TQA's specificationsdocument (if applicable).

NA

2. b Internal Coherence

. there is clarity regarding whatcontent is compulsory, and what(if any) is optional. Languageused reflects this (eg 'must' or'will' not 'should' or -could')

. (if applicable) the degree ofoptional content (eg choicebetween units/topics) is limited.Options allow for somespecialisation, but there is asignificant 'core' of commoncontent

. there is clarity regarding thesequence for delivery of content(eg notations to say if the orderin which contents listed in the

document reflects compulsory orsuggested delivery sequencing)

Yes.

Yes. All content areas/ course components are compulsory.

Yes. All course components are compulsory. The Safety andhygiene section of the Core Area 1 (Hospitality and foodproduction systems) will be covered first.Content components will be integrated in their deliverythroughout the duration of the course. " p. 4.

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there is a clear match between

the stated Learning OutcomesContent and Criteria/Standards.

Yes.

Note: while some Learning Outcomesmay be aspirational (non-assessed, eg 'develop a positiveattitude towards... ) the numberof such objectives is limited.Overwhelmingly there is a clearmatch between the outcomes andthe criteria/standards.

2. c Coherence with other courses

. if applicable, there are clear NAlinkages behveen a TQA 3course and a 'Foundation' course

at level 2 (or other specifiedTQA accredited pathwaycourses).

Note: a 'Foundation' course is not a

simplified or 'easier'version of aTQA 3 course. It has its owndistinctive features (content,standards, criteria etc) butprepares students who wish tostudy at TQA 3 in the same/similar learnin area.

3. Overlap with other courses

Does the proposed course duplicate,by titles or coverage

* other TQA senior secondary Noaccredited courses? or

* nationally accredited VETcourses?

If relevant, does the course documentidentify where any outcomes meet therequirements of VET units of

competence in Training Packages to theextent that a learner may reasonablyexpect an RTO to grant direct recognition(RPL, credit transfer) for those units onthe basis of successful achievement in theTQA accredited course.

4. Assessment

. there is clarity regarding anyprescribed assessmentinstruments and work

Yes. The nature and extent of overlap is noted in theProponents' Cover Letter (Attachment A), and in AttachmentB. The scope of identified overlap is acceptable.

NA. The course document (p. 3) clearly states the differencesbetween the course and VET units/qualifications in the food andhospitality area. The issue is also addressed in detail in theProponents' Cover Letter (Attachment A), and in AttachmentB.

Yes. See p.2 regarding the compulsory project reports andrelated work requirements.

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requirements

the standards are expressed inclear, unambiguous language(e. g. it is not acceptable thatstandards are expressed in termssuch as 'sound understanding =C, good understanding = B').The standards must clearlydescribe features/characteristics of the evidence

of student work required by thestandard). Note: panel to checkcriteria and all standard

elements against issues noted inA endix F o the Course

Writer's Guide and make

comments here

Yes.

(if applicable) the standards arecomparable with ACARA/CCAFFL /VET standards inregard to their level ofcomplexity and wording

Yes.

5.

. the degree of difificulty/ Yes.complexity of the standards andthe range of criteria arecomparable with those inaccredited courses in the same/

similar learning area and level ofcomplexity/size value

Labelling and terminologyThe names used in courses and for

results (awards) are simple, plain, Yesreadily understandable bypractitioners and not misleadreasonable persons.

Are the names used for awards/title

consistent with current TQApractice?

Yes

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The language used to describe thecourse, assessment and standards is

simple, plain and readilyunderstandable by practitioners.

Yes.

6. DeliveryThe methods of delivering theproposed course are likely toachieve the purposes, aims andlearning outcomes of the course.

7. Access

(If applicable) any limitations toaccess based on age, gender,employment, cultural, social oreducational background are explicit,clearly stated and justified.

8. Quality AssuranceThe assessment processes to be usedto determine whether a student has

achieved the learning outcomes ofthe course are of standard sufficientto deliver

* a match between the standards

for achievement specified in thecourse and the standards

demonstrated by students; and

. a level ofcomparability ofresults/awards essentially thesame as for all other Authorityaccredited courses; and

. community confidence in theintegrity and meanmg of results.

9. Resource Requirements

* What, if any, specialrequirements are there forproviders of the course (egspecial equipment, resources)

. Are these clearly described?

Yes.

NA

Yes, a risk-based audit model.

An explanation of required resources is given (p.2)

Yes.

10.

. What requirements are there forthe TQA (eg quality assurance,external assessment ?

Evaluation

The proposed course must identify. course evaluation processes.

Quality assurance

Standard paragraph used.

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11. Size /Complexity

. Are the level of complexity andsize value of the course clearlydescribed?

. Does the 'amount' ofcontenV

assessment regime match the sizevalue indicated?

* Does the nature/aim/purpose ofthe course, its content, learningoutcomes and assessment

standards match the

characteristics of the learning atthis level of complexity? (seeparagraph in course size andcomplexity section of the coursedocument for these

characteristics).

Yes.

Yes.

Yes.

12. Qualifications

List the qualifications (includingaward types) to be conferred onsuccessful completion of thecourse

Food and Hospitality Enterprise Level 2, award of PA throughtoEA.

Is this information included inthe course documentation? Yes.

Overall Observations The proposed course has addressed the issues noted in theSeptember 2014 analysis of the expiring Level 1 course in thecatering area.

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ATTACHMENT D:Proposed Course

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TASMANIAN

QUALIFICATIONS

AUTHORITY

Food and Has italit Enter rise

XXXXXXXXX, TQA LEVEL 2, Size Value = 15

THE COURSE DOCUMENT

This document contains the following sections:

RATIONALE.......................................................................,.....................,,,............................,,,..........^

LEARNING OUTCOMES..........................................................................................................................2

PATHWAYS.....................,...........................................................................,,,............................... ;^..... ;. 2

RESOURCES...................................................................................,.....................,,,,,.......................,.^

COURSE SIZE AND COMPLEXITY.....................................................................................,. :. :. ;.,..... :.......3

COURSE DESCRIPTION ......................................................................................... ";;.....,,, :,................. 3\ . /. .. '. . . ."

RELATIONSHIP TO OTHER TQA ACCREDITED SENIOR SECONDARY COURSES ........ :............................. 3

COURSE REQUIREMENTS............................................................................. :........ ".......,....................... 3

FOOD SAFETY ..................................................................................................................................3

COURSE CONTENT..........................................................................................,,.............................,,....^

OVERVIEW.............................................................................. ^................................................ ^^^,4

COURSE OEM O.S ...................................................... x. ^..... :.............................................................. 5

WORK REQUIREMENTS ................................................................................................................... 12

ASSESSMENT..................................,................. :,...,.......,.. ;.....................,.,.......................,..,,............. 13

Qu/lUT-y-Asst/R/lNCE PROCESSES................................................................................................... 13\ .

CRITERIA................................ :................ /.................................................................................... ^. 13

STANDARDS............................. I...................................................................................................... 14

GLOSSARY OF/ISS£SSMEWrT£RMS.................................................................................................. 22

QUALIFICATIONS AVAILfiBLS............................................................................................................. 23

AWARD REQUIREMENTS....... ........................................................................................................... '23,

COURSE EVALUATION. .................................................................................................................... 24

EXPECTATIONS DEFINED BY NATIONAL STANDARDS................ ..................................................... 24

COURSE DEVELOPER......................................................................................................................... 24

ACCREDITATION............................................................................................................................... 24

VERSION HISTORY............................................................................................................................. 24

APPENDICES..................................................................................................................................... 25

APPENDIX l.'SLOSSARy OF COURSE TERMfWOf-OGY........................................................................... 25

APPENDIX 2: LINKS WITH CORE SKILLS FOR WORK DEVELOPMENTAL FRAMEWORK................................ 27

© Copyright for part(s) of this document may be held by individuals or organisations other than the TQAVersion 1

Period crf Accreditation: XXXXDate of Publication:

Food and Hospitalily EnterpriseTQA Level 2

RATIONALE

The food and hospitality sector is dynamic, diverse and creative that has become increasingly importanteconomically in Australian society as one of the largest employers in the country. Through delivering productsand services to clients, the sector offers a range of exciting and challenging long-term career opportunitiesacross a range of businesses that are transferrable across sectors and geographic borders.

The sectors are also of strategic importance to Tasmania due to the increasing interest in the state's primaryproduce, niche food and beverage production, growth in tourism combined with trends in increasing numbers ofpeople eating out. An understanding and valuing of the inter-relationship between the hospitality, tourism andniche food product market is pivotal in developing a positive client experience.

Food and Hospitality Enterprise TQA level 2 develops necessary work-related skills, knQWle<)ge anddispositions for work in the hospitality industry to inform the selection from a diverse range of further training,study or employment options. The course develops introductory skills in food and beverage production andservice and an understanding of the related sectors through planning and implementing hospitality events anddevising food products based on local ingredients.

The course develops generic work related skills and a knowledge of the nature of the food and hospitalitysectors and related sectors in primary production and tourism. In addition, it prepares learners for entry intofurther vocational and tertiary pathways in hospitality and food innovation sectors that arecritical to Tasmania'seconomic future through strengthening hospitality services and a value-added food sector.

LEARNING OUTCOMES

On successful completion of this course, learners will be able to:

identify the dietary needs of clients to when planning menus and devising products

. identify environmental, social, technological and economic factors affecting consumer choices whenplanning and implementing food and hospitality services ^nd products

. follow food safety and hygiene procedures to prepare, present, serve and store food and beverages

. produce and present food and beverages for hospitality events and when developing food products

. select and use appropriate utensils, equipment and processes to prepare and serve food and beverages toclients , .

outline food and hospitality sectors and their relationship with other industry sectors

. identify food and hospitality industry expectations and pathways for training and further education

. plan, implement and appraise tiospitality events and product development using an event design brief andidentified success criteria

. communicate with cNents and team members using appropriate conventions, protocols and formats

. work as a member irfa tea in hospitality events.

PATHWAYS

Food and .Hospitality Enterprise provides a foundation to Vocational Education and Training (VET) programs inHospitality and Kitchen Operations by enabling learners to understand the nature of work in the food andhospitality industry sectors and their relationship with associated sectors such as tourism and primaryindustries.

RESOURCES

The delivery of this course requires access to kitchen and dining spaces.

Some specific foods are associated with allergies that may result in anaphylactic reactions.

The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention ofanaphylaxis in schools, preschools and childcare(http://www. allergy. org. au/images/stories/pospape rs/ASCIA_guidelines_anaphylaxis_2012. pdf).

Tasmanian Qualifications AuthorityVersion X

Period of Accreditation: XXXXXDate of Pubiication:

Food and Hospitality EnterpriseTQA Level 2

COURSE SIZE AND COMPLEXITY

This course has a complexity level ofTQA level 2.

At TQA level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge andskills, including some basic theoretical and/or technical knowledge and skills. Limited judgment is required,such as making an appropriate selection from a range of given rules, guidelines or "procedures. VETcompetencies at this level are often those characteristic of an AQF Certificate II.

This course has a size value of 15.

COURSE DESCRIPTION/'. \

Food and Hospitality Enterprise provides a broad overview of the hospitality industry, food enterprise andproduct development sectors. Skills in preparation, presentation and service of foods and non-alcoholicbeverages are developed. Through planning and implementing catering events such as functions and cafeoperations, learners apply food safety and workplace hygiene procedures and use a knowledge of menuplanning to meet special dietary needs and consumer expectations.

Food product development processes are investigated through examples of niche fo&d entprprises that valueadd locally sourced produce. Learners design food products using local ingredients'and apply relevant foodstandards and labelling requirements in the production of their food. - \

RELATIONSHIP WITH SENIOR SECONDARY VOCATIONAL EDUCATION AND TRAININGPROGRAMS

Food and Hospitality Enterprise provides broad exposure and art introduction to the hospitality industry, foodenterprise and product development sectors to enable learners tq determine their preferred sector for futuretraining and employment. The course is related to areas not contained within Vocational Education and Training(VET) offerings at senior secondary level including dietary needs, niche food product development and eventplanning and implementation. ', '

The course builds on the Technologies learning area developed in the Australian Curriculum F - 10 in projectmanagement, systems thinking and design thinking It alSp focuses on the development of work-related skillswithin simulated or authentic hospitality settings using skills clusters from the Australian Government's CoreSkills for Work Developmental Framework ineluding the abilities to communicate, connect and work with others,plan and organise, solve problems and navigate the world of work (See Appendix 3). Therefore the courseestablishes a basis for further studies and employment in hospitality, including specialisations in food andbeverage, cookery, event management or food product development.


Period of Accreditation: XXXXXDate of Publication:


COURSE CONTENT

OVERVIEW

Learners undertake a range of practical tasks in contexts related to the operation of hospitality events andthe development of food products. Knowledge and skills from two content areas are applied and integratedthroughout the course. In these contexts, learners develop capabilities in using the project design processas well as work-related knowledge and skills.

All course components are compulsory. The Safety and hygiene section of the Core Area 1 (Hospitality andfood production systems) will be covered first.

Content components will be integrated in their delivery throughout the duration of the course.

DIAGRAMMA TICAL OVERVIEW OF RELA TIONSHIP BETWEEN COURSE COMPCWEfiTS

^.

°^'̂\W'"")fo°<fP'-0^;^'

lcfc

^-rel'te^

Hospitalityevents

Food product

development

^ design ^

co"sumer facl°rs

Source Department of Education (2015)Contexts .Learners develop knowledge, skills and understanding to create food products and services throughtwo contexts:

hospitality events

food product developnjent.'\ .. \ '

Learners must undsrtakaat least one actual event in which clients are served in a hospitality context.

Core AreasLearners develop their skills, knowledge and understanding in two core areas of content:

Core Area 1:

Hospitality and food production systems

Safety and hygieneFood and beverage skills in:

. production

. presentation

. service

Menu and service stylesFood rocessin .

Core Area 2:

Consumer factors

Dietary needsProduct and services drivers:

. environmental

. social

. technological

. economic.

CapabilitiesThrough practical tasks in these contexts, learners use two approaches to develop capabilities in:

project design processeswork-related knowledge and skills.




CONTENT DETAILS

Contexts

Learners develop capabilities in using the project design process and work-related skills, as well as knowledgeand understanding of the Core Areas through applied learning throughout the duration of the course in twomain contexts:

Context 1: Hospitality events

Context 2: Food product development

Context 1: Hospitality events INTEGRATED THROUGHOUT COURSE DELIVERY

Hospitality events are the authentic real-world settings or venues in which events are implemented, for example,school-based functions, coffee shops, mobile or external catering, restaurants, cafes, takeaway food venues orjuice bars.

By participating in an event in a hospitality context, learners produce food and/or beverages and provideservices for clients, e.g. finger food, breakfast, plated meals, packaged foods, hot and cold beverages, espressocoffee cafe service.

Planning and Events in hospitality contexts should involve .teams of learners who conduct a flow of work toimplementing develop the knowledge, skills and understanding described in the Core Areas of content andevents the Capabilities in authentic contexts.

Actual andsimulatedei/ente

The event brief

Examples offood and

beverages

Events in hospitality contexts can be either actual events or simulated events.

Actual events are when clients attend or a service is provided to clients.

Simulated events do not require clients to be present.

Events are described through an event brief that outlines the purpose of the event including:

. identifying the hospitality context, e.g. the purpose, style or setting

. client expectations, e. g. client needs

. type of menu or service, e. g. a la carte menu, set menu, counter service

. ' resources available, e. g. venue, equipment, budget, time, hygiene and safety regulations.

Food and beverages include, but are not limited to:

Food:

. sauces, dips and dressings

. cakes, biscuits and slicessalads and vegetable dishes

. rice, pasta and other cereal and grains

. oven baked or grilled meat dishes

. sandwiches and breads

. fruit or cheese platters

. appetisers

Beverages:

. introductory espresso coffee

. tea

. hot chocolate

. juices

. smoothies

. iced beverages

. mocktails and punches


Period of Aca-editation: XXXXXDate of Publication:


Context 2: Food product developmentDELIVERY

INTEGRATED THROUGHOUT COURSE

Tasmania's niche food products are profiled to examine processing methods, labelling, marketing anddistribution through investigations, case-studies and excursions.

Learners address product design briefs and undertake practical food preparation activities to develop foodproducts.

Product

knowledgeProduct knowledge and legal requirements including:

. food product knowledge (including local Tasmanian foods and products)

. food standards and labelling requirements

processing and storage.

.o

Product

development

The productdesign brief

Food products are developed using trials and taste tests tp refine the product.

Products are labelled to comply with national Food Standards.

Learners may also:

. develop a marketing pitch and materials fortheir'product

. describe and/or devise a product promoUon campaign

. test the product with a taste panel, - ,\

Product development requirements are described through the product design brief outlining:

. the product development context, e. g. the key food products, regional location

. client sector and expectations, e. g. niche gourmet market, mass distribution.

'I '

type of food product, e. g. preserve, signature dish for restaurant, food festival event dish

resources available, e. g. venuer equipment, budget, time, hygiene and safety regulations.

Examples ofproducts

Products include, but are not limited to:

Packaged products:. jams and preserves. sauces

. confectionery

. fermentation, eg ginger beer

. cheeses

. cordials.

Recipes and dishes with local ingredients:. vegetables. seafood. dairy products. cold climate fruits

. specialty meats.




Core Areas

Core Area 1: Hospitality and food production systems (SUGGESTED 40% OF DELIVERY TIME)

This topic focuses on developing the knowledge, understanding and skills in working with the systems involved inkitchen and/or beverage production and services in the contexts of hospitality events or food product development.It involves safe work practices, food and/or beverage production and service skills and devising work plans.

Systems

Safety and hygiene

Food and beverageproduction skills

Tasmanian Qual[fications AuthorityVersion X

Knowledge, understanding and skills

Food safety and hygiene including:

. personal hygiene and presentation standards

. food safety, including food safety plans and systems

perishability and storage of food commodities cleaning procedures

. relevant legislation and standards:

o Food Act 2003 .

o Food Standards Code (Food Standards Auttralia New Zealand). Standard 1. 1. 1 Nutrition, Health and Ralsrfed Claims

. Standard 1. 2 Food Labelling

. Standard 3. 2 Food Safety Requirements

Environmental safety work practices including:.'' -V ' '... . . '

. identification of hazards and safe handling of potentially dangerous materials(including chemicals) and equipment (including knives and heat)

. Work Health and Safety Act ?011.

Skills to produce a variety of food and non-alcoholic beverages including:identification and use of equipment

. preparation of foods and recipes

. knife handling including simple cuts

. identlflcatlon and measurement of ingredients

. . knowledge and preparation of common ingredients as required for menus^

use of kitchen equipment:

o measuring equipmento kniveso utensils, e. g. tongs, spoons, flips, palette knifeo large appliances, e. g. ovens, dishwasherso small appliances, e. g. food processors & mixers

. temperature control

. personal work plans

. multi-tasking and concurrent preparation of recipes

real world time constraints in hospitality events or food production

. organisation of personal work areas.

Planning, working efficiently in a kitchen, recipe selection, resource management,trialling and modifying recipes including:

. organisation of group work areas using appropriate systems

. work plans.



Core Area 1: Hospitality and food production systems (continued)

Systems

Food and beveragepresentation skills

Food and beverageservice skills


Food and beverage presentation appropriate to context;

. general principles of garnishing - size, colour, shape, height

. correct temperature

. selection of crockery and glassware - correct size and shape

. portion control

. evaluation of presentation.

Knowledge of different hospitality contexts, e. g. school functions or events, coffee shop,mobile or external catering, restaurants, cafes, takeaway food venues, loeg) clubsincluding: .; .

. skills to perform food service styles, i. e. cafc table service, buffat.and appetisers

. skills in preparing and serving non-alcoholic beverages .

. planning, working efficiently in service areas, service seleption, resourcemanagement and modifying services ' \

. use and cleaning of service equipment: '- ;o urns, kettles, coffee plungers, wpresso machines

'. <..,

o basic crockery, cutlery, glastware and trays.

Menu and sen/ice

styles

Food processing

Styles of menus, e. g. S la carte. 'set menu, buffet, alternate drop and degustation.Service styles, e. g. table, buftot, caf6, fast food outlet, external/outdoor events, canteens

and stalls.

Processing techniques for a range of local food commodities

. processing methods for niche food products\ -

. local food production enterprise case-studies.


Period af Accreditation: XXXXXDate of Publication:


Core Area 2: Consumer factors (SUGGESTED 20% OF DELIVERY TIME)

This topic focuses on developing the knowledge, understanding and skills in considering consumer factors thatimpact on the design and provision of hospitality events and food products.

Factor

Food allergiesand

intolerances

Dietarypreferencesand values

Health

Dietary needs

. incidence and risks

. food substitutes and alternatives for common food allergens include cow's milk, egg,peanut, tree nut, wheat, soy, sesame, fish and shellfish ,

. risk management, e. g. client knowledge, accurate food labelling, complete disclosure offood ingredients and possible avenues of cross contamination with allergens.recipe and menu modification and management

. labelling of foods.

. vegetarian, halal, kosher

. dietary trends

* organic.

Application of the Australian Guide to Healthy Eating <NHMRQ, $013) to:. food selection

. menu planning

. recipe modification.

Factor Product and service drivers

Environmental ' seasonal availability of fooBs

. food sources e. g. local, interstate and global

. consumer values ^ndflthical factors, e. g. sustainability, free-range products, fair trade,locally grown, organic.

Soc/a/ . trends in client needs and expectations an4

. contemporaty hospitality and food contexts, e. g. loyal client base, coffee culture, healthvalues, client axpectations for quality, community clubs, food tourism

. demographfcs, e. g. lifecycle needs

. international tourism - cultural expectations and needs

. cultural influences on food choice.

Technological ' digital technologies impact on communication, marketing, and hospitality operations, e. g.websites, smart phone and tablet applications, electronic and online ordering systems

hospitality equipment (e. g. combi-cookers, food processors)

Point of sale (PCS) systems

. social media and digital identity.

Economic ' styles of food outlets and restaurants

* client segmentation

. upselling and loyalty incentives.

Tas man ian Qua [if [cat ions ALrthorityVersion X


10


CAPABILITIES

Project Design Process (SUGGESTED 20% OF DELIVERY TIME)

This topic focuses on developing the knowledge, understanding and skills involved in the design processphases used when planning, implementing and reviewing hospitality events and food products.Learners use a design process to support decision-making and problem-solving procedures when undertakingprojects in the two contexts.

Project planning and implementation requires learners to identify the clients' needs, brainstorm and researchpossible options, consider options, select an option and reflect on overall success of the option implempnted.

Design ProcessPhases

Investigating andplanning


Planning the hospitality event or food product including:. identifying features of the event /product brief

. consideration of dietary needs and other consumer factore

. success criteria

. type of menu, service or product

. resources available.

Implementation andproduction

Review

Technical, interpersonal and teamwork skills including:. communication, e.g. menus, food labete

. trialling, making and justifying decisions for production and service

. using financial skills to undertake ordering and portion control

. sequencing of tasks, ?.g. tasks to be completed prior, during and after the event.

Implementing the evwVproduct includes carrying out the actual or simulated event by:. solving problems by monitoring and adjusting where necessary. creating and innovating through producing food and/or beverages and serving food

andbeverages

. observing hygiene and safety regulations and sustainable practices

. cleaning and closing down procedures.\ .

Reviewing and reflecting on the sequence of tasks and event outcomes against definedsuccess criteria including:

. planning and providing reasons for decisions

. implementation and outcomes of hospitality event/product including client feedback

. reflection on own performance.

Tasmanian Qualifications AuthorrtyVersion X

Period of Accreditation- XXXXXDate of Pubiication:


CAPABILITIES (continued)

Work related knowledge and skills (SUGGESTED 20% OF DELIVERY TIME)

This topic focuses on developing knowledge, understanding and skills in communication, team work and generalattributes required for work in the hospitality sector. This includes interpersonal, respect, sensitivity and cross-cultural understanding, required when working with clients and team members; and understanding of the sectorand opportunities in relation to career development.

Capabilities

Effective communication

and interpersonal skills

Understand and cater for

diversity

Team skills

Capabilities

Hospitality sector andexpectations

Career opportunities

Work related skills

. communication skills that reflect employer expectations in hospitality contexts,e. g. communication with team members, using different modes

. interpersonal skills including:o verbal communication, i. e. content and tone

o nonverbal communication, i. e. body language

o listening skills, i.e. how verbal and nonverbal messages are interpreted. client service procedures, e. g. meeting client expectations, interaction and

complaints. - '

. knowledge of needs and expectations of different sgcial and cultural groups

. communication and interaction with colleagues and clients from diverse socialand cultural backgrounds, e. g. using a variety of verbal and nonverbalcommunication methods

. practices and procedures that may reduce cross-cultural conflict ormisunderstandings, e. g. bias and stereotyping, workplace culture of empathy,tolerance and understanding of different cultures.

. individual responsibility ^nd accountability

. commitment to team tasks

. knowing roles an'd responsibilities

. giving and receiving constructive feedback.

Sector knowledge, expectations and career pathways

Nature of the sector including:

. range Of services offered in the food and beverage sector of the industry

. Interrelationships of the food and beverage sectors with other sectors, especiallytourism and primary industries

. industry protocols and expectations relating to rules, procedures, commonpractices or expectations, e. g. attendance, dress code, communication withclients and safety.

Personal attributes and personal presentation including:. personal attributes, e. g. integrity, initiative, independence, work ethic, code of

conduct, service ethos, time management

. personal presentation, e. g, personal hygiene and grooming, deportment, speechand manners, dress or uniform requirements.

Literacy , e. g. language or verbal communication, reading and writingNumeracy, e.g. calculations and measuring

Digital skills relevant to production, service and communication, includingappropriate use of technology in the workplace.

. training, education and employment pathways

. local case studies

entrepreneurial opportunities for self-employment.

Tasmanian Quaiifications AuthorityVersion X


12


WORK REQUIREMENTS

Project reports

Learners will document the project design process in two (2) written reports including:

. one report relating to Context 1: Hospitality event

. one report relating to Context 2: Food product development.

Activities in which learners have collaborated with other class members may form the basis of a report,however for collaborative projects the individual learners must:

. have contributed to organising the event

. have participated in the implementation of the event

. document their own role and the role of their project partner

* submit their own report.

Each report will document the process undertaken to develop and implement the project plan, outlining thefollowing phases: ~

Investigating and planning:

. identification of features of the event/product brief

. consideration of dietary needs and other consumer factors

. success criteria

. type of menu, service or product

. resources available

. communication:

o menu for the event context

o food label for food product context

. sequence of tasks, e. g. ordering of ingredients and supplies, time plans, role allocation

. trialling and refining of food product' .

. client feedback tool.

Implementation and production'.'

. skills, systems and processes employed in food and/or beverage production, service and productdevelopment ^

. interpersonal skills used when implementing an event/producing a food product

. adjustments and modifications made during implementation

explanatioi; of the menu or product

. explanation of food safety and hygiene procedures

. recopd of food, service or products, including photos/videos of final products and services (e. g. invitations,menus, food labels and/or promotional materials).

Review

. seff-evaluation of planning and tasks completed in the event/production process

. summary of client feedback

. recommend future actions to improve performance or products in future events/production.



13


ASSESSMENTCriterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievementat an appropriate end-point of study. Although assessment - as part of the learning program - is continuous,much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefitfrom their study of the course. Therefore, assessment for summative reporting to the Tasmanian QualificationsAuthority will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating 'A', 'B', or 'C',according to the outcomes specified in the standards section of the course.

A 't' notation must be used where a learner demonstrates any achievement against a criterion less than thestandard specified for the 'C' rating.

A 'z' notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by . {he TasmanianQualifications Authority to ensure provider validity and comparability of standards across all a*ards. Furtherinformation on quality assurance processes, as well as on assessment, is available In the TQA SeniorSecondary Handbook or on the website at htt ://www.t a. tas. ov. au.

Internal assessment of all criteria will be made by the provider. Providers will report ths learner's rating for eachcriterion to the Tasmanian Qualifications Authority.

QUALITY ASSURANCE PROCESSES

The following processes will be facilitated by the TQA to ensure there is:

. a match between the standards of achievement specified in the course and the skills and knowledgedemonstrated by learners

. community confidence in the integrity and meaning of the qualification.. ' \ "

Process - The TQA will verify that the provider's course delivery and assessment standards meet the courserequirements and community expectations for fairness, integrity and validity of qualifications the Authorityissues. This will involve checking: .... '

student attendance records; and

course delivery plans (the sequence of course delivery/tasks and when assessments take place):f : ^

assessment instruments and rubrics (the 'rules' or marking guide used to judge achievement)

class records of assessment'

examples of sttfdent work that demonstrate the use of the marking guide

samples of currsnt student's work, including that related to any work requirements articulated in thecourse document.-'

This process may also include interviews with past and present students.

It will be scheduled by the TQA usin a risk-based approach.



14


CRITERIA

The assessment for Food and Hospitality Enterprise TQA Level 2 will be based on the degree to which thelearner can:

1. Identify dietary needs in hospitality contexts

2. Identify consumer factors that impact on hospitality contexts

3. Follow food safety and hygiene procedures

4. Produce and present food and beverages

5. Use food and beverages service skills

6. Outline food and hospitality sectors, industry expectations and pathways

7. Plan, implement and review hospitality services and products

8. Communicate and work with clients and team members.



15


STANDARDS

CRITERION 1: IDENTIFY DIETARY NEEDS IN HOSPITALITY CONTEXTS

Rating 'C' Rating 'B' Rating 'A'

A learner: A learner:

identifies a limited range offoods likely to trigger foodallergies and intolerancesand a food alternative

sources information aboutclient food allergy andintolerance as directed

identifies the dietaryrequirements of a limitedrange of cultural groups'"*

identifies foods most likelyto trigger food allergies andintolerances and identifiessome food alternatives

sources information aboutclient food allergy andintolerance, and modifiesrecipes and menus using alimited range of alternatives

describes the dietaryrequirements of a range ofcultural groups'"* includingand preparationrequirements

A learner:

identifies foods that aremost likely to trigger foodallergies and intolerancesand identifies a range offood alternatives

sources information aboutclient food allergy andintolerance, and modifiesrecipes and menus with anappropriate range ofalternatives

describes the dietaryrequirements of a range ofcultural groups"" includingdetails of food andpreparation requirements

uses nutrition guidelines'* toselect foods for recipes andmenus

uses nutrition guidelines'* toselect foods for recipes andmenus, describingproportions of most foodgroups

uses nutrition guidelines"to select foods for recipesand menus, describingproportions of all foodsgroups

identifies healthy foodoptions in most of the foodgroups.

identifies and includessome healthy food optionsas relevant to context.

identifies and includeshealthy food options asrelevant to context.

" 'Cultural groups'jnclude. tlewish (Kosher), Moslem (Halal), Buddhist (vegetarian)/.

'"* 'Nutrition guidelines' refers to the Australian Guide to Healthy Eating (NHMRC, 2013)

Tas man ian Qualifications AuthorityVersion X

Period of Aca-editation: XXXXXDate of Publication:

16


CRITERION 2: IDENTIFY CONSUMER FACTORS THAT IMPACT ON HOSPITALITY CONTEXTS


A learner: A learner: A learner:

identifies limited range oflocal food products andseasonal foods

identifies a range of localfood products and a rangeof seasonal foods anduses this knowledge whenplanning

identifies a broad range oflocal food products and arange of seasonal foodsand uses this knowledgewhen planning andcommunicating with clients

lists possible social factorsthat influence client needswhen planning inhospitality contexts

outlines a range ofpossible social factors thatinfluence client needswhen planning inhospitality contexts

describes a range ofpossible social factors thatinfluence client needs whenplanning in hospitalitycontexts

identifies a limited rangeof technological andeconomic factors thatimpact on hospitality andproduct developmentdecisions

identifies a range oftechnological andeconomic factors thatimpact on hospitality andproduct developmentdecisions

identifies a wide range oftechnological andeconomic factors thatimpact on hospitality andproduct developmentdecisions

meets client needs whenplanning menus, foodproducts and events, asdirected

meets most client needswhen designing andplanning menus, foodproducts and events

meets a range of clientneeds when designing andplanning menus, foodproducts and events andexplains reasoning

identifies a limited rangeof consumer factors'* thatmay enhance clientexperience.

identifies and uses aknowledge of consumerfactors" to inform planningand enhance clientexperience

identifies and uses aknowledge of consumerfactors'* to inform planningand effectively implementsthese to enhance clientexperience (e. g. meetingneeds of aged patrons).

",'Consumer factors' include environmental, social, technological and economic factors

Tasmanian Qualifications AuthorrtyVersion X

Period of Accreditation: XXXXXDate of PLfblication:

17


CRITERION 3: FOLLOW FOOD SAFETY AND HYGIENE PROCEDURES


A learner:

follows personal hygieneand presentationrequirements for kitchenand front of houseactivities, as directed

A [earner: A learner:

follows personal hygieneand presentationrequirements for kitchenand front of house activities

consistently followspersonal hygiene andpresentation requirementsfor kitchen and front ofhouse activities

identifies main causes offood spoilage and crosscontamination andoutlines essential foodhandling and storagemethods

describes causes of foodspoilage and crosscontamination and uses

appropriate food handlingand storage methods

explains a range of causesand prevention of foodspoilage and appliesappropriate food handlingand storage methods in allcontexts

uses relevant food safetypractices when producingand serving food andbeverages for others, asdirected

describes and usesrelevant food safetypractices when producingand serving food andbeverages for others

explains and appliesrelevant food safetypractices when producingand serving food andbeverages for others andacts with a high level ofawareness of the safety ofothers

adheres to relevant legalrequirements'* whenplanning andimplementing in hospitalitycontexts, as directed.

adheres to relevant legalrequirements" whenplanning and implementingin hospitality contexts.

correctly applies relevantlegal requirements'* whenplanning and implementingin hospitality contexts.

'Legal requirements': refer to Food Act 2003, Work Health and Safety Act 2011 and Food Standards Code.



18


CRITERION 4: PRODUCE AND PRESENT FOOD AND BEVERAGES



uses, cleans and storesutensils and equipmentwhen preparing a range offoods and beverages

selects, identifies, uses,cleans and stores utensilsand equipment whenpreparing a range of foodsand beverages

selects, identifies, uses,cleans and stores a widerange of appropriateutensils and equipmentwhen preparing a range offoods and beverages

follows a recipesuccessfully, as directed

follows a recipesuccessfully with minimaldirection

utilises own knowledge andskills to follow and adjust areUpe as necessary

prepares food and non-alcoholic beverages, in alimited range of recipesusing appropriate hygieneprocedures

prepares food and non-alcoholic beverages, in arange of recipes usingappropriate hygieneprocedures

prepares food and non-alcoholic beverages, in awide range of recipesusing appropriate hygieneprocedures

completes dishes andplates, and presentsfoods, as directed

completes dishes andplates, and presents foodappropriately (e. g. withoutdrips and spills)

completes dishes andplates, and presents foodappropriately, (e. g. withoutdrips and spills) and takinginto account visual appeal,colour and contrast

undertakes simple testsand trials when designingfood products, as directed

undertakes tests and trialsof recipes and processeswhen designing foodproducts to develop thefinal product

systematically undertakestests and trials of recipesand processes whendesigning food products,using feedback to improvefinal product

food products areproduced with appropriateprocesses and packaging,as directed.

food products areproduced using processesand packaging to preservequality and presentationusing mostly compliantlabelling.

food products areproduced with appropriateprocesses and packagingto preserve quality andpresentation, usingcompliant labelling.

Tas man ian Qualrfications AuthorilyVersion X


19


CRITERION 5: USE FOOD AND BEVERAGES SERVICE SKILLS

Rating 'C' Rating 'B'


conveys basic informationto clients using somerelevant terminology and agenerally appropriateinteractive style

conveys information toclients using correctterminology and anappropriate interactivestyle

Rating 'A'

A learner:

clearly conveysinformation to clients usingcorrect terminology and anappropriate, warminteractive styleA

uses utensils andequipment to safely servefood and beverages, asdirected

uses utensils and

equipment to safely servefood and beverages

selects and uses9pprqpriate;utensils andequipment to safely servefood and beverage

communicates a limitedrange of product attributesto clients

identifies products forservice andcommunicates a range ofthe most relevant productattributes to clients

identifies products forservice and accuratelycommunicates a widerange of relevant productattributes to clients

liaises with kitchen teamduring food and beverageservice, as directed

^follows service proceduresto provide safe food andbeverage service forevents, as directed.

liaises with kitchen teamduring food and beveragesen/iceand monitorswork flo* and clientneeds in service area

correctly follows serviceprocedures andconventions to providesafe food and beveragesservice for events.

liaises with kitchen teamduring food and beverageservice In an accurate and

timely manner andconsistently monitors workflow and client needs inservice area

correctly follows serviceprocedures andconventions to providesafe and efficient food andbeverage service for arange of events.

.

warm interactive style' - see Glossary of Assessment Terms



20

Food and Hospitality EnterpriseTQA Le«el 2

CRITERION 6: OUTLINE FOOD & HOSPITALITY SECTORS, INDUSTRY EXPECTATIONS AND PATHWAYS

Rating 'C' Rating 'B'


lists services and work in alimited range of food andhospitality industry sectors

outlines nature of servicesand work in a range offood and hospitalityindustry sectors

Rating 'A'

A learner:

discusses nature of servicesand work in a range of foodand hospitality industrysectors

connects roles of workers

to a limited range of foodand hospitality sectors

outlines roles andattributes required ofworkers in food andhospitality sectors andsome of the inter-relationships betweensectors

describes roles andattributes required ofworkers in a range of foodand hospitality sectors andthe inter-relationshipsbetween sectors

states personal workpreferences and aptitudesbased on practicalexperiences

uses methods of reflectionon personal workpreferences and aptitudes,based on practicalexperiences and feedback,to review personal goals

reflects on personal workpreferences and aptitudes,based on practicalexperiences and feedback,to review personal goalsand formulate newperspectives

outlines workplaceprotocols" directly relatedto role performed forservice activities

describes workplaceprotocols'* related toservice activities

explains workplaceprotocols'* related to a rangeof service activities

identifies a limited range offood and hospitality trends.

identifies and describesfood and hospitalitypathways.

identifies and discusses arange of food and hospitalitypathways.

A Workplace protocols' relate to rules, procedures, common practices or expectations governing behaviour in awork situation e. g. attendance, dress code, hygiene and presentation, use of technology and phones,communication with clients

This criterion links to the Core Skills for Work Developmental Framework: see Appendix 2 for details.



21


CRITERION 7: PLAN, IMPLEMENT AND REVIEW HOSPITALITY SERVICES AND PRODUCTS



plans hospitality eventsand food productsincluding a limited rangeof elements, " as directed

performs tasks withinproposed times usingstrategies, as directed

plans hospitality events andfood products integrating arange of elements"

performs tasks withinproposed times by usingstrategies to sequencework

plans hospitality events andfood products, integrating,a range of appropriateelements", articulatingreasons for their inclusion

manages tasks withinproposed times by.selecting and usingstrategies to sequencewoik '. '

identifies ideas to createor plan new products orservices when providedwith stimulus

generates ideas to createor plan new products orservices using a range ofstimuli

generates a range of ideasto create or plan newproducts or services usinga broad range of stimuli

implements plans, asdirected

implements pl,ans,thatinclude soluttbns to someproblems;

monitors and adjusts plansduring implementation tosolve problems

uses methods of reflectionto review plans,implementation and ownperformance and makeslimited suggestions forImprovements

uses methods of reflectionto appraise plans,implementation and ownperformance againstsuccess criteria and makessome recommendations forfuture actions

uses methods of reflectionto appraise plans,implementation and ownperformance againstsuccess criteria and makesrelevant recommendationsthat inform future actions

identifies sources ofinformation as directed.

identifies sources ofinformation and usesreferencing/citationtechniques.

identifies sources ofinformation and correctlyuses referencing/citationtechniques.

" 'range of elements' are those listed in the planning phase of the product design process outlined on page 1 0,. including: the dietary and consumer factors; success criteria; type of product and service: resources;

sequencing of production.




22


CRITERION 8: COMMUNICATE AND WORK WITH CLIENTS AND TEAM MEMBERS

Rating 'C'

A learner:

uses language, tone andnon-verbal behavioursthat are appropriate in alimited range of contexts

listens, responds andconveys information in aa limited range of contexts

Rating 'B'

A learner:

uses language, tone andnon-verbal behaviours thatare appropriate in mostcontexts

listens, responds andconveys information,seeking clarification whennecessary

Rating 'A'

A learner:

uses language, tone andnon-verbal behaviours thatare appropriate in a rangeof contexts

listens, responds andaccurately conveysinformation, seekingclarification whennecessary

uses communicationdevices'* in accordancewith established protocolsand safety procedures, asdirected

produces a written reporton projects completed ineach context, using somerelevant terminology andformats

uses communication

devices" to communicateadhering to establishedprotocols and safetyprocedures

produces a structuredwritten report on projectscompleted in each context,using appropriateterminology and formats

uses communication

devices'* to appropriatelycommunicate, consistentlyadhering to establishedprotocols and safetyprocedures

produces a well-structured written reportson the projects completedin each context, usingappropriate terminologyand formats

identifies diversity'"*andresponds by generallyadhering tocommunication protocols

recognises andappropriately responds todiversity"'* in most contexts

identifiess andappropriately responds todiversity AA in a range ofcontexts

identifies own role inrelation to other membersof the team

correctly identifies the rolesand responsibilities inrelation to other membersof the team

assigns, describes andcorrectly identifies theroles and responsibilities inrelation to other membersof the team

performs roles in teams,as directed.

performs roles in teamsthat align with definedresponsibilities and linkswith other teams, asrequired.

performs roles in teamsthat align with definedresponsibilities and usesinitiative to link with otherteams.

A 'communication devices' include mobile phones, tablets, social media and other digital technologies

""'diversity' - see Glossary of Course Terminology




GLOSSARY OF

Term

apply

appraise

assess

basic

clear

consider

decision

describe

develop

discuss

explain

information

interpret

justify

organise

outline

process

range

recommendation

relationship

relevant

select

simple

structured

systematic

terminology

23


ASSESSMENT TERMS

Explanation

use or employ knowledge and skills in a particular situation

to assess the worth, value, or quality of

make a judgement about, to rate, weigh up, to form an opinion

essential or elementary

easy to understand, fully intelligible, without ambiguity; explicit

formed after careful thought

a choice or determination formed following the consideration of alternatives

recount, comment on, and provide an account of characteristics or features

construct, elaborate or expand on an opinion or idea '-..

talk or write about a topic, taking into account different issues andldeas

provide additional information that demonstrates understa'nding and reasoning; present ameaning with clarity, precision, completeness, and with due regard to the order ofstatements in the explanation . \--; '

knowledge or data gained from primary and se&ondary sources

explain the meaning of information or actions\- '/

provide sound reasons or evidence to support a statement; soundness requires that thereasoning is logical and, where appropriate, that the premises are likely to be true

systematically order and arrange

give the main features B( aspects of

a system of rutesor principles for conducting activities

a number of different things of the same general type; breadth

a proposal for an appropriate course of action

the connection or association behween ideas, information or components of concepts and

applicable and pertinent

choose in preference to another or others

easy to understand and deal with; involving few elements, components or steps; obviousdata or outcomes; may concern a single or basic aspect; limited or no relationships

organised and arranged in order

methodical, organised and logical

a word, phrase, name or expression used in a specialised field of knowledge

warm interactive in food and beverage service settings, engages with clients in a friendly and welcomingstyle manner, e. g. smiling and attentive to client needs



24


QUALIFICATIONS AVAILABLE

Food and Hospitality Enterprise TQA Level 2 with the award of:

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

AWARD REQUIREMENTS

The final award will be determined by the Tasmanian Qualifications Authority from the 8 ratings.

The minimum requirements for an award in Food and Hospitality Enterprise are as foNows:'\ .

EXCEPTIONAL ACHIEVEMENT (EA)

6 'A' ratings, 2 'B' rating

HIGH ACHIEVEMENT (HA)

3 'A' ratings, 4 'B' ratings, 1 'C' rating

COMMENDABLE ACHIEVEMENT (CA)

4 'B' ratings, 3 'C' ratings

SATISFACTORY ACHIEVEMENT (SA)

6 'C' ratings

PRELIMINARY ACHIEVEMENT <PA)

4 'C' ratings

-\

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (SatisfactoryAchievement) award butwho fails to show any evidence of achievement in one or more criteria ('z' notation) willbe issued with a PA (Preliminary Achievement) award.



25


COURSE EVALUATION

Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior tothe expiry of accreditation.

As well, anyone may request a review of a particular aspect of an accredited course throughout the period ofaccreditation. Such requests for amendment will be considered in terms of the likely improvements to theoutcomes for learners and the possible consequences for delivery of the course.

The TQA can evaluate the need and appropriateness of an accredited course at any point throughout theperiod of accreditation,

EXPECTATIONS DEFINED BY NATIONAL STANDARDSThere are no statements of national standards relevant to this course.

COURSE DEVELOPER'... I

This course has been developed in consultation with the Tasmanian Hospitality Association.

^.

ACCREDITATION

The accreditation period for this course is from XXXX to XXXX.

VERSION HISTORY

[Say here if this course is a direct replacement of any existing course. The TQA will give the document aversion number/date] ,. - <

Version X - Accredited on XXXX for use in XXXX to XXXX. This course replaces [code and name of course]that expired on XXXX. >



26


APPENDICES

APPENDIX 1: GLOSSARY OF COURSE TERMINOLOGY

Term

appraise

authentic

clear

clearly

considered

client expectations

diversity

efficient

event

Explanation

to assess the worth, value, or quality of

genuine

without ambiguity; explicit

plainly and openly, without ambiguity

thought about deliberately with a purposelt' . f . .. -. :~

the needs, wants, and preconceived ideas of a client about a.product and/or service foran event in a hospitality context

exhibiting variety or difference.

in work contexts the term is used to collectively describe differences based on gender,ethnic, sexual orientation, religious or cultural background, age, physical ability, beliefsand personal preferences (Australian Govrnment, Cons Sto7/s for Work, p. 34).

proficient and useful '.

an event, in a hospitality context, can be either an actual event or simulated event; anactual event is one that clients attend, a simulated event does not require clients to bepresent

contexts in this c rse there are two contexts in which learners apply their knowledge, skills andunderstand)^ including; Context 1: Hospitality events and Context 2: Food productdevelopment

industry protocols and rule6, procedures, common practices or expectations governing behaviour in a workexpectations situation and are detailed in policy and procedure manuals, e. g. attendance, dress

opde, use of technology and phones, communication with clients and safety

interpersonal skills the social skills, people skills, and communication skills required to interact with clientsand colleagues; may include:

verbal communication, i. e. what and how we say somethingnonverbal communication, i. e. body languagelistening skills, i.e. how we interpret both the verbal and nonverbal messages sent byothers

negotiation, i.e. working with others to find a mutually agreeable outcomeproblem solving, i. e. working with others to identify, define and solve problems

personal attributes the attributes that contribute to overall employability loyalty and reliability, commonsense, motivation, resilience (ability to deal with pressure; positive self-esteem;adaptability), commitment, enthusiasm, a balanced attitude to work and home life,honesty and integrity, personal presentation, a sense of humour



27


Term

procedures

production skills

sequence of tasks

service skills

Explanation

for the purpose of this syllabus, procedures are particular courses of action used in foodand beverage production and services and the food and beverage sector;procedures may include food safety procedures,

learners are required to describe and apply procedures to make decisions to producefood and beverage products and services

the essential technical skills required to prepare the food and beverages for the event;may include: prepare food and/or beverage for the service period, interact withcolleagues to fill orders, plate food and /or beverage orders, clean and dose down theproduction area, e. g. kitchen, bar, coffee van ^ \

tasks are the duties and responsibilities required to be completed in a sequence; mayinclude: standardised recipes, portion control, financial considerations, requt^ition lists,presentation and plating requirements, restaurant setup and decor, protxotion, numberof covers, reservation list, seating allocation;

a sequence of tasks is used to organise the range of different tasks required to becompleted before and during the implementation of an event-ln a hospitality contextschools may use their own sequence of tasks documents, i. e. run sheets, task sheets,tasks for the day and duty rosters \;

a sequence of tasks should provide evidence of safe, hyglenic and sustainable, efficientand effective work practices

the essential technical skills required for serviceat the event in a hospitality context;may include: prepare the event venue for the service period, prepare for food andbeverage service, interact with clients, welcome and advise clients, take and processorders, serve and clear food and beverages, clear tables, complete end of service tasksand close down the event venue

Tasmanian Quaitfications AuthorityVersion X


28


APPENDIX 2:

LINKS WITH CORE SKILLS FOR WORK DEVELOPMENTAL FRAMEWORK

The course provides opportunities to develop core non-technical skills that have been identified by Australianemployers as important for successful participation in work as identified in the Core Skills for Work (CSfW)Developmental Framework (Australian Government, 2013).

Criterion 6, 7 and 8 link with CSfW novice and advanced beginner stages of performance in thedevelopmental framework.

Course Core Skills for WorkCriteria

6 Skill Cluster 1:

Navigating the world ofwork

7 Skill C uster 3:

Ge( the work done

Skill Cluster 2:

Interact with others

TasmanianQualificationsAuthorityVersion X

Manage career and work life:

. Identify work options.

Work with roles, rights and protocols:

Recognise and respond to protocols.

Plan and organise:

. Plan and organise workload and commitments

. Plan and implement tasks.

Identify and solve problems:

Identify problems. Apply problem-solving processes.

Create and innovate:

. Recognise opportunities to develop and apply newideas

Generate ideas

. Select ideas for implementation.

Communicate for work:

. Respond to communication systems, practices andprotocols

Speak and listen. Understand, interpret and act

Get the message across.

Connect and work with others:

. Understand self

. Build rapport


29


Skill Cluster 3:

Get the work done

. Cooperate and collaborate.

Recognise and utilise diverse perspectives:

Recognise different perspectives. Respond to and utilise diverse perspectives.

Work in a digital world:

. Use digitally based technologies and systemsConnect with others

. Access, organise, and present information.



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