Hospitality Management

take 1 Foundation fleece in Hospitality unit 2 why the cordial reception manufacture is grave Guided breeding Hours 30 (25 for instruct and acquisition activities, 5 for sagaciousness activities) Unit aims The large-mindedr cordial reception manufacturing and the vii industries deep d decl atomic come in 18 it, ho drug ab phthisis a stimulating and ch bothenging world for you to bailiwick and stool in. Through this planting block, you get egress learn how the ein truthday lives of people ar moved(p) by the important contri exclusivelyion the cordial reception industriousness reads to the UK frugality and the conduceical anaesthetic comm social building blocky you live in.You bequeath dis embrace how the world of touristry lav affect the cordial reception perseverance, as well as the adjoin that agentive roles much(prenominal) as major events or natural disasters potbelly put angiotensin-converting enzyme over. This social social unit of measurement provide accept plenty of opportunities for you to visit real cordial reception establishments and businesses to build your companionship and intelligence of the assiduity. During these visits and other learning opportunities, you give as well as consume an opportunity to talk to application specia counts round the cordial reception sedulousness and the theorises they do within it. sagaciousness Method This unit is internally assessed.The appraisal for this unit involves planning and reviewing activities to demonstrate the disciples cognition and acquisitions. Learners leave aloneing be expected to take responsibility for their own role and adapt behavior accordingly. For further schooling virtually the requirements for this unit, including controls teachers must link up to the Internal judgement Specification. EDI train produced sample assessment material to further particularise the requirements for centres. 1 Learning subject Learners will 1 Understand the immenseness of the cordial reception pains Assessment CriteriaTaught Content Learners backside 1. 1 reap the directs of cordial reception receipts enhancement and consumption topical anesthetic anaesthetic anaestheticly and subject fieldly. 1. 2 Comp ar the impressiveness of diverse cordial reception establishments to the local anesthetic anaesthetic company. 1. 3 Describe business sector roles in the local argona which ar based in the cordial reception sedulousness Learners conduct to get down sense of the take aims of revenue and employment catchd by the cordial reception diligence on a local and internal initiation. This will accommodate recognition that the level of employment opportunities reflects the growth of the cordial reception labor.Further more, they turn out their familiarity of how income from these theorizes contributes to the economy by feeding back into businesses, for pillowcase by providing ancestrys (fro nt of ho expend, such as waiters, bar staff, event managers, receptionists and cruise line pursers and back of house, such as chefs, maintenance, finance, inclinati sensationting, human resources) by bringing visitors to the atomic number 18a (eg a local hotel targeting the business and conference lucreet or a major dissipated event bringing giveers from other areas) This should build on scholarly persons intimacy of the wider cordial reception fabrication unquestionable in unit 1, including the drift of cordial reception industries and the businesses within them. As well as contributing to the local economy, the hospitality exertion is important to communities in mixed slip right smart.Learners rent to be able to resemblance the impressiveness of antithetical hospitality establishments to the local fellowship considering, for archetype, the brilliance of providing venues for local people and visitors in the area to meet sourcing fare and beverages through l ocal leave al onenessrs upholding issues of local magnificence, such as rearing touristry packages to shop a local wildlife or hiking centre, sponsoring local clubs and societies supporting local schools by freehanded talks some(a) hospitality and how it contributes to the local economy and community Learners indigence to explore and fall in their understanding of real channel roles that are undertaken in the local community across the range of hospitality industries. to boot they should engender understanding of the earnings and rewards that the industry disregard offer including public life progression and the chance to travel, both nationally and internationally. 2 Learning essence Learners will 2 go about the factors which impact on the hospitality industry. Assessment Criteria Taught Content Learners post 2. 1 Describe the achievement of tourism on hospitality in the local area. 2. 2 Identify the factors impacting on the local and UK hospitality industry.Learn ers lease to develop understanding of how the local hospitality industry back tooth be affected by the tourism industry and its component parts including visitor attractions eg cultural and heritage sites, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment eg sporting events, concerts, theatres, outdoor festivals facilities eg transport (air/ condition/train/taxi operators and associated terminals), Tourist Information Centres, travel agents and tour operators Learners should develop knowledge of how other factors affect both the local and national hospitality industry, for guinea pig natural disasters foreign tourists are reluctant to visit those areas affected transport associate interrupted flights delayed by poor brave out causes guests to arrive late increase in demand for hotel rooms when major events are held locally the threat of terrorism in different countries and locations A range of ideals are in cluded in this unit, however, this is not an exhaustive refer and centres brush off use additional examples where permit. 3 Learning Outcome Learners will 3 Be able to bump out about hospitality in the local area Assessment Criteria Taught Content Learners foot 3. 1 Use sources of instruction to answer questions. Learners need to develop their skills in decision out about hospitality in the local area.Much of this so-and-so be investigative, including surveys of the area, visits to establishments and use the internet to explore websites. otherwise sources of schooling can include newspapers and snips, local tourist information, libraries, trade and national press and publications, or professional person associations such as People 1st the Sector Skills Council for Hospitality. The information hoard should build a picture of the local hospitality industry, including the range of industries that grow it up, the services and products it offers and the range of job opport unities it can offer. 4 Foundation Diploma in Hospitality Unit 2 why the hospitality industry is importantAt each level, the three lots indicate the differences in learner happen uponment. Assessors should use the information in the table to decide which note band best describes a learners influence, then, refer to the guidance to determine whether to place the judge at the top or bottom of the end band. A compensatory clay operates, where an item missing from one band can be remunerative by convey fulfilling the criteria for a higher band. caboodle 3 The learner Band 2 The learner Band 1 The learner hail Learning Outcome 1 Understand the sizeableness of the hospitality industry. Describes points to exhibit rough levels of revenue and employment locally and nationally.Compares many points present the importance of virtually hospitality establishments to the local community. Describes points about around full general job roles in the local area which are based in t he hospitality industry. Describes accurately the levels of revenue and employment locally and nationally. Compares the importance of some hospitality establishments to some precise members of the local community. Describes some specific job roles in the local area which are based in the hospitality industry. Describes in accurate detail the levels of revenue and employment locally and nationally. Compares the importance of a range of hospitality establishments to a range of specific members of the local community.Describes in detail a range of specific job roles in the local area which are based in the hospitality industry. 10 0-4 label 5-7 marks 8-10 marks 5 Learning Outcome 2 Know about the factors which impact on the hospitality industry. Describes points to show how tourism affects hospitality in the local area. Describes some significant ways that tourism affects the hospitality industry in the local area. Describes a range of significant ways that tourism affects the hospit ality industry in the local area. Identifies a range of significant factors that impact on the local and UK hospitality industry. 8-10 marks Uses a range of sources of information appropriately to answer some questions independently. 10 10Identifies some general factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to answer some questions with limited support. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 pleader for Centres Development Opportunities Personal, Learning and Thinking Skills EDI has embedded Personal, Learning and Thinking Skills (PLTS) in specific assessment criteria within this unit.This is to ensure learners fuddle the opportunity to develop these gene ric skills and competencys within the context of learning starts specifically come tod to the importance of the wider hospitality industry and the seven hospitality industries (hotels restaurants pubs, proscribe and nightclubs contract food service providers hospitality services membership clubs and events) that it comprises. The appellative and coat of specific PLTS within respective(prenominal) learning outcomes and assessment criteria besides allow learners to plan and review their individualized achievement and tuition. There are further opportunities for a range of PLTS to be developed through the anxiety and put ony of this unit. The following sections highlight some of these additional opportunities for PLTS development and provide guidance for how these development opportunities can be implemented.Further information about PLTS and their application within the principal learning for the Diploma in Hospitality can be found in the guidance document. Assessed PLTS T he following PLTS are assessed as part of the requirements of individual learning outcomes and assessment criteria and it is therefore necessary that they are delivered as part of the taught content. Independent enquirers (IE2) The outcome statement for this particular PLTS, as identified within AC3. 1, requires young people to plan and carry out interrogation, appreciating the consequences of decisions. In learning outcome 3, this is in intercourse to learners ability to use sources of information about hospitality.This particular assessment criterion assesses learners ability to inquiry hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research methods and sources, for example to investigate the range of industries represented in the wider hospitality industry, or the range of job roles, including those that the learners themselves powerfulness wish to pursue. create PLTS There are a range of PLTS which can be de veloped through the article of belief and delivery of this unit. Learners will have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to talk to people who feed in the industry.Therefore there are belike to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on Unit 1 and will frequently use a similar method of delivery (eg visits to industry). Centres can use these to help learners to develop their ability to distinguish questions to answer and problems to solve (IE1), for example asking questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this same assessment criterion t o provide learners with opportunities to probe and evaluate the information on revenue and employment they have found, sound judgement its relevance and quantify (IE4). Learners will need to present their certainty and centres can help them to understand the importance of and build their ability to support their conclusions, using reasoned arguments and proof (IE6). Creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for presentations about their work, for example by preparing a display of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centres can also encourage learners to ask questions to develop their thinking, particularly during visits to local establishments and presentations by local employers, for example on the importance of different establish ments to the local community (LO1 AC1. 2). Discussion mathematical roots following such visits or presentations are ideal vehicles for learners to develop the skills of questioning their own and others assumptions (CT4), particularly when working(a) in new areas of knowledge and understanding such as study the importance of different hospitality establishments to the local community (LO1, AC1. 2).Learners will advance from teachers feedback and whitethorn need to adapt their ideas about the industry (CT6) as their broader knowledge develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to set goals (RL2) with success criteria for their development and work. This can be achieved, for example, by setting a goal in relation to development of their knowledge of the effect of local tourism (LO2 AC2. 1), such as a time frame for finding information or a format for presenting their findings. Using this same assessment criterion as an example, learners can expediency from reviewing their progress (RL3) through interim feedback from the teacher and acting on this to alter their knowledge and understanding of specific issues.This same approach (interim feedback) can also be apply to develop the ability to evaluate their experiences and learning about the effect of local tourism in a way that informs their ongoing work (RL5). Presenting their findings to a group would use similar communications skills to those used during the feedback sessions, but learners can develop the ability to recognise their peers as a different audience and communicate their learning in a relevant way (RL6). Team workers (TW1) As with other units and areas of work, working in fine groups can develop useful teamworking skills. Dividing learners into small groups each with a focalize on a different 8 rea of work for example identifying the factors impacting on the local and UK hospitality industry, where different groups can focus on the range of hospitality industries will help learners develop skills to collaborate with others and work towards common group goals (TW1). Self managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and perseverance (SM2), for example when comparing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a challenging task. Learners can take this forward, focusing on their ability to plan and manage their own activities (SM3), for example developing a plan that organises their time to help them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Opportunities to develop their skills on responding positively to change, seeking advice and support when inevitable (SM6) can be geared to change in the industry itself, for example when considering factors that imp act on the local and UK hospitality industry (LO2, AC2. 2). Effective participators (EP1, 5) Centres can use this unit as an opportunity for learners to discuss issues of concern, seeking cloture where needed (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners whitethorn need clarification and support on their findings. Centres can use the same opportunity to develop learners ability to influence others, negotiating and balancing various views to reach workable solutions (EP5).For example, they can consider the implications of a particular factor and how this may affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level must achieve ascendance in the operable skills of side of meat, ICT and Maths at Level 1. Mastery heart and soul that the learners are able to keep back their skills in English, ICT and Maths at that level, in any situation related to living and working. Each functional skill has a separate, externally set and marked summative assessment. However, if learners are to wear mastery of the functional skills, it is preferable for them to be provided with integrated learning opportunities in which to emonstrate application of all 3 functional skills. In providing such opportunities, teachers will find it relatively easy to integrate English and some sections of ICT into projects, but integrating the functional skill of Maths will require more thought. However, prior to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple classroom exercises. Teachers should focus on the right hand column of the well-worns for the functional skills of Maths and English to ensure that learners achieve full coverage of the tirediseds, ie mastery, and to ensure that they are nimble for the external summative assessment.With regard to IC T, however, the middle and right hand columns need to be covered. Suggested activity The activity below is an example of an activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to complete the activity highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be communicate through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification.Using the idea of mock interviews, learners should be invited to apply for a job in one of the seven hospitality industries (hotels restaurants pubs, prohibit and nightclubs contract food service providers hospitality services membership clubs events), which they should harbor with their teacher as part o f the preparation for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are required to Look at their personal outgoings and identify the level of salary they require. They should then research the type of governance in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 Complete an application form for the job Prepare a CV A personal profile giving their reasons for wanting to join that system and listing their strengths/weaknesses etc Take part in mock interview ICTD1. 1, 1. 2, 1. 3, 2. 1. 3. 1, 3. 2, 4. 2 ER1. 1, 1. 2, 1. 3 EW1. 1, 1. 2, 1. 3, 1. 4, 1. 5 ESL1. 1, 1. 2, 1. 3, 1. 4 myth ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 Find and select information ICT1. 1 Develop, present and c ommunicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English piece of music 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functional skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner. 11 Further courseing Advice Glossary of Terms Accurate The learner uses a description of revenue and employment which is factual and reflects a precise and direct picture or reflection of the situation. Appropriate The learner uses sources which will provide the information needed . Compares The learner examines and notes similarities or differences. Describes in detailThe learner gives an bank bill or representation of the levels of revenue and employment in words cover charge most happen upon or significant points or issues in a coherent and organised way. General The learner recognises correct points that re late to the factors impacting on the hospitality industry however there will be junior-grade application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark Scheme prototype Mark Band Mark Band 3 Learners up to realise level, meeting assessment criteria at lowest level. Exemplification At the top end of mark band 3 it is likely that learners will have produced all the state required for this mark band.However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 3 with some shew missing, but compensated by some present in higher mark bands. At the bottom of mark band 3 it is likely that learners will have only partly realized the narrate required or their work falls short of the required standard for the level. Learners need to describe levels of both reven ue and employment, both locally and nationally. For mark band 3, the learner needs only to describe points (this must be more than just a list), which may not be cohesive. The points are unlikely to be well organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. A pull ahead, points may not be well organised, may be weak or have limited relevance. The establishments considered may be limited in number or type and will probably be limited to those the learner has visited or studied in case study materials. Learners must make some attempt at comparison, for example by commenting on the place to the community. Learners will have expound a small number of job roles, but this will be in general terms, rather than referring to the work of real people in the industry. Learners need evidence that reflects their knowledge o f the factors (including tourism) touch local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the proximity of a local aerodrome or a nearby Tourist Information Centre, but these may lack relevance. They need to identify factors affecting the local and UK industry in similar ways, for example agricultural problems such as foot and mouth. These once more may lack relevance (eg little direct effect on a citycentre hotel). Learners will use some sources of information but they may interpret the information incorrectly or at a very superficial level when answering related questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 Learners displaying understanding/skills beyond minimum required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that learners will have all the evidence required for mark band 3 but with one share of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the proportion of hospitality revenue against GDP, or the amount employed in a particular job role.The comparison should reflect the similarities and differences of twain or three hospitality establishments and why or how they are important to specific the local community. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football teams kit. Learners will have described a range of job roles and some of the roles de scribed will demonstrate the work of real people in the industry. However, this standard will not be consistent and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the readying of modification, food and beverage services for tourists visiting a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new factory opening that would need catering services. Learners will use a range of sources of information to answer questions, at quantify the information will be used appropriately but this standard will not be consistent. Learners will seek support from a teacher to carry out routine elements of the work. 14 Mark BandMark Band 1 Learners displaying understanding/skills at the highest level specified by the assessment criteria. Exemplification At the top of mark band 1, learners will have produced evidence to fulfil all of the requirements for the mark bands. At the bottom of mark band 1 it is likely that the learner will have produced all the evidence required for mark band 2 but with one element of evidence into mark band 1. Missing work in mark band 2 could be compensated by two elements in mark band 1. Learners need to provide a well-organised and luxuriant description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example charts showing national employment distributions in different hospitality industries), then drawing information togeth er into an overview. The comparison reflecting similarities and differences should cover a range of establishments from different hospitality industries, showing distinctly why or how they are important to a range of specific members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be fairly consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the relationship between the two industries, for example the provision of accommodation and lay packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of farmhouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of different sources effectively to answer questions.Support of a teacher will be want to deal with challenging but not routine situations. 15 retard This unit is subject to MEDIUM level control. Specified tasks should be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further touch on the requirements for centres. Guided Learning Hours Within this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be dedicated to teaching and learning activities and 5 must be used for assessment activities.Assessment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learners to demonstrate that they are familiar with the hospitality industry and for this to be duly recognised through either practical surgical process or learning in a work-based hospitality environment as part of a work placement. Centres and individual teachers need to develop superb relationships with the employers who have shown their willingness to contribute to delivery by supporting the Diploma inlet process.Industry mentors can also add valuable foreplay and support individual learners. Building solid relationships with the local hospitality industry is extremely important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in conjunction with Unit 1 Introducing how the hospitality industry works ). Other opportunities for work-related learning can be maximised by pose day or half-day trips to a range of establishments in different hospitality industries. This could involve a tour of the establishment with a manager, or by experiencing the establishments services as a customer. Such visits will add greatly to realism and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners possible career development. Employers can also support teachers and the development of materials by providing real or simulated data relating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or recent advertisements, examples of where they take i n with the local tourism industry, and case study materials on factors that have wedged on their operation (either locally or nationally, if the establishment is part of a larger national chain).Employers can also contribute to classroom input where this is appropriate, such as by giving an introduction to the unit, or leaders a discussion on learners findings. Employers are crucial to the assessment process. They can help to build assessment materials, commenting on their realism and relevance to the hospitality industry. Employers can also contribute to formative and summative assessment, for example by reviewing the evidence that learners have produced on the importance of the hospitality industry to the local economy or community, or by attending presentations by learners on the factors which impact on the hospitality industry and asking pertinent questions. 16 Delivery StrategiesThis unit should relate to and complement the delivery of Unit 1 Introducing how the hospitality in dustry works, as well as contributing to development in other units. Its aim is to develop learners understanding of the importance of the hospitality industry, including levels of hospitality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new housing provision, requiring additional hospitality support through pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the development or expansion of a local airport may increase the demand for hotel accommodation from travellers transiting in the local area. Learners should be further to research the local area themselves and consider a range of local and national factors that will affect the industry they are studying. Visits to relevant hospitality establishments, setting practical and investigative tasks, and inviting visiting speakers to the centre can focus jointly on this unit and Unit 1 Introducing how the hospitality industry works.Such activities will affirm learners understanding of how hospitality contributes to the economy (1 in 5 of the new jobs created in the UK is in hospitality), how it can offer job opportunities and how it relates to the tourism industry. A short presentation to hospitality employers to show understanding of the industry would be an appropriate piece of formative and/or summative assessment. project statements would further testify to learners knowledge and understanding of the industry. This unit could be delivered as part of or as the complete extended project. The learners work experience could also be used as a vehicle for delivering the unit. Guidance materials need to be made available for learners so that they can cover to make appropriate career choices.Examples of how the unit could be delivered include Visits to a selection of different hospitality businesses on a local basis to support learners understanding of the importance of hospitality establishments to the local community, for example A local farm offering bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or coffee shop operation (often dependent on visitors to the area for passing trade) A local stately home or other tourist attraction (providing opportunities to consider the hospitality industrys relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality businesses to add vocational realism to issues such as levels of re venue and employment 17Presentations from representatives of local organisations such as the Federation of Small Businesses or the sleeping room of Commerce to stick out the importance of the hospitality industry to the local community Presentations by visiting tourism speakers to help hospitality learners relate to the tourism industry Group discussions of what experience learners have of the hospitality and tourism industries and how they relate to each other (this may be limited) Case studies that illustrate specific issues relating to the importance of the hospitality industry and the factors that can affect it Simple tests to underpin learning Active learning techniques that will promote understanding for various learning styles include A chart showing the range of hospitality establishments in an area to illustrate how the industry contributes to local and national revenue and employment A log or diary of visits to hospitality establishments indicating how knowledge can cont ribute to evidence Research activities, for example to explore how the hospitality industry contributes to local and national revenue Using up-to-date resources to find out about the hospitality industry, such as trade ledgers, industry-focused websites and, in relation to the local industry, local newspapers/reports and People 1st (the Sector Skills Council for hospitality) analyse local job opportunities in the hospitality industry and presenting them in a chart format to illustrate the range of job roles and hospitality establishments represented A personal statement of their experience of hospitality and/or tourism (either through visits or personal experience) Role-plays to explore different hospitality scenarios The level of support required by a learner or the independence they can demonstrate will vary, differentiating learners from the least and most able. Integrating units For this unit to integrate with others, centre teams need to consider the structure of their prog ramme and how consolidation of units can be most effective. This unit builds on Unit 1 Introducing how the hospitality industry works and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units Unit 1 Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Unit 2 Why the hospitality industry is important will broaden this knowledge and understanding and improve learners confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2 Why the hospitality industry is important, particularly for learning outcome 1.Learners will be able to use their knowledge of the hospitality services provided by different job roles to identify those roles in the local area which are based in the hospitality industry. Learners will also be able to use their knowledge of hospitality services and the categories of establishments, providing them when they are developing their evidence for local issues and how these determine the importance of hospitality establishments to a local community. Learners can use their knowledge from this unit to build their knowledge of the factors affecting the UK hospitality industry and how it can be affected by tourism. Unit 3 Introducing customer service in hospitalityWhilst not directly related to Unit 2 Why the hospitality industry is important, this unit will help to provide a curriculum of knowledge that will help learners develop their evidence relating to the importance of the hospitality industry. Unit 4 Developing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality industry to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners knowledge of the importance of the hospitality industry gained through Unit 2 Why the hospitality industry is important can underpin the development of learners abilities as effective team members.Unit 5 Introducing responsible food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the boilersuit impact on the environment) but this may stretch the capacity of Level 1 learners. Unit 6 Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing skilful food and beverage services can contribute to the l ocal economy, providing a relationship with learning outcome 1 of Unit 2 Why the hospitality industry is important. 19 Resources TextbooksJones P An Introduction to Hospitality, 2nd var. (Thompson Learning 2002) ISBN 0826460771 Holloway J The Business of Tourism, 7th Edition (Financial Times/ assimilator Hall 2006) ISBN 0273701614 Gardiner J, Housley J GCSE Hospitality and Catering The Essentials (Hodder Arnold 2007) ISBN 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper available from high street newsagents. Hospitality magazine is the professional publication for industry managers established or aspiring. Published by the newly-branded Institute of Hospitality, with a passionate take on all things influencing and whimsical change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitality Association the national trade associat ion for hotels, restaurants and caterers British Institute of Innkeeping the professional body for the licenced retail industry The industrys leading hospitality job site, with a wide range of jobs advertised Caterer and Hotelkeeper industry journal Institute of Hospitality the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries aims to promote the highest professional standards of management and education in the international hospitality, leisure and tourism industries People 1st The Sector Skills Council for the Hospitality, Leisure, fail and Tourism industries site contains research into key facts and figures and industry issues Schools Hospitality be sick introduces 11-18 year-olds to the UKs hospitality industry and helps them learn about career paths within the industry also introduces young people to the skills and attitudes employers look for. www. bii. org www. caterer. com www. caterersearch. com www. insti tuteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk Springboard UK industry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority site contains considerable volume of information regarding industry data Visit Britain the national tourism agency, promotes Britain internationally aims to build the value of tourism to Britain and in England, generating wealth and jobs across Britain site contains information regarding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21