Introduction to Hospitality - DOC by fjzhxb

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									Introduction to Hospitality Designed to deliver a Statement of Attainment from the Hospitality Training Package SIT07

A course for ACT Public High Schools

CONTENTS Checklist / Sign off Form for High School VET Courses ........................2 Course Developers .....................................................................................3 Rationale......................................................................................................4 Content ........................................................................................................4 Course Length and Composition ..............................................................5 Embedding the Course in a Year 10 Unit of Work ...................................5 Teacher Qualifications ...............................................................................5 Registered Training Organisation Requirements ....................................6 Assessment.................................................................................................6 Evaluation....................................................................................................6 Physical Resources ....................................................................................6 Teaching Resources...................................................................................9 Appendix 1: Sample Unit Outline ............................................................12 Appendix 2: Weekly Plan – Follow Health, Safety and Security Procedures, Follow Workplace Hygiene Procedures and Serve Food and Beverage to Customers ....................................................................14 Appendix 3: Follow Health, Safety and Security Procedures (SITXOHS001A) .........................................................................................29 Appendix 4: Follow Workplace Hygiene Procedures (SITXOHS002A) 37 Appendix 5: Serve Food and Beverage to Customers (SITHFAB003A) ....................................................................................................................45 Appendix 6: Weekly Plan – Prepare and Serve Non Alcoholic Beverages..................................................................................................53 Appendix 7: Prepare and Serve Non-Alcoholic Beverages (SITHFAB010A) .........................................................................................58 Appendix 9: Prepare and Serve Espresso Coffee (SITHFAB012A) ......69 Appendix 10: Competency Checklist Follow Workplace Hygiene Procedures (SITXOHS002A) ......................79 Appendix 11: Competency Checklist Follow Health, Safety and Security Procedures (SITXOHS001A) ........83 Appendix 12: Competency Checklist Serve Food and Beverage to Customers (SITHFAB003A) ....................86 Appendix 13: Competency Checklist Prepare and Serve Non-Alcoholic Beverages (SITHFAB010A) ............91 Appendix 14: Competency Checklist Prepare and Serve Espresso Coffee (SITHFAB012A) ...........................93

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CHECKLIST / SIGN OFF FORM FOR HIGH SCHOOL VET COURSES

Course Title: Training Package Title/s:

Checklist YES Training Package competency standards identified Industry requirements identified with industry representative Requirements to receive vocational qualification outlined, including on-the-job hours (if applicable) Content clearly identified Essential Learning Achievements embedded in the course clearly identified Assessment processes outlined Resources listed Certificates to be awarded clearly identified including units of competence NO

This course is recommended for delivery in ACT high schools.

Panel chair name:

Panel chair signature: / /

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COURSE DEVELOPERS Lalita Deo Francine Lowey Loretta Heskett Margaret Vile Calwell High School Belconnen High School Lanyon High School Transitions, Careers and Vocational Learning

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RATIONALE This course has been developed for year 10 students enrolled at ACT public high schools to study identified competencies from the Tourism, Hospitality and Events Training Package SIT07. This course allows students to work towards gaining a Statement of Attainment in Hospitality for competencies achieved. Should students wish to continue further study, this Statement of Attainment is nationally recognised by all Registered Training Organisations (RTOs). The aims of the course are to:       provide students with the opportunity to work towards a nationally recognised qualification in Hospitality provide students at high school with an understanding of Vocational Education and Training, competency based assessment and training packages allow students to explore Hospitality and the Hospitality industry provide students with the opportunity to consolidate and develop their practical Hospitality skills assist students in preparing for further studies or employment in the Hospitality field and provide a pathway for students as part of their Student Pathways Plan.

This course provides students with education and training to industry standards. Successful completion of the competencies will result in the student being awarded a Statement of Attainment in Hospitality. The achievement of these competencies will provide a natural progression into further training within the Hospitality industry. CONTENT The following competencies have been selected for this course: Code SITXOHS001A SITXOHS002A SITHFAB003A COMPETENCY TITLE Follow health, safety and security procedures Follow workplace hygiene procedures Serve food and beverage to customers

Schools may select or include one or both of the following units of competence to extend or enhance courses developed at school level. There are specific requirements essential for the delivery of each unit of competence. Please refer to the appropriate competencies in the appendices.

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CODE SITHFAB010A SITHFAB012A

COMPETENCY TITLE Prepare and serve non-alcoholic beverages Prepare and serve espresso coffee

COURSE LENGTH AND COMPOSITION A Vocational Education & Training (VET) course contains units or a unit of competency from a training package. Competencies must be incorporated into a single program of study. Nominal hours for the delivery (these are recommended but not prescriptive) of each of the units in this course are as follows:
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Follow health, safety and security procedures Follow workplace hygiene procedures Serve food and beverage to customers Prepare and serve espresso coffee Prepare and serve non-alcoholic beverages

10 hours 15 hours 80 hours 30 hours 15 hours

NB: in accordance with training package requirements competency must be demonstrated in industry-realistic ratios of staff to customers and time pressures typical of a commercial operation. It is the school‟s responsibility, in consultation with their RTO, to determine if this course is to be delivered as a semester or year long course. The course will be embedded within a hospitality focussed unit of work. Please Note: The school-based unit of work cannot be called Certificate I in Hospitality as it does not contain the units of competence that make up this qualification. On the Year 10 Certificate students will have an “outcomes” based grade for the unit of work. EMBEDDING THE COURSE IN A YEAR 10 UNIT OF WORK   A Statement of Attainment can only be awarded to students in year 10. It is recommended hat this course be offered to year 10 students only.

TEACHER QUALIFICATIONS In order to deliver a VET course, the teacher must be qualified in the area being taught to at least the level they are delivering to their students. To teach Certificate I in Hospitality, a teacher must be qualified to at least Certificate I in Hospitality. Certificate IV in Training and Assessment (TAA04) is a pre-requisite for assessing VET competencies. (This was previously called Workplace Training

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and Assessment BSZ98). The assessment process must be overseen by a qualified Trainer and Assessor. The Trainer and Assessor need not be the teacher of the course, but it is easier if this is the case. At this stage, assessment can still be carried out by teachers with the BSZ98 qualification.

REGISTERED TRAINING ORGANISATION REQUIREMENTS To deliver VET programs, an organisation must be a RTO, or affiliated with one. High schools must partner with a RTO (usually an ACT college). The role of the RTO is to assist the high school in managing compliance including the completion of required documentation, quality assure the high school‟s assessment system and assessment materials (eg. adherence to principles of validity, reliability, fairness and flexibility), plus specific resources or facilities set out in the industry training package and to validate the qualifications of the teachers delivering VET training against the requirements stated in the relevant Training Package. A Memorandum of Understanding must be completed with the partnering RTO, on an annual basis prior to course commencement.

ASSESSMENT Competency Based Assessment In Vocational Education and Training, students are considered competent when they are able to apply their knowledge and skills to successfully complete work activities in a range of situations and environments, to the standard of performance expected in the workplace. For students to be assessed as competent, they need to confidently and consistently demonstrate the competence in a wide range of contexts over a period of time. The integrated assessment activities require the student to:   apply and demonstrate the appropriate skills, knowledge and understanding to industry standard required for the unit/s of competence provide evidence for grades and outcomes for school-based assessment.

EVALUATION It is an RTO requirement that all VET courses implement an end of unit evaluation. The partnering RTO will advise on the process required.

PHYSICAL RESOURCES

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It is essential to have access to physical resources which will provide students with a learning experience that is modelled on industry standards and meets the requirements of the training package. This includes both the quality and quantity of resources. Training for hospitality requires access to a fully operational, commercially equipped kitchen of sufficient size to ensure that all students experience a work environment comparable with industry realities. It is essential that students have some experience of working in a commercial kitchen. The following information is provided to encompass all facilities and equipment needed to deliver a Statement of Attainment in Hospitality. Specific equipment requirements Each learner will need to have access to the following: Fixtures and large equipment                 stainless steel benches (1.5m/per person) or equivalent benches that comply with health department standards microwave salamander or other form of griller commercial dishwasher bain marie or hotbox double sink slicing machine commercial oven commercial refrigeration unit with shelving burners – 2 burners per one person freezer units deep fryer commercial mixer hotplate, grill or griddle food processor and accessories garbage area

Small equipment 7

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appropriate cutlery and crockery storage facilities and containers for hot and cold storage colour-coded cutting boards in material other than wood moulds and forms baking sheets and trays assorted pans and frypans including stainless steel, cast iron, iron and non-stick assorted stainless steel mixing bowls scales sharpening steel and assorted cooks knives, including boning, utility, filleting, carving and bread wooden spoons, scrapers and spatulas serving spoons, ladles and measuring spoons tongs and serving utensils small utensils, including pastry brush, fruit corers, cooking thermometer, vegetable peelers and graters whisks, including fine and coarse stainless steel wire first aid kit and manual ordering and docket system fire blanket and extinguishers personal protective clothing, including cook‟s uniform and food handler‟s gloves detergents tea towels sponges, brushes and scourers separate hand basin and soap dispenser hand towel dispenser garbage bins and bags disinfectant

Cleaning materials and equipment       

An equipment store suitable for the hygienic storage of all the portable equipment listed above is required.

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Food storage facilities will be at an approximate industry standard to approved hygienic conditions. Dry stores will be of an appropriate size to ensure all packaged commodities are shelved, and bulk bins are required for the storage of loose dry commodities. All storage facilities will be kept in an area that is cool, dry and vermin proof. Cleaning materials and chemicals will be in a separate store away from food commodities. Individual competencies have specific resources outlined in the SIT07 training package. This training package is available at the NTIS website.

TEACHING RESOURCES Websites Kitchen Safety www.flexiblelearning.net.au This site provides the latest e-learning news and developments, as well as links to many products, resources and support networks. www.foodlink.org.uk This site includes a Hygiene Fact file. www.govet.nsw.edu.au This site is the New South Wales education site for VET in Schools. It includes sample units of work, and a wide range of links and information useful to VET. www.ntis.gov.au This site is the National Training Information Service and it provides up to date information regarding training packages, competencies, courses and RTOs. http://quiz.nonprofitcares.org/quiz-ps.asp This site has a valuable quiz „Workplace is No Accident‟. www.training.com.au This site provides access to a vast range of vocational education and training information, products and services in Australia.

Restaurant Safety Videos „Kitchen supervisor‟ www.co.washington.or.us/deptmts/sup_serv/hr/class/jobs/123.html „Kitchen safety checklist‟ www.whs.qld.gov.au/cafeonline/kitchen/kitchenckl.htm

Print Materials 9

Ashton, Y. (2007) „Hospitality Cooking and Food Presentation‟. Sydney: Blake Education. Ashton, Y. (2007) „Hospitality Health, Safety and Security‟. Sydney: Blake Education. Ashton, Y. (2007) „Hospitality Industry and Customer Service‟. Sydney: Blake Education. Blake, G., Gualtieri, R., Fanning, A. & Cornius-Randall, R. (2004) „Food Technology First‟. Sydney: Pearson Longman. Cameron, S. & Russell, S. (2003) „Cookery the Australian Way‟ 7th Edition. Australia: Macmillan Education. Cerexhe, P. & Ashton, J. (2000) „Risky Foods Safer Choices‟. Sydney: University of NSW Press. Cerexhe, P. & Ashton, J. (2000) „Risky Foods, Safer Choices Avoiding Food Poisoning‟. Sydney: University of NSW Press. Chief Ministers Department & Department of Justice and Community Safety. (1989) „Occupational Health and Safety Act 1989‟. Dark, G., McLean, D. & Weatherhead, S. (2003) „The Professional Cook‟s Book - Kitchen Operations‟. Tertiary Press. Dengte, B., Ridgewell, T., Mortimer, T., Braybon, J., & Hatch C. (1995) „Focus on Junior Food Technology‟. Brisbane: The Jacaranda Press. Department of Justice and Community Safety. „Workcover Publications and Information‟. http://www.workcover.act.gov.au/docs/publications.htm Glaister, R. (1996) „Catering towards a career‟. Melbourne: Longman. O‟Hannessey, V & Minett, D. (1999) „The Road to Hospitality Skills of the New Professional‟. Sydney: Prentice Hall Australia. Parkes, D. & Moeller, P. (2007) „Food Technology and Hospitality Kitchen Work Book‟. Australia: Bindaree Publishing. Pulle, M. (2003) „Food Technology Series 1 - Food Hazards Factors Affecting Food Safety‟. Queensland: Knowledge Books and Software. Smith, C., Ankeholz-Potts, S. & Buttel, G. (2004) „Excel Senior High School Hospitality - Your Step by Step Guide to Exam Success‟. Pascal Press. Talbot, L. (2006) „Hospitality and Catering National Core Competencies‟. Queensland: Knowledge Books and Software.

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Thomson, S. & Forster, I. (1997) „Maths in Food‟. Sydney: Emerald City Books. Van Der Wagen, L. (1999) „Professional Hospitality – Core Competencies‟. Melbourne: Hospitality Press. Audio Visual Materials ‘Catering Skills - Setting the Scene‟. (2004) DVD recording, Video Education Australasia, Bendigo. „Catering Skills - Behind the Scenes‟. (2004) DVD recording, Video Education Australasia, Bendigo. „Food Poisoning Prevention is Better than Cure‟. (2008) DVD recording, Classroom Video Australia. „Safety in the Kitchen‟. (2000) DVD recording. Other Resources Food Safety Matters Kit Department of Health & Community Career Pamphlets Influences of Food Choice, (VEA Victorian Education Australia) Newspapers and magazines, eg Gourmet Traveller, Delicious

ADDITIONAL SUPPORT FOR TEACHERS High School VET Coordinator Partnering College VET Coordinator/teachers Transitions, Careers and Vocational Learning This is the section of the ACT Department of Education and Training with responsibility for providing support to schools regarding VET and Careers. For further information contact: 6205 7920 Board of Senior Secondary Studies (BSSS) The Board is responsible for printing certificates and statements of attainments for college RTOs (including schools that have a MOU). For further information contact: 6205 7178.

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APPENDIX 1: SAMPLE UNIT OUTLINE Please note: This unit outline is a guide. It would need to be modified to suit the individual school setting. Unit Description This unit focuses on developing knowledge and skills necessary for work in the hospitality industry. Students will develop their food preparation and presentation skills through a range of experiences using a wide variety of equipment. This course also allows students to work towards gaining a Statement of Attainment in Hospitality (a nationally recognised qualification) for competencies achieved. This course encompasses the following units of competency: SITXOHS001A SITXOHS002A SITHFAB003A SITHFAB010A SITHFAB012A Follow health, safety and security procedures Follow workplace hygiene procedures Serve food and beverage to customers Prepare and serve non-alcoholic beverages Prepare and serve espresso coffee

Learning Outcomes Students will:  use equipment safely and correctly  demonstrate workplace hygiene, health and safety procedures  serve food and beverage to customers to industry standards  effectively manage their resources and time  prepare, present and serve a wide variety of non-alcoholic beverages  prepare, present and serve espresso coffee  develop teamwork skills necessary for all aspects of the hospitality industry  critically evaluate food and beverage preparation and service  use technical language relevant to the hospitality industry. Assessment Students will be assessed as to whether they have achieved the outcomes of this course by participation in, and completion of, the following activities:      food preparation, presentation and service workbook containing all class activities assignments tests – theory and practical excursions and workplace visits 60% 20% 20%

Practical Assignments Tests/Class Exercises

Assessment will also be competency based. To achieve a Statement of Attainment, students must consistently and confidently demonstrate their

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knowledge, skills and understandings in a wide range of contexts during the delivery of the unit.  I have sighted this unit outline describing the unit outcomes and assessment. Parent/Guardian: …………………………………………….. Date: …………… Student: ……………………….…………………………….... Date: ……………. Please Note: The course allows for the recognition of a student‟s prior learning (RPL) thereby increasing flexibility and progress through the course. Please speak to your teacher if you believe you can provide evidence of recognition.

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APPENDIX 2: WEEKLY PLAN – FOLLOW HEALTH, SAFETY AND SECURITY PROCEDURES, FOLLOW WORKPLACE HYGIENE PROCEDURES AND SERVE FOOD AND BEVERAGE TO CUSTOMERS This plan has been developed as a guide for the implementation of the selected competencies into the high school setting. A period of 17 weeks has been included in this guide to allow for school events and activities that are part of the high school calendar. This guide needs to be used in conjunction with the Hospitality Training Package SIT07. Training for hospitality requires access to a fully operational, commercially equipped kitchen of sufficient size to ensure that all students experience a work environment comparable with industry realities. It is essential that students have some experience of working in a commercial kitchen. It is suggested that students have a minimum of 5 full days experience in a commercial kitchen. Some examples of how they could achieve this are: one week’s vocational placement, one day per week for 5 weeks as a vocational placement, or relocating the class to the RTO for some of the practical lessons. The following two units of competence must be covered each week: SITXOHS001A Follow health, safety and security procedures SITXOHS002A Follow workplace hygiene procedures These two competencies align with: 25.LA.3 (Care in the use and storage of materials and equipment) and 25.LA.9 (Assess risks and manage the safe use of materials and equipment) from the ACT curriculum framework P-10 Every chance to learn.

Learning Outcomes Week 1 Students will have the opportunity to:  Identify factors which contribute to workplace hygiene problems  Develop an understanding of safety issues

Content / Skills

Suggested Activities

Suggested Practical Lessons

Hygiene procedures (25.LA.3 & 25.LA.9): i. personal & environmental hygiene procedures ii. use and storage of chemicals sanitisers 14

Video on food safety Workshops Portfolio commencement (portfolio to include workflow plans, photos, evaluations, worksheets, marked tests, assignments, any other evidence)

Demonstration o parts of a knife, care and sharpening of knives o vegetable cuts

 Develop an understanding of a portfolio and its role in supporting recognition of prior learning  Develop an understanding of culinary skills and terminology commonly used in hospitality

and cleaners in the kitchen - the reasons behind using these products in the kitchen iii. safe work practices according to Occupational Health and Safety principles and procedures, particularly with regard to using knives iv. waste minimisation techniques and environmental considerations in specific relation to food preparation  Introduction to the uses and characteristics of basic food products and types of menus  Definition of mise en place (25. LA.4 – technical language needed to describe, explain and evaluate design concepts and processes)  Knife handling techniques (25.LA.9)  Bay familiarisation  Outline of portfolio requirements (25.LA.7 – document and evaluate 15

Glossary of culinary terms – to be updated progressively throughout the term

decisions made throughout the design process)  Introduction to glossary (25.LA.4) 2  Develop an understanding of different types of knives and their uses.  Recognise potential safety hazards.  Develop knowledge of hygiene procedures in the hospitality industry.  Develop an awareness of the many facets of serving food and beverage to customers  Develop an understanding of the importance of presentation when food is being sold. General hazards in handling (25.LA3 & 25.LA.9):  Domestic procedures vs. commercial procedures.  Identify hazards that arise and how they are exacerbated in industry.  Hygiene laws and regulations, legal obligations and the role of the Environmental health officer. Knife skills (25.LA.8 – choose and use appropriate tools, materials and techniques to create a design solution) Presentation garnishes Storage Introduction to welcome customers including the individual‟s role within the group (5.LA.1 – explore their own role in a group, through experiencing a variety of roles, and reflect on the effectiveness of their participation in this role to achieve the group goal. 5.LA.3 – undertake a range of 16 Visit to a college or other commercial kitchen Excursion report Demonstration of knife skills/ different cutting techniques Demonstration: garnishes Worksheets It is recommended that students prepare some food for sale each week. Stir-fry or garnishes or fruit carving or tabouleh

specific roles in formal groups or teams. 5LA.6 – assess their own contribution to the group or team and implement strategies to avoid and/or resolve it. 5.LA.7 – reflect on the success of group management and learning in achieving agreed goals, and make adjustments where necessary).  Greet customers on arrival, according to enterprise customer service standards.  Provide information to customers, giving clear explanations and descriptions  Make recommendations and suggestions to customers to assist them with drink and meal selection  Answer customer questions on menu items correctly and courteously. Personal hygiene standards (25.LA.9) including uniforms Knife skills Portion control Presentation 17

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Identify potential hygiene risks promptly Develop teamwork skills

Role Plays Worksheets/activities Demonstration – portion control Guest speaker DVD/Video hygiene Assignment on contamination

Club Sandwiches or toasted foccacias or soups

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Demonstrate safe work practices Develop correct techniques with knife skills Develop skills in taking and processing orders

Take and process orders  Take and record orders accurately and legibly using the format required by the enterprise and convey them promptly to the kitchen or bar, where appropriate.  Operate the ordering system according to enterprise procedures.  Relay information about any special requests or dietary or cultural requirements to relevant person where appropriate, relates to 25.LA.2 – factors affecting design (e.g. function, form, end user, context, quality, trends, resource availability, and safety).  Provide glassware, service ware and cutlery suitable for menu choice, according to enterprise standards.  Introduce process accounts. Safe storage procedures Food packaging Food labelling Storage 18

given out and explained – to be due in week 10.

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 Demonstrate an understanding of safe storage requirements

Worksheets Role Plays Video/DVD - labelling

Lunch with invited guests Ploughman‟s lunch

 Develop an understanding of appropriate food packaging and labelling  Develop an understanding of food labelling laws  Develop an understanding of portion control.  Respond to customer requests.  Develop an understanding of increasing/decreasin g recipes

ANZFA guidelines Increasing decreasing recipes (16.LA.9 – apply a range of number facts, properties and strategies to carry out computations involving integers and rational numbers for the four arithmetic operations) Using standard recipes o Filling in a recipe card o Quantities o Portion size o Garnishes o Presentation Process accounts and receive payment at appropriate time and according to enterprise procedures. Prepare for service Check furniture and fittings for cleanliness and condition prior to service according to enterprise procedures, and take corrective action where required. Prepare and adjust the environment to ensure comfort and ambience for customers, as appropriate. 19

or salads or cold buffet

Set up any furniture according to enterprise requirements, customer requests and customer and staff convenience and safety. 5  Demonstrate an understanding of special dietary needs  Develop an understanding of the importance of vermin control and the appropriate laundering technique of linen in the hospitality industry  Demonstrate the ability to process accounts and receive payments according to enterprise procedures  Follow workplace hygiene, health and safety procedures  Develop an understanding of the complex nature of Vermin Control (25.LA.9)  Appropriate pest control procedures  Comparison of domestic products to commercial products and practices Linen Control (25.LA.3)  Laundering/handling stained linen  Potential hazards of using unsanitised linen Process accounts and receive payment at appropriate times and according to enterprise procedures Adjusting recipes to suit dietary/cultural requirements Worksheets Discussion Role Play Activity – changing a recipe to suit dietary/cultural requirements Excursion to Totalcare or Hospital – kitchens and laundering Caesar salad or hamburger

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OHS – the cost of workplace injury Review – workplace hygiene procedures, customer expectations, personal hygiene and environmental hygiene 20

School function planning including advertising, costing etc. Worksheets Discussion Magazines Role Play

No practical planning for lunch in week 7.

preparing for a function  Demonstrate the ability to plan a function for invited guests

Planning for school function in week 7 (5.LA.8 – identify and negotiate group goals and priorities, set timelines and plan, matching the strengths and capabilities of group members for the most effective results). Introduction to serve and clear food and drinks:  Collect food and beverage selections promptly from kitchen or bar, check for accuracy and presentation, and convey them to customers safely.  Serve food and beverage courteously and to the correct person, according to enterprise standards and hygiene requirements.  Promptly recognise and follow up any delays or deficiencies in service.  Advise and reassure customers about any delays or problems  Check customer satisfaction at the appropriate time.  Remove used items in a timely manner and safely transfer them to the appropriate location for 21

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cleaning.  Dispose of leftover food and disposables, according to hygiene regulations and enterprise practice.  Dispose of recyclable items according to local regulations and enterprise practice.  Thank and farewell customers courteously. Rights and Responsibilities Successfully prepare and present OHS in the workplace – cost of workplace illness and injury – food for a function human, social, ergonomic, Demonstrate an understanding of the organisational legislation relating to Occupational Health and Safety Legislation NSW OH&S workplace hygiene and safety (25.LA.9) Act 1983 (amended 1990) Employer/Employee Demonstrate an Responsibilities – duty of care ability to serve and Continue with serve and clear clear food and food and drinks drinks to industry School function (25.LA.2, standards 25.LA.5 – create a design solution to meet an identified opportunity or need) Unsafe working conditions and Develop the ability practices including incorrect to identify OH&S storage, unsafe shelves, issues requiring incorrect use of equipment attention and an awareness of how to Dealing with difficult raise issues with the customers, staff and situations 22

School function planning Worksheets Discussion Magazines Role Play

Luncheon, e.g. entrée and main meal or main meal or main meal and dessert or main meal and a drink

Worksheets Discussions Role plays

A spectacular looking dessert, eg. mini croquembouche or chocolate mousse in

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designated person (s) in accordance with enterprise and legislative requirements. Demonstrate an ability to reflect and evaluate their work practices. Demonstrate safe work practices. Demonstrate ability to present food attractively. Develop an understanding of how workplace accidents can be avoided. Demonstrate hygienic food handling practices. Demonstrate an ability to prepare beverages to industry standards. Demonstrate an ability to reduce/increase the quantities of recipes. Demonstrate an ability to prepare and serve a meal to

(5.LA.4) Evaluation of function including self-assessment and preparation for service, welcoming customers, taking and processing orders, serving and clearing food and drinks and closing down after service. (25.LA.10 – appraise the design solution to assess how well it meets design criteria and identified needs).

a chocolate basket or mini pavlova

Accident prevention for the workplace  Accidents and causes  Common workplace injuries  Focus on hot/cold drinks eg. types of drinks, glassware, correct serving, garnishes, presentation  Increasing/decreasing recipes (16.LA.9)

Demonstration Worksheets

Café or mocktail bar selling drinks eg. smoothies, hot drinks, milkshakes, frappes, mocktails

Accident prevention for the workplace (25.LA.9)  Proper lifting and carrying 23

In class assessment of portfolio Demonstration of correct procedure for lifting and carrying

Practical Test Grilled steak or

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industry standards. Demonstrate the ability to prepare a portfolio that provides evidence of work. Develop an understanding of correct lifting techniques and put this into practice. Demonstrate presentation techniques. Work in a safe and hygienic manner. Further develop their knowledge of culinary terms. Develop an understanding of the career opportunities available in the Hospitality industry

 Correct posture for sitting and standing  Hazard checklist Review of work covered to date Presentation of contamination assignments

Revision Student presentations contamination assignment

grilled fish with compound butter and vegetables

Accident prevention for the workplace (25.LA.9) Ergonomics Career opportunities in the Hospitality industry (3.LA.6 – identify sources of information and opportunities in relation to post-school education and training as a basis for future plans and decisions)

Guest speakers, eg. hotel manager, maitre d‟ Excursion, eg. CIT restaurants Assignment – link to second function

Appetisers/ Canapes/ Hors d‟ouevres

. 12  Demonstrate appropriate dress standards in accordance with hygiene and safety requirements.

Maintaining safe personal presentation standards (25.LA.9)  Importance of personal presentation  Personal grooming and 24

Worksheets Role Plays

Rice or pasta dish

 Use equipment safely and correctly.  Demonstrate workplace hygiene, health and safety procedures.  Develop an understanding of what is required to close down after service to industry standards.

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 Develop an understanding of current food trends.  Develop skills in waste minimisation techniques.  Demonstrate an understanding of dietary/cultural awareness.  Effectively manage their resources and

hygiene  Appropriate clothing and footwear Close down after service  Clear, clean, dismantle and store furniture and equipment according to enterprise procedures and safety requirements  Prepare and set up for next service according to enterprise procedures and requirements  Review and evaluate services with colleagues where appropriate and identify possible improvements  Provide handover to incoming colleagues and share relevant information Maintaining safe personal presentation standards (continued) Current food trends Dietary/Cultural requirements Waste minimisation - recycling

Toolbox activity Worksheets Role play

Insurance requirements Planning for second function 25

Pizza/Calzone Contemporary toppings Bases including:  Yeast base  Scone dough base  Pide bread base  Commercial base  Naan bread Preparation for function next week Preparation for – second assignment function next week

time individually and as a team member.  Develop an understanding insurance requirements in Hospitality  Demonstrate an understanding of the complex nature of preparing for a function.  Demonstrate the ability to plan a function for invited guests.

(25.LA.1 – the design process 25.LA.2, 25.LA.5) Serve and clear food and drinks:  Collect food and beverage selections promptly from kitchen or bar, check for accuracy and presentation, and convey them to customers safely.  Serve food and beverage courteously and to the correct person, according to enterprise standards and hygiene requirements.  Promptly recognise and follow up any delays or deficiencies in service.  Advise and reassure customers about any delays or problems  Check customer satisfaction at the appropriate time.  Remove used items in a timely manner and safely transfer them to the appropriate location for cleaning.  Dispose of leftover food and disposables, according to hygiene regulations and enterprise practice.  Dispose of recyclable items 26

Guest speaker (insurance requirements)

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 Demonstrate skills in the presentation of food.  Develop an understanding of the need for temperature control.  Continue to develop skills in the use of knives.  Demonstrate teamwork skills.  Demonstrate an understanding of security procedures and problems  Demonstrate an ability to reflect and evaluate their work practices.  Demonstrate an ability to effectively manage time and resources  Use equipment safely and correctly.

according to local regulations and enterprise practice. Thank and farewell customers courteously. Second function organisation

Second function – needs to be a different style of service to the function held in week 7. Suggestions include: themed buffet, theatre restaurant

Security procedures and problems  Emergency procedures and problems – fire, robberies, theft, key control, unusual events, security of property Evaluation of function Preparation for student choice practical (week 17) including food orders/costing (25.LA.6 plan resource requirements and timelines for completing a design project) Course evaluation Pathways 27

Competency check Completion of portfolio

Yeast products

17

Student Choice or

Ready, Steady,  Develop skills in the Cook preparation of food.  Demonstrate team work skills. Assessment: Practical - Food preparation and presentation skills Practical - Service of food and beverages to customers Practical Workplace and personal hygiene skills Portfolio – worksheets, tests, workflow plans, recipes, photos, assignments, any other evidence relating to competencies achieved Industry experience

28

APPENDIX 3:

FOLLOW HEALTH, SAFETY AND SECURITY PROCEDURES (SITXOHS001A) This unit describes the performance outcomes, skills and knowledge required to follow predetermined health, safety and security procedures. It requires the ability to incorporate safe work practices into all workplace activities and to participate in the organisation‟s OHS management practices. OHS legislation in all Australian States and Territories imposes obligations on employees to participate in the management of their own health and safety and that of their colleagues and anyone else in the workplace. They have a duty to cooperate with their employer‟s initiatives to ensure safety at work. No occupational licensing or certification requirements apply to this unit at the time of endorsement. This unit is one of three hierarchical units describing varying levels of participation in OHS management practices:
  

Unit descriptor

Follow health, safety and security procedures (SITX0HS001A) Implement and monitor workplace health, safety and security practices (SITXOHS004A) Establish and maintain an OHS system (SITXOHS005A)

The use of correct hygiene practices is covered in Follow workplace hygiene procedures (SITXOHS002A). The processes necessary to control specific workplace safety risks are covered in Identify hazards, and assess and control safety risks (SITXOHS003A). Employability skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements. Nil This unit describes a fundamental workplace skill for those working within the service industries and applies to the full range of industry sectors and environments. Frontline operational personnel who work under close 29

Prerequisite units Application of the unit

supervision and guidance from others are involved in applying safe work practices during the normal course of their daily activities. They would be required to apply little discretion and judgement because they operate within predefined organisational OHS procedures. Safe working practices and following OHS procedures apply to all personnel operating at any level within the service industries. Competency field Sector Occupational Health and Safety Cross-Sector PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1 Correctly and consistently follow the organisation‟s health, safety and security procedures according to relevant legislative requirements. 1.2 Incorporate safe work practices into all workplace activities. 1.3 Follow the safety directions of supervisors or managers and heed any workplace safety warning signs. 1.4 Use any required protective equipment and wear any required personal protective clothing. 1.5 Identify and promptly report unsafe work practices, issues and breaches of health, safety and security procedures. 1.6 Report any suspicious behaviour or unusual occurrences promptly to the designated person. 2 Follow procedures for emergency situations. 2.1 Recognise emergency and potential emergency situations promptly and determine or take required actions within the scope of individual responsibility. 2.2 Follow the organisation‟s emergency procedures correctly. 2.3 Seek assistance promptly from colleagues or other authorities where appropriate.

ELEMENT Elements describe the essential outcomes of a unit of competency.

1

Follow workplace procedures for health, safety and security.

30

ELEMENT

PERFORMANCE CRITERIA 2.4 Report details of emergency situations accurately according to organisation procedures.

3

Participate in the organisation’s OHS practices.

3.1 Participate in OHS management practices developed by the organisation to ensure a safe workplace. 3.2 Actively participate in the OHS consultation processes and identify and report safety and procedural issues requiring attention. 3.3 Ensure immediate work area is free from hazards, participate in scheduled hazard identification activities and report hazards on an ongoing basis. 3.4 Participate in risk assessments and suggest appropriate ways of controlling risk. 3.5 Raise OHS issues and concerns with designated persons according to organisation and legislative requirements.

REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit:




literacy skills to read and interpret workplace safety signs, procedures, emergency evacuation plans, and hazard identification and risk assessment tools and template documents communication skills to participate in consultation processes, to clearly report and explain hazards, to contribute to risk assessments and to assertively suggest control methods.

31

REQUIRED SKILLS AND KNOWLEDGE The following knowledge must be assessed as part of this unit:
        

individual employee responsibilities in relation to ensuring safety of self, other workers and other people in the workplace broad understanding of employer‟s responsibilities under relevant state or territory OHS legislation broad understanding of employee‟s responsibility to participate in OHS practices under relevant state or territory OHS legislation ramifications of failure to observe OHS policies and procedures and legislative requirements working knowledge and understanding of the contents of health, safety and security procedures that relate to the individual workplace major workplace hazards and associated health, safety and security risks associated with the hazards as relevant to the individual workplace safe work practices relevant to individual job roles and responsibilities broad understanding of the particular consultation, hazard identification and risk assessment methods used in the particular workplace familiarity with hazard identification and risk assessment tools and template documents.

RANGE STATEMENT The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Health, safety and security procedures may involve:
      

emergency, fire and accident incident and accident reporting consultation hazard identification risk assessment risk control security including: documents, cash, equipment, people and key control systems.

32

RANGE STATEMENT Safe work practices may include:
                         

use of personal protective clothing and equipment safe posture and movements, including sitting, standing and bending using safe manual handling techniques for such things as lifting and transferring taking designated breaks rotation of tasks using knives and equipment and handling hot surfaces using computers and electronic equipment safe handling of chemicals, poisons and dangerous materials using ergonomically sound furniture and workstations clearing any hazards from immediate work area paying attention to safety signage. loss of keys strange or suspicious persons broken or malfunctioning equipment loss of property, goods or materials damaged property or fittings lack of suitable signage when required lack of training on health and safety issues. bomb threats irrational customers accidents robberies or armed hold-ups fires floods earthquakes power failure.

Issues and breaches of health, safety and security procedures may include:

Emergency situations may include:

33

RANGE STATEMENT Participation in OHS management practices may involve:
   



active participation in OHS induction training and safe work practice training involvement of personnel in hazard identifications involvement of personnel in risk assessments involvement of personnel in suggesting methods for and making joint decisions on how to eliminate or control risks involvement of personnel in writing parts of OHS policies and procedures. OHS discussions with all employees during the course of each business day a diary, whiteboard or suggestion box used by staff to report any issue of concern regular staff meetings that involve OHS discussions special staff meetings or workshops to specifically address OHS issues survey or questionnaire that invites feedback on OHS issues informal meetings with notes formal meetings with agendas, minutes and action plans discussions with and reports to formal OHS representatives and committee members.

Consultation processes may involve:

       

EVIDENCE GUIDE

34

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate competency in this unit Evidence of the following is essential:


 

project or work activities that show the candidate‟s ability to follow predetermined health, safety and security procedures, incorporate safe work practices into all workplace activities and participate in consultation, hazard identification and risk assessment activities for a given service industry operation and in line with regulatory requirements knowledge and understanding of the implications of disregarding those procedures knowledge and understanding of the legal requirement to work according to health, safety and security procedures.

Context of and specific resources for assessment

Assessment must ensure:






project or work activities that show candidates‟ ability to apply safe working practices within the context of the particular industry sector and job role in which they are working or seeking work; for those undertaking generic pre-employment training, assessment must cover a range of industry contexts to allow for a broad range of vocational outcomes use of the current plain English regulatory documents distributed by the local OHS regulatory authority, any codes of practice and standards issued by regulatory authorities or industry groups, and OHS information and business management manuals issued by industry associations or commercial publishers use of current commercial policies and procedures and template documents used for the management of OHS practices.

Methods of assessment

A range of assessment methods should be used to assess the practical skills and knowledge required to follow health, safety and security procedures. The following examples are appropriate for this unit:


direct observation of the candidate explaining 35

EVIDENCE GUIDE workplace safety or emergency procedures to a colleague or customer direct observation during an integrated assessment of the candidate demonstrating safe work practices for particular job roles case studies and problem-solving exercises, role-plays and simulations for emergency situations role-plays to assess participation in consultation meetings activities, case studies and problem-solving exercises to assess participation in hazard identification and risk assessment written and oral questioning or interview to test knowledge of legislation and individual requirements relating to workplace safety and security written and oral questioning or interview to test knowledge of appropriate protective equipment and clothing for particular jobs and situations review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.





 







Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
 

SITXOHS002A Follow workplace hygiene procedures any operative skills that would allow integration of safe work practices.

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

36

APPENDIX 4:

FOLLOW WORKPLACE HYGIENE PROCEDURES (SITXOHS002A) This unit describes the performance outcomes, skills and knowledge required to apply good hygiene practices within a range of service industry operations. It requires the ability to follow predetermined procedures, identify and control simple hazards and take particular hygiene measures to ensure the non-contamination of food and other items that might put customers, colleagues and self at a health risk. This unit is one of three hierarchical units describing varying levels of participation in food safety processes:
  

Unit descriptor

Follow workplace hygiene procedures (SITXOHS002A) Implement food safety procedures (SITXFSA001A) Develop and implement a food safety program (SITXFSA002A).

Food safety is nationally legislated by the Food Standards Australia New Zealand Act 1991 which provides for the operation of a statutory authority known as Food Standards Australia New Zealand. The Australia New Zealand Food Standards Code (the Code) developed by this authority contains an individual standard for food safety practices. A large component of that standard deals with the health and hygiene of food handlers. This unit of competency complies with the legislative requirements for food safety and hygiene practices as outlined in the Code. The legislative requirement for a business to comply with the national standard for food safety practices, along with training and certification requirements, differs between state and territory governments. In some cases food handlers, especially designated food safety supervisors, may be required to formally achieve competence in hygiene practices through a registered training organisation that may use this unit as the basis for their training. Employability skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

37

Prerequisite units Application of the unit

Nil Personal hygiene practices underpin a range of service industry activities. They are particularly important within a food safety regime, but can also apply to housekeeping activities and anywhere where poor hygiene could provide a contamination risk. Poor hygiene practices can risk the health of customers, colleagues and self. For the purposes of food safety, this unit only has application to hospitality, commercial catering and retail venues where food is stored, prepared, displayed and served. It will apply to any venue that operates a permanent or temporary kitchen or smaller food preparation area, such as restaurants, cafes, clubs, hotels, attractions, events and conference venues, fast food restaurants, retail food outlets such as sandwich shops and food court outlets. It would apply to tour operators involved in the preparation and service of food at temporary sites. Other industries will need to access industry-specific food safety units of competency. This unit applies to frontline operational personnel who work under close supervision and guidance from others during the normal course of their daily activities. They would be required to apply little discretion and judgement because they operate within predefined organisational hygiene procedures. Personal hygiene practices apply to all personnel operating at all levels within the service industries, such as kitchen hands, cooks, chefs, catering staff, food and beverage attendants, housekeeping and, laundry staff, sandwich hands, cafe and fast food outlet cooking crew and sales people and owner–operators of small business catering operations or retail food outlets.

Competency field Sector

Occupational Health and Safety Cross-Sector PERFORMANCE CRITERIA

ELEMENT

38

ELEMENT Elements describe the essential outcomes of a unit of competency.

PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1 Access and follow hygiene procedures and policies correctly and consistently according to organisation and legal requirements to ensure health and safety of customers and colleagues. 1.2 Identify and report poor organisation practices that are inconsistent with hygiene procedures. 1.3 Identify hygiene hazards that may affect the health and safety of customers, colleagues and self. 1.4 Take action to remove or minimise the hazards within scope of individual responsibility and according to organisation and legal requirements. 1.5 Promptly report hygiene hazards to appropriate person for follow up where control of hazard is beyond the scope of individual responsibility.

1

Follow hygiene procedures and identify hygiene hazards.

2

Report any personal health issues.

2.1 Report any personal health issues that are likely to cause a hygiene risk. 2.2 Report incidents of food contamination that have resulted from the personal health issue. 2.3 Do not participate in food handling activities where there is a risk of food contamination as a result of the health issue.

3

Prevent food and other item contamination.

3.1 Maintain clean clothes, wear required personal protective clothing and only use organisationapproved bandages and dressings to prevent contamination to food. 3.2 Ensure that no clothing or other items worn contaminate food. 3.3 Prevent unnecessary direct contact with ready to eat food.

39

ELEMENT

PERFORMANCE CRITERIA 3.4 Do not allow food to become contaminated with any body fluids or tobacco product from sneezing, coughing, blowing nose, spitting, smoking or eating over food or food preparation surfaces. 3.5 Maintain the use of clean materials and clothes and safe and hygienic practices to ensure that no cross-contamination of other items in the workplace occurs.

4

Prevent cross contamination by washing hands.

4.1 Wash hands at appropriate times and follow hand washing procedures correctly and consistently according to organisation and legal requirements. 4.2 Wash hands using appropriate facilities.

REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit:
 

communication skills to verbally report hygiene hazards and poor organisation practice literacy skills to read and interpret relevant organisation policies, procedures and diagrams that identify good hygiene practices.

The following knowledge must be assessed as part of this unit:


    

very basic understanding of federal, and state or territory food safety legislative compliance requirements, contents of national codes and standards that underpin regulatory requirements, and local government food safety regulations working knowledge of organisation personal hygiene policies and procedures ramifications of failure to observe hygiene policies and procedures broad understanding of the general hazards in handling food, linen, laundry and garbage, including major causes of contamination and cross-infection sources and effects of microbiological contamination of food and other items that would require protection in the industry sector and business basic understanding of the choice and application of cleaning and sanitising equipment and materials.

RANGE STATEMENT

40

REQUIRED SKILLS AND KNOWLEDGE The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Hygiene procedures may relate to:
             

personal hygiene safe and hygienic handling of food and beverages regular hand washing correct food storage suitable dress and personal protective equipment and clothing avoidance of cross-contamination hygienic cleaning practices to avoid cross-contamination use of cleaning equipment, clothes and materials to avoid cross-contamination safe handling and disposal of linen and laundry appropriate handling and disposal of garbage cleaning and sanitising procedures documented in the organisation food safety program procedures covered by staff training programs procedures required by the national food safety code. poor personal hygiene practices poor food handling practices that may result in the contamination of food poor cleaning practices that may result in cross-contamination of food and other items practices inconsistent with the organisation‟s food safety program outdated practices not in keeping with current organisation activities.

Poor organisation practices may include:

    

41

REQUIRED SKILLS AND KNOWLEDGE Hygiene hazards may include:
   

   



contaminated food vermin airborne dust items such as linen, tea towels and towels that may be contaminated with human waste, such as blood and body secretions dirty equipment and utensils contaminated garbage use of practices not in keeping with current organisation activities colleagues without appropriate training or understanding of good hygiene practices, policies and procedures equipment not working correctly, such as fridge and temperature probes. food-borne diseases airborne diseases infectious diseases. hair accessories jewellery watches bandages. infected linen items such as linen, tea towels and towels that may be contaminated with human waste, such as blood and body secretions dirty equipment and utensils spreading bacteria from bathroom or bedroom areas to kitchen areas in an accommodation facility. immediately before working with food immediately after handling raw food before commencing or recommencing work with food immediately after using the toilet immediately after smoking, coughing, sneezing, blowing the nose, eating, drinking, and touching the hair, scalp or any wound. warm running water 42

Health issues may relate to:

        

Other items worn may include:

Cross-contamination of other items in the workplace may involve:

 

Washing hands at appropriate times might include:

    

Appropriate facilities for



REQUIRED SKILLS AND KNOWLEDGE hand washing may include: EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate competency in this unit Evidence of the following is essential:
   

soap single use towels designated hand washing sink.





ability to access and interpret hygiene procedures and consistently apply these during day-to-day activities understanding of the importance of following hygiene procedures and of the potential implications of disregarding those procedures project or work activities that show the candidate‟s ability to apply good hygiene practices on multiple occasions in a range of different operational circumstances to ensure consistency in the application of hygiene procedures.

Context of and specific resources for assessment

Assessment must ensure:


 



access to current regulatory documents distributed by key federal, state or territory, and local government agencies such as plain English legislative publications, codes and standards outlining food safety requirements access to hygiene policies and procedures project or work activities that show candidates‟ ability to apply good hygiene practices within the context of the particular industry sector in which they are working or seeking work; for those undertaking generic pre-employment training, assessment must cover a range of industry contexts to allow for a broad range of vocational outcomes use of real products, materials and equipment.

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:


direct observation of the candidate carrying out 43

REQUIRED SKILLS AND KNOWLEDGE work tasks that involve following hygiene procedures oral and written questions about hygiene principles and practices, policies and procedures oral or written questions to assess knowledge of food hygiene legislative requirements case studies to assess ability to react to a range of incidents where hygiene hazards exist review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

   

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
  

Prepare rooms for guests (SITHACS005A) Launder linen and guest clothes (SITHACS007A) Implement food safety procedures (SITXFSA001A).

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

44

APPENDIX 5: Unit descriptor

SERVE FOOD AND BEVERAGE TO CUSTOMERS (SITHFAB003A) This unit describes the performance outcomes, skills and knowledge required to serve food and beverage to customers in a range of hospitality industry enterprises. The unit does not focus on the full range of product knowledge and service techniques required in a restaurant dining situation, which is addressed in Provide food and beverage service (SITHFAB004A). Some States and Territories have legislative requirements in relation to service of alcohol.

Employability skills

The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements. This unit must be assessed after the following prerequisite unit:


Prerequisite units

Follow workplace hygiene procedures (SITXOHS002A).

Application of the unit

This unit reflects the role of a food and beverage attendant in hospitality settings such as restaurants, clubs, pubs, cafes, coffee shops, cafeterias and catering operations. Persons undertaking this role usually work as part of a team under supervision. Food and Beverage Hospitality PERFORMANCE CRITERIA

Competency field Sector

ELEMENT

45

ELEMENT Elements describe the essential outcomes of a unit of competency.

PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1 Check furniture and fittings for cleanliness and condition prior to service according to enterprise procedures, and take corrective action where required. 1.2 Prepare and adjust the environment to ensure comfort and ambience for customers, as appropriate. 1.3 Set up any furniture according to enterprise requirements, customer requests and customer and staff convenience and safety. 1.4 Check any furniture for stability and customer and service personnel access according to legislative requirements. 1.5 Check and prepare equipment for service and remove, clean or replace items not meeting enterprise standards. 1.6 Display food and beverage items according to enterprise and legislative requirements.

1

Prepare for service.

2

Welcome customers.

2.1 Greet customers on arrival, according to enterprise customer service standards. 2.2 Provide information to customers, giving clear explanations and descriptions. 2.3 Make recommendations and suggestions to customers to assist them with drink and meal selection. 2.4 Answer customer questions on menu items correctly and courteously.

46

ELEMENT 3 Take and process orders.

PERFORMANCE CRITERIA 3.1 Take and record orders accurately and legibly using the format required by the enterprise, and convey them promptly to the kitchen or bar, where appropriate. 3.2 Operate the ordering system according to enterprise procedures. 3.3 Relay information about any special requests or dietary or cultural requirements to relevant person where appropriate. 3.4 Provide glassware, serviceware and cutlery suitable for menu choice, according to enterprise procedures. 3.5 Process accounts and receive payment at appropriate time and according to enterprise procedures.

4

Serve and clear food and drinks.

4.1 Collect food and beverage selections promptly from kitchen or bar, check for accuracy and presentation, and convey them to customers safely. 4.2 Serve food and beverage courteously and to the correct person, according to enterprise standards and hygiene requirements. 4.3 Promptly recognise and follow up any delays or deficiencies in service. 4.4 Advise and reassure customers about any delays or problems. 4.5 Check customer satisfaction at the appropriate time. 4.6 Remove used items in a timely manner and safely transfer them to the appropriate location for cleaning. 4.7 Dispose of leftover food and disposables, according to hygiene regulations and enterprise practice. 4.8 Dispose of recyclable items according to local regulations and enterprise practice. 4.9 Thank and farewell customers courteously.

47

ELEMENT 5 Close down after service.

PERFORMANCE CRITERIA 5.1 Clear, clean, dismantle and store furniture and equipment according to enterprise procedures and safety requirements. 5.2 Prepare and set up for next service according to enterprise procedures and requirements. 5.3 Review and evaluate services with colleagues where appropriate and identify possible improvements. 5.4 Provide handover to incoming colleagues and share relevant information.

REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit:
   

  

food and beverage service techniques appropriate to the enterprise, including plate carrying safe and hygienic work practices in relation to food and beverage service problem-solving skills to deal with menu changes, lack of availability of items and difficult customer situations communication skills to liaise with customers and other team members, clarify requirements, provide information and listen to and interpret information and non-verbal communication technical skills to use enterprise ordering systems and equipment literacy skills to read menus and orders numeracy skills to calculate customer accounts.

The following knowledge must be assessed as part of this unit:
    

typical work flow structure for food and beverage service appropriate to the enterprise ordering and service procedures range and use of standard food and beverage equipment menus and drink lists appropriate to the enterprise waste minimisation techniques and environmental considerations in relation to food and beverage service.

RANGE STATEMENT

48

RANGE STATEMENT The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Styles of service may include:
                               

counter bistro table à la carte. lighting room temperature music decorations and displays privacy background noise. glassware crockery overlays and napkins placemats floral arrangements cutlery condiments tea and coffee-making facilities menus and wine lists display materials computerised ordering systems point-of-sale (POS) equipment. liquor, including responsible service of alcohol OHS hygiene consumer protection and trade practices duty of care. menu choices, options and availability information about food and beverages specials information about the location or area location of customer facilities.

Environment may include:

Equipment may include:

Legislative requirements may be related to:

Information provided to customers may include:

49

RANGE STATEMENT Processing accounts will vary according to enterprise procedures and may include:
        

depositing money in cash register, processing and giving change processing credit cards or electronic funds transfer at point of sale (EFTPOS) handing account to another person to process. polishing glassware placing equipment in allocated storage areas resetting tables cleaning equipment, such as coffee machines and bains marie general cleaning of surfaces restocking.

Set up for next service may include:

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate competency Evidence of the following is essential:
   

demonstrated ability to serve food and beverage according to established systems and procedures ability to meet, greet and interact positively with customers ability to work with speed and efficiency, and within typical workplace time constraints knowledge of hygiene and OHS requirements and demonstrated safe practices.

Context of and specific resources for assessment

Assessment must ensure:
 

access to authentic food and drink items demonstration of skills within normal operating conditions of a commercial food and beverage operation, including industry-current equipment as follows: tables and chairs condiments counter or waiter‟s station tea and coffee-making facilities selected linen assorted cutlery 50

EVIDENCE GUIDE menus and drink lists crockery, including cups, plates and jugs serviettes glassware docket books or computerised ordering system sugar bowls or dispensers POS system industry-realistic ratios of staff to customers time pressures typical of a commercial operation.

 

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:








direct observation of the candidate preparing for service, providing service to customers and closing down after service direct observation of the candidate undertaking specific tasks, such as taking and processing orders, serving food and drink items or clearing tables written or oral questions to test knowledge of sequence of service, typical problems, menu items and drink selections review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
  

Prepare and serve non-alcoholic beverages (SITHFAB010A) Develop and update food and beverage knowledge (SITHFAB011A) Process financial transactions (SITXFIN001A).

51

EVIDENCE GUIDE Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

52

APPENDIX 6: WEEKLY PLAN - PREPARE AND SERVE NON ALCOHOLIC BEVERAGES (SITHFAB010A) This unit describes the performance outcomes, skills and knowledge required to prepare and serve a range of teas, coffees and other non-alcoholic beverages in a range of industry contexts. This competency will be taught concurrently with the identified units of competence within this course. The following elements of competency and performance criteria are integrated throughout the semester. The following table is a guide to how this unit of competence may be integrated into the semester long course. Allowance has been made for interruptions to normal school routine. Week 1 Types of water Safe work practices in relation to use of coffee machines and other equipment. (25.LA.9 – assess risks and manage the safe use of materials and equipment) Posture at work station 2 Types of tea and characteristics of tea. Safety when preparing hot drinks. (25.LA.9) Types of equipment used for making nonalcoholic beverages. (25.LA.8 – choose and use appropriate tools, materials and Correct use of urns, plungers, teapots. Research on different types of tea, origin of tea, history, uses (medicinal) Practice using different types of equipment. Tea – Practical tea making including iced tea. Tea around the world Coffee/ Hot chocolate Content Skills Safe and hygienic work practices. Chilling Suggested activities Practical experiences Waters

3

Correct use and cleaning of urns, plungers, drip filter

53

Week

Content techniques to create a design solution) Types of coffee and origins and characteristics of coffee (25.LA.4 – technical language needed to describe, explain and evaluate design concepts and processes) Garnishing of coffee Processes involved in production and preparation system

Skills

Suggested activities Completing „mise en place‟ - organizing timing and sequence

Practical experiences

4

Characteristics of, and ingredients used in non-alcoholic beverages commonly available in current market. Fruit – types, selection, storage, preparation. (25.LA.8) Reading recipes for drinks

Knowledge and application of a variety of drink products and related equipment. Correct use of a juicer. Knife skills.

Production of a range of drinks within industry

Mocktails Non-alcoholic Cocktails

5

Realistic time frame to make drinks Safe and hygienic work practice in making nonalcoholic beverages

Juices and freshly squeezed juices

6

Milk – types, storage and preparation of milk drinks – iced chocolate, flavoured milks, smoothies (25.LA.8) Special dietary requirements of

Correct use of milk shake machine. Correct use of a

Health and safety issues related to working with milk and milk products. Ability to recognize

Milk Shakes Iced Chocolate Smoothies

7

54

Week

Content individuals, ingredients used in smoothies and variations. Garnishes. blender.

Skills

Suggested activities quality in hot and cold beverages, meet customer requirements and expectations and identify factors affecting quality and required outcomes Practice different garnishes and techniques for decoration Health issues related to current dietary related diseases eg high sugar content, obesity, diabetes and tooth decay Health issues related to current dietary related diseases eg high sugar content, obesity, diabetes and tooth decay

Practical experiences

8

Safe storage and handling conditions and requirements for coffee, tea and commodities (25.LA.3 – care in the use and storage of materials and equipment) Definition and preparation of cordials and syrups.(25.LA.4)

Correct piping technique. Stencil, feathering, layering Ability to correctly prepare and serve non alcoholic beverages

Iced chocolate/coffee and flavoured milks, hot chocolate

9

Cordials and syrups

10

Characteristics of soft drinks and post mix Correct use of post mix systems. systems.

Soft drinks, children‟s specialty drinks

55

Week 11

Content Customer service skills for determining customer requirements and preferences

Skills Provide effective customer service skills Communicating with customers to determine requirements for particular drinks

Suggested activities Realistic ratios of customers to service staff

Practical experiences Fruit whips and frappes Macchiato Affogato Ristretto

12

Excursion – ie Wendy‟s, McCafe, Loui‟s Cafe

Mixing ingredients.

Access to a drinks service area with suitable equipment for the production of nonalcoholic drinks Communicating with customers to determine requirements for particular drinks clarifying requirements. Describing characteristics of drinks to customers. Describing characteristics of drinks to customers.

Observation of different establishments and their different techniques, equipment when making non-alcoholic beverages Health drinks Catering Coffee specials Do as customer requests

13

Catering preparation and exercises, e.g. orders, advertising, customer service, teamwork.

Solving problems such as drinks curdling, coffee too strong, milk not whipping etc. Working with others in the food and beverage service and/or team.

14

Special dietary requirements, nutritive value and preparation of health drink ingredients.

Calculating amounts of ingredients for drinks.

Health drinks

56

Week 15

Content Dealing with equipment malfunction, customer complaints about drinks, poor quality ingredients. Quality ingredients

Skills Layering techniques

Suggested activities Completing „mise en place‟ for drink service. Organising timing and sequence of tasks.

Practical experiences Non-alcoholic cocktails

16

Increasing amounts for larger quantities or multiple orders.

Non-alcoholic cocktails

57

APPENDIX 7: Unit descriptor

PREPARE AND SERVE NON-ALCOHOLIC BEVERAGES (SITHFAB010A) This unit describes the performance outcomes, skills and knowledge required to prepare and serve a range of teas, coffees and other non-alcoholic beverages in a range of industry contexts. The unit does not deal with the skills and knowledge required to extract and serve espresso coffee, including storage of coffee and care of machinery, which are covered in Prepare and serve espresso coffee (SITHFAB012A). No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Employability skills

The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements. This unit must be assessed after the following prerequisite unit:


Prerequisite units

Follow workplace hygiene procedures (SITXOHS002A).

Application of the unit

This unit applies to all establishments where coffee, tea and other non-alcoholic beverages are served, such as cafes, restaurants, bars, catering venues or retail outlets. Persons performing this function usually work as part of a team and operate with some autonomy and responsibility for their own work outputs. Food and Beverage Hospitality PERFORMANCE CRITERIA

Competency field Sector

ELEMENT

58

ELEMENT Elements describe the essential outcomes of a unit of competency.

PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1 Prepare ingredients and equipment for nonalcoholic drinks prior to service. 1.2 Identify the name and style of drink in response to a customer request. 1.3 Select and assemble the correct ingredients, equipment and relevant machinery according to enterprise practices. 1.4 Prepare drinks correctly using appropriate methods, according to standard recipes, customer requests and required timeframe. 1.5 Ensure correct strength, taste, temperature and appearance for each drink prepared. 1.6 Present drinks attractively in appropriate crockery or glassware and garnish attractively where appropriate, according to enterprise standards.

1

Prepare and serve a range of non-alcoholic drinks.

2

Use, clean and maintain equipment and machinery for non-alcoholic drinks.

2.1 Use machinery and equipment safely according to manufacturer specifications and hygiene and safety requirements. 2.2 Clean machinery and equipment regularly and maintain according to manufacturer specifications and enterprise cleaning and maintenance schedules. 2.3 Identify problems promptly and report them to the appropriate person.

REQUIRED SKILLS AND KNOWLEDGE

59

REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit:
    

 

customer service skills for determining customer requirements and preferences preparation and service of a variety of coffees, teas and non-alcoholic beverages safe work practices in relation to posture at workstation and use of coffee machines and other equipment problem-solving skills to resolve drinks curdling, coffee too strong or milk not texturising communication skills to liaise with customers and other team members, clarify requirements, provide information and listen to and interpret information and non-verbal communication literacy skills to read recipes for drinks numeracy skills to calculate amounts of ingredients for drinks or increase amounts for larger quantities or multiple orders.

The following knowledge must be assessed as part of this unit:
   

basic information on origins and characteristics of a range of different types of coffees and teas processes involved in the production and preparation of teas and coffees characteristics of and ingredients used in non-alcoholic beverages commonly available in the current market safe storage and handling conditions and requirements for coffee, tea and commodities.

RANGE STATEMENT The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

60

RANGE STATEMENT Non-alcoholic drinks include:


                            

varieties of tea, including: black semi-black blended green scented herbal fruit floral coffee milkshakes flavoured milks smoothies hot and iced chocolate juices cordials and syrups waters soft drinks non-alcoholic cocktails freshly squeezed juices health drinks fruit whips frappés children‟s specialty drinks. grinders percolators and urns drip filter systems teapots and tea-cosies plungers juicers milkshake machines blenders post-mix systems fridges. filter Greek or Turkish iced plunger.

Equipment includes:

Coffee methods include:

61

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate competency Evidence of the following is essential:


 



ability to prepare and serve a variety of coffees, teas and non-alcoholic beverages correctly and within acceptable enterprise timeframes knowledge and application of a variety of drink products and related equipment ability to recognise quality in hot and cold beverages, meet customer requirements and expectations, and identify factors affecting quality and required outcomes safe and hygienic work practices in making coffees, teas and non-alcoholic beverages.

Context of and specific resources for assessment

Assessment must ensure:




access to a drinks service area with suitable equipment for the production and service of coffee, tea and other non-alcoholic drinks, including: tea and coffee-making equipment cold drink equipment, such as juicers and blenders hot and cold drink crockery or glassware refrigeration kettles and heating equipment realistic ratios of customers to service staff.

62

EVIDENCE GUIDE Methods of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
 



direct observation of the candidate preparing and serving a variety of non-alcoholic drinks written or oral questions to test knowledge of safety issues and different styles and types of tea, coffee and other drinks review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
 

Provide food and beverage service (SITHFAB004A) Prepare and serve espresso coffee (SITHFAB012A).

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

63

APPENDIX 8: WEEKLY PLAN - PREPARE AND SERVE ESPRESSO COFFEE (SITHFAB012A) This unit describes the performance outcomes, skills and knowledge required to extract and serve espresso coffee using a commercial espresso machine, including storage of coffee, and cleaning, care and preventative maintenance of machinery. Care and maintenance may vary according to the machine manufacturer recommendations and warranty conditions. Dosage measuring may be mechanical or electronic. Dosing also refers to selecting the correct amount of ground coffee, appropriate particle grind size and prevailing conditions such as ambient humidity. An espresso coffee is the basis of most coffee-based beverages. This unit does not cover general preparation of coffee using methods of coffee extraction other than espresso machines, which is covered in Prepare and Serve Non-Alcoholic Beverages (SITHFAB010A). The term barista, senior barista and master barista may have different meanings to diverse individuals and group. Some prefer to make no designation and refer to a barista as someone who is a trained and expert operator. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit applies to hospitality and catering operations where espresso coffee is extracted and served. It reflects the role of an espresso machine operator (barista) and others who make coffee using a commercial espresso machine in a variety of hospitality settings. This competency will be taught concurrently with the identified units of competence within this course. The following elements of competency and performance criteria are integrated throughout the semester. Week 1 Content Theory – coffee service Organize and prepare work areas Skills „Mise en place‟ and preparation for coffee service (refer to training package for details) Safe work practices Suggested Activities Worksheets – turning on machine, setting out of cups, serviettes, wipes Safe work practices in relation to use of coffee machines and other equipment Practical Experience Turning on machines safely to achieve correct pressure Cleaning and maintenance procedures

2

Follow workplace hygiene and safety (25.LA.3 – care in the use and storage of materials and equipment. 25LA.9 – assess risks and manage the safe use of materials and equipment)

64

3

Types of equipment and brands of coffee (25.LA.8 – choose and use appropriate tools, materials and techniques to create a design solution) Cleaning of coffee machine (25.LA.3) Factors to consider in grinding coffee (25.LA.2 – factors affecting design e.g function, form, end user context, quality, trends, resource availability, safety)

Grinding coffee strategies Ability to use different types of equipment Selecting glass ware Selecting coffee

Tasting finished product Analysis of ground coffee

Flat White Ways to serve

4

Clean and maintain espresso machine (25.LA.3) Major styles of coffee ie Latte, Macchiato, Short Black, Long Black, Flat White, Cappuccino, Vienna (25.LA.5 – create a design solution to meet an identified opportunity or need)

Storage of coffee Beans Weighing and measuring equipment

Pouring technique Identification and use of specific serving ware for various types of coffee styles.

Coffee Latte

5

Checking machine (25.LA.3) Workplace safety and hygiene procedures (25.LA.9)

Safe work practices in relation to use of coffee machines and other equipment including posture at work station Cleaning and maintenance procedures 65

Stripping the grinder of all working parts, observing required safety procedures Checking grinder blades Checking steam pressure

Cappuccino

Symptoms of potential faults in espresso machines 6 Major coffee styles and their characteristics (25.LA.4 – technical language needed to describe, explain and evaluate design concepts and processes) Types of filter baskets, filters, tampers and other equipment Experience using different types, blends, and roasts with a particular emphasis on espresso roast Access to a range of coffee types and commodities 7 Ability to extract and present quality coffee safe work practices in making coffee (25.LA.5) Preparation of quantities of coffee items to industry standards and customer requirements Measure or disperse required dosage and place into filter basket tamping coffee evenly and using correct pressure Pouring skills Texturise milk Combine foam and milk 9 Serve and present espresso coffee (25.LA.5) Serve coffee at the required temperature 66 Serve coffee attractively at the required Vienna Coffee Prepare and serve a variety of coffee types Long Black Coffee Short Black Coffee

8

Extract coffee Texture milk

Calculating and measuring doses of coffee Texturise milk

Macchiato Coffee

temperature according to customer requirements and style 10 Planning for your individual choice of coffee for practical assessment (25.LA.6 – plan resource requirements and timelines for completing a design project) Dealing with problems such as machine malfunctions, customer complaints, variations in quality of coffee (5.LA.4, 25.LA.3) Ability to plan, prepare and serve espresso coffee safely and hygienically to industry standards Overcoming problem related to environment and human conditions within the workplace when making coffee in a simulated environment Observing problems related to environment and human conditions within the workplace when making coffee in a simulated environment Ability to plan, prepare and serve quality coffee Ability to work individually and in a team situation in a simulated work environment 67 Practice making selected Free choice of coffee coffee for practical evaluation

11

Fill in problem solving worksheet Case studies Personal experiences

Practical evaluation

12

Excursion

Access to a work station with industry current commercial espresso machine

13

Catering exercise (25.LA.6)

Preparation of coffee items within industry realistic time frames for multiple customers simultaneously

Preparation and service of varieties of coffee types to meet various customer requirements

14

Problem solving re evaluation of catering exercise (25.LA.10 – appraise the design solution to assess how well it meets design criteria and identified need)

Working co-operatively with other team members

Provide advice to customers Communicating with other staff members Ordering coffee – liaising with service technicians

15

Cultural Studies re service of coffee around the world (12.LA.7 – document and evaluate decisions made throughout the design process, 25.LA.2)

Able to plan, prepare and serve different styles of coffee found around the world

Research activity on coffee

Cultural practical of your choice e.g. Turkish Coffee

68

APPENDIX 9 Unit descriptor

PREPARE AND SERVE ESPRESSO COFFEE (SITHFAB012A) This unit describes the performance outcomes, skills and knowledge required to extract and serve espresso coffee using a commercial espresso machine, including storage of coffee and cleaning, and care and preventative maintenance of machinery. Care and maintenance procedures may vary according to the machine manufacturer recommendations and warranty conditions. Dosage measuring may be mechanical or electronic. Dosing also refers to selecting the correct amount of ground coffee, appropriate particle grind size and prevailing conditions such as ambient humidity. An espresso coffee is the basis of most coffee-based beverages. The unit does not cover general preparation of coffee using methods of coffee extraction other than espresso machines, which is covered in Prepare and serve non-alcoholic beverages (SITHFAB010A). The terms barista, senior barista and master barista may have different meanings to diverse individuals and groups. Some prefer to make no designation and refer to a barista as someone who is a trained and expert operator. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Employability skills

The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements. Nil This unit applies to hospitality and catering operations where espresso coffee is extracted and served. It reflects the role of an espresso machine operator (barista) and others who make coffee using a commercial espresso machine in a variety of hospitality settings.

Prerequisite units Application of the unit

69

Competency field Sector

Food and Beverage Hospitality PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1 Organise coffee workstation according to workplace safety and hygiene practices, to enable efficient work flow and easy access to equipment and commodities. 1.2 Develop preparation and work routines according to enterprise requirements. 1.3 Complete mise en place and preparation for coffee service according to enterprise procedures. 1.4 Store coffee and commodities in appropriate airtight containers and conditions to maintain quality and freshness, according to workplace hygiene procedures and food safety regulations.

ELEMENT Elements describe the essential outcomes of a unit of competency.

1

Organise and prepare work areas.

2

Provide customer service and advise customers on espresso coffee.

2.1 Provide advice to customers about coffee types and characteristics where appropriate. 2.2 Determine customer coffee preferences and requirements, and offer coffee style choices and accompaniments accordingly. 3.1 Select coffee and grind to correct particle size, according to enterprise requirements and customer preferences. 3.2 Take into consideration any environmental and equipment factors affecting dosage, and adjust grind and dose accordingly.

3

Select and grind coffee.

4

Extract coffee.

4.1 Select appropriate cups or glassware and ensure they are warm before preparation. 70

ELEMENT

PERFORMANCE CRITERIA 4.2 Measure or dispense required dosage and place into clean filter basket, tamping coffee evenly using correct pressure. 4.3 Ensure group head is clean prior to inserting group handle. 4.4 Monitor water and pump pressure, and moderate between cycles, according to enterprise procedures. 4.5 Analyse extraction rate and adjust where appropriate. 4.6 Assess quality of extraction visually and where appropriate by verifying flavour. 4.7 Check spent grounds (puck or cake) to identify any required adjustments to dosage and technique. 4.8 Release or purge water for two seconds from the group head before placement of group handle to extract coffee.

5

Texture milk.

5.1 Select correct cold milk and appropriate clean, cold jug according to espresso requirements and quantity on order. 5.2 Expel excess water from steam wand before and after texturising milk and wipe clean after use. 5.3 Texture milk according to milk type and specific order requirements. 5.4 Combine foam and milk through rolling, ensuring even consistency. 5.5 Pour milk promptly, evenly and consistently, according to coffee style and customer preferences.

6

Serve and present espresso coffee.

6.1 Present coffee attractively using clean ceramic or glass cups and avoiding drips and spills. 6.2 Serve coffee at the required temperature, according to customer requirements and style, with appropriate crema, milk froth and accompaniments.

7

Clean and maintain espresso

7.1 Follow required OHS and enterprise requirements throughout all cleaning and maintenance 71

ELEMENT machine.

PERFORMANCE CRITERIA procedures. 7.2 Clean all machine and parts thoroughly and safely according to manufacturer specifications and enterprise policies and procedures, using appropriate cleaning methods and recommended cleaning products and materials. 7.3 Carry out allied end of service activities. 7.4 Monitor and assess the operation and efficiency of the espresso machine and grinder during usage and take appropriate action where required in relation to defects and faults according to enterprise policies and procedures, OHS and warranty requirements. 7.5 Identify situations requiring the attendance of a trained service technician, licensed electrician or a designated senior person within the enterprise.

REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit:
     

hygiene and food safety practices related to making, serving and storing coffee, coffee products and service equipment techniques for dosing, tamping and purging group head extraction and presentation of quality coffee milk texturing skills safe work practices when using coffee machines and other equipment, including posture at workstation numeracy skills to calculate and measure doses of coffee.

72

REQUIRED SKILLS AND KNOWLEDGE The following knowledge must be assessed as part of this unit:
   

        

major coffee styles and their characteristics types of bean, blends and roasts with a particular emphasis on espresso roast key principles of coffee making appropriate pour rate for espresso coffee (industry recommended rate is 30 ml in 27–32 seconds depending on type of espresso coffee ordered, customer preferences and the coffee blend) factors that affect quality of coffee types of grind and grinding equipment types of machines and equipment and their main features and differences sizes and types of filter baskets, tampers and other equipment different milk types and their characteristics, including requirements for handling and storing milk storage conditions and requirements for coffee and commodities cleaning and maintenance procedures symptoms of potential faults in espresso machines and grinders sequencing and production of orders.

RANGE STATEMENT The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Equipment may include:
         

types and brands of coffee grinders or mills and coffee machines serviceware, including cups, saucers, mugs and glasses of various sizes flatware weighing equipment measuring equipment tampers blind or blank filter and espresso cleaning detergent thermometer storage bins in appropriate sizes and materials bins for discarded pucks.

73

RANGE STATEMENT Enterprise requirements may include:


   



policies and procedures related to persons authorised and trained to carry out particular activities related to machine operation, adjustment, cleaning and maintenance circumstances requiring the services of an authorised and trained technician specific requirements for routine and non-routine cleaning and maintenance requirements for checking and replacing parts and equipment specific requirements for decoration of coffee prior to presentation, such as stencils, logos, sprinkled toppings and coffee art policies and procedures for stock control, ordering and rotation. turning on machines to achieve correct pressure and temperature setting out cups, mugs, saucers, plates, jugs, glasses and other required serviceware ensuring adequate supplies of coffee, milk varieties and sugars, including specialised sugars and substitutes assembling flavourings and toppings laying out flatware, serviettes and wipes. short black (espresso) long black cappuccino flat white caffe latte short and long macchiato mocha. pre-setting grinder sensory analysis of grind, including: visual tactile olfactory tasting of finished product.

Mise en place and preparation for coffee service include:

  

          

Coffee styles to be prepared must include:

Factors to consider in grinding coffee include:

74

RANGE STATEMENT Cleaning procedures include:
 

 

   



 

 

 

wiping down entire machine to ensure cleanliness purging reservoir of hot water, releasing steam and backwashing the machine with an appropriate cleaning solution pouring boiling water to clean drainage pipes backflushing the machine at the end of a service cycle, using clean water to ensure no chemical and other residues are left cleaning the bean hopper using wet method, and drying thoroughly before refilling and storing brushing out dispensers cleaning all remaining parts using dry cleaning method backflushing group heads according to recommended industry methods, using a blank filter and appropriate machine detergent using colour-coded cloths, such as using blue for general cleaning and yellow for cleaning and wrapping steam wands wiping steamer wands after each use, using a damp cloth where there is build-up or caked-on product, wrapping steamer wands in a clean cloth, opening the valve and allowing hot water, with steam venting, to soften caked-on milk and then wiping with a damp cloth washing drip trays removing shower screens and diffusers if appropriate, cleaning using wet method and reassembling cleaning around the inside of the group head using an appropriate brush or cloth cleaning group handle and filter basket and steam arm spout after removing, using the wet method. wet techniques: using warm water with recommended detergent for soaking various parts and cleaning with sponge, damp cloth or scourer (only for group handle) dry techniques: using a damp cloth followed by a dry cloth.

Cleaning methods must include using a range of techniques, including:





75

RANGE STATEMENT End of service activities include:
    

removing beans from hoppers at the end of service day or shift storing according to enterprise requirements. ensuring the dosing chamber delivers the correct dosage of coffee checking steam and pump pressure stripping the grinder of external working parts, observing required safety procedures according to enterprise requirements.

Monitor and assess the espresso machine and grinder may include:

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate competency Evidence of the following is essential:


   

ability to recognise quality in espresso coffee, meet customer requirements and expectations, and identify factors affecting quality and required outcomes ability to address problems during preparation and service of espresso coffee ability to extract and present quality coffee within realistic timelines compliance with all workplace hygiene and food safety regulations safe work practices in making espresso coffee.

76

EVIDENCE GUIDE Context of and specific resources for assessment Assessment must ensure:


 



access to a workstation with industry-current commercial espresso machine and appropriate equipment, including: thermometer coffee grinders or mills serviceware, including cups, saucers, glasses, mugs and flatware weighing and measuring equipment storage bins in appropriate sizes and materials blind or blank filters tampers espresso cleaning detergent bins for discarded pucks or grind tubes access to a range of coffee types and commodities preparation of quantities of coffee items within industry-realistic timeframes for multiple customers simultaneously preparation and service of varieties of coffee types to meet various customer requirements.

77

EVIDENCE GUIDE Methods of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate:


  



direct observation of practical demonstration of extracting and serving coffee over an entire service period tasting of coffee prepared by the candidate use of video or peer observation written or oral questions to assess required knowledge relating to preparing and serving espresso coffee review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
  

Follow workplace hygiene procedures (SITXOHS002A) Clean premises and equipment (SITHACS006A) Prepare and serve non-alcoholic beverages (SITHFAB010A).

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

78

APPENDIX 10: COMPETENCY CHECKLIST - FOLLOW WORKPLACE HYGIENE PROCEDURES (SITXOHS002A)

Students Name____________________________________

Element

Performance Criteria

1. Follow hygiene procedures and identify hygiene hazards

1.1 Access and follow hygiene procedures and policies correctly and consistently according to organization and legal requirements to ensure health and safety of customers and colleagues 1.2 Identify and report poor organisation practices that are inconsistent with hygiene procedures 1.3 Identify hygiene hazards that may affect the health and safety of customers, colleagues and self.

79

1.4 Take action to remove or minimise the hazards within scope of individual responsibility and according to organisation and legal requirements 1.5 Promptly report hygiene hazards to appropriate person to follow up where control of hazard is beyond the scope of individual responsibility. 2.1 Report any personal health issues that are likely to cause a hygiene risk. 2.2 Report incidents of food contamination that have resulted from the personal health issue. 2.3 Do not participate in food handling activities where there is a risk of food contamination as a result of the health issue.

2. Report any personal health issues

80

3.1 Maintain clean clothes, wear required personal protective clothing and only use organisation-approved bandages and dressings to prevent contamination to food. 3.2 Ensure that no clothing or other items worn contaminate food. 3.3 Prevent unnecessary direct contact with ready to eat food. 3.4 Do not allow food to become contaminated with any body fluids or tobacco product from sneezing, coughing, blowing nose, spitting, smoking or eating over food or food preparation surfaces. 3.5 Maintain the use of clean materials and clothes and safe and hygienic practices to ensure that no crosscontamination of other items in the workplace occurs.

3. Prevent food and other item contamination

81

4. Prevent crosscontamination by washing hands

4.1 Wash hands at appropriate times and follow hand washing procedures correctly and consistently according to organisation and legal requirements. 4.2 Wash hands using appropriate facilities.

82

APPENDIX 11: COMPETENCY CHECKLIST - FOLLOW HEALTH, SAFETY AND SECURITY PROCEDURES (SITXOHS001A) Students Name____________________________________

Element

Performance Criteria

1.1 Correctly and consistently follow the organisation‟s health, safety and security procedures according to relevant legislative requirements.
1.

Follow workplace procedures for health, safety and security

1.2 Incorporate safe work practices into all workplace activities. 1.3 Follow the safety directions of supervisors or managers and heed any workplace safety warning signs. 1.4 Use any required protective equipment and wear any required personal protective clothing.

83

1.5 Identify and promptly report unsafe work practices, issues and breaches of health, safety and security procedures. 1.6 Report any suspicious behaviour or unusual occurrences promptly to the designated person. 2.1 Recognise emergency and potential emergency situations promptly and determine or take required actions within the scope of individual responsibility.
2.

Follow procedures for emergency situations

2.2 Follow the organisation‟s emergency procedures correctly. 2.3 Seek assistance promptly from colleagues or other authorities where appropriate. 2.4 Report details of emergency situations accurately according to organisation procedures.

84

3.1 Participate in OHS management practices developed by the organisation to ensure a safe workplace. 3.2 Actively participate in the OHS consultation processes and identify and report safety and procedural issues requiring attention. 3. Participate in the organisation‟s OHS practices 3.3 Ensure immediate work area is free from hazards, participate in scheduled hazard identification activities and report hazards on an ongoing basis. 3.4 Participate in risk assessments and suggest appropriate ways of controlling risk.

3.5 Raise OHS issues and concerns with designated persons according to organization and legislative requirements.

85

APPENDIX 12: COMPETENCY CHECKLIST - SERVE FOOD AND BEVERAGE TO CUSTOMERS (SITHFAB003A)

Students Name ...................................................................................................

Element

Performance Criteria

1.1 Check furniture and fittings for cleanliness and condition prior to service according to enterprise procedures, and take corrective action where required. 1.2 Prepare and adjust the environment to ensure comfort and ambience for customers, as appropriate. 1.3 Set up any furniture according to enterprise requirements, customer requests and customer and staff convenience and safety. 1.4 Check any furniture for stability and customer and service personnel access according to legislative requirements. 86

1. Prepare for service

1.5 Check and prepare equipment for service and remove, clean or replace items not meeting enterprise standards. 1.6 Display food and beverage items according to enterprise and legislative requirements. 2.1 Greet customers on arrival, according to enterprise customer service standards. 2.2 Provide information to customers, giving clear explanations and descriptions. 2.3 Make recommendations and suggestions to customers to assist them with drink and meal selection. 2.4 Answer customer questions on menu items correctly and courteously. 3.1 Take and record orders accurately and legibly using the format required by the enterprise, and convey them promptly to the kitchen or bar, where appropriate. 3.2 Operate the ordering system according to enterprise procedures.

2. Welcome customers

3. Take and process orders.

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3.3 Relay information about any special requests or dietary or cultural requirements to relevant person where appropriate. 3.4 Provide glassware, serviceware and cutlery suitable for menu choice, according to enterprise procedures. 3.5 Process accounts and receive payment at appropriate time and according to enterprise procedures. 4.1 Collect food and beverage selections promptly from kitchen or bar, check for accuracy and presentation, and convey them to customers safely. 4.2 Serve food and beverage courteously and to the correct person, according to enterprise standards and hygiene requirements. 4.3 Promptly recognise and follow up any delays or deficiencies in service. 4.4 Advise and reassure customers about any delays or problems.

4. Serve and clear food and drinks

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4.5 Check customer satisfaction at the appropriate time. 4.6 Remove used items in a timely manner and safely transfer them to the appropriate location for cleaning. 4.7 Dispose of leftover food and disposables, according to hygiene regulations and enterprise practice. 4.8 Dispose of recyclable items according to local regulations and enterprise practice. 4.9 Thank and farewell customers courteously. 5.1 Clear, clean, dismantle and store furniture and equipment according to enterprise procedures and safety requirements. 5. Close down 5.2 Prepare and set up for next service after according to enterprise procedures service and requirements. 5.3 Review and evaluate services with colleagues where appropriate and identify possible improvements.

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5.4 Provide handover to incoming colleagues and share relevant information.

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APPENDIX 13: COMPETENCY CHECKLIST - PREPARE AND SERVE NON-ALCOHOLIC BEVERAGES (SITHFAB010A)

Students Name ...................................................................................................

Element

Performance Criteria

1.1 Prepares ingredients and equipment for non-alcoholic drinks prior to service 1.2 Identify the name and style of drink in response to a customer request 1. Prepare and serve a range of nonalcoholic drinks. 1.3 Select and assemble the correct ingredients, equipment and relevant machinery according to enterprise practices 1.4 Prepare drinks correctly, using appropriate methods, according to standard recipes, customer requests and require time frame 1.5 Ensure correct strength, taste, temperature and appearance for each drink prepared

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1.6 Present drinks attractively in appropriate crockery or glassware and garnish attractively where appropriate, according to enterprise standards 2.1 Use machinery and equipment safely according to manufacturer specifications and hygiene/safety requirements 2.2 Clean machinery and equipment regularly and maintain according to manufacturer specifications and enterprise cleaning and maintenance schedules 2.3 Identify problems promptly and report them to the appropriate person

2. Use, clean and maintain equipment and machinery for nonalcoholic drinks

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APPENDIX 14: COMPETENCY CHECKLIST - PREPARE AND SERVE ESPRESSO COFFEE (SITHFAB012A) Students Name ...................................................................................................

Element

Performance Criteria

1. Organise and prepare work 1.2 Develop preparation and work areas routines according to enterprise requirements 1.3 Complete mise en place and preparation for coffee service, according to enterprise procedures

1.1 Organise coffee workstation according to workplace safety and hygiene practices, to enable efficient work flow and easy access to equipment and commodities

1.4 Store coffee and commodities in appropriate airtight containers and conditions to maintain quality and freshness, according to workplace hygiene procedures and food safety regulations

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2.1 Provide advice to customers 2. Provide about coffee types and customer characteristics where appropriate service and advise 2.2 Determine customer coffee customers on preferences and requirements, espresso and offer coffee style choices and coffee accompaniments, accordingly 3. Select and grind coffee 3.1 Select correct coffee and grind to correct particle size, according to enterprise requirements and customer requirements 3.2 Take into consideration any environmental and equipment factors affecting dosage, and adjust grind and/or dose accordingly 4. Extract coffee 4.1 Select appropriate cups or glassware and ensure they are warm before preparation 4.2 Measure or dispense required dosage and place into filter basket, tamping coffee evenly using correct pressure 4.3 Ensure group head is clean prior to inserting group handle

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4.4 Monitor water and pump pressure, and moderate between cycles, according to enterprise procedures 4.5 Analyse extraction rate and adjust where appropriate 4.6 Assess quality of extraction visually and where appropriate by verifying flavour 4.7 Check spent grounds (puck or cake) to identify any required adjustments to dosage and technique 4.8 Release or purge water for two seconds from the group head before placement of group handle to extract coffee 5. Texture milk 5.1 Select correct cold milk and appropriate clean, cold jug according to espresso requirements and quantity on order 5.2 Expel excess water from steam wand, before and after texturising milk and wipe clean after use

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5.3 Texture milk according to milk type and specific order requirements. 5.4 Combine foam and milk through rolling, ensuring even consistency. 5.5 Pour milk promptly, evenly and consistently, according to coffee style and customer preferences 6. Serve and present espresso coffee 6.1 Present coffee attractively using clean ceramic or glass cups and avoiding drips and spills 6.2 Serve coffee at the required temperature, according to customer requirements and style, with appropriate crema, milk froth and accompaniments 7. Clean and maintain espresso machine 7.1 Follow required OH&S requirements throughout all cleaning and maintenance procedures

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7.2 Clean all machine parts thoroughly and safely according to manufacturer specifications and enterprise policies and procedures, using appropriate cleaning methods and recommended cleaning products and materials. 7.3 Carry out allied end of service activities. 7.4 Monitor and assess the operation and efficiency of the espresso machine and grinder during usage and take appropriate action where required in relation to defects and faults according to enterprise policies and procedures, OHS and warranty requirements. 7.5 Identify situations requiring the attendance of a trained service technician, licensed electrician or a designated senior person within the enterprise.

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