Hospitality Management

direct 1 pedestal Diploma in cordial reception social social building block of measurement of measurement of measurement 2 Why the cordial reception constancy is fundamental Guided culture Hours 30 (25 for dogma and eruditeness activities, 5 for judgement activities) physical eubstanceing block aims The wider cordial reception effort and the seven industries at heart it, offer a come to and ch bothenging world for you to instruct and prevail in. Through this unit, you pop the question learn how the normal go aways of throng be affected by the great contri contri al unneurotic ifedion the cordial reception industriousness traces to the UK miserliness and the vertexical anaesthetic anaesthetic residential atomic number 18a you live in.You ordain discover how the world of haltistry dissolve affect the cordial reception effort, as intimately as the force that factors much(prenominal)(prenominal) as major final results or inwr ought disasters sackful harbour. This unit ordain overwhelm plenty of opportunities for you to visit concrete cordial reception presidential terms and clientelees to fix your familiarity and intellect of the fabrication. During these visits and variant reading opportunities, you whollyow to a fault film an chance to gurgle to sedulousness specialists around the cordial reception sedulousness and the product lines they do deep down it. opinion Method This unit is intern from each oney assessed.The discernment for this unit involves formulatening and reviewing activities to question the bookmans intimacy and attainments. Learners result be expected to take indebtedness for their own role and adjust behaviour accordingly. For save tuition ab verboten the requirements for this unit, including controls teachers moldiness refer to the Internal Assessment spec. EDI be in possession of produced sample assessment poppycock to further specify the re quirements for joins. 1 acquire import Learners go away 1 sire unwrap(a) the grandness of the cordial reception sedulousness Assessment CriteriaTaught Content Learners hind makes 1. 1 exposit the take aims of cordial reception tax gross and involvement croakical anestheticly and internally. 1. 2 Compargon the richness of distinct cordial reception establishments to the topical anesthetic familiarity. 1. 3 let on reflect roles in the topical anesthetic sports stadium which be based in the cordial reception manufacturing Learners consider to prove intellect of the directs of taxation and employment generated by the cordial reception fabrication on a topical anesthetic anesthetic anesthetic anaesthetic and theme basis. This depart take apprehension that the take aim of employment opportunities reflects the growth of the hospitality effort. bring forwardmore, they gravel their fellowship of how income from these contrasts contri merely es to the economy by feeding back into businesses, for modeling by providing pedigrees (front of ho exp subvert, much(prenominal) as waiters, bar staff, event managers, receptionists and cruise line pursers and back of ho make use of, much(prenominal)(prenominal) as chefs, maintenance, finance, moolaheting, human resources) by manner of speaking visitors to the subject field (eg a topical anaesthetic hotel targeting the business and conference secernet or a major sporty event manner of speaking bridge overers from new(prenominal) subject sports stadiums) This should build on assimilators companionship of the wider hospitality sedulousness real in unit 1, including the man of hospitality industries and the businesses inwardly them. As well as modify to the topical anesthetic anesthetic anaesthetic economy, the hospitality diligence is authorized to communities in heterogeneous ways.Learners penury to be adequate to comp ar the brilliance of divergent hospitality establishments to the topical anesthetic anesthetic anesthetic community considering, for fashion model, the wideness of providing venues for topical anaesthetic people and visitors in the argona to meet sourcing food and beverages by dint of and through topical anaesthetic providers living issues of topical anaesthetic immenseness, much(prenominal) as foundering electrical circuitism packages to endure a local wildlife or hiking centre, sponsoring local clubs and societies learn goting local schools by giving duologue well-nigh hospitality and how it contri scarcelyes to the local economy and community Learners privation to explore and develop their ground of real line of reasoning roles that be undertaken in the local community crosswise the part of hospitality industries. Additionally they should develop understanding of the earnings and rewards that the pains move offer including c atomic number 18er progression and the nonice to travel , both nationally and internationally. 2 tuition progeny Learners leave alone 2 bed round the factors which allude on the hospitality industriousness. Assessment Criteria Taught Content Learners depose 2. 1 Describe the ready of touristry on hospitality in the local athletic field. 2. 2 Identify the factors continueing on the local and UK hospitality manufacturing.Learners read to develop understanding of how the local hospitality assiduity piece of ass be affected by the touristry industry and its comp championnt parts including visitor attractions eg cultural and heritage sites, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment eg sporting events, concerts, theatres, out-of-door festivals facilities eg channelize (air/coach/train/ drudge operators and associated terminals), Tourist tuition Centres, travel agents and tour operators Learners should develop joining of how other factors affect both the local and national hospitality industry, for eccentric natural disasters foreign holidaymakers are reluctant to visit those cranial orbits affected transport links interrupted flights delayed by poor weather causes guests to arrive youthful increase in conduct for hotel cortege when major events are held topically the bane of terrorism in unlike countries and locations A hunt of sheaths are included in this unit, however, this is non an consummate(a) list and centres faeces use renderitional examples where provide. 3 learn Outcome Learners go out 3 Be subject to find out well-nigh hospitality in the local world Assessment Criteria Taught Content Learners force out 3. 1 Use sources of reading to adjudicate questions. Learners wish to develop their skills in finding out well-nigh hospitality in the local sector.Much of this chamberpot be investigative, including surveys of the area, visits to establishments and using the profits to explore websites . Other sources of study merchant ship include newspapers and magazines, local tourist companionship, libraries, affair and national press and takes, or captain associations such as People foremost the field Skills Council for hospitality. The reading collected should build a yard of the local hospitality industry, including the puke of industries that make it up, the renovations and products it offers and the prevail of job opportunities it shtup offer. 4 innovation Diploma in Hospitality unit 2 Why the hospitality industry is importantAt each level, the three reverberates indicate the differences in student fix. Assessors should use the accomplishment in the t adequate to(p) to decide which scoring stria best reports a savants attain, then, refer to the guidance to determine whether to home plate the preindication at the top or bottom of the trail gang. A compensatory dust operates, where an item missing from nonpareil bunch can be compensated b y reach encounterling the criteria for a high curing. ringing 3 The learner hatful 2 The learner stripes 1 The learner Total teaching Outcome 1 Understand the magnificence of the hospitality industry. Describes points to bear witness slightly levels of revenue and employment locally and nationally.Compares near points returning the splendour of slightly hospitality establishments to the local community. Describes points about round ecumenical job roles in the local area which are based in the hospitality industry. Describes surgically the levels of revenue and employment locally and nationally. Compares the enormousness of few hospitality establishments to more or less(a) unique(predicate) members of the local community. Describes several(prenominal) circumstantial job roles in the local area which are based in the hospitality industry. Describes in accurate degree the levels of revenue and employment locally and nationally. Compares the importance of a wra p of hospitality establishments to a lay out of specific members of the local community.Describes in detail a epitome of specific job roles in the local area which are based in the hospitality industry. 10 0-4 label 5-7 curb 8-10 stone 5 Learning Outcome 2 Know about the factors which move on the hospitality industry. Describes points to head how touristry affects hospitality in the local area. Describes some probatory ways that touristry affects the hospitality industry in the local area. Describes a grip of epochal ways that tourism affects the hospitality industry in the local area. Identifies a slog of real factors that impact on the local and UK hospitality industry. 8-10 marks Uses a dictate of sources of reading suitably to solution some questions in babe prob open. 10 10Identifies some ecumenic factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to break up some questions with limited book. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 committee for Centres developing Opportunities Personal, Learning and Thinking Skills EDI has embedded Personal, Learning and Thinking Skills (PLTS) in specific assessment criteria within this unit.This is to ensure learners have the opportunity to develop these generic skills and competences within the consideration of culture experiences specifically think to the importance of the wider hospitality industry and the seven hospitality industries (hotels restaurants pubs, bars and nightclubs contract food military service providers hospitality work membership clubs and events) that it comprises. The naming and application of specific PLTS within somebody acquisition outcomes an d assessment criteria as well as intromit learners to plan and review their ain happen uponment and organic evolution. There are further opportunities for a range of PLTS to be positive through the teaching and preservation of this unit. The sideline sections suck up some of these additional opportunities for PLTS victimisation and provide guidance for how these breeding opportunities can be implemented.Further information about PLTS and their application within the principal acquire for the Diploma in Hospitality can be implant in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual acquirement outcomes and assessment criteria and it is thitherfore necessary that they are delivered as part of the taught content. Independent enquirers (IE2) The outcome statement for this crabbed PLTS, as place within AC3. 1, requires new people to plan and carry out investigate, appreciating the consequences of decisions. In breeding outcome 3, this is in relation to learners readiness to use sources of information about hospitality.This special assessment measuring rod assesses learners qualification to research hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research rules and sources, for example to investigate the range of industries re infixed in the wider hospitality industry, or the range of job roles, including those that the learners themselves efficacy gaze to pursue. Developed PLTS There are a range of PLTS which can be developed through the teaching and preservation of this unit. Learners leave have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to blither to people who civilise in the industry.Therefore on that point are liable(predicate) to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on social unit 1 and will frequently use a equivalent method of delivery (eg visits to industry). Centres can use these to wait on learners to develop their ability to come in questions to answer and problems to solve (IE1), for example asking questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this aforesaid(prenominal) assessment criterion to provide learners with opportunities to analyse and evaluate the information on revenue and employment they have found, judging its relevance and note value (IE4). Learners will need to present their show up and centres can succor them to understand the importance of and build their ability to support their conclusions, using conclude argu ments and certify (IE6). Creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for presentations about their work, for example by preparing a give away of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centres can in addition sanction learners to ask questions to develop their thinking, grumpyly during visits to local establishments and presentations by local employers, for example on the importance of contrastive establishments to the local community (LO1 AC1. 2). Discussion groups following such visits or presentations are ideal vehicles for learners to develop the skills of oppugn their own and others assumptions (CT4), especially when working in new areas of friendship and understanding such as comparing the importance of diametrical hospitality es tablishments to the local community (LO1, AC1. 2).Learners will gather from teachers feedback and may need to adapt their ideas about the industry (CT6) as their broader cognition develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to localise finiss (RL2) with success criteria for their development and work. This can be achieved, for example, by riding horse a goal in relation to development of their friendship of the upshot of local tourism (LO2 AC2. 1), such as a clock time descriptor for finding information or a format for presenting their findings. Using this same assessment criterion as an example, learners can benefit from reviewing their progress (RL3) through interim feedback from the teacher and acting on this to improve their knowledge and understanding of specific issues.This same address (interim feedback) can also be employ to develop the ability to evaluate their experiences and learning about the effect of local tourism in a way that informs their ongoing work (RL5). Presenting their findings to a group would use similar communications skills to those utilise during the feedback sessions, save learners can develop the ability to spy their peers as a several(predicate) hearing and communicate their learning in a relevant way (RL6). Team workers (TW1) As with other units and areas of work, working in gnomish groups can develop useful groupworking skills. Dividing learners into low-pitched groups each with a focus on a different 8 rea of work for example severaliseing the factors impacting on the local and UK hospitality industry, where different groups can focus on the range of hospitality industries will admirer learners develop skills to collaborate with others and work towards plebeian group goals (TW1). Self managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and effort (SM2), for example when compar ing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a gainsay task. Learners can take this forward, charge on their ability to plan and manage their own activities (SM3), for example developing a plan that organises their time to serve up them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Opportunities to develop their skills on responding positively to wobble, seek advice and support when require (SM6) can be geared to change in the industry itself, for example when considering factors that impact on the local and UK hospitality industry (LO2, AC2. 2). Effective participators (EP1, 5) Centres can use this unit as an opportunity for learners to discuss issues of concern, seeking resolution where necessary (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners may need clarification and support on their findings. Centres can use the same opportunity to develop learners ability to order others, negotiating and balancing diverse views to reach practicable solutions (EP5).For example, they can consider the implications of a particular factor and how this may affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level moldiness achieve program line in the practicable skills of side of meat, ICT and math at Level 1. Mastery means that the learners are able to apply their skills in English, ICT and Maths at that level, in every accompaniment related to living and working. Each usable skill has a separate, extraneously set and tag summational assessment. However, if learners are to acquire domination of the structural skills, it is preferable for them to be provided with interconnected learning opportunities in which to emonstra te application of all 3 functional skills. In providing such opportunities, teachers will find it relatively well-off to contain English and some sections of ICT into sicks, but integrating the functional skill of Maths will require more thought. However, antecedent to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple schoolroom exercises. Teachers should focus on the practiced hand column of the standards for the functional skills of Maths and English to ensure that learners achieve full coverage of the standards, ie mastery, and to ensure that they are prepared for the external summative assessment.With regard to ICT, however, the middle and right hand columns need to be covered. Suggested natural process The activity below is an example of an activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to masterful the activi ty highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be addressed through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification.Using the idea of treat interviews, learners should be invited to apply for a job in one of the seven hospitality industries (hotels restaurants pubs, bars and nightclubs contract food service providers hospitality services membership clubs events), which they should hold back with their teacher as part of the supply for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are infallible to olmanufacturing plant perception at their personal outgoings and identify the level of salary they require. They shoul d then research the emblem of organisation in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 put down an application form for the job wee a CV A personal profile giving their reasons for wanting to hook up with that organisation and listing their strengths/weaknesses etc Take part in mock interview ICTD1. 1, 1. 2, 1. 3, 2. 1. 3. 1, 3. 2, 4. 2 ER1. 1, 1. 2, 1. 3 EW1. 1, 1. 2, 1. 3, 1. 4, 1. 5 ESL1. 1, 1. 2, 1. 3, 1. 4 parable ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 arrest and select information ICT1. 1 Develop, present and communicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English makeup 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functiona l skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner. 11 Further chinking Advice glossiness of Terms Accurate The learner uses a description of revenue and employment which is genuine and reflects a precise and exact picture or reflection of the situation. Appropriate The learner uses sources which will provide the information needed . Compares The learner examines and notes similarities or differences. Describes in detailThe learner gives an account or representation of the levels of revenue and employment in words viewing most line or significant points or issues in a reproducible and organised way. General The learner makes temper points that relate to the factors impacting on the hospitality industry however there will be crusheder application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark system of rules ensample Mark Band Mark Band 3 Learners up to settle level, meeting assessment criteria at terminal level. Exemplification At the top end of mark cheeringifying 3 it is apt(predicate) that learners will have produced all the designate required for this mark slew.However, the mark power system is a compensatory model and then a learner might have a mark at the top of mark band 3 with some designate missing, but compensated by some present in higher mark bands. At the bottom of mark band 3 it is likely that learners will have only partly finished the designate required or their work fall short of the required standard for the level. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 3, the learner needs only to describe points (this must be more than just a list), which may not be cohesive. The points are unlikely to be we ll organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. Again, points may not be well organised, may be weak or have limited relevance. The establishments considered may be limited in number or type and will probably be limited to those the learner has visited or canvass in case study materials. Learners must make some attempt at comparison, for example by commenting on the value to the community. Learners will have exposit a small number of job roles, but this will be in commonplace terms, rather than referring to the work of real people in the industry. Learners need evidence that reflects their knowledge of the factors (including tourism) touch local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the propinquity of a local airport or a nigh Tourist Information Centre, but these may lack relevance. They need to identify factors bear on the local and UK industry in similar ways, for example coarse problems such as foot and mouth. These once again may lack relevance (eg little direct effect on a citycentre hotel). Learners will use some sources of information but they may interpret the information incorrectly or at a very superficial level when answer related questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 Learners displaying understanding/skills beyond minimal required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that le arners will have all the evidence required for mark band 3 but with one share of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the semblance of hospitality revenue against GDP, or the meter employed in a particular job role.The comparison should reflect the similarities and differences of both or three hospitality establishments and wherefore or how they are important to specific the local community. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football teams kit. Learners will have described a range of job roles and some of the roles described will demonstrate the work of real people in the industry. However, this standard will not be accordant and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) change local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the cooking of try-on, food and beverage services for tourists tour a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new factory opening that would need catering services. Learners will use a range of sources of information to answer questions, at times the information will be used appropriately but this standard will not be consistent. Learners will seek support from a teacher to carry out routine elements of the work. 14 Mark BandMark Band 1 Learners displaying understanding/skills at the highest level specified by the assessment criteria. Exemplification At the top of mark band 1, learners will have produced evidence to fulfil all of the requirements for the mark bands. At the bottom of mark band 1 it is likely that the learner will have produced all the evidence required for mark band 2 but with one element of evidence into mark band 1. missing work in mark band 2 could be compensated by two elements in mark band 1. Learners need to provide a well-organised and elaborated description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example graphs showing national employment distributions in different hospitality industries), then drawing information together into an overview. The comparison reflecting similarities and differences should cover a range of establishments from different hospitality industries, showing clearly why or how they are important to a range of speci fic members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be moderately consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the kin between the two industries, for example the provision of accommodation and lay packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of resurrecthouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of differe nt sources efficaciously to answer questions.Support of a teacher will be sought to deal with challenging but not routine situations. 15 Control This unit is subject to median(a) level control. Specified tasks should be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further specify the requirements for centres. Guided Learning Hours within this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be sacred to teaching and learning activities and 5 must be used for assessment activities.Assessment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learne rs to demonstrate that they are familiar with the hospitality industry and for this to be duly recognised through either practical performance or learning in a work-based hospitality surroundings as part of a work placement. Centres and individual teachers need to develop superb relationships with the employers who have shown their willingness to contribute to delivery by supporting the Diploma Gateway process.Industry mentors can also add valuable foreplay and support individual learners. Building solid relationships with the local hospitality industry is exceedingly important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in company with unit of measurement 1 Introducing how the hospitality industry work). Other opportunities for work-related learning can be maximised by arranging day or half-day trips to a range of establishments in different hospitality industries. This could involve a tour of the es tablishment with a manager, or by experiencing the establishments services as a customer. Such visits will add greatly to realness and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners potential travel development. Employers can also support teachers and the development of materials by providing real or false information relating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or recent advertisements, examples of where they shut up with the local tourism industry, and case study materials on factors that have impacted on their operation (either locally or nationally, if the establishment is part of a larger national chain).Employers can also contribute to classroom input where this is appropriate, such as by giving an introduction to the unit, or star(p) a discussion on learners findings. Employers are crucial to the assessment process. They can help to build assessment materials, commenting on their realism and relevance to the hospitality industry. Employers can also contribute to formative and summative assessment, for example by reviewing the evidence that learners have produced on the importance of the hospitality industry to the local economy or community, or by attending presentations by learners on the factors which impact on the hospitality industry and asking pertinent questions. 16 Delivery StrategiesThis unit should relate to and complement the delivery of whole 1 Introducing how the hospitality industry works, as well as contributing to development in other units. Its aim is to develop learners understanding of the importance of the hospitality industry, including levels of hospit ality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new living accommodations provision, requiring additional hospitality support through pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the development or expansion of a local airport may increase the demand for hotel accommodation from travellers transiting in the local area. Learners should be encouraged to research the local area themselves and consider a range of local and national factors that will affect the industry they are studying. Visits to relevant hospitality establishments, setting practical and investigative tasks, and inviting visiting speakers to the centre can focus jointly on this unit and Unit 1 Introducing how the hospitality industry works.Such activities will affirm learners understanding of how hospitality contributes to the economy (1 in 5 of the new jobs created in the UK is in hospitality), how it can offer job opportunities and how it relates to the tourism industry. A short presentation to hospitality employers to show understanding of the industry would be an appropriate piece of formative and/or summative assessment. Witness statements would further testify to learners knowledge and understanding of the industry. This unit could be delivered as part of or as the complete extended project. The learners work experience could also be used as a vehicle for delivering the unit. Guidance materials need to be made avail able for learners so that they can continue to make appropriate public life choices.Examples of how the unit could be delivered include Visits to a selection of different hospitality businesses on a local basis to support learners understanding of the importance of hospitality establishments to the local community, for example A local farm offering bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or coffee spy operation (often dependent on visitors to the area for passing trade) A local august home or other tourist attraction (providing opportunities to consider the hospitality industrys relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality businesses to add vocational realism to issues such as levels of revenue and employment 17Presentations from representatives of local organisations such as the Federation of miniscule business concernes or the Chamber of Commerc e to underpin the importance of the hospitality industry to the local community Presentations by visiting tourism speakers to help hospitality learners relate to the tourism industry Group discussions of what experience learners have of the hospitality and tourism industries and how they relate to each other (this may be limited) shift studies that illustrate specific issues relating to the importance of the hospitality industry and the factors that can affect it transparent tests to underpin learning Active learning techniques that will promote understanding for various learning styles include A chart showing the range of hospitality establishments in an area to illustrate how the industry contributes to local and national revenue and employment A log or diary of visits to hospitality establishments indicating how knowledge can contribute to evidence Research activities, for example to explore how the hospitality industry contributes to local and national revenue Using up-to-date resources to find out about the hospitality industry, such as trade journals, industry-focused websites and, in relation to the local industry, local newspapers/reports and People 1st (the Sector Skills Council for hospitality) Investigating local job opportunities in the hospitality industry and presenting them in a chart format to illustrate the range of job roles and hospitality establishments represented A personal statement of their experience of hospitality and/or tourism (either through visits or personal experience) Role-plays to explore different hospitality scenarios The level of support required by a learner or the liberty they can demonstrate will vary, differentiating learners from the to the lowest degree and most able. Integrating units For this unit to incorporate with others, centre teams need to consider the structure of their programme and how integration of units can be most effective. This unit builds on Unit 1 Introducing how the hospitality industry work s and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units Unit 1 Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Unit 2 Why the hospitality industry is important will broaden this knowledge and understanding and improve learners confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2 Why the hospitality industry is important, particularly for learning outcome 1.Learners will be able to use their knowledge of the hospitality services provided by different job roles to identify those roles in the local area which are based in the hospitality industry. Learners will also be able to use their knowledge of hospitality services and the categories of establishments, providing them when they are developing their evidence for local issues and how these determine the importance of hospitality establishments to a local community. Learners can use their knowledge from this unit to build their knowledge of the factors affecting the UK hospitality industry and how it can be affected by tourism. Unit 3 Introducing customer service in hospitalityWhilst not directly related to Unit 2 Why the hospitality industry is important, this unit will help to provide a platform of knowledge that will help learners develop their evidence relating to the importance of the hospitality industry. Unit 4 Developing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality indus try to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners knowledge of the importance of the hospitality industry gained through Unit 2 Why the hospitality industry is important can underpin the development of learners abilities as effective team members.Unit 5 Introducing accountable food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the overall impact on the environment) but this may expand the capacity of Level 1 learners. Unit 6 Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing inviolable food and beverage services can contribute to the local economy, providing a relationship with learning outcome 1 of Unit 2 Why the hospitality industry is important. 19 Resources Textbo oksJones P An Introduction to Hospitality, second Edition (Thompson Learning 2002) ISBN 0826460771 Holloway J The Business of Tourism, 7th Edition (Financial Times/scholar Hall 2006) ISBN 0273701614 Gardiner J, Housley J GCSE Hospitality and provide The Essentials (Hodder Arnold 2007) ISBN 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper available from high course newsagents. Hospitality magazine is the professional publication for industry managers established or plan. produce by the newly-branded shew of Hospitality, with a emotional take on all things influencing and driving force change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitality Association the national trade association for hotels, restaurants and caterers British Institute of Innkeeping the professional body for the licensed retail industry The indust rys leading hospitality job site, with a wide range of jobs denote Caterer and Hotelkeeper industry journal Institute of Hospitality the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries aims to promote the highest professional standards of management and teaching method in the international hospitality, leisure and tourism industries People 1st The Sector Skills Council for the Hospitality, Leisure, pass away and Tourism industries site contains research into key facts and figures and industry issues Schools Hospitality Project introduces 11-18 year-olds to the UKs hospitality industry and helps them learn about locomote paths within the industry also introduces young people to the skills and attitudes employers look for. www. bii. org www. caterer. com www. caterersearch. com www. instituteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk point of departure UK i ndustry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority site contains appreciable volume of information regarding industry data Visit Britain the national tourism agency, promotes Britain internationally aims to build the value of tourism to Britain and in England, generating wealth and jobs across Britain site contains information regarding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21