Hospitality Management

Level 1 Foundation Diploma in hospitality building block of measurement 2 Why the cordial reception application is each(prenominal) in-chief(postnominal)(predicate) Guided study Hours 30 (25 for teaching and eruditeness activities, 5 for mind activities) whole contracts The wider cordial reception patience and the seven industries within it, submit a stimulating and ch tout ensembleenging world for you to study and practise in. Through this building block, you pass on convey how the everyday rifles of battalion argon happen up hotshotd by the consequential contri furtherion the cordial reception manufacturing makes to the UK providence and the cover songical anesthetic anaesthetic anesthetic anesthetic anesthetic company you live in.You de crack discover how the world of rubism nominate reach the cordial reception exertion, as tumesce as the impact that factors much(prenominal) as study shells or natural disasters gutter train. This so cial unit of measurement forget include flock of opportunities for you to visit concrete cordial reception establishments and businesses to build your intimacy and reason fittedness of the perseverance. During these visits and familyer(a) instruction opportunities, you allow for also have an opportunity to chew up to assiduity specialists more or less the cordial reception constancy and the tasks they do within it. estimate rule This unit is internally assessed.The discernment for this unit involves planning and analyseing activities to build the apprentices knowledge and sciences. Learners provide be expected to take accountability for their own role and hold behaviour accordingly. For further information close to the requirements for this unit, including go dones teachers must put forward to the Internal Assessment Specification. EDI have produced consume sound judgment material to further specify the requirements for centres. 1 Learning offspring Learners lead 1 Understand the wideness of the cordial reception industry Assessment CriteriaTaught Content Learners base 1. 1 Describe the takes of cordial reception taxation and booking topical anesthetic anesthetic anaesthetic anaesthetic anaesthetic anaesthetic anaestheticly and topicly. 1. 2 Comp be the richness of varied hospitality establishments to the local familiarity. 1. 3 Describe hypothecate roles in the local theatre of operations which ar found in the hospitality industry Learners carry to educate fellow feeling of the levels of tax receipts and appointment generated by the hospitality industry on a local and national basis. This ordain include recognition that the level of meshing opportunities reflects the growth of the hospitality industry.Furthermore, they unfold their knowledge of how income from these jobs contri providedes to the economy by supply back into businesses, for mannikin by providing jobs (front of ho practise, such as waiters, bar staff, event managers, receptionists and cruise line pursers and back of house, such as chefs, maintenance, finance, grocerying, human resources) by bringing visitors to the field (eg a local hotel targeting the business and conference fructifyet or a major sporting event bringing supporters from other electron orbits) This should build on scholarly persons knowledge of the wider hospitality industry move uped in unit 1, including the fashion of hospitality industries and the businesses within them. As substantially as contributing to the local economy, the hospitality industry is important to communities in miscellaneous ways.Learners aim to be suit qualified to compare the grandness of contrary hospitality establishments to the local community considering, for voice, the importance of providing venues for local people and visitors in the reach to meet sourcing food and beverages finished local providers supporting issues of local importance , such as break danceing tourism packages to support a local wildlife or hiking centre, sponsoring local clubs and societies supporting local schools by giving talks somewhat hospitality and how it contributes to the local economy and community Learners need to look and develop their understand of solid job roles that are undertaken in the local community across the jog of hospitality industries. Additionally they should develop sagacity of the profits and rewards that the industry flowerpot offer including locomote progression and the chance to travel, twain nationally and internationally. 2 Learning solution Learners impart 2 enjoy ab come out of the closet the factors which impact on the hospitality industry. Assessment Criteria Taught Content Learners provide 2. 1 Describe the act of tourism on hospitality in the local sector. 2. 2 Identify the factors impacting on the local and UK hospitality industry.Learners need to develop understanding of how the local hosp itality industry thunder mug be affected by the tourism industry and its component parts including visitor attachments eg cultural and heritage come ins, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos delight eg sporting events, concerts, theatres, outdoor festivals facilities eg transport (air/coach/train/taxi operators and associated terminals), phaeton Information Centres, travel agents and tour operators Learners should develop knowledge of how other factors affect some(prenominal) the local and national hospitality industry, for sheath natural disasters inappropriate tourists are reluctant to visit those theaters affected transport links s whirligig flights delayed by poor weather causes guests to arrive late growth in demand for hotel rooms when major events are held topically the bane of terrorism in different countries and locations A head for the hills of examples are include in this unit, hitherto, th is is not an exhaustive list and centres whoremaster use superfluous examples where appropriate. 3 Learning Outcome Learners lead 3 Be able to find out about hospitality in the local arena Assessment Criteria Taught Content Learners can 3. 1 exercising sources of information to process questions. Learners need to develop their skills in finding out about hospitality in the local field of force.Much of this can be investigative, including surveys of the area, visits to establishments and using the internet to explore websites. Other sources of information can include risingspapers and magazines, local tourist information, libraries, quite a little and national press and publications, or master associations such as citizenry 1st the Sector Skills Council for Hospitality. The information collected should build a fork up of the local hospitality industry, including the run away of industries that make it up, the sponsors and products it offers and the cheat on of job op portunities it can offer. 4 Foundation Diploma in Hospitality building block 2 Why the hospitality industry is importantAt each level, the three caboodles prove the differences in prentice achievement. Assessors should use the information in the table to try which punctuate stacking vanquish take ups a learners move around, then, insinuate to the guidance to determine whether to place the hit at the top or bottom of the scrawl chevron. A compensatory system operates, where an item wanting from one band can be counterbalance by work fulfilling the criteria for a higher(prenominal) band. Band 3 The learner Band 2 The learner Band 1 The learner Total Learning Outcome 1 Understand the importance of the hospitality industry. Describes points to show any(prenominal)what levels of revenue and business locally and nationally.Compares some points showing the importance of some hospitality establishments to the local community. Describes points about some general job ro les in the local area which are based in the hospitality industry. Describes accurately the levels of revenue and employ locally and nationally. Compares the importance of some hospitality establishments to some control members of the local community. Describes some limited job roles in the local area which are based in the hospitality industry. Describes in accurate detail the levels of revenue and oeuvre locally and nationally. Compares the importance of a range of hospitality establishments to a range of specific members of the local community.Describes in detail a range of specific job roles in the local area which are based in the hospitality industry. 10 0-4 marks 5-7 marks 8-10 marks 5 Learning Outcome 2 Know about the factors which impact on the hospitality industry. Describes points to show how tourism affects hospitality in the local area. Describes some significant ways that tourism affects the hospitality industry in the local area. Describes a range of significant ways that tourism affects the hospitality industry in the local area. Identifies a range of significant factors that impact on the local and UK hospitality industry. 8-10 marks Uses a range of sources of information suitably to serve up some questions indep finisently. 10 10Identifies some general factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to practice some questions with limited support. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 Guidance for Centres exploitation 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 ha ve the opportunity to develop these generic skills and competences within the context of instruction checks specifically link up to the importance of the wider hospitality industry and the seven hospitality industries (hotels restaurants pubs, bars and nightclubs contract food proceeds providers hospitality run membership clubs and events) that it comprises. The identification and application of specific PLTS within individual training topics and assessment criteria also allow learners to plan and review their individualized achievement and development. There are further opportunities for a range of PLTS to be demonstrable finished the teaching and slant of this unit. The succeeding(a) sections play up some of these supplementitional opportunities for PLTS development and provide guidance for how these development opportunities can be implemented.Further information about PLTS and their application within the principal accomplishment for the Diploma in Hospitality can be found in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual learning upshots and assessment criteria and it is therefore necessary that they are delivered as part of the taught content. self-governing enquirers (IE2) The outcome debate for this event PLTS, as identified within AC3. 1, requires boylike people to plan and carry out look for, appreciating the consequences of decisions. In learning outcome 3, this is in relation to learners ability to use sources of information about hospitality.This particular assessment criterion assesses learners ability to research hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research methods and sources, for example to investigate the range of industries represented in the wider hospitality industry, or the range of job roles, including those that the learners themselves might wish to pursue. Developed PLTS There are a range of PLTS which can be developed through the teaching and language of this unit. Learners depart have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to talk to people who work in the industry.Therefore there are apparent to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. nearly opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on Unit 1 and will frequently use a similar method of spoken language (eg visits to industry). Centres can use these to help learners to develop their ability to commit 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 uniform assessment criterion to provide learners with opportunities to analyse and evaluate the information on revenue and employment they have found, judging its relevance and value (IE4). Learners will need to present their depict and centres can help them to understand the importance of and build their ability to support their conclusions, using reasoned arguments and evidence (IE6). creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for showings about their work, for example by preparing a display of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centres can also encourage learners to ask questions to develop their thinking, particularly during visits to local establishments and presentations by local employers, for example on the importan ce of different 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 questioning their own and others assumptions (CT4), particularly when working in new areas of knowledge and understanding such as comparing the importance of different hospitality establishments to the local community (LO1, AC1. 2).Learners will benefit from teachers feedback and whitethorn need to adapt their ideas about the industry (CT6) as their broader knowledge develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to deposit goals (RL2) with success criteria for their development and work. This can be achieved, for example, by scene a goal in relation to development of their knowledge of the effect of local tourism (LO2 AC2. 1), such as a time put in for finding information or a format for presenting their findings. Using this comparable assessment cri terion 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 approach (interim feedback) can also be use 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 utilize during the feedback sessions, but learners can develop the ability to recognise their peers as a different consultation and fall out their learning in a relevant way (RL6). aggroup workers (TW1) As with other units and areas of work, working in small groups can develop useful teamworking skills. Dividing learners into small groups each with a focus on a different 8 rea of work for example identifying the factors impacting on the local and UK hospitality industry, where different groups c an focus on the range of hospitality industries will help learners develop skills to collaborate with others and work towards common group goals (TW1). self-importance managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and perseverance (SM2), for example when comparing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a challenging task. Learners can take this forward, focusing on their ability to plan and manage their own activities (SM3), for example development a plan that organises their time to help them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Opportunities to develop their skills on responding positively to change, seeking advice and support when needed (SM6) can be gear 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 needed (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners whitethorn need illumination and support on their findings. Centres can use the same opportunity to develop learners ability to influence others, negotiating and balancing diverse views to reach workable solutions (EP5).For example, they can consider the implications of a particular factor and how this whitethorn affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level must achieve mastery in the usable skills of side of meat, ICT and maths at Level 1. Mastery means that the learners are able to turn in their skills in English, ICT and Maths at that level, in any emplacement carry ond to living and working. Each functional skill has a separate, outwardly set and marked summative assessment. However, if learners are to acquire mastery of the functional skills, it is best-loved for them to be provided with integrated learning opportunities in which to emonstrate application of all 3 functional skills. In providing such opportunities, teachers will find it relatively palmy to integrate English and some sections of ICT into projects, but integrating the functional skill of Maths will require more thought. However, prior to embarking on in force(p) projects, learners will need to practise demonstrating competence in applying functional skills during unsophisticated classroom exercises. Teachers should focus on the right 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 exte rnal summative assessment.With work out to ICT, however, the middle and right hand columns need to be covered. Suggested performance The operation 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 perform the activity highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be 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 mock 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 run membership clubs events), which they sh ould agree with their teacher as part of the preparation for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are requisite to Look at their personal outgoings and identify the level of net income they require. They should then research the type of cheek in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 Complete an application form for the job Prepare a CV A personal profile giving their reasons for wanting to join that 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 Legend ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 Find and se lect information ICT1. 1 Develop, present and communicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English writing 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functional skills. The functional skills identified as being addressed are dependent upon the reach of the project as presented by the learner. 11 Further pick outing Advice gloss of Terms Accurate The learner uses a commentary of revenue and employment which is factual and reflects a precise and exact regard or denunciation 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 covering approximately key or significant points or issues in a coherent and organised way. common The learner makes jog points that relate to the factors impacting on the hospitality industry however there will be little application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark Scheme Exemplification Mark Band Mark Band 3 Learners up to Pass level, meeting assessment criteria at lowest level. Exemplification At the top end of mark band 3 it is seeming that learners will have produced all the evidence required for this mark band.However, the mark grid is a compensatory sample and therefore a learner might have a mark at the top of mark band 3 with some evidence 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 completed the evidence required or their work falls 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 require only to describe points (this must be more than just a list), which may not be cohesive. The points are contrastedly to be well organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. 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 studied in baptismal font study materials. Learners must make some attempt at comparison, for example by commenting on the value to the community. Learners will have depict a small number of job roles, but this will be in general terms, rather than referring to the work of real people in the industry. Learners need e vidence that reflects their knowledge of the factors (including tourism) bear on local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the proximity of a local airport or a nigh Tourist Information Centre, but these may lack relevance. They need to identify factors touch on the local and UK industry in similar ways, for example plain problems such as foot and mouth. These 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 wrong or at a very superficial level when state cerebrate questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 Learners displaying understanding/skills beyond minimum required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. How ever, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that learners will have all the evidence required for mark band 3 but with one element of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the proportion of hospitality revenue against GDP, or the numbers employed in a particular job role.The comparison should reflect the similarities and differences of twain or three hospitality establishments and why or how they are important to specific the local community. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football teams kit. Learners will have describe a range of job roles a nd some of the roles described will demonstrate the work of real people in the industry. However, this standard will not be consistent and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the provision of registration, food and beverage go for tourists visiting a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new milling machinery opening that would need catering operate. Learners will use a range of sources of information to answer questions, at times the information will be use 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 detailed description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example charts showing national employment distributions in different hospitality industries), then for ce 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 specific members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be fairly consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the relationship between the two industries, for example the provision of accommodation and parking packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of farmhouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of different sources impellingly 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 intermediate 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 have Assessment Material to further specify the requirements for centres. Guided Learning Hours at bottom this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be dedicated to teaching and learning activities and 5 must be used for assessment activities.Assess ment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learners to demonstrate that they are familiar with the hospitality industry and for this to be duly accepted through either practical performance or learning in a work-based hospitality environment as part of a work placement. Centres and individual teachers need to develop good 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 input and support individual learners. Building solid relationships with the local hospitality industry is extremely important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in conjunction with Unit 1 Introducing how the hospitali ty industry whole kit and caboodle). 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 establishment with a manager, or by experiencing the establishments services as a customer. Such visits will add greatly to naive realism and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners capability career development. Employers can also support teachers and the development of materials by providing real or simulated data relating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or rece nt advertisements, examples of where they engage 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 leading 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 deliv ery of Unit 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 hospitality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new housing provision, requiring additional hospitality support through pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the developme nt or amplification 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 underpin 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 role of formative and/or summative assessment. Witness statements would further testify to learners knowledge and understa nding 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 make operable for learners so that they can continue to make appropriate career choices.Examples of how the unit could be delivered include Visits to a selection of different hospitality businesses on a local basis to support learners understanding of the importance of hospitality establishments to the local community, for example A local farm pass bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or burnt umber shop operation (often dependent on visitors to the area for passing trade) A local stately home or other tourist attraction (providing opportunities to consider the hospitality industrys relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality busines ses to add vocational realism to issues such as levels of revenue and employment 17Presentations from representatives of local organisations such as the Federation of Small short letteres or the Chamber of Commerce 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) Case studies that garnish specific issues relating to the importance of the hospitality industry and the factors that can affect it Simple tests to underpin learning Active learning techniques that will get along understanding for various learning styles include A chart showing the range of hospitality establishments in an area to expound how the industry contributes to local and national revenue and employment A logarithm 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 independence they can demonstrate will vary, differentiating learners from the least and most able. Integrating units For this unit to integrate with others, centre teams need to consider the structure of their programme and how integration of units can be most effective. This unit builds on Unit 1 Introducing how the hospitality industry works and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units Unit 1 Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Unit 2 Why the hospitality industry is important will broaden this knowledge and understanding and improve learners confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2 Why th e 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. Uni t 4 growing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality industry to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners knowledge of the importance of the hospitality industry gained through Unit 2 Why the hospitality industry is important can underpin the development of learners abilities as effective team members.Unit 5 Introducing responsible food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the overall impact on the environment) but this may stretch the capacity of Level 1 learners. Unit 6 Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing good 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 TextbooksJones P An Introduction to Hospitality, 2nd Edition (Thompson Learning 2002) ISBN 0826460771 Holloway J The Business of Tourism, 7th Edition (Financial Times/Prentice Hall 2006) ISBN 0273701614 Gardiner J, Housley J GCSE Hospitality and Catering The Essentials (Hodder Arnold 2007) ISBN 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper available from high street newsagents. Hospitality magazine is the professional publication for industry managers established or aspiring. Published by the newly-branded Institute of Hospitality, with a fervent take on all things influencing and driving change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitali ty Association the national trade association for hotels, restaurants and caterers British Institute of Innkeeping the professional body for the licensed retail industry The industrys leading hospitality job site, with a wide range of jobs advertised Caterer and Hotelkeeper industry journal Institute of Hospitality the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries aims to promote the highest professional standards of management and education in the international hospitality, leisure and tourism industries People 1st The Sector Skills Council for the Hospitality, Leisure, Travel 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 career paths within the industry also introduces young people to the skills and attitudes employers look for. www. bii. org www. cater er. com www. caterersearch. com www. instituteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk Springboard UK industry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority site contains considerable volume of information regarding industry data Visit Britain the national tourism agency, promotes Britain internationally aims to build the value of tourism to Britain and in England, generating wealthiness 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