Learning and Teaching Plan

Learning and Teaching Plan

This Learning and Teaching Plan forms part of a tutor resource which was developed based on the SQA National Unit specification as at August 2010.

Unit title / Hospitality: Organisation of Practical Skills (Int 1)
Unit number / D9NL 10
SCQF level / SCQF level 4
Outcome / Description / Assessment approaches and conditions
1 / Prepare for a task or tasks that require a minimum of five component parts and at least eight processes in their production. / The candidate successfully completes a planning proforma which meets all the evidence requirements in preparation for the practical exercise.
2 / Prepare a plan of work for the task(s) chosen. / At least one completed plan must be produced.
3 / Carry out the task(s) to achieve the desired outcome. / Recorded evidence, supported by an observation checklist, that each of the performance criteria has been met on one occasion.
4 / Use safe working practices. / Recorded evidence that each of the performance criteria has been met on one occasion. The proposed instrument of assessment for Outcomes 1-4 is a practical exercise. Attainment could be recorded by the use of an observational checklist and candidate pro-forma for planning.
Recommended duration / While the time allocated to this Unit is at the discretion of the centre, the notional design length is 20 hours.
Integration with other units
(if applicable) / The practical nature of this Unit lends itself to integration with other practical units, eg D263 10 Food Preparation Techniques: An Introduction and D264 10 Cookery Processes: An Introduction.
Previous knowledge, understanding and skills required for the Unit / Because this Unit relates to the organising of practical skills, it will be necessary for the candidate to possess some basic cookery, food preparation, and/or bakery skills. However, if integrated with other units then it would be possible to acquire the necessary skills as the Unit progresses.

Outcome 1: Prepare for a task or tasks that require a minimum of five component parts and at least eight processes in their production.

Key words/concepts:

Preparation

Task

Components

Processes

Production

Knowledge, understanding and skills for the stated Outcome:

Students will be required to produce evidence that they can on one occasion:

Name the task(s)

Identify at least five component parts

Identify eight processes

Identify the equipment required

Requisition the component parts (the materials and resources required for the task) in the required quantity.

Connecting to Curriculum for Excellence

Feature(s) / Making the connections
Learning and teaching approaches / Candidate-centred, participative and practical. Students encouraged to choose from a range of dishes and given practice in identifying appropriate equipment and ingredients. Encourage students to draw on experience from each other and other practical units.
Assessment / Successful completion of a planning pro-forma supported by an assessor’s observation checklist.
Development of capacities
·  Successful learners
·  Effective contributors
·  Confident individuals
·  Responsible citizens / Successful learners – drawing on prior experience and reinforcing skills and knowledge already acquired.
Effective contributors – given opportunities to share knowledge and support peers.
Responsible citizens – making choices, peer support, responsible for planning their own tasks.
The capacity that has a focus in this Outcome / Successful learners.
Outcome 1: Prepare for a task or tasks that require a minimum of five component parts and at least eight processes in their production
What is to be learned / Suggested learning and teaching approaches / Feedback and assessment strategies
Determine what skills have already been acquired and how they contribute to this Unit. / Tutor led discussion – reflection and discuss skills already acquired.
Emphasise importance of sound preparation and planning skills.
Self assessment of skills using Mind map / Tutor and peer feedback using flipchart or MindMeister.
Quiz
Mind mapping
Importance of identifying tasks. / Tutor demonstrates how to identify tasks from a recipe.
Group work: identifying tasks from a given standard recipe. Different recipes for each group adding breadth to the learning experience. / Quiz
Recipe sheet and task list (Excel pro-forma).
How to identify component parts / Group work: Identify the materials and resources required for the tasks from the standard recipes.
Requisition. / Recipe sheet, task list and resource list/requisition form (Excel pro-forma).
Importance of identifying process steps. / Group work: Identify the processes required to complete the standard recipe. / Processes list on recipe sheet (Excel proforma).
Importance of identifying equipment correctly / Group work: Identify the equipment required to complete the standard recipe.
Requisition. / Equipment list/requisition form (Excel proforma).

Outcome 2: Prepare a plan of work for the task(s) chosen

Key words/concepts:

Preparation

Plan

Work

Task

Planning

Knowledge, understanding and skills for the stated Outcome:

Students will be required to produce a completed plan which shows that a logical sequence of work has been planned to ensure effective time management.

Connecting to Curriculum for Excellence

Feature(s) / Making the connections
Learning and teaching approaches / Candidate-centred, participative and practical. Students encouraged to choose from a range of dishes and given practice in planning a logical sequence of work to a given timescale. Encourage students to draw on experience from each other and other practical units.
Assessment / Successful completion of at least one planning pro-forma supported by an assessor’s observation checklist.
Development of capacities
·  Successful learners
·  Effective contributors
·  Confident individuals
·  Responsible citizens / Responsible citizens – having an element of choice will give the learner some responsibility for their own learning.
Effective contributors – given opportunities to share knowledge and support peers.
The capacity that has a focus in this Outcome / Responsible citizens.
Outcome 2: Prepare a plan of work for the task(s) chosen
What is to be learned / Suggested learning and teaching approaches / Feedback and assessment strategies
Effective time management / Tutor led discussion – importance of effective time management and its contribution to successfully completing tasks. / Tutor and peer feedback using flipchart or Mind mapping.
Importance of planning a logical sequence of work. / Tutor led identification of all aspects that require to be considered when planning a task. Draw as much as possible from learners’ experience.
Group work: using completed work from Learning Outcome 1 plan a logical sequence to at least one of the recipe sheets / Mind mapping
Presentation to peers justifying the logic adopted for plan (Excel proforma).

Outcome 3: Carry out the task(s) to achieve the desired outcome.

Key words/concepts:

Carry out

Task

Achieve

Complete

Present

Knowledge, understanding and skills for the stated Outcome:

Students will be required to produce evidence that on one occasion:

The task(s) are completed within the given time.

The task(s) are presented in the quantities planned.

The task(s) are presented in a commercially acceptable condition.

The component parts (the materials and resources required for the task) are processed to given specifications.

Connecting to Curriculum for Excellence

Feature(s) / Making the connections
Learning and teaching approaches / In the practical exercise the emphasis must be placed on:
keeping to given times
producing the correct numbers of portions
presenting food to a commercially acceptable standard.
Assessment / The candidate’s planning pro-forma meets the needs of the practical exercise. An assessor’s observation checklist.
Development of capacities
·  Successful learners
·  Effective contributors
·  Confident individuals
·  Responsible citizens / Confident individuals – successful planning of acquired skills contributing to a successful practical exercise.
Successful learners – responsibility for their own success.
The capacity that has a focus in this Outcome / Confident individuals.
Outcome 3: Carry out the task(s) to achieve the desired outcome
What is to be learned / Suggested learning and teaching approaches / Feedback and assessment strategies
Completing tasks on time / Using standard recipes, the candidate to choose from a range of dishes and complete planning pro-forma prior to the practical exercise.
In early practical exercises, it may be advantageous to pair more experience students with less experienced students to encourage an element of peer support. / Observation. Candidate pro-forma(Excel).
Self and peer evaluation.
Presenting the planned quantities of food. / Using the standard recipes, before, during, and following the practical exercise reinforce the need for producing the numbers of portions for service. / Self evaluation. Observation.
Presenting to a commercially acceptable condition / Draw on the students’ prior experience and involve more experienced peers.
Use photographs of previous learners’ work, magazines, books, internet, etc. / Self evaluation. Tutor and peer constructive feedback.
Voice Thread
Completing the process to given specifications. / Using the completed pro-forma to determine level of success.
Reflection on the exercise eg, if doing again what would you change? / Observation and constructive feedback. Written feedback on completed pro-formas identifying positives, negatives, and areas for improvement.

Outcome 4: Use safe working practices

Key words/concepts:

Safe

Work

Work-practice

Hygienic

Health and Safety

Knowledge, understanding and skills for the stated Outcome:

Students will be required to produce evidence that on one occasion:

Appropriate clothing is worn

A clean and tidy workstation is maintained

All equipment is used in a safe manner

Connecting to Curriculum for Excellence

Feature(s) / Making the connections
Learning and teaching approaches / In the practical exercise the emphasis must be placed on:
wearing the correct clothing
safe and hygienic working methods
carrying out procedures in a correct manner
correct use of equipment.
Assessment / The candidate’s planning pro-forma meets the needs of the practical exercise. An assessor’s observation checklist.
Development of capacities
·  Successful learners
·  Effective contributors
·  Confident individuals
·  Responsible citizens / Confident individuals – successful planning of acquired skills contributing to a successful practical exercise.
Successful learners – responsibility for their own success.
The capacity that has a focus in this Outcome / Confident individuals.
Outcome 4: Use safe working practices
What is to be learned / Suggested learning and teaching approaches / Feedback and assessment strategies
Importance of dressing correctly for the task / Drawing on prior experience and relating to any previous health and hygiene training, identify what is appropriate clothing. / Quiz. Self evaluation.
Observation in the practical exercise.
.
How to keep a clean and tidy work station / Safe and hygienic working methods should be encouraged in the planning process and reinforced in the practical exercise. / Self evaluation. Observation checklist.
Tutor oral and written feedback. Fill in the blanks quiz.
Importance of using equipment in a safe manner. / Draw on the students’ prior experience and reinforce throughout the practical exercise. / Self evaluation. Observation checklist. Tutor oral and written feedback.

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