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5. 2011 HSC Notes from the Marking Centre — Hospitality

2011 HSC Notes from the Marking Centre – Hospitality

Contents

• Introduction
• Section II
• Section III
• Section IV

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Hospitality. It contains comments on candidate responses to the 2011 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2011 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Hospitality.

Teachers and candidates are reminded that if candidates are undertaking the 240 hour VET Industry Curriculum Framework in Hospitality and they want to undertake the HSC examination in Hospitality they need to be entered separately for the examination through Schools Online (Administration) by the due date published in the Higher School Certificate Events Timetable.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Candidates need to be mindful of the rubric at the beginning of Section III. Candidates also need to be aware that they can be disadvantaged if they answer strand questions they have not studied in their two-year course. Generally, such responses lack depth and breadth of knowledge and understanding of the relevant hospitality sector.

Section II

Question 16

1. In better responses, candidates correctly identified one hazard in each of the two categories: work environment and human factors.
   
   In weaker responses, candidates identified only one hazard or answered incorrectly, naming an injury/suspicious behaviour or emergency situation.
   
   
2. In better responses, candidates clearly identified a risk-management plan when mopping a floor. They correctly identified a hazard, the associated risk, relevant appropriate control measures then how to monitor or review the control measure with appropriate information and examples.
   
   The weaker responses provided general information about risk management or they provided examples of control measures. They often failed to explain how to monitor or review the control measure. Information was less detailed or included only control measures.

Question 17

1. In better responses, candidates identified multiple causes of food spoilage. They also showed the characteristics related to the causes that they identified. They also used and explained the correct terminology related to the causes.
   
   In weaker responses, candidates identified either a characteristic or a cause but did not link the characteristic to the appropriate cause.
   
   
2. In better responses, candidates identified the appropriate bacteria with the relevant symptoms. Related terminology was used to describe the symptoms. Candidates also showed similarities and differences of symptoms.
   
   In weaker responses, candidates identified two to three symptoms of only one bacteria. They did not show any similarities or differences between the two bacteria identified.

Question 18

1. In better responses, candidates outlined the correct steps for handling customer complaints. Most included: identify the problem, solve, follow up and record.
   
   In weaker responses, candidates listed some of the steps for handling complaints, but they may not have been in order. Most candidates knew to ‘listen’ to the customer then refer the problem to the ‘manager’. Some made statements about active listening, body language and being polite instead of procedures for handling customer complaints.
   
   Candidates did not understand the word ‘outline’ and tended to provide the ‘why’ for each step in complaint handling. Many candidates found it difficult to be concise and wrote far too much information for a short response.
   
   
2. In better responses, candidates clearly stated the definition/role of active listening and linked its importance to handling customer complaints. Correct industry terminology was used and answers were supported with industry service examples.
   
   In weaker responses, candidates repeated the procedures for handling customer complaints listed in part (a) or gave definitions of active listening and listed examples of body language. Most candidates did not understand the word ‘assess’ and tended to just give a description of customer service.

Question 19

1. In better responses, candidates identified and described sources of information and support services that assist in providing effective customer service. Candidates demonstrated a detailed knowledge of how these sources of information and support services could be used to provide effective customer service.
   
   In weaker responses, candidates listed examples of sources of information and support services that could provide effective customer service. These candidates often referred to personal attributes you would use when dealing with customers, such as tone of voice or speaking slowly.
   
   
2. In better responses, candidates outlined in detail how an employee could establish good customer service practices to meet the needs of customers from diverse backgrounds. They often supported their response with an example of a cultural need and how this need could be addressed. These candidates provided a clear link regarding how these practices met the needs of customers from diverse backgrounds.
   
   In weaker responses, candidates listed customer service practices only. Their responses often did not specifically relate to customers from diverse backgrounds.

Question 20

In better responses, candidates clearly provided a variety of measurement techniques. They provided clear links between the measurement techniques and how a hospitality organisation can better manage its use of resources. Some candidates had an awareness of electronic and manual tools available to measure and document resource use, for example, checklists, databases, spreadsheets and graphs. They made excellent use of industry examples and industry terminology to provide clear cause and effect.

In mid-range responses, candidates inferred measurement techniques without naming them. These provided a vague link between how a hospitality organisation can better manages its use of resources, or simply provided no link. These candidates had difficulty providing cause and effect. Examples were general and often included information about the use of measuring cups and portion control.

In weaker responses, candidates misunderstood the question and either provided a list of environmentally sustainable work practices or reworded the question.

Section III

Question 21

In better responses, The Food Act was defined and the application of the NSW Food Standards Code was explained. They also discussed the four standards included in the Food Safety Standards. Organisational hygiene procedures were discussed with specific examples from commercial establishments, such as personal hygiene, correct food storage, appropriate handling of waste, cleaning and sanitising, and food safety programs such as HACCP. Each of the areas were linked with detailed examples of how/why the preparing and serving food is important for the health and safety of customers and colleagues.

These candidates demonstrated a comprehensive knowledge of The Food Act, food standards and organisational hygiene procedures. They used substantial work-placement experiences and relevant case studies. Candidates also used specific industry terminology throughout their responses which were logical and cohesive.

In mid-range responses, candidates described organisational hygiene procedures related to the implementation of The Food Act and/or Food Safety Standards using brief statements rather than linking to the importance for the health and safety of customers and colleagues. Examples given were basic and non-specific using repetitive terminology.

In weaker responses, candidates demonstrated a limited understanding of The Food Act and Food Safety Standards but gave basic organisational hygiene procedures such as washing hands and cleaning the kitchen. They often reworded the question and used domestic examples. Candidates used very limited hospitality terminology.

Section IV

Question 22

Better responses clearly distinguished between utensils, mechanical and fixed equipment by providing a clear definition of each, as well as a range of examples. A range of waste minimisation principles was also provided with specific industry examples that a chef could apply to a menu. An accurate definition and description of braising as a cookery method was provided with clear links made between the principles and procedures of braising. Correct examples of equipment, food, terminology and recipes directly related to braising were also provided.

Mid-range responses distinguished between two types of the equipment or identified examples of each type of utensils, mechanical and fixed equipment without any distinguishing characteristics listed. Candidates described one example of a waste-minimising principle or provided a list of several principles, showing how this could apply to a menu. Candidates provided general information about braising; information that may also be applicable to other methods of cookery. Examples given were not specific and the link between principles and procedures was limited.

Weaker responses gave one example of each type of equipment or provided a limited description of either utensils, mechanical or fixed equipment. Candidates provided a statement or used terms relevant to waste minimisation. Responses included terms, equipment, suitable foods or a statement about braising.

Question 23

1. In better responses, candidates demonstrated a detailed understanding of the difference between bistro and table d’hote service. They provided a clear definition of each term and included a range of characteristics of bistro and table d’hote service. They identified the differences in menu structures, formal/informal, venues or occasions where these styles are found as well as differences in price structure and foods appropriate for each style.
   
   In mid-range responses, candidates provided similar relevant information. However, they had limited understanding of both styles of service. These candidates responded with broad statements lacking features or characteristics of the information given.
   
   In weaker responses candidates made a general statement about either bistro or table d’hôte and/or did not provide examples. Some candidates confused the two service styles or only made a statement about one style of service.
   
   
2. Better responses demonstrated a clear understanding of the term ambience. Candidates provided extensive characteristics and features. Better responses used specific industry examples. They described factors and related them to the experiences the customers would receive, eg candlelight/romantic setting, bright lights/family atmosphere.
   
   In mid-range responses, candidates described limited features which contributed to ambience. They listed factors that create ambience, but demonstrated limited characteristics and features, often describing only two eg. lighting and music.
   
   In weaker responses, candidates described a feature of ambience, or made a statement about the mood, atmosphere or use of colour in an establishment.
   
   
3. Better responses explained in detail the relationship between the underlying principles and procedures for taking and processing food orders. They demonstrated a comprehensive understanding and provided relevant industry examples.
   
   Mid-range responses showed a clear understanding of procedures to follow, but were limited in their discussion of the relationship between underlying principles and procedures.
   
   Weaker responses demonstrated limited knowledge of some procedures of the food order-taking process. Many candidates made a statement focusing on communication with the customer rather than the process of taking the food orders. Some candidates confused the process of taking and processing food orders in a restaurant with ordering and receiving stock by the food-production department.

Question 24

1. In better responses, candidates demonstrated a clear understanding of the terms ‘up-selling’ and ‘suggestive selling’ and provided relevant industry examples of where they may be used in the hospitality industry.
   
   Mid-range responses demonstrated limited understanding of the differences between the two styles of selling. Candidates often discussed only one style of selling and provided examples.
   
   Weaker responses confused the two terms and provided generalised statements.
   
   
2. In better responses, candidates demonstrated knowledge of customer requirements regarding accommodation and provided specific examples of when front office needs to communicate with other departments to meet customer needs.
   
   Mid-range responses demonstrated limited knowledge about customer requirements and made generalised statements about communication between departments.
   
   Weaker responses were general and limited in their discussion of customer requirements and often just made a statement.
   
   
3. In better responses, candidates provided a comprehensive explanation of the principles and procedures involved in the storage and security of documents. They related cause and effect, and provided specific industry examples.
   
   Mid-range responses provided explanations of principles and/or procedures in less detail, with limited industry examples.
   
   In weaker responses, candidates provided general or limited information about principles and procedures involved in the storage or security of documents, with few or no examples.