Hospitality 2018 HSC exam pack (archive)

Students should:

• practise writing responses in the lines provided
• understand and apply the definitions of key words – for example, outline, describe, explain
• use relevant industry examples and terminology to support responses
• read the questions carefully to ensure all components of the questions are addressed
• use knowledge of practical activities from classroom experiences
• use industry-specific terminology.

Question 16

In better responses, students were able to:

• clearly show how wait staff can establish the details of customer enquiry (a)
• clearly describe the consequences for a customer if food and beverage orders are not correct (b)
• understand that the words ‘details’and ‘consequences’areplural and mean ‘more than one’.

Areas for students to improve include:

• ensuring the responses were customer-focused and not a consequence for the business.

Question 17

In better responses, students were able to:

• link a range of coffee styles to the milk types and explain the reasons why they are used
• provide detail and use industry-specific terminology – for example, silky, velvety, stretched, steam-wand position, micro foam, temperature, ratios.

Areas for students to improve include:

• keeping answer succinct and avoiding rewriting the question
• clearly addressing the different characteristics of both milk types.

Question 18

In better responses, students were able to:

• provide reasons why pre-operational check of equipment was important, and outline possible consequences if checking is not done (a)
• identify both safety and hygiene reasons for pre-operational checks (a)
• clearly recognise the difference between the procedures for the end of a service period and the end of a shift (b)
• provide appropriate industry examples of cleaning at both the end of a service period and the end of a shift (b).

Areas for students to improve include:

• understanding the difference between the procedures for the end of a service period and the end of a shift
• providing more specific examples of types of cleaning –for example, ‘cleaning and sanitising benches and equipment’ rather than ‘wiping everything over’ (b).

Question 19

In better responses, students were able to:

• identify appropriate accreditation schemes – for example, Star, Scores on Doors, Michellin, and Green Table – and how accreditation schemes benefit the establishment
• link benefits of accreditation schemes to workplace/business – for example, higher profits, better staff morale, consistent quality, good reputation.

Areas for students to improve include:

• clearly understanding the difference between accreditation schemes and certification.

Question 20

In better responses, students were able to:

• provide clear and detailed procedural steps for addressing the needs of a distressed diner, staff and other diners
• include the roles of staff and emergency services in the situation.

Areas for students to improve include:

• providing steps to follow that are in line with industry procedures and examples.

Question 21

In better responses, students were able to:

• show a detailed understanding of the principles of the anti-discrimination legislation
• include both the rights and responsibilities of an employee and provide industry-specific examples (a)
• provide a range of ways for employers to support the rights of employees, using industry-specific examples (b).

Areas for students to improve include:

• addressing all key elements of the questions, such as rights and responsibilities
• making a clear distinction between a right and a responsibility
• making a clear distinction between employee and employer rights and responsibilities
• understanding the difference between anti-discrimination and equal employment opportunity legislation.

Question 22

In better responses, students were able to:

• justify their proposed process to prepare and serve in a logical sequence in the context of a real industry environment – for example, as a team or as an individual
• display an ability to multi-task and demonstrate effective time management
• address all menu items and include correct preparation and service temperatures for these items
• identify a wide range of industry-specific terminology and examples relevant to the process – for example, sandwich press, barista, grinding, espresso shots, purging, blending, garnish, cross contamination.

Areas for students to improve include:

• referring to all menu items and quantities ordered
• identifying the specific process required to prepare and serve each of the food and beverage items
• identifying a realistic time frame for the order and provide reasons for the sequence of preparation
• using industry specific examples and terminology for equipment and serviceware to support the response.

Question 23(a)

In better responses, students were able to:

• correctly identify a current trend and provide appropriate industry-specific example(s)
• give a detailed description of numerous effects of that trend on the hospitality industry.

Areas for students to improve include:

• referring to a current trend, rather than trends generally
• giving a detailed description rather than statements of the trend and its effect(s)
• relating the effects of the trend to the hospitality industry.

Question 23(b)

In better responses, students were able to:

• address both environmentally friendly products and environmentally friendly work practices
• provide specific industry examples of environmentally friendly products and practices in relation to the operation of a coffee van at a local market
• use industry-specific terminology related to environmentally friendly products and work practices – for example, biodegradable, decompose and waste management techniques
• provide specific examples with strong justifications of the importance of using environmentally friendly products and work practices.

Areas for students to improve include:

• understanding the difference between environmentally friendly work practices and environmental hygiene
• using industry-specific terminology, such as recyclable, carbon footprint, toxic, solar, green and waste minimisation techniques, in relation to operating a coffee van
• providing clear reasons for the use of environmentally friendly products and work practices, rather than just stating, ‘It is good for the environment’.

In better responses, students were able to:

• include detailed knowledge of the causes of food-borne illness (food poisoning) and link them directly to a range of consequences experienced by customers, employees and the business
• provide detail of a number of bacteria and/or viruses, including for example their preferred growing conditions, incubation periods, cross-contamination and sources
• make specific reference to recent or current outbreaks of food poisoning in Australia
• use specific industry examples and terminology – for example, temperatures, the 2-hour/4-hour rule, Environmental Health Officer, FZANZ and Food Regulation.

Areas for students to improve include:

• understanding the difference between the Work Health and Safety Act 2011 and the Food Act 2003, including the correct years of these Acts
• linking the cause and the consequence of food-borne illness using industry examples
• providing specific details and industry examples and using industry-specific terminology.

Students should:

• practise writing responses in the lines provided
• understand and apply the definitions of key words – for example, outline, describe, explain
• use relevant industry examples and terminology to support responses
• read the questions carefully to ensure all components of the questions are addressed
• use knowledge of practical activities from classroom experiences
• use industry-specific terminology.

Question 16

In better responses, students were able to:

• clearly outline the safe work practices for the storage of hazardous substances (a)
• clearly understand the consequences of not following waste minimisation techniques (b)
• understand that the words ‘practices’,‘substances’,‘consequences’ and ‘techniques’ are plural and mean ‘more than one’.

Areas for students to improve include:

• using SDS and not MSDS (a)
• understanding the difference between waste minimisation techniques and waste management (b).

Question 17

In better responses, students were able to:

• link menu items to both cookery methods – for example, tender cuts of meat which are expensive can be pan fried and require shorter cooking time, braising tough cuts of meat would become soft and tender
• relate the cause and effect to specific menu items – for example, deep fried fish would be crisp and crunchy on the outside.

Areas for students to improve include:

• understanding and applying the key words, such as, ‘Explain why’
• providing relevant industry examples with reasons why.

Question 18

In better responses, students were able to:

• provide reasons why pre-operational check of equipment was important, and outline possible consequences if checking is not done (a)
• identify both safety and hygiene reasons for pre-operational checks (a)
• clearly recognise the difference between the procedures for the end of a service period and the end of a shift (b)
• provide appropriate industry examples of cleaning at both the end of a service period and the end of a shift (b).

Areas for students to improve include:

• understanding the difference between the procedures for the end of a service period and the end of a shift
• providing more specific examples of types of cleaning –for example, ‘cleaning and sanitising benches and equipment’ rather than ‘wiping everything over’ (b).

Question 19

In better responses, students were able to:

• identify appropriate accreditation schemes – for example, Star, Scores on Doors, Michellin, and Green Table – and how accreditation schemes benefit the establishment
• link benefits of accreditation schemes to workplace/business – for example, higher profits, better staff morale, consistent quality, good reputation.

Areas for students to improve include:

• clearly understanding the difference between accreditation schemes and certification.

Question 20

In better responses, students were able to:

• provide clear and detailed procedural steps for addressing the needs of a distressed diner, staff and other diners
• include the roles of staff and emergency services in the situation.

Areas for students to improve include:

• providing steps to follow that are in line with industry procedures and examples.

Question 21

In better responses, students were able to:

• show a detailed understanding of the principles of the anti-discrimination legislation
• include both the rights and responsibilities of an employee and provide industry-specific examples (a)
• provide a range of ways for employers to support the rights of employees, using industry-specific examples (b).

Areas for students to improve include:

• addressing all key elements of the questions, such as rights and responsibilities
• making a clear distinction between a right and a responsibility
• making a clear distinction between employee and employer rights and responsibilities
• understanding the difference between anti-discrimination and equal employment opportunity legislation.

Question 22

In better responses, students were able to:

• differentiate between pre-service mise en place activities and activities that would be completed during the preparation and processing stage once the order had been placed with the kitchen during service
• provide details of multi-tasking job roles and allocation to kitchen brigades or stations to ensure all four meals are completed simultaneously to provide service to diners within industry time frames
• identify a range of specific industry terminology and examples in relation to processing and preparation – for example, ‘Using the salamander to toast the bread’
• detail garnishing and industry standards for presentation – for example, using warm plates
• recognise the number of portions ordered – for example, 2 x chicken carbonara.

Areas for students to improve include:

• considering all important elements of the question – that is, considering ‘order has been placed with the kitchen’ as the starting point for the response, thus focusing on a realistic preparation and service time frame
• identifying a realistic time frame for the order and providing reasons for the sequence of preparation
• indicating how the food would be plated and garnished before being sent out for service
• using industry specific examples and terminology for equipment and serviceware to support the response.

Question 23(a)

In better responses, students were able to:

• correctly identify a current trend and provide appropriate industry-specific example(s)
• give a detailed description of numerous effects of that trend on the hospitality industry.

Areas for students to improve include:

• referring to a current trend, rather than trends generally
• giving a detailed description rather than statements of the trend and its effect(s)
• relating the effects of the trend to the hospitality industry.

Question 23(b)

In better responses, students were able to:

• address both environmentally friendly products and environmentally friendly work practices
• provide specific industry examples of environmentally friendly products and practices in relation to the operation of a food stall at a local market
• use industry-specific terminology related to environmentally friendly products and work practices – for example, biodegradable, decompose and waste management techniques, energy saving strategies
• provide specific examples with strong justifications of the importance of using environmentally friendly products and work practices
• relate the consequences of poor work practices AND the long-term consequences on the food stall business and environment.

Areas for students to improve include:

• understanding the difference between environmentally friendly work practices and environmental hygiene
• addressing, with clear reasons, the significance or value of using environmentally friendly products and work practices
• using industry-specific terminology, such as recyclable, carbon footprint, toxic, solar, green and waste minimisation techniques, in relation to operating a food stall rather than a commercial kitchen
• providing clear reasons for using environmentally friendly products and work practices rather than just stating, ‘It is good for the environment’.

In better responses, students were able to:

• include detailed knowledge of the causes of food-borne illness (food poisoning) and link them directly to a range of consequences experienced by customers, employees and the business
• provide detail of a number of bacteria and/or viruses, including for example their preferred growing conditions, incubation periods, cross-contamination and sources
• make specific reference to recent or current outbreaks of food poisoning in Australia
• use specific industry examples and terminology – for example, temperatures, the 2-hour/4-hour rule, Environmental Health Officer, FZANZ and Food Regulation.

Areas for students to improve include:

• understanding the difference between the Work Health and Safety Act 2011 and the Food Act 2003, including the correct years of these Acts
• linking the cause and the consequence of food-borne illness using industry examples
• providing specific details and industry examples and using industry-specific terminology.