Hospitality 2019 HSC exam pack (archive)

Students should:

• read questions carefully and ensure all components of each question are addressed
• use relevant industry examples and terminology to support their responses
• treat each question and its parts as a separate question unless specifically stated
• avoid rewriting the question in shorter responses.

Question 16

In better responses, students were able to:

• demonstrate their knowledge of the importance of the relevant qualification
• correctly use specific industry examples.

Areas for students to improve include:

• clearly articulating the differences between qualifications in Responsible Conduct of Gaming / Gambling (RCG) and Responsible Service of Alcohol (RSA).

Question 17

In better responses, students were able to:

• make a direct connection between the specific hospitality job role and the knowledge and skills required to perform that role
• provide examples specific to the job role in the context of the hospitality industry.

Areas for students to improve include:

• identifying a job role specific to the hospitality stream studied
• providing hospitality specific examples to support their response.

Question 18

In better responses, students were able to:

• show knowledge of the role of front-of-house staff and their impact on customer experience
• provide example(s) specific to front-of-house.

Areas for students to improve include:

• avoiding general statements
• using examples when required.

Question 19

In better responses, students were able to:

• correctly define recyclable products and give a relevant industry example (a)
• show knowledge of a range of appropriate strategies to manage water and energy use in the relevant context (b)
• show knowledge of a range of environmentally-friendly work practices and their benefits to the establishment (c).

Areas for students to improve include:

• demonstrating a clear understanding of the difference between recycling and reusing
• answering the question asked rather than making general statements about concepts
• using relevant industry terminology and examples.

Question 20

In better responses, students were able to:

• show knowledge of why blenders are used to prepare a range of non-alcoholic beverages (a)
• clearly demonstrate knowledge of the criteria used, with specific examples (b)
• draw a connection between sensory analysis and customer satisfaction (c).

Areas for students to improve include:

• answering the question asked rather than making general statements about concepts
• providing more detail in responses
• using specific hospitality examples.

Question 21

In better responses, students were able to:

• show detailed knowledge and understanding of a range of conditions conducive to food spoilage and contamination
• correctly name a range of bacteria that can lead to food-borne illness under the above conditions
• provide specific examples and terminology to explain how and why customers may be affected by food-borne illness.

Areas for students to improve include:

• showing a deeper understanding of the specific conditions that lead to food spoilage and contamination
• using specific industry terminology and hospitality examples.

In better responses, students were able to:

• demonstrate their knowledge of the preparation and storage of sugar syrup (a)
• correctly calculate the quantity of all of the ingredients (b)
• demonstrate their understanding of the importance of consistency when preparing and serving non-alcoholic beverages (c)
• use industry terminology and examples to show their understanding of quality, volume and appearance in relation to consistency. (c)

Areas for students to improve include:

• answering the question asked rather than making general statements about non-alcoholic beverages or storage (a) (c)
• interpreting and converting standard recipe quantities accurately (b)
• addressing and understanding the difference between all elements of the question (c)
• providing more detail in responses
• using specific hospitality examples and terminology.

In better responses, students were able to:

• address all parts of the question for the three different departments and the legal and ethical issues for an employee working in either the Food and beverage, Food production/kitchen, Human resources, Maintenance and Housekeeping departments
• demonstrate in a cohesive way a clear distinction between the different legal and ethical issues
• use specific industry examples and terminology to describe a range of the impacts of the legal and ethical issues.

Areas for students to improve include:

• addressing all parts of the question
• providing a clear distinction between the legal and ethical issues for workers
• providing more industry terminology in their examples to support their responses.

Sudents should:

• read questions carefully and ensure all components of each question are addressed
• use relevant industry examples and terminology to support their responses
• treat each question and its parts as a separate question unless specifically stated
• avoid rewriting the question in shorter responses.

Question 16

In better responses, students were able to:

• demonstrate their knowledge of the importance of the relevant qualification
• correctly use specific industry examples.

Areas for students to improve include:

• clearly articulating the differences between qualifications in Responsible Conduct of Gaming / Gambling (RCG) and Responsible Service of Alcohol (RSA).

Question 17

In better responses, students were able to:

• make a direct connection between the specific hospitality job role and the knowledge and skills required to perform that role
• provide examples specific to the job role in the context of the hospitality industry.

Areas for students to improve include:

• identifying a job role specific to the hospitality stream studied
• providing hospitality specific examples to support their response.

Question 18

In better responses, students were able to:

• show knowledge of the role communication plays in effective workflow
• draw a connection between poor work flow and impact on colleagues
• provide examples relevant to a commercial kitchen.

Areas for students to improve include:

• making a link between the elements in the question, for example, communication and workflow and workflow and colleagues
• provide examples when required.

Question 19

In better responses, students were able to:

• correctly define recyclable products and give a relevant industry example (a)
• show knowledge of a range of appropriate strategies to manage water and energy use in the relevant context (b)
• show knowledge of a range of environmentally-friendly work practices and their benefits to the establishment (c).

Areas for students to improve include:

• demonstrating a clear understanding of the difference between recycling and reusing
• answering the question asked rather than making general statements about concepts
• using relevant industry terminology and examples.

Question 20

In better responses, students were able to:

• show knowledge of the use of salamanders (a)
• clearly demonstrate knowledge of the characteristics typical of poached foods, using specific examples (b)
• draw a connection between presentation and customer satisfaction (c).

Areas for students to improve include:

• answering the question asked rather than making general statements
• providing specific examples and industry terminology.

Question 21

In better responses, students were able to:

• show detailed knowledge and understanding of a range of conditions conducive to food spoilage and contamination
• correctly name a range of bacteria that can lead to food-borne illness under the above conditions
• provide specific examples and terminology to explain how and why customers may be affected by food-borne illness.

Areas for students to improve include:

• showing a deeper understanding of the specific conditions that lead to food spoilage and contamination
• using specific industry terminology and hospitality examples.

In better responses, students were able to:

• correctly identify the core ingredients and method for preparing and storing tempura batter (a)
• correctly calculate the quantity of all of the ingredients (b)
• demonstrate their understanding of the technique of deep frying battered menu items (c)
• clearly link the causes and indicators of problems to the corrective actions required (c)
• use industry terminology and examples to show their understanding.

Areas for students to improve include:

• avoiding make general statements about batters and deep frying (a) (c)
• interpreting and converting standard recipe quantities accurately (b)
• identifying the key elements in the question, that is, causes and indicators and corrective actions (c)
• providing specific battered menu item examples and industry terminology.

In better responses, students were able to:

• address all parts of the question for the three different departments and the legal and ethical issues for an employee working in either the Food and beverage, Food production/kitchen, Human resources, Maintenance and Housekeeping departments
• demonstrate in a cohesive way a clear distinction between the different legal and ethical issues
• use specific industry examples and terminology to describe a range of the impacts of the legal and ethical issues.

Areas for students to improve include:

• addressing all parts of the question
• providing a clear distinction between the legal and ethical issues for workers
• providing more industry terminology in their examples to support their responses.