Hospitality 2020 HSC exam pack (archive)

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• identify types of fire extinguishers correctly and name foam and CO2 (a)
• relate the code of practice to manual handling and clearly identify the purpose, which is to stop potential injury, with the use of an example (b)
• provide a range of strategies, for example, computer passwords and encryption, to comply with the Privacy Act (c).

Areas for students to improve include:

• using specific terminology, for example, wet chemical or BE chemical extinguishers (a)
• demonstrating an understanding of the code of practice as it applies to the hospitality industry (b)
• avoiding general comments about security and instead using specific hospitality examples that establishments can use to protect customer’s information (c).

Question 17

In better responses, students were able to:

• identify and explain a range of reasons, for example, the removal of insecticides, why washing vegetables is effective in preventing contamination and reducing the contaminants to a safe level (a)
• demonstrate knowledge that consuming vegetables that have not been washed could lead to food poisoning and other illnesses (a)
• recognise examples of online food ordering and delivery service providers (b)
• clearly indicate the impacts, both positive (increased business) and negative (need for better quality assurance), these services have on the hospitality industry (b).

Areas for students to improve include:

• linking unwashed vegetables to the risk of food poisoning and other types of contamination (a)
• understanding the differences between online food ordering and delivery services and food ordering systems for commodities (stock) (b)
• specifically linking positive and negative impacts of the services to the hospitality industry (b).

Question 18

In better responses, students were able to:

• name a reason to reset the scale and the related consequence for not resetting the scale display to zero (a)
• correctly use terms, such as accurate and inaccurate, when referring to weighing and were able to link to a specific example (a)
• show knowledge of using scales and referred correctly to the process of tare or taring the scale (a)
• indicate a range of specific characteristics for each drink type, for example, frappes are a fruit and blended or crushed ice-based drink made in a blender which use hospitality specific terminology (b)
• name a range of quality indicators for the served drink, that is, using fresh cold milk for a milkshake which when produced using a milkshake machine should have an even bubbly texture with no drips or spills on the chilled glass (b)
• use specific terminology such as steamed or textured milk and espresso coffee (b).

Areas for students to improve include:

• using relevant terminology and specific examples to demonstrate knowledge rather than making general comments about scales or measuring ingredients and components of drinks
• correctly identifying the characteristics of each drink and showing an understanding of the typical method of production and service and presentation (b).

Question 19

In better responses, students were able to:

• correctly identify the procedure of how to make and serve a pot of chamomile tea to industry standard (a)
• use specific industry terminology, for example, brew and pre-heat (a)
• demonstrate their understanding of the brewing process (a)
• recognise the direct relationship between poor workflow in the kitchen and identify its impact on front-of-house service period (b)
• explain the cause and effect and the impact on customer satisfaction (b)
• provide detailed information of the impacts to the front-of-house service including delays in service of meals or poor-quality meals leading to frustration for front-of-house staff, low staff morale and increased mistakes or accidents (b).

Areas for students to improve include:

• using specific industry terminology rather than providing generalised terms such as let sit and hot water andmake people wait longer
• addressing both the making and serving of a pot of Chamomile tea (a)
• reading the question carefully to ensure they address a pot of chamomile tea not a mug or cup (a)
• making the link between poor workflow in the kitchen and its impact it has on front-of-house service period (b).

Question 20

In better responses, students were able to:

• provide a detailed proposal of how the hospitality establishment could ensure that staff are proactive in supporting cultural diversity
• identify a range of ways which included training, manuals and cultural celebrations
• suggest how to be proactive and provide specific industry examples of actions and strategies that could be implemented by establishments in relation to interactions with customers
• use industry terminology when referring to industry examples to support their proposal to clearly link them to the actions and strategies.

Areas for students to improve include:

• showing an understanding of the intent of the whole question which requires a proposal rather than a general discussion about cultural diversity and interacting with customers
• focusing on what the establishment must do to ensure cultural diversity in staff
• using relevant examples to argue for each element of their proposal.

Question 21

In better responses, students were able to:

• identify and name a range of electrical equipment used to prepare non-alcoholic beverages and correctly name beverages made with the equipment
• clearly and accurately describe what the equipment does as well as provide explanations as to why it was selected and used, including the perspective of the employee, for example, saves manual labour time and makes the process faster, more efficient and consistent
• link the selection and use of equipment to the impact it had on the customer, for example, the use of a blender to make frappes enables customers to receive a consistently high quality beverage and customer wait time is reduced increasing satisfaction and return business
• explain that use of equipment had a positive impact on the preparation of non-alcoholic beverages in terms of consistency in taste, texture and flavour.

Areas for students to improve include:

• demonstrating a clear understanding of the reasons why equipment was used and avoiding just describing what it does
• identifying a broader range of equipment used for making non-alcoholic beverages beyond a blender or juicer, for example, milkshake maker, espresso machine and post-mix system.

In better responses, students were able to:

• describe in detail the specific temperature ranges and timeframes, specific handling requirements and stock rotation requirements (FIFO) of each food item (a)
• identify a clear link between how an establishments quality of service will impact business success with specific examples and industry terminology (b)
• explain how an establishment’s training of staff, including ensuring high personal presentation and communication standards, lead to business success (b)
• identify how product knowledge would lead to successful customer reviews, repeat customers, increased profits and overall business success (b)
• explain how effective workflow and time management would lead to higher staff morale, satisfied customers and business success (b).

Areas for students to improve include:

• identifying specific handling and storage area requirements and temperature ranges for each item (a)
• using specific examples and industry terminology to illustrate their point (a)
• showing an understanding of the concept of service delivery in the hospitality industry, that is, the service provided to customers in the establishment not a delivery service like Uber Eats or Menulog (b).

In better responses, students were able to:

• address in detail how an employee can access sources of information and assistance when experiencing issues in the hospitality industry
• demonstrate in a cohesive way a clear distinction between the issues of poor working conditions and underpayment
• use specific industry examples and terminology to explain how an employee can access current information and assistance if they are experiencing these issues within their employment
• identify and explain the relevance of a wide range of sources of information to access current information
• clearly define the roles of the sources, for example, unions and how they can assist employees with legal advice
• provide consequences when employers underpay staff or do not provide them with breaks during shifts, for example, fines and the impact on staff if they get injured and poor mental health
• show a chain of command when seeking help
• explain avenues employees could use to access information regarding issues, from naming hospitality specific sources to relevant legislations
• explain the function of government bodies such as Fair Work and discuss the impact on an employees' working conditions
• show knowledge about various ways to access current information and assistance, with examples such as industry professionals, journals, libraries and other employees, discussing the advantages and shortcomings of each, rather than just stating 'the Internet'
• make clear connections between the information and sources and forms of assistance and the impact on employees.

Areas for students to improve include:

• understanding the prompting statement to set the context of the question
• addressing all parts of the question
• providing a clear description of poor working conditions and underpayment
• using a range of specific industry examples to support their responses
• using a wide range of sources of information and avoid making general statements like boss or supervisor or the Internet
• correctly identifying industry organisations and related legislation.

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the entire response rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• identify types of fire extinguishers correctly and name foam and CO2 (a)
• relate the code of practice to manual handling and clearly identify the purpose, which is to stop potential injury, with the use of an example (b)
• provide a range of strategies, for example, computer passwords and encryption, to comply with the Privacy Act (c).

Areas for students to improve include:

• using specific terminology, for example, wet chemical or BE chemical extinguishers (a)
• demonstrating a clear understanding of the code of practice as it applies to the hospitality industry (b)
• avoiding general comments about security and instead using specific hospitality examples that establishments can use to protect customer’s information (c).

Question 17

In better responses, students were able to:

• identify and explain a range of reasons, for example, the removal of insecticides, why washing vegetables is effective in preventing contamination and reducing the contaminants to a safe level (a)
• demonstrate knowledge that consuming vegetables that have not be washed could lead to food poisoning and other illnesses (a)
• recognise examples of online food ordering and delivery service providers such as Menulog (b)
• clearly indicate the impacts, both positive (increased business) and negative (need for better quality assurance), these services have on the hospitality industry (b).

Areas for students to improve include:

• linking unwashed vegetables to the risk of food poisoning and other types of contamination (a)
• understanding the differences between online food ordering and delivery services and food ordering systems for commodities (stock) (b)
• specifically linking positive and negative impacts of the services to the hospitality industry (b).

Question 18

In better responses, students were able to:

• name a reason to reset the scale and the related consequences for not resetting the scale display to zero (a)
• correctly use terms, such as accurate and inaccurate, when referring to weighing and were able to link to a specific example (a)
• show knowledge of using scales and referred correctly to the process of tare or taring the scale (a)
• demonstrate deep knowledge of freshness for a range of food types and specific examples provided by stating exactly what to look for, for example, bright green, not wilted, unblemished spinach leaves (b)
• correctly name dishes for each example to demonstrate their knowledge of ingredients and their possible uses (b).

Areas for students to improve include:

• using relevant terminology and examples to demonstrate knowledge rather than making general comments about scales or measuring ingredients (a)
• avoiding general statements about freshness and instead using a range of freshness indicators, for example, ‘bright red in colour’ instead of ‘bright’ or ‘red’ when referring to the beef (b)
• recognising dishes rather than naming cookery methods for different uses (b).

Question 19

In better responses, students were able to:

• correctly describe the procedures for thawing, reheating and holding lasagne in a bistro setting (a)
• identify specific temperatures, times, equipment and places for each procedure (a)
• use specific hospitality terminology and examples to show understanding of each of the procedures (a)
• recognise the direct link between poor workflow occurring in the front-of-house and the resulting negative impact on the back-of-house during service (b)
• demonstrate their knowledge by selecting an appropriate range of specific examples to explain their point(s) (b).

Areas for students to improve include:

• answering all components of the question asked, that is, thawing, reheating and holding (a)
• avoiding general comments about domestic procedures and instead demonstrating knowledge of the commercial kitchen setting to produce food (a)
• making the connecting between front-of-house and back-of-house workflow practices (b).

Question 20

In better responses, students were able to:

• suggest and argue the merits for a range of responsible practices to use when cleaning a commercial kitchen to reduce negative environmental impacts
• use relevant industry terminology and specific examples such as eco-friendly, environmentally friendly, re-usable resources, water saving actions and devices
• make clear connections between all components of the question, that is, a proposal to reduce environmental harm when cleaning in a commercial kitchen.

Areas for students to improve include:

• showing an understanding of the intent of the question which requires a proposal rather than general discussion about cleaning and the environment
• using specific examples and terminology that relate to commercial kitchen cleaning methods.

Question 21

In better responses, students were able to:

• identify a number of blanching methods and provide a comprehensive explanation of both the purpose and process involved, including fat, boiling water and cold-water blanching methods
• provide relevant industry examples to show their understanding of the relevant method, for example, fat blanching potato chips which will be fried just prior to service to ensure crispness of the final product.

Areas for students to improve include:

• correctly defining the types of blanching rather than confusing them with boiling, braising or refreshing
• using specific examples for the choice of blanching method, for example, using boiling water blanching and refreshing in an ice bath to retain the bright green colour of beans.

In better responses, students were able to:

• demonstrate their understanding of specific quality and freshness indicators of all listed ingredients, for example, prawns would include fresh ocean smell, round clean eyes, shiny shells and delivered on ice (a)
• recognise categories of ingredients and group by type, for example, pasta is a dry store product while chicken wings and beef fillet are both cold store products (a)
• identify accurate colour/appearance/smell and textures for each of the listed ingredients, for example, iceberg lettuce should have green and crisp leaves, with no visible dirt or bugs (a)
• provide a standard to meet in terms of colour - not just red but ‘bright red’, ‘slimy texture’ and ‘no smell’ or ‘fresh smell’ (a)
• clearly explain the seven key principles of HACCP through ONE specific high-risk food from the list (b)
• apply specific and relevant industry terminology and examples to support their explanation (b).

Areas for students to improve include:

• understanding what freshness and quality characteristics are and avoid confusing that with confirming the amount and specifications required upon delivery (a)
• showing knowledge of the delivery process and the requirements upon receiving ingredients prior to storage (a)
• being specific as to the colour, texture, and aroma, for example, penne pasta should be sealed in a bag, check the use-by-date to ensure freshness and shelf-life, look for broken pasta and any infestation of weevils (a)
• answering the question asked and relating one of the listed ingredients to each of the principles of HACCP (b).

In better responses, students were able to:

• address in detail how an employee can access sources of information and assistance when experiencing issues in the hospitality industry
• demonstrate in a cohesive way a clear distinction between the issues of poor working conditions and underpayment
• use specific industry examples and terminology to explain how an employee can access current information and assistance if they are experiencing these issues within their employment
• identify and explain the relevance of a wide range of sources of information to access current information
• clearly define the roles of the sources, for example, unions and how they can assist employees with legal advice
• provide consequences when employers underpay staff or do not provide them with breaks during shifts, for example, fines and the impact on staff if they get injured and poor mental health
• show a chain of command when seeking help
• explain avenues employees could use to access information regarding issues, from naming hospitality specific sources to relevant legislations
• explain the function of government bodies such as Fair Work and discuss the impact on an employees' working conditions
• show knowledge about various ways to access current information and assistance, with examples such as industry professionals, journals, libraries and other employees, discussing the advantages and shortcomings of each, rather than just stating 'the Internet'
• make clear connections between the information and sources and forms of assistance and the impact on employees.

Areas for students to improve include:

• understanding the prompting statement to set the context of the question
• addressing all parts of the question
• providing a clear description of poor working conditions and underpayment
• using a range of specific industry examples to support their responses
• using a wide range of sources of information and avoid making general statements like boss or supervisor or the Internet
• correctly identifying industry organisations and related legislation.