Hospitality 2021 HSC exam pack

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:

• discuss ways in which supervisor should manage the worker (a)
• identify implications to the establishment, rather than the individual, and give a range of examples, including loss of business leading to loss of revenue and reputation (b).

Areas for students to improve include: 

• providing possible implications for the establishment using clear and relevant examples.

Question 17

In better responses, students were able to:

• demonstrate an understanding of a range of communication strategies specific to EAL/D workers, such as verbal and nonverbal communication (a)
• link strategies to effective communication (a)
• clearly describe how a housekeeping worker can demonstrate high standards in their daily routines, for example, arriving at work on time and being well presented (b)
• give specific industry examples related to housekeeping (b).

Areas for students to improve include:

• describe more than one suitable strategy that could be used to ensure effective communication (a)
• link each strategy to show how it is effective when communicating with EAL/D workers (a)
• avoiding general comments and use specific industry examples (b).

Question 18

In better responses, students were able to:

• correctly identify two key bodies involved in Work Health & Safety, such as SafeWork Australia, SafeWork NSW and Unions
• clearly describe the primary functions of the bodies involved in Work Health & Safety and provide specific examples. 

Areas for students to improve include:

• understanding the concept of a key body in relation to WH&S rather than recognizing and describing legislation(s).

Question 19

In better responses, students were able to:

• identify a wide range of resources to keep up to date with workplace-specific standards for the presentation of quality non-alcoholic beverages, for example, keeping up to date with workplace-specific standards through in-house training.
• describe how these resources can help front-of-house workers to keep up to date
• use industry examples to link to presenting quality non-alcoholic beverages. 

Areas for students to improve include:

• understanding that workplace-specific standards are not just about safe food handling and hygiene, that they also address the visual appeal and quality of beverages served
• understanding the meaning of ‘keeping up to date’ from a front-of-house workers perspective.  

Question 20

In better responses, students were able to:

• correctlyexplain the tamping procedure in order to extract an optimum espresso shot (b)
• describe a number of techniques that ensure safety when using steam to texture milk, for example, steam should be kept away from body and hands to avoid burns (c)   
• clearly describe three different methods of dosing a filter basket, correctly using the names of specific equipment and accurate quantities (d).

Areas for students to improve include: 

• providing more specific step by step details to explain how to tamp coffee grounds
• avoiding general statements, by using specific details and Hospitality specific terms.

Question 21

In better responses, students were able to:

• explain the purpose of a pre-service briefing (a)
• provide relevant, front of house industry examples to support the answer, for example, allowing for menus and specials of the day to be explained to workers (a)
• demonstrate knowledge of service period and restaurant set-up (b)
• provide relevant, front of house examples that aligned with the items listed in the table (b).

Areas for students to improve include:

• focusing on front of house knowledge and not refer to back of house tasks
• avoiding repeating examples from the question
• focusing on tasks that are carried out as part of service period set-up, and avoid tasks carried out once service has commenced
• supporting their answer with relevant industry examples
• avoiding using generalised statement.  

In better responses, students were able to:

• identify and give examples of the benefits of repeat business to both the business and the customer using industry terminology (a)  
• clearly identify specific industry examples of how quality service could be provided to all indicated customers. For example, a baby requires a highchair, a four- year-old requires children's activity pack (b)
• explain the link between quality service and specific customers’ needs and how they can enhance the café dining experience (b)
• clearly explain how effective communication techniques can be used at the beginning of a dining experience to establish a positive café dining experience (c)
• identify a range of effective communication techniques which help identify needs, preferences and expectations of customers (c)
• use relevant and detailed industry examples and terminology to support their response (c).

Areas for students to improve include:

• demonstrating knowledge of the benefits to both the establishment and a customer (a)
• using relevant and detailed examples of quality service specific for each customer’s needs (b)
• demonstrating understanding of customers’ needs, expectations and preferences (c)
• addressing the importance of effective communication at the beginning of the customers’ dining experience (c)
• use industry examples or work placement experiences (c).

In better responses, students were able to:

• explain how specific adjustments could be made by a five-star establishment in response to changing industry protocols. For example, implementing protocols for COVID 19
• identify and describe multiple specific examples across the departments of a five-star hotel and the protocols needed in relation to maintain hygienic work practices
• provide clear and detailed information including specific examples and terms relevant to the hospitality industry
• use current hospitality industry examples to show depth of understanding regarding maintaining high quality service and customer safety. For example, room service being left at the door and not delivered face-to-face to guests.

Areas for students to improve include:

• responding to the whole question, for example, ‘a range of services’, ‘quality service and keep its customers safe’ rather than just hygienic practices
• using industry specific examples and terms that indicate knowledge across the departments
• linking cause and effect between changes in the industry and the resulting protocols.

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 terminology
• 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 implications to the establishment, rather than the individual, and give a range of examples including loss of business leading to loss of revenue and reputation (b).

Areas for students to improve include:

• demonstrating an understanding of work standards.

Question 17

In better responses, students were able to:

• demonstrate an understanding of a range of communication strategies specific to EAL/D workers, for example, verbal and non-verbal communication (a)
• link strategies to effective communication (a)
• clearly describe how a housekeeping worker can demonstrate high standards in their daily routines (b)
• give specific industry examples related to housekeeping (b).

Areas for students to improve include:

• describing more than one suitable strategy used for effective communication
• linking each strategy to show how it is effective when communicating with EAL/D workers
• avoiding general comments and use specific industry examples.

Question 18

In better responses, students were able to:

• correctly identify two key bodies involved in Work Health and Safety (WHS), such as SafeWork Australia, SafeWork NSW and Unions
• clearly describe the key functions of the entities and provide specific examples.

Areas for students to improve include:

• understanding the concept of a key body in relation to WHS rather than recognising and describing legislation.

Question 19

In better responses, students were able to:

• describe a variety of ways for workers to keep up to date with trends in food presentation, such as in-house training on food presentation and garnishing trends.

Areas for students to improve include:

• recognising that social media is only one-way workers can keep up to date with changes.

Question 20

In better responses, students were able to:

• describe correct finger placement when gripping a chef’s knife (b)
• detail a safe technique to cut kumara using a chef's knife, including where and how to cut the vegetable (c)
• provide a detailed comparison between a dry and a moist heat method of cookery including features, appearance, temperatures, food example and nutritional qualities (d)
• use specific industry terminology.

Areas for students to improve include:

• avoiding general statements and instead using specific details
• using specific terminology and relevant examples.

Question 21

In better responses, students were able to:

• correctly state the purpose of a food safety program, for example, to keep all food safe for sale and consumption and to avoid food-borne illness (a)
• accurately complete the HACCP plan with specific reference to a cold meat and cheese sandwich (b)
• correctly demonstrate knowledge of the difference between hazards, controls and monitoring procedures (b)
• demonstrate an understanding of the processes in the safe production of food (b).

Areas for students to improve include:

• demonstrating a clear understanding of both the processes and critical control points of a Hazard Analysis Critical Control Point plan
• providing specific examples for control and monitoring procedures and avoid unnecessary repetition
• using industry terminology
• demonstrating a clear understanding of personal and environmental hygiene.

In better responses, students were able to:

• identify a range of reasons why it is important to use up excess commodities from the coolroom, for example, failure to use up excess commodities results in extensive costs for the business (a)
• provide a detailed explanation as to why excess commodities should be utilised and indicate implications for not doing so. For example, to reduce waste, protect the environment, gain industry accreditation, be innovative, comply with environmental and hygiene law, reduce food spoilage and avoid consequential cross contamination of other products in storage and potential foodborne illness in the customers (a)
• demonstrate an understanding of a specials menu (b)
• name one suitable entrée, main and dessert menu item which included all excess commodities (b)
• select and describe the preparation and cooking techniques for each item using industry terminology, for example, boiling or roasting the beetroot (b)
• utilise the quantities or volumes of each commodity effectively to ensure they are included across the three courses with minimal waste. For example, using the whole chicken that had been portioned such as the carcass in stock for a sauce or soup, breasts as a pan fry, thighs grilled, wings and legs marinated (b)
• identify and incorporate suitable staple ingredients for each menu item (b).

Areas for students to improve include:

• using hospitality industry specific terminology
• recognising a broader range of reasons why it is important to use up excess commodities, beyond food wastage (a)
• discussing the consequences of failing to use excess commodities (a)
• referring to all parts of the question, for example, the scenario, the table of listed commodities and the relevant amounts and specifications and the 3 courses (b)
• making specific reference to the commodities supplied in the table (b)
• demonstrating knowledge of cooking methods and ingredients by describing each dish/menu item in more detail (b).

In better responses, students were able to:

• explain how specific adjustments could be made by a five-star establishment in response to changing industry protocols. For example, implementing protocols for COVID 19, such as QR code sign in – to capture customer contact information (to ensure contact tracing)
• identify and describe multiple specific examples across the departments of a five-star hotel and the protocols needed in relation to maintaining hygienic work practices
• include specific and relevant hospitality industry terminology
• use current hospitality industry examples to show depth of understanding regarding maintaining high quality service and customer safety. For example, room service being left at the door and not delivered face to face to guests.

Areas for students to improve include:

• responding to the whole question, for example, ‘a range of services’, ‘quality service and keep its customers safe’ rather than just hygienic practices
• using industry specific examples and terminology that indicate knowledge across the departments
• linking cause and effect between changes in the industry and the resulting protocols.