Hospitality 2022 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 and not simply rewriting the question
• relate to the question throughout the response rather than just at the beginning
• 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 when cross contamination could occur when using chopping boards and/or knives and working with raw and cooked meats
• outline the hazards clearly as well as the surface and use relevant examples
• clearly outline hazards and the potential these hazards have when food comes into contact with surfaces such as a chopping board.

Areas for students to improve include:

• being specific and identifying a contact surface rather than just referring to a contact surface.

Question 17

In better responses, students were able to:

• provide information and examples about the purpose of reporting issues in a busy café, for example, to raise awareness of potential food-safety related issues such as food contamination
• use succinct industry terms to write a cohesive response
• use relevant industry examples such as poor hygiene work practices in a fast food outlet to support their response.

Areas for students to improve include:

• using specific examples relevant to the question, not just ‘get sick’
• leaving out irrelevant information such as hazards, these are not related to food safety and do not support the question.

Question 18(a)

In better responses, students were able to:

• identify types of development skills, for example, customer service or product knowledge and how a staff member’s skills could be developed in a hospitality business, such as through industry training or mentoring
• establish the benefits of the acquired skills to a business, for example, improved sales and reputation being increased
• discuss staff training as a way to increase positive customer interactions and increase repeat sales for the business.

Areas for students to improve include:

• mentioning skill development
• discussing the positive outcome to a hospitality business
• discussing training.

Question 18(b)

In better responses, students were able to:

• identify responses that discussed the different methods of how to evaluate staff performance, such as giving specific types of feedback
• link the feedback and methods of evaluation to ways of improving quality standards such as staff performance
• give examples of improved work practices, for example, rostering that was directly linked to restaurant practices and business improvement opportunities.

Areas for students to improve include:

• showing how a hospitality establishment could improve.

Question 18(c)

In better responses, students were able to:

• describe two different strategies, for example, online ordering or staff training that were linked to the improvement of quality customer outcomes
• discuss quality customer outcomes using clear and concise terms
• demonstrate a sound understanding of multiple strategies that a restaurant owner could implement to ensure quality customer outcomes.

Areas for students to improve include:

• describing and linking quality customer outcomes
• identifying specific quality customer outcomes, for example, consistency and effective communication.

Question 19

In better responses, students were able to:

• accurately outline the cleaning requirements during service of the steam wand, group handle and group head (a)
• correctly describe post-service cleaning requirements using correct terminology, for example, blind filter, hopper and describe the procedures involved (b)
• provide a detailed description of the cleaning requirements of both the coffee machine and the grinder.

Areas for students to improve include:

• understanding the different cleaning procedures required during service and post-service and not confusing these with pre-service requirements
• using correct terms in naming the components of a coffee machine and grinder
• describing the specific cleaning requirements of each component of the coffee machine and grinder rather than just stating that equipment needs ‘wiping down’.

Question 20(a)

In better responses, students were able to:

• clearly note the difference between the two order taking systems
• identify that manual order-taking required a pen and paper/pad to physically/manually write down the order and then take it to the kitchen for processing
• clearly show that electronic order-taking systems were via an app, smart phone, iPad or other electronic devices that sent the order directly to the kitchen.

Areas for students to improve include:

• providing a clear distinction between manual and electronic order-taking systems.
• showing that manual order-taking involves a pen/pencil, docket book or paper to hand write the order.

Question 20(b)

In better responses, students were able to:

• provide an explanation of the consequences of incorrect and mismanaged food and beverage orders for both the customer and the business, for example, dissatisfied customers, no repeat business, food wastage
• provide links and examples to show a clear connection between the impacts and consequences on both the customer and the business
• provide a holistic response that made the relationship evident between the consequences of incorrect and mismanaged food and beverage orders and the customer and the business.

Areas for students to improve include:

• providing examples with appropriate industry terms to show how the consequences impact the customer and the business.

Question 21

In better responses, students were able to:

• provide information about one or more features of an a la carte menu (a)
• identify an appropriate dining setting by either naming suitable hospitality establishments or setting, for example, a bistro in a club or hotel (a)
• describe more than one strategy, for example, positive communication when a booking is made, that a hospitality business could use to deal with customer special requests and provide an explanation as to why the strategy was used (b)
• provide a holistic response that made the relationship evident between front-of-house and back-of-house staff when dealing with customer special requests (b)
• demonstrate breadth of understanding about customer special requests by including a variety of examples such as dietary requirements, allergies or intolerances, religious/cultural beliefs such as Kosher/Halal, special occasions/considerations such as high chairs for infants, individual preferences and/or disability provisions such as wheelchair access (b).

Areas for students to improve include:

• using correct hospitality industry specific terms (a)
• providing industry specific examples of customer special requests (b)
• demonstrating a clear understanding of the strategies that hospitality businesses could implement to deal with customer special requests and provide an explanation of why or how they are used (b).

Question 22(a)

In better responses, students were able to:

• perform accurate calculations for each individual ingredient in the mocktail standard recipe card
• correctly calculate the cost per portion as well as the total cost for the function
• show working out in the space provided
• refer back to the question to ensure all information is included in answer, for example, ‘75 covers’.

Areas for students to improve include:

• understanding how to calculate the cost of a standard recipe
• ensuring calculations are rounded up or all numbers after the decimal point are shown.

Question 22(b)

In better responses, students were able to:

• use examples of specific ingredients in the mocktail to illustrate the consequences of mise en place not being completed
• provide more than one consequence
• refer to the mocktail and relate consequences to specific ingredients.

Areas for students to improve include:

• referring to the specific menu item in the question
• reading the question carefully to ensure they are not just listing facts about mise en place
• providing more precise examples from the recipe cards.

Question 22(c)

In better responses, students were able to:

• accurately state the reasoning behind each presentation method or technique.
• outline the four relevant areas of presentation (service-ware, serving temperature, garnish and consistency) and talk about each one in detail including examples
• provide detailed and relevant industry examples to support their response                                                                                           
• show precision with different aspects of the service ware (size and type), consistency of blended ingredients, temperature of the beverage, detailed garnishes and state the reasons for each element and how it related to the customer experience explicitly.

Areas for students to improve include:

• including a variety of presentation considerations, not just garnishes
• using specific examples related to the Pina Colada
• providing more depth and detail about each element of presentation, especially service temperature of the drink and total volume (300mls)
• reading each section of the question and be careful not to confuse (b) with (c) in their response.

In better responses, students were able to:

• include all the areas required, that is, Unions, Workers, Supervisors and persons conducting a business unit (PCBU) and link these to Work Health and Safety (WHS)
• provide specific information about the roles and responsibilities of these groups
• explain the relationship of these personnel in WHS consultation and participation, for example, the union providing resources and training and support to workers, PCBU participate in WHS matters and allow workers and supervisors to do the same
• include the health and safety representative (HSR) and committees
• provide examples clearly related to working in the Hospitality industry.

Areas for students to improve include:

• responding to the whole question, for example, covering Unions, Workers, Supervisors, and PCBU
• identifying the components and relationship, including the implications of consultation and participation such as improved safety, standard operating procedures and communication
• using specific hospitality industry examples and terms
• improving their understanding of PCBU and unions and not confusing them with Safe Work NSW.

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 and not simply rewriting the question
• relate to the question throughout the entire response rather than just at the beginning
• 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 when cross contamination could occur when using chopping boards and/or knives and working with raw and cooked meats
• outline the hazards clearly as well as the surface and use relevant examples
• clearly outline hazards and the potential these hazards have when food comes into contact with surfaces such as a chopping board.

Areas for students to improve include:

• being specific and identifying a contact surface rather than just referring to a contact surface.

Question 17

In better responses, students were able to:

• provide information and examples about the purpose of reporting issues in a busy café, for example, to raise awareness of potential food-safety related issues such as food contamination
• use succinct industry terms to write a cohesive response
• use relevant industry examples such as poor hygiene work practices in a fast food outlet to support their response.

Areas for students to improve include:

• using specific examples relevant to the question, not just ‘get sick’
• leaving out irrelevant information such as hazards, these are not related to food safety and do not support the question.

Question 18(a)

In better responses, students were able to:

• identify types of development skills, for example, customer service or product knowledge and how a staff member’s skills could be developed in a hospitality business, such as through industry training or mentoring
• establish the benefits of the acquired skills to a business, such as, improved sales and reputation increased
• discuss staff training as a way to increase positive customer interactions and increase repeat sales for the business.

Areas for students to improve include:

• mentioning skill development
• discussing the positive outcome to a hospitality business
• discussing training.

Question 18(b)

In better responses, students were able to:

• identify responses that discussed the different methods of how to evaluate staff performance, such as giving specific types of feedback
• link the feedback and methods of evaluation to ways of improving quality standards such as staff performance
• give examples of improved work practices, for example, rostering that were directly linked to restaurant practices and business improvement opportunities.

Areas for students to improve include:

• showing how a hospitality establishment could improve.

Question 18(c)

In better responses, students were able to:

• describe two different strategies, for example, online ordering or staff training that were linked to the improvement of quality customer outcomes
• discuss quality customer outcomes using clear and concise terms
• demonstrate a sound understanding of multiple strategies that a restaurant owner could implement to ensure quality customer outcomes.

Areas for students to improve include:

• describing and linking quality customer outcomes
• identifying specific quality customer outcomes, for example, consistency and effective communication.

Question 19

In better responses, students were able to:

• identify the impact of having bacteria, mould and other contaminants on a wall and linking it to why floors and walls need to be added to a cleaning schedule.
• used correct terminology for microorganisms, bacteria and cross-contamination
• recognised that there is a sequence to follow when cleaning, sanitising and disinfecting and that reducing levels of bacteria and ultimately eliminating bacteria by disinfecting is the reason why we clean, sanitise and disinfect.

Areas for students to improve include:

• developing their understanding of processes regarding cleaning, sanitising and disinfecting in a commercial kitchen
• planning their response to ensure a more cohesive and logical response.

Question 20

In better responses, students were able to:

• explain the importance for food to be safe for human consumption (a)
• articulate the importance of the Food Act to a hospitality worker and explained how this is important for the worker, for example, Acts, fines, business shut down, prevent food borne illness and explain how this impacts their daily duties (a)
• clear understanding of Food Act and noted ramifications to a worker, demonstrating an understanding of why it is important, for example, to reduce potential food borne illness, fines/closure of a business and possible loss of job (a)
• use examples and consequences that were specific to food rather than hospitality laws in general (a)
• provide relevant examples of food hygiene practices (a)
• articulate appropriate food related compliance requirements (b)
• identify hospitality business compliance requirements, how these can be effectively actioned and the effect this can have on multiple stakeholders (b)
• explain Safety Data Sheets/ NSW Food Standards/ fines/ closure of business (b)
• provide multiple examples of compliance requirements (b)
• address food preparation and service of food (b).

Areas for students to improve include:

• differentiating Food Safety from WHS
• linking the Food Act 2003 with food safety
• providing industry examples
• linking laws to actionable industry examples.

Question 21

In better responses, students were able to:

• provide information about one or more features of an a la carte menu (a)
• identify an appropriate dining setting by either naming suitable hospitality establishments or setting, for example a bistro in a club or hotel (a)
• describe more than one strategy, for example, positive communication when a booking is made, that a hospitality business could use to deal with customer special requests and provide an explanation as to why the strategy was used (b)
• provide a holistic response that made the relationship evident between front-of-house and back-of-house staff when dealing with customer special requests (b)
• demonstrate breadth of understanding about customer special requests by including a variety of examples such as dietary requirements, allergies or intolerances, religious/cultural beliefs such as Kosher/Halal, special occasions/considerations such as high chairs for infants, individual preferences and/or disability provisions such as wheelchair access (b).

Areas for students to improve include:

• using correct hospitality industry specific terms (a)
• providing industry specific examples of customer special requests (b)
• demonstrating a clear understanding of the strategies that hospitality businesses could implement to deal with customer special requests and provide an explanation of why or how they are used (b).

Question 22(a)

In better responses, students were able to:

• perform accurate calculations for each individual ingredient in the Crepe Suzette standard recipe card
• correctly calculate the cost per portion as well as the total cost for the function
• show working out in the space provided
• refer back to the question to ensure all information is included in answer, for example, ‘75 covers’.

Areas for students to improve include:

• understanding how to calculate the cost of a standard recipe
• ensuring calculations are rounded up or all numbers after the decimal point are shown.

Question 22(b)

In better responses, students were able to:

• provide detailed examples of mise en place preparation techniques and consequences of failing to complete mis en place for Crepe Suzette.
• clearly outline both consequences of not following mise en place and linked the menu item and/ or its ingredients, for example, batter and segmenting oranges
• used industry terms with specific examples.

Areas for students to improve include:

• including specific mise en place preparation terms for crepe suzette, for example, making the batter and segmenting oranges
• referring to the Standard Recipe Card and menu item when responding to the question
• using specific examples and terms in the answer.

Question 22(c)

In better responses, students were able to:

• use specific industry terms to articulate the presentation techniques/factors
• clearly structure responses with evidence of industry examples
• demonstrate a number of considerations for presenting the menu item.

Areas for students to improve include:

• using paragraphs to clearly demonstrate knowledge and understanding of the question and what it is asking
• providing more detail in responses using specific industry examples and terms for food presentation techniques
• demonstrating the use of suitable garnishes and plating techniques appropriate for Crepe Suzette.

In better responses, students were able to:

• include all the areas required, that is, Unions, Workers, Supervisors and persons conducting a business unit (PCBU) and link these to Work Health and Safety (WHS)
• provide specific information about the roles and responsibilities of these groups
• explain the relationship of these personnel in WHS consultation and participation, for example, the union providing resources and training and support to workers, PCBU participate in WHS matters and allow workers and supervisors to do the same
• include the health and safety representative (HSR) and committees
• provide examples clearly related to working in the Hospitality industry.

Areas for students to improve include:

• responding to the whole question, for example, covering Unions, Workers, Supervisors, and PCBU
• identifying the components and relationship, including the implications of consultation and participation such as improved safety, standard operating procedures and communication
• using specific hospitality industry examples and terms
• improving their understanding of PCBU and unions and not confusing them with Safe Work NSW.