Hospitality 2023 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 or simply rewriting the question
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of HSC content 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:

• outline TWO potential security breaches. For example, staff not locking doors to secure areas or sensitive information that is not password protected
• demonstrate an understanding of security breaches. For example, unauthorised access to computer systems, document access, equipment loss or theft, unusual cash movements, unidentified persons in restricted areas, key access.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information such as hygiene
• identifying specific security breaches and not confusing these with types of security. 

Question 17(a)

In better responses, students were able to:

• clearly outline the importance of Work Health and Safety (WHS) induction training. For example, ensuring staff can identify and respond to hazards in the workplace
• use industry specific terminology and relevant examples such as workplace hazards. 

Areas for students to improve include: 

• understanding elements of induction training such as rights and responsibilities, workplace hazards, safe work procedures
• linking the importance of induction training to positive WHS outcomes. 

Question 17(b)

In better responses, students were able to:

• explain the importance of maintaining emergency signals, alarms and exits using appropriate hospitality industry examples. For example, the ability to alert and evacuate customers from a restaurant venue in an emergency. 

Areas for students to improve include:

• demonstrating an understanding of the reasons why emergency signals, alarms and exits must be maintained in a hospitality establishment. 

Question 18

In better responses, students were able to:

• demonstrate an understanding of policies and procedures within the workplace and the impact of a staff member not following these procedures. For example, the loss of sensitive information if not following establishment’s privacy policy.

Areas for students to improve include:

• understanding workplace policies and procedures specific to a hospitality establishment, for example, the standard operating procedure (SOP) manual. 

Question 19

In better responses, students were able to:

• outline TWO features of a table d’ hôte menu, for example, a limited course, limited choice menu at a set price
• use clear and concise terminology relating to a table d’ hôte menu. 

Areas for students to improve include:

• avoiding the inclusion of irrelevant features of other menu types, for example, a set menu and an à la carte menu. 

Question 20(a)

In better responses, students were able to:

• outline the correct procedure to clear food and beverages when providing table service. For example, checking when customers have finished eating, clearing plates and food spillage
• provide appropriate procedures for clearing food and beverages
• use correct terminology when naming clearing techniques. 

Areas for students to improve include:

• providing procedures to clear food and beverages from a table, such as carrying and clearing techniques
• using industry specific terminology such as ‘crumb down the table’. 

Question 20(b)

In better responses, students were able to:

• provide various duties required for a front of house employee performs in both the end of a breakfast service period AND at the end of day
• describe a range of industry specific tasks such as restocking fridges, wait stations and counting the till. 

Areas for students to improve include:

• providing more holistic responses that describe specific duties required for the end of a breakfast service period and the end of day, for example, vacuuming, mopping, re-setting tables, or restocking fridges. 

Question 21(a)

In better responses, students were able to:

• outline why time management is important, specific to the role of a food and beverage attendant. For example, to maximise efficiency so that tasks are completed on time. 

Areas for students to improve include:

• linking the importance of time management to the role of a food and beverage attendant.

Question 21(b)

In better responses, students were able to:

• provide strategies a hospitality worker can use to handle a variety of service tasks simultaneously during a service period. Strategies such as teamwork, task prioritisation, collaboration and avoiding distractions
• demonstrate an understanding of the importance of multi-tasking providing specific strategies to achieve this, for example, teamwork, task prioritisation
• use specific industry examples, such as preservice briefings and mise en place. 

Areas for students to improve include:

• providing reasons why the strategy could be used, such as time management and a streamlined workflow
• providing industry specific examples of strategies, a hospitality worker could use when handling numerous service tasks simultaneously during a service period. For example, delegating tasks to colleagues to spread the load and improve workflow. 

Question 21(c)

In better responses, students were able to:

• comprehensively explain the implications for both the customer and the business that relate to the poor management of workflow in a hospitality establishment. For example, poor management can lead to impacts on wait times, quality of service, customer satisfaction, staffing issues and increased business costs
• address more than one implication of poor workflow on both the customer and the business. 

Areas for students to improve include:

• providing cause and effect statements rather than listing impacts.  

Question 22(a)

In better responses, students were able to:

• correctly outline the purpose of BOTH a pourer and a jigger
• relate each piece of equipment to specific liquids used in making a mocktail. For example, the jigger can accurately measure the quantity of lime juice. 

Areas for students to improve include:

• understanding the purposes of both a pourer and a jigger
• providing measurements of a pourer and a jigger. 

Question 22(b)

In better responses, students were able to:

• provide a range of benefits of mise en place in a mocktail workstationwith characteristics/features, for example, efficiency, waste reduction and consistency
• accurately state the set-up of a mocktail workstation
• use specific mise en place industry terminology, such as polishing glassware, preparation of garnishes, having blenders lined up and filling ice buckets. 

Areas for students to improve include:

• understanding the specific areas of a mocktail workstation in relation to the question. 

Question 22(c)

In better responses, students were able to:

• describe the common deficiencies when preparing and serving non-alcoholic beverages. For example, hot and cold beverages being prepared at the same time can result in cold beverages melting and hot beverages getting cold
• accurately explain adjustments for specific non-alcoholic beverages, such as preparing and serving hot and cold beverages separately. 

Areas for students to improve include: 

• having a greater understanding if the common deficiencies evident when preparing and serving non-alcoholic beverages
• demonstrating knowledge of appropriate adjustments to correct these deficiencies.  

In better responses, students were able to:

• identify a range of current issues in a hospitality establishment such as staff shortages, natural disasters, and political disasters
• identify a range of current trends in a hospitality establishment such as digital ordering, robot waiters and virtual engagement services
• explain how these current issues and trends affect hospitality establishments. For example, the impacts of the COVID-19 pandemic on the hospitality industry
• show the relevance of these impacts in a current context as well as how the hospitality industry continues to be affected
• provide examples clearly related to current issues and trends in the industry. 

Areas for students to improve include:

• understanding the current issues and trends affecting hospitality establishments
• using specific industry examples and terminology, for example, fewer bookings, limited capacity or covers, automated ordering system, kiosk ordering.

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 or simply rewriting the question
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of HSC content 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:

• outline TWO potential security breaches. For example, staff not locking doors to secure areas or making sure sensitive information that is not password protected
• demonstrate an understanding of security breaches. For example, unauthorised access to computer systems, document access, equipment loss or theft, unusual cash movements
• unidentified persons in restricted areas, key access.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information such as hygiene
• identifying specific security breaches and not confusing these with types of security. 

Question 17(a)

In better responses, students were able to:

• clearly outline the importance of Work Health and Safety (WHS) induction training. For example, ensuring staff can identify and respond to hazards in the workplace
• use industry specific terminology and relevant examples such as workplace hazards. 

Areas for students to improve include:

• understanding elements of induction training such as rights and responsibilities, workplace hazards, safe work procedures
• linking the importance of induction training to positive WHS outcomes.

Question 17(b)

In better responses, students were able to:

• explain the importance of maintaining emergency signals, alarms and exits using appropriate hospitality industry examples. For example, the ability to alert and evacuate customers from a restaurant venue in an emergency. 

Areas for students to improve include:

• demonstrating an understanding of the reasons why emergency signals, alarms and exits must be maintained in a hospitality establishment. 

Question 18

In better responses, students were able to:

• demonstrate an understanding of policies and procedures withing the workplace and the impact of a staff member not following these procedures. For example, the loss of sensitive information if not following an establishment’s privacy policy. 

Areas for students to improve include:

• understanding of workplace policies and procedures specific to a hospitality establishment, for example, the Standard Operating Procedure (SOP) manual. 

Question 19

In better responses, students were able to:

• outline TWO features of an a la carte menu, such as items being listed under subheadings, and items being individually priced
• use correct industry specific terminology, for example, from the card.

Areas for students to improve include:

• having a greater understanding of the term a la carte.

Question 20(a)

In better responses, students were able to:

• outline at least two pre-operational checks that should be conducted by an employee on mechanical kitchen equipment, such as inspections and compliance with standard operating procedures (SOP)
• provide a clear link to the safety of employees and potential hazards from equipment faults
• use specific industry terminology such as personal protective equipment (PPE), SOP and training.

Areas for students to improve include:

• demonstrating an understanding of specific pre-operational checks that link to the safety of operating mechanical kitchen equipment
• using correct terminology for PPE, SOPs and training.

Question 20(b)

In better responses, students were able to:

• provide a detailed description of cleaning tasks that are required in a commercial kitchen during a service period AND at the end of the day. For example, cleaning and sanitizing benches, mopping the floor, and taking the bins out.

Areas for students to improve include:

• demonstrating a greater understanding of a range of cleaning tasks for a commercial kitchen both during a service period and at the end of the day.

Question 21(a)

In better responses, students were able to:

• provide reason(s) why time management is important for a chef. For example, completing tasks efficiently within industry acceptable timeframes.

Areas for students to improve include:

• demonstrating an understanding of time management and the importance to a chef in relation to completing tasks efficiently.

Question 21(b)

In better responses, students were able to:

• provide a variety of strategies a hospitality worker can use when preparing, cooking and serving foods. Strategies such as teamwork, delegation, task prioritisation, collaboration, ordering tasks based on importance, assigning tasks and deadlines and avoiding distractions
• demonstrate an understanding of commercially realistic timeframes, such as all food arriving at the table together within the establishment’s agreed timeframe.

Areas for students to improve include:

• providing strategies, a hospitality worker can use when preparing, cooking and serving food
• demonstrating an understanding of commercially realistic timeframes
• using specific industry terminology such as mise en place.

Question 21(c)

In better responses, students were able to:

• comprehensively explain the implications for both the customer and the business that relate to the poor management of workflow in a commercial kitchen. For example, poor management can lead to impacts on time and task management, customer satisfaction, business reputation, business costs, staffing issues
• address more than one implication of poor workflow on both the customer and the business.

Areas for students to improve include:

• providing cause and effect statements rather than listing impacts.

Question 22(a)

In better responses, students were able to:

• demonstrate an understanding of the purpose of using a cartouche with specific reference to a food item
• use correct hospitality industry examples relevant to methods of cookery such as poaching.

Areas for students to improve include:

• understanding the purpose of using a cartouche, its features and how it is used for the cookery method of poaching.

Question 22(b)

In better responses, students were able to:

• describe TWO culinary techniques used for roasting a chicken to create a tender, juicy and evenly cooked product, such as basting and resting
• demonstrate an understanding of how these techniques create a tender, juicy and evenly cooked chicken.

Areas for students to improve include:

• providing a clear description of culinary techniques and how they are used to create a tender, juicy and evenly cooked chicken
• identifying specific tools and equipment used when roasting a chicken such as a roasting pan.

Question 22(c)

In better responses, students were able to:

• demonstrate an understanding of mise en place and the methods of cookery for producing the menu item ‘braised lamb shanks’. For example, sear the lamb shank, sauté mirepoix and add the shanks, cover with stock, cover with baking paper and foil and then add to the oven for 4-5 hours
• accurately describe the procedure for the preparation and service of braised lamb shanks, such as serving on warmed dinner plates
• use industry specific terminology to describe the tools and equipment used in the preparation of braised lamb shanks, such as Gastronorm, sauté pan, tongs, wooden spoon, chinois, lid.

Areas for students to improve include:

• providing a clear outline of the process for braising a lamb shank
• understanding the specific tools and equipment used to produce a braised lamb shank.  

In better responses, students were able to:

• identify a range of current issues in a hospitality establishment such as staff shortages, natural disasters, and political disasters
• identify a range of current trends in a hospitality establishment such as digital ordering, robot waiters and virtual engagement services
• explain how these current issues and trends affect hospitality establishments. For example, the impacts of the COVID-19 pandemic on the hospitality industry
• show the relevance of these impacts in a current context as well as how the hospitality industry continues to be affected
• provide examples clearly related to current issues and trends in the industry. 

Areas for students to improve include:

• understanding the current issues affecting hospitality establishments
• using specific industry examples and terminology, for example, fewer bookings, limited capacity or covers, automated ordering system, kiosk ordering.