A lesson designed to help students to practice the skills ‘decide’ and ‘justify.’ There is a worksheet where they are given a scenario for a client they need to make recommendations for. Students were in a computer lab so that they could research the destination. They had to recommend: a. An Accommodation option b. A Travel and Tourism option c. A Food and Beverage option d. A Recreation option A sheet of options for the destination ‘Mount Isa’ have been provided to assist teachers. There is also a homework activity for the ‘Gold Coast.’ Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A PowerPoint and worksheet used to introduce students to the parts of a coffee machine, their functions and how to clean them. The worksheet includes a picture of a machine with arrows to each part which students are to label as they progress through the lesson. There are also underlined notes on the slides for students to add to a table on their worksheet. Included in the PPT is a brain break video from ‘Sorted’ (YouTube channel) reviewing a coffee machine. There is an extension part on the worksheet for fast finishers about the types of milk (whole milk, light milk, skim milk, organic milk, soy milk, UHT milk, almond milk, coconut milk). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A PowerPoint and worksheet used to introduce students to beverages commonly served in cafes. It begins with a video explaining how to froth milk (YouTube) and some key take away points from this video. This is followed by a list of recipes that use frothy milk. The next couple of slides include pictures of different types of mugs as well as when they should be used and their liquid capacity. Students are to copy the underlined text on these slides. Then students watch a clickview video about how to make the various types of coffee – they have a worksheet (also included here) to complete as they watch it. After the video there are slides that go through this info (for those who need repetition to process). There are notes for students to copy. Coffees explained are: espresso, long black, flat white, caffe latte, cappuccino, macchiato, mocha & vanilla chai latte. There are some additional videos at the end for if the class got through everything. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A lesson designed to teach students content that they need to know for their upcoming Hospitality exam. This lesson begins with a list of definitions students have to copy (a settling activity). These definitions are: bacteria, potentially hazardous foods, cross-contamination, food-contact surface and food poisoning. There is an informative poster about cross contamination used to generate class discussion and establish prior knowledge. The remainder of the lesson has slides about • Hazards that can contaminate food • How bacteria can enter a hospitality premises • Types of food poisoning • Symptoms of food poisoning • 5 causes of food poisoning • Evaluating hazards in kitchens (an exam skill) There are lots of visual prompts within the slides. Notes students are expected to copy have been underlined. Slides 19-21 are activities designed to help students apply what they have learned (similar format to exam questions). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

4 mocktail recipes to be made during a practical lesson of Hospitality studies (one for each of the 4 mixing techniques). A PowerPoint designed for use in a theory lesson which goes through a range of beverages and their preparation steps. It begins by explaining what mocktails are. It goes through some of the carbonated beverages and soft drinks commonly used in mocktails. There are images of a range of kitchen utensils commonly used when making mocktails. This is followed by an explanation of the 4 techniques used to make mocktails (build in a glass, shake n strain, stir in a jug and blend.) Example mocktails for each preparation type are provided. this is followed by information about different glassware including lowball glass (tumblers), martini glass, hurricane glass and margarita glass. The lesson then moves onto other beverages common to cafes and restaurants. It begins with common fruit juices, handcrafted sodas, frappes, iced teas. This is followed by a range of milk-based beverages including: smoothies, milkshakes, flavoured milks, hot chocolates, iced coffees. This is followed by a run down of the various types of teas organised under categories: black, green, oolong, Ceylon, herbal, floral and fruity. This is followed by information about non-espresso coffee types: instant, plunger, percolator, filter, pods and Turkish. Also included is a PPT (at the base of the original PPT) about how to write procedural texts. It includes the three elements of a procedural text, an example for how to make pancakes, some tips for writing a procedural text and some activities for writing procedural texts for beverages they are learning about (coffees). There is also a 13 minute ClickView video with 9 viewing questions for if time permits. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A PPT used to structure a lesson for evaluating hospitality locations (restaurants and cafes). The lesson begins with some settling activities. The first is a question asking students whether they know the difference between sanitising and disinfecting (a poster pops up which explains the differences). There is an activity where they have to look at a series of images of a worker doing something wrong and identify the hazard + explain why it is dangerous + recommend what should have been done. This is followed by an explanation of the criteria they will be assessed with for their upcoming exam (and the relevant cognitive verbs). Following this the students are introduced to an acronym (W.A.T.C.H.E.D) which they can use to explain the personal presentation markers that people expect of hospitality staff. The cognitive verb ‘evaluate’ is explained. Then a list of criteria for evaluating a restaurant / café is put forward and explained over a series of slides. Some factors that come into play when evaluating restaurants and cafes include: the atmosphere, the cleanliness, the service and the food. There is a bank of words to describe the atmosphere of a premises. There are some images of places for students to practice describing the atmosphere – Cactus Jacks (Townsville) and Bubba Gump Shrimp Co (New Orleans). Students are asked to consider how music can contribute to the atmosphere of a venue. The importance of cleanliness and prompt service is emphasised. Another priority is having staff who are aware of the ingredients in the various orders so that they can provide advice to people with specific allergens. Some rules for serving are included in dot point form. There is information about when to serve from the left and when to serve from the right + how to know when a customer is ready for you to clear the plates. Some table clearing etiquette. Some tips for evaluating food offered by the venue is provided. criteria include plating and presentation, vale for money, appropriate portion sizes, taste, options for people with dietary requirements etc. Some tips about good plating (and examples of bad plating) are provided. A word bank is provided for describing food appearance, aroma, texture and taste. To conclude, some things that can go wrong with beverages and recommended solutions are included. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A lesson designed to help students apply what they have learned about evaluating hospitality locations (restaurants and cafes) in a previous theory lesson. There is a PPT and a worksheet. The worksheet contains two scenarios and a graphic organiser for structuring their evaluation. The first scenario is about a venue which offers a buffet (displayed in a Bain-Marie. A range of flaws are described. Students need to select 5 of them to complete the graphic organiser. The second scenario includes some customer service faux-pas and also describes issues with the food when it is brought out. i.e. cold, dry, overcooked, stale. Additionally, some common errors for beverage making have been included (as an opportunity to see if students can troubleshoot what has gone wrong). There are also some hygiene issues. Again, students need to find at least 5 flaws to fill in the graphic organiser. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

A PowerPoint designed to introduce students to the four sectors of the hospitality industry (a concept they will be assessed on in their upcoming examination). These sectors are: 1) food and beverage 2) accommodation 3) travel and tourism & 4) entertainment and recreation. There are underlined notes for students to copy down (which they will use for revision purposes closer to the exam). There are also images from my travels to cater to visual learners. Information is provided about target audiences and that customers want different things from accommodation venues. This is followed by an explanation of Dimension 3 of the assessment criteria (planning and evaluating). The difference between an A, B and C is included as well as an explanation of what it means to ‘justify.’ This is followed by an explanation of what the following groups may desire: solo backpacker, university students, parents with young children, couples without kids, business people and retired couples. An example activity (where students make recommendations for a client) is provided for Townsville Queensland. Students then do the same activity for Melbourne on their own or in pairs. A handout with questions for a ClickView video used as a back up activity at the end of a lesson. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).