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).

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).

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 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 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).

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 unit plan for 11 Hospitality Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. The table of contents allows for ease of navigation (you can hit control and click the part you want to visit and it will take you there). Included in the unit plan is some information from the syllabus, a description of the unit, some key terms, an outline of the assessment for term 1 and term 2 (as this informs the recipes made in prac), a breakdown of the criteria (C Standard), a plan for the prac lessons (what to teach and what food is being made), some suggested resources, prompts for a teacher reflection at the end of the unit and a list of some ways to monitor student learning. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac). 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).

Another worksheet for use in a revision lesson. Although it could be easily modified into a practice exam. It includes practice questions which are designed around the cognitive verbs (skills students need to apply in their actual exam) i.e. ‘explain’, ‘describe’, recommend, decide, justify, identify, examine, apply. There are questions about workplace hygiene e.g. cross contamination, coffee machine not cleaned regularly + personal presentation expectations for hospitality workers. Some questions where students must write a procedure for making a specified beverage are featured. A question where the student has to explain the difference between two options / things is included. A scenario where the student is an employee of Hello World travel and receives a call from a retired couple with questions is included. Students have to offer recommendations for accommodation, food venues, recreation options and a tourist activity. They must justify their choices. There is a scenario where 4 teachers go out for breakfast to a café and there are a series of mistakes made by the servers and some hygiene issues. Students must identify these errors and offer solutions (in a 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 worksheet designed for use in a revision lesson. It includes an image of an espresso machine and a list of parts which students have to then label on the machine. Following this, students have to explain their purpose. Students must also write the procedures for making 3 specific coffees. Students must recall the correct way to store coffee beans and what to do with beans left over in the grinder at the end of the day. They must remember the 4 mixing techniques for mocktails. There is a café scenario for students to read and evaluate. There is an image of a kitchen with a range of Workplace hazards. Students identify and explain 5 of these. There is also a question where the student has to make recommendations for the hospitality sector in a town of their choice. They must provide options for – accommodation, tourism, food/beverage & recreation. A sheet with teacher answers is provided to aid with marking. 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 handout which could also be blown up to A3 and put up as a poster. It includes conversions for a range of dry ingredients (converting cup amount to weight in grams). It also includes weights of different liquids (1 cup is equal to #g) There is information about metric cup and spoon sizes (millilitre equivalent) This is followed by a range of tables of different categories of foods and the weight in grams for either 1 cup, 1 serve, 1 piece, 1 tablespoon, 1 teaspoon There is also an oven conversion for gas vs electric ovens (in degrees Celsius) + their equivalent degrees in Fahrenheit Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

This resource includes: • A warm up quiz (on PPT) with questions about coffee beverages • Slides to guide students through recipe selection for a beverage, a sweet item and a savoury item + criteria to keep in mind when selecting recipes Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

A PowerPoint presentation used to introduce students to menu development and some important terms they need to know. • Human and non-human resources: what are they? The lesson began with a review of human and non-human resources. Students were provided with a word bank and had to determine which words fit each category. They had to brainstorm some human and non human resources they could access at school. A recipe for zucchini slice is included on a slide – students have to make a list of the human and non human resources they would need to make this. • The importance of portion control A suggested portion size for each of the following was provided (entrée, soup, main course, vegetables, potatoes, dessert) • Tips for developing and setting out a menu Notes students are expected to copy have been underlined. There is a screen shot (table) from the 2011 textbook showcasing the key information that should be included when describing menu items. • Learning about next term’s assessment task  What is a pop up café?  How will ours be laid out?  Things we will need to plan for • Legal requirements for pop up cafes Some terms for students to add to their glossary – Food Act (2006) and Food Standards Code (2003) Some serious offenses related to food Tips for food handling controls, maintaining equipment and communicating with customers There is a screen shot (table) from the 2011 textbook which provides an example hazard analysis decision tree (control measures) and another one which is a hazard audit table regarding the storage of stock • The importance of preparation and some good habits to get into A reference list of sources utilised in preparation of this lesson is included Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

A PPT designed to teach the following skills: • HOW TO MODIFY A RECIPE FOR A LARGE QUANTITY (30+) • HOW TO APPROPRIATELY PRICE A RECIPE (FORMULA) • HOW TO FILL IN AN ORDER FORM A worksheet for students to complete the activities on A teacher answer sheet (with prices as per date when lesson was planned in 2023) Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

A PowerPoint designed for a lesson where students are to create 4 posters of menu items for their pop up café- hot drinks, cold beverages, sweet treats & savoury snacks • The purposes of café signage – pictures included as discussion prompts • Discussing what makes a good sign in a café • Examples of menus (e.g. a smoothie shop with names like “Bananarama” and “Mango Mania”) • Discussing colour schemes for the café and potential themes e.g. Australiana / black and white • Time for students to create posters (some visual scaffolding is included on the slide to prompt students) Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

This resource includes:  A PowerPoint used to take students through the requirements of the task and to help them complete part 1.1 of the assessment (responding to the event brief).  The task sheet  The planning booklet which steps students through the theory part of the assessment (planning, evaluating, reflecting)  The writing booklet where students type their good copy (headings and prompts included) Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

This lesson is designed to teach students what a ‘cooking philosophy’ / ethos is. Students will be choosing a specific celebrity chef for their upcoming assessment to create a brochure about. Within the brochure, this is one element they must include. It begins with a written definition which students must add to their glossary. There are screen shots of quotes from Gordon Ramsay and Jamie Oliver to use as examples. The remainder of the PPT is dedicated to engaging with some written and video content about various chefs and determine what attitudes, values and beliefs they hold and how this influences their cooking. The first chef is Mark Olive (a First Nations chef). There is a video clip and some screen shots from his Instagram which students use to extract information to summarise his ethos. This is followed by Australian chef Maggie Beer – there are 3 short videos as well as extracts from a Magazine article about her and information from the front of one of her cook books. Thirdly, British Chef Jamie Oliver (3 clips, 2 quotes and information from one of his cooking courses). Fourthly, Chinese-Australian Chef Kylie Kwong (1 video, 2 quotes). Finally, Australian chef Matt Moran (1 video and screen shots from his restaurant’s website). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac). The assessment at the end of this unit was an event (pop up café) and a written portfolio of their preparation for this event.

A PowerPoint used to introduce students to the new unit. It includes discussion questions used to extract student prior knowledge (e.g. What is a celebrity chef) and a brainstorming activity (for students to list those that they are familiar with). There is a definition to add to their glossary (students copy underlined information). Then there is a brief bio of several chefs that will be encountered during the unit – Jamie Oliver, Kylie Kwong, Matt Moran, Maggie Beer, Neil Perry, Donna Hay, Poh Ling Yeow, Luke Nguyen and Mark Olive. There is information about how the chefs promote themselves and their merchandise. This is followed by some information about the upcoming assessment task – written component and practical component. There is a screen shot of a brochure created about Donna Hay. The lesson ends with an overview of the Unit Learning Intentions and Success Criteria. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac). The assessment at the end of this unit was an event (pop up café) and a written portfolio of their preparation for this event.

A copy of the task sheet and scaffolding booklet for the Celebrity Chef unit. It includes a list of celebrity chefs that the students are allowed to choose from (for ease of coordinating prac lessons – only a certain number of recipes can be trailed). The scaffolding booklet is designed to follow an Inquiry based approach. Students must research the celebrity to learn about their signature dish/dishes, select an appropriate dish (based on the duration of our lessons, cooking budget and other factors), find out about the ingredients, utensils and cooking skills needed (in order to provide a brief explanation in a brochure designed to be given to students in a cooking class). follow this, students must write a justification for why they chose this dish and a brief bio of the chef which includes what they are famous for. There are also instructions for creating their brochure and for reflecting on the prac lesson where they re-create and plate the signature dish. A template for the brochure with pre-populated headings. A checklist used to assess students in the practical component of the lesson (the lesson where they cook the signature dish). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac).