Our Level 2 Hospitality & Catering course builds on skills and knowledge developed at KS3. This course puts learning and development in a real-world context and directly links skills and knowledge developed in our industry style kitchen with future level 3 courses and/or apprenticeships. We aspire for students to take this course and take the necessary steps towards a career in the hospitality & catering industry. This course also allows students the opportunity to develop their knowledge and understanding of health and safety in the in the hospitality & catering industry, the technical knowledge required to plan, design and implement a variety of menus (including the application of maths and science) and the roles required in hospitality & catering industry (e.g. front of house, sous-chef). When students enter our industry style kitchen, they will enter a learning environment that is designed to simulate the day-to-day workings of the hospitality & catering industry.
Names of staff, role & contact details
Mr R Shillitoe
Acting Assistant Headteacher
|Autumn Term||Spring Term||Summer Term|
|Y10||Theory know how food can cause ill health||Practical development of basic industry kitchen skills||Theory understanding the environment in which the hospitality & catering industry operates||Theory understanding the importance of nutrition when planning meals||Practical use of commodities when cooking||Theory understanding how hospitality & catering providers work||Theory health & safety in the hospitality & catering industry||Theory how to propose a hospitality & catering provision to meet specific requirements||Practical producing dishes to be served on a range of different menus||Theory unit 1 online exam (40%)|
|Y11||Practical producing dishes to be served on a range of different menus||Commence unit 2 practical coursework (60%)||Completion of unit 2 practical coursework (60%)||N/A|
How and when is my child assessed?
Twice a half term, teachers will mark a student’s ‘portfolio’; this could include physical pieces of work, e-portfolios (including photographs), an account of skills that have been demonstrated/observed, and/or the student’s sketchbook/exercise book/logbook.
Formal marking at these two stages will provide students with WWW/EBI feedback. The EBI provided should either inform the student of a target to meet in the next piece of work, or an action that can be applied immediately to improve the current piece of work.
Marking of student sketchbooks/exercise books/logbooks will use WWW/EBI to identify next steps. In addition, teachers will appropriately identify areas for improvement with regards to literacy (Sp) and will use EBIs, so as to plug gaps, correct misconceptions and/or push students even further.
|Name of course (s) offered||Exam board||Link to spec||Nature of assessment|
|Level 1/2 Hospitality & Catering||Eduqas||https://www.eduqas.co.uk/qualifications/hospitality-and-catering-level-1-2/#tab_keydocuments||Unit 1 – The Hospitality & Catering Industry (online exam – 40%)|
Unit 2 – Hospitality & Catering in Action (practical portfolio work – 60%)
Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.
Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.
Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.
Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.
Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.
Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently trying to apply this knowledge and skill to their own work.
Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.
Last updated September 2023