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Sheetal Revis
Orkney College, East Road
Kirkwall, Orkney
Sheetal.revis@uhi.ac.uk
01856 869 000
Available Monday - Wednesday 09.00 - 17.00

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This programme plan is based on delivering SVQ in Hospitality Services at SCQF Level 4 (GM2M21) As per the SQA, the overall qualification focusses on:
*  Allowing learners to demonstrate competence in job-related skills in their area of work and expertise.
*  Workplace health and safety;
*  Standards of behaviour in hospitality; and
*  Team working
A full overview can be found by clicking this link
Hospitality Services SCQF level 4 - SQA

This Programme Plan specifically relates to the unit:
Working Effectively as Part of a Hospitality Team (HL1504) which includes the following 3 areas:
1)  Plan and Organise your work
2)  Work effectively with team members
3)  Develop your own skills
The full unit description can be found by clicking this link
PPL1GEN4-4.pdf (sqa.org.uk)

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GM2M21 SVQ in Hospitality Services at SCQF Level 4.docx

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This course is being delivered to support the upcoming Island Games 2025 where Orkney will be the host Island.

The course has been developed in collaboration with:

Games Director for Orkney 2025 and the Education Director - who advised what skills would be beneficial to support the games based on feedback and experience from other host Islands

Colleagues within the Hospitality Department who have come from industry

Orkney Hospitality Industry and what skills gaps they are noticing

PDA colleagues who assisted with ideas generation for formative and summative tasks

Curriculum Leader for Hospitality at Orkney College who will take a Brookfield's 4 lenses approach to this program

Personal experience

Student eyes

Colleagues perceptions

Theory

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The number of PLSP's are currently unknown at this stage as applications are still being received.

However, this course has been written with PSLP's in mind, a few examples are:

1. The WCAG 2.2 guidelines will be referred when creating the learning sessions

2. Visual means of displaying information will not be limited to the use of colours.

3. Opportunity to adjust the time limit on tasks should the students require more or less time.

4. Providing text alternatives for any non-text content such as pictures and graphs.

5. A variety of  task methods for each session to help change the pace of the session

6. A minimum of 1 group activity per session to ensure peer to peer learning and support

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Week 1 - Learning Session 1:  Tuesday 22nd August, 10.00 - 12.00. Module:  Plan and organise your work  

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Week 1 - Learning Session 1:  Tuesday 22nd August, 10.00 - 12.00. Module:  Plan and organise your work  

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Topic:  Check that you understand the requirements of the work

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Check that you understand the requirements of the work"
Time for task:  30 - 40 minutes.

Asynchronous Task:  Think about a previous task you were given.  Using Padlet, list 3 things you weren't sure about or that needed to be clarified.

Time for Activity:  15 minutes

Diagnostic Assessment:
Students will be directed to a discussion board on BrightSpace and will be asked to share their previous or most recent experience within the hospitality industry (100 - 150 words max)

For those students who are new to hospitality, they will be asked to post what jobs they are hoping to achieve within the hospitality industry.

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Learners will be asked to do the following:

Synchronous Task 1:

Groups of 4

Students will be given a different vague job description for a role in hospitality.

Students will be asked to use Google Docs to write down what they think the job is about.

Time for Activity:  20 minutes

Synchronous Task 2:

The groups will then read a minimum of 3 other job descriptions

Using the same Google Doc, students will add any other additional notes to their colleagues existing submissions for what they think the job is about.

Students will put the text in bold so students know it is new information

Time for Activity:  20 minutes

After the activity, one representative from each group will share some highline points that the group discussed during this exercise

Time for Activity:  15 minutes

Synchronous Task 3:

Students will then review their original job description

Students will write down 3 clarifying questions they would ask the hiring manager to help them understand the requirements of work better.

There will be an additional column added to the original Google Doc where these clarifying questions can be noted

Time for Activity:  20 minutes

Summary of Learning Session

Total In-Class Activity Time:  90 minutes

Digital Technologies to support learning:  Blooket, Padlet & Google Docs

Meta-Skills in Learning Session 1:

1. Self Management:  Focussing

2. Social Intelligence:  Collaborating

3. Innovation:  Sense Making

Learning Outcomes

1. Learners will become familiar with 2 different digital technologies - Padlet & Google Doc

2. Learners will start to get to know their peers by working in groups

3. Learners will be introduced to a questioning type

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Week 2 - Learning Session 2:  Tuesday 29th August, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 2 - Learning Session 2:  Tuesday 29th August, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Ask questions about things you do not understand

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Ask questions about things you do not understand"
Time for task:  30 - 40 minutes.

Asynchronous Task:  On the Jamboard, write down one question from the list provided on the slides and share an example of a question using that technique.

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:  Students are instructed to use a piece of paper and on one side write down "open" and the other side write down "closed".

The lecturer will flash up 10 different questions and students will hold up the bit of paper to say whether it is an Open or Closed question.

Time for Activity:  10 minutes

Synchronous Task 2:

In pairs

Students are given 3 different job role examples in hospitality.

For each job role, they will be given a generic set of work-based task instructions (e.g. make a bed, set a coffee station, clean the bar)

Students will be asked to discuss the task instructions

Using a Google Doc students will write down 2 open and 2 closed questions per job that would help them clarify what is being asked of them. (e.g. Do the pillows go on top of the bed or under the duvet?)

Time for activity:  20 minutes

After the activity, one representative from each group will share some highline points that the group discussed during this exercise

Time for Activity:  15 minutes

Synchronous Task 3:

One person from each pair will be asked to feedback to the whole class on one of the jobs and what questions they would have asked.

The lecturer will then ask the class if anyone would ask any different questions.

The other person from the pair will be writing the additional questions down on the Google Doc.

Time for activity:  30 minutes

Summative Assessment Preparation:

1. Students will be asked to review the information on BrightSpace with regards to the Summative Assessment

2. Students will be asked to write down 2 questions they have / are not clear about using a Google Doc

Summary of Learning Session

Total In-Class Activity Time:  90 minutes

Digital Technologies to support learning:
Blooket, Jamboard & Google Doc

Meta-Skills in Learning Session 2:

1. Self Management: Initiative (courage)

2. Social Intelligence: Communication (listening/ receiving information)

3. Innovation: Critical thinking (logical thinking)

Learning Outcomes

1. Students are now comfortable using Google Docs

2. Introduced new digital technology - Jamboard

3. Students can identify an Open and Close question

4. Students have access to a 'bank' of different question types and how to use the

5. High learner talk time due to activities being in pairs

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Week 3 - Learning Session 3:  Tuesday 5th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 3 - Learning Session 3:  Tuesday 5th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Follow instructions accurately

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Follow instructions accurately"
Time for task:  30 - 40 minutes.

Asynchronous Task:  Students will be given a set of random instructions that they have to follow.  It will include some variations such as 'using a blue text' or 'write in italics'

Digital Technology to Support Learning:  Padlet

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:

Groups of 4

Students will be given various tools and equipment

Students will be given a set of instructions to 'build' or 'create' something.

The instructions will deliberately be unclear / misleading

All students will be building the same thing

The groups will be asked to appoint 1 person specifically  as an 'observer.'  That person can still contribute to the exercise but should also be taking notes on the group activity and be prepared to feedback

Time for Activity:  20 minutes

Synchronous Task 2:

In the groups students will discuss and agree on 2 questions to ask the lecturer to gain further information

Time for activity:  10 minutes

After the activity, one representative from each group will share some highline points that the group discussed during this exercise

Time for Activity:  15 minutes

Synchronous Task 3:

2 people from each group will move to another group

Students continue to build / create their item

Time for activity:  15 minutes

Synchronous Task 4:
In the existing groups, students are asked to write down the following answers on Padlet

Why is following instructions important?

What can happen if you don't follow instructions?

What can you do if you don't understand the instruction?

What impact did adding 2 new team members to the group have?

Time for Activity:  20 minutes

Summative Assessment Preparation:

1. Throughout the week the lecturer would have reviewed the questions on the Google Doc

2. The lecturer would have answered any questions directly on the Google Doc

3. Students will be asked to review the Google Doc to find those answers

4. 1 or 2 questions in particular will be discussed with the class so these will be picked up by the lecturer

Summary of Learning Session

Total In-Class Activity Time:  95 minutes

Digital Technologies to support learning:  Blooket & Padlet

Meta-Skills in Learning Session 3:

1. Self management:  Adapting (Adaptability)

2. Social intelligence:  Communication (receiving information & giving information)

3. Innovation:  Sense-making (synthesis)

Learning Outcomes

1. Students now comfortable using Padlet

2. Students meet and interact with more people in their peer group

3. Students can identify why following instructions is important and what to do if they don't understand instructions

4. Students start to gain experience of critical reflection

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Week 4 - Learning Session 4:  Tuesday 12th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 4 - Learning Session 4:  Tuesday 12th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Complete required tasks to the agreed level

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Complete Tasks to the agreed level"
Time for task:  30 - 40 minutes.

Asynchronous Task:  List 5 tasks that you might be asked to do in a hospitality setting, try not to list the same task as someone else

Digital Technology to Support Learning:  Jamboard

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:

Groups of 3

Students will be assigned different hospitality settings (e.g. hotel, restaurant, bar, kitchen etc.)

Students will write down on a Jamboard as many tasks associated with that departmental area that they can think of

Time for activity:  20 minutes

Synchronous Task 2:

Groups of 4

The groups will be assigned 3 different safety related tasks that are common within the hospitality industry

Students will write down on a Padlet 3 reasons for each tasks assigned, why doing the task correctly is required

Students will write down on the same Padlet 3 things for each task assigned that could go wrong if someone doesn't complete the tasks to the agreed level

Time for activity:  30 minutes

Synchronous Task 3:

Remaining in the groups of 4

Students will be asked to review the other groups safety related tasks

Students will be asked to add any additional points for what can go right / wrong

Time for activity:  10 minutes

Group Discussion:  After the activity, each group will share some highline points that the group discussed during this exercise

Time for Activity:  20 minutes

Summative Assessment Preparation:

1. Students will be asked to visit the Google Doc and start putting down their ideas for what task they will be choosing for their summative assessment

2. As the final task selection is only required a week prior their is the option for a student to change their mind should they wish

3. For the task the student is thinking about, the lecturer will ask them to list 3 - 5 points that would demonstrate if that task had been completed to the required level

4. Students will be asked to start creating their Padlet and will refer to an example Padlet shown by the lecturer

Summary of Learning Session

Total In-Class Activity Time:  95 minutes

Digital Technologies to support learning:  Blooket, Jamboard & Padlet

Meta-Skills in Learning Session 4:

1. Self management:  Focussing (Filtering)

2. Social intelligence:  Collaborating (Teamworking & collaboration)

3. Innovation:  Critical thinking (Deconstruction)

Learning Outcomes

1. Students now comfortable using Jamboard

2. Students should now have met everyone in their peer group through the various group activities

3. Students will gain a broad understanding of a minimum of 4 hospitality settings and the tasks associated with those hospitality areas

4. Students will have a highline overview of 12 different safety areas within the hospitality industry

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Week 5 - Learning Session 5:  Tuesday 19th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 5 - Learning Session 5:  Tuesday 19th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Organise everything you need for your work

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Organise everything you need for your work"
Time for task:  30 - 40 minutes.

Personalisation:
At the end of the previous week, the lecturer will flash up on screen 10 different cakes.  The students will be asked to vote for their top 3 favourite cakes....

This will then inform the task below.

Asynchronous Task:  Students will be given a choice to pick from 3 cake recipes and they should list in as much detail as possibly everything they think they would need to have organised to bake their cake

Digital Technology to Support Learning:  Padlet

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:
In groups of 6
Students will be asked to use Google Docs to write checklists for a different business area within a restaurant setting.
Each group will be given a different area to write about

1. Open & Close Checklist

2. Kitchen Open & Close

3. Coffee bar Open & close

Time for Activity:  15 minutes

Group Discussion:  After the activity, each learner will be given 10 minutes to think about and write down their thoughts on different colour PostIt notes on the following 4 questions

1. Why are checklists important?  (Blue)

2. How can hospitality professionals utilise checklists more?  (Pink)

3. How do we make sure people follow a checklist? (Yellow)

4. How can a checklist help us to be organised? (Orange)

Learners will be asked to share their feedback and using the Pose, Pause, Pounce, Bounce method, students will select who will go next to answer each question

Time for Activity:  15 minutes

Synchronous Task 2:

In groups of 3

The groups will be given a different hospitality set up (examples such as setting a table for dinner, preparing a coffee station, setting up the bar)

The groups will be asked to use a Padlet to list all the tools and equipment they might need to do that set up

Time for Activity:  10 minutes

Synchronous Task 3:

Once the above task has been completed

Students remain in their same groups as Task 2

Each group will then be asked to create an 'SOP' (Standard Operating Procedure) using a Google Doc for carrying out that task that they were working on in Task 2

Time for Activity:  15 minutes

Group Discussion:  After the activity, each learner will be given 10 minutes to think about and using JamBoard write down their thoughts on the following 3 questions

1. How can an SOP help you to be organised

2. What can you do if you don't have an SOP

3. How can you write your own SOP very quickly

4. Learners will be asked to share their feedback and using the Pose, Pause, Pounce, Bounce method, students will select who will go next to answer each question

Time for Activity:  20 minutes

Summative Assessment Preparation:

1. Students will be encourage to use their Padlet to start listing the tools / equipment they may require to complete their task instructions

Summary of Learning Session

Total In-Class Activity Time:  90 minutes

Digital Technologies to support learning:  Blooket, Jamboard, Padlet, Google Doc

Meta-Skills in Learning Session 5:

1. Self management:  Focussing (sorting)

2. Social intelligence:  Collaborating (Teamwork & collaboration)

3. Innovation:  Sense-making (Pattern recognition and holisitic thinking)

Learning Outcomes:

1. Students can comfortably move through several different digital technologies

2. Students will have access to 3 different checklists for a restaurant

3. Students will have learnt about 2 different types of set ups within hospitality

4. Students will have learnt how to write a Standard Operating Procedure

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Week 6 - Learning Session 6:  Tuesday 26th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 6 - Learning Session 6:  Tuesday 26th September, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Keep your work area as clean and tidy as possible

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Keep your work area as clean and tidy as possible"
Time for task:  30 - 40 minutes.

Asynchronous Task:  Write a paragraph for an alien about why keeping a work area clean and tidy is important

Digital Technology to Support Learning:  Jamboard

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:
Students are instructed to use a piece of paper and on one side write down "Bug" and the other side write down "Bug-a-Boo".
The lecturer will flash up 10 different bugs or germs that were referenced in the slide deck on BrightSpace and students will hold up the bit of paper to say whether it is an Bug or not a bug (Bug-a-boo)

Time for activity:  10 minutes

Synchronous Task 2:

In pairs, students will be given 1 different cleaning product each commonly found in a hospitality setting

Students will be asked to research how to use these cleaning products (using research methods such as reading the lable, internet search and social Media tools)

Time for activity:  15 minutes
Learner Voice & Choice:

The pairs will then be asked to peer teach back to the whole class on how to use the product they researched (learners will be advised they can choose which delivery method they wish to use to share the information such as presenting on slides, demonstration, showing a video etc)

The other groups will be asked if they have any questions on the cleaning product

Time for activity:  20 minutes

Synchronous Task 3:

In groups of 4, students will go onto Padlet

There will be 12 different pictures of various hospitality environments with various hazards on display

The groups will be asked to identify as many hazards as they can spot in each picture (the number of hazards will range between 3 - 10 per picture

This will be a speed exercise as the groups will not be able to list the same hazard if another group has identified it

The group that identifies the most hazards wins

The lecturer will have the answer slides showing where all the hazards are located

Time for Activity:  15 minutes

Summative Assessment Preparation:

1. Students will be encouraged to continue completing their Padlets for their summative assessment

2. Students will be encouraged to share a draft of their Padlet prior to the following week via the discussion board on BrightSpace

3. Learners will be encouraged to review each others draft submission and consider 3 areas:

1. For the steps that have been written so far, are they clear and concise

2. Do the learners agree that the required level of completion that the learner has noted is sufficient

3. What advise or encouragement can they offer their fellow colleague

Summary of Learning Session

Total In-Class Activity Time:  85 minutes

Digital Technologies to support learning:  Blooket, Jamboard, Internet, YouTube, Social Media, Power Point & Padlet

Meta-Skills in Learning Session 6:

1. Self management:  Focussing (Filtering)

2. Social intelligence:  Leading (Change catalyst)

3. Innovation:  Curiosity (Observation & Problem recognition)

Learning Outcomes:

Students will be able to identify 10 common bugs & germs found within various hospitality settings

Students will learn a minimum of 6 different cleaning products and how to use them

Students will gain experience in Presentation skills

Research Methods

Students will learn to utilise digital technology such as YouTube & Social Media for research

Students will be able to recognise a variety of hazards in  various hospitality settings

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October Break:  Week Commencing Monday 9th - Friday 20th October  

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October Break:  Week Commencing Monday 9th - Friday 20th October  

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Week 7 - Learning Session 7:  Tuesday 3rd October, 10.00 - 12.00.  Module:  Plan and organise your work  

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Week 7 - Learning Session 7:  Tuesday 3rd October, 10.00 - 12.00.  Module:  Plan and organise your work  

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Topic:  Ask for help or support from the relevant person if you need it

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Asking for help or support from the relevant person if you need it"
Time for task:  30 - 40 minutes.

Asynchronous Task:  What type of tasks / activities do you think you might need help with in a hospitality setting?

Digital Technology to Support Learning:  Jamboard

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:

In groups of 4

Students will be asked to Brainstorm different people and organisations that can help you in a hospitality setting.

Using Jamboard, the learners will be asked to write down a minimum of 2 for people and 2 for organisations

Students don't be able to list something that another group has already written down

Time for activity:  15 minutes

Synchronous Task 2:
In the same groups learners will be asked to note down what help or support can the people / organisations that they've listed provide

Time for activity:  10 minutes

Synchronous Task 3:

Groups of 3

Each group will be given a different case study of a serious situation / event in hospitality

Students will be asked to identify - what went well and what didn't

Students will be asked to discuss who / what organisations they think should have been asked for help / support

Students will write bullet points for their findings on a Google Doc

Time for activity:  20 minutes

Group Discussion:

After the activity, a representative from each group will share a summary of their case study and what the groups findings were

Students will pick a number out of a hat which will determine which order they will go in and

Students will then pick a second number which will determine how many minutes each group has to talk about their topic (between 3 - 7 minutes)

Time for activity:  25 minutes

Peer Learning:
The lecturer will ask if anyone have any personal experience of asking these people / organisations for help?
Time for activity:  10 minutes

Summative Assessment Preparation:

1. Students will be asked if there are any final questions with regards to the summative assessment

2. Students will review the feedback of their peers

3. Students will continue to complete their Padlets

Summary of Learning Session

Total In-Class Activity Time:  95 minutes

Digital Technologies to support learning:  Blooket, Jamboard & Google Doc

Meta-Skills in Learning Session 7:

1. Self management: Integrity (Self-awareness), Adapting (Openness and critical reflection)

2. Social intelligence:  Communication (Story-telling)

3. Innovation:  Critical thinking (Judgement), Sense Making (Analysis)

Learning Outcomes:

1. Students will have identified a minimum of 6 people and 6 organisations that support the hospitality industry

2. The students will have a broad understanding of the help & support these organisations can provide

3. Students will learn how to extract key information from a case study

4. Students will gain in-depth knowledge of a minimum of different scenarios that have impacted the hospitality industry

5. Students will gain some experience in presenting under time pressure to be deliver information in a concise and succinct way

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Week 8:  Summative Assessment on Module - Plan & Organise your work.

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Week 8:  Summative Assessment on Module - Plan & Organise your work.

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Summative Assessment Criteria

Submission Dates:
This assessment should be submitted between the 3rd - 20th October.

Submission Format:
Video or essay
The video can be up to 10 -15 minutes in length.
The essay should be between 1200 - 1500 words max.

Topic:  Task Instructions
In this assessment, students will demonstrate their knowledge and understanding of the first 7 weeks of learning which focusses on 'Planning and Organising your work'  Students will be writing a set of instructions for a task of their choosing that is common within the hospitality industry.  The instructions should be written for someone who has never worked in hospitality and should be clear and concise in their direction.
Students will submit their area of focus for their task on a Google Doc the week prior.  This is to avoid students doing the same topics

Tasks:

1. The task instructions should be between 10 - 30 steps maximum

2. The task instructions should include an element of tidying, organising or cleaning.

3. The instructions should be enough to complete the task that is being referenced.

4. The plan will be created in Padlet using the 'Timeline' layout and should be submitted in both a PDF version and with a link for the lecturer to access.

5. Within the instructions, there should be a minimum of 2 stages where help may be required.

6. The instructions should reference who to ask for for help and justify why that person / organisation has been chosen to help at that particular stage in the instructions.

Conditions of assessment
Assessment is open book and carried out in unsupervised conditions.

Requirements
V - Relevant to the learning outcomes and assessment criteria set out by the SQA
A - Asynchronous activity with topics submitted in advance before the assessment date opens
R - Learners can reference their own experiences either from  within the industry if they are working or other personal experiences
C - By referencing people / organisations that can help and why, students will be demonstrating up to date knowledge of support services for the industry
S - The students work will be checked against the assessment criteria such as number of tasks & number of 'help points'

Alternative Assessment Options
Should students find difficulty in either recording or writing this assessment, alternative arrangements can be made in the form of a professional discussion with the lecturer which will be timed and recorded as evidence.

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Remediation Opportunity:
Between Monday 23rd October - Friday 10th November

Should a student not pass the summative assessment first time there will a number of opportunities to support them in this process

1. Students will be requested to resubmit just the section(s) that did not meet the criteria

2. Students will be given a choice how they wish to resubmit the information

1. Original format

2. Alternative format e.g. if submitted as a written version can submit just the section that needs focus via video

3. Students can choose to have a professional discussion just on that topic

Personalisation:  Students will be asked to complete an review of the course so far using the Forms function on Microsoft Office.  Students will be asked to comment on areas such as

Course content

Relevance of topics to industry

Which topics they got the most out from the first block (this will be done on a 1 - 5 rating with the topics listed)

Which topics they didn't get the most out of (this will be done on a 1 - 5 rating with the topics listed)

Which activities they enjoyed the most (this will be done on a scale of 1 - 5 with the activities listed)

# data[].attributes.headline
Week 10 - Learning Session 8 :  Tuesday 7th November, 10.00 - 12.00.  Module:  Work effectively with team members

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Week 10 - Learning Session 8 :  Tuesday 7th November, 10.00 - 12.00.  Module:  Work effectively with team members

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Topic:  Why effective teamwork is important

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "Why effective teamwork is important"
Time for task:  30 - 40 minutes.

Asynchronous Task:
Students will be asked to think of 2 personal examples when they have been part of a team that worked well

Students will be asked to use Jamboard to write down a minimum of 4 reasons they felt the team worked well

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchonrous Task 1:
In pairs, students will be asked to share a time when they were part of a group that didn't work so well.  Students will be asked to answer these questions

1. What do they think the reasons were the team didn't work well?

2. Identify 3 traits or characteristics were displayed that might have impacted the cohesion of the group?

3. Students will use a Google Doc to write down their answers

Time for Activity:  15 minutes

Asynchronous Task 1:

The lecturer will display a variety of traits and characteristics on the screen

The lecturer will use the Wheel of Names to select   individuals

Those individuals will be asked if the word displayed describes a trait or a characteristic

The lecturer will ask the whole group if they agree or disagree with the placement using a show of hands (left for agree and right for disagree)

If someone disagrees they'll be encouraged to explain their reasoning

Time for Activity:  15 minutes

Synchronous Task 3:

Groups of 4

Students will be assigned 2 different hospitality job roles on Padlet

Students will be asked to discuss what they think makes an effective team

Students will list a minimum of 3 traits and 3 characteristics that these job roles need in order to create a successful team

The lecturer will display the results on the main screen

Time for Activity:  15 minutes

Group Discussion:

1 person from each group will share with the rest of the class what job role they had what 3 traits and 3 characteristics they chose and why

The lecturer will then ask the rest of the class if anyone feels that any other trait or characteristic should be listed and why

Time for Activity:  15 minutes

Asynchronous Task 2:

Students will be asked to pick a role in hospitality that they are hoping to do

Students will be asked to list their top 6 traits or characteristics they would look for if they were building their own time

Using the Pose, Pause, Pounce, Bounce method, 3 - 5 different students will be asked to share their job role and the characteristics and traits they chose and why.

Time for Activity:  20 minutes

Summary of Learning Session

Total In-Class Activity Time:  95 minutes

Digital Technologies to support learning:  Blooket, Jamboard, & Padlet

Meta-Skills in Learning Session 8:

1. Self Management:  Integrity (self awareness & ethics)

2. Social Intelligence:  Feeling (Empathy)

3. Innovation:  Critical thinking (Judgement & logical thinking)

Learning Outcomes:

1. Learners will be able to identify a minimum of 4 reasons that makes a team work well

2. Learners will be able to identify a minimum of 9 traits or characteristics that impact a team

3. Identify what is a trait or characteristic

4. List 6 different job roles in hospitality and what traits or characteristics make an effective team

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Week 11 - Learning Session 9:  Tuesday 14th November, 10.00 - 12.00.  Module:  Work effectively with team members

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Week 11 - Learning Session 9:  Tuesday 14th November, 10.00 - 12.00.  Module:  Work effectively with team members

# data[].attributes.body
Topic:  The people in your team and how they fit into the organisation

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "The people in your team and how they fit into the organisation"
Time for task:  30 - 40 minutes.

Asynchronous Task:  Draw out your organisation chart for the department you currently work in.  If you're not working, draw one out for the department you want to work in.  Upload the picture to BrightSpace

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:

In groups of 4

Each group will be given one department within a hospitality setting (e.g. Front Office, Sales, Kitchen)

The group will discuss what roles and responsibilities people have in these departments

The group will come up with the top 5 roles for these departments

The group will write up their answers using Padlet

Time for Activity:  15 minutes

Synchronous Task 2:

The lecturer will display the Padlet on the main screen

The groups will then present back what their department was and what they thought were the top 5 roles

The rest of the class will be asked if they agree or disagree with those roles

The group will then have to decide if they wish to change their top 5 roles or keep the original roles they had decided upon

If they think there should be a change, one person from the group will update the Padlet

Time for Activity:  20 minutes

Synchronous Task 3:

In pairs
Students will be given the example of a hotel
Students will be asked to draw out a flow chart demonstrating how they think the different departments all link in with each other and how they support each other
They will use a Pen and Paper for this task
Once complete, the students will pin their diagrams to the wall
Time for Activity:  15 minutes

Synchronous Task 4:
Once complete, the students will be asked to come up and review the other drawings from their class colleagues
Time for Activity:  5 minutes

Group Discussion
The lecturer will ask the class for any feedback on the different diagrams
Time for Activity:  10 minutes

Summary of Learning Session

Total In-Class Activity Time:  60 minutes

Digital Technology to Support Learning:  Power Point, Blooket & Padlet

Meta-Skills in Learning Session 9:

1. Self Management:   Focussing (sorting)

2. Social Intelligence:  Collaborating (Relationship building & social perceptiveness)

3. Innovation:  Sense Making (Opportunity recognition)

Learning Outcomes:

1. Students will learn to draw out an organisation chart

2. Students will learn about different roles in a minimum of 5 different departments within a hotel settings

3. Students will learn how each different department supports each other in a hotel environment

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Week 12 - Learning Session 10:  Tuesday 21st November, 10.00 - 12.00.  Module:  Work effectively with team members

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Week 12 - Learning Session 10:  Tuesday 21st November, 10.00 - 12.00.  Module:  Work effectively with team members

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Topic:  The responsibilities of the team and why it is important to the organisation as a whole

Before class
Method:  Online

Learners will be asked to do the following:

Asynchronous Activity:  Review the slides on Bright Space titled "The responsibilities of the team and why it is important to the organisation as a whole"
Time for task:  30 - 40 minutes.

Time for Activity:  15 minutes

In class
Method:  In Person

Asynchronous Formative Assessment:
Using the Blooket platform, a 10 question quiz will be used to start the session and will include a mixture of questions that incorporate the previous weeks learning and the information from the side decks on BrightSpace

Learner voice & choice:  The students will be given the opportunity to choose which game they play on Blooket.  The lecturer will list the options to choose from that meet the learning criteria.  The person who gets to pick the game will be done randomly using the 'Wheel of Names' tool.

Time for Activity:  15 minutes

Synchronous Task 1:
In groups of 4
Students will be asked to think about team member roles within a restaurant environment
Students will be asked to list what the different responsibilities might be vs their managers using Jamboard
Time for Task:  15 minutes

Synchronous Task 2:
In the same groups, students will be asked to list different traits and characteristics these team members might display
Time for task:  10 minutes

Asynchronous Task 1:
Students will be asked to think about and answer the following questions on Padlet in bullet point format without going into too much detail

1. What responsibility have you had either in a work or personal situation

2. Share an experience where you didn't take responsibility for something.  What was it and what happened?

3. Share an experience where you have taken responsibility for something that wasn't in your remit, what was it and what happened

Time for Task:  20 minutes

Group Discussion:
Learner Voice & Choice:

Students will be asked to take time to review what examples have been written on the Padlet

Students will be asked to 'like' the post that they wish to hear more about

The top 3 posts that were liked will be asked to share their stories in more detail

Time for Activity:  25 minutes

Summary of Learning Session

Total In-Class Activity Time:  85 minutes

Digital Technologies to support learning:  Brightspace, Blooket, Jamboard & Padlet

Meta-Skills in Learning Session 10:

1. Self Management:  Focussing (Sorting)

2. Social Intelligence:  Communicating (Story-telling)

3. Innovation:  Curiosity (Observation & Holistic thinking)

Learning Outcomes:

1. Students will gain understanding of roles and responsibilities within a restaurant environment

2. Students will be able to list different traits and characteristics of those roles

3. Students will learn some real life example of taking and not taking responsibility