The rationale for all qualifications in the BTEC First suite in Hospitality is to:
● inspire and enthuse learners to consider a career in the hospitality industry, rather than just being a customer or patron
● support progression to a more specialised level 3 vocational or academic hospitality and catering course or an apprenticeship in hospitality and catering
● give learners the opportunity to gain a broad understanding and knowledge of, and skills in, the hospitality industry
● give learners the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the hospitality industry, for example waiter/waitress, or assistant front-of-house staff.
The core units are:
● Unit 2: Working in the Hospitality Industry
- Unit 1: Introducing the Hospitality Industry this unit covers the different aspects of the hospitality industry, looking at its component parts and the different products and services that are offered as well as the essential processes involved in operating a hospitality business.
this unit covers the importance of team working and customer service for working in a variety of roles within the hospitality industry, and looks at other important aspects such as personal appearance and personal attributes necessary to work successfully. The optional specialist units offered within this qualification build on the core and provide learners with an opportunity to develop a wider understanding and appreciation of the hospitality industry, depending on their interests and motivation. These optional specialist units are split into two groups, Group A and B; learners must choose one unit from each group. This ensures a broad delivery of knowledge, skills and understanding.
Group A offers a choice of three units containing the underpinning knowledge required for a broad understanding of the hospitality industry. Units in this group are:
● Unit 3: Food Safety and Health and Safety in Hospitality
– where learners will discover the various aspects of health and safety, and food safety law in relation to those working in the hospitality industry.
● Unit 4: Costing and Controlling Finances in the Hospitality Industry
– where learners will explore the costs that are incurred within the hospitality industry and how they are controlled, as well as understanding how hospitality businesses can make profit.
● Unit 5: Enterprise in the Hospitality Industry
– where learners look at what hospitality businesses do, trends that affect how they operate, as well as business ownership in the hospitality industry.
Group B offers a choice of three units related to specific areas of the hospitality industry. These units contain a mixture of practical skills and theory related to these areas. Units in this group are:
● Unit 6: Planning, Preparing, Cooking and Finishing Food
– where learners will explore the understanding and skills required for proficiency in planning, preparing, cooking and finishing a range of food types in the hospitality industry.
● Unit 7: Food and Beverage Service in the Hospitality Industry
– where learners will explore the understanding and skills required to deliver food and beverage service in the hospitality industry.
● Unit 8: Front Office Services in the Hospitality Industry
– where learners will explore the understanding and skills required to work in front-office roles in the hospitality industry.
The Edexcel BTEC Level 1/Level 2 First Award in Hospitality includes one externally assessed unit in the core to introduce externality into vocational programmes of study. This will assist learners as they progress either into higher levels of vocational learning, or to academic qualifications.
The remaining units are internally assessed. Internal assessment enables learners to receive feedback on their progress throughout the course as they gather and provide evidence towards meeting the unit assessment criteria.
Delivery strategies should reflect the nature of work within the hospitality industry by encouraging learners to research and carry out assessment in the workplace, or in simulated working conditions, wherever possible. It will be beneficial to learners to use local examples, wherever possible, and for your centre to engage with local employers for support and input. This allows a more realistic and motivating basis for learning and can start to ensure learning serves the needs of local areas.
Learners should be encouraged to take responsibility for their own learning and achievement, taking account of the industry standards for behaviour and performance.
Examination performance pending.