MINISTRY OF EDUCATION, ARTS AND CULTURE...HOSPITALITY SYLLABUS ORDINARY LEVEL SYLLABUS CODE: 6156...

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FOR IMPLEMENTATION IN 2019

FOR FIRST EXAMINATION IN 2020

HOSPITALITY SYLLABUS

ORDINARY LEVEL

SYLLABUS CODE: 6156

GRADES 10 - 11

Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture, 2019 Hospitality syllabus Ordinary Level Grades 10-11 ISBN: 978-99945-2-121-0 Printed by NIED Publication date: 2019

TABLE OF CONTENTS

1. Introduction ...................................................................................................................1

2. Rationale .......................................................................................................................1

3. Aims ..............................................................................................................................2

4. Additional information ....................................................................................................2

5. Learning content ...........................................................................................................3

6. Assessment objectives ................................................................................................ 16

7. Scheme of assessment ............................................................................................... 17

8. Specification grid ......................................................................................................... 18

9. Moderation .................................................................................................................. 19

10. Grade descriptions ...................................................................................................... 19

11. Glossary of command words for assessment .............................................................. 21

12. Glosssary of subject terms .......................................................................................... 23

ANNEXE A: Practical examination assessment summary form ............................................ 25

ANNEXE B: Coursework assessment summary form ........................................................... 26

ANNEXE C: Symbols for units .............................................................................................. 28

ANNEXE D: Hospitality tools list ........................................................................................... 29

NSSCO Hospitality syllabus Grades 10-11, NIED 2019

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1. INTRODUCTION The Namibian Senior Secondary Certificate Ordinary (NSSCO) Level is designed as a two year course for examination after completion of the Junior Secondary phase. The syllabus is designed to meet the requirements of the National Curriculum for Basic Education (NCBE) and has been approved by the National Examination, Assessment and Certification Board (NEACB).

The National Curriculum Guidelines, applicable at the stage of Senior Secondary Education (Grades 10-12) and at equivalent stages of non-formal education, as a part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education. The Namibia National Curriculum Guidelines aim to:

recognise that learning involves developing values and attitudes as well as knowledge and skills

promotes self-awareness and an understanding of the attitudes, values and beliefs of others in a multilingual and a multicultural society

encourage respect for human rights and freedom of speech

provide insight and understanding of crucial “global” issues in a rapidly changing world which affect quality of life: the AIDS pandemic, global warming, environmental degradation, maldistribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity

recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively

seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society

Thus the Namibia National Curriculum Guidelines provide opportunities for developing essential, key skills across the various fields of study. Such skills cannot be developed in isolation and they may differ from context to context according to the field of study. Hospitality contributes directly to the development of the 8 skills marked *:

communication skills *

information skills *

numeracy skills *

self-management and competitive skills *

problem solving skills *

social and co-operative skills *

physical skills

work and study skills *

critical and creative thinking skills * 2. RATIONALE This syllabus is within the Home Science area of learning in the curriculum. In Namibia the hospitality industry plays a vital role in the economy and therefore the subject will equip learners to take a meaningful place in this fast growing industry. The particular features of Hospitality at this phase include tourism, communication, professionalism, health and safety, food safety, security and confidentiality, customer


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services, components of hospitality and their relationships, principles of food preparation, menus and service styles as well as table settings and cleaning The capacity to draw from such disciplinary diversity is the strength of the profession, allowing for the development of specific interpretations of the field, as relevant to the context. The Hospitality syllabus is designed to build on knowledge and skills acquired in the Junior Secondary phase. 3. AIMS The Hospitality syllabus aims to provide learners with:

the opportunity to develop as independent learners responsible for their own development

a realisation of how their professionalism impacts on the quality and consistency of the customer and their colleagues experience

the ability to recognise and celebrate the word diversity in cultures and uses it to positively meet customer needs

confidence when engaging with people to maintain interpersonal relationships

passion for the hospitality industry and the impacts it has on customers, employees and Namibia.

The syllabus develops a clear understanding of the relationship between the theory and practice of working in the hospitality industry. 4. ADDITIONAL INFORMATION 4.1 Guided learning hours The NSSCO level syllabuses are designed on the assumption that learners have about 130 guided learning hours per subject over the duration of two years, but this is for guidance only. The number of hours required to gain the qualification may vary according to local conditions and the learners’ prior experience of the subject. The National Curriculum for Basic Education (NCBE) indicates that this subject will be taught for 8 periods of 40 minutes each per 7-day cycle, or 6 periods of 40 minutes each per 5-day cycle, over two years. 4.2 Prior learning It is recommended that learners who are beginning this course should have previously studied Hospitality in Grades 8-9. 4.3 Progression NSSCO levels are general qualifications that enable learners to progress either directly to employment, or to proceed to further qualifications. Typically employment will be in the hospitality industry in establishments like hotels, lodges, guest farms, guest houses and other accommodation institutions. Further qualifications can be obtained at Vocational Training Centres (VTCs), Namibia University of Science and Technology (NUST) and/or other institutions of higher learning that offer hospitality training.


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4.4 Support materials and approved textbooks NSSCO syllabuses, question papers, examiner reports and assessment manuals in subjects, where applicable, are sent to all schools. Approved learning support materials are available on the Senior Secondary Textbook Catalogue for Schools. 5. LEARNING CONTENT The content is divided into topics as follows:

1. Tourism

2. Communication

3. Professionalism

4. Health and safety

5. Food safety

6. Security and confidentiality in hospitality

7. Customer services

8. Components of hospitality and their relationships

9. Principles of food preparation

10. Menus and service styles

11. Table settings

12. Cleaning


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TOPIC GENERAL OBJECTIVES Learners will:

SPECIFIC OBJECTIVES Learners should be able to:

1. Tourism know basic tourism concepts relevant to the hospitality industry

define: - tourism - tourist attractions

know the modes of tourism transportation identify the modes of tourism transportation

understand the hospitality regulatory bodies in Namibia

state the hospitality regulatory bodies in Namibia - Ministry of Environment and Tourism (MET) - Namibia Tourism Board (NTB) - Federation of Namibian Tourism Association (FENATA) - Ministry of Health and Social Services (MoHSS)

explain the benefits being a member of the Hospitality Association of Namibia (HAN) and the Namibia Tourism Board (NTB)

explain the economic impact that the MoHSS has on the sustainability of an establishment

explain the impact that the Ministry of Industrialisation, Trade and SME development has on the sustainability of an establishment

understand the impact of tourism in Namibia as a country

discuss the positive and negative impacts of tourism in Namibia - social - economic - environmental - technological


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2. Communication understand how to communicate effectively

describe types of communication - verbal - non-verbal

describe barriers to effective communication

discuss ways to overcome barriers to effective communication

discuss the importance of communication when dealing with conflict situations

- unsatisfied customers and customer complaints - rude customers

have the skill to communicate effectively

discuss ways how to communicate effectively

apply effective communication skills in situations like - presentation of menus - telephone etiquette - guest reservations

3. Professionalism understand the importance of professionalism

discuss the importance of professional conducts in the hospitality industry

discuss the advantages of professionalism to - a hospitality establishment - employees - customers - Namibia


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3. Professionalism (continued)

have the skill to be professional describe professional and unprofessional behaviour

distinguish between professional and unprofessional behaviour in the different departments of hospitality in relation to

- clean work areas - prepared to work: accurate, alert, attentive - using guests’ belongings - trying on guests’ clothes - gossiping - punctuality - responding to customers’ requests - language used

discuss professional and unprofessional behaviour and how it can affect the different departments of hospitality in relation to:

- personal presentation on hygiene, grooming, cleanliness and clothes or uniforms

discuss professional and unprofessional behaviour in the different departments of hospitality in relation to:

- ethics on inter-personal relations - reliability - loyalty and fairness

demonstrate professionalism in the establishment - punctuality - personal presentation - responding to customer requirements - language usage - ready to work - clean work areas


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4. Health and safety know health hazards in the workplace identify and describe health hazards in a hospitality establishment

state and explain the causes of the identified health hazards

understand health and safety control explain health and safety controls - equipment - Personal Protective Equipment (PPE) - maintenance - Occupational Health and Safety policy

have the skill to practise health and safety measures

explain the importance of health and safety in the hospitality establishment

demonstrate/practise the use of safety measures in the work place

5. Food safety know how to handle and keep food safe

define contamination: - food contamination - cross contamination

describe the methods to prevent cross contamination

explain ways how to handle food safely during preparation and storage of food to avoid contamination

understand causes and consequences of food spoilage

discuss the causes of food spoilage

describe symptoms caused by spoiled food - nausea - vomiting - fever - stomach cramps - diarrhoea


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5. Food safety (continued) understand the principles of food safety discuss the principles of food safety when: - receiving - storing - preparing - cooking - reheating left-over’s - holding/handling - serving - transporting

have the skill to handle food safely apply food safety principles in: - storing - preparing - cooking - holding/handling - serving

6. Security and confidentiality in hospitality

know the security controls in hospitality establishments

describe the purpose of security in hospitality establishments

understand the elements of security in hospitality establishments

explain the elements of security in hospitality establishments: - security officers - security equipment - safety procedures - access procedures - policies

discuss the elements of security in the different sub-divisions of hospitality establishments

- front office - food & beverage - housekeeping


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6. Security and confidentiality in hospitality (continued)

understand the importance of confidentiality in hospitality establishments

explain the importance of confidentiality with regards to - the business - the customers - employees

7. Customer services understand good customer service describe good customer services

identify types of customers in a hospitality establishment

explain the benefits of good customers services for an establishment

know the requirements for proper customer service

describe how the following requirements affect and influence good customer service

- telephone etiquette - personal demeanour - attentiveness - positive attitude - reliability - punctuality - being well informed

understand the impact of poor customer service

analyse the influence of poor customer service on the sustainability of the hospitality industry and its establishments

know the rights and responsibilities of customers

describe the rights and responsibilities of the customers as consumers in a hospitality establishment

have the skill to apply good customer service

demonstrate good customer service skills


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8. Components of hospitality and their relationships

know the different components of hospitality establishments

state the components of hospitality establishments - accommodation - food & beverage

know the roles of different sub-divisions

describe the sub-divisions under each component - accommodation - front office and house keeping - food and beverage – kitchen, restaurant and bar

classify the sub-divisions as either: - front of the house - back of the house - cost/support centre - revenue centre

understand the relationships between the sub-divisions in hospitality

explain the relationship between the sub divisions in hospitality

understand the operation of sub-divisions of a hospitality establishment

discuss how sub-divisions operate within the hospitality establishment

have the skill to perform duties of the front office

demonstrate the different duties in front office - complete the necessary documents for check-in, - check-out - transactions - special services

know the possible careers in hospitality list the possible careers in hospitality

understand the characteristics of the hospitality industry

discuss the characteristics of the hospitality industry - product service mix - two-way communication - relationship building - diversity in culture - labour intensiveness


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9. Principles of food preparation

have the skills to produce a plan of work

apply planning skills to include - ingredients required into a shopping list and the units of

measurement - equipment and utensils required - time plan including allocation of time to each task - order of work in a systematic order - special points such as temperature, need for ‘clean as you

go’

have the skills to prepare food apply knife skills in the following preparation techniques - chopping - slicing - shredding - cubing/ dicing - julienne

apply food preparation techniques - kneading - rubbing in - folding in - creaming - beating - whisking - melting

have the skills to use appropriate cooking methods and preparation techniques in food preparation

use cooking methods to prepare different dishes - poaching - braising - simmering - roasting - grilling - baking - stewing


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9. Principles of food preparation (continued)

have the skills to finish dishes apply garnish to dishes

apply decorations to dishes

10. Menus and service styles know all the different meals that can be served in an establishment

describe different meals - breakfast - lunch - dinner/supper

describe different courses of a meal - starters - main courses - deserts

know the different service styles in hospitality

describe the following service styles - silver service - plate service - tray service - buffet - take-away service

know different types of beverages provided in hospitality

distinguish between different types of beverages - alcoholic: wines, spirits, ciders, beers - non-alcoholic: juices, soft drinks and hot beverages

understand factors influencing food choices

discuss the factors that influence food choices for meals - health and nutrition - availability of resources - knowledge - culture - season - religion/beliefs - age


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11. Table settings know table settings

identify different types of eating utensils used for table settings - cutlery - crockery - glass ware

explain different types of linen used for table settings - tablecloth - table overlay - serviette/napkins

explain other items used for table settings - table decor - cruet sets - condiment - napkin folding styles

identify and explain types of table settings - formal - informal

have the skills to set tables

describe and demonstrate formal and informal table settings - select items to use for the table settings - design table layout - apply table layout

describe principles of table reduction during meal services

apply table setting skills

apply principles of reduction during a meal

have the skills to serve food and beverages

apply food and beverage service techniques during - wine service - plate service


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12. Cleaning know the cleaning agents used in hospitality establishments

distinguish between different groups of cleaning agents and chemicals and their purposes

- bleaches - soaps - washing powder - floor and furniture polishes - scourers - sanitisers - fabric softeners

know the cleaning equipment and materials

explain the important points to remember when using chemicals

describe the uses of cleaning equipment and materials - mops - brooms - dusters - cloth - buckets - vacuum


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12. Cleaning (continued) have the skills to clean different surfaces

explain cleaning agents for different surfaces - wooden surfaces - ceramics - aluminium - glass - concrete surfaces

use cleaning agents to: - remove stains from soiled linen - to clean surfaces

demonstrate the procedures of room and bathroom cleaning

have the skills to make a bed explain the uses of different types of bed linen used to make a bed

- night frill - mattress protector - fitted sheet - flat sheet - duvet cover - duvet - pillows - pillow cases (standard, continental) - overlays - decorative linen

state the steps in making a bed

demonstrate how to make a bed


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6. ASSESSMENT OBJECTIVES The assessment objectives for Hospitality are: A Knowledge and understanding

B Problem solving and evaluation

C Practical and communication skills

A description of each assessment objective follows.

A Knowledge and understanding

Learners should be able to demonstrate their knowledge and understanding in relation to

common vocabulary and terminologies

social, economic and environmental implications

principles, definitions and theories related to the hospitality industry

equipment, tools and materials and their suitability for use

food commodities and their suitability in food preparation.

safety and hygiene rules and regulations Questions assessing these objectives may begin with words such as: define, give examples, identify, indicate, list, name, outline, recognise, explain and state. B Problem solving and evaluation

Learners should be able to:

identify problems and come up with specific solutions, giving consideration to the constraints of time, cost, skills and resources

evaluate the effectiveness of solutions

evaluate the impact of given scenarios on the hospitality and tourism industry or a specific hospitality establishment

Questions assessing these objectives may begin with words such as: describe, explain, analyse, compare, evaluate, explain, give reasons, interpret, solve, and suggest ways. C Practical and communication skills

Learners should be able to:

observe and interpret body language

communicate orally and in writing

read and interpret information

follow and give instructions

apply techniques and methods to carry out practical tasks

make appropriate choices of materials and equipment to carry out practical activities

organise and manage time, money, fuel, energy, effort, materials, equipment and tools according to stated criteria for a given situation

measure accurate size, quantity, amount and weight of food and non – food materials required in specific practical activities

assess and evaluate the effectiveness of specific practical activity

observe and record observations based on a specific situation given

apply problem solving skills during practical activities


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7. SCHEME OF ASSESSMENT Learners must be entered for Paper 1, 2 and 3. Differentiation All learners are expected to pursue the same curriculum content and differentiation will be by outcome. Description of papers

Paper 1 Written 2 hours 100 marks Weighting 33.3% This paper will consist of compulsory short answer and extended answer questions. This paper will be based on topic 1-8 and 10-12 of the syllabus and will test assessment objectives A and B. Paper 2 Practical examination 4 hours 50 marks Weighting 16.7% This paper will consist of three compulsory sections Section A - Preparation: 1 hour 30 minutes Section B - Practical: 2 hours Section C – Evaluation: 30 minutes This paper will be based on topics 3, 4, 5, 9 and 10 of the syllabus and will test assessment objectives A, B and C. This examination will be externally set. Learners will receive Paper 2 one week before the first practical session. The examination will take place in a specialised equipped work room. Paper 3 Coursework Extended period (4 terms) 80 marks Weighting 50% This paper will consist of three coursework activities where learners must follow instructions that will be supplied to them during the first year and a portfolio of evidence using a variety of communication methods to be submitted by June of the second year. A new coursework paper will be issued before the start of each academic year. This paper will test assessment objectives A, B and C. This will be marked at school and externally moderated by the Directorate of National Examinations and Assessment (DNEA). Where applicable the coursework will take place in a specialised equipped workroom.


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Explanatory note to teachers The notes provided in the annexes at the back of the syllabus are intended to provide teachers with information to help them carry out valid and reliable assessment of the skills and abilities of their learners. It must be stressed that this NSSCO Hospitality syllabus is designed for Namibian learners and as such the learning content should be taught in the Namibian context, thus explanations and examples must be responsive to Namibia. Practical exercises on food and beverage should be given to learners throughout the course to give them an opportunity to develop practical skills which can be applied in the practical examination. Similarly, more practical activities than the assignments that contribute to the coursework mark should be done. 8. SPECIFICATION GRID The relationship between the assessment objectives and components of the scheme of assessment:

Assessment objectives Paper 1 Marks

Paper 2 Marks

Paper 3 Marks

Overall Weighting of papers

A Knowledge and understanding 60 20 8 31.7%

B Problem solving and evaluation 40 5 24 30%

C Practical and communication skills 0 25 48 38,3%

Total marks 100 50 80

Weighting 33,3% 16,7% 50% 100%

The assessment objectives are weighted to give an indication of their relative importance. They are not intended to provide a precise statement of the number of marks allocated to a particular assessment objective.


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9. MODERATION (a) Internal moderation When several teachers in a centre are involved in internal assessment, arrangements must be made within the centre for all learners to be assessed to a common standard. It is essential that within each centre the marks for each skill assigned within different teaching groups (e.g. different classes) are moderated internally for the whole centre entry. The centre assessments will then be subjected to external moderation. (b) External moderation Coursework assessment summary forms must be received by Regional Office / REXO during the first week of September along with samples of the coursework undertaken by the learners and the schemes of assessment for each assignment. The samples should cover the full ability range. If there are ten or fewer learners, all the coursework that contribute to the final mark for all learners must be sent to DNEA. Where there are more than ten learners, all the coursework that contribute to the final mark for ten of them will be required. The centre should select learners covering the whole mark range, with the marks spaced as evenly as possible, from the top mark to the lowest mark. If appropriate, the samples should be selected from the classes of different teachers. A further sample of coursework may subsequently be required. All records and supporting work should be retained until after the publication of the results. The Directorate of National Examination and Assessment (DNEA) will issue instructions to centres in Namibia concerning external moderation arrangements. 10. GRADE DESCRIPTIONS

Grade descriptions indicate the overall levels of achievement expected of learners for award of particular grades. The grades awarded will depend upon the extent to which the learner has met the Assessment Objectives overall. Learners will be graded on a scale of A*-G. The descriptors for judgemental thresholds (A, C, E and G) are given below.

Grade A Grade C Grade E Grade G

Learners will have:

A Knowledge and understanding

Excellent ability to

identify detailed facts and techniques in relation to the content of the syllabus

Good ability to

identify facts and techniques accurately in relation to the content of the syllabus

Some ability to

identify basic facts and techniques accurately in relation to the content of the syllabus

Limited ability to

identify basic facts accurately in relation to the content of the syllabus

describe / explain / define the theories and principles of the syllabus in detail

describe / explain / define clearly the theories and principles of the syllabus

describe / explain / define the basic theories and principles of the syllabus

describe / explain / define the basic principles of the syllabus

B Problem solving and evaluation

Excellent ability to

interpret and handle information appropriately

Good ability to

interpret and handle information adequately

Some ability to

interpret and handle information

Limited ability to

handle information

analyse and evaluate problems and situations

analyse and evaluate problems and situations

identify and define / describe problems and situations

identify problems and situations


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use judgement to structure / create effective plans of action

use judgement to structure / create appropriate plans of action

structure / create reasonable plans of action

suggest solutions

evaluate the impact of occurrences on the hospitality and tourism industry

evaluate the impact of occurrences on the hospitality and tourism industry

evaluate the impact of occurrences in general

evaluate the impact of occurrences

C Practical and communication skills

Effective ability to:

apply a plan / specification

Good ability to:


Some ability to:


Limited ability to:


manage resources manage resources manage resources manage resources

use equipment and tools use equipment and tools use equipment and tools use equipment and tools

demonstrate correct techniques

demonstrate appropriate techniques

apply techniques be apply techniques

apply numerical skills apply numerical skills apply numeric skills apply numeric skills

adhere to safety measures



use safety measures

evaluate work and progress

monitor and comment on work and progress

comment on their work make basic comments about their work

communicate information, ideas and processes (and solutions) in detail

communicate information, ideas and processes (and solutions)



choose the most appropriate method to communicate in different situations

choose appropriate methods to communicate in different situations

choose communication methods for different situations

choose different communication methods


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11. GLOSSARY OF COMMAND WORDS FOR ASSESSMENT Assessment is an integral part of the teaching profession for teachers to set better questions and assignments, and to interpret syllabuses. The understanding of the meaning of key verbs is important. Analyse examine in detail to show meaning, identify elements and the

relationship between them Apply put subject matter/content to a practical use Compile collect or to put together facts and arguments in an orderly or

organised way Compare identify/comment on similarities and/or differences Demonstrate to show or prove something clearly and convincingly Define give the exact meaning of, or to state precisely and briefly the

meaning of a term Describe state the points of a topic / give characteristics and main features Discuss write about issue(s) or topic(s) in depth in a structured way Distinguish show the difference between one or more variables Evaluate judge or calculate the quality, importance, amount, or value of

something Explain set out purposes or reasons / make the relationships between things

evident / provide why and/or how and support with relevant evidence

Identify name/select/recognise Illustrate give a clear example or a graphic representation of something Label attach names and information to illustrations, drawings and objects List give a number of points, generally each of one word/a phrase Motivate give reasons for certain judgements or choices; present facts and

arguments in support of a request Name or mention give only the names, characteristics, items or facts Plan arrange subject matter content in a predetermined way to

accomplish a certain action Relate find the relationship between one or more variables Report to give information about something that has happened State or give express in clear terms


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Suggest apply knowledge and understanding to situations where there are a

range of valid responses in order to make proposals Summarise or conclude set out/draw together the main points of content, orally or in writing


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12. GLOSSSARY OF SUBJECT TERMS Good customer service means to build good relationships with your customers promoting a

positive, helpful and friendly environment that will ensure customer to return often and spend more

Tourism the commercial organisation and operation of holidays and visits to

places of interest or for business purposes Baking cooking in the oven Batter a flour mixture with a high viscosity like e.g. for pancakes Boil heat water until bubbling vigorously and also to cook food in water

that is bubbling vigorously Boiling point the temperature at which a liquid boils and turns to vapour Braising cooking food, especially meat in a small amount of liquid Breakfast is the first meal of a day, most often eaten in the early morning

before undertaking the day's work Buffet typically involves diners serving themselves from foods placed in a

public area Chop cut into small random size pieces with a knife or other cutting divide Coat to cover with a thin layer Cross-contamination the process by which bacteria or other microorganisms are

unintentionally transferred from one substance or object to another, with harmful effect

Dessert a sweet course that usually concludes an evening meal Dinner usually a cooked meal of any size eaten at any time of day also

seen as the most significant and important meal of the day, now generally the largest of the day

Dredge coat foods lightly with dry ingredients before cooking; the most

common dredge is flour Fillet remove the bones from fish or meat before cooking Filling stuffing, or dressing is an edible substance or mixture, often

a starch, used to fill a cavity in another food item while cooking Garnish a decorative touch added to dishes and beverages Grilling cooking above a heat source, such as traditional wood coals or

charcoal, in the open air Julienne cut food, usually vegetables, into thin stick-shaped pieces

https://en.wikipedia.org/wiki/Starch

https://en.wiktionary.org/wiki/cavity


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Lunch (the abbreviation for luncheon) is a light meal typically eaten as a midday meal of varying size depending on the culture.

Main course featured or primary dish in a meal consisting of several courses

usually follows the entrée Mealtime is the different times during the day when meals are consumed Melting to liquefy certain ingredients as a step in the preparation of a dish Menu is a list of all the food that can be eaten during one meal Pit remove the centre seed from food Plate service serving a meal already dished up on a plate Poaching cooking in liquid held just below boiling so it just shimmers slightly

on the surface Reduce to cook by simmering or boiling until its volume is decreased in

order to concentrate flavour Roasting cooking in an uncovered pan in the oven to produce a well-browned

exterior and a moister, cooked interior; during roasting, no liquid (such as water or wine) comes into contact with the food.

Shred tear or cut into pieces or strips Silver service a style of serving food at formal meals in which the server uses a

silver spoon and fork in one hand to serve the food item by item on to the diner's plate from a service dish to the guest's plate from the left

Simmering gently cooking food in a liquid over low heat so tiny bubbles can be

observed breaking the surface of the liquid Stewing gradually cooking ingredients in a covered pot for a long time (until

tender) Supper a light meal eaten in the late evening Thicken to thicken a liquid mixture by adding flour or egg Tray service serving a meal on a tray Cleaning removing dirt


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ANNEXE A: Practical examination assessment summary form

Please read the instructions printed overleaf and the General Practical Regulations before completing this form

Centre Number November

Candidate Number

Candidate Name Preparation

session (max 15)

Method of working (max 15)

Quality, results and presentation

(max 15)

Evaluation (max 5)

Total Mark (max 50)

Name of teacher completing this form Signature Date

MINISTRY OF EDUCATION, ARTS AND CULTURE NATIONAL EXAMINATIONS

Republic of Namibia

NSSCO HOSPITALITY Paper 2: Practical examination assessment summary form


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ANNEXE B: Coursework assessment summary form

Please read the instructions printed overleaf and the General Practical Regulations before completing this form

Centre Number November

Candidate Number

Candidate Name Coursework Task 1

(max 27) Coursework Task 2

(max 23) Coursework Task 3

(max 30) Total Mark (max 80)

Name of teacher completing this form Signature Date

MINISTRY OF EDUCATION, ARTS AND CULTURE NATIONAL EXAMINATIONS

Republic of Namibia

NSSCO HOSPITALITY Paper 3: Coursework assessment summary form


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A. INSTRUCTIONS FOR COMPLETING PRACTICAL EXAMINATION ASSESSMENT SUMMARY FORM (PT1) 1. Complete the information at the head of the form. 2. List the learners in the order in which the names are printed on MS1 (i.e. in order of candidate examination number order, where this is known,

see item B1 below). 3. Transfer each candidate’s marks from his or her Individual Working mark sheet to this form as follows:

a) Where there are columns for individual skills or assignments enter the marks awarded. b) In the column headed ‘Total Mark’, enter the total mark awarded.

B. PROCEDURES FOR EXTERNAL MODERATION 1. The DNEA sends computer-printed Practical mark sheets MS1 to each Centre showing the names and examination numbers of each candidate.

Transfer the total mark for each candidate from the Practical Test Assessment Summary Form to the computer-printed Practical mark sheet MS1. 2. Despatch the top sheet of the computer-printed Practical mark sheet MS1 (marked ‘This copy is to be sent to the DNEA’), to reach the DNEA on

a date to be announced officially. 3. Send all of the learners’ work with the corresponding Individual Working Mark Sheets, photographs of learners’ dishes, this Summary Form and

the first copy of the MS1 marked ‘This copy is to be sent to the Moderator to reach the DNEA on a date to be announced officially. C. INDIVIDUAL CANDIDATE WORKING MARK SHEETS INSTRUCTIONS FOR COMPLETING INDIVIDUAL WORKING MARK SHEETS FOR PRACTICAL EXAMINATION

Complete the information at the head of the form. Mark the Practical assignment for each candidate. Enter marks and total marks in the appropriate spaces. Complete any other sections of the form required. Ensure that the addition of marks is independently checked. Transfer the marks to the Practical Examination Assessment Summary Form in accordance with the instructions given on that document.

Retain all Individual Candidate Working Mark Sheets for practical work which will be required for external moderation. Further detailed instructions about external moderation will be sent in the 3rd term of the year of the examination. See also the instructions on the practical examination Assessment Summary Form.


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ANNEXE C: Symbols for units These terms will be used by principal examiners during the setting of papers. Unit Name of unit Symbol for units Length millimeter mm

centimeter cm metre m

kilometer km Weight/mass milligram mg gram g kilogram kg Volume millilitre ml litre l Time second s minute min hour h Energy values Joule J kiloJoule kJ calorie cal Temperature degrees Celsius ºC degrees Fahrenheit ºF


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ANNEXE D: Hospitality tools list Electrical appliances Bain-marie Beater Blender Food processor Microwave oven Refrigerator Steamer Stoves electrical/gas Teakettle Toaster Kitchen apparatus and utensils Draining spoons Ladle Locking tongs Spatula metal/rubber Spoons, ladles, and more Whisk Wooden spoons Chef’s knife Fillet knife Grater Micro plane grater Paring knife Potato masher Serrated bread knife Y-shaped vegetable peeler Baking dish Baking sheet and cake pan Grill pan Muffin pans Pots and pans Roasting pan Saucepans Sauté pan Skillet Wok Apple corer Biscuit cutter Bottle opener Cake and pie server Cleaver Cooling rack Corkscrew Cutting board Dough scraper Egg poacher Egg separator Egg slicer Flour sifter Food storage containers Funnel Grater

Instant-read thermometer Kitchen shears Lemon squeezer Measuring cups Measuring spoons Meat tenderiser mallet Mixing bowls stainless

steel/plastic Oven mitts Pastry bag Pastry blender Pastry brush Pizza cutter Potato masher Rolling pin Salad spinner Salt and pepper mills Scales Sugar thermometer Timer Tin opener Wire mesh colanders Zester Eating utensils (set of 16) Dinner plates Side plates Soup plates Dessert bowls Soup bowls Cups & saucers Mugs Sugar bowl Serving dishes (variety) Milk jugs Teapots Sauce boats Dinner knives Dinner forks Dessert knife Dessert fork Table spoon Dessert spoon Teaspoon Fish knife Fish fork Cake fork Sugar spoon Soup spoon Butter knife Serving spoon(s) White wine glass Red wine glass Water glass

Front desk equipment

Telephone Desk/table with drawer Computer with Windows 10

(no specialised software are required at this level)

Paper tray Housekeeping equipment Mop Broom Duster Cleaning cloths Cleaners’ trolley/bucket Vacuum cleaner (if room has

carpets) Bed with mattress Night frill Mattress protector Fitted sheet Flat sheet Duvet Duvet cover Standard pillows (2) Standard pillow cases (2) Continental pillow Continental pillow case Over lays for bed Decorative cushions Set of towels (Bath towel,

hand towel, face cloth) Bed lamp Bedside table Curtains Mat for bedside Shower curtain Toilet set Shower mat

http://en.wikipedia.org/wiki/Wooden_spoon

http://en.wikipedia.org/wiki/Fillet_knife

http://en.wikipedia.org/wiki/Apple_corer

http://en.wikipedia.org/wiki/Biscuit_cutter

http://en.wikipedia.org/wiki/Bottle_opener

http://en.wikipedia.org/wiki/Cake_and_pie_server

http://en.wikipedia.org/wiki/Cleaver

http://en.wikipedia.org/wiki/Cutting_board

http://en.wikipedia.org/wiki/Egg_poacher

http://en.wikipedia.org/wiki/Separating_eggs

http://en.wikipedia.org/wiki/Egg_slicer

http://en.wikipedia.org/wiki/Flour_sifter

http://en.wikipedia.org/wiki/Funnel

http://en.wikipedia.org/wiki/Lemon_squeezer

http://en.wikipedia.org/wiki/Meat_tenderiser

http://en.wikipedia.org/wiki/Pastry_bag

http://en.wikipedia.org/wiki/Pastry_blender

http://en.wikipedia.org/wiki/Pastry_brush

http://en.wikipedia.org/wiki/Pizza_cutter

http://en.wikipedia.org/wiki/Potato_masher

http://en.wikipedia.org/wiki/Rolling_pin

http://en.wikipedia.org/wiki/Weighing_scale

http://en.wikipedia.org/wiki/Sugar_thermometer

http://en.wikipedia.org/wiki/Tin_opener

http://en.wikipedia.org/wiki/Zester

http://en.wikipedia.org/wiki/Eating_utensil

The National Institute for Educational Development Private Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: +264 62 509073 Website: http://www.nied.edu.na

MINISTRY OF EDUCATION, ARTS AND CULTURE...HOSPITALITY SYLLABUS ORDINARY LEVEL SYLLABUS CODE: 6156...

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Transcript of MINISTRY OF EDUCATION, ARTS AND CULTURE...HOSPITALITY SYLLABUS ORDINARY LEVEL SYLLABUS CODE: 6156...