uhc74m food service - vtct · preparation of a food service area ... vegetables/side dishes may...
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UHC74M Food service
Unit reference number: M/615/0912
Level: 2
Guided Learning (GL) hours: 80
Overview
The aim of this unit is to develop learners’ knowledge, understanding and practical skills required to prepare areas and equipment for different food service situations. Learners will know how to take a food order, how to serve customers and how to clear tables. They will also learn the different payment types and how to take payments from customers.
Learning outcomes
On completion of this unit, learners will: LO1 Know the different types of food service
LO2 Know the table settings for different types of food service
LO3 Know how to work a food service session
LO4 Know how to take payments
LO5 Be able to serve food and take payment
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Assessment requirements
Learners must complete all four assessment requirements related to this unit:
1. Portfolio 2. Graded practical assessment 3. External examination 4. Graded synoptic assessment
1. Portfolio
Learners must produce a portfolio. The portfolio must include evidence that the learners have:
Prepared a food service area covering all of the following - Setting tables
- Preparing work station for service
- Check tools and equipment needed for service
Set tables for all food service situations - Plated
- Combination
- Buffet
- Silver service
Served a minimum of 2 different meals - Breakfast
- Lunch
- Dinner
Used a minimum of 4 different menu types - Seasonal
- Table d’hôte
- Specials
- An à la carte menu
- Plat du jour
- Snack
- Bar
- Hot buffet
- Cold buffet
Used a minimum of 8 tools and equipment - Serving dishes
- Serving liners
- Serving flats
- Service cutlery
- Silverware
- Service cloths
- Service linen
- Plate warmer
- Salvers
- Trays
- Trolleys
- Side tables
- Service tables
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- Order pad and pen or electronic equivalent
Served food in all food service settings - Plated
- Combination
- Buffet
- Silver service
Taken a minimum of 1 type of payment - Cash
- Credit and debit card
- Contactless payment
- Payment apps
The portfolio must be completed prior to learners undertaking the graded practical skills test. Whilst the portfolio will not be graded, it may be sampled by the VTCT External Quality Assurer (EQA). Evidence from the graded practical assessment must also be presented in the portfolio.
2. Graded practical assessment
Learners must carry out a complete practical assessment which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment. At a minimum the graded practical assessment for this unit must cover:
Preparation of a food service area before a service session
Service of food during a service session
Closing of a food service area at the end of a service session
Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.
3. External examination
Whilst the theory content of LO1, LO2, LO3 and LO4 may be naturally assessed in the graded practical assessment, they will be tested by an external examination towards the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.
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4. Graded synoptic assessment
In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of practical skills from across the whole vocational area (all mandatory units). Assessment coverage will vary year on year, although all services will be covered over time. VTCT will set a brief for centres which will detail the food and beverage service situation to be used in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.
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Unit content
LO1 Know the different types of food service
Learners must know different food service situations:
Service situations - Plated
The food is plated in the kitchen and taken to the table. Vegetables/side dishes may come separately and be placed on the table for customers to help themselves
- Silver service The food is served at the table from flats and/or dishes with a spoon
and fork and placed onto the customer’s plates. Sauces and accompaniments are also served directly onto the customer’s plate
- Combination The main element of the dish is plated in the kitchen and then the side
dishes and accompaniments are silver serviced at the table directly onto the customer’s plate
- Buffet Some dishes will require serving to manage portion control and/or
maintain the integrity of the dish so waiting staff will serve the customers these dishes and then the customers will help themselves to side dishes and accompaniments from the buffet table
Meal situations - Breakfast
- Lunch
- Dinner
- Afternoon tea
- High tea
Menus types - Seasonal – regularly changes to use seasonal produce and forces on
seasonal foods
- Table d’hôte – a number of choices for each course. These types of menus change regularly depending on the availability of ingredients. At a fixed price for 2 or 3 course
- Specials – changes on a daily or weekly basis, takes advantage of special offers from suppliers, uses ingredients that need to be used
- An à la carte menu – A selection of different dishes for each course. Each dish is individually priced. Dishes are grouped under food types e.g. fish, salads, meat “from the grill”. Vegetables may be served with the dish or may be extra. These menus don’t change much over a season
- Plat du jour – is French for “dish of the day” and the choice is limited to one dish at a set price
- Snack – consist of light meals such as sandwiches, paninis, sausage rolls, each item is individually priced
- Bar – can either be light snacks or meals offered in a bar environment rather than in a restaurant
- Hot buffet – either self-service or the main course is served and the customers help themselves to other food items. The menu dishes are served hot
- Cold buffet – self-service or main dishes served to the customer. Main dishes are cold
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Learners must know tools and equipment needed for service:
Serving dishes
Serving liners
Serving flats
Service cutlery
Silverware
Service cloths
Service linen
Plate warmers
Salvers
Trays
Trolleys
Side tables
Service tables
Order pad and pen/electronic equivalent Learners must know how to deal with waste and rubbish:
Bins with a lid to be present in the working area
Empty bins throughout and after service to prevent unpleasant smells in dinner area
Recycle when appropriate Learners must know the importance of keeping areas clean, tidy and safe:
Comply with current legislation for health, safety and hygiene which is a legal requirement – prevent hazards, risk of cross-contamination
Ensure customer satisfaction – present a clean service area, dispose of unpleasant waste, positive image
Professional pride – in having a clean, tidy and safe work area
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LO2 Know the table settings for different types of food service
Learners must know how to set tables:
Linen requirements - Tablecloths
- Napkins
- In line with organisational requirements
Glass requirements - How many glasses
- Which type, e.g. water, white wine, red wine
- Positioning of glass, e.g. informal setting, formal setting
- Ensure glasses are sufficiently polished
Cutlery settings - How many courses
- Correct cutlery for each course
- Cutlery is sufficiently polished
- Style of setting, e.g. informal, formal
Crockery - Side plates
- Chargers
Condiments - Salt and pepper
- Sauces
- Oil
- Vinegars
Lay tables - Check all the tables are laid-up correctly and to the required standard
- Check service work station ready for service
Silverware - Know the placement of silverware during service – when adding a steak knife
or fish cutlery
Report any problems to supervisor - Damaged or broken equipment
- Missing stock
- Not enough space for covers booked
- Issues with layout of tables
Take any necessary corrective action to ensure that the area is set up to the required standard
Follow health/safety/hygiene guidelines
Learners must know different types of table settings:
Meal type – breakfast, lunch, dinner, afternoon tea, high tea
Number of courses
Formal/informal
Position of glassware
Position of cutlery for different settings situations
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LO3 Know how to work a food service session
Learners know how to use customer service skills:
Customer service skills - Meet and greet customers
- Effective use of customer service skills
- Be polite and friendly Learners must know how to greet customers:
Welcoming, friendly, polite
Confirm reservation if appropriate
Take coats
Show to table
Check if customers have any special requirements, e.g. - Children’s highchair
- Disabled access
- Children’s play pack
Give out appropriate menus - Meal type
- Drinks/wine
- Children’s Learners must know the importance of being familiar with the available menu items:
Availability of dishes
Specials
Up-selling of menu items
Increased customer satisfaction
Reduce complaints
Improve efficiency
Food safety compliance - Allergies – shellfish, nuts, dairy
- Gluten-free dishes for customers with coeliac disease Learners must know how to take orders:
Tell customers about any specials - Describe the dish, main ingredients, accompaniments, sauces and cooking
methods
- Be able to suggest dishes that meet dietary requirements, e.g. Gluten-free
Vegetarian
Kosher
Dairy-free
Tell the customers the menu items not available
Use produce knowledge to provide excellent customer service - Suggesting wine to accompany dishes
- Match products and services to customer needs
- Promote specials
- Suggest offers and promotions
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Record order, as per seating position, when possible (see Figure 1) - No need to ask who is having which dish
- Allows the correct cutlery to be placed on the table without interrupting the customers’ conversation
Read the order back to the customers to ensure order is correct
Make sure order is sent to the kitchen immediately
Figure 1
Learners must know how to service food at the table:
Silver service - Placement of plate
- Placement of food on the plate
- Serving accompaniments and sauces
- Portion size
Plated food - Placement of plate
- Warn customers of hot plates
- Placement of side dishes
- Offer accompaniments and sauces
Buffet service - Placement of food items on the plate
- Portion control
- Serve or offer accompaniments and sauces
Serve food in line with the organisation’s procedures - Food on platters can be served from the left and the table cleared from right
- Food that comes from the kitchen already plated can be served from the right and the table cleared from the right
- Remove any unwanted glassware before serving the starter
Check on customers’ satisfaction after food has been served
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Learners must know how to clear tables:
Clear once all customers have completed their food
Replenish cutlery if necessary after the starter
Clear dirty plates and dishes neatly
Clear food debris onto one main plate on arm, take straight from the table to tray or kitchen and dispose into correct waste bins in line with the service operation
Avoid carrying too much in one go to prevent dropping items
Brush crumbs off the table after clearing the main course
Clear the table of all crockery, empty and unwanted glassware, and cutlery (except for the dessert spoon and fork after the main course is finished)
Place the dessert spoon and fork on the right and left hand side of the place setting with enough room to place the dessert plate/bowl
Place coffee cups/sauces/milk/cream/sugar after clearing dessert or in line with organisational procedure
Follow health/safety/hygiene guidelines and comply with current legislation Learners must know the importance of arranging and presenting food in line with menu specifications:
Meet customer expectations and needs
Maintain organisation’s quality standards
Learners must know how to use food service tools and equipment:
Service cutlery
Silverware
Plate warmer
Trays
Trolleys
Side tables
Service tables Learners must know how to keep their work station and the customer area clean and tidy:
Put items away when finished using them
Take dirty plates/items to the kitchen/bar immediately
Clean as you go
Comply with current health and safety regulations Learners must know the importance of keeping their work station and the customer area clean and tidy:
Organisational image
Cleanliness and health and safety - Pest control
- Removing and correctly dealing with broken items so not creating a hazard
- Minimise risk of cross-contamination
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Learners must know how to deal with unexpected situations:
Late or early customers - Follow organisation’s procedures
Unavailable items on menu - Inform and apologise
- Suggest suitable alternatives
Special requests - Follow organisation’s procedures
- Seek guidance from supervisor
Errors/omissions with order or delay to service time - Apologise
- Explain situation
- Keep customer informed as to progress
Deal with a complaint - Apologise
Offer alternative
Suggest solution
- Remain calm Tone of voice
Body language
- Recognise limits of authority Know when to refer to supervisor
Provide solution with limits of authority
Incidents - Sudden staff or customer illness, trips or falls
Alert first aider
Comply with organisation’s reporting procedure
- Spillages Comply with organisation’s reporting procedure
- Emergency evacuations situation Evacuation procedure
Raising the alarm
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LO4 Know how to take payments
Learners must know the types of payment:
Cash
Credit and debit card
Contactless payment
Payment apps, for example - Apple pay
New apps and payment systems Learners must know how to prepare customer bills:
Use payment point electronic or manual
Ensure sufficient work stationery – till roll, bills, stapler, pens
Knowledge of prices – price lists, menus, pre-programmed till, dockets, VAT receipts
Sub-total and total, as necessary
Check before printing
Present the bill to the customer
Know how to split the bill – using apps or till
Ask customer to check the bill before taking payment
Follow organisation’s procedure for taking payments
Learners know how to take payment:
Confirm with the customer the bill total
Cash payment - Check amount tendered
- Count change back to customer
- Acknowledge the customer’s payment
- Secure cash
Credit and debit cards - Enter the bill amount into the card machine
- Ask customer to check the amount on the machine
- Ask customer to enter pin number
- Ask customer to remove card once payment has been processed
- Give customer their receipt if required
- Acknowledge the customer’s payment
- Follow security procedures
Contactless payment (currently (as 2016) for payments of £30 and under) - Enter the bill amount into card machine
- Ask customer to following instructions on card machine, with option to enter gratuity
- Ask the customer to press card against the card reader to make payment
- Give customer their receipt
- Acknowledge the customer’s payment
- Follow security procedures
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Payment apps - Enter the bill amount into card machine
- Ask customer to following instructions on card machine, with option to enter gratuity and check the amount
- Ask customer to press their phone against the reader and select payment card
- Acknowledge the customer’s payment
Follow procedures for a declined payment - Ask for another form of payment
- Report to supervisor
Follow security procedures
Learners must know the importance of following organisational payment procedures:
Reduce risk of theft
Ensure payments are processed correctly and efficiently, report any errors to the supervisor immediately
Ensure till balances at the end of the shift
Learners must know how to deal with problems when taking payment:
Equipment breakdown - Use another card machine
- Report to supervisor
- Follow organisational procedure
Suspected counterfeit notes - Follow organisational procedures for checking notes
- If unsure refer to supervisor
Insufficient notes or change - Seek assistance of supervisor to resolve problem
- Follow organisational procedure
Queues - Seek assistance from another member of the team to open another till
- Ask supervisor for help
- Apologise to each customer as they reach the till
Customer forgets pin, card will not swipe - Ask for alternative payment method
- Report to supervisor
- Follow organisational procedure
Customer unable to make payment - Report to supervisor for assistance
- Follow organisational procedure
Incorrect customer bill - Apologise
- Investigate the discrepancy
- Issue new bill
- Seek authorisation from supervisor
- Follow organisational procedure
Attempted fraud or theft or a runner - Quickly seek help and support from a team member and your supervisor
- Follow organisational procedure
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LO5 Be able to serve food and take payment
Comply with uniform and personal appearance standards: Wear the correct uniform to comply with health and safety, food safety, Personal Protective Equipment (PPE) regulations
The uniform must be clean
Hair must be tied back and put under a hat or hair net
Facial hair must be covered with a beard net
Clean apron must be used to prevent cross-contamination
Nails must be short, clean and unpolished and to prevent cross-contamination
No jewellery should be worn
No strong smelling perfume or body spray as this will affect the flavour of delicate food items
Comply with food safety and food hygiene standards: Learners should make sure food items are safe to use
Make sure food is served as quickly as possible after reaching the pass to maintain food temperature
Ensure food is served safely to prevent cross-contamination, e.g. hot dishes being carried with a cloth and the cloth is not dipping into the sauce on the plate
Ensure clean equipment and service equipment is used to prevent cross-contamination, e.g. when doing silver service use clean spoon and fork with each table and with different dishes
Apply hazard analysis and critical control points (HACCP):
To avoid hazards. This keeps food and drink items safe from biological, chemical and physical safety hazards
Hazard Analysis Critical Control Points (HACCP) are an internationally recognised food safety management. The emphasis is on identifying the critical points in a process where food safety problems (or hazards) could arise. Steps can then be put in place to prevent things going wrong. Keeping records is also an important part of HACCP systems
Prepare for, and close a food service session:
Food service situations - Plated
- Combination
- Buffet
- Silver service
Prepare for service - Set tables for service
Number of covers
Number of tables needed
For service style
Informal/formal table settings
Linen, glassware, cutlery, crockery, condiments
Preparation of service station - Extra napkins
- Tools and equipment needed for service
- Order pad/equipment
- Extra Condiments
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Use tools and equipment during service - Serving dishes
- Serving liners
- Serving flats
- Service cutlery
- Silverware
- Service cloths
- Service linen
- Plate warmer
- Salvers
- Trays
- Trolleys
- Side tables
Clear down during and after service - Clear once all customers have completed their food
- Replenish cutlery if necessary after the starter
- Clear dirty plates and dishes neatly
- Clear food debris onto one main plate on arm, take straight from the table to tray or kitchen and dispose into correct waste bins in line with the service operation
- Avoid carrying too much in one go to prevent dropping items
- Brush crumbs off the table after clearing the main course
- Clear the table of all crockery, empty and unwanted glassware, and cutlery (except for the dessert spoon and fork after the main course is finished)
- Place the dessert spoon and fork on the right and left hand side of the place setting with enough room to place the dessert plate/bowl
- Place coffee cups/sauces/milk/cream/sugar after clearing dessert or in line with organisational procedure
- Follow health/safety/hygiene guidelines and comply with current legislation
Take customer orders and serve food during a service session:
Provide information about the specials, menu items, allergens
Give customers advice and guidance on menu items
Set appropriate cutlery/crockery for dishes selected
Serve food in an appropriate service style
Service accompaniments and sauces
Check customer is happy with food
Provide customer service:
Verbal and non-verbal techniques – e.g. language used, appearance, body language
Give advice on menu choices and dishes
Keep area clean and tidy and work in a safe and hygienic manner
Deal quickly and efficiently with any problems or complaints
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Prepare the customer’s bill and take payment:
Check the bill is for the right customer/table
Check amount
Present the bill to the customer in line with organisational procedures
Ask the customer to check the amount
Process the payment
Follow security procedures
Give the customer the receipt/VAT receipt
Thank the customer
Identify strengths and areas for improvement to the food service:
Level of customer service provided
Appropriate use of skills and techniques
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Assessment criteria
Assessment criteria will be applied to the graded practical assessment. In order to Pass this unit, learners must at a minimum achieve all Pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.
Learning outcome
The learner must:
Pass
The learner can:
Merit
To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:
Distinction
To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:
LO5 Be able to serve food and take payment
P1 Comply with uniform and personal appearance standards
M1 Use the work space effectively
M2 Use skills with confidence and accuracy whilst minimising waste
M3 Use effective team working skills to meet the needs of the service
D1 Use customer service techniques to provide excellent customer service
D2 Explain improvements that could be made to the service
P2 Comply with food safety and food hygiene standards
P3 Apply hazard analysis and critical control points (HACCP)
P4 Prepare for, and close a food service session
P5 Take customer orders and serve food during a service session
P6 Provide customer service
P7 Prepare the customer’s bill and take payment
P8 Identify strengths and areas for improvement to the food service
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Assessment guidance
Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.
P1 Comply with uniform and personal appearance standards
Learners must be professionally presented for practical sessions and assessments.
They need to wear the correct uniform and PPE. The uniform must be clean. Hair must be tied back and neat.
Learners must have: minimum make-up, no jewellery, short and clean unpainted nails and no strong smelling perfume/body spray.
P2 Comply with food safety and food hygiene standards
Learners must show that they can work within the current food safety regulations throughout the assessment.
Their working methods and behaviour must minimise the risk of cross-contamination and follow appropriate routines and procedures to avoid potentially severe health hazards.
P3 Apply hazard analysis and critical control points (HACCP)
Learners must follow the HACCP procedures throughout the practical assessment.
P4 Prepare for, and close a food service session
Learners must be able to prepare for and close after the service session.
They should follow all the organisational requirements for preparing for service, e.g. they will set the tables in line with the organisation’s and service requirements, they will check that cutlery and glassware is clean and check the work station is fully stocked.
Learners must attend a pre-service briefing that covers relevant information needed to provide an efficient service, e.g. any dishes that are not available, what specials are available, how many portions of the daily specials are available, the range of vegetables being serviced and what the soup of the day is.
At the end of the service, they will close the service session. The closure will meet all the organisational standards, e.g. they will ensure all the bins are clean and emptied and work stations are clear and clean.
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P5 Take customer orders and serve food during a service session
Learners must show they are able to take customer orders and serve food to customers efficiently during a busy service, e.g. a minimum of 10 covers on 4 tables during a 2 hour service session.
Learners will provide a professional service that includes taking the customer’s order, being able to answer questions from customers about menu items during the service, e.g. what the soup of the day is, can the sauce for the steak come on the side or the vegetable selection that accompanies the fish pie.
Learners will be able to give correct advice on dishes and their ingredients, e.g. they will be able to describe how the special fish dish has been cooked and what it is served with.
P6 Provide customer service
Throughout the service learners will provide appropriate customer service. They will use verbal and non-verbal communication correctly, for example, they will demonstrate positive body language by standing up straight at all times and not leaning or slouching in front of customers. They will use appropriate language and will not use any slang.
Learners will set the correct cutlery for dishes ordered, e.g. soup spoons and steak knives. They will serve the correct accompaniments and sauces with dishes as required, and they will clear the table in a professional manner.
Learners should work independently, but may seek support of other team members to ensure service is efficient, for example they may ask a team member to help them serve the main courses to a table of eight so the food is served hot and some of the customers are not kept waiting while others have their meal.
Learners will need to communicate clearly with the kitchen team to let them know when tables have been cleared and when the next course is needed, so the service runs smoothly.
Learners will keep the service area clean and tidy throughout the service and work in a safe and hygienic manner. If any problems occur, they will deal quickly and efficiently with the problem and ensure the customer is happy with the outcome.
P7 Prepare the customer’s bill and take payment
Learners will prepares the customer’s bill and take payment for the food provided.
They will use the till with confidence and know how to process the method of payment being offered. They will be able to take payment using apps, codes or cash. They will give the correct change, if payment is made with cash. All organisational procedures are followed correctly.
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P8 Identify strengths and areas for improvement to the food service
Learners must identify the main strengths and areas for improvement to the service. They will be able to give specific examples of their strengths, e.g. this could be the customer service they offered or the quality of the advice they offered a customer to help them select the most appropriate dish.
Learners will also identify areas where they need to improve; this could be that they did not anticipate the customer’s needs quick enough, e.g. the customer had to ask for a highchair, instead of being offered a highchair.
M1 Use the work space effectively
The organisational skills of the learner allow them to work efficiently and effectively.
Learners are exceptionally organised and keep the work space clear of dirty plates, servicing dishes and waste.
The tables are cleared immediately after the customer finishes their meal and all relevant items removed to the kitchen. Any debris is cleared away.
The service runs smoothly because learners are well prepared and work using a calm and professional approach.
M2 Used skills with confidence and accuracy whilst minimising waste
Learners must demonstrate food service skills with efficiency and care, e.g. plates are placed on the table smoothly and unobtrusively so as to cause as little interruption to the customer as possible. Food is served with the correct amount of speed to prevent unnecessary cooling of the dish.
When providing silver service, learners use the correct equipment with expertise and in a formal setting ladies are served first.
When serving a buffet learners must be able to manage portion size and be able to place food items on the customers’ plates with consideration to presentation, e.g. a portion of poached salmon is carefully placed on the side of the plate in a whole piece rather than in a pile in the middle of the plate. There must be space on the plate for all the customers’ food items, to ensure the meal still looks attractive. In a less formal setting care must still be taken when presenting plated food and organisation procedures should be followed.
M3 Use effective team working skills to meet the needs of the service
Learners must show that they can communicate effectively with others to ensure that they make and serve food in accordance to organisational standards.
Learners may offer help to another team member if they can see they are having difficulties, e.g. a new table of customers arrives at the same time that the main courses for another table of customers’ need to be served. Another learner may offer to seat the new arrivals and give them menus to help out and this offer of help will be communicated in an appropriate manner.
Learners use effective communication skills to create a relationship with the customer that is appropriate to the service situation, e.g. by smiling, having a friendly tone when talking to the customers, using open body language and engaging with the customers.
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D1 Use customer service techniques to provide excellent customer service
Learners will demonstrate excellent customer service skills throughout the whole of the service session, they will demonstrate the ability to deliver customer service above and beyond the customer service levels expected.
Learners may show exceptional communicational skills, e.g. they will remember to tell the customers about the soup of the day and the specials in a way that ‘sells’ the dishes and is accurate. They may show they can anticipate customer needs in advance of customers asking for something. For example, if a customer needs a highchair for a baby they will have anticipated this and offer a highchair before the customer asks, or while serving a large group they may hear that it is someone’s birthday, so they inform the manager who then takes over a special drink for that customer.
D2 Explain improvements that could be made to the service session
Learners will show they understand how their performance has impacted on the overall service session including the level of skills they demonstrated.
Learners will identify areas for improvements and reflect on how recommendations for improvements will improve the service. This could focus on the customer service provided and/or how well they kept the service area tidy and clean throughout the session.
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Resources
The special resources required for this unit are access to a real or realistic working environment. Suggested sources of research are listed below: Recommended websites:
www.food.gov.uk
www.instituteofcustomerservice.com
Delivery guidance
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:
Meaningful employer engagement so they relate what is being learned to the real world of work and understand commercial competency when serving food and how to use tools and equipment when serving food
Work experience within a food service environment so they can practise their skills in a real environment
Using interactive information and technology, systems and hardware so they can learn about concepts and theories, research current trends, research product knowledge and produce visual aids
Links with other units
This unit is closely linked with the following units:
UHC51M Food safety and health and safety for food and beverage service
Food safety and health and safety are essential for all practical sessions and assessments. They must be embedded in all working practices. UHC51M Food safety and health and safety for food and beverage service should be delivered before UHC74M Food service.
UHC56M Controlling costs in food and beverage service
Learners need to be aware of the costs involved in food service and mindful of when and they how they can help to control costs. UHC56M Controlling costs in food and beverage service can be delivered before, or integrated with delivery of UHC74M Food service.
UHC57M Principles of excellent customer service
Providing excellent customer service is essential for every hospitality organisations and the principles of customer service needs to be embedded in every practical unit across this qualifications. The graded practical assessments for UHC74M Food service provides the perfect opportunity to assess the learner’s ability to put into practice their customer service skills. UHC57M Principles of excellent customer service can be delivered before, or integrated with delivery of UHC74M Food service.
UHC58M Principles team working
Team work is the key to providing products and services and the learner’s team working knowledge and understanding should be put into practice in the practical assessment, as they will need to work together with other departments such as the kitchen and bar. UHC58M Principles of team working can be delivered before, or integrated with delivery of UHC74M Food service.
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UHC53M Preparing for and closing after a food and beverage session
Preparing the station for service and closing down after a service session is all part of the working role. Learners will prepare for and close after each practical session and assessment. The portfolio evidence and the graded assessment for UHC53M Preparing for and closing after a food and beverage session can be combined with the assessment for UHC74M Food Service. UHC53M Preparing for and closing after a food and beverage session can be delivered before, or integrated with delivery of UHC74M Food service.
UHC75M Cold drinks service
Cold drinks service is often completed by the same person serving food. There is an opportunity to combine the portfolio evidence and the graded assessment for UHC75M Cold drinks service with the assessment for UHC74M Food service. UHC75M Cold drinks service can be delivered before, or integrated with delivery of UHC74M Food service.
UHC76M Hot drinks and Barista
Drinks service is often completed by the same person serving food. There is an opportunity to combine the portfolio evidence and the graded assessment for UHC76M Hot drinks and Barista with the assessment for UHC74M Food Service. UHC76M Hot drinks and Barista can be delivered before, or integrated with delivery of UHC74M Food service.
Graded synoptic assessment
At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.