LEVEL 1/2 HOSPITALITY AND CATERING (Specification A) Introduction to the new specification your questions, answered. Topic: Question: Answer: Admin/ General Queries What is the name of the qualification if it's not a BTEC? How much is the fee? Is there a Level 3 for this qualification? What is the difference between this course and the technical award offered by AQA? How do we register the course and our learners? Do we need to choose which level to enter students for? Or will they just be awarded whichever level is appropriate once assessments are marked? Will there be a PINK book to give us dates for submission deadlines? When do you have to register for 2016 cohort? Do you require a Internal Verifier with the correct qualification? It is WJEC Level 1/2 technical Award in Hospitality and Catering. Entry fees will be publicised on the website next term. As an approximate, the entry fee for each unit this year was 15.42 Level 3 Food Science and Nutrition is the only Level 3 we currently offer. Learners who achieve success at this Level could progress to this Level 3 qualification. This course is fully accredited and available for teaching from September 2016 first award in 2018, thus all documentation and resources have been available from early in 2016. Your examinations officer will need to register your centre and it would be advantageous for any teachers to sign up to be kept informed on the website. No the level1/2 are the same course, level attained is based on outcome so no need to enter for a specific level from the start. No, all dates will be within the general examination date booklet, the pink booklet is just subject specific for the legacy qualifications. All entries have to be made by 21 st February in the year of cash in. There is no requirement for someone in the centre to have IV qualifications, however if more than one teacher is delivering and assessing internal verification/ standardisation will need to be evidenced. This could be the subject lead, the HOD/HOF or another member of the vocational team.
Topic Question: Answer: Grading Is the level 2 pass equal to a C, merit a B and A equal to a dis? Does the level 2 equate to a GCSE? If yes how do we know how many points it will have i.e. 1-9? Is level 1 also a GCSE D-G or is it an entry Level? A level ½ Technical award is equivalent to a GCSE. Grade equivalences with GCSE and Performance points scores are shown as below Distinction is that equivalent to 8 only or 8/9 GCSE grading and presume level 1 pass equivalent to 1/2 GCSE grading? Unit Points per unit Level 1Pass (GCSE :D- G) Level 2 Pass (GCSE :C) Level 2 Merit (GCSE :B) Level 2 Distinction (GCSE :A) Unit 1 2 4 6 8 Unit 2 3 6 9 12 Overall grading points https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/537147/postcard_- _Grading_New_GCSEs.pdf Level 1 Pass 5-8 Level 2 Pass 9-13 Level 2 Merit 14-17 Level 2 Distinction Level 2 Distinction* 18-19 20
Does it count as part of "progress 8" (England only)? This qualification can count as 1 of any three technical awards within Progress 8 How many points does it give the centre? (England only, referred to opposite) https://www.gov.uk/government/uploads/system/uploads/attachmen t_data/file/497937/progress-8-school-performance-measure.pdf If they get a level 2 for the practical element and a level 1 for the written exam do they just get a level 1? I hear you are equating the different levels to A B C etc. Shouldn't this be equated to the 9 to 1? Final outcomes are worked out using the point score system as shown above and on p.16 of the specification. As there are different weighting for the internal and external assessments, learners can access more than a Level 1 pass overall if they only get a level 1 pass for the external but score at a higher level for the internal. Please note Specification A is available in England (9-1 scoring from 2018 at GCSE) and in Wales (A*-G scoring from 2018) so both are appropriate.
Topic: Question: Answer: Delivery What would be your recommend as the teaching approach - through commodities? for example -Will pupils need to know & understand functions of ingredients, cake making recipes faults etc (we have a 3 year KS4 starting in September) Do you think that this course could be run at the same time as a group of students following the 9-1 Food Preparation and Nutrition If starting to teach Sept 2016, any suggested order for teaching units? Unit 2 content followed by actual assessment in Y10 and then start Unit 1 exam unit Y11? Can we design scenarios to base the A.C's on to help relate the criteria to real life situations? CPD training says it costs 210 per person; will you be doing free CPD days like you did for the GCSE food and nutrition? Or will there be a discount for more than one colleague going? RE: Internal assessments, how many scenarios do students need to complete throughout the course? For example, the GCSE they had task 1 & 2 as well as the hospitality event. Are the 72 hours for level 1&2 & the 9 for propose plan and making? Do you feel external visits to catering outlets would benefit the students also visits to school from chefs etc Should pupils complete work experience? As with any qualification, the teaching approach adopted must match your learners' requirements, timetable, facilities and staff expertise. Teaching through commodities as suggested for the new GCSE would be one approach, however remember the content and focus is different for this qualification. The learners need to know functions of ingredients and what can go wrong in order to produce quality outcomes in Unit 2 as oppose to knowing the scientific knowledge to be able to carry out investigations. This would have to be a centre decision, and would depend on the cohort. My personal opinion is this would be extremely challenging for coverage of Unit 1 as there is little overlap content. I would recommend teaching Unit 1 and Unit 2 side by side, learners can then develop their skills and knowledge over a longer period and be assessed in year 11. Yes for the delivery you may use the scenarios within the guidance for teaching or write your own. For the Internal assessment the scenario / context can be changed but not the task. All CPD will be charged this series. Unfortunately there is no discount facility. There is only 1 internal assessment as outlined in the Specification. 72 Guided learning hours is for the delivery of the unit which spans Level 1 and 2, the 9 hours for the internal assessment is mandatory. Yes, always good to have vocational input Can enhance skills and knowledge acquired but not an essential requirement.
Topic: Question: Answer: External Assessment If a student fails the exam; i.e a U but achieves a Level 1 or 2 for the internal will they fail the entire course? It is a regulatory requirement that learners achieve at least a Level 1 pass on the external assessment. What is the minimum amount of marks required to pass the exam? Have they got to sit the examination on line? How do we get to trial some on line papers? Until we have awarded for the first time we cannot give a definite mark. The examination is set up to be on line but centres can choose to complete on paper if there are issues in the centre. I would highly recommend exploring the use of papers via E assessment as they are an excellent vehicle for learners to use to demonstrate knowledge. Contact a member of the E assessment team; Laura.crook@wjec.co.uk, as there are a wealth of GCSE Hospitality and Catering ones that may be used, as well as the SAM ( available autumn term 2016)
Topic: Question: Answer: When we send off Unit 2 coursework do we send any other forms other than the; observation sheet, photos, the 8 page mark record sheets with the students work? Internal Assessment: Unit 2 All the required paperwork that will accompany the learners evidence is as shown in the SAM on the website. http://www.eduqas.co.uk/qualifications/hospitality-and- catering/wjec-level-1-2-award-hospitality-and-catering-unit-2- isam.pdf Can students have guided plans to follow e.g. worksheets, writing frames? Will the brief require learners to make for two covers? For AC1.1 Describe functions of nutrients in the human body - how would you evidence this in relation to proposing the four dishes? Does it have to be two savoury dishes or does it need to be one savoury and one sweet for the assessment? Can hours for trialling be included in the 9 hours? When would you recommend pupils to complete the 4 hour practical exam? Writing frames can be a useful tool, and whilst their use is permitted, please ensure any developed meet the needs of your learners cover the required criteria and allow for differentiation. We have left the quantities to be produced entirely flexible, to allow for the needs of the learner e.g. Financial implications, and for the centre e.g. Facilities available. This would be covered in their proposal by linking to the ingredients in the dishes e.g. "I have chosen to make chicken chasseur as chicken is a good source of protein which is needed in the body for growth and repair. Again this is totally flexible as long as choice has been justified by the learner and meets the needs of the brief. There are 9 hours in total to complete this task, trialling would have to come into this time as part of the proposal and final selection. This would depend on your cohort and when they are ready to undertake the assessment. Year 11 would be my personal recommendation as then it gives the learner as much time as possible to refine skills and allows them to keep participating in practical work until the end of the course. Is there only one practical exam of 4 hours, within the 9 hour assessment? Could you recommend a nutritional programme for calculating the nutritional content of the dishes? Do the students need to do the practical assessment in one 4 hour slot? Can you split the 4 hour practical Learners could do as many mocks as you can fit in, but there is only 1 practical for the final controlled assessment. Any of the electronic programmes available on the current market would be acceptable. I recommend one session as this allows learners to demonstrate dove tailing.
session into 2 blocks of 2 hours? If so do you suggest that we get it on the calendar like the food preparation and nutrition? I understand that to give a list for the Deli task is restrictive but could you give examples of high skilled dishes? Are recommended high / medium / low level skills for current GCSE catering still applicable for ensuring complexity of dishes? Are the themes/briefs for practical assessment live for centres to use? What would you suggest is the best way forward for centres who only have 1 hour lessons in relation to the 4 hour test? Will the time limit be allocated as follow? 5 hrs for propose and planning, 4hrs for making? In the practical cooking exam will you have mise en place like we do with GCSE? How many students do you recommend per cooker for this course? Is there evaluation task after the practical assessment? What will it be made up of? Do the 4 dishes proposed have to be included in the written work or just the 2 dishes being cooked and served? Do they have to write about nutrition and costing in the assessment Will the students need to label clearly all the Assessment criteria of Unit 2 in the coursework like in a BTEC? If you write your own assessment do you have to have it Yes, If the dates are planned in advance they can be added to the school calendar. The resource that was published a number of years ago for GCSE Catering will help centres to determine what skill level dishes could fit into. However it needs to be remembered that this is only a guide, Professional judgement is paramount as someone can get a higher level overall producing a lower skill dish to perfection as oppose to producing a high skilled dish to a basic/poor standard. There is a sample assessment available on the open website, and there will be two more available on the secure website from September. You can choose which one is given to the learners but they must not see it until they are ready to start. The final assessment (and I suggest a mock assessment) needs to be planned in enough time to allow for the required time slot to be added to the school calendar. Yes, the breakdown of hours is as outlined in the SAM but it is possible to rejig these timings to suit the needs of the learners as long as the total time is not exceeded. I would recommend all existing good practice in relation to practical sessions is moved across to this new qualification. This is a centre decision as all learners are different, but if they are cooking different dishes at different temperatures, one cooker per learner would be the best option. No, all the tasks are shown in the SAM. As outlined in the SAM Task 1, 4 dishes have to be proposed, thus evidenced in the written work but only two made. They have to justify how their dishes meet the requirements of the brief, so nutrition is essential, cost may be a factor which some learners refer to but there is no need to work out profit margins, cost per portion etc. Signposting is always helpful for moderators and for the teachers who are marking the work. You can write your own scenario, but the tasks cannot be changed.
verified by the exam board? Does the proposal of dishes and plan of work have to be completed in silence without being able to guide pupils (as part of the 9 hours)? Task 1 on the internal assessment what evidence would you suggest for AC1.1 to AC2.3? E.g. A report, Power point, Bullet Points? For the practical assessment can presentation marks be awarded for table set up, printed menus, crockery etc? Will they achieve more marks if they do? Quality assurance checks can be made via email to Allison.candy@wjec.co.uk All statutory regulations in relation to internal assessments must be adhered to. Any format which suits the needs of the learners and addresses the ACs would be acceptable. As all centres and learners have access to different resources the focus for this qualifications is what they learners can do AC3.4 Complete dishes using presentation techniques Level ½ Hospitality and Catering Specification A or Level ½ Hospitality and Catering (IVQ) Can pupils complete practical assessment in year 10 as well as 11 and the centre selects which assessment to submit? Can you use the current afternoon tea theme and foods around the world theme for this qualification? Is there a word or page limit for unit 2? Could you please explain the 6 hour assignment, the one you have said will be available from the 1st of May and must be completed within 3 weeks? Hence they can enhance the presentation with all the packaging but there is no leeway to give a higher level based on this. However good practice is to be encouraged as it is a way for learners and the department to showcase achievement. It is fine for learners to do a mock in year 10 and then a different scenario in year 11 as their final one. The one completed in year 10 could be the one taken forward if circumstances necessitated it but only if the centre had followed the rules for conducting controlled assessments to the required standard on both occasions. Centres could use these for practice ones, or to develop skills but they were written to different criteria. Producing the written evidence ie task 1 and task 2 is time restricted not page / word count restricted. This is the external assessment for the IVQ Qualification, not Specification A which is the one that attracts performance points in England.
Topic: Question: Answer: SEN I have some students who are borderline level 1 / entry level. Would I be able to enter them for both this course and WJEC entry pathways? Students with access arrangements including 25% extra time - is this allowed as before in practical exams and in controlled assessment? Yes there are a number of Entry pathways units that would match the content of this qualification to allow for dual teaching prior to making final decisions on Level of entry. All approved access arrangements apply. Topic: Question: Answer: Where are the observation sheets kept? They are within the SAM on the open website. Resources Is there scheme of work produced by WJEC for this course? For resources should we use the Specification A Hosp and Catering qualification first, then the GCSE Catering and Hospitality? So there will be a sample on the website of internal coursework? How exactly do you get onto the e-assessment/mark schemes examples on the secure website? Is there a scheme of work for schools wish to teach the course in year 9 - running for three years? Will there be specific text books and revision books or are existing ones suitable? There is a route through the Specification in the Guidance for teaching, on the open website. Yes anything that is for Level ½ hospitality and catering Specification A has been produced specifically to support delivery of this qualification, but resources for GCSE Hospitality and Catering, and Level ½ Hospitality and catering (IVQ) are also still very useful. The skills videos produced for the new GCSE Food Preparation and Nutrition could also be used to support delivery of Unit 2. There will be exemplars made available at CPD in the Autumn; these will then be published on the secure website, when CPD has finished. Your examination officer will be able to give access to the secure website. The SOW we have suggested is for 2 year programme. For centres running a 3 year programme, I would recommend building in additional skills in year 9 and the completion of a food safety / hygiene qualification. GCSE Hospitality and Catering text books may be used. However we are in discussion with publishers to look at producing a text book but this is dependent on entries.