SayPro Online Course SAQA 11516666990

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Associated Assessment Criteria for Fundamentals for Exit Level Outcomes

Associated Assessment Criteria for Exit Level Outcomes 1:

Assessors should ensure that learners demonstrate the following competencies:

An appropriate response as a listener is demonstrated.
Own responses are evaluated.
Own position is put forward and defended.
Tone, approach and style is appropriate to context.
Discourse is evaluated.
Interaction successfully with audience.
Manipulative use of language is identified.

Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 2:

Assessors should ensure that learners demonstrate the following competencies:

Text within context is analysed and critically evaluated.
The values, attitudes and assumptions embedded in text are identified and explained.
Readers’ responses to specific texts are evaluated.
Basic research is conducted and findings are analysed.
Reading and viewing strategies are used to demonstrate understanding of a text.
Implicit messages in texts are identified and explained.

Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 3:

Assessors should ensure that learners demonstrate the following competencies:

A range of topics are written effectively and creatively.
Writing is edited for fluency and ease of communicating.
Information required to write own text is identified and collected.
A text is composed using plain languag.
A text is organised and structured appropriately.

Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 4:

Assessors should ensure that learners demonstrate the following competencies:

Mathematics is used to plan and control financial instruments.
Simple and compound interest is calculated.
Costs and revenue are calculated.
Date are collected, organized and represented.
Theory on probability is described and used correctly.
Probability models are used correctly.
Quantities are measured, estimated and calculated.
Geometrical relationships are described and interpreted.

Associated Assessment Criteria for Exit Level Outcomes for Core:

Associated Assessment Criteria for Core for Exit Level Outcomes 5:

Assessors should ensure that learners demonstrate the following competencies:

Handle safely establishment key systems within responsibility.
Use appropriate security procedures with regard to guests’ belongings.
Use appropriate security procedures with regard to equipment and materials.
Report security hazards and suspicious items to the appropriate authority.
Report incidents in accordance with establishment procedures.
Follow emergency procedures in accordance with establishment guidelines.
Identify and describe the key systems within an organisation.
State the procedures for reporting lost and found property.
Explain the security procedures for equipment and materials.
Identify security hazards within the workplace.
State the procedures for reporting security incidents.
Outline the personal characteristics required of staff to deal with ongoing security.

Associated Assessment Criteria for Core for Exit Level Outcomes 6:

Assessors should ensure that learners demonstrate the following competencies:

Deal with customers politely and promptly.
Establish customer requirements and deal with them promptly.
Communicate with customers appropriately on the telephone.
Deal with customers appropriately in face to face interaction
Deal with difficult customers.
Deal with customers with special needs appropriately.
Provide appropriate information and assistance to customers.
Refer customers to the appropriate contact where necessary.
Identify the personal characteristics and social skills of staff required to perform successful customer care.
Describe the kinds of situations requiring customer attention.
Describe the benefits of a sound customer care policy.
Describe standard customer care procedures.

Associated Assessment Criteria for Core for Exit Level Outcomes 7:

Assessors should ensure that learners demonstrate the following competencies:

Present self positively and in accordance with establishment standards.
Use suitable health and hygiene practices.
Complete all tasks with a professional attitude.
Operate effectively and co-operatively in team situations.
Communicate clearly and effectively at all times.
List the elements of good personal presentation.
Describe the appropriate health and hygiene practices.
Describe the importance of adopting a professional attitude.
Describe the likely effects of negative personal attitudes.
> Identify the basic elements of good team work.
> Describe the importance of effective communication skills.
> State the role of staff in promoting good customer care.

Associated Assessment Criteria for Core for Exit Level Outcomes 8:

Assessors should ensure that learners demonstrate the following competencies:

Wear appropriate protective clothing at all times.
Use only safe and fully maintained equipment.
Use equipment and cleaning chemicals safely.
Complete a basic safety hazard analysis.
Report safety hazards to the appropriate authority.
Operate and clean equipment safely and with reference to manufacturers’ instructions as appropriate.
Store dangerous substances safely.
Carry out simple first aid procedures.
State the benefits of wearing protective clothing.
Identify faults which would make equipment unsafe to use.
Describe the safety procedures for equipment and cleaning materials.
Identify the safety hazards within the workplace
Describe the reporting procedures for safety hazards.
Describe the care and storage of potentially dangerous substances.
Explain the basic first aid procedures.
Take appropriate action on the discovery of a fire hazard.
Take appropriate action on the discovery of a fire.
Use fire fighting techniques and skills in accordance with training to deal with fire safely.
Identify possible causes of fire.
State the action to be taken on the discovery of a fire.
Explain the appropriate methods of fire fighting.
Identify and describe fire detection equipment.
State the reporting procedures for fire hazards and fires.

Associated Assessment Criteria for Core for Exit Level Outcomes 9:

Assessors should ensure that learners demonstrate the following competencies:

Use the correct procedures in accordance with manufacturers’ instructions when operating cleaning equipment.
Handle and use cleaning chemicals safely.
Wear appropriate protective clothing for all cleaning tasks.
Clean different floor coverings using appropriate methods and materials.
Clean ceilings and walls using appropriate methods and materials.
Clean sanitary fittings using appropriate methods and materials.
Clean furniture using appropriate methods and materials.
Clean bedrooms using appropriate methods and materials.
Clean public areas using appropriate methods and materials.
Clean function rooms using appropriate methods and materials.
State the basic reasons for cleaning.
Identify the different types of spoilage.
Explain the ways in which soiling occurs.
Describe the methods of controlling soiling.
Explain factors affecting the standard of cleanliness.
List types of cleaning equipment.
List types of cleaning chemicals.
Identify the cross contamination hazards.
Describe types of surface finishes.
Describe cleaning methods for hard floors.
Describe the cleaning methods for floor coverings.
Describe the cleaning methods for ceilings and walls.
Describe the cleaning methods for sanitary fittings.
Describe the cleaning methods for furniture.
Describe the cleaning procedures for bathrooms.
Describe the cleaning procedures for bedrooms.
Describe the cleaning procedures for public areas.
Describe the cleaning procedures for function rooms.
Select appropriate cleaning procedures for a variety of situations.
Organise cleaning tasks effectively and efficiently.
Organise cleaning tasks according to type.
Process and complete appropriate documentation.
Monitor standards according to establishment requirements.
State the factors that have an effect on cleaning schedules.
Explain the benefits of effective and efficient working methods.
State the factors affecting the allocation of duties.
Explain the necessity for tasks to be designated.
Explain the documentation used in the organisation of cleaning.
Explain the need to monitor standards.
List the other departments with which liaison is needed.

Associated Assessment Criteria for Core for Exit Level Outcomes 10:

Assessors should ensure that learners demonstrate the following competencies:

Prepare a diagram of a basic room layout for a specific target market.
Prepare a diagram of a basic bedroom layout, suitable for a disabled guest.
Identify the basic accommodation needs of customers.
Explain the importance of room design and appearance

Associated Assessment Criteria for Core for Exit Level Outcomes 11:

Assessors should ensure that learners demonstrate the following competencies:

Use appropriate control procedures when handling linen.
Handle linen hygienically.
Make beds in accordance with establishment standards.
Identify and remove stains appropriately.
Use appropriate washing processes for linen items.
Select suitable cleaning processes for soft furnishings.
Use appropriate ironing and finishing processes for linen items.
Select and organise appropriate storage facilities for textiles.
Complete a linen condition check and report results.
Identify the linen items used in accommodation and restaurant areas.
Identify the linen items used in accommodation and restaurant areas.
Explain the factors that determine the purchase of linen.
State the different types of laundering services.
Describe linen control systems.
Describe the operational requirements of a linen storage area.
State the basic rules for stain removal.
Report damaged textile items appropriately.

Associated Assessment Criteria for Core for Exit Level Outcomes 12:

Assessors should ensure that learners demonstrate the following competencies:

Understand the term ‘hospitality’ and ‘catering’.
Compare the sectors and different types of operations in the industry.
Describe the main features of establishments within the different sectors.
Identify staffing structures and job roles in different establishments.
Identify training opportunities, related qualifications and employment rights and responsibilities.
List some of the associations related to professional cookery.

Associated Assessment Criteria for Core for Exit Level Outcomes 13:

Assessors should ensure that learners demonstrate the following competencies:

Be aware of your responsibility for personal cleanliness during food preparation and cooking in the workplace and unsafe behaviuor.
Maintain clean and hygienic work surfaces and equipment.
Check food into premises and identify specific labels.
Understand correct use of storage control, stock rotation system and keeping records.
Know how to safely defrost and thoroughly wash food.
Know regulations for safe cooking, holding as safe reheating of food.
Chill and freeze cooked food not for immediate consumption.
Identify food bacteria and other organisms and food hazards in the workplace.

Associated Assessment Criteria for Core for Exit Level Outcomes 14:

Assessors should ensure that learners demonstrate the following competencies:

Identify the main categories of nutrient
State importance of nutrients in the diet.
Describe a range of foods within the main food groups and the key nutrients they contain.
Explain the importance of water and fibre in the diet.
Identify vulnerable groups of people and groups with special dietary requirements.
Describe the effects a lack or excess of nutrients may have with regard to health and wellbeing.
Identify foods that may cause allergies or intolerances.
List sources and content of current Government guidelines.

Associated Assessment Criteria for Core for Exit Level Outcomes 15:

Assessors should ensure that learners demonstrate the following competencies:

State the factors in selecting equipment and utensils for use.
State how to use equipment and utensils correctly and safely.
Identify associated hazards with using, cleaning and storing equipment and utensils.
State how to carry out routine care and storage of equipment and utensils.
Identify the different types of knives and cutting equipment and their uses.
State the importance of correct and safe use of knives and cutting equipment.
Describe how to clean, maintain and store knives and cutting equipment.
Identify relevant age restrictions specific to the use of cutting equipment.

Associated Assessment Criteria for Core for Exit Level Outcomes 16:

Assessors should ensure that learners demonstrate the following competencies:

Describe the methods of boiling, poaching and steaming.
Identify foods that can be boiled, poached and steamed.
Identify liquids that are used to boil, poach and steam.
Select suitable techniques associated with boiling, poaching and steaming.
Describe associated products that are made when boiling and poaching.
List the quality points to look for in food that has been boiled, poached and steamed.
List the general safety points to follow when boiling, poaching and steaming.
Describe the methods of stewing and braising
Identify foods that can be stewed and braised.
Identify the most suitable equipment for stewing and braising.
Describe the techniques associated with stewing and braising.
State the points that require consideration when stewing and braising food.
List the quality points to look for in food that has been stewed and braised.
List the general safety points to follow when stewing and braising food.
Describe the methods of baking, roasting and grilling.
Identify foods that can be baked, roasted and grilled.
Identify the most suitable type/s of equipment for baking, roasting and grilling.
Describe the techniques associated with baking, roasting and grilling.
State the points that require consideration when baking, roasting and grilling.
List the quality points to look for in food that has been baked, roasted and grilled.
List the general safety points to follow when baking, roasting and grilling.
Describe the methods of shallow and deep frying.
Identify foods that can be shallow and deep fried.
Identify the fats and oils that are used to shallow and deep fry.
Select suitable techniques to shallow and deep fry.
List the quality points to look for in food that has been shallow or deep fried.
List the general safety points to follow when shallow or deep frying food.

Associated Assessment Criteria for Core for Exit Level Outcomes 17:

Assessors should ensure that learners demonstrate the following competencies:

State the meal occasions when cold food may be presented oIdentify foods used in cold preparation.
Identify the quality points when preparing cold foods.
Describe a range of hors d’oevres, salads and sandwiches.
List the techniques used to present cold foods.
List the general safety points to follow when preparing and presenting foods for cold presentation.

Associated Assessment Criteria for Core for Exit Level Outcomes 18:

Assessors should ensure that learners demonstrate the following competencies:

List the different types of checking and billing systems.
Describe the techniques of taking food and drink orders.
Describe the procedures for processing and checking items to bills.
State the procedures for opening and operating a payment point.
State the procedures involved in handling and recording payments.
Describe the procedures for processing payments.
State the procedures for dealing with refunds.
Describe the procedures for dealing with vouchers, tokens and transfers.
Identify problems when processing payments and the procedures for dealing with them.

Associated Assessment Criteria for Core for Exit Level Outcomes 19:

Assessors should ensure that learners demonstrate the following competencies:

List the different types of menus in current use, e.g. types and meals.
State the sequence of courses on various types of menus.
Explain the different preparations times of dishes and the implications for food service.
Describe the availability of fresh foods and the relevant seasonal factors.
Define simple cooking terms.
Describe briefly special diet and cultural needs.

Associated Assessment Criteria for Core for Exit Level Outcomes 20:

Assessors should ensure that learners demonstrate the following competencies:

Maintain personal cleanliness to meet the required standard of the establishment.
Wear the appropriate uniform correctly, neatly and to establishment standards.
Maintain clean work areas and equipment.
Ensure all foods are protected from contamination.
Explain the importance of maintaining personal cleanliness and hygiene.
Explain the importance of maintaining a clean and tidy uniform.
Describe the appropriate methods of cleaning and handling materials.
Identify sources of contamination in the service of foods and beverages.

Associated Assessment Criteria for Core for Exit Level Outcomes 21:

Assessors should ensure that learners demonstrate the following competencies:

Complete all tasks involved in preparing a room and ancillary areas for service
Organise and carry out all special requirements related to the menu.
Select appropriate equipment for the service.
Use procedures relating to portion control efficiently.
Prepare and serve non-alcoholic beverages.
Complete after-service clearing and storage procedures for equipment.
Complete all service preparation with appropriate speed and quality.
Deal with any items of equipment or utensils not immediately in a fit state for use in food service.
Complete a final brief inspection of the food service areas and confirm standards.
Describe the tasks involved in the preparation of service and ancillary areas.
State the specialist items required for the service of different menus.
Identify the appropriate equipment necessary for food and beverage service.
Explain the importance and application of portion control.
Describe the procedures for serving non-alcoholic beverages.
State the factors involved in meeting pre-service preparation deadlines.
State the procedures for rectifying the poor repair and cleanliness of equipment and utensils.
Describe the pre-service inspections necessary to establish the standards of the food service area.

Associated Assessment Criteria for Core for Exit Level Outcomes 22:

Assessors should ensure that learners demonstrate the following competencies:

Greet and seat customers promptly and politely.
Identify the host and respond appropriately where necessary.
Present menus in accordance with establishment practice.
Provide clear explanations of dishes as requested by the customers.
Take customer orders, without delay, in the appropriate manner.
Serve customer orders according to the appropriate style.
Comply with all relevant health and safety standards.
Portion and serve food and drinks in the appropriate manner.
Use equipment and utensils appropriately at all stages of the service.
Clear down and complete storing procedures according to establishment procedures.
Clean and store equipment and utensils according to establishment procedures.
Complete exit procedures according to establishment requirements.
Describe the methods and procedures for greeting and seating guests.
Describe the methods and procedures for taking orders.
Describe the methods and procedures for serving customers.
Describe the kinds of items that are served at table.
Describe the procedures and methods for the after-service clearing and storage of equipment.
State the procedures for presenting the bill and customer exit.
Identify and explain the exit procedures.

Associated Assessment Criteria for Core for Exit Level Outcomes 23:

Assessors should ensure that learners demonstrate the following competencies:

Cleaning methods.
Storage of crockery and cutlery.
Cleaning materials and equipment.
Cleaning requirements.

Associated Assessment Criteria for Core for Exit Level Outcomes 24:

Assessors should ensure that learners demonstrate the following competencies:

French terminology.
Drink service terminology.
Glassware.

Associated Assessment Criteria for Core for Exit Level Outcomes 25:

Assessors should ensure that learners demonstrate the following competencies:

The food and beverage service hierarchy.
Preparation for beverage service.
Drink service items and equipment.
Customer relations and taking of drink orders.
Accurate information regarding beverage service.
Promotion of beverages.
Stock and accompaniments for beverage service.
Dispensing and serving of drinks.
Maintaining customer service areas.
Beverage service and the law.
Maintaining beverage storage areas.
Environmental control systems.
Dealing with beverage waste.
Security issues.

Associated Assessment Criteria for Core for Exit Level Outcomes26:

Assessors should ensure that learners demonstrate the following competencies:

Introduction to spirits and liqueurs.
Manufacturing processes of spirits and liqueurs.
Product knowledge and advice.
Service items and equipment.
Mixed drinks and cocktails.
Garnishes and accompaniments for spirits and liqueurs.
Serving temperatures.
Classification for hot beverages.
Service styles for hot beverages.

Associated Assessment Criteria for Core for Exit Level Outcomes 27:

Assessors should ensure that learners demonstrate the following competencies:

Describe the different types of tariff available.
Describe the different sources of reservation.
Identify different methods for receiving advance reservations.
Explain the procedures involved before and during the recording of an advance reservation.

Associated Assessment Criteria for Core for Exit Level Outcomes 28:

Assessors should ensure that learners demonstrate the following competencies:

State the purposes of and describe the methods for receiving and welcoming guests.
State the procedures to be followed for receiving guests, both advance reservations and chance arrivals.

Associated Assessment Criteria for Core for Exit Level Outcomes 29:

Assessors should ensure that learners demonstrate the following competencies:

Explain the procedures to be followed for guests in residence.

Associated Assessment Criteria for Core for Exit Level Outcomes 30:

Assessors should ensure that learners demonstrate the following competencies:
Describe the procedures for dealing with departing guests.

Associated Assessment Criteria for Core for Exit Level Outcomes 31:

Assessors should ensure that learners demonstrate the following competencies:

List the range of front office documents that can be produced using computerized or manual systems.
Describe the main types of electronic/manual filing systems.
Identify the main communication systems and services.
State the procedures for obtaining the authorization, recording and control of petty cash.

Associated Assessment Criteria for Core for Exit Level Outcomes 32:

Assessors should ensure that learners demonstrate the following competencies:

Describe basic banking procedures.
Explain procedures for accepting different methods of settlement of guests’ accounts.

Associated Assessment Criteria for Core for Exit Level Outcomes 33:

Assessors should ensure that learners demonstrate the following competencies:
Describe the reasons why we lose motivation.
Explain some of the tools that one can use to avoid loss of motivation.
Discuss the importance of a balanced outlook on life in the hospitality industry.

Associated Assessment Criteria for Core for Exit Level Outcomes 34:

Assessors should ensure that learners demonstrate the following competencies:

Identify, explain and describe the purpose and process of scheduling activities.
Organise and prepare activities and estimate their duration.
Develop strategies to deal with interruptions.
Develop strategies to organise yourself.

Associated Assessment Criteria for Core for Exit Level Outcomes 35:

Assessors should ensure that learners demonstrate the following competencies:

Describe what stress is.
Explain how we react to stress.
Describe the impact of stress on health.
Describe the impact of stress on performance.
Develop strategies to manage stress.

Associated Assessment Criteria for Core for Exit Level Outcomes 36:

Assessors should ensure that learners demonstrate the following competencies:

Describe the different types of conflict.
Describe the causes of conflict.
Describe how you will recognise potential conflict situations.
Outline the different stages of conflict and describe the feelings associated with each stage.
Describe the possible outcomes of conflict.
Describe and use the techniques to solve conflict situations.
Describe and use the communication skills required to resolve conflict.
Describe and use techniques to manage anger.
Describe how customers express their complaints.
Describe and use the strategy to handle complaints.

Associated Assessment Criteria for Core for Exit Level Outcomes 37:

Assessors should ensure that learners demonstrate the following competencies:

Describe the major components of the business plan.
Describe the purpose of a business plan.
Prepare a business plan using recognised business planning techniques.
Communicate contents and objectives of the business plan to appropriate personnel.

Associated Assessment Criteria for Core for Exit Level Outcomes 38:

Assessors should ensure that learners demonstrate the following competencies:

Identify the changing nature of international business operations.
Differentiate between global, multi-national and transnational.
Discuss the relationship between global business strategies and HRM practices.
Identify similarities and differences in HRM within domestic and international environments.
Analyse the HRM implications of globalisation.
Identify and explain the cultural, social, political and economic factors which contribute to the international differences.
Describe inter-country and cross-cultural models of management and the effect on HRM practices.

Associated Assessment Criteria for Core for Exit Level Outcomes 39:

Assessors should ensure that learners demonstrate the following competencies:

Discuss fundamental elements of strategic management.
Analyse the differences between contemporary and classic strategic management approaches.
Explain how strategic management differs from the management of different functions or operations.
Analyse the concept of planning as a strategic tool.

Associated Assessment Criteria for Core for Exit Level Outcomes 40:

Assessors should ensure that learners demonstrate the following competencies:

Identify the need for specialist accounting assistance.
Develop financial management systems and procedures in accordance with enterprise needs.
Explain the importance of financial objectives and management control systems.
Develop procedures and systems to meet all statutory requirements and internal control requirements.
Procedures and systems are developed for monitoring income and ensuring payment of accounts.
Supervise and adjust general ledger in accordance with accepted accounting practices.
Generate reports on current financial position and prepare income and expenditure statements.
Prepare statements of cash flow.

Associated Assessment Criteria for Exit Level Outcomes for Elective:

Associated Assessment Criteria for Exit Level Outcomes for Elective 41:

Assessors should ensure that learners demonstrate the following competencies:

Effectively forecast financial requirements and projections for special projects to include; Cash flow implications; availability of short and long term sources of funds; market feasibility; cost benefit analysis; required level of profit from the project etc.

Associated Assessment Criteria for Exit Level Outcomes for Elective 42:

Assessors should ensure that learners demonstrate the following competencies:
Accurate and concise reports are prepared.

Associated Assessment Criteria for Exit Level Outcomes for Elective 43:

Assessors should ensure that learners demonstrate the following competencies:

Outline the factors that determine the demand and supply for goods and services within the hospitality industry.
Utilize information regarding supply and demand to strategically position a business including pricing policies and barriers to entry.
Examines economies of scale that exist for the hospitality industry in terms of both internal and external factors.
Discuss the concept of price Mechanism and Price Equilibrium.

Associated Assessment Criteria for Exit Level Outcomes for Elective 44:

Assessors should ensure that learners demonstrate the following competencies:

Define the nature of a market and their organisational mechanisms such as command or market.
Discuss the different forms of market systems in terms of open and closed markets.
Identify the extent of government intervention and the limitations of free marketing systems.
Discuss the impact of price wars and price fixing on the hospitality industry.

Associated Assessment Criteria for Exit Level Outcomes for Elective 45:

Assessors should ensure that learners demonstrate the following competencies:

Marketing Strategies are developed at the appropriate time using standard marketing planning techniques.
Strategies are developed to take account of feedback from staff and colleagues, time management and scheduling issues and constraints, resource constraints, the current industry context and overall enterprise context.
Opportunities for colleagues to contribute to the marketing plan and communicated to the appropriate colleagues.
Marketing plan is submitted for approval where appropriate in accordance with enterprise policy.

Integrated Assessment:

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the exit level outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.