for Secondary Education in the UK.
Product List
My Downloads
Checkout / Card
Find Resources By Subjects

GNVQ Level 2 in Hospitality and Catering: Communication

Price: £25.00
Age Range: KS4+

Key Skills remain an integral part of GNVQs although achievement of a GNVQ is no longer dependent on them as they are separately certificated. The revised Key Skills units are signposted within the vocational units and support Key Skills achievement. Chalkface worksheets use naturally occurring opportunities in study to develop key skills during teaching, learning and assessment.

Buy this publication:

Quantity Format
PDF Download
Size: 74 Pages
ISBN: 978 1 86025 057 6
Code: GQCH
Popularity rank: 357

Teachers who bought this publication also bought:

Contents List


  • 1 USING KNIVES This page gives students a chance to identify the different uses of various types of knives and to examine safe practice when using knives.
  • 3 HEALTH AND SAFETY This page is an introduction to Health and Safety issues in a food preparation area. Students identify potential hazards, which they must learn to avoid.
  • 5 THE 'AT WORK' ACT This page acquaints students with the Health and Safety at Work Act (1974) and leads on to practical applications of the Act. It aims to reinforce the idea that everyone is responsible for hygiene and safety at work.
  • 7 STEWING This page aims to focus students' attention on the precise definitions of certain cookery terms. Whilst initially some recipes seem similar in broad outline, fine distinctions are of crucial importance. The worksheet contains a relatively straightforward comprehension exercise but builds towards a greater understanding.
  • 9 SUBSTANCES This page makes students aware of regulations concerning the use of hazardous substances and encourages them to make their own safety rules.
  • 11 HERBS AND SPICES This page aims to familiarise students with commonly used herbs and spices and their culinary applications.
  • 13 ACCIDENTS This page aims to make students aware of procedures for dealing with accidents.
  • 15 THE BRIGADE OF CHEFS This page examines the hierarchical structure in catering employment. It acquaints students with employment opportunities and identifies positions for which duties and responsibilities are clearly delineated.
  • 17 EATING LOCALLY This page directs students into an investigation of different types of food outlets with particular regard to those in the locality.
  • 19 MAKING A FOOD MAP This page shows students how to present information to potential consumers in the form of a guide map.
  • 21 FOOD GUIDE This page encourages students to appraise the food and service available locally. Whilst making use of previous research it encourages objective criticism.
  • 23 CUSTOMER PROFILES This page introduces students to the concept of targeting a specific clientele.
  • 25 ASSISTING CUSTOMERS Students can use this page to help them keep the journal required by most hospitality and catering courses. If not a course requirement, keeping a journal is nevertheless regarded as good working practice for training and placements.
  • 27 ANSWERING THE PHONE This page enables students to consider the issues of courtesy and efficiency in dealing with matters over the telephone.
  • 29 COURTESY This page aims to draw students' attention to procedures of courtesy when assisting customers. It examines formal and informal speech, awkward phrasing and ways to be more helpful.
  • 31 WRITING A MEMO This page gives students a chance to examine how to produce clear, effective memoranda.
  • 33 COMPLAINTS This page gives students practice in handling complaints tactfully, firmly and fairly. The main activity is a letter writing exercise in response to a written complaint.
  • 35 PLACEMENTS This page aims to get students to secure placements in 'front of house' operations by means of a letter writing exercise.
  • 37 WRITING A CV This page helps students learn about clear and effective production of a curriculum vitae.
  • 39 GETTING A JOB This page affords students practice in the interviewing process. The aim is to make the simulation as close as possible to the real thing.