optional units biiab level 2 certificate in licensed ......6 understand the process of conditioning...

© BIIAB July 2016

Optional Units

BIIAB Level 2 Certificate in Licensed Hospitality Operations (QCF)

601/4851/2

Version 4

© BIIAB July 2016

Contents

Optional Units in Group B

Unit No. URN Unit Title

BCQCK A/600/9258 Beer and cellar quality (cask and keg)

CSELH H/505/3633 Customer service excellence in licensed hospitality

CT K/600/3763 Cooking theory

EC A/602/0650 The essentials of catering

PPBCS M/502/8296 Principles of providing a buffet and carvery service

SPM K/503/7059 Sales promotions and merchandising

UBM F/503/7052 Understanding a business market

URSP A/502/5806 Understanding the retail selling process

USW K/503/2573 Understanding and selling wine

Version 2 © BIIAB July 2016 Page 1 of 7

Unit Title Beer and Cellar Quality (Cask and Keg) BIIAB Reference BCQCK Level 2 Credit Value 1 GLH 10 Unit Reference No. A/600/9258 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand beer products and the

business benefits of dispensing beer correctly

1.1 Identify the characteristics of the main types of beer 1.2 State which products are brewery/cask conditioned and

whether delivered in kegs or casks 1.3 State the business benefits of serving beer correctly 1.4 State the key requirements for a ‘perfect pint’

2 Understand how to maintain personal and food hygiene in the bar area

2.1 State how the Food Safety Act applies to beer 2.2 State the basic procedures for cleaning spouts and taps on

the bar 2.3 State the key personal hygiene standards that apply to the

bar

3 Understand how to maintain, clean and store glassware

3.1 State key hygiene standards for glass washing 3.2 Identify how and why glassware should be handled

hygienically 3.3 Identify different glass washing methods 3.4 State how to use glass washing equipment correctly 3.5 State the reasons and methods of renovating glassware

4 Understand how to dispense the ‘perfect pint’ of draught lager, beer and stout

4.1 State the generic principles for presenting a ‘perfect pint’ 4.2 State the in-glass service temperatures for the various

beers 4.3 Identify the procedures for pouring a ‘perfect pint’ 4.4 Identify and outline how to rectify problems with dispense

of keg and cask beer products 5 Understand how to maintain a safe

and effective cellar 5.1 State how cellar hygiene affects beer quality and why beer

should not be filtered back 5.2 State how current legislation impacts on cellar hygiene 5.3 State how to maintain cellar hygiene 5.4 State optimum cellar temperature and explain how

temperature affects profitability and beer quality 5.5 State how and why a cellar should be ventilated 5.6 State how to store gas cylinders safely 5.7 State how to handle and connect gas cylinders safely 5.8 State the importance of cleaning lines 5.9 Identify the procedures for cleaning and maintaining lines


Unit Title Beer and Cellar Quality (Cask and Keg) BIIAB Reference BCQCK Level 2 Credit Value 1 GLH 10 Unit Reference No. A/600/9258 Learning Outcome - The learner will: Assessment Criterion - The learner can: 6 Understand the process of

conditioning and describe how to maintain and dispense cask ale

6.1 State the process of cask conditioning 6.2 State how to tap and vent a cask before putting it on sale 6.3 State reasons for and explain the process of stillaging 6.4 State reasons for tilting and the process of tilting and the

correct procedures for using auto-tilts

6.5 State the benefits and drawbacks of vertical extractors 6.6 State the process of changing a cask 6.7 Identify the procedures for pouring draught cask ale

7 Understand product dispense systems for keg and explain how to maintain them

7.1 State the types of cooling equipment available 7.2 State why and how coolers should be maintained

8 Understand basic aspects of receiving and controlling cellar stock

8.1 State the reasons and procedures for checking deliveries 8.2 State the recommended product and shelf lives for cask

and keg beers

8.3 State the principles of stock control to ensure beers are sold within recommended product life

9 Understand how to store and present bottled beers and lagers

9.1 State the procedures for pouring and presenting bottled beers

9.2 Identify the best temperatures for bottled beers


Indicative Content

Learning Outcome: Indicative Content (additional information) 1 Understand beer products and the

business benefits of dispensing beer correctly

1.1 Identify the characteristics of the main types of beer - What beer is produced from - The term beer and the four beer types this applies to • Descriptions of ale (cask conditioned and brewery

conditioned), lager and stout 1.2 State which products are brewery/cask conditioned and

whether delivered in kegs or casks - Ale – cask and brewery conditioned, lager and stout

1.3 State the business benefits of serving beer correctly - Reduce wastage caused by fobbing - Seven steps to increase profits and improve beer quality - Upward quality spiral

1.4 State the key requirements for a ‘perfect pint’ - Benefits for pouring the perfect pint - Dos and Don’ts

2 Understand how to maintain personal and food hygiene in the bar area

2.1 State how the Food Safety Act applies to beer - Classification of beer and conforming to Food Safety Act 1990

2.2 State the basic procedures for cleaning spouts and taps on the bar - Dos of bar hygiene - Washer, creamers, plates and spout

2.3 State the key personal hygiene standards that apply to the bar - Legal obligations of reporting of illness - Food Safety Regulations and importance of high level

cleanliness and presentation of food handlers • Hand to mouth contact • Impact of staff illnesses - Dos and Don’ts

3 Understand how to maintain, clean and store glassware

3.1 State key hygiene standards for glass washing - The importance of glass washing • Consequences of unclean glasses • Impact on beer • Health risks • Perfect pint glass – 4 key areas • Dos and Don’ts

3.2 Identify how and why glassware should be handled hygienically - The importance of glass washing • Perfect pint glass – 4 key areas • Dos and Don’ts

3.3 Identify different glass washing methods - Three methods of washing glass • Guidelines on these methods

3.4 State how to use glass washing equipment correctly


Learning Outcome: Indicative Content (additional information) 3.5 State the reasons and methods of renovating glassware

- Why renovation is important • Simple test for checking glasses - Damage to glasses - Renovation treatment

4 Understand how to dispense the ‘perfect pint’ of draught lager, beer and stout

4.1 State the generic principles for presenting a ‘perfect pint’ - Benefits of pouring the perfect pint - Dos and Don’ts

4.2 State the in-glass service temperatures for the various beers - Product table with glass temperatures

4.3 Identify the procedures for pouring a ‘perfect pint’ - Lager - Keg ale (including creamflows) - Cask (long spout or bottom fill) - Cask (shout spout or top fill) - Stout - Bottled beer

4.4 Identify and outline how to rectify problems with dispense of keg and cask beer products - Fault finding template – keg and cask - Diagrams for fobbing and no dispense

5 Understand how to maintain a safe and effective cellar

5.1 State how cellar hygiene affects beer quality and why beer should not be filtered back - Lack of ventilation - Temperature - Impact on the beer if filtered back

5.2 State how current legislation impacts on cellar hygiene - Food Safety Act 1990 - Food Safety (General Food Hygiene) Regulations 1995

5.3 State how to maintain cellar hygiene - Why it is essential to keep the cellar clean - Food Safety Act 1990 - Dos and Don’ts - Types of micro-organism found in cellars, lines and

dispense taps 5.4 State optimum cellar temperature and explain how

temperature affects profitability and beer quality - Vital temperature range and why the cellar needs to beat

this temperature - Dos and Don’ts - Ventilation

5.5 State how and why a cellar should be ventilated - Reasons for ventilation • Impact on beer • Daily ventilation


Learning Outcome: Indicative Content (additional information) 5.6 State how to store gas cylinders safely

- Handling gas cylinders safely • Dos and Don’ts

5.7 State how to handle and connect gas cylinders safely - Handling gas cylinders safely • Health risks • Carbon Dioxide – handling leaks • Dos and Don’t

5.8 State the importance of cleaning lines - Types of micro-organism found in cellars, lines and

dispense taps 5.9 Identify the procedures for cleaning and maintaining lines

- Line cleaning recommendations - Impact of not cleaning lines on beer - Line cleaning procedures • Dos and Don’ts • Record keeping - Control of Substances Hazardous to Health (COSHH) • Dos and Don’ts

6 Understand the process of conditioning and describe how to maintain and dispense cask ale

6.1 State the process of cask conditioning - What is conditioning • Process • Secondary fermentation • Length of time conditioning will last

6.2 State how to tap and vent a cask before putting it on sale - Venting and tapping • Individual brewers’ procedures • Guidelines for venting and tapping - Putting on sale • Reasons for checking cask ale • Process prior to putting cask ale on sale • Impact on the beer if filtered back

6.3 State reasons for and explain the process of stillaging - Reasons for stillaging • Impact on the beer • Dos for stillaging

6.4 State reasons for tilting and the process of tilting and the correct procedures for using auto-tilts - Reasons for tilting • Tilting dos and don’ts - Summary of cask beer handling - What autotilts are • Benefits for autotilts • Setting up the autotilt and cleaning

6.5 State the benefits and drawbacks of vertical extractors - When this method can could be used - Areas to consider - Broaching and venting


Learning Outcome: Indicative Content (additional information) - Preparation for dispense with a vertical extractor

6.6 State the process of changing a cask 6.7 Identify the procedures for pouring draught cask ale

- Pouring a pint • Cask (long spout or bottom fill) • Cask (shout spout or top fill)

7 Understand product dispense systems for keg and explain how to maintain them

7.1 State the types of cooling equipment available - Glycol Cooling System • How these operate • Temperatures • What the glycol coolers reservoir is made up of

7.2 State why and how coolers should be maintained - Cooling equipment • Impact on lagers and beers if coolers breakdown or

have insufficient water • How the cooling equipment works • Dos and don’ts • Product temperatures in glass - Frozen kegs • Where kegs shouldn’t be stored • Dos and Don’ts for fully or partially frozen kegs

8 Understand basic aspects of receiving and controlling cellar stock

8.1 State the reasons and procedures for checking deliveries - Reasons for checking the delivery • Legal responsibilities of the brewery • Checking delivery and signing for the delivery • Dos and Don’ts - Avoiding container damage • Customer preferences, replacements and loss of sales • Dos and Don’ts

8.2 State the recommended product and shelf lives for cask and keg beers - The difference between keg beer and cask ale • Process of creating and the descriptions of keg beer and cask ale • Shelf life

8.3 State the principles of stock control to ensure beers are sold within recommended product life - Cask ale • Product life – from brewery and once connected to the bar • Reasons for deterioration when connected to the bar • Dos for stock control - Storage of cask ales dos and don’ts - Keg beer • Product life • Less is more principle • Dos and don’ts - Electricity in the cellar


Learning Outcome: Indicative Content (additional information) • Residual Current Detector (RCD) • Dos and don’ts

9 Understand how to store and present bottled beers and lagers

9.1 State the procedures for pouring and presenting bottled beers - Pouring - Presenting • Dos and don’ts

9.2 Identify the best temperatures for bottled beers - Temperature guidelines • Dos and don’ts

Suggested Reading

Profit through Quality handbook – A guide to cellar management and beer dispense

Guidance for Tutors

This unit covers key underpinning knowledge related to units within the BIIAB Level 2 Certificate in Licensed Hospitality Skills if chosen as optional units, such as Maintain cellars and kegs (M/601/4909) and Clean drink dispense lines (H/601/4907).


Unit Title Customer Service Excellence in Licensed Hospitality BIIAB Reference CSELH Level 2 Credit Value 1 GLH 10 Unit Reference No. H/505/3633 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the importance of pre-

service checks of premises, equipment and stock

1.1 Identify the hygiene and safety checks for products and equipment that should take place prior to service

1.2 State the law in relation to the sale of out of date products and identify procedures that could be put in place to avoid breach

1.3 Identify fire safety checks that must be completed before service

2 Recognise the characteristics and service procedures of the major drinks categories, be familiar with popular cocktails and have knowledge of the calorie content of popular drinks

2.1 State the characteristics and dispense standards of draught products

2.2 State the characteristics and dispense standards of wine 2.3 State the characteristics and dispense of spirits, liqueurs

and fortified wine 2.4 State the service standards of bottled products and post-

mix soft drinks 2.5 State the key ingredients of some popular cocktails and

how these are served 2.6 State the different styles and service standards for hot

drinks 2.7 State the calorie content of popular drinks


Unit Title Customer Service Excellence in Licensed Hospitality BIIAB Reference CSELH Level 2 Credit Value 1 GLH 10 Unit Reference No. H/505/3633 Learning Outcome - The learner will: Assessment Criterion - The learner can: 3 Understand the importance of

delivering excellent customer service, how this can be achieved and the effect of customer service on the business

3.1 Identify ways in which customer service levels can impact on a business

3.2 Identify key ways to meet customers’ service expectations 3.3 Identify the key steps in the customer service journey 3.4 State what is meant by a Moment of Truth (MOT) in

relation to customer service 3.5 State what is meant by ‘service failure’ and identify when

service failure may occur 3.6 State the importance of identifying Moments of Truth and

how prioritising these can help avoid service failures 3.7 State how to build and maintain relationships with

customers and why this is important 3.8 State what is meant by rapport and identify why rapport is

important in delivering customer service 3.9 Identify Neuro Linguistic Programming (NLP) techniques

3.10 State how Neuro Linguistic Programming (NLP) techniques can be used to improve customer service

3.11 Identify ways in which addressing customers’ specific needs can improve customer service

3.12 Identify the stages in dealing with a customer complaint 3.13 State the importance of customer feedback, comments

and suggestions and how these can be used to improve the business

4 Understand the importance of selling and how key sales and merchandising techniques can be used

4.1 Identify the characteristics of an effective sales person 4.2 Identity how and when to use key selling techniques 4.3 State the law in relation to drawing customers’ attention

to events and promotions 4.4 State the key benefits of selling 4.5 Identify the key principles of food matching 4.6 Identify which wines and beers best accompany different

types and styles of food

4.7 Identify how to effectively use merchandising techniques to maximise selling opportunities


Unit Title Customer Service Excellence in Licensed Hospitality BIIAB Reference CSELH Level 2 Credit Value 1 GLH 10 Unit Reference No. H/505/3633 Learning Outcome - The learner will: Assessment Criterion - The learner can: 5 Understand the importance of

good working relationships between colleagues in alcohol licensed premises

5.1 Identify key ways in which staff in a bar can work effectively together

5.2 State the importance of clear and efficient communication

5.3 State the importance of acting promptly in response to requests from colleagues

5.4 Identify the effect that good working relationships have on levels of customer service

6 Understand the importance of customer safety in relation to delivering good customer service

6.1 State what is meant by a ‘duty of care’ and how this relates to customer service

6.2 Identify actions that can be taken to reduce the risk of fire

6.3 State the law in relation to administering first aid 6.4 Identify steps that can be taken to minimise the risk of

terrorist activity

6.5 Identify the key areas in dealing with conflict in licensed premises

6.6 Identify what actions should be taken in the event of an emergency


Unit Title Cooking Theory BIIAB Reference CT Level 2 Credit Value 2 GLH 20 Unit Reference No. K/600/3763 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the principal cooking

methods and their effects on foods 1.1 Identify the core methods of cooking 1.2 State the effect of each method of cooking on a variety of

foods 2 Understand how to identify,

prepare and cook a variety of cuts of meat and types of game and poultry

2.1 Identify the origins of different cuts of meat 2.2 Identify the primary cooking methods for a variety of cuts

of meat 2.3 Identify the primary cooking methods for different types of

poultry 2.4 Identify game animals and state the characteristics of

game meat

3 Understand how to identify, buy, prepare and cook the main types of seawater and freshwater fish and shellfish used in catering

3.1 Identify the main types of seawater, freshwater and shellfish used in cooking

3.2 State the main quality points to look for when identifying fresh fish to buy

3.3 Identify the key steps in preparing, gutting and filleting a fish

3.4 Identify the key steps in preparing shellfish for cooking 3.5 State the basic principles of cooking fish and shellfish

4 Understand the principles of sauce and soup making

4.1 Identify the 3 primary types of base sauce 4.2 Identify the key steps in making each of the primary base

sauce types 4.3 Identify the different sauces that are derived from each of

the 3 primary base sauces 4.4 Identify the different types of soup and state the

characteristics of each 5 Be able to identify a variety of

vegetables, beans and pulses, and principles of cooking them

5.1 State the different categories of vegetables 5.2 State the effects that the different cooking methods have

on a variety of vegetables 5.3 Describe the main pulses and their characteristics

6 Understand how to present a variety of hot foods

6.1 State the principles of presentation of hot food


Unit Title Cooking Theory BIIAB Reference CT Level 2 Credit Value 2 GLH 20 Unit Reference No. K/600/3763 Learning Outcome - The learner will: Assessment Criterion - The learner can: 7 Understand how to plan a menu 7.1 Identify the key points to consider when planning a menu

7.2 State the importance of nutritional value of dishes when planning a menu

7.3 Identify the key factors to consider when designing a children’s menu

7.4 State the definitions of vegetarianism and identify suitable vegetarian menu alternatives

7.5 Identify the menu alternatives suitable for a gluten or wheat free diet

8 Understand how to create and maintain an effective working environment

8.1 State what is meant by effective communication and how this can be achieved in a commercial kitchen

8.2 State the benefits of effective team working and identify how this can be achieved

8.3 State what is meant by mise-en-place and why this is important

8.4 State the importance of coordination of cooking and serving times in the kitchen


Indicative Content

Learning Outcome: Indicative Content (additional information) 1 Understand the principal cooking

methods and their effects on foods 1.1 Identify the core methods of cooking

- Methods of cooking • Roasting and types of oven • Grilling and types of grills and salamanders • Boling • Frying • Baking and types of baking ovens • Stewing • Microwaving • Stir-frying • Steaming • Barbecuing • Sous vide

1.2 State the effect of each method of cooking on a variety of foods - Effect of the methods of cooking on different foods • Roasting • Grilling • Boling • Frying • Baking • Stewing • Microwaving • Stir-frying • Steaming • Barbecuing

2 Understand how to identify, prepare and cook a variety of cuts of meat and types of game and poultry

2.1 Identify the origins of different cuts of meat - Beef • Origins of the name beef • Steer • Different cuts (including diagram) of beef - Lamb • Classifications of a lamb • Different cuts (including diagram) of lamb - Pork • Pigs and male pigs (boar) • Different cuts (inclunding diagram) of pork

2.2 Identify the primary cooking methods for a variety of cuts of meat - Beef • Different cuts (including diagram) of beef and primary

cooking methods -Lamb • Different cuts (including diagram) of lamb and cooking

methods


Learning Outcome: Indicative Content (additional information) - Pork • Different cuts (including diagram) of pork and cooking

methods 2.3 Identify the primary cooking methods for different types of

poultry - Poultry

2.4 Identify game animals and state the characteristics of game meat - Definition of game - Hanging of game - Hunting of game and seasons - Types of game

3 Understand how to identify, buy, prepare and cook the main types of seawater and freshwater fish and shellfish used in catering

3.1 Identify the main types of seawater, freshwater and shellfish used in cooking - Principle freshwater fish eaten - Types of saltwater fish • 3 main categories • Subcategories for sea fish - Shellfish • 4 types of shellfish

3.2 State the main quality points to look for when identifying fresh fish to buy - Six quality points - Keeping fish fresh

3.3 Identify the key steps in preparing, gutting and filleting a fish - Preparing fish and removing scales - Process for gutting the fish - Process for filleting a fish - Tools for preparing, gutting and filleting - Fish steaks

3.4 Identify the key steps in preparing shellfish for cooking - Preparation and keeping certain shellfish alive - Cleaning

3.5 State the basic principles of cooking fish and shellfish - Cooking fish • Preparation • Cooking, avoidance of overcooking, recognising when fish is cooked - Shellfish • Preparation and keeping certain shellfish alive • cleaning • Avoidance of overcooking • Process of handling scallops

4 Understand the principles of sauce and soup making

4.1 Identify the 3 primary types of base sauce - Three types of base sauce • Demi-glace, béchamel, velouté

4.2 Identify the key steps in making each of the primary base


Learning Outcome: Indicative Content (additional information) sauce types - Three types of stocks • How the stocks are made • Ingredients

4.3 Identify the different sauces that are derived from each of the 3 primary base sauces - Three types of stocks • Types of sauces derived from one of the three base

stocks • Ingredients for these sauces

4.4 Identify the different types of soup and state the characteristics of each - Three main types of soups • Example ingredients, types of soups and processes • Other soups and descriptions/examples of these

5 Be able to identify a variety of vegetables, beans and pulses, and principles of cooking them

5.1 State the different categories of vegetables - 6 groups and examples of vegetables within these groups

5.2 State the effects that the different cooking methods have on a variety of vegetables - 4 different methods of cooking vegetables - Cooking vegetables – ‘al dente’ - Raw potatoes - Cooking potatoes - Mushrooms

5.3 Describe the main pulses and their characteristics - What pulses are - Types of pulses - Nutritional value - Storage - Cooking pulses

6 Understand how to present a variety of hot foods

6.1 State the principles of presentation of hot food - Presentation • Items for consideration • Purpose and the displaying of each item

7 Understand how to plan a menu 7.1 Identify the key points to consider when planning a menu - Items for consideration and reasons for consideration • Cost, customer type, ability of chefs/kitchen, availability

of ingredients, balance of vitamins etc, presentation of the dish

- Food and alcohol combinations • Examples of pairings - Menu descriptions • Food Safety Act 1990 • Trading Standards • Regulations about the information which should

be/should not be added to descriptions • Common areas for problems with descriptions - Genetically Modified Food (GM Foods)


Learning Outcome: Indicative Content (additional information) - Food intolerances and allergies • Definition of food allergies • Types and most common food allergies

7.2 State the importance of nutritional value of dishes when planning a menu - Different types of nutrients • Carbohydrates – two forms, the foods different types of

carbohydrates can be found in • Fats – three types of fats • Vitamins – importance of vitamins, types of vitamins and

names, the foods different vitamins can be found in • Minerals – two different types of minerals • Proteins – impact of proteins in the body, types of foods

which contain proteins • Complete proteins • Amino acids - Healthy eating • Importance of balance of nutrients • Unsaturated fat, the role of fat and consequences of too

much fat • Salt • Optimum way to eat healthily

7.3 Identify the key factors to consider when designing a children’s menu - Considerations for children’s menu – nutrients, tastes,

textures, colours, smells and temperatures 7.4 State the definitions of vegetarianism and identify suitable

vegetarian menu alternatives - Definitions and classifications of vegetarians and vegans - What soya foods are • Types of food products from soya beans - What tofu is - What Quorn is • Forms Quorn can be bought in

7.5 Identify the menu alternatives suitable for a gluten or wheat free diet - Gluten-free food • Coeliac disease • Substitutes available - What wheat intolerance is • Similarities between gluten-free and wheat intolerance • Foods which can aggravate an intolerance

8 Understand how to create and maintain an effective working environment

8.1 State what is meant by effective communication and how this can be achieved in a commercial kitchen - What effective communication is • Importance of body language – what it is, positive and

negative • Breakdown of the impact on others and forming an

impression


Learning Outcome: Indicative Content (additional information) 8.2 State the benefits of effective team working and identify

how this can be achieved - Importance of team work - Factors which team work is dependent on - Kitchen behaviour • Effective team member qualities

• Johari window - four quadrants 8.3 State what is meant by mise-en-place and why this is

important - Definition of ‘mise-en-place’ and what this includes - What is included in kitchen coordination

8.4 State the importance of coordination of cooking and serving times in the kitchen - What is included in kitchen coordination - Cooking times for steak

Suggested Reading

• BIIAB Level 2 Award in Cooking Theory and Practice (ACTP)

Guidance for Tutors

If chosen as an optional unit, this could be delivered in conjunction with Food Safety in Catering and Essentials of Catering as part of the BIIAB Level 2 Certificate in Licensed Hospitality Operations.


Unit Title The Essentials of Catering BIIAB Reference EC Level 1 Credit Value 3 GLH 30 Unit Reference No. A/602/0650 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand personal hygiene and

work clothing requirements 1.1 Identify safe and hygienic practices required in the kitchen 1.2 Identify illness and accident reporting procedures and

state how they should be used 1.3 Identify hygienic behaviours and habits and state how to

follow a ‘clean as you go’ policy 2 Understand basic knife skills 2.1 Identify which knife to use for a variety of tasks

2.2 Identify the care and maintenance requirements for handling and sharpening knives

2.3 Identify the uses of different colour coded boards and knives used in kitchens

3 Understand storage methods and temperature recording of foods

3.1 Identify correct storage procedures and requirements for a variety of different foods according to operational needs and hygiene and safety standards

3.2 Identify the procedure for logging temperatures of a variety of foods and equipment and why monitoring is important

3.3 Identify the appropriate measures to take in the event of food storage or temperature changes

4 Understand food preparation processes

4.1 Identify a range of vegetables and processes for preparing them in a safe and hygienic manner

4.2 Identify a range of salad items and processes for preparing them in a safe and hygienic manner

4.3 Identify processes for preparing cooked cold meats and fish in a safe and hygienic manner

4.4 Identify a range of dairy products and processes for preparing them in a safe and hygienic manner

4.5 State how to apply control procedures and minimise food wastage

5 Understand sandwich making and storage procedures

5.1 State how to produce a variety of sandwiches according to operational standards

5.2 Identify how to store a variety of sandwiches according to operational standards

5.3 Identify what constitutes a ‘high risk food’ in relation to sandwiches


Unit Title The Essentials of Catering BIIAB Reference EC Level 1 Credit Value 3 GLH 30 Unit Reference No. A/602/0650 Learning Outcome - The learner will: Assessment Criterion - The learner can: 6 Understand food presentation 6.1 Identify the correct position for food on the plate/serving

dish to meet operational standards 6.2 State what a garnish is and how it should be presented 6.3 Identify appropriate garnishes used for sweet and savoury

foods 6.4 Identify the requirements for garnishing a variety of

sandwiches according to operational standards

7 Understand wastage disposal and recycling methods

7.1 Identify the appropriate method for the disposal of food and non-food items and the controls to be applied

7.2 Identify the appropriate method of recycling food and non-food items and the controls to be applied

8 Understand how to use and clean machinery and equipment

8.1 State how to effectively operate and clean kitchen equipment

8.2 Identify the appropriate chemicals and equipment to be used when cleaning kitchen equipment

9 Understand how to safely and effectively clean work stations, walls and floors

9.1 Identify appropriate equipment and chemicals to be used to safely and effectively clean a range of surfaces

9.2 Identify appropriate cleaning methods that should be used when cleaning floors, walls and work stations


Indicative Content

Learning Outcome: Indicative Content (additional information) 1 Understand personal hygiene and

work clothing requirements 1.1 Identify safe and hygienic practices required in the kitchen

- Protective clothing • Why wear protective clothing • Types of protective clothing • Conditions to wearing protective clothing • Entering a food room • Hats and shoes - Hand washing • Importance of hand washing • When to wash hands • How to wash hands - Cross contamination • Example of how cross contamination can occur

1.2 Identify illness and accident reporting procedures and state how they should be used - Accidents • Accident books and reporting • Common accidents and how to handle these - Illnesses • Food poisoning • Company reporting and the law • Doctors approval • Symptoms • Individual reporting – what is required to be reported

1.3 Identify hygienic behaviours and habits and state how to follow a ‘clean as you go’ policy - Hygienic habits • Jewellery and watches • Nail polish • Perfumes and aftershaves • Direct handling of food • Tasting food • Saliva and wrapping food • Coughing, sneezing and spitting in kitchens • Smoking in the kitchen • Covering cuts and scratches • Blue plasters and why these are used - Clean as you go • Cleaning policy • Processes and reasons for using this policy

2 Understand basic knife skills 2.1 Identify which knife to use for a variety of tasks - Types of knives and reasons for use

2.2 Identify the care and maintenance requirements for handling and sharpening knives - Knife safety • What knives are made of • Sharpening and blunt knives


Learning Outcome: Indicative Content (additional information) • How to hold a knife • Protecting fingers • How to chop with a knife - Sharpening knives • Cutting angle • The different processes for sharpening knives • Tools for sharpening knives

2.3 Identify the uses of different colour coded boards and knives used in kitchens - Using colour coded boards and knives - Standard board and knife colours - Use of white chopping boards

3 Understand storage methods and temperature recording of foods

3.1 Identify correct storage procedures and requirements for a variety of different foods according to operational needs and hygiene and safety standards - Food storage and preservation - Refrigerators/fridges • Types of fridges • Why use a fridge • Bacteria • Operation • Temperatures, daily checking of temperatures • Hazard Analysis Critical Control Point (HACCP) • Cleaning • Storage of foods within Environmental Health guidelines • Labelling systems • Storage of different types of food • Use by dates - High risk foods • Why foods are high risk • What foods are high risk - Freezers • Store foods for a longer period of time • Temperatures • Food storage guidelines • Freezer ratings • Frost-free systems • Defrosting freezers • Fast freeze - Cold rooms • What a cold room is • Never store food on the floor • Include fridges and freezers • Importance of cleaning - Dry stores • Use of dry stores • Conditions • Types of foods stored • Rotating stock (all storage methods)


Learning Outcome: Indicative Content (additional information) 3.2 Identify the procedure for logging temperatures of a

variety of foods and equipment and why monitoring is important - Freezers • Store foods for a longer period of time • Temperatures • Food storage guidelines • Freezer ratings • Frost-free systems • Defrosting freezers • Fast freeze - Temperature recording • Checking food and the law • Log book of recordings • Thermometer probes and attachments • Cleaning of temperature monitoring equipment • Calibrating equipment - When to measure temperature • Times when food is vulnerable • Delivery • Storage • Thawing • Cooking • Cooling • Reheating • Hot holding • Cold holding

3.3 Identify the appropriate measures to take in the event of food storage or temperature changes - Freezers • Store foods for a longer period of time • Temperatures • Food storage guidelines • Freezer ratings • Frost-free systems • Defrosting freezers • Fast freeze - Corrective • Temperature changes • Notifications of temperatures to manager (equipment,

adjustment of thermostat, food temperatures when serving)

• Delivery of frozen foods – recommended temperature and methods of checking temperature

• Establishment procedures to comply with health and safety


Learning Outcome: Indicative Content (additional information) 4 Understand food preparation

processes 4.1 Identify a range of vegetables and processes for preparing

them in a safe and hygienic manner - Sharpening knives • Cutting angle • The different processes for sharpening knives • Tools for sharpening knives - Preparing vegetables • Washing and removing of skins and roots • Variety of preparation methods and the impact on

flavour and consistency • Slicing and dicing • Basic vegetable preparation (4 primary ways) explained

4.2 Identify a range of salad items and processes for preparing them in a safe and hygienic manner - Salad items • Items included as salad • Why these are high risk items • Contamination • Cleaning and storage

4.3 Identify processes for preparing cooked cold meats and fish in a safe and hygienic manner - Preparation of cooked meats and fish • High risk foods • Preparation of cooked meats and trimming of fat and

gristle • Ready cooked fish • Removal of bones and technique

4.4 Identify a range of dairy products and processes for preparing them in a safe and hygienic manner - Dairy products • Dairy items • High risk foods • Storage of eggs • Storage and serving of cheese • Milk varieties and pasteurisation process • Types of cream (high fat milk product) • What yogurt is and how it is created • Pro-biotic yoghurt • What butter is and how it is created

4.5 State how to apply control procedures and minimise food wastage - Control of food wastage • Cost to business • Rules to reduce amount of wastage (portion control,

quality of food, understanding of business trends, stock control and rotation)

• Amount of food stock


Learning Outcome: Indicative Content (additional information) 5 Understand sandwich making and

storage procedures 5.1 State how to produce a variety of sandwiches according to

operational standards - Definition of a sandwich - Types of breads - Sliced breads – storage and freezing - Crusty breads and freshness - Spreads •Why spreads are used •Types of margarines and spreads - Filings • Categories of fillings (meat, vegetarian, fish and

compounds) • What is a compound • High risk food • Storage - Sandwich variations - Sandwich garnishes • 3 categories of garnish and what these include • Reason for using garnish

5.2 Identify how to store a variety of sandwiches according to operational standards - Filings • Categories of fillings (meat, vegetarian, fish and

compounds) • What a compound is • High risk food • Storage

5.3 Identify what constitutes a ‘high risk food’ in relation to sandwiches - Filings • Categories of fillings (meat, vegetarian, fish and

compounds) • What a compound is • High risk food • Storage

6 Understand food presentation 6.1 Identify the correct position for food on the plate/serving dish to meet operational standards - The importance of presentation - The importance of using the correct plate • Different plates for different food • Size of the plates • Arranging the food on the plate • Cracked/chipped plates • Importance of clean plates • Hot/cold plates • Direction of the plates to customers

6.2 State what a garnish is and how it should be presented - Sandwich garnishes • 3 categories of garnish and what these include


Learning Outcome: Indicative Content (additional information) • Reason for using garnish - Garnishes of hot food • Used to complement and enhance food primary flavour • Examples of garnishes • Describe what garnishes should be (5 areas) - Garnishes of sweet foods • Examples of garnishes - Presentation and garnishes of cold foods

6.3 Identify appropriate garnishes used for sweet and savoury foods - Garnishes of hot food • Used to complement and enhance food primary flavour • Examples of garnishes • Describe what garnishes should be (5 areas) - Garnishes of sweet foods • Examples of garnishes - Presentation and garnishes of cold foods

6.4 Identify the requirements for garnishing a variety of sandwiches according to operational standards - Sandwich garnishes • 3 categories of garnish and what these include • Reason for using garnish

7 Understand wastage disposal and recycling methods

7.1 Identify the appropriate method for the disposal of food and non-food items and the controls to be applied - Disposal of food waste • Impact of Foot and Mouth outbreak in 2001 and BSE

(Bovine Spongiform Encephalopathy) on food waste • Food waste and feeding livestock (swill bins) • Restrictions on food waste to livestock • Who disposes of food waste and how • Commercial waste disposal unit, how this works and the

advantages and disadvantages 7.2 Identify the appropriate method of recycling food and non-

food items and the controls to be applied - Recycling of food packaging • Common types of material used for packaging • Paper, glass, aluminium, steel, plastic and mixed

materials 8 Understand how to use and clean

machinery and equipment 8.1 State how to effectively operate and clean kitchen

equipment - What machinery must comply with • Hygiene rules • Durable, smooth, easy to clean, non-porous, non-toxic,

rust resistant • Handling machinery – operation, dismantling and re-

assembling and training • Different types of machinery and their uses • Decarbonizer - Crockery, cutlery and glassware


Learning Outcome: Indicative Content (additional information) - Cleaning • Cleaning appliances after use and the definition of

cleaning • Principles of cleaning • Cleaning schedules • Dismantling machinery • Cleaning safety equipment • Using chemicals safely

8.2 Identify the appropriate chemicals and equipment to be used when cleaning kitchen equipment - Cleaning • Cleaning appliances after use and the definition of

cleaning • Principles of cleaning • Cleaning schedules • Dismantling machinery • Cleaning safety equipment • Using chemicals safely

9 Understand how to safely and effectively clean work stations, walls and floors

9.1 Identify appropriate equipment and chemicals to be used to safely and effectively clean a range of surfaces - Clean as you go and what this means • Chemicals to be used and cleaning effect • Equipment to be used

9.2 Identify appropriate cleaning methods that should be used when cleaning floors, walls and work stations - 6 principles of cleaning - Ensuring a removal of chemical residue - Cleaning of walls and floors and signs of wet floors - Control of Substance Hazardous to Health (COSHH) • Legal obligations to comply with COSHH • Substances which are hazardous to health • Risk assessment • Informing, training and supervision in the use of

substances • 8 step process to comply with COSHH • COSHH training

Suggested Reading

• BIIAB Level 1 Award in Essentials of Catering workbook

Guidance for Tutors

If chosen as an optional unit, this could be delivered in conjunction with Food Safety in Catering as part of the BIIAB Level 2 Certificate in Licensed Hospitality Operations.

Version 2 July 2016 © BIIAB Page 1 of 1

Unit Title Principles of Providing a Buffet and Carvery Service BIIAB Reference PPBCS Level 2 Credit Value 1 GLH 6 Unit Reference No. M/502/8296 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Know how to prepare and maintain

a buffet and carvery display 1.1 1.2 1.3 1.4

Describe safe and hygienic working practices when preparing and maintaining a buffet or carvery display Describe procedures for maintaining dining service areas and service equipment State the importance of checking table items for damage and cleanliness before service Describe the types of unexpected situations that might occur when preparing and maintaining a buffet or carvery

2 Know how to serve and assist customers at a buffet and carvery display

2.1 2.2 2.3 2.4

Describe safe and hygienic working practices when maintaining dining area and serving customers at a buffet or carvery display State the importance of giving accurate information to customers when serving food items State the importance of controlling portions when serving customers Describe the types of unexpected situations that might occur when serving customers from a buffet or carvery display


Unit Title Sales Promotions and Merchandising BIIAB Reference SPM Level 3 Credit Value 2 GLH 10 Unit Reference No. K/503/7059 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the role of

communication in promoting a business

1.1 Explain the scope and definition of marketing 1.2 Describe the benefits of effective marketing

communications within a business 1.3 Describe the strengths and weaknesses of communication

tools 1.4 Explain the role and stages of promotion within marketing 1.5 Explain the importance of the Attention, Interest, Desire,

Action (AIDA) model to develop a marketing message 1.6 Explain the importance and use of Specific, Measurable,

Achievable, Realistic and Time-bound (SMART) objectives to determine the success criteria for a sales promotion

1.7 Describe the importance of adapting marketing communications to a target audience

2 Understand the characteristics of sales promotions

2.1 Describe the purpose, strengths and weaknesses of sales promotions

2.2 Explain the use, benefits and risks of different promotional tools

2.3 Describe the techniques and benefits of personal selling (selling up, alternative selling, related selling and suggestive selling)

2.4 Explain the considerations to be taken into account in calculating a product selling price

2.5 Identify the impact of internal and external factors on the success of a sales promotion

2.6 Explain the financial implications of a sales promotion for a business


Unit Title Sales Promotions and Merchandising BIIAB Reference SPM Level 3 Credit Value 2 GLH 10 Unit Reference No. K/503/7059 Learning Outcome - The learner will: Assessment Criterion - The learner can: 3 Understand the characteristics of

merchandising 3.1 Explain the characteristics and use of merchandising 3.2 Define the requirements of the "4 As" (ie Accessibility,

Attention, Arousal and Action) 3.3 Explain the required conditions for different types of

merchandising tools 3.4 Explain the classification of products for a business 3.5 Identify product categories for a business (demand

products and impulse products) 3.6 Identify the design elements to consider when

merchandising a product 3.7 Explain the principles of merchandising display design

4 Understand the production of advertising materials for a sales promotion

4.1 Describe the benefits and weakness of different methods of advertising promotions

4.2 Describe the factors to be considered when producing different kinds of advertising materials

4.3 Explain the benefits and disadvantages of different promotional media and schemes

5 Understand the evaluation of a sales promotion

5.1 Explain the importance of evaluating a sales promotion 5.2 Describe the features and requirements of different

methods of evaluating a sales promotion (ie sales figures and informal and formal discussion with customers and staff)

5.3 Describe the benefits and weaknesses of customer feedback on a sales promotion

5.4 Describe how questionnaires can be used as an evaluation tool for a sales promotion

5.5 Explain the principles of questionnaire design, analysis and interpretation

5.6 Explain the strengths and limitations of questionnaires as evaluative tools


Indicative Content

Learning Outcome: Indicative Content (additional information) 1 Understand the role of

communication in promoting a business

1.1 Explain the scope and definition of marketing - CIM definition - meeting needs of customers - anticipating customer needs - communication

1.2 Describe the benefits of effective marketing communications within a business - to get customers to visit a particular business, stay longer

once there, spend more at each visit, buy a certain product or brand that they wouldn’t normally buy

1.3 Describe the strengths and weaknesses of communication tools - sales promotions - merchandising - personal selling - advertising - public relations - direct marketing - sponsorship

1.4 Explain the role and stages of promotion within marketing - product lifestyle: introduction, growth, maturity, decline

1.5 Explain the importance of the Attention, Interest, Desire, Action (AIDA) model to develop a marketing message - attention - interest - desire - action

1.6 Explain the importance and use of Specific, Measurable, Achievable, Realistic and Time-bound (SMART) objectives to determine the success criteria for a sales promotion - specific - measurable - achievable - realistic - time-bound

1.7 Describe the importance of adapting marketing communications to a target audience - market segmentation - customers’ wants, needs, expectations - customer occasions


Learning Outcome: Indicative Content (additional information) 2 Understand the characteristics of

sales promotions 2.1 Describe the purpose, strengths and weaknesses of sales

promotions - characteristics - strengths - weaknesses

2.2 Explain the use, benefits and risks of different promotional tools - competitions - sampling - price discounts - branded offers - premium offers - charity promotions - loyalty schemes

2.3 Describe the techniques and benefits of personal selling (selling up, alternative selling, related selling and suggestive selling) - upselling - alternative selling - related selling - suggestive selling

2.4 Explain the considerations to be taken into account in calculating a product selling price - volume - cost price - gross profit margin - VAT

2.5 Identify the impact of internal and external factors on the success of a sales promotion - SWOT analysis - PEST analysis

2.6 Explain the financial implications of a sales promotion for a business - project costs - cost of borrowing money - recruitment - staff pay - promotional materials


Learning Outcome: Indicative Content (additional information) Understand the characteristics of

merchandising 3.1 Explain the characteristics and use of merchandising

- non-personal communication stimulates human senses, primarily and in most cases by applying the visual presentation of information or products to customers

- happens within the business, predominantly at the point of sale, where it has most influence

- promotes the products on sale, rather than the business itself

- used to trigger behaviour, so is especially concerned with influencing customer actions

3.2 Define the requirements of the "4 As" (ie Accessibility, Attention, Arousal and Action) - accessibility - attention - arousal - action

3.3 Explain the required conditions for different types of merchandising tools - Low involvement/low cost purchases - Where consumers has more disposable income and are

able to be more impulsive - Unplanned purchases

3.4 Explain the classification of products for a business - core - supporting

3.5 Identify product categories for a business (demand products and impulse products) - demand - impulse

3.6 Identify the design elements to consider when merchandising a product - colour - line

3.7 Explain the principles of merchandising display design - eye level - field of vision - mass facings - points of contact - hot spots

4 Understand the production of advertising materials for a sales promotion

4.1 Describe the benefits and weakness of different methods of advertising promotions - characteristics - strengths - weaknesses

4.2 Describe the factors to be considered when producing different kinds of advertising materials - copy - impact


Learning Outcome: Indicative Content (additional information) - eye dwell - photography

4.3 Explain the benefits and disadvantages of different promotional media and schemes - banners - ‘A’ boards - window posters - chalkboards - menus - brochures - tent cards - drip mats - in-house posters - posters

5 Understand the evaluation of a sales promotion

5.1 Explain the importance of evaluating a sales promotion - financial performance - staff feedback - volume of business

5.2 Describe the features and requirements of different methods of evaluating a sales promotion (ie sales figures and informal and formal discussion with customers and staff) - financial data - staff feedback - volume of business - customer feedback

5.3 Describe the benefits and weaknesses of customer feedback on a sales promotion - observing customers - talking to customers - monitoring plate waste - monitoring customer complaint and compliments - comment cards - interviewing customers - customer focus groups - surveys - questionnaires - mystery customers

5.4 Describe how questionnaires can be used as an evaluation tool for a sales promotion - can provide accurate and detailed information - ease of evaluation - accuracy of measure

5.5 Explain the principles of questionnaire design, analysis and interpretation - explanations, instructions and confidentiality issues - prescribed (closed); prescribed (open-ended) and free

format


Learning Outcome: Indicative Content (additional information) - layout - spacing - phrasing of questions - responses (boxes, scales, free descriptions) - response scales - thanks and post-completion instructions - pre-paid postage - coupons and vouchers - incentives (cash, offers, discounts)

5.6 Explain the strengths and limitations of questionnaires as evaluative tools - strengths - weaknesses - limitations

Suggested Reading

• BIIAB Sales Promotions and Merchandising handbook

Guidance for Tutors

This unit is designed to be delivered in the context of the workplace. Examples may be used from real-life experiences.


Unit Title Understanding a Business Market BIIAB Reference UBM Level 3 Credit Value 2 GLH 10 Unit Reference No. F/503/7052 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the relationship

between the marketing mix and business vision

1.1 Explain a vision that is appropriate for different types of business

1.2 Explain the importance of a clear business vision 1.3 Define the use and advantages of marketing 1.4 Explain the relationship between marketing and achieving

the vision of a business 1.5 Explain the importance of customer focus in establishing

marketing objectives 1.6 Define the meaning and application of the marketing mix 1.7 Explain how the marketing mix shapes a business structure 1.8 Explain how the elements of the marketing mix apply to

internal strengths and weaknesses of a business 2 Understand how to establish

marketing objectives 2.1 Identify the elements of a business’ external environment

using the PEST model and outline the relationship of each to a business’ marketing strategy

2.2 Identify business opportunities and threats using the SWOT model

2.3 Identify internal factors that may have an impact on a business’ ability to optimise its opportunities

2.4 Identify the characteristics of different types of competition (indirect and direct)

2.5 Analyse indirect and direct competitor information 2.6 Propose marketing objectives that take into account

competitor information and activity 3 Understand methods of identifying

and analysing target customer groups

3.1 Explain the purpose of understanding the difference between customers’ needs, wants and expectations

3.2 Identify different methods of identifying and segmenting customer groups within a market place (socio-economic; lifestyle; demographic)

3.3 Explain how customers’ needs, wants and expectations may change according to their experiences

3.4 Identify marketing offers that reflect the needs, wants and expectations of a target customer group during different customer occasions


Unit Title Understanding a Business Market BIIAB Reference UBM Level 3 Credit Value 2 GLH 10 Unit Reference No. F/503/7052 Learning Outcome - The learner will: Assessment Criterion - The learner can: 4 Understand how to apply

marketing objectives and promotional techniques

4.1 Define the scope and purpose of the promotional mix 4.2 Explain the relationship of the promotional mix to

achieving marketing objectives 4.3 Outline the framework for a marketing action plan 4.4 Set SMART marketing objectives that align to business

marketing strategy 4.5 Explain the factors to be considered when costing a

marketing plan (budget, timing of payments due, materials; labour costs and other resources)

5 Understand how to evaluate the success of a marketing plan

5.1 Describe the ways in which the success of a marketing plan can be monitored and evaluated

5.2 Describe methods of collecting information about customers, outlining the strengths and weaknesses of each

5.3 Identify opportunities for business through an analysis of customer feedback

5.4 Amend marketing objectives in line with the analysis of customer feedback


Indicative Content

Learning Outcome: Indicative Content (additional information) 1 Understand the relationship

between the marketing mix and business vision

1.1 Explain a vision that is appropriate for different types of business - be able to write an appropriate business vision

1.2 Explain the importance of a clear business vision - a clear picture of business in the marketplace - a signpost for what the business is trying to achieve

1.3 Define the use and advantages of marketing - CIM definition - meeting needs of customers - anticipating customer needs - communication

1.4 Explain the relationship between marketing and achieving the vision of a business - business direction - business communications - application of correct marketing mix

1.5 Explain the importance of customer focus in establishing marketing objectives - customer satisfaction - customer loyalty - increased profits

1.6 Define the meaning and application of the marketing mix - people - product - place - price - promotion

1.7 Explain how the marketing mix shapes a business structure - competitors - customers - suppliers

1.8 Explain how the elements of the marketing mix apply to internal strengths and weaknesses of a business - people: skills and attributes - product: quality - place: location - price: level - promotion: type

2 Understand how to establish marketing objectives

2.1 Identify the elements of a business’ external environment using the PEST model and outline the relationship of each to a business’ marketing strategy - political - economical - social - technological

2.2 Identify business opportunities and threats using the


Learning Outcome: Indicative Content (additional information) SWOT model - strengths - weaknesses - opportunities - threats

2.3 Identify internal factors that may have an impact on a business’ ability to optimise its opportunities - employee turnover, employee satisfaction, employee

skills - management of resources - physical constraints: space, building fabric

2.4 Identify the characteristics of different types of competition (indirect and direct) - direct: restaurants, inns, hotels - indirect: leisure facilities

2.5 Analyse indirect and direct competitor information - be able to analyse direct and indirect competition

2.6 Propose marketing objectives that take into account competitor information and activity - be able to propose marketing objectives when presented

with competitor information and activity 3 Understand methods of identifying

and analysing target customer groups

3.1 Explain the purpose of understanding the difference between customers’ needs, wants and expectations - definition: wants, needs, expectations

3.2 Identify different methods of identifying and segmenting customer groups within a market place (socio-economic; lifestyle; demographic) - demographic - socio-economical - lifestyle - life cycle - geographical - customer occasions

3.3 Explain how customers’ needs, wants and expectations may change according to their experiences - how customers’ expectations are formed - internal - external

3.4 Identify marketing offers that reflect the needs, wants and expectations of a target customer group during different customer occasions - be able to identify marketing offers that reflect the

needs, wants and expectations of different customer groups during different customer occasions

- customer occasions: definition


Learning Outcome: Indicative Content (additional information) 4 Understand how to apply

marketing objectives and promotional techniques

4.1 Define the scope and purpose of the promotional mix - sales promotions - merchandising - personal selling - advertising - public relations - direct marketing - sponsorship

4.2 Explain the relationship of the promotional mix to achieving marketing objectives - to present information to consumers as well as others - to increase demand - to differentiate a product

4.3 Outline the framework for a marketing action plan - the marketing audit - marketing objectives - marketing strategy - control and evaluation

4.4 Set SMART marketing objectives that align to business marketing strategy - specific - measurable - achievable - realistic - time-bound - be able to write a SMART business objective

4.5 Explain the factors to be considered when costing a marketing plan (budget, timing of payments due, materials; labour costs and other resources) - project costs - cost of borrowing money - recruitment - staff pay - promotional materials

5 Understand how to evaluate the success of a marketing plan

5.1 Describe the ways in which the success of a marketing plan can be monitored and evaluated - financial data - staff feedback - volume of business

5.2 Describe methods of collecting information about customers, outlining the strengths and weaknesses of each - observing customers - talking to customers - monitoring plate waste - monitoring customer complaint and compliments - comment cards - interviewing customers - customer focus groups


Learning Outcome: Indicative Content (additional information) - surveys - questionnaires - mystery customers

5.3 Identify opportunities for business through an analysis of customer feedback - be able to analyse customer feedback and identify

business opportunities 5.4 Amend marketing objectives in line with the analysis of

customer feedback - be able to analyse customer feedback and amend

marketing objectives in line with this feedback

Suggested Reading

• BIIAB Understanding a Business Market handbook

Guidance for Tutors

This unit is designed to be delivered in the context of the workplace. Examples may be used from real-life experiences.

Version 2 July 2016 © BIIAB Page 1 of 1

Unit Title Understanding the retail selling process BIIAB Reference URSP Level 2 Credit Value 2 GLH 15 Unit Reference No. A/502/5806

Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the five steps of the

selling model 1.1 1.2 1.3 1.4 1.5 1.6

Outline the five steps of the selling model Explain why an effective rapport needs to be created with customers Explain the importance of effective questioning to the sales process Explain how linking benefits to product features helps to promote sales Explain why products must be matched to customers’ needs Explain the importance of closing the sale

2 Understand how questions are used to identify customers’ needs

2.1 2.2 2.3

Define ‘open’ and ‘closed’ questions and state the purpose of each in the selling process Define what is meant by ‘probing’ questions and state the purpose of these in the selling process Identify questions which can be used to establish sales opportunities

3 Understand the benefits and uses of product knowledge

3.1 3.2 3.3

Explain how comprehensive and up-to-date product knowledge can be used to promote sales Describe how the features and benefits of products can be identified and matched to customers’ needs Describe a range of methods for keeping product knowledge up-to-date

4 Understand how sales are closed 4.1 4.2

State what is meant by a ‘buying signal’ and describe the main buying signals the salesperson needs to look for Describe the main ways of closing sales


Unit Title Understanding and selling wine BIIAB Reference USW Level 1 Credit Value 1 GLH 8 Unit Reference No. K/503/2573 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the main types and

styles of wine 1.1 Identify the main types of wine 1.2 Identify the main styles of wine

2 Understand how wine is produced 2.1 Identify the different stages in the wine production process

2.2 State the differences in the production process for red and white wine

3 Understand the factors that can affect the characteristics of wine

3.1 Identify the characteristics of the main grape varieties 3.2 Identify the key wine producing regions 3.3 Identify wines that commonly come from the key wine

producing regions 3.4 State the factors that influence the style of wine

4 Understand how to taste wine in a methodical way

4.1 State which senses are used when tasting wine 4.2 State the factors which should be considered when tasting

wine 5 Understand how to store and serve

wine 5.1 State the correct way to store wine 5.2 State the main considerations when taking a wine order 5.3 State how to open still wine 5.4 State how to open Champagne and sparkling wine 5.5 State acceptable temperatures for serving wine and the

factors that should be considered when determining service temperature

5.6 State how to pour still wine 5.7 State how to pour Champagne or sparkling wine 5.8 State the reasons for decanting wine 5.9 Identify the key steps in decanting wine

6 Understand what equipment is required to serve wine correctly

6.1 Identify what equipment is required for the correct service of wine

6.2 State why using the correct glassware is important when selling wine

6.3 State the characteristics of a good wine glass 6.4 State the features of the main types of wine glass 6.5 State the types of wine glass that should be used for the

different styles of wine

7 Understand how to handle and care for glassware correctly

7.1 State the correct way to handle glassware 7.2 State the key considerations in glass care and maintenance


Unit Title Understanding and selling wine BIIAB Reference USW Level 1 Credit Value 1 GLH 8 Unit Reference No. K/503/2573 Learning Outcome - The learner will: Assessment Criterion - The learner can: 8 Understand the basic principles

and importance of selling wine successfully

8.1 State the importance of product knowledge and customer service skills when selling wine

8.2 State the benefits of being able to offer advice to customers regarding the wine list and menu

8.3 Identify ways in which increased sales and profits can be achieved

8.4 State the benefits of selling wine by the glass 8.5 Identify the main problems associated with selling wine

by the glass

9 Understand the basic principles of food and wine matching and how these can be used when selling wine

9.1 State the purpose of food matching 9.2 State the basic principles of food and wine matching 9.3 State the main considerations when matching food and

wine

9.4 State how cooking methods can affect food and wine matching

9.5 State secondary factors (service temperature, seasonings, accompaniments) that should be considered when food matching

10 Understand the legal and social responsibilities associated with selling wine

10.1 State the legal measures for selling wine by the glass 10.2 State the law with regard to describing wine 10.3 State the law with regard to sale of alcohol to underage

persons

10.4 State the law with regard to the consumption of alcohol by underage persons

10.5 State the law regarding age verification policies and the enforcement of these policies

10.6 State the law with regard to the sale of alcohol to persons who are drunk

optional units biiab level 2 certificate in licensed ......6 understand the process of conditioning...

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