Tourism & Hospitality

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
JOB ROLE: Food and Beverage Service Trainee

(QUALIFICATION PACK: Ref. Id. THC/Q0307)
SECTOR: Travel, Tourism and Hospitality
Classes 9 and 10
PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under MHRD, Government of India)
Shyamla Hills, Bhopal- 462 002, M.P., India
http://www.psscive.ac.in
LEARNING OUTCOME
BASED
JOB ROLE: Food and Beverage Service Trainee

(QUALIFICATION PACK: Ref. Id. THC/Q0307)
SECTOR: Travel, Tourism and Hospitality
Classes 9 and 10

LEARNING OUTCOME BASED
Travel, Tourism & Hospitality - Food &
Beverage Service Trainee
June, 2017
© PSSCIVE, 2017
http://www.psscive.ac.in
PATRONS
Prof. Hrushikesh Senapaty, Ph.D.,

Director, National Council of
No part of this work may be reproduced, stored Educational Research and Training
in a retrieval system, or transmitted in any form (NCERT),
or by any means, electronic, mechanical, New Delhi
photocopying, microfilming, recording or
otherwise, without written permission from the
Publisher, with the exception of any material Prof. Rajesh Khambayat, Ph.D.,
supplied specifically for the purpose of being Joint Director
used by the purchaser of the work. PSS Central Institute of Vocational
Education, Bhopal
The views and opinions expressed in this
publication are those of the contributors/
authors and do not necessarily reflect the views COURSE COORDINATOR
and policies of PSS Central Institute of
Vocational Education, Bhopal. The PSSCIVE Prof. Mridula Saxena, Ph.D.,
does not guarantee the accuracy of the data Head
included in this publication and accepts no Department of Home Science and
responsibility for any consequence of their use. Hospitality Management and
Head
Information & Communication
Technology Centre (ICT) PSSCIVE,
Bhopal
Published by:
Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills, Bhopal
FOREWORD
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

constituent of the National Council of Educational Research and Training (NCERT) is
spearheading the efforts of developing learning outcome based vocational curriculum and
courseware aimed at integrating both vocational and general qualifications to open
pathways of career progression for students. It is a part of Centrally Sponsored Scheme of
Vocationalisation of Secondary and Higher Secondary Education (CSSVSHSE) launched by
the Ministry of Human Resource Development, Government of India in 2012. The PSS Central
Institute of Vocational Education (PSSCIVE) is developing curricula under the project
approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan
(RMSA). The main purpose of the learning outcome based vocational curriculum is to bring
about the improvement in teaching-learning process and working competencies through
learning outcomes embedded in the vocational subject.
It is a matter of great pleasure to introduce this learning outcome based vocational

curriculum as part of the vocational training packages for the job role of Food and Beverage
Service Trainee. The curriculum has been developed for the higher secondary students of
vocational education and is aligned to the National Occupation Standards (NOSs) of a job
role identified and approved under the National Skill Qualification Framework (NSQF).
The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational
skills that meet employers’ immediate needs. The teaching process is to be performed
through the interactive sessions in classrooms, practical activities in laboratories and
workshops, projects, field visits, and professional experiences.
The curriculum has been developed and reviewed by a group of experts and their
contributions are greatly acknowledged. The utility of the curriculum will be adjudged by the
qualitative improvement that it brings about in teaching-learning. The feedback and
suggestions on the content by the teachers and other stakeholders will be of immense value
to us in bringing about further improvement in this document.
HRUSHIKESH SENAPATY
Director
National Council of Educational Research and Training
(i)
PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will
bring sustaining benefits only if this young workforce is skilled and its potential is channelized in
the right direction.
In order to fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education that aims to provide for the diversification of educational
opportunities so as to enhance individual employability, reduce the mismatch between
demand and supply of skilled manpower and provide an alternative for those pursuing higher
education. For spearheading the scheme, the PSS Central Institute of Vocational Education
(PSSCIVE) was entrusted the responsibility to develop learning outcome based vocational
curriculum, student workbooks, teacher handbooks and e-learning materials for the job roles
in various sectors, with growth potential for employment.
The PSSCIVE firmly believes that the vocationalisation of education in the nation needs to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE has initiated the
work on developing learning outcome based vocational curriculum with the involvement of
faculty members and leading experts in respective fields. It is being done through the
concerted efforts of leading academicians, professionals, policy makers, partner institutions,
Vocational Education and Training experts, industry representatives, and teachers. The expert
group through a series of consultations, working group meetings and use of reference
materials develops a National Curriculum. Currently, the Institute is working on developing
curricula and courseware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, valuable time and positively responding to our request for development
of curriculum. We are grateful to MHRD and NCERT for the financial support and cooperation
in realising the objective of providing learning outcome based vocational curriculum and
courseware to the States and other stakeholders under the PAB (Project Approval Board)
approved project of Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.
Finally, for transforming the proposed curriculum design into a vibrant reality of
implementation, all the institutions involved in the delivery system shall have to come together
with a firm commitment and they should secure optimal community support. The success of
this curriculum depends upon its effective implementation and it is expected that the
managers of vocational education and training system, including subject teachers will make
efforts to create better facilities, develop linkages with the world of work and foster a
conducive environment as per the content of the curriculum document.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational
education and training system through the learner-centric curricula and courseware. We
hope that this document will prove useful in turning out more competent Indian workforce for
the 21st Century.
RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education
(ii)
ACKNOWLEDGEMENTS
On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD),
Government of India for the financial support to the project for development of curricula.
We are grateful to the Director, NCERT for his support and guidance. We also acknowledge
the contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA
Cell at the National Council of Educational Research and Training (NCERT), National Skill
Development Agency (NSDA) and National Skill Development Corporation (NSDC) and
Tourism & Hospitality Skill Council (THSC) for their academic support and cooperation.
We are grateful to the expert contributors for their earnest effort and contributions in the
development of this learning outcome based vocational curriculum. Their names are
acknowledged in the list of contributors.
We are also grateful to Prof. Mridula Saxena, Course Coordinator and Dr. Anil Kumar,
Professor, Department of Vocational Education and Entrepreneurship Development, National
Institute of Technical Teachers Training and Research (NITTTR), Bhopal for their contributions.
The contributions made by Dr. Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Dr. Vipin Kumar Jain, Associate Professor and
Head, Programme Planning and Monitoring Cell (PPMC) and Dr. Dipak D. Shudhalwar,
Associate Professor (CSE) and Head Computer Center, PSSCIVE in development of the
curriculum for the employability skills are duly acknowledged.
The assistance provided by Shri Vinod K. Soni, Computer Operator Grade-II and Smt.
Sangeeta Sortey, Computer Operator Grade-III in layout, design and composing of the
material is duly acknowledged.
PSSCIVE Team
(iii)
CONTENTS
S.No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgement (iii)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 4
4. Assessment and Certification 5
5. Unit Content CLASS 9
Part A Employability Skills
Unit 1: Communication Skills – I 8
Unit 2: Self-management Skills – I 9
Unit 3: Information and Communication 9
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 11
Unit 5: Green Skills – I 11
Total
Part B Vocational Skills
Unit 1: Introduction to Tourism and 12
Hospitality Industry
Unit 2: Classification of Catering Industry 14
Unit 3: Preparation for Food and Beverage 15
Service Operations
Unit 4: Food and beverage service 16
operation
Unit 5: After - dining Activities 17
Unit 6: Communication with Customers and 18
Colleagues
CLASS 10
Unit 1: Communication Skills – II 20
Unit 2: Self-management Skills – II 21
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 22
Unit 5: Green Skills – II 23
Unit 1: Customer - Centric Service 24
Unit 2: Etiquette And Hospitable Conduct 25
Unit 3: Gender and Age Sensitive Service 27
Practices
Unit 4: IPR of organization and Customer 28
Unit 5: Health and Hygiene 30
Unit 6 : Safety at Workplace 31
Unit 7 : Learn a Foreign or Local 33
Language(s) including English
6. Organisation of Field Visits 33
7. List of Equipment and Materials 34
8. Vocational Teacher’s/Trainer’s Qualification and Guidelines 35
9. List of Contributors 37
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL
1. COURSE OVERVIEW
COURSE TITLE: Travel, Tourism & Hospitality- Housekeeping Attendant – Food and
Beverage Service Trainee
The Hospitality industry is a broad category of fields within the service industry that
includes lodging, event planning, theme parks, transportation, cruise line and additional
fields within the tourism industry. The hospitality industry is a several billion dollar industry that
mostly depends on the availability of leisure time and disposable income. A hospitality unit
such as a restaurant, hotel, or even an amusement park consists of multiple groups such as
facility maintenance, direct operations (servers, housekeepers, porters, kitchen
workers, bartenders, management, marketing, and human resources etc).
Hospitality is the relationship between the guest and the host, or the act or practice of being
hospitable. This includes the reception and entertainment of guests, visitors or strangers.
Some important sectors of the hospitality industry are: Accommodation sector, Food and
beverage sector, Meetings, incentives, conventions and events (MICE) sector, Clubs and
gaming sector, Entertainment and recreation sector, Travel and tourism sector, Visitors
information sector.
A few out of the numerous job roles available in the Hospitality sector are : Hotel general
manager, Hotel clerk, Bellhop, Meeting and convention planner, Concierge, Maitre
d’, Executive chef, Reservation ticket agent, Maids and housekeeping cleaner, Gaming
dealer.
Besides several jobs available in hospitality sector, the food and beverage services are part
of the service-oriented hospitality sector. It can be a part of a large hotel or tourism business
and it can also be run as an independent business. The members of the F&B Services team
are required to perform a wide range of tasks which include preparation for service, greeting
the guests, taking their orders, settling the bills, and performing various other tasks after the
guests leave.
The Food and beverage service trainee is a professional in the Tourism and Hospitality
industry, who performs routine duties at the restaurant, lounge, coffee shop, room service,
poolside barbecue/grill service, banquet service, bar and outside catering service, etc.
COURSE OUTCOMES: On completion of the course, student should be able to:
 Apply effective oral and written communication skills to interact with people and
customers.
 Identify the principal components of a computer system.
 Demonstrate the basic skills of using computer.
 Demonstrate self-management skills.
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities.
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection.
CURRICULUM: TRAVEL, TOURISM & HOSPITALITY – FOOD & BEVERAGE SERVICE TRAINEE 1 | Page
 Prepare tables or counters for meals.

 Stock the service area with supplies (for example, coffee, glassware).
 Greet customers, present menus and help customers select menu items.
 Inform customers about daily specials.
 Take food orders and place them with the kitchen and bar.
 Pick up and serve orders.
 Ensure that customers enjoy their meals and address any problems.
 Suggest and serve desserts and beverages.
 Clean and reset tables.
 Tabulate and present bills for payment, etc.
COURSE REQUIREMENTS: The student must have successfully completed Class-VIII.
COURSE LEVEL: This is a beginner level course. On completion of this course, a student can
take up a higher level course for a job role in Hospitality Industry such as Counter Sale
Executive in Class XI and Class XII.
COURSE DURATION: 400 hrs

Class 9 : 200 hrs
Class 10 : 200 hrs
________________________
Total : 400 hrs
________________________
2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 9 and 10 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 9 is as follows:
CLASS 9
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100
Unit 1: Communication Skills – I 20

Unit 2: Self-management Skills – I 10
Technology Skills – I 10
Unit 4: Entrepreneurial Skills – I 15
Unit 5: Green Skills – I 10
Total 75 10

Unit 1: Introduction to Tourism and 12
Hospitality Industry
Unit 2: Classification of Catering Industry 14
Unit 3: Preparation for Food and 15 30
Beverage Service Operations
Unit 4: Food and beverage service 20
operation
Unit 5: After - dining activities 16
Unit 6: Communication with customers 18
and colleagues
Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100
The unit-wise distribution of hours and marks for Class 10 is as follows:
CLASS 10
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100

Unit 1: Communication Skills – II 20
Unit 2: Self-management Skills – II 10
Technology Skills – II 10
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 10
Total 75 10
Unit 1: Customer - Centric Service 15
Unit 2: Etiquette And Hospitable 15
Conduct
Unit 3: Gender and Age Sensitive 06 30
Service Practices
Unit 4: IPR of organization and customer 16
Unit 5: Health and Hygiene 16
Unit 6: Safety at Workplace 18

Unit 7: Learn a foreign or local 09
language(s) including English
Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100
3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/

workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace. Special emphasis should be laid on the occupational safety, health and
hygiene during the training and field visits.
CLASSROOM ACTIVITIES
Classroom activities are an integral part of this course and interactive lecture sessions,
followed by discussions should be conducted by trained vocational teachers. Vocational
teachers should make effective use of a variety of instructional or teaching aids, such as
audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online
teaching materials, etc. to transmit knowledge and impart training to the students.
PRACTICAL WORK IN LABORATORY/WORKSHOP
Practical work may include but not be limited to hands-on-training, simulated training, role
play, case based studies, exercises, etc. Equipment and supplies should be provided to
enhance hands-on learning experience of students. Only trained personnel should teach
specialized techniques. A training plan that reflects tools, equipment, materials, skills and
activities to be performed by the students should be submitted by the vocational teacher to
the Head of the Institution.
FIELD VISITS/ EDUCATIONAL TOUR
In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be
conducted in a year.
4. ASSESSMENT AND CERTIFICATION
Upon successful completion of the course by the candidate, the Central/ State
Examination Board for Secondary Education and the respective Sector Skill Council will certify
the competencies.
The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify
that individuals have the knowledge and skills needed to perform a particular job and that
the learning programme undertaken has delivered education at a given standard. It should
be closely linked to certification so that the individual and the employer could come to know
the competencies acquired through the vocational subject or course. The assessment should
be reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.
KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal

assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper
based test or short structured questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or industry.
The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark: 30
No. of Questions
S.No. Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge
based simple recall questions, to
know specific facts, terms,
2 1 2 10
concepts, principles, or theories;
identify, define or recite,
information)
2. Understanding – (Comprehension
– to be familiar with meaning and
to understand conceptually,
1 2 2 11
interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3. Application – (Use abstract
information in concrete situation,
to apply knowledge to new
0 1 1 05
situations: Use given content to
interpret a situation, private an
example, or solve a problem)
4. High Order Thinking Skills –
(Analysis & Synthesis – Classify,
compare, contrast, or
differentiate between different
0 1 0 02
pieces of information; Organize
and/ or integrate unique pieces
of information from a variety of
sources)
5. Evaluation – (Appraise, judge,
and/or justify the value or worth of
a decision or outcome, or to 0 1 0 02
predict outcomes based on
values)
Total 3x1=3 6x2=12 5x3=15 30
(14 questions)
SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency
in the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards and the assessment will indicate that they are 'competent', or are 'not
yet competent'. The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment of competencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability of
the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the project
and provide feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject.
Viva voce should also be conducted to obtain feedback on the student’s experiences and
learning during the project work/field visits.
CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation of students that covers all aspects of student’s development. In this scheme, the
term `continuous' is meant to emphasize that evaluation of identified aspects of students
`growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. The second
term `comprehensive' means that the scheme attempts to cover both the scholastic and the
co-scholastic aspects of students' growth and development. For details, the CCE manual of
Central Board of Secondary Education (CBSE) or the guidelines issued by the State Boards on
the procedure for CCE should be followed by the Institutions.
5. UNIT CONTENTS
CLASS 9
Part A: Employability Skills
S.No. Units Duration
(Hrs)
1. Communication Skills - I 20
2. Self-management Skills - I 10
3. Information and Communication Technology Skills-I 20
4. Entrepreneurial Skills - I 15
5. Green Skills - I 10
Total 75
Unit 1: Communication Skills - I

Learning Outcome Theory Practical Duration
(08 hrs) (12 hrs) (20 Hrs)
1. Demonstrate 1. Methods of 1. Writing pros and
knowledge of communication cons of written,
various methods of - Verbal verbal and non-
communication - Non-verbal verbal
- Visual communication 05
2. Listing do’s and
don’ts for avoiding
common body
language mistakes
2. Identify elements of 1. Meaning of 1. Draw a diagram of
communication communication communication
cycle 2. Importance of cycle
communication skills 2. Role plays on
3. Elements of communication
communication cycle– process related to
(i) sender, the sector/job role
05
(ii) ideas,
(iii) encoding,
(iv) communication
channel,
(v) receiver,
(vi) decoding, and
(vii) feedback
3. Identify the factors 1. Perspectives in 1. Group discussion on
affecting our communication factors affecting
perspectives in 2. Factors affecting perspectives in 05
communication perspectives in communication
communication 2. Sharing of
Unit 1: Communication Skills - I

(08 hrs) (12 hrs) (20 Hrs)
- Visual perception experiences on
- Language factors affecting
- Past experience perspectives
- Prejudices 3. Sharing experiences
- Feelings on factors affecting
- Environment communication at
workplace
4. Demonstrate the 1. Writing skills related to 1. Demonstration and
knowledge of basic the following: practice of writing
writing skills  Phrases sentences and
 Kinds of sentences paragraphs on
 Parts of sentence topics related to the 05
 Parts of speech subject
 Use of articles
 Construction of a
paragraph
Total 08 hrs 12 hrs 20 Hrs
Unit 2: Self-management Skills – I

(07 hrs) (03 hrs) (10 Hrs)
1. Describe the 1. Meaning of self- 1. Identification of self-
meaning and management 2. management skills
importance of 2. Positive results of self- 3. Strength and 05
self-management management 4. weakness analysis
3. Self-management skills
2. Identify the 1. Factors that help in 1. Role play exercises on
factors that helps building self-confidence – building self-
in building self- social, cultural, and confidence
confidence physical factors 2. Use of positive
2. Self-confidence building metaphors/ words
tips – getting rid of the 3. Positive stroking on
05
negative thoughts, wakeup and before
thinking positively, staying going bed
happy with small things, 4. Helping others and
staying clean, hygienic working for
and smart, chatting with community
positive people, etc.
Unit 3: Information and Communication Technology Skills – I

(06 hrs) (14 hrs) (20 Hrs)
1. Describe the role 1. Introduction to ICT 1. Discussion on the role
04
of Information 2. Role and importance of and importance of ICT
Unit 3: Information and Communication Technology Skills – I

(06 hrs) (14 hrs) (20 Hrs)
and ICT in personal life and at in personal life and at
Communication workplace workplace
Technology (ICT) 3. ICT in our daily life 2. Preparing posters/
in day-to-day life (examples) collages for showing
and workplace 4. ICT tools - Mobile, tab, the role of ICT at
radio, TV, email, etc. workplace
2. Identify 1. Computer system - 1. Connecting the
components of Central Processing Unit cables and peripherals
basic computer (CPU), memory, to the Central
system and their motherboard, storage Processing Unit
functions devices 2. Starting and shutting
2. Hardware and software down a computer
of a computer system 3. Group discussion on
3. Role and functions of the various aspects of
07
Random Access hardware and
Memory(RAM) and Read software
Only Memory (ROM)
4. Role and functions of
Central Processing Unit
5. Procedure for starting
and shutting down a
computer
3. Demonstrate use 1. Peripherals devices and 1. Identification of
of various their uses – mouse, various parts and
components and keyboard, scanner, peripherals of a
peripherals of webcam, etc. of a computer
computer system computer system 2. Demonstration and
practice on the use of
mouse
3. Demonstration and
practice on the use of
05
keyboard
4. Demonstration of the
uses of printers,
webcams, scanner
and other peripheral
devices
5. Drawing diagram of
computer system and
labelling it
4. Demonstrate 1. Primary operations on a 1. Identification of the
basic computer computer system – input, various input and
skills process, storage, output, output units and 04
explanation of their
communication
purposes
networking, etc.
Unit 4: Entrepreneurial Skills - I

(06 hrs) (09 hrs) (15 Hrs)
1. Identify various 1. Types of businesses – 1. Prepare posters of
types of business service, manufacturing, business activities
activities hybrid found in cities/villages,
2. Types of businesses using pictures
found in our community 2. Discuss the various
3. Business activities around types of activities,
us generally adopted by
small businesses in a
local community
3. Best out of waste 09
4. Costing of the product
made out of waste
5. Selling of items made
from waste materials
6. Prepare list of
businesses that
provides goods and
services in exchange
for money
2. Demonstrate the 1. Meaning of 1. Prepare charts
knowledge of entrepreneurship showing advantages
distinguishing development of entrepreneurship
characteristics of 2. Distinguishing over wages
entrepreneurship characteristics of 2. Group discussions on
entrepreneurship role and features of
3. Role and rewards of entrepreneurship
06
entrepreneurship 3. Lectures/presentations
by entrepreneurs on
their experiences and
success stories
4. Identify core skills of
successful
entrepreneur
Unit 5: Green Skills - I

(07 hrs) (03 hrs) (10 Hrs)
1. Demonstrated the 1. Introduction to 1. Group discussion on
knowledge of the environment, hazards of deteriorating
factors 2. Relationship between environment
05
influencing society and 2. Prepare posters
natural resource environment, showing environment
conservation ecosystem and factors conservation
Unit 5: Green Skills - I

(07 hrs) (03 hrs) (10 Hrs)
causing imbalance 3. Discussion on various
3. Natural resource factors that influence
conservation our environment
4. Environment protection
and conservation
2. Describe the 1. Definition of green 1. Discussion on the
importance of economy benefits of green skills
green economy 2. Importance of green and importance of
and green skills economy green economy
2. Prepare a Poster
05
showing the
importance of green
economy with the help
of newspaper/
magazine cuttings
Grand Total 34 41 75
Part B: Vocational Skills

(Hrs)
1. Unit 1: Introduction to Tourism and Hospitality Industry 12
2. Unit 2: Classification of Catering Industry 14
3. Unit 3: Preparation for Food and Beverage Service Operations 15
4. Unit 4: Food and beverage service operation 20
5. Unit 5: After - dining activities 16
6. Unit 6: Communication with customers and colleagues 18
Total 95
Unit 1: Introduction to Tourism and Hospitality Industry

(08 Hrs) (04 Hrs) (12 Hrs)
1. Enumerate the 1. Definition of Tourism 1. Name any 4 popular
importance of Industry, Tourist, and tourist places in your
tourism Industry Tourist Destination state.
2. Impact of Tourism from 2. Draw or Print any 2
the point of Economic tourist destination
Development of the places in pictorial form
country and write their
3. Main constituents of features
tourism industry
4. Primary constituents of

(08 Hrs) (04 Hrs) (12 Hrs)
tourism industry
5. Secondary constituents
of tourism industry
6. Different types and
forms of tourism
2. Understand and 1. Define Hotel and 1. Make an Era wise
depict the history Hospitality chart depicting “The
and importance of 2. Origin of hospitality History of Hospitality”
hospitality sector. sector 08 hrs
3. Importance of Theory
hospitality sector +
3. Identify and 1. Front of the house and 1. Draw a Layout of Front 04 hrs
differentiate Back of the house office Department, Practical
between basic 2. Importance of basic Restaurant, House
departments in departments of hotel Keeping department
hospitality sector industry and Kitchen of a hotel
in your city
4. Understand 1. Importance and need 1. In groups enumerate
relationship between of Food and Beverage job description of one
F&B service and Service in Tourism job and the skill
Tourism Industry Industry necessary for doing
2. Career prospect of the the job efficiently
hospitality industry in
relation to Tourism
3. Relation of F & B
Service Department
with Tourism
5. Appreciate and 1. Define outbound 1. Draw a chart with two
evaluate recent tourism, inbound examples of each
trends of travel and tourism, Domestic type of tourism
tourism. tourism, International activities of your state.
tourism, Visitor, traveller 2. Prepare an album
attractions, SMERF’s depicting current
2. Factors responsible for trends in travel and
successful tourism tourism
3. Changing Status of the
tourism industry
4. Activities of any four
niche tourism which
have recently emerged
5. Evaluate Current
tourism activities e.g.
 Heritage walks
 Gardens and parks
 Roadside attractions
 Spas

(08 Hrs) (04 Hrs) (12 Hrs)
 Amusement parks
 Restaurants
 Art museums
 Castle and forts
 Nature Reserves
 Casinos etc.
6. Describe the need of 1. Safe tourism, Lady 1. Provide suggestions for
safe and honourable Traveller, Senior citizen, betterment of service
tourism. Differently-abled given to differently-
tourists, honourable abled tourist while on
tourism. tour
2. Need of tour in safe
and honourable
manner for traveller.
3. Strategies to ensure
safe and honourable
tourism
Total 08 Hrs 04 Hrs 12 Hrs
Unit 2: Classification of Catering Industry

(08 Hrs) (06 Hrs) (14 Hrs)
1. Understand and 1. Introduction to 1. With the help of
narrate the growth catering industry pictures prepare a
and history of 2. Importance and need chart depicting
catering industry. of catering industry growth and history of
3. Growth and history of catering industry
catering industry
2. Describe the 1. Classification of 1. Visit the catering 08 hours
classification of catering industry- outlets near you, Theory
catering industry  Commercial collect pictures and +
 Welfare names of the outlets 06 hours
 Transport and categorize them practical
 Industrial under various types of
 Institutional catering
2. Types of F&B Outlets establishments on
chart paper.
2. Prepare a report on
top 20 different types
of F&B outlets in your
city
3. Explain the scope 1. Scope in catering 1. Visit different types of
and career industry catering
opportunities in 2. Career Opportunities in establishments in your
catering industry catering industry city/town. Study their
functions and
Unit 2: Classification of Catering Industry

(08 Hrs) (06 Hrs) (14 Hrs)
operation and on the
basis of your study
prepare a report on
“Scope in catering
Industry”
Unit 3 : Preparation for Food and Beverage Service Operations

(09 Hrs) (06 Hrs) (15 Hrs)
1. Describe the 1. Organizational structure 1. Prepare an
departmental of F&B Department in organizational chart of
organization large and small Hotel large hotel.
structure of F&B 2. Relationship of F&B 2. Visit a hotel near you, 09 hours
department with Other observes and prepare Theory
departments of a Hotel a chart on the +
3. Hierarchy of Staff in hierarchy of F&B staff 06hours
various F&B Outlets of that hotel practical
4. Duties & Responsibilities
of F&B staff
2. Enumerate and 1. Attributes of waiter 1. Prepare a project on
describe the 2. Effective Attributes of waiter
attributes of a good communication skill 2. Prepare a chart
waiter 3. Personal Hygiene representing the basic
4. Grooming grooming standard of
a waiter
3. Understand and 1. Layout of a restaurant 1. With the help of
narrate basic 2. Arranging the pictures prepare a
restaurant operation sideboard chart showing the
standards 3. Types of service difference between
4. Types of Menu and Mise-en Place and
cover Mise en Scène of
5. Service at Table restaurant
6. Mise-en Place and Mise 2. Draw a labelled
en Scène diagram of a
7. Briefing restaurant
8. Receiving the guests 3. Visit a star hotel near
and social skills you. Study and
observe the receiving
and greeting
procedure of guests at
restaurant. On the
basis of your
observations prepare
a report on “Receiving
guest and social skills
Unit 3 : Preparation for Food and Beverage Service Operations

(09 Hrs) (06 Hrs) (15 Hrs)
at restaurant”
4. Enumerate and 1. Types of Crockery & 1. Demonstrate wiping,
describe various Cutlery cleaning and handling
restaurant 2. Types of procedures of
equipments  Glassware, glassware, crockery
 Flatware, and cutlery
 Hollowares 2. Demonstrate various
 Special equipments styles of napkin folding
 Restaurant Linen
 Restaurant Furniture
Unit 4 : Food and beverage service operation

(08 Hrs) (12 Hrs) (20 Hrs)
1. Receive the guest 1. Procedure of greeting 1. Demonstrate Greeting
and seating the guest and seating the guest
2. Reservation taking 2. Demonstrate serving
Procedure water or welcome
3. Procedure of serving drink to the guest
water or welcome 08 Hrs
drink to the guest Theory
2. Take food and 1. Importance of menu 1. Demonstrate +
beverage order from knowledge, food presenting the menu 12 Hrs
guests ingredients and food card Practical
preparation process 2. Demonstrate
2. Presenting the menu procedure of taking
3. Procedure of taking food and beverage
Food and beverage order
order 3. Demonstrate handling
4. Follow an order taking different situations
system while taking food and
5. Handling different beverage order
situations while taking
food and beverage
order
6. Importance of
Suggestive selling, Up-
Selling
7. Promoting Food &
Beverage Service
8. Anticipating Guests’
Needs
9. Procedure of placing
orders at bar and
kitchen
Unit 4 : Food and beverage service operation

(08 Hrs) (12 Hrs) (20 Hrs)
10. Importance of timing
of service
11. Importance of
assistance of
steward/captain in
case of any
clarifications/concerns
3. Serve guest order 1. Collecting correct 1. Demonstrate picking
orders from the the order from the
kitchen kitchen
2. Handling procedure of 2. Demonstrate
CCG while carrying Collecting correct
order orders from the
3. Prepare the table for kitchen
each course before
serving it
4. Deliver food to the
guest.
5. Check back to the
table, respond to
dissatisfied guests
6. Sell After-Dinner items
7. Thumb rule for serving
standards and for
serving the dishes.
8. Thumb rule for service
standards and
maintaining hygiene
9. Thumb rules for
clearance of table.
10. Thumb rule of
Crumbing
11. Thumb-rules for serving
alcoholic beverages
Unit 5: After-dining Activities

(07 Hrs) (09 Hrs) (16 Hrs)
1. Take order and serve 1. Proper order taking 1. Demonstrate order
food 2. Foods pick up and taking
service of food 2. Demonstrate making
KOT
2. Realise the 1. Making of bill 1. Demonstrate Making
importance of bill 2. Presentation of bill to of bill
preparation and the guest 2. Demonstrate 07 Hrs
Unit 5: After-dining Activities

(07 Hrs) (09 Hrs) (16 Hrs)
presentation to the 3. Collection of Presentation of bill to Theory
customer cash/card the guest +
4. Submission of bill to 3. Demonstrate of 09 Hrs
guest and feedback various methods of Practical
collection billing and feedback
5. Departing the guest collection
3. Clean soiled dishes 1. Collection of soiled 1. Demonstrate
and table dishes collection of soiled
2. Cleaning the table dishes
3. Replenishing the table 2. Demonstrate cleaning
accessories the table
3. Demonstrate
replenishing the table
accessories
4. Draw the 1. Organization chart of 1. Make an Organization
organisational chart the food and beverage chart of the food and
and enlist duties of department beverage department
F&B department 2. Duties and 2. Visit any hotel in your
responsibilities of food vicinity and prepare a
and beverage report on duties and
department responsibilities of food
3. Exchange of job and beverage
knowledge department
4. Cooperation and
coordination among
the employees
5. Customer satisfaction
Unit 6 : Communication with customers and colleagues

(08 Hrs) (10 Hrs) (18 Hrs)
1. Describe the 1. Instruction and job 1. Visit a hotel near you
importance of orders and study how hotel
communication 2. Work target, output staff handles the guest
(Upward and performance complaints in different
communication). 3. Reports, delay, situations
complaint, repair and
AMC schedule
4. Feedback on work
standard and work
schedule
2. Describe the 1. Importance of work 1. Visit a hotel near you
importance of behaviour in hotel and study the
communication organization Etiquette and
(horizontal 2. Work flow and behaviour’ of hotel

(08 Hrs) (10 Hrs) (18 Hrs)
communication) productivity staff 08 Hrs
3. Communication with 2. Prepare a report on Theory
colleagues, sharing, how hotel staff +
and assistance and cooperate and 10 Hrs
conflict coordinate between Practical
4. Etiquette and each other during
behaviour’ operational hours
5. Division of work
6. Multitasking and
individual goal setting
7. Cooperation and
coordination,
communication with
colleague and
avoiding error
3. Explain the 1. Product knowledge 1. Demonstrate etiquette
importance of and anticipation of and manners to be
communication with customer needs followed while talking
customer 2. Etiquette and manners to the customer
while talking to the 2. Demonstrate usage of
customer body language
3. Two way
communication,
importance of gender
and culture in
communication
4. Satisfaction and
dissatisfaction of
customer
5. Importance of body
language, dress code
6. Importance of
maintaining positive
behaviour in
communication
4. Describe interruption 1. Communication 1. Visit a hotel near you
and negativity in problems and and prepare a report
communication complaints on various problems
2. Importance of reports related to
and feedback communication faced
3. Points to be by hotel staff
considered for 2. Prepare a list of types
communication at of grievance
work as F&B service
trainee

(08 Hrs) (10 Hrs) (18 Hrs)
CLASS 10
Part A - Employability Skills

(Hrs)
1. Communication Skills – II 20
2. Self-management Skills - II 10
3. Information and Communication Technology Skills – II 20
4. Entrepreneurial Skills – II 15
5. Green Skills - II 10
Total 75
Unit 1: Communication Skills - II

(12 hrs) (08 hrs) (20 Hrs)
1. Demonstrate 2. Methods of 1. Writing pros and cons of
knowledge of communication written, verbal and non-
various methods - Verbal verbal communication
of - Non-verbal 2. Listing do’s and don’ts for 05
communication - Visual avoiding common body
language mistakes
3. Provide 1. Communication 1. Constructing sentences

descriptive and cycle and for providing descriptive
specific importance of and specific feedback
feedback
feedback
2. Meaning and
importance of
03
feedback
3. Descriptive feedback
- written comments or
conversations
4. Specific and non-
specific feedback
3. Apply measures 1. Barriers to effective 1. Enlisting barriers to
to overcome communication – effective communication
barriers in types and factors 2. Applying measures to
04
communication 2. Measures to overcome barriers in
overcome barriers in communication
effective
Unit 1: Communication Skills - II

(12 hrs) (08 hrs) (20 Hrs)
communication
4. Apply principles 1. Principles of effective 1. Constructing sentences
of communication that convey all facts
communication 2. 7 Cs of effective required by the receiver
communication 2. Expressing in a manner
that shows respect to the 03
receiver of the message
3. Exercises and games on
applying 7Cs of effective
communication
5. Demonstrate 2. Writing skills to the 1. Demonstration and
basic writing skills following: practice of writing
 Sentence sentences and
 Phrase paragraphs on topics
 Kinds of Sentences related to the subject
05
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a
Paragraph
Unit 2: Self-management Skills - II

(05 hrs) (05 hrs) (10 Hrs)
1. Apply stress 1. Meaning and 1. Exercises on stress
management importance of stress management
techniques management techniques – yoga,
2. Stress management meditation, physical
techniques – physical exercises
exercise, yoga, 2. Preparing a write-up on 06
meditation an essay on
3. Enjoying, going to experiences during a
vacations and holidays holiday trip
with family and friends
4. Taking nature walks
2. Demonstrate the 1. Importance of the 1. Demonstration on
ability to work ability to work working independently
independently independently 2. goals
3. Planning of an activity
2. Describe the types of
4. Executing tasks in a
self-awareness 04
specific period, with no
3. Describe the meaning help or directives
of self-motivation and 5. Demonstration on the
self-regulation qualities required for
working independently
Unit 3: Information and Communication Technology Skills– II

(08 hrs) (12 hrs) (20 Hrs)
1. Distinguish 1. Classes of operating 1. Identification of task
between systems bar, icons, menu, etc.
different 2. Menu, icons and task bar 2. Demonstration and
on the desktop
operating practicing of
3. File concept, file
systems operations, file creating, renaming
organization, directory and deleting files and 17
structures, and file-system folders, saving files in
structures folders and sub-
4. Creating and managing folders, restoring files
files and folders and folders from
recycle bin
2. Apply basic skills 1. Importance and need of 1. Demonstrationof the
for care and care and maintenance procedures to be
maintenance of of computer followed for cleaning,
computer - Cleaning computer care and
components maintenance of
- Preparing hardware and
maintenance software
schedule 03
- Protecting computer
against viruses
- Scanning and
cleaning viruses and
removing SPAM files,
temporary files and
folders
Unit 4: Entrepreneurial Skills - II

Learning Theory Practical Duration
Outcome (06 hrs) (09 hrs) (15 Hrs)
1. List the 1. Entrepreneurship and 1. Writing a note on 15
characteristics society entrepreneurship as
of successful 2. Qualities and functions of career option
entrepreneur an entrepreneur 2. Collecting success
3. Role and importance of stories of first
an entrepreneur generation and local
4. Myth about entrepreneurs
entrepreneurship 3. Listing the
5. Entrepreneurship entrepreneurial
as a career option qualities – analysis of
strength and
weaknesses
4. Group discussion of
self-qualities that
Unit 4: Entrepreneurial Skills - II

Learning Theory Practical Duration
Outcome (06 hrs) (09 hrs) (15 Hrs)
students feel are
needed to become
successful
entrepreneur
5. Collect information
and related data for a
business
6. Make a plan in team
for setting up a
business
Unit 5: Green Skills - II

(07 hrs) (03 hrs) (10 Hrs)
1. Demonstrate 1. Definition of 1. Identify the problem
the knowledge sustainable related to sustainable
of importance, development development in the
problems and 2. Importance of community
solutions related sustainable 2. Group discussion on the
to sustainable development importance of respecting
development 3. Problems related to and conserving
sustainable indigenous knowledge
development and cultural heritage
3. Discussion on the
responsibilities and 10
benefits of environmental
citizenship, including the
conservation and
protection of
environmental values
4. Preparing models on rain
water harvesting, drip /
sprinkler irrigation, vermin-
compost, solar energy,
solar cooker, etc.
Part B–Vocational Skills

(Hrs)
1. Unit 1 : Customer - Centric Service 15
2. Unit 2 : Etiquette And Hospitable Conduct 15

3. Unit 3 :Gender and Age Sensitive Service Practices 06
4. Unit 4: IPR of organization and customer 16
5. Unit 5: Health and Hygiene 16
6. Unit 6 : Safety at Workplace 18
7. Unit 7 : Learn a foreign or local language(s) including English 09
Total 95
Unit 1: Customer - Centric Service

(09 Hrs) (06 Hrs) (15 Hrs)
1. Enumerate 1. Hospitality
customer-centricity 2. Goal of Hospitality
of Hospitality 3. What Hospitality offers
4. Customer-centricity of
Hospitality Business
2. Understand the 1. Definition of service 1. Formulate the
importance of 2. Need of Services customer satisfaction
Service as a tool of 3. Define Requirement, measurement
customer satisfaction Need and Demand questionnaire with
4. Service as a product of proper marking for
sale customer choices and
5. Measurement of preferences that will
service - satisfaction reflect the picture of 09 Hrs
6. Affordability of cost customer choice Theory
3. Write the 1. Definition 1. Use the above +
Classification of 2. Classification of Questionnaire and 06 Hrs
customers customer collect the data for 50 Practical
3. Market choices and customers
Preferences
4. Factors affecting
customer choices and
preferences in general
4. Understand the 1. Aim, Policy and 1. Survey 10 restaurants
importance of Strategy or food outlets in a
customer-centric 2. Customer-centric selected area for most
Business facilitation Market survey/ running food items
Customer survey and interpret.
3. Selection of clientele/ 2. Design a feedback
service form for the customers
4. Product/ Service design of a selected hotel
5. HR Policy-Recruitment
and induction
6. Training and
development
7. Feedback Mechanism
8. Customer relation
Management
Unit 1: Customer - Centric Service

(09 Hrs) (06 Hrs) (15 Hrs)
9. Maintaining Customer
Profile
10. Treating the loyal
customers
11. Customer sensitization
and generating
awareness
12. Reaching the customer
13. Working on Feedback
14. Rectification in
product/ or service as
per feedback
15. Solving the customer
problems and handling
the complaints.
5. Describe and 1. Personal Relations 1. Role Play for
administer the Tools 2. Feedback forms Telephonic customer
to get Feedback 3. Interviews Survey for the services
from customers 4. Questionnaires enjoyed by the
5. Studying and customer last week at
Maintaining the data of your hotel
customer choices and
preferences
6. Telephonic contacts
7. Electronic media
8. Internet Social
Networking
6. Write the 1. Customer is god 1. Prepare the staff
importance of 2. Briefing the staff before Schedule deploying
Planning the service the most experienced
customer centric 3. Periodic Staff meetings staff member for the
work system 4. Standard operating VIP service at your
Procedures hotel for today’s high
5. Deployment of tea event
responsible staff
6. Reporting hierarchy
Unit 2 : Etiquette And Hospitable Conduct

(09 Hrs) (06 Hrs) (15 Hrs)
1. Understand the 1. Definition of - 1. Visit a Hospitality
meaning, i. Hospitality organization and
components and ii. Need of Hospitable observe the guest

(09 Hrs) (06 Hrs) (15 Hrs)
goal of hospitality Conduct dealing by Food and
iii. Meaning of Beverage Staff
Hospitable conduct
iv. Components of
Hospitality
v. Goal of Hospitality
vi. Define Customer
vii. Customer centricity
in Service
viii. Role of Food and
Beverage Service in
a hospitable
conduct
2. Demonstrate the 1. Define etiquettes and 1. Role Play for
Etiquettes and Manners etiquettes and 09 Hrs
Manners 2. Need and necessity of manners while dealing Theory
etiquettes and with the arrogant +
Manners in a hospitality guest, VIP, Lady guest, 06 Hrs
establishment Senior aged guest, Practical
3. Telephone Etiquettes, Child.
Language, Positive
Body Language and
good hospitable
Dressing and Uniform
sense
3. Demonstrate 1. Dealing with the Guest 1. Visit a hotel and study
hospitable conduct 2. Do’s and Don’ts while how different
while dealing with dealing with the guest complaints are
the guest 3. Measuring Customer tackled by the Food
satisfaction and Beverage
4. Contribution to the Department at
Brand Value different levels
(Escalation Matrix)
4. Learn and 1. Importance of 1. Visit a hotel. collect
implement Office Formalities customer feedback by
Manners 2. Communicating with filling the feedback
co-workers forms and critically
3. Inter departmental analyzing the data ,
Coordination interpret and fix the
4. Reading and Writing problem or weakness
Skills in the service.
5. Customer Feedback
6. Log Book
7. Job Cards
5. Demonstrate smooth 1. Company Policy 1. Interview the Food
and professional 2. HR Policy and Beverage Staff of

(09 Hrs) (06 Hrs) (15 Hrs)
conduct with proper 3. Sales Policy a hotel and evaluate
documentation and 4. Reporting Structure their knowledge about
knowledge about 5. Documentation the documentation
customer profile 6. Customer Profile process they need to
do on duty.
6. Deal with customer 1. Working with SOP’s 1. Visit an industry and
complaints and take 2. Dealing with Customer study the SOPs for
feedback Complaints Hospitable conduct of
3. Feed Back Mechanism food and beverage
4. Handling Productivity Service
Targets
7. Critically think and 1. Departmental 1. Attend the daily
participate in Orientation Program briefing of Food and
briefing and other 2. Briefing Beverage Department
training programs 3. Staff Training of a hotel
Unit 3 : Gender and Age Sensitive Services

(03 Hrs) (03 Hrs) (06 Hrs)
1. Describe facilities 1. Women’s rights and 1. Visit a hotel near you
and services respect at workplace and study the policies
available for females 2. Company’s policies to & procedures the
at workplace prevent sexual hotel follows to
harassment prevent sexual
3. Facilities available at harassment
work for female 2. Prepare a flow chart
colleagues such as depicting handling
transport, night drop, procedure of guest in
night shifts, reporting a situation of terrorist
abuse, maternity leaves attack
and other grievances
4. Facilities related to
female traveller safety
and security
5. Procedure for handling
guest during terrorist
attack
2. Appreciate and 1. Quality of service and 1. Visit a nearby hotel
narrate different age facilities for each age and in a tabular
and gender specific and gender format note down the
customer services 2. Customer- unique need various facilities 03 Hrs
and wants available in the hotel Theory
3. Recreational facilities for each gender +
for children tourist 2. Give suggestion for 03 Hrs
4. Educating parents and various recreational Practical
Unit 3 : Gender and Age Sensitive Services

(03 Hrs) (03 Hrs) (06 Hrs)
attendants of senior activities that could be
citizens for procedure arranged for children
for handling tourists in a hotel
emergency situations
5. Importance and need
of medical facility and
doctor
3. Explain the 1. Equality of work for 1. Visit a hotel in your
importance and women at workplace area and observe the
follow standard 2. Motivating women at various standard
etiquette with workplace to utilize etiquette practices
women at their skills such as followed while dealing
workplace. involvement in decision with females. On the
making process basis of your
3. Avoid specific observation prepare a
discrimination and give report on “Standard
women their due etiquette while
respect dealing with women
4. Behavioural etiquettes colleagues and
while dealing with guests”
female colleagues and
guests
Unit 4: IPR of organization and customer

(08 Hrs) (08 Hrs) (16 Hrs)
1. Understand the 1. Definition of IPR
importance IPR
2. Explain the history of 1. History of IPR and its
IPR development over the
years
3. Understand and 1. Components of 1. Visit the Patent office
describe the Intellectual property and collect the
Components of IPR rights procedure for the
 Patents following
 Copyright  Patents
 Industrial design  Copyright
rights  Industrial design
 Plant varieties rights
 Trademarks  Plant varieties 08 Hrs
 Trade dress  Trademarks Theory
 Trade secrets  Trade dress +
 Trade secrets 08 Hrs
4. Appreciate and 1. Objectives of Practical

(08 Hrs) (08 Hrs) (16 Hrs)
narrate the intellectual property
objectives of IPR law
 Financial incentive
 Economic growth
 Morality
2. Definition of
Infringement,
Misappropriation and
Enforcement
 Patent infringement
 Copyright
infringement
 Trademark
infringement
 Trade secret
misappropriation
5. Understand the 1. Describe the need of
need of IPR, Define IPR in an organization
and explain 2. Different subjects that
relationship of IPR need IPR protection
and hospitality under hospitality
6. Implement 1. Importance of
procedure to secure registration of
company’s IPR Intellectual Property
2. International protection
for trademarks
for patents
under the Berne
convention- for copy
right
5. International filing
through Hague
agreement-Industrial
Designs
through “Lisbon
agreement for the
protection of
appellations of origin”-
Geographical
Indication
7. Work with IPR 1. Preventing the Leak of 1. Collect and Study the
Regulations new plans cases of IPR Violations
2. Companies Products by visiting IPR office

(08 Hrs) (08 Hrs) (16 Hrs)
3. Reporting IPR Violations
4. Reporting Structure for
IPR Violation Reporting
8. Respect customer 1. Why copyrights should 1. Read out the Indian
copyrights be respected? copyright act
2. Indian scenario provisions loud in a
class room
Unit 5: Health and Hygiene

(07 Hrs) (09 Hrs) (16 Hrs)
1. Ensure cleanliness 1. Regular cleaning of 1. Demonstrate handling
around workplace work area waste in trash can
2. Handling waste bin / 2. Demonstrate regular
trash can cleaning activities
3. Handling pest control performed at
activities at work place workplace
4. Maintenance of 3. Demonstrate
cleanliness and records Indenting required for
5. Proper ventilation of performing cleaning
area task
6. Regular maintenance 4. Demonstrate
of air conditioner and procedure of cleaning 07 Hrs
other mechanical Crockery, Cutlery and Theory
system glassware +
7. Importance of lightning 09 Hrs
in an area Practical
8. Cleaning of food
storage, preparation
display and serving
area e.g. restaurant,
coffee shop and
specialty restaurant
9. Crockery, Cutlery and
glassware’s cleaning
procedure
10. Importance of food
sanitation and cross
contamination of food
and precaution during
the food production
and food service
2. Enumerate 1. Importance of 1. Demonstrate using
importance of indenting in food and checklist of handling
Unit 5: Health and Hygiene

(07 Hrs) (09 Hrs) (16 Hrs)
indenting and beverage areas various food and
handling various 2. Checklist of handling beverage areas
Food and Various food and
beverage areas beverage areas:
checklist  Restaurant
 Coffee shop
 Banquet area
 Food and Beverage
 Storage and pantry
area
3. Gain insights into 1. Regular hand washing 1. Demonstrate hand
personal hygiene procedure washing Procedure
practices. 2. Maintain personal 2. Demonstrate Personal
hygiene, grooming, and dental hygiene
dental care
3. Learn about the
prevention of cross
contamination at work
place
4. Learn about the 1. Role of HACCP and 1. Demonstrate personal
various food FSSAI in food hygiene
standards. production and service 2. Demonstrate use of
2. Importance of ISO 2200 PPE in food service
3. Knowledge about the operation
PPE and its applicability
in food production
operations
Unit 6 :Safety at Workplace

(08 Hrs) (10 Hrs) (18 Hrs)
1. Appreciate the 1. Assessing F&B 1. Demonstrate various
measures of taking workplace Hazards preventive measures of
precautions to avoid 2. Minimization of food Service area hazards
F&B department service place hazards normally followed in
hazards 3. Important Work hazards hotels
and their preventive 2. Demonstrate safety
measures work procedures with
4. Hazard analysis,Safety example
work procedures
2. Comprehend the 1. Hotel evacuation 1. Demonstrate the use of
Standard Safety procedures for fire, Fire extinguishers.
Procedure near bomb threats, and 2. Enlist activity of storage.
service area mass destruction 3. Identify the equipments
2. Knowledge of storage while doing hazardous

(08 Hrs) (10 Hrs) (18 Hrs)
Area: work.
 Storage area 4. Demonstrate handling
Inspection checklist Electric and sharp tools.
 Handling, Storage & 5. Demonstrate Standard
Stacking of F&B Safety Procedure for
service Material handling floors.
6. Demonstrate Safety 08 Hrs
 Safe Lifting
techniques for Theory
Techniques in
handling, lifting and +
Banquets
moving furniture and 10 Hrs
 Storage of acids &
fixtures Practical
chemicals
 Labeling and
Warning Sign Used
For Chemical
Storage
3. Safety techniques for
Handling, lifting and
moving furniture and
fixtures in Restaurants
and in food service
area
4. Standard Safety
Procedure for Handling
Electrical tools
5. Standard Safety
Procedure for Handling
floors
6. Standard Safety
Procedure for handling
sharp Tools
3. Use First aid and 1. First aid kits in the work 1. Prepare a first aid Box
personal protective place for your class room
equipments while 2. Documentation of first 2. Make a Chart of Safety
doing hazardous aid treatments signs.
work 3. Handling of Personal 3. Demonstrate safety use
Protective Equipments of P.P.E for specific task
4. Safety use of P.P.E for on work area
specific task on service 4. Demonstrate handling
area and display safety of Personal Protective
signs where necessary Equipments
4. Achieve Safety 1. Safety measures 1. Discuss and
Standards. undertaken while demonstrate safety
inspection standard
2. List the safety 2. Demonstrate some
procedure/ safety important safety

(08 Hrs) (10 Hrs) (18 Hrs)
standards procedures/ safety
3. Ensuring zero accident standards followed in a
at Food and Beverage hotel
service area
Unit 7 : Learn a foreign or local language(s) including English

(04 Hrs) (05 Hrs) (09 Hrs)
1. Use language in 1. Role of English in 1. Make a chart for
effective hospitality industry common vocabulary
communication 2. Role of foreign used in restaurant
language in hospitality 2. Make a chart for
industry common sentences
3. Development of short used when customers 04 Hrs
communication arrive at restaurant Theory
sentences +
4. Communication with 05 Hrs
colleagues Practical
5. Listening and
understanding the
foreign language
words
2. Demonstrate clear 1. Speaking without 1. Formation of small
and concise hesitation and fear of sentences without
communication being incorrect hesitation
2. Sharing and solving of 2. Development of
complaints confidence and
3. Vocabulary and communication
expressions
4. Language proficiency
to ‘working
knowledge’ level
6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to
expose them to the activities in the workplace.
Visit a hotel or a lodge and observe the following: Location, Site, size, star rating,
departments, staff structure, work distribution, clientale, layout, furnishing, ambience, etc.
During the visit, students should obtain the above information from the owner or the
supervisor of the hotel.
7. LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the
vocational teacher. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the batch of maximum 30 students
regularly for practice and acquiring adequate practical experience.
1. Tables – 3 Units
2. Dining Chairs – 12 Units
3. Side Station – 1 Unit
4. Bar Counter – 1 Unit
5. Hostess Desk – 1 Unit
6. Storage Cabinet – 1 Unit
7. POS/ Computer – 1 Unit
8. Dinner Plate 11" – 12 Units
9. Dessert Plate 9" – 12 Units
10. B&B Plate – 12 Units
11. Tea Cup – 12 Units
12. Tea Saucer – 12 Units
13. Soup Bowl – 12 Units
14. Soup Bowl 4.5" Chinese – 12 Units
15. Soup Spoon Chinese – 12 Units
16. Service Bowl 1 Port 6 – 6 Units
17. Service Bowl 2 Port 7 – 6 Units
18. Service Platter 1 Port 10 " – 6 Units
19. Service Platter 2 Port 12 " – 6 Units
20. Pasta Plate 11 " – 6 Units
21. Cereal Bowl – 6 Units
22. Chutney Bowl Small – 12 Units
23. Tea Spoon – 12 Units
24. Dessert ( A.P) Spoon – 12 Units
25. Dessert ( A.P) Fork – 12 Units
26. Soup Spoon – 12 Units
27. Dessert Knife – 12 Units
28. Table Service Spoon – 6 Units
29. Table Service Fork – 6 Units
30. Tea Strainer – 3 Units
31. Tea Set – 1 Unit
32. Water Jug – 6 Units
33. Salt And Pepper Set – 4 Units
34. Tooth Pick H Older – 2 Units
35. Straw Holder – 2 Units
36. Sugar Sachet Holder – 2 Units
37. Napkin Holder – 2 Units
38. Finger Bowl Large With Under Liner – 6 Units
39. Entree Dish Round With Lid ( 1 Portion) – 2 Units
40. Entree Dish Round With Lid ( 2 Portion) – 1 Unit
41. Oval Platter – 1 Unit
42. Reserved – 1 Unit
43. Round Service Tray – 10 Units
44. Rectangular Service Tray – 10 Units
45. Ash Tray – 4 Units

46. Tom Collins – 12 Units
47. Hi Ball – 12Units
48. Pilsner – 6 Units
49. Decanter Small – 6 Units
50. Decanter Large – 6 Units
51. Wine Glass – 12 Units
52. Table Cloths – 6 Units
53. Table Napkins – 36 Units
54. Bar tool kit-1 Unit
55. Cocktail Shaker– 2 Units
8. VOCATIONAL TEACHER’S/TRAINER’S
QUALIFICATION AND GUIDELINES
Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:
S.No. Qualification Minimum Age Limit

Competencies
1. Diploma/Degree in Hotel  Effective Above 28 years (as on
Management from a recognized communication Jan. 01 (year))
Institute /University, with at least 5 skills (oral and
years’ work/teaching experience in written) Age relaxation to be
Food and Beverage service  Basic computing provided as per Govt.
including one year as supervisory skills Rules
capacity in a classified Hotel or
Facility Management Company.
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as

an integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved
in teaching of vocational subjects and also serve as a link between the industry and the
schools for arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging
quality Vocational Teachers/Trainers in the schools. Various parameters that need to be
looked into while engaging the Vocational Teachers/Trainers are mode and procedure of
selection of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience,
and Certification/Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under RMSA
in the following ways:
(i) directly as per the prescribed qualifications and industry experience suggested by the
PSS Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector
Skill Council(SSC)
OR
(ii) Through accredited Vocational Training Providers accredited under the National
Quality Assurance Framework (NQAF*) approved by the National Skill Qualification
Committee on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through
the Vocational Training Provider (VTP), it should ensure that VTP should have been
accredited at NQAF Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or
quality criteria which the different organisations involved in education and
training must meet in order to be accredited by competent bodies to provide
government-funded education and training/skills activities. This is applicable to
all organizations offering NSQF-compliant qualifications.
The educational qualifications required for being a Vocational Teacher/Trainer for a

particular job role are clearly mentioned in the curriculum for the particular NSQF compliant
job role. The State should ensure that teachers / trainers deployed in the schools have
relevant technical competencies for the NSQF qualification being delivered. The Vocational
Teachers/Trainers preferably should be certified by the concerned Sector Skill Council for the
particular Qualification Pack/Job role which he will be teaching. Copies of relevant
certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.
To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The
selection procedure should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the
VTP.
The State should ensure that the Vocational Teachers/ Trainers who are recruited should
undergo induction training of 20 days for understanding the scheme, NSQF framework and
Vocational Pedagogy before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector
and understand the latest trends and policy reforms in vocational education.
The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the Vocational Teachers/Trainers:
(i) Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
(v) Work with the institution’s management to organise skill demonstrations, site visits, on-
job trainings, and presentations for students in cooperation with industry, enterprises
and other workplaces;
(vi) Identify the weaknesses of students and assist them in up-gradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different
abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance
Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should
ensure that the performance of the Vocational Teachers/Trainers is appraised annually.
Performance based appraisal in relation to certain pre-established criteria and objectives
should be done periodically to ensure the quality of the Vocational Teachers/Trainers.
Following parameters may be considered during the appraisal process:
1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and International
level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.
9. LIST OF CONTRIBUTORS
1. Shri Jitendra Sharma, I/C Principal, IHMCT, People’s University, Bhopal
2. Shri. Shounak A. Nazar, Faculty, IHMCT, People’s University, Bhopal
3. Mrs. Vartika Mishra, Faculty, IHMCT, People’s University, Bhopal
4. Shri Lochan Nagar, Faculty, IHMCT, People’s University, Bhopal
5. Shri Mayur M. Fender, Faculty, IHMCT, People’s University, Bhopal
6. Dr. Pinki Khanna, Associate Professor, Deptt. of Home Science and Hospitality
Management, PSSCIVE, Bhopal
7. Prof. Mridula Saxena, Ph.D.,Head, Department of Home Science and Hospitality

Management and Head, Information & Communication Technology Centre (ICT)
PSSCIVE, Bhopal– Course Coordinator

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LEARNING OUTCOME

JOB ROLE: Food and Beverage Service Trainee

SECTOR: Travel, Tourism and Hospitality

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

JOB ROLE: Food and Beverage Service Trainee

SECTOR: Travel, Tourism and Hospitality

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Prof. Hrushikesh Senapaty, Ph.D.,

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

It is a matter of great pleasure to introduce this learning outcome based vocational

S.No. Title Page No.

COURSE OUTCOMES: On completion of the course, student should be able to:

 Prepare tables or counters for meals.

COURSE REQUIREMENTS: The student must have successfully completed Class-VIII.

COURSE DURATION: 400 hrs

Unit 1: Communication Skills – I 20

Part B Vocational Skills

The unit-wise distribution of hours and marks for Class 10 is as follows:

Part A Employability Skills

Unit 6: Safety at Workplace 18

The teaching and training activities have to be conducted in classroom, laboratory/

PRACTICAL WORK IN LABORATORY/WORKSHOP

FIELD VISITS/ EDUCATIONAL TOUR

4. ASSESSMENT AND CERTIFICATION

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal

The blue print for the question paper may be as follows:

Duration: 3 hrs Max. Mark: 30

SKILL ASSESSMENT (PRACTICAL)

Student Portfolio is a compilation of documents that supports the candidate’s claim of

CONTINUOUS AND COMPREHENSIVE EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

Unit 1: Communication Skills - I

Unit 1: Communication Skills - I

Unit 2: Self-management Skills – I

Unit 3: Information and Communication Technology Skills – I

Unit 3: Information and Communication Technology Skills – I

Unit 4: Entrepreneurial Skills - I

Unit 5: Green Skills - I

Unit 5: Green Skills - I

Part B: Vocational Skills

Unit 1: Introduction to Tourism and Hospitality Industry

Unit 1: Introduction to Tourism and Hospitality Industry

Unit 1: Introduction to Tourism and Hospitality Industry

Unit 2: Classification of Catering Industry

Unit 2: Classification of Catering Industry

Unit 3 : Preparation for Food and Beverage Service Operations

Unit 3 : Preparation for Food and Beverage Service Operations

Unit 4 : Food and beverage service operation

Unit 4 : Food and beverage service operation

Unit 5: After-dining Activities

Unit 5: After-dining Activities

Unit 6 : Communication with customers and colleagues

Unit 6 : Communication with customers and colleagues

Unit 6 : Communication with customers and colleagues

Part A - Employability Skills

Unit 1: Communication Skills - II

3. Provide 1. Communication 1. Constructing sentences

Unit 1: Communication Skills - II

Unit 2: Self-management Skills - II