DIPLOMAS
Case study: Westminster-
Kingsway College
When it comes to the Diploma, a core concept is that the teaching reflects
the needs of the industry – which goes for Functional Skills as well
S
tudents doing the Diploma in and develop resources which are relevant and the cost-effectiveness of using different
Hospitality at Westminster- present real scenarios, which they will then products. They might have to consider,
Kingsway College know they will be be able to apply on work placements. for example, the seasonal availability of
completing their course competent in the The teaching of Functional Skills is done certain foodstuffs and how cost-effective
workings of their industry. within the students’ home schools but the it is to acquire these against the effects of
The teaching of Functional Skills on materials being developed reflect the work transporting them across the world.
the course is embedded in the Principal they are doing in Principal Learning. “They might need to take into account
Learning, meaning their learning has One exercise, aimed at developing their the impact of carbon dioxide emissions, best
relevance and context to the work they will IT skills, involved learners carrying out an value, and the requirements of modern diners
be doing. inquiry into the nutritional value of a specific before placing an order,” Mr Hyde said.
Westminster-Kingsway has four sites in dish, which they had to research. Similar learning methods are also being
central London and is involved with two “This was a useful exercise because it also developed for the Diploma in Travel and
Diploma consortia – Westminster Camden linked the Personal, Learning and Thinking Tourism, which will look at how numeracy
and Westminster Newham – alongside a Skills (PLTS),” Mr Hyde said. “Students have Functional Skills can be used to calculate
number of secondary schools. It helps to to gather information and then decide what is room rates, or the frequency of room
deliver the Diploma for Levels 1 and 3, to useful and relevant.” occupancy. In English, meanwhile, students
a total of almost 40 students. Typically, the teaching of Functional will look at communication, the skills
The content of what is taught in Skills reflects the needs of the industry. required to work “front of house”, and how
Functional Skills may be different, So Functional Skills might involve the to communicate with guests and clients.
according to the levels, but the calculation of the quantities of table linen Mr Hyde said he hoped the skills being
methodology is the same. and napkins required in a restaurant, or the learned by students would be underpinned
Stephen Hyde, the college’s head of food stock levels needed, which have to by work experience they gain on their
department for Hospitality, Travel and be managed and tracked as part of stock placements, to consolidate their learning.
Tourism, said: “The teaching of Functional reconciliation. “Students who do these courses come
Skills is linked to units within the Diploma. “It is always better when you can link it from a wide range of capabilities so the
So, for example, the teaching of numeracy to a real-life scenario, which involves on- teaching of Functional Skills is very
is linked to Unit 9 which is on managing the-job problem-solving and situations that important,” Mr Hyde said.
and operating food operation. This means the students are likely to come across in “At Level 3, we might have students
that students won’t just be learning about the course of their work in the hospitality who have come with a good GCSE grade
basic mathematics, but applying what they industry,” Mr Hyde said. in mathematics and English, but they need
are learning to the needs of the industry. “We try to get this across to students so to be able to apply this to the needs of
“Our Functional Skills leaders work that they see the relevance. This is preferable the industry. In a way we are killing two
alongside lecturers in the finance unit to watching them get demotivated in a birds with one stone, as we are not only
to ensure it is delivered in the most theory-based setting. helping to improve their basic skills, but
appropriate way.” “It is becoming a prerequisite in the also introducing important aspects of the
Numeracy is the functional skill which industry for prospective employees to be able industry into their learning which helps
can perhaps be best contextualised into to do these things, so Functional Skills have a them to understand the hospitality trade
real-life situations within the Diploma in vital role in that respect.” generally, and how it works. We not only
Hospitality, and Mr Hyde is working with Numeracy may involve students learning give them the tools, but tell them what they
colleagues within the industry to design about profit margins, so they work out need to know.”
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