Rotherham Local Education Authority (LEA): A Barista Skills workshop linked to an NVQ in Preparing and Serving Hot Liquids

and a diploma from the International Food Skills Academy
Summary The quality of vocational learning and vocational relevance has been the subject of much debate in recent years, as documented in numerous inspection reports. Additionally, Design and Technology teachers and learners have sometimes struggled to identify suitable resources and 'real life' situations to both enhance and provide evidence for some aspects of the GCSE and NVQ syllabuses. Any opportunity then, which could support GCSE and NVQ students would be extremely well received. In March 2005 a workshop organised by a local business in Rotherham, presented such an opportunity for pre and post -16 students to gather information, gain an insight into the ‘world of Coffee’ and get a practical opportunity to prepare and pour that ‘perfect’ cup of coffee. This was a pilot project within the borough, but whilst developing it, it was hoped, to roll it out to all schools and colleges thus contributing to raising achievement across the borough, improving student motivation and ultimately facilitating progression to higher level programmes and employment. It was also hoped that D&T teachers and lecturers would also have the same opportunities as the students to develop expertise and experience in this speciality area of hospitality and catering. Context Rotherham Metropolitan Borough Council has 16 secondary schools, 4 special schools and 4 colleges. One of the colleges is a Centre of Vocational Excellence (COVE) for Hospitality and Catering. The Coffee Exchange is a very successful local Rotherham business, providing coffee, training and equipment to several hundred outlets across South Yorkshire. Barista training is gaining in popularity nationally. It literally means, ‘an Espresso machine operator who understands coffee and the Espresso machine’s purpose’. Most ‘dedicated’ coffee shops, café’s and restaurants have a Barista machine and it is likely that during visits we’ve all seen one!

A Barista coffee machine.

LSDA VRQ’S/ NVQ’S CASE STUDY

WBM/March’05

1

Strategies used to achieve this aim included: • • • • • • • • • The aims and objectives of the workshop were appropriately formulated and articulated to learners . motivated and kept on task to promote achievement of the learning aims and objectives . a local business. for example.every student had the opportunity to provide feedback on the workshop Sessions were prepared to take into account different learning styles . each student had a opportunity to have a ‘hand –on’ experience. Promote effective interaction . the key aim of the workshop was to ensure that it promoted learning and attainment for all learners. for example. a Centre of Vocational Excellence and schools and colleges.the workshop was organised in a 'state of the art' Barista Training centre in Rotherham – the Coffee Exchange. grinding coffee Ensure learners are appropriately supported. Provide an appropriate summary at the end of each session – this took place at the end of every workshop LSDA VRQ’S/ NVQ’S CASE STUDY WBM/March’05 2 . between the LEA.teachers and lecturers were present during each session. The aims of the workshop were to: • • • • • • • • • • • • Support vocational learning Introduce the use of coffee making to pre and post – 16 students Provide Opportunities to practice and develop communication techniques and skills Develop the confidence of students in relation to practical work Prepare students for higher education or employment Empower learners to take an active part in the workshops Provide a 'real life' opportunity Work with a local employer Meet the individual needs of students Enhance current GCSE / NVQ courses Link the training to an accredited additional qualification Film the training to market and promote the workshop and at the same time provide a useful resource for future training The workshop was a 'first ' for the LEA and local students.at the beginning of the workshop Activities were designed to encourage learners to take responsibility for their own learning .Aims and anticipated outcomes The project to organise an enhanced 14-19 activity called for collaboration across the borough. From the outset.after initial demonstrations by the tutor.sessions were organised into group and individual work Set clear and appropriate tasks and activities – each workshop set clear and appropriate tasks and activities. cleaning and maintaining the Barista machine Maintain an environment where all learners can learn . This has excellent training facilities.group and individual work sessions empowered students to take an active part in learning Develop evaluation skills and allow students to take an active part in evaluating the workshop .

or an NVQ in Food Preparation. from 3 Rotherham schools. The half . Each school group of students attended on a separate day. 23 students and staff attended the workshop. the workshop was a resounding success. a local business. Although only a small scale pilot initially. lasting approximately 3 hours. Students were identified and recommended for participation in the workshop by partner schools and colleges. After an initial input from the tutor. During the workshop students were given training on: • • • • • • Understanding coffee and coffee blends Understanding the coffee grinder Understanding the Espresso machine The art of ‘foaming and steaming’ milk Producing gourmet and speciality coffees – Espresso. Transport arrangements and Risk Assessments were individually undertaken by each partner. Students were studying for a GCSE in Food Technology.Actions and Activities The LEA School Improvement Senior Consultant. Cappuccino. students were given ‘hand – on’ experience on a rota system. accompanied by a teacher and or Teaching Assistant and had no previous experience of this type of training or qualification. Outcomes As a 'first' for Rotherham. school and college staff and an external tutor. Flavoured Latte and Caffe Mocha Cleaning and maintaining the coffee machine Students were also provided with a questionnaire to complete during the workshop and to focus activity on and included questions such as : • • • • What are the two main types of coffee called? What is a blend? Before steaming or foaming what should you do? What makes up a Mocha? One 11-18 school and two 11-16 schools attended the initial workshop. Caffe Latte. the following benefits have been achieved: • • • • • Demonstration of effective implementation of a work related curriculum Demonstrated innovative teaching and learning strategies for engaging and motivation level 1 and 2 vocational learners Illustrated effective collaborative partnership working in building a coherent and flexible programme of learning Illustrates a mode of skill development of young people which will underpin the successful completion of a level 1 and 2 vocational programme Supports progression from key stage 4 WBM/March’05 LSDA VRQ’S/ NVQ’S CASE STUDY 3 . a BTEC Introductory Certificate.day workshop was organised as an interactive student activity session. were involved in planning and implementing the workshop.

for example. All students successfully passed the course and will gain a Certificate which can be used for the Progress File and future progression and employment opportunities. Linked to the International Food Academy Diploma and a Unit in the NVQ in Food and Drink Service. However. Prepare and serve hot drinks. schools and colleges may have to pay for the workshop. The project highlighted issues of implementation: • • Funding . June. Training isn’t possible on every day and month. However. This meant that schools had to re-organise their school day and consequently.this year the workshop was free to schools. there is a need to look at the sustainability of the project. Exam requirements could exclude certain times in the year. These will consist of three separate workshops lasting a whole day. staff and tutor feedback. LSDA VRQ’S/ NVQ’S CASE STUDY WBM/March’05 • • 4 . Accordingly. Developed the confidence of students in relation to practical activity The accompanying DVD could also be used as a teaching and learning resource for staff INSET. The progress of students on the workshop needs to be tracked. being facilitated by local initiatives. • • • Next steps By May 2005: • There is a need for a more sophisticated evaluation model. all schools preferred an afternoon session. Planning needs to take account of the training schedule of the trainer and work schedule of the business.• • • • • • Learners were able to practice several Key Skills. Unique Pupil Numbers (UPN's) could be used to track these students during Key Stage 4 / 5 and calculate the 'added value' of the workshop on achievement and motivation. Organise the next workshops taking place in April 2005 for college students. The training took place in a ‘working environment’ and consequently needs to take account of the employers time and workforce commitments. This needs to be more formalised by providing an evaluation sheet to be completed at the end of the workshop. this wasn’t really an obstacle. Next year. Time in the year. Enhanced GCSE and NVQ programmes in schools and colleges Evaluation . Students and staff provided oral feedback at the end of the workshop. The impact of the workshop on the day was evident from student. The workshop is best organised for Year 10 or First Year college students / Year 12 school students. from the HAB awarding body. Problem Solving and Working with Others.summary Students and teachers were extremely pleased about the venue and rated the workshop highly. including Communication. A key success factor was the practical nature of the workshop – a minimum of three hours was required to complete the training. there is a need to track the achievement of students.

They will be asked to present a dissemination event locally and feedback to the Rotherham Cluster Group Network which supports vocational staff across schools and colleges locally. Stage 3: gain accreditation. Students will be able to prepare and serve coffee to other students and visiting guests throughout the day.uk • International Food Skills Academy: www. it is hoped to place students who attended the workshops on a short work experience placement. Working with schools and colleges and work experience providers. Initially.: Stage 1: Students attend a training workshop. It is evident from the initial feedback that the workshop was extremely successful.co. • Integrate the training into a major collaborative event focusing on the entertainment industry at a national tourist attraction (Magna) taking place in July 2005.uk Resources: • A DVD accompanies this case study and shows a brief footage of the student workshop • Visit the Coffee Exchange website on www.internationalfoodskills. this will be for 5 staff from across the borough. They will undergo Barista training and be registered for an NVQ in Food and Drink Service.cafesienna.hab. If the external accreditation attracts points. 14-19 School Improvement Senior Consultant. Students who have attended the training will be offered the opportunity to ‘put their acquired skills and knowledge’ of Barista training into action at the event.uk • Hospitality Awarding Body: www. An Internet Café serving coffee via Barista machines will be set up.morgan@rotherham. E-Mail: barry. Stage 2: Students placed on work experience to practice the skills and knowledge acquired. This could form part of the annual work experience placement or as a separate additional opportunity. Contact details: Author: Barrie Morgan. The COVE could play a key role here in registering the students and assessing the work. Fax: 01709 836838.gov. By June 2005 • Organise a teachers/ lecturer work placement scheme. then the training could be a valuable addition to a school in adding value and increasing the points score of individual students and the school. Rotherham LEA. By July 2006 • Empower schools and colleges to embed Barista training into the curriculum. The workshop was only stage one of a wider three stage project.org.uk LSDA VRQ’S/ NVQ’S CASE STUDY WBM/March’05 5 . Tel: 01709 374209. Register the students for an NVQ at Level 1 or 2.• Investigate the possibilities of organising a ‘bespoke’ work experience opportunity for all students.co.

IMAGES OF THE WORKSHOP The tutor outlines the course to the students Preparing to make an Espresso! The finished product! I can testify to the high quality of the coffee. With thanks to Oakwood Technology School. LSDA VRQ’S/ NVQ’S CASE STUDY WBM/March’05 6 . The taste was fantastic. Year 10 GCSE Food Technology students and staff.

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