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COURSE PROFILES FOR CHEF TRAINING AND OYAP PREPARATION FOR COOK/BAKER APPRENTICESHIP INCLUDING HOSPITALITY AND TOURISM - (6 SSC) HOSPITALITY MATH MEL 4E HOSPITALITY ENGLISH 3E FOOD AND NUTRITION SCIENCE 4M WRITTEN BY CATHERINE LONG B.A., M. SC. ED 2010 CHEF TRAINING AND OYAP PREPARATION FOR COOK/BAKER APPRENTICESHIP The Chef Training Preparation Program is designed to prepare students for a work related position in the food industry and is designed as a preparatory course for those interested in pursuing an apprenticeship as a Cook. It consists of six in-school courses and a cooperative education placement (2 Courses). The program has a total length of 660 hours in class and 240 co-op placement hours. Students have the opportunity to write the Chef Exemption Exam at end of the Program and move directly into apprentice hours through the Ontario Youth Apprenticeship Program. Students receive a Safe Food Handlers Certificate from the City of Kitchener and Smart Serve Certification from the Province of Ontario. As well, students receive a Chef Training Certificate from the Waterloo Catholic District School Board if they achieve an average of 70 percent in the course. The Chef training candidate attends two - 13 week semesters of chef training instruction and one - 8 week co-op placement in the hospitality field. Upon completion of the course the prospective apprentice should be capable of the following:
Learning Skills/Expectations
Course Work : All course work is done in the fully equipped kitchen, cafeteria, and classroom at the St. Louis Campus with written and hands on training *STUDENTS MUST COMPLETE ALL COURSE WORK TO MOVE ON TO SECOND TERM * A 70% AVERAGE MUST BE MAINTAINED TO BE ELIGIBLE FOR CO-OP Hospitality and Tourism TFH3E Course Description: This course focuses on extensive and detailed food preparation, management, hospitality and tourism activities, equipment and facilities. Students learn how to prepare, present, and serve food by learning traditional French cooking techniques. Students are introduced to the fundamentals of French cooking that are the foundation of professional cooking. Theory and practical skills for this course are drawn from the fundamentals of French cooking. Students use hands on application to replicate small batch classic cooking techniques. They perform daily in a commercial kitchen to replicate the basic culinary techniques required as stepping stones to EVALUATION AND ASSESSMENT: Practical: a. DAILY KITCHEN LABS - 35% b. FINAL PRACTICAL EXAM - 15%
Theory: a. UNIT TESTS AND ASSIGNMENTS - 25% b. CULMINATING PROJECT - 10% c. FINAL WRITTEN EXAM - 15% Overall Expectations: Through this course, students will be expected to demonstrate knowledge, skills and values related to the following Strands: Theory and Foundation (TFV) Identify the eight sectors of the hospitality and tourism industry – accommodation, adventure tourism/recreation, food and beverage, transportation ,travel trade, events and conferences, attractions, and tourism services Describe food product handling, storage, and preparation techniques Demonstrate familiarity with the equipment and facilities used in the hospitality and tourism industry Identify the characteristics of a variety of foods Skills and Processes (SPV) Manage activities, equipment and personnel effectively to provide service to customers Apply correct principles related to the preparation, presentation and service of food products Apply French cooking fundamentals to food preparation and service Impact and Consequences (ICV) Describe social, economic and environmental impacts of the hospitality industry Describe and where appropriate, apply industry standards of health and safety for the use of materials, tools and equipment in the hospitality and tourism industry Identify the individual personality traits and skills that lend themselves to a career in touris Supports fro Higher Learning Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an IEP and will be communicated to parents Introduction to the Workplace Throughout the course, students gain an understanding of real work perceptions, expectations and events, structures and themes into course material. In addition, students are required to provide projects which investigate current business operations and strategies.
Course Work: TFJ 3E, 3C, 3M - HOSPITALITY AND TOURISM
Course Work - HFM4M - FOOD AND NUTRITION Course Expectations HFA 4M Overall Expectations Self and Others • identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices; • summarize food-related issues that arise throughout the life cycle; • plan, perform, and present the results of an investigation into the nutritional status of Canadians. Personal and Social Responsibilities
Diversity, Independence, and Global Connections • identify the components and foods that form the basis of various cuisines around the world; • identify the economic, political, and environmental factors that affect food production and supply throughout the world; • identify the factors that are critical to achieving and maintaining food security and eliminating hunger Social Changes • predict trends in the preparation of foods in the home and in the commercial sector; • describe noticeable trends in food-consumption patterns. Research and Inquiry Skills • use appropriate social science research methods in the investigation of food-related issues; • correctly use terminology associated with food and nutrition;
EVALUATION AND ASSESSMENT: Practical: a. DAILY KITCHEN LABS - 35%
Theory: a. ASSIGNMENTS - 35% b. CULMINATING PROJECT - 15% c. FINAL WRITTEN EXAM - 15%
Course Profile Hospitality Based English for Everyday Life ENG 3E Grade 11 Workplace ENG3E Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes. Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document. Acknowledgments Writing Team : Catherine Long, Waterloo Catholic District School Board Course Overview Hospitality English, Grade 11, Workplace, Secondary Policy Document: The Ontario Curriculum, Grades 11, English, 2009 Course Description This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in the workplace and in daily life. this course finds its roots in the hospitality industry and and emphasizes transferable language, reading, writing, and communication skills. Students will study the content, form, and style of a variety of contemporary informational, graphic, and literary texts; and create oral, written, and media texts in a variety of forms for practical purposes. An important focus will be on using language clearly and accurately in a variety of formal and informal contexts. The course is intended to prepare students for the compulsory Grade 12 workplace preparation course. Prerequisite: English, Grade 10, Applied How This Course Supports the Ontario Catholic School Graduate Expectations The role of technological education and workplace English in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to develop and demonstrate leadership qualities and a work ethic, which reflect Christian attitudes. Identification and utilization are emphasized, ensuring students recognize the God-given responsibility to demonstrate respect for the dignity and welfare of others. Course Notes Teaching and learning approaches address all of the areas of technological education, including knowing, doing, designing, testing, building, and evaluating. English in the hospitality vein is designed to provide students with and understanding of the importance of communication skills, clear and concise writing , decoding and comprehension skills, and the ability to clearly express oneself verbally and in writing in the workplace.Students use projects as a means of achieving these expectations. They are provided with a combination of information and experience that prepares them to make informed choices about the use of various technologies and the language skills needed in the hospitality industry Overall Expectations Communication 1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. Reading and Literature 1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience; 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Media Studies 1. Understanding Media Texts: demonstrate an understanding of a variety of media texts; 2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. Activities are designed to include both individual and team approaches. Technological activities often require individuals to work collaboratively while undertaking a variety of roles and tasks. Teachers could work collaboratively with colleagues to plan and deliver curriculum. Teachers can contribute individual expertise in the various areas of technology to ensure the successful implementation of the technological education curriculum. Course content may be integrated with other parts of the school’s program, such as biology, chemistry, art, and geography. Unit Overviews Units: Titles and Time
Unit 1: Recipes Time: 25 hours Overall Expectations: 1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. Unit Description In this unit students will learn the importance of reading material to produce a final product. Understanding new vocabulary is essential in this unit as students become familiar with kitchen and industry terminology. Students learn to read for meaning and to source additional information when needed. These skills are reinforced throughout the term as students perfect their skills of reading recipes, examining charts, following diagrams, and referring to additional sources for clarification. Students read articles, non fiction resources, and stories as a way of enhancing their knowledge of the hospitality industry. Unit 2:Essay Writing Time: 15 hours Overall Expectations: 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience; 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Unit Description Students write three essays over the 28 week term; an opinion essay, a research essay, and a film review. The five paragraph essay style is emphasized. Focus is placed on developing a thesis, introducing the thesis and sub topics and writing three supporting paragraphs with two or more supporting details. Transition sentences between paragraphs and writing a strong summary paragraph are important components for this unit. Editing, proof reading, revising, and peer editing are reviewed throughout the three essays. Students have the opportunity to reflect on their writing skills and work on strengths and weakness in their writing. Unit 3: Menu Writing and Development Time: 10 hours Overall Expectations: 1. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 2. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 3. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience; 4. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 5. Understanding Media Texts: demonstrate an understanding of a variety of media texts; 6. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 7. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 8. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. Unit Description Unit 4: Communication 25 hours Overall Expectations: 1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. Unit Description: In this unit students have the opportunity to oversee the operations of the kitchen. Students, working in pairs, preform the duties of Chef de Cuisine for at least two days each in the first term and for one week in the second term. Students use communication skills to interact with the Chef and peers to supervise the operation of the kitchen. Students research and supervise the production of a staff meal in addition to ensure that all tasks are completed in the kitchen on a daily basis. Students work on motivating their peers, focusing on timelines and deadlines in kitchen production, and using their judgement as to when to assist in daily tasks. Students complete a written self evaluation reflection at the end of their individual units. Communication skills are ongoing throughout the two terms of the course. Working with varying personality types in the hospitality industry is reflected in the work like atmosphere of the teaching kitchen. Unit 5: Dissecting the Truth Time: 15 hours Overall Expectations: 1. Understanding Media Texts: demonstrate an understanding of a variety of media texts; 2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. 4. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 5. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience; 6. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 7. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Unit Description: Unit 6: Business Plan and Marketing for the Hospitality Industry Time: 20 hours Overall Expectations: 1. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 2. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. 3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 4. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 5. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience; 6. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Unit description: In this unit students investigate various market trends relating to household expenditures, the market place, consumer buying practices and trends, population breakdown by age, and restaurant types. Purchasing vs leasing options are investigated, students use cost analysis, goal setting, and objective projection to determine the most cost effective solution in the decision to own or lease property. More than one financial institution is reviewed when looking at mortgage calculators. Fixed and variable costs are reviewed. Various types of taxes are presented; personal, business, and emphasis on HST. An introduction to labour cost is presented with emphasis on scheduling and determining appropriate staff levels by charting sales. Students develop and write a professional business plan based on the model provided in class. The use of formal tone and writing skills are key to completing this business type report. The report is presented in a meeting style atmosphere to mimic a presentation made to a banker or potential investors. Students are encouraged to present their projects as professionally as they can. Resources Books Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007 Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010 Gisslen, Wayne. Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007 Gisslen, Wayne. Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010 Labensky, Sarah et al. On Cooking, A Textbook of Culinary Fundamentals,3rd Canadain Edition. Pearson Educational Canada. 2006 Lynn, Jacqueline and Entrepreneur Press. Start Your Own Restaurant and More. Entrepeneur Press. 2009. Websites Canadian Restaurant and Foodservice Association Teaching/Learning Strategies Brainstorming – group generation of initial ideas expressed without criticism or analysis Buddy System – linking of students for peer/cross age support Case Study – investigation of real and simulated issues Class Discussion – active participation of students by taking turns while discussing current issues Collaborative/Cooperative Learning – small group learning providing high levels of student engagement and interdependence Computer-assisted Learning – use of the computer to learn new material or to review/reinforce material previously learned Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners Demonstration – practical showing or explanation of how something works or is made Design Process – problem solving approach using a prescribed process involving a number of steps Field trips – tangible examples of food service operations and work sites Foods Service Preparation Labs – application by students of industry standards in food safety, sanitation, time planning, preparation, and presentation of food products Guest Speakers – the use of the knowledge and experience of professionals in order to increase students’ understanding of the real world and how it relates to course content Handouts/worksheets – formation of a resource book of information for students to draw on Homework – an extension of classroom learning Independent Study – exploration and research of a topic interesting to students Issue-based Analysis – the use of current issues to develop the skills of synthesis and analysis Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding or new learning in written form on a regular basis Learning Centres – the use of assigned spaces where learning activities are provided which promote choice, thought, exploration, and interaction Mind Map – the representation of physical, demographic, numerical data through visual formats to show relationships among ideas Note Making – recording of information for a variety of purposes Problem-solving Strategies – working through problems Problem Solving – model for helping students to identify and work through a design process Report/Presentation – oral, visual, and written presentation of researched topic to class or community Research – various models of investigation Socratic Lesson – oral presentation of information by the teacher Theological Reflection – examination by students of issues in relation to spiritual understanding as it reflects on them individually, in their families and in their communities Assessment & Evaluation of Student Achievement Assessment Strategies Paper-and-pencil Tests Activity/answer sheets Ongoing quizzes Final evaluation (tests and final exam) Performance Assessment Assigned exercises Checklists Worksheets Log/journal entries Product assessment Finished product checklists Career research project Portfolios Personal Communication Classroom discussion Conferencing Student-teacher Teacher-group Self/peer assessment Daily log/journal Ongoing verbal feedback Critique Presentation Teacher Observation Formal/informal Reflection Self/peer assessment Log/journal Assessment Tools Checklists Marking schemes Quizzes/tests Rubrics/rating scales Anecdotal comments with suggestions for improvement Evaluation of Student Achievement Assessment Methods Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful Formative: occurs during learning and provides ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction Summative: usually carried out at the end of a learning process and may include evaluation Assessment Techniques Activities in this course are, to a large degree, skill oriented. Students are to develop skills reflected in the expectations set by the curriculum. It is against these expectations that student achievement is measured. Assessment of skill development involves focusing on both the process and the product. Checklists are commonly used to identify the operational steps of the process, whether it be creating a travel brochure in a desktop publishing activity or preparing and delivering a meal. Significant aspects of the completed product or service are identified and assessed on a rated scale. Checklists and rating scales are available to students on the first day of the course. These checklists and scales provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Students are encouraged to use them for self-assessment as they strive for acceptable standards of competence. Teacher/student discussions clarify the standards that are expected. Peer assessment, especially during group work, also helps to clarify expectation achievement. Self-assessment helps students develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going. When self-assessment and peer assessment occur, students are provided with feedback about their work besides that of the teacher. Through modelling and coaching, teachers can help students provide constructive and supportive feedback to themselves and to one another. The use of performance tasks as a method for assessing the achievement of a skill by a student is both valid and effective. A variety of assessment techniques are used in the evaluation process. The vocabulary used in test questions should reflect correct technical terminology. The option for oral testing and student demonstrations of acquired skills can be used. Although students are encouraged to write answers in proper sentence form, questions and answers that involve diagrams are effective assessment instruments in technological education. The ability to combine skill and knowledge successfully in practical work tasks are demonstrated by students in their planning and implementation of projects, work assignments, and problem-solving activities. Daily teacher observation of the student’s achievement on assignments is a technique for assessing progress in these areas. How Assessment Strategies Will Be Used to Determine Final Course Mark Assessment instruments are designed to provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment instruments may be used in more than one achievement category. Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation. Accommodations Teachers using this course profile must be acquainted with the student’s Individual Education Plans (IEP) and their unique learning characteristics in order to make the necessary accommodations. To maintain the principles of Catholic social teaching with regard to the “Dignity of the Human Person”, accommodations must be made so students do not lose dignity because of disability, poverty, lack of success, linguistic diversity, or race. Teachers should foster a positive atmosphere accepting of the individual’s uniqueness, values, and needs. There is a wide range of teaching/learning strategies that can be used to meet the needs of all students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. Accommodations may include: changing the time requirements for completing assignments or assessment tasks; changing the format of assessment materials; providing a quiet environment in which assessment may take place; simplifying test instructions and the language of questions; providing for the use of scribes, tape recorders, typewriters, or word processors, or allowing oral responses; allowing students to retake classroom tests or redo classroom assignments to improve their performance; providing alternative homework assignments; basing classroom assessment on the full range of students’ work (e.g., portfolios, interviews, demonstrations, dramatizations, journals, peer evaluations, self-evaluations); project modification; incorporating task modifications (e.g., fewer/more web sites, sources, informational items); peer tutoring; Course Profile Hospitality Based Mathematics for Everyday Life MEL 4E Grade 12 Workplace MEL4E Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes. Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document. Acknowledgments Writing Team : Catherine Long, Waterloo Catholic District School Board Course Overview Hospitality Math, Grade 11, Workplace, Secondary Policy Document: The Ontario Curriculum, Grades 11, Mathematics, 2009 Course Description This course enables students to broaden their understanding of mathematics as it is applied in the hospitality workplace and daily life. Mathematics in the hospitality vein is designed to provide students with and understanding of the business, finance and personal committment required in the hospitality industry.Students will solve problems associated with earning money through hospitality operations, collecting and paying taxes, and making purchases; apply calculations of simple and compound interest in investing and borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will collect data on food costs and will calculate food menu item costs and project and calculate menu prices in a variety of food service operations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Additionally, students will cover the expectations of applications of measurement from the MEL4E mathematics curriculum. Students will consistently use metric and imperial measurement, conversions for measurements, solve problems involving proportional reasoning, arising in applications from work and everyday life. Prerequisite: Principles of Mathematics, Grade 9, Academic, or Foundations of Mathematics, Grade 9, Applied, or a ministry-approved locally developed Grade 10 mathematics course How This Course Supports the Ontario Catholic School Graduate Expectations The role of technological education and workplace math in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to develop and demonstrate leadership qualities and a work ethic, which reflect Christian attitudes. Identification and utilization are emphasized, ensuring students recognize the God-given responsibility to demonstrate respect for the dignity and welfare of others. Course Notes Teaching and learning approaches address all of the areas of technological education, including knowing, doing, designing, testing, building, and evaluating. Mathematics in the hospitality vein is designed to provide students with and understanding of the business, finance and personal committment required in the hospitality industry.Students use projects as a means of achieving these expectations. They are provided with a combination of information and experience that prepares them to make informed choices about the use of various technologies and the mathematic skills needed in the hospitality industry, to use technology wisely, and to solve technological and mathematical problems. Students : develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding; • develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments; • demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions); • select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems; • make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports); • create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems; • communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions. Activities are designed to include both individual and team approaches. Technological activities often require individuals to work collaboratively while undertaking a variety of roles and tasks. Teachers could work collaboratively with colleagues to plan and deliver curriculum. Teachers can contribute individual expertise in the various areas of technology to ensure the successful implementation of the technological education curriculum. Course content may be integrated with other parts of the school’s program, such as biology, chemistry, art, and geography. Unit Overviews Units: Titles and Time
Unit 1: Metric, Imperial Measurement and Conversions Time: 35 hours Overall Expectations: 1. determine and estimate measurements using the metric and imperial systems, and convert measures within and between systems; 2. apply measurement concepts and skills to solve problems in measurement and design 3. identify and describe situations that involve proportional relationships and the possible consequences of errors in proportional reasoning, and solve problems involving proportional reasoning, arising in applications from work and everyday life. 4. determine and represent probability, and identify and interpret its applications. Unit Description In this unit students will learn the importance of measuring accurately, using both the Imperial and Metric measuring systems, converting between these systems on a daily basis, converting recipes by fractions (1/2, 1/3, 3/4) and by correctly employing the conversion factor method for more complex recipe conversions. Measuring techniques and accuracy are emphasized on a daily basis throughout the entire program and are assessed in practical labs as an extension of food preparation. Students will use data from recipes and yields to project and estimate the results from changes made to recipes. They will make and justify conclusions based on portion size and total yield.The systems of measurements and the importance of math in the kitchen are focused on throughout both terms. Unit 2: Standardized Recipes and the Impact of Menus on Profit and Loss in Food Service Operations Time: 25 hours Overall Expectations: 1. demonstrate an understanding of the factors and methods involved in making and justifying informed purchasing and selling decisions. 2. identify and describe situations that involve proportional relationships and the possible consequences of errors in proportional reasoning, and solve problems involving proportional reasoning, arising in applications from work and everyday life. Unit Description This unit focuses on the standardized recipes and their importance in production and cost control. Portions, yields, and quantity are examined. The role of menu planning in cost control in reviewed. Students develop and understanding for guarding against loss during all stages of flow of food, from purchasing to serving. Students complete an number of menu planning activities, including developing logical, sequential menus with accurate price points for the various restaurant type and budget. Crossover to menu planning and budgeting at home is also examined. Unit 3: The Cost of Food Analysis, Calculating Food Cost & Menu Price, Percentages and Yields Time: 25 hours Overall Expectations: 1. collect, organize, represent, and make inferences from data using a variety of tools and strategies, and describe related applications; 2. interpret, design, and adjust budgets for individuals, families, and food service operations described in case studies; 3. demonstrate an understanding of the factors and methods involved in making and justifying informed purchasing and selling decisions. Unit Description This unit focuses on the importance of math for budgeting, making purchases and sales, both at home and in a commercial food service operation. Basic formulas and problems in converting recipes are built on in order to understand recipe costing and food cost percentages. Purchasing food is examined, the ability to break down food purchase prices that reflect recipe quantity is emphasized. Calculating appropriate menu selling prices are a focus of this unit in order for students to develop the skills to accurate price items for profit and to understand the concepts of mark up and percentages. Skills in the unit are transferable to household budgeting and purchasing. Food service operations are businesses: ability to work with food cost calculations is an essential skill. Again, the importance of math in the kitchen. How to do raw yield tests and cooked yield tests; how to calculate portion costs. Unit 4: Independent Study Assignment - Menu Development and Food Cost 20 hours Overall Expectations: 1. collect, organize, represent, and make inferences from data using a variety of tools and strategies, and describe related applications; 2. demonstrate an understanding of the factors and methods involved in making and justifying informed purchasing decisions. Unit Description: Students combine the information learned from the first three units and focus on the importance of understanding and executing these abilities in a more complex , combined approach. They continue to build on existing skills as they combine the elements of standardized recipes, costing recipes, projecting menu prices for profit, and developing a menu for a specific food service operation. This unit is cross curricular as language, writing skills, selling techniques, and written communication are incorporated. Students end this unit with a menu development project that will become the building blocks for a final culminating restaurant business project to be completed by the end of term two. Unit 5: Understanding Market and Household trends and their impact on Restaurant Operations Time: 20 hours Overall Expectations: 1. gather, interpret, and compare information about owning or renting accommodation and about the associated costs; 2. demonstrate an understanding of the process of filing a personal income tax return, and describe applications of the mathematics of personal finance. 3. describe and compare services available from financial institutions; 4. demonstrate an understanding of simple and compound interest, and solve problems involving related applications; 5. interpret information about different ways of borrowing and their associated costs, and make and justify informed borrowing decisions. Unit description: In this unit students investigate various market trends relating to household expenditures, the market place, consumer buying practices and trends, population breakdown by age, and restaurant types. Purchasing vs leasing options are investigated, students use cost analysis, goal setting, and objective projection to determine the most cost effective solution in the decision to own or lease property. More than one financial institution is reviewed when looking at mortgage calculators. Fixed and variable costs are reviewed. Various types of taxes are presented; personal, business, and emphasis on HST. An introduction to labour cost is presented with emphasis on scheduling and determining appropriate staff levels by charting sales. Resources Books Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007 Gisslen, Wayne. Study Guide to Accompany Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010 Gisslen, Wayne. Professional Cooking, 6th ed. Toronto: John Wiley and Sons, Inc., 2007 Gisslen, Wayne. Professional Cooking, 7th ed. Toronto: John Wiley and Sons, Inc., 2010 Labensky, Sarah et al. On Cooking, A Textbook of Culinary Fundamentals,3rd Canadain Edition. Pearson Educational Canada. 2006 Lynn, Jacqueline and Entrepreneur Press. Start Your Own Restaurant and More. Entrepeneur Press. 2009. Websites Canadian Restaurant and Foodservice Association |
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