Course Overview

Hospitality, Grade 11, College Preparation, TFT3C

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Technological Education, 2000

Course Description

This course helps students understand the features, trends, and guidelines of the hospitality industry, as well as learn the basic requirements of serving customers. Students acquire skills related to preparing and presenting food, evaluating facilities, controlling inventory, and marketing special events. They also learn about economic and environmental impacts, health and safety standards, and career opportunities related to the hospitality industry. The units do not need to be taught in sequential order, but may be taught simultaneously throughout the course using a holistic approach.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of technological education 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. 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, to use technology wisely, and to solve technological problems.

Students are involved in:

· investigating technological products, systems, and processes;

· gaining knowledge of principles and processes of technology;

· exploring needs that can be met through technology;

· creating and evaluating alternatives and modification in relation to these needs;

· developing safe and efficient work habits;

· making products that satisfy defined specifications and standards of quality and safety;

· making connections between technology and society (past, present, and future);

· assessing related career opportunities and requirements;

· developing confidence to contribute to a technological society.

Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies regarding appropriate student use and access to Internet services.

In planning and delivering technological education programs, there should be an open, collaborative, activity-based approach to teaching that accommodates students’ interests, aspirations, and learning styles. Teachers and students plan activities to ensure that they are meaningful and relevant to students’ needs and the requirements of the curriculum. 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	It’s All About Hospitality: Understanding the Industry	15 hours
* Unit 2	Health, Safety, and Sanitation	18 hours
* Unit 3	Kitchen Operations	33 hours
Unit 4	Management and Planning	22 hours
Unit 5	Marketing and Sales	22 hours

* These units are developed in this Course Profile.

Unit 1: It’s All About Hospitality: Understanding the Industry

Time: 15 hours

Unit Description

Students research and investigate culinary trends and demographics. Using both media and computer resources, students describe and explain the impact of cultural diversity on the industry. Student focus moves to the principles of customer service, where the student explores and applies various customer service principles. Students explore education, training and career possibilities pertaining to the hospitality industry. Students learn the intrinsic value of work and realize their potential for dignity, self-respect, respect for others, and success.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1.1	ICV.04; TF3.02, TF3.01; IC4.01, IC4.02; CGE2a, CGE2e	Knowledge Inquiry Communication	What does the hospitality industry offer me in terms of positions/future growth?
1.2	ICV.01, ICV.02, TFV.02; TF2.02, TF2.03, TF2.01; CGE1i, CGE3d	Knowledge Inquiry Communication	The business of hospitality: current trends and environmental/economic impact
1.3	TFV.03; TF3.03, TF3.04; CGE1i, CGE3c, CGE3b, CGE4f	Communication	Hospitality basics: customer service, policies, and procedures
1.4	ICV.05; IC4.03; CGE2c, CGE2e, CGE5c	Inquiry Application	Where do I see myself in hospitality?

Unit 2: Health, Safety, and Sanitation

Time: 18 hours

Unit Description

This unit introduces students to health, safety, and sanitation standards used in the hospitality industry. Students identify and apply these standards as they relate to the individual, clientele, workplace, and environment. Through the understanding of these standards, students demonstrate a positive sense of self, respect for the welfare of others and the environment, and the wise use of resources.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
2.1	TFV.01, SPV.02; TF1.01, TF1.02, TF1.03, TF1.04; SP2.08; CGE2a, CGE3b, CGE4a, CGE4f, CGE7f, CGE7g	Knowledge Inquiry Communication	Nutrition theory
2.2	SPV.02, ICV.03; IC3.01, IC3.02, IC3.03, IC3.04; SP2.13; CGE2c, CGE3f, CGE4f, CGE7j	Knowledge Inquiry; Communication Application	Health, safety, and sanitation
2.3	ICV.02; IC2.01, IC2.02; CGE3c, CGE3d, CGE3f, CGE4f, CGE7a, CGE7i	Knowledge; Inquiry; Communication; Application	Environmental impact

Unit 3: Kitchen Operations

Time: 33 hours

Unit Description

Students develop skills needed to produce a large-scale buffet. Students are introduced to the basic principles and culinary techniques of food preparation and management of resources while using proper sanitation principles. Employing standard techniques with special attention to commercial and quantity preparation, students learn to prepare stocks, soups, and sauces, as well as meat, fish, seafood, poultry, and dessert dishes. Tool and equipment use, weights and measures, and recipe conversions are discussed and practised. Students develop presentation skills by practising garnish preparation and creating appealing table and plate designs. Students participate in class discussion and collaborative group work, and research to learn about and prepare a buffet menu. Practical application of learned skills take place in food service preparation labs. Students write reflective journals and are engaged in teacher, peer and self-assessment to enhance their learning. A glossary of cooking terms is developed throughout this unit to enable students to understand and use the vocabulary and forms of expression used in the food industry.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
3.1	TFV.02, TFV.04; TF4.01, TF4.02, TF4.03, TF4.04; SPV.02; SP2.02, SP2.09	Knowledge Inquiry Application	Menu planning
3.2	TFV.02; TF1.05, TF1.06; SPV.01; SP1.01, SP1.02, SP2.06, SP2.10	Knowledge Inquiry Application	Cost management and production planning
3.3	TFV.04; TF2.01; SPV.02; SP2.01, SP2.03, SP2.04, SP2.05, SP2.07, SP2.11, SP2.12, SP2.13	Knowledge Inquiry Application	Cooking techniques
3.4	SPV.02; SP2.03, SP2.05, SP2.07, SP2.13	Knowledge Communication Application	Food presentation

Unit 4: Management and Planning

Time: 22 hours

Unit Description

Students investigate codes and regulations required to meet industry standards by looking at local, municipal, and provincial legislation. Students design a physical layout of a proposed facility that meets industry standards while providing an inviting physical atmosphere (colour, layout and lighting). Students are encouraged to design this proposed facility in light of Christian values.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
4.1	TFV.03, SPV.03; SP3.04, SP3.05, SP3.01; CGE2a, CGE2b	Knowledge Inquiry Communication	Discovering a variety of operations/facilities in hospitality
4.2	ICV.03, SPV.03; SP3.02; IC3.02, IC3.03, IC3.04; CGE3b, CGE3c	Knowledge Inquiry Communication	Meeting industry standards in hospitality
4.3	SPV.03; SP3.03, SP3.05; IC3.04; CGE1I, CGE2c, CGE3d, CGE4b, CGE4c, CGE4d, CGE4f	Inquiry Communication Application	Planning for the event

Unit 5: Marketing and Sales

Unit Time: 22 hours

Unit Description

Students analyse market opportunities and learn how to develop competitive marketing and advertising strategies to capitalize on opportunities in the hospitality industry. Students investigate the relationship between the economy and the hospitality sectors, specifically looking at the impact of cultural diversity and the environment. Throughout this unit, students acquire the necessary knowledge and skills to successfully plan, organize, manage, promote and evaluate a special event and then put this into practice as a culminating activity. Gospel values are reflected through co-operative work strategies.

Unit Overview Chart

Cluster	Learning Expectations	Assessment	Focus
5.1	ICV.01; SP4.01; IC1.01, IC1.03, IC1.02, IC1.04; CGE3b, CGE3d, CGE3f	Knowledge Inquiry Communication Application	The relationship between the economy and the hospitality sectors
5.2	SPV.04, TFV.02; TF2.03; SP4.02; CGE3f, CGE7a, CGE7f	Inquiry Communication Application	Marketing culinary trends in hospitality
5.3	SPV.04; SP4.02, SP4.03, SP4.04, SP4.05, SP4.06; CGE3f, CGE5f, CGE7a, CGE7f, CGE7g	Communication Application	Promoting your marketing strategy

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;

Resources

Catholic Resources

Catechism of the Catholic Church. Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8

Cowan, Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New Jerusalem Bible. Toronto: Doubleday, 1998. ISBN 0-385-493-207

Pennock, Michael. Catholic Social Teaching Learning and Living Justice. Notre Dame, Indiana: Ave Maria Press Inc., 2000. ISBN 0-87793-698-6

Course Development Resources

Blueprints: A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative, Central Region.

Choices into Action: Guidance and Career education Program Policy for Ontario Elementary and Secondary Schools, 1999.

Ontario Curriculum, Grades 11 to 12: Technological Education, 2000.

Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.

Ontario Secondary Schools, Grades 9 – 12: Program and Diploma Requirements, 1999.

The Bible For Catholics CD Rom. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Books

Bowling, Stella. The Everyday Diabetes Cookbook. Toronto: Key Porter Books Limited, 1997.
ISBN 1-55013-755-7

Canadian Restaurant and Foodservice Association. Sanitation Code for Canada’s Foodservice Industry. Toronto: Canadian Restaurant and Foodservices Association, 1998.

Chare, Daniella. The What To Eat If You Have Heart Disease Cookbook. Lincolnwood (Chicago), Illinois: Contemporary Books, 2001. ISBN 0-8092-9709-4

Company’s Company. Low-Fat Cooking. Edmonton, Alberta: Company’s Coming Publishing Limited, 1998. ISBN 1-896891-32-2

Deviney, David E. D.B.A. Outstanding Customer Service: The Key to Customer Loyalty. West Des Moines, Iowa: American Media Publishing, 1998. ISBN 1-884926-25-9

Dickson Wright, Clarissa. Food: What We Eat and How We Eat. England: Ebury Press, 2000.

Donovan, M.D. Cooking Essentials. U.S.A.: John Wiley, 1997. ISBN 0-471-28717-2

Donovan, Mary. Careers for Gourmets and Others Who Relish Food. U.S.A.: NTC Publishing Group, 1993. ISBN 0-8442-8138-7

Drummond, Karen Eich. Nutrition for the Foodservice Professional. Toronto: John Wiley & Sons, Inc., 1997. ISBN 0-471-2819-9

Dubrin, Andrew J. 10 Minute Guide to Leadership. New York: Macmillan Spectrumé Alpha Books, 1997. ISBN 0-02-861406-2

Gisslen, Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking, 4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-32065-X

Gisslen, Wayne. Professional Cooking, 4th ed. U.S.A.: John Wiley and Sons, Inc., 1999.
ISBN 0-471-23997-6

Hagman, Bette. The Gluten-free Gourmet Cooks Fast and Healthy. New York: Henry Holt and Company, LLC., 2000. ISBN 0-8050-6525-3

Haines, R. Food Preparation. U.S.A.: American Technical Publishers, 1988. ISBN 0-8269-4433-7

Hodges, Carol A. Culinary Nutrition for food Professionals. Toronto: John Wiley & Sons, Inc., 1994.
ISBN 0-47128607-9

Jones, Laurie-Beth. JESUS CEO: Using Ancient Wisdom for Visionary Leadership. New York: Hyperion, 1995. ISBN 0-7868-8126-7

Greenbug, Ronald and Angela Nori. Freedom from Allergy Cookbook. Vancouver: Blue Poppy Press, 1998. ISBN 0-9680302-0-3

Labensky, S., A. Hause, and Fred Malley. On Cooking. Prentice Hall Publishers, 1999.
ISBN 0-13-973892-4

Loken, Joan K. The HACCP Food Safety Manual. Toronto: John Wiley & Sons, Inc., 1995.
ISBN 0-471-05685-5

Lukins, Sheila. All Around The World Cookbook. New York: Workman Publishing, 1994.
ISBN 1-56305-237

Maddux, Robert B. and Dorothy Maddux. Ethics in Business. Menlo Park, California: Crisp Publications Inc. ISBN 0-931961-69-6

Mizer, David A., M. Porter, B. Sonnier, and K.E. Drummond. Food Preparation for the Professional, 2nd ed. Toronto: John Wiley & Sons, 1987. ISBN 0-471-88303-4

Morris, Sallie and Lesley Mackley. Choosing and Using Spices. Oxford, Great Britain: Sebastian Kelly, 1999. ISBN 1-84081-171-4

Mulherin, Jennifer. Spices and Natural Flavourings. London: Tiger Books International, 1992.
ISBN 1-85501-218-9

Pepper, Michael R. FMP, ed. Quantity Food Techniques, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667506-4

Pepper, Michael R. FMP, ed. Quantity Food Techniques: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667507-2

Pepper, Michael R. FMP. Customer Service, 2nd ed. New York: Glencoe/McGraw-Hill, 1993.
ISBN 0-02-667508-0

Pepper, Michael R. FMP. Customer Service, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. (Teacher’s Resource Manual) ISBN 0-02-667509-9

Pepper, Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667502-1

Pepper, Michael R. FMP. Menu Planning and Cost Control: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/MacMillan/McGraw-Hill, 1993. ISBN 0-02667503-X

Pepper, Michael R. Starting Your Career in Food Service, 2nd ed. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teacher’s Resource Guide, 2nd ed. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667514-5

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley and Sons, Inc., (Teacher Resource Manual) 1999. ISBN 0-471-33029-9.

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-25244-1

Quebec/Amerique Internations, ed. The Visual Food Encyclopedia. Montreal, Quebec: Les Editions Quebec/Amerique Inc., 1996. ISBN 2-89037-893-4 (note – spelling is French version)

Rande, Wallace L. Introduction to Professional Foodservice. Toronto: John Wiley and Sons, Inc., 1995. ISBN 0-471-57746-4

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6

Ray, Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8

Reisman, Rose. Rose Reiman Brings Home…Light cooking. Toronto: Robert Rose Inc.
ISBN 1-896503-00-4

Ruhlman, Michael. The Soul of a Chef. U.S.A.: Penguin Group, 2000. ISBN 0-670-89155-X

Shannon, Ellen. Dictionary of Culinary Terms. New York: Hippocrene Books, 1998.
ISBN 0-7818-0692-5

Steel, Pamela and Brigit Legere Binns. The Complete Idiot’s Guide to Low-Fat Cooking Canadian Style. Toronto: Prentice Hall Canada, 2000. ISBN 0-13-086710-1

Spicer, Kay. Multicultural Cooking. Campbellville, Ontario: Mighton House, 1995. ISBN 0-9695688-2-7

St. John Ambulance. First on the Scene: The Complete Guide to First Aid and CPR. Ottawa, Canada: Priory of Canada, 1998. ISBN 0-929006-89-5

Updike, Sheri. The Lactose-Free Cookbook. New York: Warner Books, 1998. ISBN 0-446-67393-5

Wagner, Sue, ed. The Recipe Encyclopedia: The Complete Illustrated Guide To Cooking. Toronto: Whitecap Books, 1999. ISBN 1-55110-642-6

Wolfe, Kenneth C. Cooking for the Professional. Chef Delmar Publishers, 1982. ISBN 0-8273-1903-7

Periodicals and Magazines

Food Service and Hospitality. Toronto, Canada: Kostuch Publications Ltd.

Canada’s Foodservice News. Toronto: Canada’s Foodservice News.

Fine Cooking. Newtown, Connecticut: The Taunton Press. ISBN 1072-5121

CD-ROM

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Professional Cooking, 4th ed. Toronto: John Wiley & Sons.

Cooking Light (MasterCook recipe software). Sierra Software.

Work Smart Work Safe. Toronto: Workplace Safety and Insurance Board, 2000.

Video

Careers in Hospitality. Coquitlam, British Columbia: Classroom Video, 2000.

Food Production and the Environment. Coquitlam, British Columbia: Classroom Video, 1999.

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

All about foods - http://fp.enter.net/~rburk/
Recipes in the Mastercook Format

All Recipes - http://www.allrecipes.com/
Recipes, Glossary and General Information

Food Television - http://www.foodtv.com/
Recipes, Glossary, General Information, and Rogers CITC partner

What it takes to work in Tourism and Hospitality - http://www.whatworksonline.com/core/tourhosp.html

Hospitality Net - http://www.hospitalitynet.nl/
The Internet resource for the global hospitality industry

Quintessential Careers http://www.quintcareers.com/hospitality_jobs.html
Job search in hospitality and tourism with specified salary

Hospitality and Tourism Resources (print and video)
- http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism

Catholic Social Teaching - http://www.coc.org/coc/cst.html
Resources for teachers and links for Catholic social teaching

Educational Computing Organization of Ontario (ECOO) - http://www.ecoo.org/mainmenu.html
Resources for teachers and links to other educational sites

Educational Network of Ontario (ENO) - http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites

Ontario Curriculum Clearinghouse (OCC) - http://www.curriculum.org
Ministry approved resources, course profiles, and links to other educational sites.

Ontario Ministry of Education - http://www.edu.gov.on.ca/
Ministry site with up to date information and useful links.

School Net - http://www.schoolnet.ca/
Learning resources, programs, and links to other educational sites

TV Ontario (Edulinks) - http:/www2.tvo.org/edulinks/
Resources for teachers and links to other educational sites

TV Ontario (Pdonline) - http://www.tvo.org/pdonline/
Professional development for teachers on line with links to other useful educational sites.

TV Ontario (OESS) - http://www2.tvo.org/oess/
Ontario Education Software Service – Ministry licensed educational software

Agriculture and Agri-Food Canada www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the agriculture and agri-food sector maximize its contribution to Canada’s economic and environmental objectives and achieve a safe, high-quality food supply.

Canadian Centre for Occupational Health and Safety www.CCOHS.ca
Promoting safe and healthy work environments

Canadian Food Inspection Agency www.cfia-acia.agr.ca/english/toc.html
The Agency’s mission is to provide safe food, consumer protection, and market access.

Canadian Restaurant and Foodservice Association www.crfa.ca/
Journal for the Canadian foodservice industry

Food Path www.foodpath.com.au/links.htm
Resources for global food industry professionals

Health Canada www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of Canada maintain and improve their health. A good source for information on food safety.

Ontario Ministry of Labour www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health and safety guidelines, preventing injury

St. John Ambulance Canada www.sja.ca/english/content/new.html
First aid information, calendar of courses offered

Workers Health and Safety Centre www.whsc.on.ca
Provides information on occupational health and safety legislation and issues

Women Chefs and Restaurateurs www.chefnet.com/wcr
Promotes the education and advancement of women in the restaurant industry and the betterment of the industry as a whole

Career Explorer www.cdn.cx.bridges.com/explorer/student.htm
This web site has self-assessments, interest inventories, a resume writing template, and career and post-secondary information

Career Gateway www.edu.gov.on.ca/eng/career/
This site will provide a starting point for the exploration of many online career and employment-related options. It provides links to many career-based sites.

Young Canada Works www.pch.gc.ca
Youth employment information

Youth Resource Network of Canada www.youth.gc.ca/jobopps/summer_e.shtml
Youth employment information

Human Resources

Canadian Restaurant and Foodservice Association

Gordon Graydon Resource Centre

Guest Speakers - Community College, Industry experts, Recent graduates

OSS Considerations

The Grade 11 Hospitality Technology course is designated as a Technological Education, Part A, Broad-Based Technology program. This course is designated a college preparation course and comprises a set of expectations that are designed to equip students with the knowledge and skills they need to meet the requirements for entrance to most college programs, or for admission to apprenticeship or other training programs. (See The Ontario Curriculum, Grades 9 and 12: Program Planning and Assessment, 2000 for a description of the different types of secondary school courses). Students can use this course as an additional compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9-12]), or as an optional credit.

Students are introduced to practical aspects of hospitality technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation where the needs of all students are met.

Ontario secondary school graduates are expected to be technologically literate as dictated in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. This means they should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications of a wide range of technologies for individuals and society.

To ensure that all students in the province have equal opportunity to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. Anti-discrimination education, equity/social justice issues, conflict resolution/violence prevention, community partnerships, and faith development are addressed in the course. These support the Ontario Secondary School board policies as well as the Ontario Catholic School Graduate Expectations.

Career exploration is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Hospitality, Grade 11, College Preparation, TFT3C

Theory and Foundation

Overall Expectations

TFV.01 · explain the purpose of nutrition and use Canada’s Food Guide as a tool to assess the nutritional needs of their clients;

TFV.02 · identify culinary trends based on demographic information;

TFV.03 · describe the basic principles of customer service, including establishing the desired ambience (e.g., atmosphere and professionalism of the staff) for customers;

TFV.04 · identify product preparation and presentation techniques.

Specific Expectations

Food and Nutrition

TF1.01 – describe the importance of food research;

TF1.02 – explain the essential principles of nutrition;

TF1.03 – explain how lifestyle, health, and age affect dietary needs;

TF1.04 – explain how various types of nutrients in foods are used;

TF1.05 – identify physical and chemical changes that may occur when food is handled, cooked, or stored;

TF1.06 – identify the impact on the hospitality industry of the effects that weather has on the availability, quality, and pricing of products.

Culinary Trends and Demographics

TF2.01 – identify the different styles of cooking a variety of foods;

TF2.02 – identify current culinary trends;

TF2.03 – describe the impact of cultural diversity on the accommodation and on the food and beverage sectors of the hospitality industry.

Customer Service Principles

TF3.01 – identify different types of restaurant service;

TF3.02 – describe the functions and responsibilities of, and identify differences between, the “front of the house”(service personnel) and “back of the house” (kitchen workers) operations;

TF3.03 – describe the importance of company policies and procedures for improving or maintaining quality of service;

TF3.04 – identify and apply appropriate customer service attitudes.

Food Preparation and Presentation

TF4.01 – identify cooking applications (i.e., conduction, convection, radiation, fusion), their appropriate methods, and their effects on products;

TF4.02 – identify cooking methods (i.e., using dry heat as in roasting or frying and moist heat as in boiling or poaching) and their effects on food;

TF4.03 – describe common ingredients used in cooking and for garnishing food;

TF4.04 – identify a variety of herbs and spices.

Skills and Processes

Overall Expectations

SPV.01 · identify and, where possible, apply procedures for inventory control;

SPV.02 · prepare and present food in a variety of ways;

SPV.03 · describe and compare the characteristics of various hospitality facilities;

SPV.04 · design effective marketing initiatives to promote special events.

Specific Expectations

Inventory Management

SP1.01 – identify and apply procedures for ordering, shipping, and receiving products;

SP1.02 – describe and apply procedures for storing, rotating, and maintaining inventory.

Food Preparation and Presentation

SP2.01 – prepare food for special dietary needs;

SP2.02 – describe the fundamentals of imperial and metric measurement and make conversions to amounts of ingredients in recipes;

SP2.03 – prepare a variety of garnishes and use them with a variety of fish, meat, poultry, and dessert dishes;

SP2.04 – describe how dried and fresh herbs and spices affect products in preparation;

SP2.05 – apply appropriate baking techniques and procedures to produce desserts;

SP2.06 – describe the effect of freezing foods;

SP2.07 – use various cooking techniques and presentation methods to enhance dishes;

SP2.08 – explain how to incorporate basic nutritional principles in menu planning;

SP2.09 – describe the effect of different recipe formats;

SP2.10 – apply mathematical formulas to calculate the actual cost of food;

SP2.11 – describe physical and chemical changes that take place when mixing raw ingredients;

SP2.12 – prepare stocks, soups, and sauces, as well as meat, fish, seafood, and poultry dishes;

SP2.13 – describe and apply food handling, serving, and storage techniques that meet health and safety standards.

Facilities Management

SP3.01 – explain the significance of colour, layout, and lighting to food services and to accommodation facilities;

SP3.02 – describe the economic factors, codes, and regulations that must be considered when building, renovating, or restoring a variety of facilities;

SP3.03 – identify factors that determine the parameters of a conference or event;

SP3.04 – identify various types of hospitality operations and the types of facilities that they require;

SP3.05 – identify the resources and supplies required by a hospitality operation.

Marketing and Publicity

SP4.01 – identify various marketing strategies and explain how they are used to promote services and products;

SP4.02 – develop effective marketing strategies to promote selected services and products;

SP4.03 – describe the importance of production schedules in planning events;

SP4.04 – develop an appropriate production schedule for selected events;

SP4.05 – describe equipment and technologies used in promotional presentations;

SP4.06 – use a variety of equipment and technologies for promotional presentations.

Impact and Consequences

Overall Expectations

ICV.01 · explain the relationship between the economy and the hospitality sectors;

ICV.02 · describe the impact of the hospitality industry on the environment;

ICV.03 · identify and, where appropriate, apply standards for health and safety in the hospitality industry;

ICV.04 · describe various career opportunities in the hospitality industry and the education and training related to each;

ICV.05 · identify the individual personality traits and skills that lend themselves to a career in the hospitality industry.

Specific Expectations

Economic Impacts

IC1.01 – explain different processes used by businesses to increase market share and how this may affect the economy;

IC1.02 – describe the role of trade shows and conferences;

IC1.03 – identify economic impacts of computer technology on the hospitality industry;

IC1.04 – describe the role of government and associations in the hospitality sector.

Environmental Impacts

IC2.01 – explain the importance of how food is grown and processed to agriculture, to the environment, and to rural communities;

IC2.02 – describe disposal procedures for waste food products.

Health and Safety

IC3.01 – describe types of emergency situations that can occur in the hospitality industry and the kind of assistance required in each case to ensure public safety;

IC3.02 – identify the role of workplace health and safety organizations in determining hospitality industry standards;

IC3.03 – explain the necessity for standardization in company policies;

IC3.04 – describe and, where appropriate, apply standards, codes, and legislation for health and safety in the hospitality industry.

Education, Training, and Career Opportunities

IC4.01 – identify educational requirements associated with various jobs in the hospitality industry;

IC4.02 – describe career paths and the factors that affect salary structures for various positions of responsibility in the hospitality industry;

IC4.03 – determine whether their interests, skills, and attitudes suit a career in a hospitality occupation.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 2 | Unit 3 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Unit Overviews

Units: Titles and Time

Unit 1: It’s All About Hospitality: Understanding the Industry

Unit 2: Health, Safety, and Sanitation

Unit 3: Kitchen Operations

Unit 4: Management and Planning

Unit 5: Marketing and Sales

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Strategies

Assessment Tools

Evaluation of Student Achievement Assessment Methods

Assessment Techniques

How Assessment Strategies Will Be Used to Determine Final Course Mark

Accommodations

Resources

Course Development Resources

Books

CD-ROM

Video

Websites

Human Resources

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations