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Course Profile Hospitality and Tourism (TFH4E), Grade 12,
Workplace Preparation, Combined
Course Overview
Prerequisite: Hospitality and Tourism, Grade 11, Workplace Preparation
This
course focuses on advanced food preparation and presentation skills; event and
activity planning; the equipment and facilities used in the hospitality and
tourism industry; and tourist attractions. Students study the nutritional value
of foods, plan menus and recipes, develop management techniques, design and
implement an event, and learn effective communication skills. They also explore
careers, the impact of the hospitality and tourism industry on society and the
environment, and health and safety standards in the workplace.
The role
of Technological Education in the Catholic faith community enables 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
enables students to develop a responsible work ethic that examines and
evaluates the use of resources and the relevance to customer satisfaction.
Process and results are emphasized to ensure that students create products and
provide services that recognize our God-given responsibility to respect the
dignity and value of the individual and the community.
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, how to use
technology wisely, and how 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.
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. The teacher 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. The teacher
should work collaboratively with colleagues to plan and deliver curriculum.
The
teacher 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.
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. The teacher fosters a positive atmosphere accepting of an individual’s
uniqueness, values, and needs.
|
* Unit
1 |
Tourism:
Far and Wide |
15
hours |
|
Unit 2 |
Safe
and Secure Practices |
15
hours |
|
Unit 3 |
Working
with Food: Inside and Out |
30
hours |
|
* Unit
4 |
Event
Planning: Everything and Everyone in Place |
25
hours |
|
Unit 5 |
Sustainable
Development: Environment and Economic Impacts |
15
hours |
|
Unit 6 |
A World
of Opportunities… |
10
hours |
* These
units are fully developed in this Course Profile.
Time: 15 hours
Unit
Description
Students explain the importance of each of the eight
sectors of the hospitality and tourism industry. They focus on the
interrelationship between each of the sectors; the impact of tourism at the local, provincial,
national, and global level; various attractions, landmarks, and geographical
regions; and the support services within the industry. Students view the role
of hospitality and tourism from a local to global level with a holistic
approach in light of gospel values.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.01,
TFV.02, TF1.04, TF1.06, TF1.07, TF1.08, TF1.09, TF1.11 |
Knowledge/Understanding |
Interrelationships
within eight sectors |
|
1.2 |
TFV.01,
TFV.02, TF1.01, TF1.05 |
Knowledge/Understanding
Thinking/Inquiry |
The
economics of the eight tourism sectors |
|
1.3 |
TFV.01,
TFV.02, TF1.02, TF1.03, TF1.10 |
Knowledge/Understanding
Thinking/Inquiry |
Attractions,
landmarks and locations |
Time: 15 hours
Unit
Description
This unit reinforces the
health, safety, and sanitation standards central to the hospitality and tourism
industry. Students focus on safe and secure practices, including: personal
hygiene; food handling;
storage and inventory control; health and safety standards, codes, and
legislation. Through the understanding of these standards, students demonstrate
the positive sense of self and respect for the welfare of others.
Note: The application of health and
safety regulations takes place in Unit 3: Working with Food: Inside and Out.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment Categories |
Focus |
|
2.1 |
ICV.02,
SPV.03, IC2.01, SP3.01, SP3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Risks |
|
2.2 |
ICV.02,
SPV.03, IC2.02, SP3.01, SP3.03, SP3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Safe
Practices |
|
2.3 |
ICV.02,
SPV.03, IC2.03, IC2.04, SP3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Industry
Standards |
Time: 30 hours
Unit
Description
An
integral part of this unit is assessing the nutritional value of food products
and the effect of various food processing techniques on nutrients. Students
identify the differences between organically grown foods and foods grown using
chemical additives. Gaining confidence through practice, learning is repeated
and reinforced with the preparation of complex recipes in accordance with
culinary traditions. The demands of food planning, preparation, and
presentation necessitate one’s faith and can be a most convincing witness of
the Gospel.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
TFV.03,
SPV.03, TF2.01, TF2.02, TF2.03, TF2.04, SP3.02, SPV.02 |
Knowledge/Understanding |
Food
Planning |
|
3.2 |
SPV.02,
SPV.03, SP2.01, SP2.02, SP2.03, SP2.04, SP2.05, SP2.06, SP3.02 |
Knowledge/Understanding |
Food
Preparation |
|
3.3 |
SPV.02,
SPV.03, SP2.01, SP2.05, SP2.06, SP3.02 |
Knowledge/Understanding |
Food
Presentation |
Time: 25 hours
Unit
Description
A
well-designed working establishment makes work flow efficiently. Students
investigate and describe an assortment of facilities, layouts, and suitable
equipment that assist with the design and operation of a tourism activity.
After identifying the characteristics and features of the facilities, students
design, plan, and implement an activity or fund raiser for their school or
community. Teamwork and management play an important role in the day-to-day
operation of an establishment. Through the use of software applications,
students gain knowledge that assists in improving customer service. Students
are encouraged to design an event or fund raiser in light of Christian values.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
TFV.04,
TF3.02, TF3.03 |
Knowledge/Understanding |
Physical Layout |
|
4.2 |
TFV.05,
TF3.01, TF3.04 |
Knowledge/Understanding |
Equipment
and Facilities |
|
4.3 |
SPV.01,
SPV.04, SP4.01, SP1.01, SP1.02 |
Knowledge/Understanding |
Event
management |
|
4.4 |
SPV.01,
SP1.01, SP1.02, SP1.03 |
Knowledge/Understanding |
Event
planning |
|
4.5 |
SPV.05,
SP4.02, SP4.03, SP4.04 |
Knowledge/Understanding |
Customer
Service |
Time: 15 hours
Unit
Description
The
continued growth of the hospitality and tourism industry is dependent on
meeting the needs of sustainable development; that is to act with the notion of
maintaining the natural environment in the development of a tourist activity.
Students investigate the environmental, economic, and social impacts on the
hospitality and tourism industry. Students examine and explain the importance
of hospitality and tourism to the economy and its effect on industry at local,
provincial, and national levels. Through this research, they gain understanding
of the importance of industry associations to the development of strong local
and provincial economies. In an effort to meet the needs of sustainable
development, students are asked to think reflectively and creatively to
evaluate situations and solve problems in light of gospel values with an
informed moral conscience.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
5.1 |
ICV.01, IC1.04, IC1.05 |
Knowledge/Understanding |
Economy |
|
5.2 |
ICV.01,
IC1.01, IC1.02 |
Knowledge/Understanding |
Environment |
|
5.3 |
ICV.01,
IC1.01, IC1.03 |
Knowledge/Understanding |
Impact
on Social Behaviour |
Time: 10 hours
Unit
Description
This unit
formally introduces students to career opportunities in the hospitality and
tourism industry. Using print-based media, and electronic resources, students
identify various careers and the required training and education. They explore
and examine personality traits and lifestyle choices necessary for success in
the industry. Finally, students determine whether or not their interests and
skills lead them down one of the many career paths in the hospitality and
tourism industry. Students are encouraged to examine and reflect on the
personal values, abilities, and aspirations influencing life’s choices and
opportunities in light of gospel values.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
6.1 |
ICV.03,
IC3.01, IC3.02, IC3.06 |
Knowledge/Understanding |
Career
and Education |
|
6.2 |
ICV.04,
IC3.04, IC3.05, IC3.06 |
Knowledge/Understanding |
Personality
Traits |
|
6.2 |
ICV.04,
IC3.03, IC3.05, IC3.06 |
Knowledge/Understanding |
Employability
Skills |
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
Mind
Map – the
representation of physical, demographic, and 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, on their families, and on their communities
Methods – paper-and-pencil, demonstrations, and personal communication
Strategies – paper-and-pencil – exams, test, multiple choice
demonstrations – reports, product skills,
projects
personal communication – classroom discussion,
seminars, oral reports, logs/journals
Tools
· checklists
· marking schemes
· rubrics/rating scales
·
Diagnostic: occurs at the beginning of a term,
a unit of study, or whenever information about prior learning is useful
·
Formative: during learning; 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; may include evaluation
Activities
based in this course are generally skill oriented. 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
is safe and secure food practice, or menu planning and preparation. Significant
aspects of the completed product or service are identified and assessed on a
rating scale or by a rubric. Checklists and rating scales should be available
to students at the beginning of an activity. These provide the teacher and
students with an up-to-date and ongoing means of monitoring the level of
achievement attained. Teacher/student discussions clarify the standards that
are expected. Students are encouraged to use these checklists and scales for
self-assessment, which helps to develop a sense of responsibility for
independent learning. Through modelling and coaching, the teacher helps
students provide constructive and supportive feedback. Peer assessment,
especially during group work, provides additional feedback to students. 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 is
demonstrated by students in their planning and implementation of projects, work
assignments, and problem-solving activities. Daily teacher observation of students’
achievement on assignments is a technique for assessing progress in these
areas.
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. The
final grade should reflect the student’s most consistent performance level.
Seventy per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
The
teacher using this course profile must be acquainted with students’ Individual
Education Plans (IEPs) and their unique learning characteristics in order to
make the necessary accommodations.
There is
a wide range of teaching/learning strategies that can be used to meet the needs
of all students. The teacher is encouraged to modify and expand teaching
strategies to accommodate learning styles. The teacher must also consider
appropriate accommodations for physical and developmental disabilities,
behavioural, and gifted students.
Note: Units in this Course Profile make reference to
the use of specific texts, magazines, films, videos, and websites. The teacher
should consult board policies regarding use of any copyrighted materials.
Before reproducing materials for student use from printed publications, the
teacher ensures that the board has a Cancopy licence and that this licence
covers the resources they wish to use. Before screening videos/films with
students, the teacher ensures that board/school has obtained the appropriate
public performance videocassette licence from an authorized distributor, e.g.,
Audio Cine Films Inc. The teacher is reminded that much of the material on the
Internet is protected by copyright. The person or organization that created the
work usually owns the copyright. Reproduction of any work or substantial part
of any work on the Internet is not allowed without the permission of the owner.
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Cowan,
Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New
Jerusalem Bible, Standard Edition. Toronto: Doubleday, 1998. ISBN
0-385-493-207
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A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative,
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Ontario
Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999.
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Bible For Catholics CD-ROM. Washington:
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Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools.
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Gertrude and Karla Longree. Quantity Food Sanitation, 5th ed. Toronto,
Canada: John Wiley and Sons, 1996. ISBN 0-471-5960-4
Blocker,
Linda, et al. Culinary
Math. Toronto: John
Wiley & Sons, Inc., 2001. ISBN 0-471-38740-1
Canadian
Restaurant and Food Services Association. Sanitation Code for Canada’s
Foodservice Industry. Toronto: Canadian Restaurant and Food Services
Association, 1998.
Coltman,
Michael M. and Martin G. Jagesl. Hospitality Management Accounting, Seventh
Edition Text and Workbook Set. Toronto: John Wiley & Sons, Inc., 2001. ISBN
0-471-40730-5
Dahmer,
Sondra J. and Hurt W. Kahl. Restaurant Service Basics. Toronto: John
Wiley & Sons, Inc., 2001. ISBN 0-471-40241-9
Deviney,
David E. Outstanding Customer Service: The Key to Customer Loyalty. West
Des Moines, Iowa: American Media Publishing, 1998. ISBN 1-884926-95-9
Donovan,
M.D. Cooking Essentials. U.S.A.: John Wiley & Sons, 1997. ISBN:
0-471-28717-2
Douglass,
Merrill E. and Donna N. Douglass. Manage Your Time Your Work Yourself. U.S.A.:
AMACOM, 1993. ISBN 0-8144-7825-5
Gartner,
William C. Tourism Development: Principles, Processes, and Policies.
Toronto, Canada: John Wiley and Sons, Inc., 1996. ISBN 0-0-471-28447-5
Gisslen,
Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking,
4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-32065-X
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Wayne. Professional Cooking, 4th ed. U.S.A.: John Wiley & Sons,
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Costas and Chris Thomas. Design and Equipment for Restaurants and
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Jeff B. Restaurant Planning, Design, and Construction: A survival Manual for
Owners, Operators, and Developers. Toronto: John Wiley & Sons, Inc.,
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Jean. Managing
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Lena. Behind the
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Bill. Restaurant Basics: Why Guests Don’t Come Back…, and What You Can Do
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Ian, et al. Festival
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Robert Christie. Resorts: Management and Operation. Toronto: John Wiley
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Mike J. Eat Food, Not Profits! How Computers Can Save Your Restaurant.
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Michael R. FMP, (ed.) Quantity Food Techniques, 2nd ed. New York:
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Michael R. FMP, (ed.) Quantity Food Techniques: Teacher’s Resource Guide,
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Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York:
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Tom and Clayton W. Barrows. Introduction to the Hospitality Industry,
4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1
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Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th
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Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student
Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6
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Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring
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Robert D. and David C. Bojanic. Hospitality Marketing Management, 3rd
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Sackler,
Warren and Samuel R. Trapani. Foodservice Cost Control Using Lotus 1-2-3?
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Warren and Samuel R. Trapani. Foodservice Cost Control Using Microsoft?
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Scanlon,
Nancy Loman. Catering Management, 2nd ed. Toronto: John Wiley &
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Nancy Loman. Restaurant Management. Toronto: John Wiley & Sons,
Inc., 1993.
ISBN 0-471-28438-6
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Ellen. Dictionary of Culinary Terms. New York: Hippocrene Books, 1998.
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St.
John Ambulance. First on the Scene: The Complete Guide to First Aid and CPR.
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Alan T. Hotel and Lodging Management: An Introduction. Toronto: John
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Veronica. A Guide to Canada’s Tourism Industry and Its Careers, 4th ed.
Vancouver, British Columbia: Getaway Publishing Inc. ISBN 0-9693-326-2-9
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Duncan, (ed.) et al. Managing Tourism in Cities: Policy, Process and Practice. Toronto: John Wiley & Sons,
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Kenneth C. Cooking for the Professional Chef. Delmar Publishers, 1982.
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Debbie, (ed.) Providing Personalized Customer Service. U.S.A.: Crisp Publications, Inc.,
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Herman E. Food Service Management by Checklist: A Handbook of Control
Techniques. Toronto: John Wiley & Sons, Inc., 1991. ISBN 0-471-53063-8
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Arts: The Magazine for Professionals. New York, New York: Food Arts Publishing,
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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. ISSN 1072-5121
Gusto. Markham, Ontario, Canada: PLM
Imaging Inc. – http://www.gustomagazine.com
Special
Events Magazine.
Malibu, California: Miramar Publishing.
Career
Cruising. Licensed
by the Ministry of Education from Anaca Technologies.
Professional
Cooking, 4th ed.
John Wiley & Sons
Cooking
Light (MasterCook
recipe software). Sierra Software
The
teacher addresses safety/censorship on the Internet at the start of the course
by implementing the school board’s policies regarding appropriate use by
students and access to Internet services.
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
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
Ontario
Curriculum Centre (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
Ontario
Farm Animal Council (OFAC) www.ofac.org
Teacher and student resources on topics relating to Farm Animal Care, Environment
Food
Safety and New Technologies
Ontario Ministry of Agriculture, Food, and Rural Affairs – www.gov.on.ca/omafra
Source of information of Ontario’s agri-food industry and the services and
programs OMAFRA provides
Agricultural
Groups Concerned about the Environment (AGCARE) – www.agcare.org
Covers issues relating to crop production (pesticides, water quality, soil
integrity), biotechnology and agricultural programs such as recycling and
environmental farm plans
Ontario
Ministry of the Environment – www.ene.gov.on.ca
Canada
Tourism – www.canadatourism.com
Information about tourism in Canada, including topics such as sustainable
development.
Canadian
Centre for Occupational Health and Safety – www.CCOHS.ca
Promoting safe and healthy work environments
Canadian
Restaurant and Food Service Association – www.crfa.ca/
Journal for the Canadian food service 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’s Ambulance Canada – www.sja.ca/english/content/new.html
First aid information, calendar of courses offered
Educational
Network of Ontario (ENO) – http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites
Marconi
Commerce Systems: Quick Service Restaurant Solutions
– http://www.marconicommerce.com/Solutions/quickServiceRestaurants.cfm
Provides information and solutions to incorporate technology resulting in
improved customer service
National
Restaurant Association – http://www.restaurant.org/careers/education/cfm
Site contains information on what’s happening in the industry, careers and
education.
People
and The Planet – http://www.peopleandplanet.net
Information and articles on global tourism
The
Grade 12 Hospitality and Tourism Technology course is designated as a
Technological Education, Part A, Broad-Based Technology program. This course is
designated a Workplace Preparation course and comprises a set of expectations
that are designed to equip students with the knowledge and skills they need to
meet the expectations of employers, if they plan to enter the workplace
directly after graduation, or the requirements for admission to certain
apprenticeship or other training programs. (See the Ontario Curriculum,
Grades 9 to 12: Program Planning and Assessment, 2000 for a description of
the different types of secondary school courses.) Students can use this course
as a compulsory credit for Science (Grades 11 and 12) and 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 accommodations where the needs of all students
are met. Ontario secondary school graduates are expected to be technologically
literate as described in Ontario Secondary Schools, Grades 9 to 12: Program
and Diploma Requirements, 1999. Students 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.
Apprenticeship Opportunities in Ontario
Apprenticeship is hands-on training for people who enjoy learning by doing. The training provides access to well-paying jobs that demand a high level of skills, judgement and creativity. Apprentices are paid while gaining work experience, and their wages increase with their level of skills
Apprenticeship is a method of training in which employers train workers to become skilled tradespeople through on-the-job training and classroom instruction. Apprenticeship training programs are available for many skilled trades in Ontario.
The Ontario Youth Apprenticeship Program (OYAP) opens the door to apprenticeship in a wide range of exciting careers. If you are entering Grade 11 and are at least 16 years old, you can work towards a career in a skilled trade as a registered apprentice, and eventually a certified skilled worker or journeyperson, while you complete your Ontario Secondary School Diploma. Eligible students should contact their guidance counsellor, technical director, or local apprenticeship office.
For more
information:
http://www.edu.gov.on.ca/eng/training/apprenticeship/skills/splash.html
Coded
Expectations, Hospitality and Tourism, Grade 12,
Workplace Preparation, TFH4E
TFV.01 · demonstrate an understanding of
the importance of tourism at the local, provincial, national, and global level;
TFV.02 · explain the importance of each of
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;
TFV.03 · explain the importance and value
of nutrients in food products;
TFV.04 · describe a variety of tourism
attractions and their physical layouts or plants;
TFV.05 · identify the equipment and
facilities used in the hospitality and tourism industry.
Tourism
Sectors and Services
TF1.01 – describe the importance and
impact of tourism at the local, provincial, national, and global level;
TF1.02 – describe the importance of the
attractions and adventure tourism/recreation (e.g., ecotourism) sectors of the
tourism industry;
TF1.03 – identify international tourism
facilities and world-renowned landmarks;
TF1.04 – describe the impact of the
hospitality and tourism industry on transportation;
TF1.05 – explain the economic value of
tourist attractions;
TF1.06 – identify components of the
tourism services sector of the tourism industry;
TF1.07 – explain the relationship of the
accommodation sector to others sectors of the tourism industry;
TF1.08 – describe various roles of the
travel trade sector in the tourism industry;
TF1.09 – identify demands made by the
events and conferences sector of the tourism industry on the rest of the
industry;
TF1.10 – describe the link between
geographic regions and the tourism industry;
TF1.11 – identify the various national and
provincial associations that support tourism activities.
Nutrition
TF2.01 – describe the nutritional value of
a variety of food products;
TF2.02 – describe various food processing
techniques and their effects on nutritional values;
TF2.03 – identify the differences between
organically grown fruits and vegetables and those grown using chemical
additives;
TF2.04 – explain the effect of dietary
supplements in meat production.
Equipment
and Facilities
TF3.01 – describe the equipment needed to
operate a restaurant;
TF3.02 – identify the characteristics of
different types of facilities (e.g., health spa, hotel, resort, bed and
breakfast operation, country club);
TF3.03 – explain the importance of
community buildings and describe ways to use them for hospitality and tourism
purposes;
TF3.04 – describe how a variety of outdoor
equipment is used in the hospitality and tourism industry.
SPV.01 · design and manage a school or
community activity or fund raiser;
SPV.02 · use advanced product preparation
and presentation skills to plan and prepare menus;
SPV.03 · handle and store foods safely and
hygienically;
SPV.04 · use management techniques to
complete a variety of tasks;
SPV.05 · identify various communication
strategies to ensure customer service.
Event/Activity
Planning
SP1.01 – design, plan, and implement an
activity or fund raiser for the school or the community (e.g., a Community
Connection Day);
SP1.02 – explain the success of an
activity or fund raiser in relation to its action plan and make recommendations
for improvement;
SP1.03 – effectively use a variety of
software applications in the planning, promotion, and realization of an
activity or fund raiser.
Product
Preparation and Presentation
SP2.01 – prepare, present, and serve a
variety of food products;
SP2.02 – prepare correctly various types
of beverages;
SP2.03 – prepare complex recipes
accurately using available ingredients;
SP2.04 – describe a variety of recipe
structures;
SP2.05 – perform accurate measurements,
metric conversions, and calculations of yield for various types of recipes;
SP2.06 – prepare a variety of recipes in
accordance with culinary traditions.
Handling
of Foods
SP3.01 – describe personal hygiene
practices;
SP3.02 – perform food handling, serving,
and storage techniques that conform with health and safety standards;
SP3.03 – explain food storage practices
and inventory procedures;
SP3.04 – manage inventory effectively and
use correct purchasing techniques.
Management
Techniques and Customer Service Standards
SP4.01 – use time management and teamwork
skills to plan and manage a variety of events and activities;
SP4.02 – describe effective customer
service techniques for a variety of settings;
SP4.03 – explain the need for sensitivity
in responding to client needs;
SP4.04 – use software programs to improve
customer service.
ICV.01 · describe the impact of the
hospitality and tourism industry on the environment and the economy;
ICV.02 · identify health and safety
standards for the hospitality and tourism industry;
ICV.03 · describe career opportunities and
the education and training required for each;
ICV.04 · identify the individual
personality traits and skills that lend themselves to a career in tourism.
Environmental
and Economic Impacts
IC1.01 – describe the effects of pollution
on the tourism and hospitality industry;
IC1.02 – identify the impact that the
industry has on the environment;
IC1.03 – describe ways in which the
tourism industry affects social behaviour;
IC1.04 – explain how the eight sectors of
the tourism industry affect the national, provincial, and local economies;
IC1.05 – describe the industry
associations and explain their importance to the development of strong local
and provincial economies.
Health
and Safety Factors
IC2.01 – describe food-borne illnesses and
ways to avoid contamination;
IC2.02 – identify solutions for health and
safety problems;
IC2.03 – describe and, where appropriate,
apply health and safety standards, codes, and legislation;
IC2.04 – explain ways to meet health and
safety requirements in various settings of the hospitality and tourism
industry.
Education,
Training, and Career Opportunities
IC3.01 – outline job opportunities and
educational requirements for careers in the hospitality and tourism industry;
IC3.02 – identify the lifestyle and
personal choices that can accompany a career in tourism (e.g., shift work,
seasonal work);
IC3.03 – explain the importance of
employability skills and attitudes to success in the tourism industry;
IC3.04 – describe the skills and attitudes
required for careers in the hospitality and tourism industry;
IC3.05 – determine whether their
interests, skills, and attitudes suit a career in a tourism occupation;
IC3.06 – describe possible career paths in
the tourism industry.
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.