Culinary Program Curriculum Guides - Gov
AcknowledgmentsCurriculumCommitteeThe Department of Education and Early Childhood Development acknowledges the contributions of thefollowing in the development of the Career and Technical Education Skilled Trades curriculum guides.For contributing to the planning, writing, piloting, and implementation stages of the Culinary Skills CTE SkilledTrades curriculumFood Service Curriculum CommitteeSusan Yeo-Davidson - Westisle Composite High SchoolAnne Dixon - Charlottetown Rural High SchoolSharon Anderson - Montague Regional High SchoolBette Young - Kensington High SchoolJo-Ann MacKenzie - Bluefield High SchoolPam Good - Holland CollegeGary PykeSecondary Career and Technology/Trades Program Specialist, PEI Department of Education and EarlyChildhood Development (2005 - 2010)John StephensSecondary Career and Technology/Trades Program Specialist, PEI Department of Education and EarlyChildhood Development (2006 - 2012)For sharing curriculum documents, research, and knowledge that have guided the planning and developmentprocess for the PEI CTE Skilled Trades CurriculumNational Research Center for Career and Technical Education, University of Louisville (www.nccte.org)CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDEi
ContentsCulinary ProgramIntroduction .1Background . 1Rationale . 1Vision . 2Program Design and Components .3Essential Graduation Learnings . 3General Curriculum Outcomes . 4Specific Curriculum Outcomes . 4Blooms Taxonomy . 5Achievement Indicators . 7Career and Technical Education Framework . 8CTE Culinary Skills Course Descriptions . 9Supporting Curricula . 11Accelerated Secondary Apprenticeship Program. 12Other Skilled Trades (Transferable Skills). 12Post-Secondary Opportunities . 12Cross-Curriculum Specific Items.13The Senior High School Learning Environment . 13Safety . 13Meeting the Needs of All Students . 14Engaging the Students . 15Gender-Inclusive Curriculum . 16Avoid Stereotypical Assumptions . 16Model Inclusive Language . 17CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDEii
Valuing Social and Cultural Diversity . 18Supporting EAL Learners . 18Role of Parents and Guardians . 19Links to the Community . 19Education for Sustainable Development . 20Teaching Strategies .21Methodology . 21Organization/Management of the CTE Facility . 22Safety in Career and Technical Education . 23Safety Code of Conduct . 23CTE Teaching Strategies Graphic. 24Project Based Learning . 25Community-Based Learning . 27Interactive Instruction . 27Indirect Instruction . 27Direct Instruction . 27Literacy . 28Numeracy . 30Assessment .32Introduction . 32Assessment . 32CTE Assessment Strategies Graphic . 42Skills Performance . 43Pencil/Paper . 44Teacher Observation . 45Self/Peer Assessment. 46Life Work Portfolio. 47CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDEiii
Foods and Nutrition – FDS421A .49Rigor and Relevance Analysis . 51FDS421 Curriculum Guide . 54Culinary Skills A – CUL801A .87Rigor and Relevance Analysis . 89CUL801A Curriculum Guide . 92Culinary Skills B – CUL801B .125Rigor and Relevance Analysis . 127CUL801B Curriculum Guide. 130Appendices .163Appendix A – Classroom Management . 165Appendix B – Literacy Strategies. 173Appendix C – Numeracy Strategies . 187Appendix D – Outcome Reference Chart . 213CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDEiv
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IntroductionBackgroundThe Department of Education and Early Childhood Development has developed a Career and TechnicalEducation (CTE) curriculum framework following recommendations found in the Trades Strategy Report,May 2005.This curriculum provides opportunities for a student to achieve relevant and rigourous skill basededucation. When combined with other high school courses, the CTE Culinary Skills curriculum preparesstudents for post-secondary education related to culinary arts, food service and/or food production andprepares them with practical skills needed to start a career in the food service industry.The student may earn credits towards high school graduation and accumulate apprenticeship hours leadingto Red Seal certification (Cook).This document assists educators, students, and others to construct meaningful learning experiences incareer and technical education (CTE).RationaleThe Career and Technical Education (CTE) curriculum is designed to provide students with opportunitiesto enrol in relevant programming leading to post-secondary training, education, and technical certification(when available).The CTE curriculum will help to address the current and future needs by contributing to the development ofan adequate supply of skilled workers on PEI.The CTE curriculum will develop the students’ skills, knowledge, and competencies within a careerenvironment. The curriculum is designed to enhance the students’ literacy and numeracy skills, and todevelop Essential Skills and Employability Skills relevant to the workplace and lifelong learning.The curriculum explains the value and process of the apprenticeship system, the value of post-secondaryeducation, and the logistics of eventual certification.Students will be encouraged to take pride and ownership in their learning journey though the developmentof a Personal Skills Logbook and Learning Journal to support their Lifework Portfolio.CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE1
The course offerings will allow flexibility within the pathway for students to explore and customize theirlearning plans to meet their personal needs and future plans.Students may enrol in complementary applied courses in math, science, design, and cooperative educationthat will further enhance their learning experience.Students may also choose to enrol in the Accelerated Secondary Apprenticeship Program (ASAP).VisionThe vision for Career and Technical Education in Prince Edward Island fosters the development of alllearners as technologically literate and capable citizens who can develop, implement, and communicatepractical, innovative, and responsible technological solutions to problems.Career and Technical Education courses are designed to achieve the general curriculum outcomes (GCOs)for Technology Education:A. Technological ResponsibilityB. Technological SystemsC. History and Evolution of TechnologyD. Technology and CareersE. Technological Problem SolvingCULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE2
Program Design and ComponentsEssentialGraduationLearningsThe CTE curricular program design and components are supportive ofthe framework incorporated in the Atlantic Canada Technology EducationFoundation Document.Essential Graduation LearningsEGLsGeneral Curriculum OutcomesEssential Graduation Learnings (EGLs) serve as a framework for the(GCOs)curriculum development process and are statements describing thebroadsubjectexpectationsknowledge, skills, and attitudes expected of all students who graduate fromhigh school. Achievement of the EGLs will prepare students to continue tolearn throughout their lives. These learnings describe expectations not inSpecific Curriculum Outcomesterms of individual school subjects but in terms of knowledge, skills, and(SCOs)attitudes developed throughout the curriculum. They confirm that studentsfor each grade levelneed to make connections and develop abilities across subject boundariesif they are to be ready to meet the shifting and ongoing demands of life,work, and learning today and in the future. EGLs are cross-curricular, andcurriculum in all subject areas is focused on enabling students to achievethese learnings.Graduates from the public schools of Prince Edward Island will demonstrate knowledge, skills, and attitudesexpressed as EGLs, and will be expected to:respond with critical awareness to various forms of the arts and be able to express themselves through the arts;assess social, cultural, economic, and environmental interdependence in a local and global context; use thelistening, viewing, speaking, reading, and writing modes of language(s), and mathematical and scientific conceptsand symbols to think, learn, and communicate effectively; continue to learn and to pursue active, healthylifestyles; use the strategies and processes needed to solve a wide variety of problems, including those requiringlanguage, and mathematical and scientific concepts; use a variety of technologies, demonstrate an understandingof technological applications, and apply appropriate technologies for solving problems.Essential Graduation Learnings Aesthetic Expression Citizenship Communication Personal Development Problem Solving Technology CompetencyCULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE3
GeneralCurriculumOutcomesGeneral Curriculum Outcomes (GCOs) are statements which identify what students are expected to knowand be able to do upon completion of study in a curriculum area. GCOs are stated in general enough termsto encompass a domain of student performance. These statements guide instruction and contribute to theattainment of the EGLs. GCOs are connected to key-stage curriculum outcomes and each GCO is thenfurther defined by a set of specific curriculum outcomes.SpecificCurriculumOutcomesThe learning expected of students in Prince Edward Island is defined by specific curriculum outcomes(SCOs) for each area of study within each grade. As Prince Edward Island students achieve the grade andsubject-specific outcomes identified in curricula, they will deepen their understanding of each area of studyas a living field of knowledge. All specific curriculum outcomes within a grade and subject-area of study arecompulsory.Specific Curriculum Outcomes state the intended outcomes of instruction, and identify what studentsare expected to know and be able to do within a particular grade and subject-area of study. SCOs providethe goals or targets of instruction in terms of measurable or observable student performance. SCOsprovide a focus for instruction and provide a basis for the assessment of student achievement. SCOs areobservable, assessable, and supported by achievement indicators that help to define the breadth and depthof the outcome. The outcome of learning described in each SCO provides the basis for selecting learningand teaching activities and assessment procedures. SCOs contribute to the achievement of the key-stagecurriculum outcomes. Together, the SCOs provide a continuum of learning from entry through grade 12.In short, SCOs describe the intended outcomes of instruction in performance terms without restricting themeans of achieving them.CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE4
BloomsTaxonomyPrince Edward Island specific curriculum outcomes require that students develop a combination of factual,conceptual, procedural, and metacognitive knowledge. Bloom’s influential learning taxonomy of knowledgeand cognitive process dimensions has been revised and expanded since it was first developed in 1956. Themost recent revision process involved some of Bloom’s former colleagues and representatives of three groupsincluding “cognitive psychologists, curriculum theorists and instructional researchers, and testing andassessment specialists” (Anderson & Krathwohl, 2001, p. xxviii). The revised taxonomy recognizes the differenttypes of knowledge (the knowledge dimension) and the processes that students use as they learn (the cognitiveprocess dimension).The CognitiveDimensionFactual KnowledgeThe Knowledge gAs Wiggins and McTighe (2005) observe in Understanding by Design,” in the best designs, form followsfunction. In other words, all the methods and materials we use are shaped by a clear conception of the vision ofdesired results” (p. 14). The vision or visualization of the desired results (e.g., outcomes) is a key to developinga deep understanding of the intent of each outcome. For example, when writing an outcome, it is important todetermine the type of knowledge required by the outcome (e.g., factual, conceptual, procedural, metacognitive,or a combination).As teachers reflect deeply and collaborate with each other to identify the types of knowledge required by theoutcomes, they will be better able to visualize what the achievement of each outcome will look, sound, and feellike in the classroom. Clear visualization of the desired results (e.g., evidence of achievement of outcomes) assiststeachers in planning learning experiences that engage students in higher level thinking and learning.When determining the intent of curriculum outcomes and indicators, teachers need to look at the nouns todetermine what is being learned, and the verbs to determine the cognitive process dimension. Note that someverbs fit into more than on dimension of the cognitive process. Several educational researches provide examplesof verbs related to each cognitive process dimension.CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE5
Curriculum Outcome Analysis for the Culinary Skills Program Curricula (FDS41A, CUL801A, CUL801B).The three programs are designed using a student centred, outcome based curricula design based on the Revised Blooms Taxonomy of Learning(Anderson and Krathwahl). The tables below describe how each level of the Revised Blooms Taxonomy and Knowledge Dimensions relate toCulinary Skills.Students should be active participants in the learning process by selecting and attending to the information required to help them constructtheir own meaning. This constructivist perspective of learning emphasizes how learners cognitively process new knowledge as they engage in(make sense of) meaningful learning. (Pickard 2007)The tables describe the most commonly used verbs throughout the curricula when used as either an SCO or an Achievement Indicator. Thetables provide a deeper understanding of the cognitive process and depth of understanding expected of the student to meet the intendedoutcome. Following is one example adapted from Anderson and Krathwohl (2001).Revised Blooms Taxonomy – Cognitive Processing Dimension Lower Description Order Remembering Outcomes at this level require students to retrieve, recall, and/or recognize specific information or knowledge from memory. Remembering is when memory is used to produce Thinking definitions, facts or lists, or recite or retrieve material. Skills Outcomes at this level require students to construct meaning from different sources and Understanding types of information, and explaining ideas and concepts Outcomes at this level require students to implement or apply information to complete a Applying* task, to carry out a procedure through executing or implementing knowledge. Applying relates and refers to situations where learned material is used through the creation of products. Outcomes at this level require students to break information into component parts andAnalyzing determine how the parts relate or interrelate to one another or to an overall structure or purpose. Outcomes at this level require students to justifying a decision or course of action, problem Evaluating solve, or select materials and/ or methods based on criteria and standards through Higher checking and critiquing. Order Outcomes at this level require students to generate new ideas, products, or ways of viewing Creating* Thinking things Skills Verbs follow*, define, list, state, locate, read, use*, identify, describe, research, explain, recognize, demonstrate an understanding, discuss, determine, apply*, demonstrate an ability*,practice*, implement*, present, convert, maintain prepare*, investigate, examine, compare, interpret adapt*, plan*, critique, select, vary, experiment produce *, create*, design*, develop*, * Outcomes defined by these verbs imply both a cognitive process and an active application on the part of a student CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE 6
AchievementIndicatorsAchievement indicators help to define the breadth and depth of the SCO and are representative of whatteachers may observe in the classroom. Achievement indicators, taken together as a set, define thespecific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relationto the corresponding learning outcome. Indicators are examples of ways that students might be asked todemonstrate achievement of an outcome. The set of indicators is not a mandatory checklist, prioritized listof instructional activities, or prescribed assessment items. When teachers are planning for instruction, theymust be aware of the set of indicators to understand the breadth and depth of the outcome. Based on theirresulting understanding of the outcome, teachers may add to the existing indicators to support the intent ofthe outcome and to be responsive to their students’ interests, lives, and prior learning. It is important to notethat, if additional indicators are developed or if given indicators are substituted with alternate indicators,they must be reflective of and consistent with the breadth and depth that is defined by the given indicators.Teachers determine which indicators are most relevant at a particular time (e.g., developmental stage, timeof the year, relevant circumstance) by analysing the needs and interests of the student – what s/he alreadyknows, understands, and is able to do. Indicators help to identify the level and types of knowledge intendedby the outcome. Lists of achievement indicators will begin with the phrase, “Students who have achieved thisoutcome should be able to ”The complete set of indicators is an example of how students might be asked to demonstrate achievement ofan outcome. The set of indicators provided for an outcome: provides the intent (depth and breadth) of the outcome tells the story, or creates a picture, of the outcome defines the level and types of knowledge intended by the outcome is not a checklist or prioritized list of instructional activities or prescribed assessment itemCULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE7
Career andTechnical EducationFrameworkThe Career and Technical Education (CTE) framework is designed to provide students with opportunitiesto enroll in relevant career related programming leading to post-secondary training, education and technicalcertification (when available).CulinarySkills801BGasTungsten FluxCoredArcArcWeldingWelding OxyfuelProcessGasMetal ArcWeldingCulinarySkills801AShieldedMetal ArcWeldingFoods andNutrition421AIntro toWeldingTechnologyWeldingTechnologyCulinaryIntro toAuto ServiceTechnologyIntro lectricalSystemsFloor SystemsCareer EducationandSteeringSystemsRelated CoursesStructuresShaping andAssemblyWall SystemsConstructionPlanning Math &LocalCoursesCEOScience DesignCo-op&Tech Education Robotics DYFCULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE8
CTE CulinarySkills CourseDescriptionsThe Culinary Skills Program consists of three 110 hour courses and is designed to prepare students for acareer in the culinary industry and also prepare students for post-secondary training related to the culinaryindustry.The FDS421A course is a prerequisite for the program. The 801 level courses are designed as single creditcourses that can be taken in any order, following FDS421A, to allow for flexibility within the students’ andschool timetables.Each courses is broken down into two components:1. Classroom Component - This component of the curriculum is required by the student to learn theknowledge and skills associated with the learning outcomes of the curriculum. As with all CTE programsthe Classroom Component should not exceed one third of the instructional time. Teachers are expectedto use a variety of teaching strategies to engage students in the content and make connections to existingknowledge and/or other course content.2. Skill Development Component - This component of the curriculum is required by the student to applythe knowledge and develop the skills related to the learning outcomes of the curriculum. This componentrepresents two thirds of the instructional time and is designed to allow students to develop the skills that willlead to a deep understanding of the curriculum. Students should be encouraged to take ownership of thissection of the course by engaging in Project-Based Learning, Design/Inquriy-based Learning, and/or ServiceLearning opportunities.Foods and NutritionFDS421AFDS421A - Foods and Nutrition (Prerequisite)Course DescriptionFoods and Nutrition 421A is a CTE course that will provide the student with an understanding ofnutritional science and food preparation. The focus of the course is on personal and family wellness inrelation to healthy eating, using Canada’s Food Guide.Kitchen skills, meal planning, and food preparation will be developed through foods lab experiences.Students may be interested in Foods and Nutrition for personal development, as an introduction to postsecondary education, or a career in food services.CULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE9
Culinary Skills CUL801ACUL801A - Culinary Skills ACourse DescriptionCulinary Skills 801A is a Career and Technical Education course designed to explore careers in the culinaryservice industry. The student will develop an awareness of the essential knowledge, skills, positive attitudeand dedication needed to become a food service professional.Culinary Skills 801A devotes a large portion of the learning to hands-on kitchen experiences. Students maybe interested in Culinary Skills 801A as a preparation for a career in food service, mastery of basic skills forrelated occupations, or as a foundation for post-secondary education.Prerequisite: Foods and Nutrition 421ACulinary Skills CUL801BCUL801B - Culinary Skills BCourse DescriptionCulinary Skills 801B is a Career and Technical Education course designed to explore careers in the culinaryservice industry. The student will develop an awareness of the essential knowledge, skills, positive attitudeand dedication needed to become a food service professional.Culinary Skills 801B devotes a large portion of the learning to hands-on kitchen experiences. Students maybe interested in Culinary Skills 801B as a preparation for a career in food service, mastery of basic skills forrelated occupations, or as a foundation for post-secondary education.Prerequisite: Foods and Nutrition 421ACULINARY SKILLS: PRINCE EDWARD ISLAND CAREER AND TECHNICAL EDUCATION CURRICULUM GUIDE10
SupportingCurriculaCooperative Education (CWS502A/B, CWS602A/B)Course DescriptionCooperative Education is an experiential method of learning that formally integrates classroom studieswith learning through productive work experience
education. When combined with other high school courses, the CTE Culinary Skills curriculum prepares students for post-secondary education related to culinary arts, food service and/or food production and prepares them with practical skil
Culinary Arts Study Guide Aligned with the Standards for Family and Consumer Sciences Education, American Association of Family and Consumer Sciences (AAFCS) Culinary Arts Pre-PAC, and the American Culinary Federation (ACF) 'IVXM½IH'YPMREVMER Endorsed by: Assessment: 7308 Basic Culinary Arts 7309 Advanced Culinary
Aug 22, 2011 · Culinary Arts I/Culinary Math are the first levels of a two‐year course available to juniors enrolled in the four‐ year Culinary Arts Academy Course. It is intended to provide students with a solid foundation, through a combination of direct instruction a
Introduction to Culinary Arts 13022550 (1 credit) None 9-12 Principles of Hospitality and Tourism 13022200 (1 credit) None 9-12 Culinary Arts 13022600 (2 credits) None 10-12 Foundations of Restaurant Management TBD TBD TBD Advanced Culinary Arts 13022650 (2 credits) PREQ: Culinary Arts 10-12
Management & Culinary Arts, Second Edition, Level 2 2018 PLC 2.0, cont. Contributors to the Industry PLC 2.3 Analyze the impact of major culinary innovators, institutions and innovations that have revolutionized the culinary industry internationally, nationally, and locally. Analyze the impact of culinary innovators that
Introduction to Culinary Arts 1 SE Student Edition TRB Teacher’ Resource Binder ARKANSAS DEPARTMENT OF WORKFORCE EDUCATION - CURRICULUM CONTENT FRAMEWORKS - . Preparing Your Resume, 757-760 TRB: Culinary Competitions, 381 1.4.2 Locate appropriate culinary
Culinary Knowledge Drive the culinary knowledge of our salaried chefs through the following: -Education Tailored curriculum of three classes with the CIA and Lobster Ink -Engage the CIA in setting and selecting those classes -ENA culinary 101, 201 and 301 will be the three modules -We will be using a database of 180 online
Culinary Arts I . Course Description Culinary Arts I equips students with the foundational knowledge and skills to pursue careers in the culinary field as a personal chef, caterer, executive chef, and food and beverage manager. Upon Primary Career Cluster: Hospitality and Tourism Consultant: Deborah Thompson, (615)-532-2840, Deborah.Thompson@tn.gov
Astrology: The alignment of the planets and stars was very important, looking at when the patient was born and fell ill to decide what was wrong with them! This became more popular after the Black Death (1348) Astrology is a SUPERNATURAL explanation for disease. Apothecaries mixed ingredients to make ointments and medicines for the physicians. They learned from other apothecaries. They also .
