home economics 11 and 12 this irp was revised in april ... · cafeteria training 11 and 12 family...

Ministry of Education

Integrated Resource Package 1998

IRP 071

Cafeteria Training 11 and 12Family Studies 11 and 12

Food Studies 11 and 12Textile Studies 11 and 12

HOMEECONOMICS11 AND 12

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This IRP was revised in April 2011 to remove references to the 1995 Graduation Program. (page 1)

Copyright © 1998 Ministry of Education, Province of British Columbia

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,reproduction, execution, or transmission without the prior written permission of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing.

Limited Exception to Non-Reproduction

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of BC school board trustees, including teachers andadministrators; organizations comprising the Education Advisory Council as identified by Ministerial Order; andother parties providing direct or indirect education programs to entitled students as identified by the School Act or theIndependent School Act.

HOME ECONOMICS 11 AND 12 • I

TABLE OF CONTENTS

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO HOME ECONOMICS 11 AND 12

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1What is Home Economics Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Home Economics K to 12 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Organization of Home Economics 8 to 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Integration of Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Considerations for Instruction in Home Economics Education . . . . . . . . . . . . . . . . . . 8

THE CAFETERIA TRAINING 11 AND 12 CURRICULUM

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Cafeteria Training 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Cafeteria Training 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

THE FAMILY STUDIES 11 AND 12 CURRICULUM

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Family Studies 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Family Studies 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

THE FOOD STUDIES 11 AND 12 CURRICULUM

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Food Studies 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Food Studies 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

THE TEXTILE STUDIES 11 AND 12 CURRICULUM

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Textile Studies 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Textile Studies 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

II • HOME ECONOMICS 11 AND 12

HOME ECONOMICS 11 AND 12 APPENDICES

Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-5Appendx B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3Appendix D: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-3Appendix F: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-3

TABLE OF CONTENTS

HOME ECONOMICS 11 AND 12 • III


This Integrated Resource Package (IRP) provides basic information

teachers will require in order toimplement the Home Economics 11 and 12curriculum. The information containedin this IRP is also available via the Ministryweb site:http://www.bced.gov.bc.ca/irp/irp.htm .The following paragraphs provide briefdescriptions about each section of the IRP.

THE INTRODUCTION

The Introduction provides general informationabout Home Economics 11 and 12, includingspecial features and requirements. It alsoprovides a rationale for teaching Home Eco-nomics 11 and 12 inBC schools.

HOME ECONOMICS 11 AND 12 CURRICULUM

The provincially prescribed curriculum forHome Economics 11 and 12 is structured interms of curriculum organizers. The main bodyof this IRP consists of four columns of informa-tionfor each organizer. These columns describe:

• provincially prescribed learning outcomestatements

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students are achievingthe outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Prescribed learning outcomes set

out the knowledge, enduring ideas, issues,concepts, skills, and attitudes for each sub-ject. They are statements of what studentsare expected to know and be able to do ineach grade. Learning outcomes are clearlystated and expressed in observable terms.All learning outcomes complete the stem:“It is expected that students will. . . . ”.Outcome statements have been written toenable teachers to use their experience andprofessional judgment when planning andevaluating. The outcomes are benchmarksthat will permit the use of criterion-refer-enced performance standards. It is expectedthat actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepend on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructional strate-gies or substitute others that will enable theirstudents to achieve the prescribed learningoutcomes. These strategies have been devel-oped by specialist and generalist teachers toassist their colleagues; they are suggestionsonly.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

IV • HOME ECONOMICS 11 AND 12


Provincially RecommendedLearning Resources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by BC educators incollaboration with the Ministry of Educationaccording to a stringent set of criteria. Theseresources are organized as Grade Collections.A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded asa ‘starter set’ of basic resources to deliver thecurriculum. These resources are typicallymaterials suitable for student use, but theymay also include information primarilyintended for teachers. Teachers and schooldistricts are encouraged to select thoseresources that they find most relevant anduseful for their students, and to supplementthese with locally approved materials andresources to meet specificlocal needs.

The recommended resources listed in themain body (fourth column) of this IRP arethose that either present comprehensivecoverage of the learning outcomes of theparticular curriculum organizer or provideunique support to specific topics. Furtherinformation about these recommendedlearning resources is found in Appendix B.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A lists the curriculumorganizers and the prescribed learningoutcomes for each grade for thecurriculum.

• Appendix B consists of generalinformation on learning resources as wellas Grade Collection organizational chartsand annotations for the provinciallyrecommended resources. New resourcesare evaluated and added to the GradeCollections on a regular basis.

• Appendix C contains assistance for teach-ers regarding provincial evaluation andreporting policy. Prescribed learningoutcomes have been used as the source forsamples of criterion-referenced evalua-tions.

• Appendix D acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

HOME ECONOMICS 11 AND 12 • V

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

FOOD STUDIES 11 • Food Products

FOOD STUDIES 11 • Food Products

Suggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the prescribedlearning outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer.

Grade Curriculum Organizer

Grade


Curriculum Organizer

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the prescribedlearning outcomes. Acomplete list including ashort description of theresource, its media type,and distributor isincluded in Appendix Bof this IRP.

It is expected that students will:

• select food products and meals to meet nutritionaland aesthetic standards

• prepare food products and meals based on Canada’s

Food Guide to Healthy Eating

• identify factors that contribute to the aesthetic andsocial aspects of food

• analyse food products and meals according topredetermined criteria

Students prepare food products and meals suitable for anumber of different nutritional and social needs. Practicalexperiences can focus on food-related traditions andcelebrations of many cultures.

• As a class, brainstorm the nutritional significance of eating avariety of foods. Challenge each student to plan and preparea one-dish meal that uses foods from each of the four foodgroups. Ask students to complete nutritional analyses oftheir products and to compare them to the RecommendedNutrient Intake (RNI).

• Invite a guest speaker to the class to discuss vegetarianism.Then have students plan and prepare a tasting buffet ofvegetarian dishes. Ask them to meet nutritional andaesthetic standards in the dishes they produce.

• Assign each student an unusual fruit or vegetable toresearch (e.g., guava, leek, artichoke, kumquat, plantain),with a focus on its origin, growth, nutritional value, anduses. Have students prepare dishes using these foods toshare at a tasting buffet.

• Ask students to research the origin and significance of atraditional holiday meal (e.g., Thanksgiving dinner). Havethem select, plan, and prepare one of these meals to sharewith ESL guests.

• Lead a brainstorming session to determine how culturalvalues are reflected in social gatherings and at mealtimes.Plan a multicultural celebration at which studentsdemonstrate the preparation of dishes that reflect their ownheritages.

• Lead a class discussion on the importance of foodappearance and presentation (e.g., product standards, tablesetting, garnishes) in promoting healthy eating. Havestudents prepare collages or posters displaying examples ofmeals that are aesthetically pleasing and not pleasing.Throughout the course, ask students to evaluate their ownproducts according to aesthetic criteria such as colour,texture, arrangement on the plate, temperature, and taste.

• When students plan, prepare, and analyse one-dishmeals, assess the extent to which they:- include the four food groups- accurately analyse the nutrients- demonstrate aesthetic criteria such as colour, texture,

arrangement, temperature, and taste• When students develop a tasting buffet of vegetarian

dishes, work with them to develop criteria such as:- meets nutritional and aesthetic standards- promotes healthy eating through appearance and

presentation- demonstrates creative and original presentation

(e.g., garnishes)• After students prepare dishes that reflect a variety of

cultural heritages, have them compare features such asnutrition, aesthetics, and cultural importance. Look forevidence that they are able to:- explain the social and cultural importance of the

dishes- analyse and compare nutritional content of different

dishes- identify presentation features and aesthetic

standards associated with different cultures- draw conclusions about the social aspects that are

common to many cultures• As an ongoing self-assessment activity, have students

evaluate the appearance and presentation of theirproducts using their journals. Encourage them to usesketches and diagrams. At regular intervals, providethem with opportunities to review their journals andmake summary comments. Look for evidence that theyare able to analyse food products and meals accordingto appearance and presentation criteria such as:- variety of tastes, colours, and textures- artistic arrangement- creative garnishes- appropriate serving temperature

Print Materials

• Canada’s Food Guide to Healthy Eating Revised• FoodTrack Program• A Matter of Fat: The Case of the Hidden Fat• Multicultural Cooking

Video

• The Cholesterol Factor• Fast Food: The Video• The Light Gourmet Series• The Low Fat Film

Software

• DINE Nutrient Analysis

Multimedia

• On Cooking

HOME ECONOMICS 11 AND 12 • 1


This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for Home Economics 11and 12. The development of this IRP hasbeen guided by the principles of learning:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and agroup process.

Each course in this IRP—Cafeteria Training11 and 12, Family Studies 11 and 12, FoodStudies 11 and 12, and Textile Studies 11 and12—satisfies the applied skills requirementfor graduation. Schools are encouraged toprovide opportunities for students to takemore than one home economics course (orapplied skills course) at any grade level.

RATIONALE

The rapid social, economic, andtechnological changes occurring in oursociety and their impact on work and onpersonal and social relationships are placingmany strains on families and on youngpeople. Increasing social diversity is creatingchanging patterns of needs and wants.Economic adjustments include higher labourforce participation rates for women, and theemployment in the labour force of bothparents in two-parent families. At the sametime, our complex marketplace, offering anenormous variety of goods and services fromall over the world, forces individuals tosometimes make difficult choices about basicpersonal and family needs with respect tocare services, textiles, and food. Newtechnologies also affect the resourcesavailable in families and the ways we allinteract.

Home economics addresses these challengesrelated to family and daily living. It drawsknowledge from many disciplines and usesthe experiences and needs of students to makelearning meaningful in both personal andfamily contexts. Home economics focusses onhelping students develop practical abilitiesrelated to foods, textiles, and care giving. Italso fosters the critical-thinking and problem-solving skills needed to manage resourceseffectively. In so doing, home economicsmakes an important contribution to:

• improving the quality of students’ presentand future family lives

• increasing students’ resourcefulness indealing with domestic and workplacechallenges

• enhancing students’ development asresponsible citizens

WHAT IS HOME ECONOMICS EDUCATION?

Home economics education helps students tointerpret and understand the world of familyand work, and to identify and solve challengesthat occur in their daily lives. The aim of theHome Economics 11 and 12 curriculum is toprovide opportunities for students to developknowledge, skills, and attitudes that haveimmediate and future applications in theirpersonal and family lives, as well as in severalkey sectors of our local and global economies.Specific areas include:

• understanding, creating, and managingeconomic and human resources to addressthe needs and wants of individuals andfamilies

• practising and thinking critically aboutprinciples and techniques related to theacquisition, production, and consumption offoods and textiles

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2 • HOME ECONOMICS 11 AND 12


• nurturing, caring, and providing for othersin various situations and contexts

The curriculum achieves this by providingopportunities for students to:

• participate in activities that reflect thework of families and individuals pursuingcareers

• consider, propose, and implement ways tomeet the needs and wants of individualsand families

• practise managing resources to develop asglobally responsible producers andconsumers

• appreciate the diversity of cultures inrelation to foods, textiles, and the care ofothers

• consider and apply practices to nurturethe growth and development ofindividuals at various stages of their lives

The charts on pages 3 and 4 show how homeeconomics develops from Kindergartenthrough to Grade 12.

CURRICULUM ORGANIZERS

Curriculum organizers for Home Economics11 and 12 are specific to each course and aredescribed in the individual coursedescriptions. Within each course, curriculumorganizers are interrelated and of equalimportance. No attempt has been made toplace limits on the class time spent on anyone curriculum organizer. The possibilitiesfor organizing home economics coursecontent are unlimited and presentopportunities for teachers to address theneeds and interests of their students. Schooldistricts, schools, and teachers areencouraged to work in partnership withstudents, parents, and community membersto present relevant programs.



Home Economics K to 12 Overview

Grades K to 3At this level, students build an awareness of theirplace in the family. They identify some of the roles offamilies in society and practise skills with which theycan contribute to their own families’ activities. Theyare encouraged to demonstrate behaviours that buildpositive relationships in the home and classroom.

In grades K to 3, students:• consider types of family groupings and describe common

tasks related to daily family life• explore ways of consuming and conserving resources

available to families• look at ways people grow throughout life• begin to understand human needs and wants, including food,

clothing, shelter, safety, security, and a sense of belonging

Grades 4 to 7Students consider the roles of the family withinvarious societies. They become aware of theimportance of the family unit to the well-being ofindividuals and the global society. They evaluatefactors influencing the ways families meet theirneeds, as well as the consequences of these actions.

In grades 4 to 7, students:• investigate responsibilities of families in various societies• describe responsible family use of community and global

resources• choose and prepare simple foods from Canada’s Food Guide

to Healthy Eating• explore types of shelter in a variety of settings• use skills related to textiles in a practical and artistic

manner• relate the role of nurturing to an individual’s growth and

development throughout her or his life• practise positive communication skills

Grades 8 to 10At this level, students participate in practicalexperiences that prepare them for futureindependent and community living. Classroomactivities provide students with opportunities toprepare food, use textiles, and analyse individual andfamily needs. Students develop time-, money-, andenergy-management skills. They also gain anunderstanding of families and improve their capacityto nurture and care for others.

In grades 8 to 10, students:• use appropriate tools, techniques, and resources to plan

and create food and textile items• study factors that influence the changing needs and wants

of individuals and families over time• investigate issues related to human growth and

development• practise responsible care-giving attitudes and behaviours

for self and others• increase their awareness of the interrelationships among

the work of families, volunteer work, future careers, andthe well-being of society

• develop and apply criteria for evaluating products and

services

Grades 11 and 12Home economics courses offered at the secondarylevel become more specialized. Although contentmay be specific to the study of food preparation andservice, textile production and use, or human growthand development throughout life, there is a continuedfocus on meeting the needs and wants of individualsand families in a responsible manner. Courses at thislevel support career exploration and preparation byencouraging each student to acquire a broad base ofknowledge as a useful background for specifictraining or further education to support a futurecareer.

In grades 11 and 12, depending on the courses elected,students:• acquire skills and knowledge appropriate to the area of

study• investigate job and career opportunities in related

industries• analyse and evaluate strategies and products• describe or use appropriate technology for completion of

projects at home and in industry• consider global implications of decision making• use appropriate skills for enhancing interpersonal

relationships at home and in the workplace

4 • H

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There are no prerequisites for entry to any home economics course at any level in grades 8 to 12. At each successive grade level, however, the curriculum specifiesdevelopmentally appropriate learning outcomes that allow students who have studied home economics at an earlier grade level to build on their previousexperience. Each of the specialized courses for grades 11 and 12 provides opportunities for further development of the topics represented by the organizers in thejunior secondary home economics courses.

Organization of Home Economics 8 to 12

This diagram shows the progression of the Home Economics 11 and 12 specialized courses fromthe Home Economics 8 to 10 curriculum organizers.

Home Economics 8, 9, and 10

Family Studies11 and 12

• Families in Society• Needs and Wants of Individuals and Families• Human Growth and Development• Relationships• Family Resource Management

Cafeteria Training11 and 12

• Safety, Sanitation, and Equipment• Principles of Food Preparation• Food Preparation• Food Service

Food Studies11 and 12

• Food-Preparation Principles• Food-Preparation Techniques• Food Products• Nutritional Issues• Social and Economic Issues

Textile Studies11 and 12

• Textile Fundamentals• Textile Processes• Textile Products• Consumerism• History, Culture, and Tradition

Workingwith FoodResources

AddressingNeeds and

Wants

NurturingGrowth and

Development

Working withFood

Resources

Working withTextile

Resources

Workingwith TextileResources

Workingwith FoodResources

Workingwith TextileResources

AddressingNeeds and

Wants

NurturingGrowth andDevelopment

AddressingNeeds and

Wants

NurturingGrowth andDevelopment



SUGGESTED INSTRUCTIONAL STRATEGIES

Instructional strategies have been includedfor each curriculum organizer and gradelevel. These strategies are suggestions only,designed to provide guidance for generalistand specialist teachers planning instructionto meet the prescribed learning outcomes.The strategies may be either teacher directedor student directed, or both.

For each organizer, a list of specific strategiesis introduced by a context statement thatfocusses the reader on the important aspectsof this section of the curriculum and links theprescribed learning outcomes withinstruction.

There is not necessarily a one-to-onerelationship between learning outcomes andinstructional strategies, nor is thisorganization intended to prescribe a linearmeans of course delivery. It is expected thatteachers will adapt, modify, combine, andorganize instructional strategies to meet theneeds of students and to respond to localrequirements.

Strategies

Students may undertake the suggestedinstructional strategies as individuals, withpartners, or in small groups. Emphasis isgiven to the following:

• Strategies that develop home economics.In order to see home economics as relevantand useful, students must apply theirlearning to a variety of real-life situationsat home and in the workplace. Homeeconomics helps students to understandand interpret their world and to identifyand solve problems that occur in theirdaily lives.

• Strategies that foster the development ofindividual and group skills.Both the family and the workplace require

that people work effectively, individuallyand with others, to solve problems and tocomplete tasks. Students need toexperience the dynamics of group work toenhance their understanding of theproblem-solving process. Group workfocusses on skills such as collaboration,communication, leadership, and co-operation.

• Strategies that use technology.The ability to use technology to solveproblems is an essential skill in the homeand the workplace and is an important“new basic” in postsecondary education.Students use technology in homeeconomics to access information, tocalculate, to produce textile and fooditems, and to enhance the presentation ofideas. They also reflect on informationtechnology and its positive and negativeeffects on family activities.

• Strategies that foster management of resourcesin the classroom, home, and community.Effective resource management is requiredby every individual in both personal andwork life. In home economics, studentslearn to manage time, money, energy, andskills to provide for their own and theirfamilies’ needs.

• Strategies that foster research and critical-thinking skills.In order to make informed and responsiblechoices, students need to listen, view, andread critically.

• Strategies that require problem solving.To develop decision-making and problem-solving skills, students need to identifyproblems and present possible solutions.Home economics provides opportunitiesfor students to identify needs, pose real orsimulated problems of their own, andrespond to problems presented by others.



SUGGESTED ASSESSMENT STRATEGIES

The assessment strategies in this IRPdescribe a variety of ideas and methods forgathering evidence of student performanceand provide examples of criteria forassessing the extent to which the prescribedlearning outcomes have been met. Teachersdetermine the best assessment methods forgathering this information.

The assessment strategies or criteriaexamples for a particular organizer arealways specific to that organizer. Somestrategies relate to particular activities, whileothers are general and could apply to anyactivity.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas for further instruction andintervention. Teachers determine thepurpose, aspects, or attributes of learning onwhich to focus the assessment. They alsodecide when to collect the evidence andwhich assessment methods, tools, ortechniques are most appropriate.

Assessment focusses on the critical orsignificant aspects of the learning thatstudents will be asked to demonstrate.Students benefit when they clearlyunderstand the learning goals and learningexpectations.

Evaluation involves interpreting assessmentinformation in order to make furtherdecisions (e.g., set student goals, makecurricular decisions, plan instruction).Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to learningoutcomes.

Students benefit when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix D includesa more detailed discussion of assessment andevaluation.

About the Provincial Learning AssessmentProgram

The Provincial Learning AssessmentProgram gathers information on students’performance throughout the province.Results from these assessments are used inthe development and revision of curricula,and provide information about teaching andlearning in British Columbia. Whereappropriate, knowledge gained from theseassessments has influenced the assessmentstrategies suggested in this IRP.



Provincial Reference Sets

The provincial reference sets can also helpteachers assess the skills that studentsacquire across curricular areas. These are:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum(RB 0020 & RB 0021)

• Evaluating Problem Solving AcrossCurriculum (RB 0053)

• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

A series of assessment handbooks developedto provide guidance for teachers as theyexplore and expand their assessmentrepertoires is also available:

• Performance Assessment (XX0246)• Portfolio Assessment (XX0247)• Student-Centred Conferencing (XX0248)• Student Self-Assessment (XX0249)

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum developmentand revision process, the development teamhas done its best to ensure that relevance,equity, and accessibility issues are addressedin this IRP. These issues have been integratedinto the learning outcomes, suggestedinstructional strategies, and assessmentstrategies in this IRP with respect to thefollowing:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology

• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

(See Appendix C, Cross-Curricular Interests,for more information.)

LEARNING RESOURCES

The Ministry of Education promotes theestablishment of a resource-rich learningenvironment through the evaluation ofeducationally appropriate materials intendedfor use by teachers and students. The mediaformats include, but are not limited to,materials in print, video, and software, as wellas combinations of these formats. Resourcesthat support provincial curricula areidentified through an evaluation process thatis carried out by practising teachers. It isexpected that classroom teachers will selectresources from those that meet the provincialcriteria and that suit their particularpedagogical needs and audiences. Teacherswho wish to use non-provinciallyrecommended resources to meet specific localneeds must have these resources evaluatedthrough a local district approval process.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have some choicein materials for specific purposes, such asindependent reading or research. Teachers areencouraged to use a variety of resources tosupport learning outcomes at any particularlevel. A multimedia approach is alsoencouraged.

Some selected resources have been identifiedto support cross-curricular focus areas. Theministry also considers special-needsaudiences in the evaluation and annotation oflearning resources. As well, special-formatversions of some selected resources (brailleand taped-book formats) are available.



Learning resources for use in BC schools fallinto one of two categories: provinciallyrecommended materials or locally evaluatedmaterials.

All learning resources used in schools musthave recommended designation or beapproved through district evaluation andapproval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process and approved throughMinister’s Order are categorized asrecommended materials. These resources arelisted in Appendix B of each IRP.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

Internet Resources

Some teachers have found that the Internet(World Wide Web) is a useful source oflearning resources. None of the materialfrom this source has been evaluated by theministry, in part because of the dynamicnature of the medium.

CONSIDERATIONS FOR INSTRUCTION IN HOME

ECONOMICS EDUCATION

When selecting and developing learningactivities, consideration must be given tosafety, gender equity, sensitive content,confidentiality, establishing classroomprocedures and expectations, and diversestudent needs.

Safety

The nature of home economics requires thatcorrect safety practices be established as soonas students begin their studies. It is theresponsibility of the teacher to ensure thatstudents are aware of the hazards in facilitiesand that established safety procedures arefollowed and reinforced on an ongoing basis.

It is essential that teachers address thefollowing questions before, during, and afteran activity:

• Have students been alerted to the hazardsin the facility area?

• Have students been made aware ofappropriate home, school, and workplacesafety standards?

• Are the tools and equipment in goodrepair and suitably arranged?

• Have students been given specificinstruction about how to use and handleequipment and tools correctly?

• Are students properly supervised?• Are students wearing appropriate clothing

and footwear?• Do students follow established rules and

routines?• Do the facilities provide adequate lighting

and ventilation for the activity?• Do students select tasks that are

appropriate to their levels of skill?• Are students demonstrating self-control

and showing respect for the safety ofothers?

• Do students follow correct sanitation andhygiene practices to prevent the spread offood-borne diseases?

• Have perishable foods been stored atcorrect temperatures to prevent foodpoisoning?



Teachers should select activities, techniques,and projects to ensure that safety practicesare implemented. The above list is not all-inclusive but serves as a guide toestablishing a safe learning environment.

Gender Equity

The education system is committed tohelping all students succeed in their dailylives. This is particularly important in subjectareas where males or females areunderrepresented. Teaching practices,learning activities, assessment materials, andclassroom environments must place value onthe experiences and contributions of bothyoung women and young men. Teachersshould consider gender bias in learningresources and be aware of the potential forgender bias when teaching and planningprojects.

The following instructional strategies aresuggested to help teachers implement agender-sensitive home economicscurriculum:

• Invite both male and female guestspeakers.

• Feature atypical role models (e.g., familiesin which a single father is the primary caregiver, male clothing retailers, femaleexecutives in textile manufacturing, femalechefs).

• Design instruction to acknowledgedifferences in experiences, interests, andlearning styles between young men andyoung women (e.g., include textile projectssuch as constructing active wear,reupholstering, and designing sports teammotifs; encourage awareness ofcommunity services such as home careand support groups as ways of nurturinghuman growth and development; use casestudies that feature both male and femalecharacters in primary roles; emphasize

technological topics such as computer-assisted pattern drafting and Internetresearch).

• Address gender-related stereotypes,biasses, and pressures in society, theworkplace, and the home.

• Provide practical learning opportunitiesdesigned to develop confidence andinterest in non-traditional roles (e.g.,opportunities for boys to explorenutritional issues, girls to study financialmanagement).

• Explore historical, social, and ethicalconsiderations in addition to the technicalapplications of home economics.

• Reinforce the significance of homeeconomics in daily life and in theworkplace.

Sensitive Content

Some components of the home economicscurriculum address issues related to familyactivities and responsibilities. These issuesmay be a source of concern for somestudents and their parents.

The following are suggested guidelines fordealing with such sensitive issues:

• Obtain appropriate in-service trainingbefore beginning instruction in a new,unfamiliar, or potentially sensitive area ofstudy. Be aware of problems that may arisein addressing issues related to dys-functional families.

• Obtain the support of the schooladministration before beginninginstruction on any potentially sensitiveissues.

• Provide opportunities for parents to beinvolved in their children’s learning.

• Promote critical thinking and refrain fromtaking sides, denigrating, orpropagandizing one point of view.



• Be aware of provincial and district policyand legislation on disclosure related tochild abuse or other issues.

Confidentiality

The Freedom of Information and Protection ofPrivacy Act applies to districts, schools,teachers, and students as well as to allcurricula. Recommendations that teachers,school administrators, and district staff areexpected to consider are:

• Be aware of legislation and guidelinesregarding the collection, protection, use,and disclosure of students’ personalinformation.

• Be aware of district and school guidelinesregarding the provisions of the Act andhow it applies to all courses, includinghome economics.

• Minimize the type and amount of personalinformation collected and ensure it is usedonly for valid instructional purposes.

• Inform students that they will be the onlyones recording personal information aboutthemselves unless they have consented toteachers collecting that information fromother people, including parents.

• Inform students why they are being askedto provide any personal information in thecontext of the curriculum.

• Ensure that any personal information usedin assessing students’ progress is up-to-date, accurate, and complete.

• Be aware of the limit of parents’ rights tohave access to their children’s personalinformation.

Establishing Classroom Procedures andExpectations

In order to establish and maintain aclassroom climate conducive to studentlearning in home economics (open to free

inquiry and to various points of view), it isadvisable, early in the course, to:

• Involve students in establishing guidelinesfor group discussion (these might includedemonstrating respect for others by usingappropriate listening and speaking skillsand agreeing to maintain confidentiality ifsharing personal information).

• Promote critical thinking and open-mindedness.

Diverse Student Needs

Skills and knowledge about families, socialrelationships, and personal and practicalliving are crucial for many students withspecial needs. Some of these students requiresignificant assistance to successfully developstrategies for living independently andmanaging relationships.

Instruction and assessment methods shouldbe adapted to meet the needs of all students,including those with special needs. Whenstudents with special needs can be expectedto achieve or surpass the learning outcomesset out in the home economics curriculum,regular grading practices and reportingprocedures are followed. However, whenstudents are not able to achieve the learningoutcomes because of disabilities,modifications must be noted in theirIndependent Education Plans (IEPs).

The following strategies may help studentswith special needs succeed in homeeconomics education:

• Adapt the Environment- Use co-operative activities and

experiences to encourage students towork in pairs and teams.

- Vary student seating arrangements topermit interaction.



• Adapt Presentations- Use open and inclusive language to

engage all learners.- Demonstrate and model new concepts.- Make connections with student interests

and experiences and link these withother curricular areas.

- Use bilingual peers and volunteers tohelp ESL students.

- Adjust the pace of activities andlearning as required.

• Adapt Materials- Use multi-sensory, hands-on, practical

applications.- Use techniques that make the

organization of activities more explicit(e.g., colour-code the steps used to solveproblems and complete projects).

- Use concrete materials, manipulatives,or large-print materials.

- Use visual, verbal, and physicalrepresentations.

- Use translated materials for informationsuch as safety rules.

• Adapt Methods of Assistance- Use peer volunteers to help students.- Have teacher assistants work with

students.- Work with consultants and support

teachers to develop appropriateproblem-solving activities andstrategies.

• Adapt Methods of Assessment- Allow students to demonstrate their

understanding of home economicsconcepts in a variety of ways (e.g.,posters, display models, puzzles, andgame boards).

- Modify assessment tools to matchstudent needs (e.g., oral tests, open-booktests, tests with no time limit).

- Set achievable goals.- Use computer programs that allow

students to practise word processingand to record and track their results.

- Use audiotape or videotape to recordindividual student presentations.

• Provide Opportunities for Extension andPractise- Vary the amount of work for completion

at any given time.- When required, simplify the way

questions are worded to match thestudent’s level of understanding.

- Provide opportunities for students topractise skills.

- Design creative learning experiencesand critical-thinking activities forstudents with exceptional gifts ortalents.

CURRICULUMCafeteria Training 11 and 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES


RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES


COURSE DESCRIPTION

C afeteria Training 11 and 12 focusses on quantity food preparation and service. Students develop the skillsnecessary for commercial food preparationas they participate in activities related toreceiving, storing, and presenting nutritiousfoods. Students also have opportunities todevelop attitudes required by food-serviceprofessionals and to practise customerservice.

Students consider their own and theircustomers’ safety while handling equipmentand supplies, managing the workingenvironment, and preventing food-borneillnesses. As they experience the creativepreparation and presentation of food, theybuild an awareness of its social and culturalsignificance. Students also gain a basicunderstanding of the economics of operatinga food-related enterprise, includingpurchasing, cost accounting, and portioncontrol.

Students of Cafeteria Training 11 and 12 canapply their skills in their homes as well as inpublic food-service facilities. They oftenchoose to use their training to secure entry-level employment in the growing hospitalityindustry or to pursue careers in the foodindustry.

Note: The Cafeteria Training 11 and 12curriculum proposed in this IRP is notincluded in the provincial articulationagreement (1996) for Professional CookTraining, Level 1. This agreement is based onthe Professional Cook Training curriculum(lines A through K, 1994).

THE CAFETERIA TRAINING 11 AND 12CURRICULUM

The prescribed learning outcomes forCafeteria Training 11 and 12 are groupedunder four interrelated curriculumorganizers:

• Safety, Sanitation, and Equipment• Principles of Food Preparation• Food Preparation• Food Service

Safety, Sanitation, and Equipment

Students develop an awareness of the needfor constant attention to safety and hygienewithin public food-service operations. Theyapply their knowledge of food andequipment handling to personal and publichealth goals as they create and maintain asafe environment for themselves, their fellowworkers, and their customers.

Principles of Food Preparation

Students gain an understanding of thescientific and aesthetic principles of quantityfood preparation that lead to desired productstandards. They apply these principles byadapting recipes to a variety of customerneeds.

Food Preparation

Students observe and practise a wide varietyof quantity food-preparation methods andlearn to prepare tasty, attractive, andnutritious foods in a cost- and time-effectivemanner.

Food Service

Students learn about the role of the food-service industry in today’s economy andexplore career options. They develop theattitudes, skills, and professionalism requiredby the food-service industry.



CAFETERIA TRAINING 11 • Safety, Sanitation, and Equipment


• use commercial kitchen tools and equipmentin a safe manner

• operate and maintain a working environmentin accordance with Ministry of Health andWorkers’ Compensation Board standards

• obtain FOODSAFE Level I certification• demonstrate an understanding of the

relationship between personal hygiene andsafe food handling

People working in the food-service industry must beaware that the way they prepare and serve food canpotentially affect their own and their customers’ health.Students learn the importance of personal hygiene andsafety in food service.

• Assign senior students to lead new students on atour of lab stations, explaining the safe and efficientuse and storage of equipment. Then ask newstudents to draw detailed maps that show thekitchen work stations, storage areas, traffic patterns,and location of equipment.

• Invite a fire inspector to discuss fire safety in theworkplace (e.g., use of fire extinguishers, proceduresfor extinguishing common kitchen fires, preventivemeasures). Have students create a class list of firesafety procedures.

• Brainstorm with the class a list of personal hygienerules to follow when in the kitchen. Post these rulesand maintain a checklist to show the consecutivenumber of days during which the entire class meetsall the criteria for personal cleanliness.

• Assign students in pairs to research health issues(e.g., chemical and biological contaminants of food,cross-contamination of food, food-borne diseases)and present their findings to the class. Ask studentsto explain the relationship between their ownhygiene and food safety.

• Have students use the Internet, newspaper articles,and trade magazines to investigate the causes ofpublic food poisoning. Then suggest that they createa bulletin-board display of relevant food-safetyregulations.

• Place sealed Petri dishes (containing bacterial swabson agar) in locations with different temperatures.Have students observe and record the bacterialgrowth. Ask them to draw conclusions about theeffect of temperature on bacterial growth and torelate this knowledge to food storage. (Discardexperiment samples appropriately.)




• Following a demonstration of the use and storage ofkitchen equipment, have students outline theoperating instructions for the equipment. Note theextent to which students:- identify accurate sequences of operating

instructions- highlight issues of safety when using specific

machinery and equipment- include the necessary clean-up, maintenance, and

storage required for the equipment• After developing lists of personal hygiene rules for

commercial kitchens and observing students as theywork in their stations, note evidence that they meetthe following standards:- correct hand-washing procedures- clean apron- use of hair restraint- appropriate clothing and shoes- general cleanliness

• In the kitchen, present a simulation that highlightspoor safety and sanitation practices. Look forevidence that students are able to:- identify potential safety hazards- outline practices that contravene Workers’

Compensation Board standards- describe why the food practices are contrary to

FOODSAFE guidelines- suggest improvements in sanitation practices

• When students research sanitation and hygieneissues (e.g., chemical and biological contaminants,pest control) have them prepare oral, written, ormultimedia reports. Work with students to developcriteria for a checklist or rating scale that can be usedfor peer and self-assessment. Criteria might include:- information is clear, accurate, and relevant- key safety issues are identified- sanitation practices are highlighted- implications for work and kitchen practices are

explained- presentation is attention-getting and appealing

and promotes personal action

Print Materials

• Professional Cooking, Third Edition

Video

• Food Preservation: The Principles of FoodPreservation

• Food Safety

Multimedia

• On Cooking



CAFETERIA TRAINING 11 • Principles of Food Preparation


• describe the organization and operation of afood-service operation

• use appropriate commercial food-serviceterminology

• use metric, imperial, and American systems ofmeasurement

• demonstrate an ability to read andcomprehend recipes

• describe cooking and baking principles• describe how principles of nutrition can be

used in food preparation• describe principles of purchasing, receiving,

storage, and waste management in a food-service operation

Following a recipe is just one of the elements ofsuccessful cooking. Students also learn the principles offood preparation so that they can develop their abilitiesto adapt recipes for future use.

• Demonstrate correct measuring techniques and useof equipment. Have students work in groups tomeasure ingredients accurately using metric,imperial, and American systems of measurement.

• Distribute a recipe in which the steps in the methodof preparation are out of order. Have each studentreorder the steps so that the food product can besuccessfully prepared.

• To illustrate the principles of emulsification, break anemulsified dressing or sauce and demonstrate theprocedure for correcting it. Ask students tosummarize the procedure in their log books.

• Invite a meat cutter to demonstrate cutting a side ofmeat. Ask students to describe the relationshipbetween the location of the cut on the carcass, theappropriate cooking method, and the tenderness ofthe cooked product.

• Have students prepare and bake gluten balls, usingseveral types of flour. Ask them to record theirobservations about gluten development and its effecton baked goods.

• Lead a class discussion on healthy food choicesavailable in the school cafeteria. Have studentscreate and display collages of foods, contrastinghealthy and unhealthy food choices.

• Divide the class into four teams according to thefood groups in Canada’s Food Guide to Healthy Eating.Ask each team to research the cooking principlesinvolved in preparing representative foods from itsfood group, then share their findings with the class.

• Suggest that students investigate the potential effectsof the food-service industry on the environment. Askthem to interview managers of hotels or resorts todetermine the waste-management procedures usedin their establishments.




• After students reorder the steps in a recipe, havethem prepare the food product. Look for evidencethat they:- consider alternatives and choose the correct order- follow all the steps in sequence- identify the appropriate techniques and required

equipment- successfully create the desired product

• When students research cooking principles for thefour food groups, work with them to developassessment criteria. Criteria might include theaccurate identification and description of:- principles of nutrition used in preparation of the

foods- cooking methods that retain nutrients- principles that retain nutrition in food storage- practices that retain nutrition in food presentation

• Arrange a tour of a commercial kitchen. Askstudents to record how waste is managed andrecycled and to describe the process of purchasingand receiving supplies. Have them complete entriesin their log books, noting the similarities anddifferences between the commercial kitchen and thecafeteria kitchen in which they work. Look forevidence that they:- accurately note similarities and differences- offer reasons for the differences- note effective waste management and recycling

practices• Have students prepare a food product, all following

the same recipe. Compare the results, discussingpossible reasons for differences in consistency,quality, and portion control. Note to what extentindividual students:- measure correctly- understand the terminology in the recipe- use correct techniques for specific food

preparation- follow the correct sequence of steps- use accurate temperature control and timing

Print Materials

• FoodTrack Program• Professional Cooking, Third Edition

Video

• The Cholesterol Factor• The Light Gourmet Series

Software


Multimedia

• On Cooking



CAFETERIA TRAINING 11 • Food Preparation


• demonstrate skills necessary to prepare foodsin a hot-food station, cold-food station, andbaking station

• demonstrate techniques required in:- preparation of stocks, soups, and sauces- preparation of pasta, rice, and vegetables- preparation of baked goods- preparation of salads and sandwiches- protein cooking, when preparing meat,

poultry, and eggs• use effective time-management principles

while preparing food• apply principles of portion and quality control

Success in food preparation and service requires theability to prepare flavourful, attractive, and nutritiousfoods in a cost- and time-effective manner. Studentsdevelop these skills as they prepare various items fortheir cafeteria program.

• Plan the rotation of products in the hot-food stationso that students practise various cooking methods.Products could include eggs Benedict (poaching),vegetable chowder (simmering), fettuccini (boiling),chicken strips (pan frying), turkey (roasting),duchess potatoes (baking), kabobs (broiling), burgers(grilling), pot roast (braising), and rice pilaf(sautéing).

• Have students in pairs complete experimentsdemonstrating the effects of heat, acid, and alkali onthe pigment, texture, and taste of vegetables.

• Plan the rotation of products in the cold-food stationso that students practise various preparationmethods. Products could include salads (e.g.,moulded, accompaniment, main-dish, dessert) andsandwiches (e.g., simple, open-faced, multilayered,tea). Where possible, focus on Canadian recipes.

• Plan the rotation of products in the baking station sothat students practise various preparation methods.Products could include quick breads, pies, cookies,cakes, and frostings.

• Ask students to chart the processes used to preparechicken-based soups, from boning the chickenthrough to producing stock and making the soup.Have them prepare variations, using bothhomemade stock and a commercial soup base. Askstudents to compare the two products in terms oftaste, nutrition, cost, and preparation time.

• Invite students to work in pairs to prepare a product(e.g., cheese scones) using a standard recipe. Askthem to compare the yield, taste, texture, andappearance of the products they produce. Challengestudents to use this information to explain theimportance of portion and quality control incommercial food service.




• Suggest that students keep log books or portfolios torecord recipes they prepare, dates they work in eachstation, and tours they attend. Ask students toregularly self-assess their work. Prompts might beprovided, such as:- Recipes for food products I prepared that were

highly successful include –––––––––––––– . Iattribute the success of these to –––––––––––––– .

- I would modify the preparation of –––––––––––––– by –––––––––––––– .

- An example of my use of creativity or problemsolving in food preparation is –––––––––––––– .

- Ways I have improved in my organization are

–––––––––––––– . This is shown by –––––––––––––– .

- Effective strategies I have used to manage mytime are –––––––––––––– .

• Before students prepare food products, discuss thespecific techniques and practices to be demonstratedas well as relevant assessment criteria. Criteria mightinclude:- safe food-handling practices are followed- proper equipment is used safely- instructions are followed in correct sequence- preparation and cooking techniques are

appropriate for the food product- result meets the standard for the food product

• Have students each adapt a recipe, plan itspreparation, and prepare and present the product.Criteria for assessment might include:- recipe shows creative choice of ingredients- ingredients are appropriately prepared for type of

product- spices, herbs, and flavourings enhance taste- cooking time is optimal (not overcooked or

undercooked)- presentation is appealing, appetizing, and at the

ideal temperature

Print Materials


Video

• Flour, Bread and Baking

Multimedia

• On Cooking



CAFETERIA TRAINING 11 • Food Service


• identify and evaluate factors that affect thefood-service industry

• serve food and beverages in a professionalmanner

• describe career opportunities in the food-service industry

• describe skills, attitudes, and behavioursnecessary for employment in the food-serviceindustry

• demonstrate an understanding of employmentissues related to the food-service industry

The skills learned in Cafeteria Training 11 aretransferable to the workplace. Students use theirclassroom experiences to develop the attitudes, skills,and professionalism that are required by the food-service industry.

• Invite students to view television programs andcommercials for two hours and track all the foodshown or mentioned. Have them analyse how themedia may affect customers’ food choices andinfluence trends in the food-service industry.

• Ask students to interview representatives from food-service operations of their choice to find out aboutthe start-up procedures, staffing, and financesinvolved in operating a food-service outlet. Havestudents report their findings to the class.

• Have students research the evolution of therestaurant industry (e.g., kitchen organization, use oftechnology, employment issues, skills required) andpresent their findings in short reports.

• Lead the class in a brainstorming session about theimportance of personal appearance in successfulcustomer service. Have students develop a list ofacceptable appearance standards.

• Ask students in small groups to role-playsimulations involving customer complaints. Haveother students critique each presentation and offeralternative solutions for each scenario.

• Have students reflect on and describe occasionswhen they dealt with customers in negative ways.Ask them to identify behaviour changes they wouldnow incorporate to ensure more positive outcomes.

• Plan a field trip to a trade show, hotel, hospital, orpostsecondary institution and have studentsinvestigate careers, equipment, and trends in theCanadian food industry. Ask them to present theirfindings in reports or portfolios.

• Invite a guest speaker (e.g., food and beveragemanager, employment counsellor) to the class todiscuss issues in the food-service industry (e.g.,related to minorities, gender, employee health,seasonal employment, economics). Have studentssummarize the discussion in their log books.




• Keep ongoing, systematic records of observations ofstudents’ attitudes, skills, and degree ofprofessionalism. Note the extent to which studentsdemonstrate:- neat and appropriate appearance- appropriate conduct with customers- ability to co-operate with team members- punctuality and dependability- self-direction

• After groups role-play situations involvingdissatisfied customers, have the class discuss andassess each presentation. Criteria for assessmentmight include:- portrayal of the issue is realistic and detailed- demonstrates appropriate behaviour with the

customer- uses problem-solving strategies to resolve the

situation• Have students research career opportunities in the

food-service industry. Encourage them to use avariety of sources, including interviews (conductedin person, by telephone, or by e-mail) with people inthe industry who have direct knowledge of thepertinent issues. Students may present their findingsorally or in written form. Look for evidence that:- research is complete, thorough, and based on a

variety of sources- required education, training, and skills are

highlighted- advantages and disadvantages of the careers are

outlined- key employment issues are identified- information is clear and is logically organized and

presented

Print Materials


Video


Multimedia

• On Cooking





• demonstrate proficient use of commercialkitchen tools and equipment

• evaluate their working environment inaccordance with Ministry of Health andWorkers’ Compensation Board standards

• describe relationships between personalhygiene and public safety

• demonstrate safe food-handling techniques

While working in the school cafeteria, students applytheir knowledge of food and equipment handling toachieve personal and public health goals. Theyrecognize that through their actions they create andmaintain a safe environment for themselves, theirfellow workers, and their customers.

• Challenge students to organize and present a laborientation session for incoming students, drawingattention to:- location of equipment in each station- use of equipment- importance of personal cleanliness- daily food-preparation routines- procedures for receiving and storage- expectations for sanitation and clean-upAsk students to reinforce their presentation withposters or videotapes.

• Ask each student to describe the steps necessary forthe safe handling of a selected piece of kitchenequipment (e.g., meat slicer, convection oven,industrial mixer, flat-top grill).

• Invite a health inspector to discuss with students thecriteria used for evaluating food-service operationsin British Columbia and to outline the legal aspectsof non-compliance. Ask the guest to carry out amock inspection of the school facility as studentsobserve. Have students note critical points of storageand preparation.

• Suggest that students use catalogues and trademagazines to research equipment, technology, andmarket trends in the food-service industry. (Wherepractical, have students visit a restaurant supplier ortrade show.) Ask them to evaluate pieces ofequipment according to health-and-safety standardsand in terms of their efficiency and cost-effectiveness.

• Have each student demonstrate the safe handling ofknives while preparing carrots in different ways(e.g., sliced, julienned, diced, brunoised, chopped,minced).

• Plan a tour of a food-service operation to investigatethe kitchen layout, sanitation and safety features,technology used, professional behaviour ofemployees, and any unique features of the facility.Encourage students to summarize their observationsin their journals.




• Ask senior students to demonstrate for incomingstudents the operation, safe use, routine care, andmaintenance of kitchen equipment. Encouragenovice students to repeat the demonstration. Discusscriteria for assessment and create a checklist thatincludes the important aspects to be demonstratedfor each piece of equipment.

• Following the health inspector’s visit, have studentscreate posters highlighting the standards used forinspecting food-service operations. Throughdiscussion with students, establish criteria such as:- information is complete, accurate, and pertinent- reasons for the guidelines are included- focus is on safety and health issues- message is clear and has a strong impact- information is clearly presented and logically

organized• When students research equipment, technology, and

market trends, encourage them to interviewrestaurant suppliers (by telephone, in person, or bye-mail). Work with students to establish criteria forpresenting their research. For example:- research is thorough and accurate- information is relevant, current, and contains

examples of emerging technology- alternatives and options for different food-service

venues are explored- presentation is logically organized and captures

the interest of the audience• When students complete journal entries (e.g., after

touring a food-service operation), note to whatextent they include:- accurate and insightful observations- clear and complete summaries that highlight

important points- comparisons of equipment and technology in a

professional kitchen with those in a home kitchen- reasonable conclusions about the differences they

notice

Print Materials


Video


• Food Safety

Multimedia

• On Cooking





• demonstrate an understanding of ways toconvert recipes from one system ofmeasurement to another

• develop a range of menus based on socialtrends, dietary needs, and cultural influences

• demonstrate an understanding of receiving,storage, and inventory control

• explain and use appropriate commercial food-service terminology

• describe principles of protein, starch, andvegetable cooking

As students develop a thorough understanding of theprinciples of food preparation and cooking, they areable to adapt and create recipes for a variety ofcircumstances. As they apply cooking principles, theyincrease their abilities to be innovative in future foodpreparation and service.

• Ask students to use software to convert recipes fromone system of measurement to another, to adapt theyield of recipes, and to complete nutritionalanalyses.

• Have students use the Internet or other sources tocollect restaurant menus in order to illustrate howdietary and cultural trends influence the availabilityof specialty food items. Invite them to plan menusbased on social, dietary, or cultural themes.

• Plan a field trip to a flight kitchen or similarinstitution to investigate the menus offered forcustomers with special dietary needs (e.g., religiousrequirements, food allergies, vegetarianism). Toassist their own customers who have special dietaryneeds, students could make labels for the productssold in their school cafeteria, listing all ingredients.

• Invite students to research the cultural origins anduses of herbs and spices. Suggest that they collectand prepare recipes featuring these flavourings.

• Show a video to review receiving, storage, andinventory control of food items. Have students applythe information they have learned when acting asstock managers or purchasing assistants for thecafeteria.

• Outline the principles of tenderizing meat protein,including both mechanical and chemical methods.Plan menu rotations so that students demonstratethese methods during class activities.

• To illustrate the effects of heat on connective tissue,have students compare suggested cooking times,temperatures, and cooking methods in variousrecipes for both meat and fish.

• To illustrate the effects of heat on starch mixtures,demonstrate a standard recipe for béchamel sauce.Ask students to prepare a small-quantity recipe andcritique the results.




• Have students bring in favourite muffin or quick-bread recipes from home and convert themeasurements from imperial to metric usingconversion tables. Ask them to also convert the yieldto 6 or 24 servings. Have students check theirconversions using software. Note the extent towhich:- their manual conversions correspond to the

computer-generated figures- they make appropriate adaptations for yield

• As students plan menus based on culturalinfluences, special diets, and social trends,encourage them to use a wide variety of sources(e.g., the Internet, cookbooks, cultural groups,dietitians). Discuss criteria such as:- research is complete, thorough, and relevant- recipes chosen are appropriate to theme or focus- sources of recipes are diverse- a variety of recipes is included- recipes reflect principles of nutrition- recipes are unique, unusual, and appealing

• When students research particular spices or herbs,note the extent to which they accurately:- identify the origins of the spices or herbs- identify cultures that use them in their dishes- provide recipes from various parts of the world

that represent different types of meals or menus- explain how the spices or herbs affect flavour- create their own recipes or devise unique uses for

the spices or herbs

Print Materials

• FoodTrack Program• Professional Cooking, Third Edition

Video

• The Cholesterol Factor• The Light Gourmet Series

Software


Multimedia

• On Cooking





• demonstrate proficiency while preparingfoods in a hot-food station, cold-food station,and baking station

• demonstrate techniques required in:- protein cooking, when preparing meat, fish,

poultry, dairy products, and seafood- starch cooking, when preparing grains and

legumes- short-order cooking, when preparing hot

and cold sandwiches, salads, and horsd’oeuvres

- preparation of desserts and baked goods- garnishing and food presentation

• apply principles of portion, quality, and costcontrol

• use time effectively

As students work with a wide variety of ingredients,they learn techniques that have many applications.Their growing range of experience also gives themconfidence in food preparation.

• Plan the rotation of foods in the hot-food station togive students experience in several cookingmethods. Foods could include coquilles St.-Jacques,couscous, spicy black bean soup, chili, Monte Cristosandwiches, and scalloped potatoes.

• Rotate the production in the cold-food station so thatstudents prepare a variety of products such as teasandwiches, canapés, crudités, and salad dressings.

• Plan the rotation of baking-station menus so thatstudents demonstrate various techniques. Recipescould include pastries, yeast breads, custards,cheesecakes, and frozen desserts.

• Invite a specialist to demonstrate his or her expertisein skills such as cake decorating, confectionerymaking, or meat cutting. Have students practise thetechniques demonstrated.

• Use teacher or guest demonstrations or multimediapresentations to introduce students to challengingrecipes (e.g., stuffed chicken breast, rack of lamb,beef roulade, paupiette of salmon).

• Encourage students to maintain portfolios withphotographs of their work. Have them display theirportfolios and demonstrate garnishing or other food-presentation techniques during a school open house.

• Plan a theme week offering Canadian specialty andethnic foods in the cafeteria. Ask students toresearch, promote, and prepare the foods, focussingon quality and effective portion and cost control.

• Have the class plan a catered reception for studentsfrom feeder schools, being sure to consider portion,cost, and quality control and to include a workschedule, job allocations, and market orders.Students then prepare the foods and serve theirguests.




• Work with students to develop a checklist or ratingscale for recording daily observations as they workin various food stations. Criteria might focus on:- safe food practices and sanitation- safe use and care of equipment and materials- independence and self-direction- collaboration and teamwork- time management- quality- and cost-control management

• When students prepare specific menu items such assandwiches, distribute feedback or assessmentsheets to be completed by the teacher, students, andcustomers. Criteria might include:- variety of breads used to add colour and flavour- vegetable fillings are fresh and crisp- meat, fish, eggs, cheese, or poultry fillings are

appropriately prepared and presented- tea sandwiches are presented in a variety of

shapes (e.g., triangles, squares, rolls)- flavourful; bread complements sandwich filling- garnish enhances appearance

• Have each student choose a cafeteria item to cost.Ask them to determine the cost of the ingredientsand to recommend alternatives that are nutritionallycomparable but more cost-effective. Assessmentcriteria might include:- costing is accurate for quantities used- total cost of item is accurate- alternatives meet or exceed the nutritional

components of the original- alternatives are more cost-effective- choice of alternative shows imagination

Print Materials


Video

• Flour, Bread and Baking

Multimedia

• On Cooking





• propose appropriate strategies for handlingcustomer relations

• evaluate career opportunities in the food-service industry

• demonstrate skills, attitudes, and behavioursnecessary for employment in the food-serviceindustry

• demonstrate an understanding of social,financial, and environmental issues related tothe food-service industry

• critique food presentation in a commercialsetting

• develop a plan to promote a food product

The growth of the food-service industry has created ademand for employees skilled in food preparation andservice. Students explore careers in the industry anddevelop an appreciation for the skills and trainingrequired.

• Have students prepare brochures describingsituations that can present challenges in terms ofcustomer service (e.g., customers with children,customers who are uncooperative or intoxicated).Ask students to propose strategies for dealing withthese situations. Invite a guest speaker to critiquetheir proposals.

• Arrange for students to gain work experience inlocal food outlets such as restaurants, hospitals, andother institutions. Have them interview staff at theselocations about career qualifications and future jobprospects. Encourage students to record theirexperiences in journals and evaluate their suitabilityfor the positions.

• As a class, brainstorm issues related to the food-service industry (e.g., gender representation, publichealth concerns, local economics, resource and wastemanagement). Ask students in pairs to research andpresent one of the issues identified.

• Have students visit local food-service outlets tostudy the room settings, floor plans, table settings,and presentation of food. Ask students to presenttheir findings to the class and discuss how theseelements reflect the type of service that customerscan expect.

• Invite the class to develop and conduct a marketsurvey to determine preferences for a given foodproduct. Students could then co-ordinate a schoolcontest for the best recipe for that product andpromote the winner through samples, advertising,and posters.

• Have students develop and implement anadvertising strategy for the menu items offered inthe school cafeteria.




• When students propose strategies for dealing withcustomer service challenges, work with them toestablish assessment criteria such as:- addresses the complexity of the issues- avoids stereotyping customers- upholds the rights and dignities of all parties- proposes strategies that are workable and realistic- presents work that is comprehensive and

positively focussed• Have students work in groups to research specific

careers in the food-service industry and determinethe skills, training, and education required. Studentsthen present their findings to the class visually,orally, or both. Note the extent to which they:- are precise about the career requirements- use a variety of resources to research the

information (e.g., counsellors, governmentagencies, visits to job sites, interviews with peoplewho work in these areas)

- present the information clearly and in interestingways

• Ask students to evaluate recycling practices andpolicies in the school or cafeteria. Have them workwith partners or in small groups to conduct furtherresearch into environmental concerns and torecommend improvements or new programs forimplementation in the cafeteria and kitchen. Lookfor evidence that:- recommendations are appropriate to the site and

participants- planning is complete and thorough- proposals offer substantial gains in recycling,

waste management, and environmentalprotection

Print Materials


Video


Multimedia

• On Cooking

CAFETERIA TRAINING

11 AND 12Prescribed Learning Outcomes

A-4

Grade 11 Grade 12


APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Cafeteria Training 11 and 12

A-5

Grade 11 Grade 12



¨̈¨̈¨ SAFETY, SANITATION, AND EQUIPMENT

• use commercial kitchen tools andequipment in a safe manner

• operate and maintain a workingenvironment in accordance withMinistry of Health and Workers’Compensation Board standards

• obtain FOODSAFE Level Icertification

• demonstrate an understanding of therelationship between personalhygiene and safe food handling

• demonstrate proficient use ofcommercial kitchen tools andequipment

• evaluate their working environmentin accordance with Ministry of Healthand Workers’ Compensation Boardstandards

• describe relationships betweenpersonal hygiene and public safety

• demonstrate safe food-handlingtechniques

A-6

Grade 11 Grade 12



¨̈¨̈¨ PRINCIPLES OF FOOD PREPARATION

• describe the organization andoperation of a food-service operation

• use appropriate commercial food-service terminology

• use metric, imperial, and Americansystems of measurement

• demonstrate an ability to read andcomprehend recipes

• describe cooking and bakingprinciples

• describe how principles of nutritioncan be used in food preparation

• describe principles of purchasing,receiving, storage, and wastemanagement in a food-serviceoperation

• demonstrate an understanding ofways to convert recipes from onesystem of measurement to another

• develop a range of menus based onsocial trends, dietary needs, andcultural influences

• demonstrate an understanding ofreceiving, storage, and inventorycontrol

• explain and use appropriatecommercial food-service terminology

• describe principles of protein, starch,and vegetable cooking

A-7

Grade 11 Grade 12



¨̈¨̈¨ FOOD PREPARATION

• demonstrate skills necessary toprepare foods in a hot-food station,cold-food station, and baking station

• demonstrate techniques required in:- preparation of stocks, soups, and

sauces- preparation of pasta, rice, and

vegetables- preparation of baked goods- preparation of salads and

sandwiches- protein cooking, when preparing

meat, poultry, and eggs• use effective time-management

principles while preparing food• apply principles of portion and

quality control

• demonstrate proficiency whilepreparing foods in a hot-food station,cold-food station, and baking station

• demonstrate techniques required in:- protein cooking, when preparing

meat, fish, poultry, dairy products,and seafood

- starch cooking, when preparinggrains and legumes

- short-order cooking, whenpreparing hot and cold sandwiches,salads, and hors d’oeuvres

- preparation of desserts and bakedgoods

- garnishing and food presentation• apply principles of portion, quality,

and cost control• use time effectively

A-8

Grade 11 Grade 12



¨̈¨̈¨ FOOD SERVICE

• identify and evaluate factors thataffect the food-service industry

• serve food and beverages in aprofessional manner

• describe career opportunities in thefood-service industry

• describe skills, attitudes, andbehaviours necessary for employmentin the food-service industry

• demonstrate an understanding ofemployment issues related to thefood-service industry

• propose appropriate strategies forhandling customer relations

• evaluate career opportunities in thefood-service industry

• demonstrate skills, attitudes, andbehaviours necessary for employmentin the food-service industry

• demonstrate an understanding ofsocial, financial, and environmentalissues related to the food-serviceindustry

• critique food presentation in acommercial setting

• develop a plan to promote a foodproduct

Assessment and Evaluation

APPENDIX D

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APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

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APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

Prescribed learning outcomes, expressed in observable terms, provide the basis for the developmentof learning activities, and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, andevaluation might come together in aparticular home economics program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to prescribedlearning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantiallymodified, evaluation may be referenced toindividual goals. These modifications arerecorded in an Individual Education Plan(IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under thecurriculum organizers for the subject.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product that describe inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

APPENDIX DAssessment and Evaluation Samples

D-6

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

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The samples in this section show how a teacher might link criteria to learning outcomes. Each sample isbased on prescribed learning outcomes takenfrom one or more organizers. The samplesprovide background information to explainthe classroom context; suggested instructiontasks and strategies; the tools and methodsused to gather assessment information; andthe criteria used to evaluate studentperformance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:• identification of the prescribed learning

outcomes• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance

Prescribed Learning Outcomes

This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:• background information to explain the

classroom context• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher• the ways in which the teacher prepared

students for the assessment

Defining the Criteria

This part illustrates the specific criteria,which are based on prescribed learningoutcomes, the assessment task, and variousreference sets.

Assessing and Evaluating StudentPerformance

This part includes:• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in Home Economics 11and 12.

• Sample 1: Cafeteria Training 11Passport to Safety(Page D-9)

• Sample 2: Cafeteria Training 12Fine Dining(Page D-16)

• Sample 3: Family Studies 11The Role of Customs and Celebrations(Page D-22)

• Sample 4: Family Studies 12Independent Living(Page D-27)

• Sample 5: Food Studies 11Hasta be Pasta(Page D-30)

• Sample 6: Food Studies 12Challenges in Food Preparation andPresentation(Page D-34)

D-8


• Sample 7: Textile Studies 11Design and Embellishment(Page D-39)

• Sample 8: Textile Studies 12Designing, Drafting, and Creating anOriginal Textile Product(Page D-44)

D-9


▼ SAMPLE 1: CAFETERIA TRAINING 11

Topic: Passport to Safety

Prescribed Learning Outcomes:



• use commercial kitchen tools andequipment in a safe manner

• operate and maintain a workingenvironment in accordance with Ministryof Health and Workers’ CompensationBoard standards

• demonstrate an understanding of therelationship between personal hygieneand safe food handling

Principles of Food Preparation


• use appropriate commercial food-serviceterminology

OVERVIEW

Before beginning food production in thecafeteria, the class participated in a unit onmethods of operating tools and equipment toensure safety of self and others. In this unit,new students worked with more experiencedstudents to refine their skills. When newstudents were able to demonstrate the safeuse of tools and equipment, they receivedtheir chefs’ hats and began food preparationin the cafeteria. Student assessment wasbased on:

• posters outlining safety procedures andsafe kitchen practices

• completed “passports”—assessment ofdemonstration of safe practices

• research projects on safe food andsanitation practices

PLANNING FOR ASSESSMENT AND EVALUATION

• To begin the unit, the teacher providedinstruction in safety rules and procedures.This included:- a discussion of causes and prevention of

the most common kitchen accidents(cuts, burns, falls, and strains)

- the importance of paying attention, basicsafety procedures, and correct liftingprocedures

- fire safety (e.g., use of fire extinguishers,procedures for extinguishing commonkitchen fires, preventive measures)

- a review of Workers’ CompensationBoard guidelines

• The class brainstormed a list of essentialsanitation and personal hygiene practices.Students viewed a video on safe foodhandling and personal hygiene, then addedinformation from the video to the list. Theythen worked in pairs to create posters andchecklists that summarized practices forsafe food handling.

• Students participated in a tour of the foodstations in the cafeteria. The teacher and asenior student identified and highlightedthe safe use of tools and equipment andalerted new students to potential hazards.

• Students rotated through the stations tobecome familiar with the equipment ineach area. The teacher or a senior studentdemonstrated how to use each machine,including cleaning and maintenance.Students were also shown the shut-downprocedures to follow before repairing orcleaning any machine. Students then listedthe operating instructions, safety issues,and shut-down procedures for each pieceof equipment or machine.

• Students were asked to demonstrate to twopeers their ability to operate, clean, and

D-10


maintain each piece of equipment in a safemanner. The demonstrations wereassessed using “passports” (rating scales)that listed key aspects of a successfulequipment demonstration. Each passportalso included a section where the studentwas asked to list appropriate commercialfood-service terminology.

• The teacher reviewed health issues, foodsafety, and personal hygiene rules. Eachstudent then researched a topic related toMinistry of Health and Workers’Compensation Board standards (e.g., pestcontrol, food-borne diseases, cleaning,sanitation procedures, chemical andbiological contaminants of food, and cross-contamination of food). They presentedtheir findings orally or in writing.

DEFINING THE CRITERIA

Poster

To what extent do students:

• highlight safety issues in the cafeteria• accurately summarize sanitation standards• describe correct Workers’ Compensation

Board standards• include procedures for preventing hazards

or injuries• present the information in a way that is

interesting and readable

Passport

Equipment Demonstration

To what extent does the student:

• demonstrate the correct sequence ofoperating instructions

• demonstrate safe operating and handlingof the equipment

• show the correct shut-down procedures• demonstrate safe and correct clean-up

procedures

• provide a complete and accuratedescription of the maintenance required

• provide a list of relevant emergencyprocedures

Glossary

To what extent does the glossary include:

• appropriate commercial food-service terms• accurate definitions for the terms• synonyms for the terms

Research Project

To what extent does the presentation include:

• complete and thorough research, based on avariety of sources

• accurate and specific information• points that are relevant and interesting to

the audience• practices that ensure safety• suggestions for improved sanitation and

safety• an organization that is easy to follow

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

Poster

The teacher, peers, and the pair that createdeach poster used a rating scale to assess thework.

Passport

Equipment Demonstration

Demonstrations by each student wereassessed by a team of two peers at eachstation. The teacher also assigned each studentto a specific piece of equipment for a formaldemonstration of his or her skills. In both peerand teacher assessments, students wererequired to receive ratings of 3 or above for allcriteria before they were allowed to use theequipment in food preparation.

D-11


Glossary

The teacher used a rating scale to assess theglossaries students included in theirpassports.

Research Project

Students’ research presentations or writtenreports were evaluated using a rating scale.

• highlights safety issues

• accurately summarizessanitation practices

• describes correct Workers’Compensation Boardstandards

• includes procedures forpreventing hazards or injuries

• presents the information in away that it interesting andreadable

Poster

PeerCriteria Comments

Rating

TeacherSelf

Key: 5—Outstanding4—Good3—Satisfactory2—Poor1—Incomplete

D-12


• correct sequence ofoperating instructions

• safe operating and handlingof the equipment

• correct shut-downprocedures

• safe and correct clean-upprocedures

• complete and accuratedescription of themaintenance required

• list of relevant emergencyprocedures

Passport(Equipment Demonstration: Peer Assessment)

PeerRating

PeerRating

PeerRating

PeerRating

PeerRating

Station/Equipment

Criteria

1. 2. 3. 4. 5.


D-13


• correct sequence of operatinginstructions

• safe operating and handling of theequipment

• correct shut-down procedures

• safe and correct clean-up procedures

• complete and accurate description ofthe maintenance required

• list of relevant emergency procedures

Passport(Equipment Demonstration: Teacher Assessment)

Student Name: ––––––––––––––––––––––––– Equipment: –––––––––––––––––––––––––

RatingCriteria Comments


D-14


• appropriate commercial food-serviceterms

• accurate definitions of the terms

• synonyms for the terms

Passport(Glossary)

Criteria Rating Comments

Key: 5—Outstanding4—Good3—Satisfactory2—Poor

D-15


All criteria are met, and the student has gone beyond expectationsto create a unique presentation. The research is complete andthorough, and a variety of sources are used (e.g., interviews, theInternet). The information is accurate, and the explanations aredetailed and specific, showing a clear understanding of the materialand issues. The presentation includes important safety practices andfurther suggestions to ensure the safety of self and others. Thematerial is organized effectively and has a positive impact on theaudience, encouraging them to implement the practices suggested.

All criteria are met, and the presentation is relevant and informative.The research is complete and thorough, and a variety of sources areused. The information is accurate, and the explanations show anunderstanding of the material and issues. The presentation includesimportant safety practices. The suggestions are somewhat helpful.The material is well organized and has a positive impact on most ofthe audience.

The criteria are met. Most of the presentation is relevant andinformative. The research is complete, although a limited number ofsources have been used. The information is generally accurate, andthe explanations show a basic understanding of the material andissues. The presentation includes most of the important safetypractices. Some of the suggestions are helpful. The material isgenerally well organized but does not have a strong or positiveimpact on the audience.

The presentation is not complete. More time and support is neededfor the student to successfully complete the presentation.

Research Project

Criteria

Outstanding

Good

Satisfactory

In Progress

Rating

D-16


▼ SAMPLE 2: CAFETERIA TRAINING 12

Topic: Fine Dining

Prescribed Learning Outcomes:



• demonstrate proficient use of commercialkitchen tools and equipment

• demonstrate safe food-handlingtechniques

Food Preparation


• demonstrate proficiency while preparingfoods in a hot-food station, cold-foodstation, and baking station

• demonstrate techniques required in:- protein cooking, when preparing meat,

fish, poultry, dairy products, andseafood

- starch cooking, when preparing grainsand legumes

- short-order cooking, when preparinghot and cold sandwiches, salads, andhors d’oeuvres

- preparation of desserts and baked goods- garnishing and food presentation

• use time effectively

Food Service


• demonstrate skills, attitudes, andbehaviours necessary for employment inthe food-service industry

OVERVIEW

Over several months, the class organized anumber of fine-dining nights during whichthey provided four-course meals tocustomers from the school and the

community. For these events, studentsworked collaboratively to plan, organize, andserve menus representative of finerestaurants.

This comprehensive unit providedopportunities for students to apply andextend many of the skills they had learned. Aschedule for each student was planned, andthey rotated through each food-preparationstation, demonstrating their skills inpreparing hot foods, cold foods, and desserts,as well as in serving. Evaluation was basedon:

• mock menus developed by students• planning, organization, and preparation

activities• prepared food products and service

PLANNING FOR ASSESSMENT AND EVALUATION

• Students reviewed safe handling proce-dures for kitchen tools and equipment,including which knives to use for specifictypes of cutting. The teacher reinforced theimportance of food safety practices,personal cleanliness, and sanitation toensure the safety of students and theircustomers. Students in groups thenbrainstormed safe food-handling practicesand used charts or webs to record theinformation. Students viewed oneanother’s representations and then wroteentries in their log books about safe food-handling practices that should be routinelyand consistently demonstrated in thekitchen.

• One student was chosen to help co-ordinateother students’ tasks and to ensure safety.

• Students viewed menus from variousestablishments, comparing cafeteria,restaurant, and institutional menus. As aclass, they critiqued one of the menus,analysing various factors (e.g., nutrition,

D-17


presentation, variety of menu items,culinary appeal, creativity). Each studentthen created and submitted a mock menu.

• Students visited local restaurants andinterviewed managers to find out aboutthe skills required by workers. Studentscompleted entries in their log booksoutlining their findings. For eachrestaurant visited, they also noted thedecor, floor plan, table settings, and foodpresentation.

• The class then decided on the dates andmenus for a series of four-course fine-dining nights.

• The teacher demonstrated the food-preparation techniques required for eachmenu as it came up in the timetable.Students rotated through the food stationsto practise the techniques. They receivedadditional support as required.

• For each fine-dining night, studentsorganized their time, prepared the food,set the tables, and served their customers.At the conclusion of each meal, theysubmitted time-management sheets,feedback from three customers, andwritten reflections on what they gainedfrom the experience.

DEFINING THE CRITERIA

Mock Menu

To what extent does the student:

• choose appropriate items for the menu• create an interesting menu• consider how the menu items complement

one another• organize the menu so that it is pleasing

and easy to read• display and describe the menu items in

appealing ways

Planning, Organization, and Preparation


• create a specific action plan outlining tasks• identify tasks that can be done prior to the

day of serving• identify tasks that need to be completed

immediately prior to serving• prepare necessary items ahead of time• anticipate equipment and supplies for

each task• monitor tasks that need to be completed• assist one another when tasks are complete• demonstrate proficient and safe use of

tools and equipment• demonstrate safe food-handling practices• serve food at the optimal time and

temperature

Food Products


• measure ingredients accurately or cutappropriately

• achieve the texture, colour, andappearance desired for the food

• cook and serve the food at the optimaltemperatures

• produce food that is flavourful• garnish and present the food in an

appealing way

Service and Table Setting


• provide an inviting table presentation• create an atmosphere by using items such

as flowers and candles• complete a table setting with all necessary

utensils• dress in a professional manner• serve the customers in a polite, hospitable

way

D-18


• remove and present food and utensils atappropriate times

• ask customers questions about their needsat appropriate times

ASSESSMENT AND EVALUATION OF STUDENT

PERFORMANCE

Mock Menu

Each mock menu was reviewed by two peersand the teacher and assessed using a ratingscale.


The teacher and students used a rating scaleto assess their planning, organization, andpreparation skills. Each student completed aself-assessment that noted personalstrengths, areas for development, andinsights gained.

Food Products and Service

A rating scale was used to evaluate both thefood products and food service. Each studentwas assessed by the teacher and threecustomers. (Customers were given feedbacksheets at the end of the meal.)

D-19


• menu items are appropriate

• menu is interesting

• menu items complement one another

• menu is organized and presented in a way that is pleasingand easy to read

• menu items are displayed and described in appealing ways

Comments

Strengths of the menu:

Suggestions to enhance the menu:

Mock Menu

CriteriaRating

PeerPeer Teacher

Key: 5—Excellent.4—Good.3—Satisfactory.2—Criteria not met in a satisfactory way.1—Incomplete; criteria not met.

D-20


• creates a specific action plan outlining tasks

• identifies tasks that can be done prior to the day of serving

• identifies tasks that need to be completed immediately prior to serving

• prepares necessary items ahead of time

• anticipates equipment and supplies for each task

• monitors tasks that need to be completed

• assists others when tasks are complete

• demonstrates proficient and safe use of tools and equipment

• demonstrates safe food-handling practices

• serves food at the optimal time and temperature

Comments

Areas of strength:

Areas for development:

Insights gained:

Key: 4—Student’s performance demonstrates excellence.3—Student’s performance is highly competent.2—Student’s performance is satisfactory.1—Student requires additional support and guidance.


Criteria Rating

D-21


Food Products and Service

RatingCriteria

Food Products Food Service

Outstanding

Good

Satisfactory

Weak

The food products demonstrateproficient measuring and preparation. Thetexture, colour, and appearance areappealing and are combined in interestingways. The taste is stimulating to the palate.The garnish and presentation areprofessional looking and create a feelingof anticipation.

The presentation of the table creates anatmosphere that is inviting. The use ofdecorative elements such as flowers andcandles contributes to a theme. The tableitems are in the appropriate places. Theserver is professional, polite, andhospitable, making the customer feelpampered. The server is attentive to theneeds of the customer without beingintrusive. The menu items are deliveredand removed at precisely the right timesand with a smile.

The food products demonstratecompetent measuring and preparation.The texture, colour, and appearance areappealing. The food is flavourful. Thegarnish and presentation are professionallooking.

The presentation of the table creates arelaxed atmosphere. The table items arein the appropriate places. The server isprofessional, polite, and attentive to theneeds of the customer. The menu itemsare delivered and removed at appropriatetimes. The server appears to enjoy servingthe customer.

Most of the food products demonstratebasic measuring and preparation skills. Thetexture, colour, and appearance aregenerally appealing. The food is flavourful.The garnish and presentation are notcarefully attended to.

The presentation of the table creates arelaxed atmosphere. Most table items areset in the appropriate places. The server isappropriately dressed and attentive to theneeds of the customer, but sometimesmisreads cues or messages. The menuitems are delivered and removed atappropriate times.

Some of the food products suggest thatthe student has not developed therequired measuring and preparation skills.The texture, colour, and appearance maybe unappealing. The food is somewhatflavourful but may be bland.

The presentation of the table does notenhance the dining experience. Sometable items may be missing orinappropriately placed. The server is notalways polite or appears not to enjoyserving the customer. The menu items arenot always delivered or removed atappropriate times.

Comments:

Acknowledgments

APPENDIX E

APPENDIX E: ACKNOWLEDGMENTS

E-2

E-3


Many people contributed their expertise to this document. The project co-ordinator was RosalieWilliams of the Curriculum and Resources Branch, working with evaluators and reviewers,Ministry of Education personnel and our partners in education. Additional reviews of thisIntegrated Resource Package were carried out by school districts, teacher organizations, andothers. We would like to thank all who participated in this process.

David AdamsBC Federation of Labour

Bruce BarnesBC Teachers’ Federation

Judy DallasBC Principals’ and Vice-Principals’Association

Keith GrayBusiness Council of BC

Clive HallNorthwest Community College

Bryan HartmanUniversity of Northern British Columbia

Dierdre LaforestBC Confederation of Parent AdvisoryCouncils

Jill McCafferyBC Teachers’ Federation

Linda PeteratUniversity of British Columbia

Terry RogerBC School Superintendents’ Association

Gordon SpringateOkanagan University College

Everette SurgenorBC School Superintendents’ Association

HOME ECONOMICS K TO 12 LEARNING OUTCOMES TEAM

Joseph DunhamSchool District No. 85 (Vancouver IslandNorth)

Sandra HodsonSchool District No. 14 (Southern Okanagan)

Jill McCafferySchool District No. 69 (Qualicum)

Leslie ParisSchool District No. 41 (Burnaby)

Suzanne SharpSchool District No. 57 (Prince George)

Margaret SuttonSchool District No. 59 (Peace River South)

Rosalie WilliamsSchool District No. 21 (Armstrong-Spallumcheen)

APPLIED SKILLS OVERVIEW TEAM


E-4

HOME ECONOMICS 11 AND 12 INTEGRATED RESOURCE PACKAGE TEAM

Kathryn ArmstrongSchool District No. 61 (Victoria)

Alison BellSchool District No. 04 (Windemere)

Nancy BennettSchool District No. 43 (Coquitlam)

Bevan DoyleSchool District No. 24 (Kamloops)

Marcia FrostSchool District No. 43 (Coquitlam)

Denise IsomuraSchool District No. 39 (Vancouver)

Bernie ListenerSchool District No. 47 (Powell River)

Leslie ParisSchool District No. 41 (Burnaby)

Sharon RelkeySchool District No. 80 (Kitimat)

Suzanne SharpSchool District No. 57 (Prince George)

Lilly (Wegner) SmithSchool District No. 24 (Kamloops)

Mary SobySchool District No. 62 (Sooke)

Glossary

APPENDIX F

APPENDIX F: GLOSSARY

F-2

F-3


The following defines terms used in this Integrated Resource Package as they pertain to homeeconomics.

American system of measurement Similar to the imperial system of measurement—based on ounces, pounds, gallons, quarts, pints,cups, tablespoons, and teaspoons.

career Paid and unpaid positions held by an individual,of which occupation is only one; includes work-related roles and volunteer activities.

care giving Caring for self and others by attending to social,emotional, intellectual, spiritual, and physicalaspects of growth and development; can occur inboth family and professional contexts.

culture A group of individuals or a society sharingcommon characteristics, patterns of behaviour,beliefs, or values. Cultures may be ethnic,national, religious, workplace-centred, or social.

drop spindle A simple tool used to draw and twist fibres intoyarn. An inexpensive drop spindle may be madeby piercing a potato with a headed nail.

eating habits Patterns or practices of food consumption basedon why, when, how, where, and what a personeats.

elements of design Line, form, space, colour, and texture; thesecomponents can be arranged to produce desiredeffects.

environment The physical, social, intellectual, aesthetic, andemotional surroundings that individuals andfamilies adapt to and modify.


F-4

family In one form or another, the basic unit of allsocieties. Familes are expected to perform certainfunctions, including providing the following: aneconomic base for the physical maintenance andcare of family members; an environment forgrowth, development, and socialization of itsmembers; and a unit for bringing new membersinto society and nurturing them thoughout life.Families may take various forms, such as childless,nuclear, single-parent, foster, extended, andblended.

FOODSAFE A certification program for food handlers in BritishColumbia.

gluten balls Ball-shaped mounds formed when wheat flour anda liquid are mixed, producing elastic-like strands ofprotein.

home A home meets the physical need for shelter. Ahome can also provide for psychological and socialneeds, including security, sense of belonging, andpersonal expression. A home reflects the lifestyleand values of the people living within it.

imperial system of measurement Based on ounces, pounds, gallons, quarts, pints,cups, tablespoons, and teaspoons.

kevlar A strong synthetic material used for constructingitems such as impact-resistant clothing.

metric system of measurement Based on metres, grams, and litres.

needs That which people require to survive.

nurturing The physical expression of loving care that is vitalto an individual’s development and growth.

principles of design Balance, proportion, emphasis, and rhythm; thesecomponents can be arranged to produce desiredeffects.

F-5


principles of nutrition Guidelines for a nutritious and balanced diet assupported by Health and Welfare Canada (e.g.,Canada’s Food Guide for Healthy Living andRecommended Dietary Allowances).

Recommended Nutrient Intake (RNI) A calculation of the daily amounts of nutrientsrequired by an individual.

resources Elements such as time, money, energy, skills, andmaterials that individuals can use to meet theirneeds and wants.

ritual A customarily repeated act that gives a sense oforder and purpose to life.

standard product A food or textile product that meets apredetermined set of criteria or standards.

wants That which people desire to improve the quality oflife.

well-being Optimum health based on responsible actions andpositive attitudes.

home economics 11 and 12 this irp was revised in april ... · cafeteria training 11 and 12 family...

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