Sample 1: Cafeteria Training 11

Topic: Passport to Safety

Prescribed Learning Outcomes:

Safety, Sanitation, and Equipment

It is expected that students will:

• use commercial kitchen tools and equipment in a safe manner
• operate and maintain a working environment in accordance with Ministry of Health and Workers' Compensation Board standards
• demonstrate an understanding of the relationship between personal hygiene and safe food handling

It is expected that students will:

• use appropriate commercial food-service terminology

Overview

Before beginning food production in the cafeteria, the class participated in a unit on methods of operating tools and equipment to ensure safety of self and others. In this unit, new students worked with more experienced students to refine their skills. When new students were able to demonstrate the safe use of tools and equipment, they received their chefs' hats and began food preparation in the cafeteria. Student assessment was based on:

• posters outlining safety procedures and safe kitchen practices
• completed "passports"­assessment of demonstration of safe practices
• research projects on safe food and sanitation practices

Planning for Assessment and Evaluation

• To begin the unit, the teacher provided instruction 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, basic safety procedures, and correct lifting procedures
  • fire safety (e.g., use of fire extinguishers, procedures for extinguishing common kitchen fires, preventive measures)
  • a review of Workers' Compensation Board guidelines
• The class brainstormed a list of essential sanitation and personal hygiene practices. Students viewed a video on safe food handling and personal hygiene, then added information from the video to the list. They then worked in pairs to create posters and checklists that summarized practices for safe food handling.
• Students participated in a tour of the food stations in the cafeteria. The teacher and a senior student identified and highlighted the safe use of tools and equipment and alerted new students to potential hazards.
• Students rotated through the stations to become familiar with the equipment in each area. The teacher or a senior student demonstrated how to use each machine, including cleaning and maintenance. Students were also shown the shut-down procedures to follow before repairing or cleaning any machine. Students then listed the operating instructions, safety issues, and shut-down procedures for each piece of equipment or machine.
• Students were asked to demonstrate to two peers their ability to operate, clean, and maintain each piece of equipment in a safe manner. The demonstrations were assessed using "passports" (rating scales) that listed key aspects of a successful equipment demonstration. Each passport also included a section where the student was asked to list appropriate commercial food-service terminology.
• The teacher reviewed health issues, food safety, and personal hygiene rules. Each student then researched a topic related to Ministry of Health and Workers' Compensation Board standards (e.g., pest control, food-borne diseases, cleaning, sanitation procedures, chemical and biological contaminants of food, and cross-contamination of food). They presented their 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

Equipment Demonstration

To what extent does the student:

• demonstrate the correct sequence of operating instructions
• demonstrate safe operating and handling of the equipment
• show the correct shut-down procedures
• demonstrate safe and correct clean-up procedures
• provide a complete and accurate description of the maintenance required
• provide a list of relevant emergency procedures

To what extent does the glossary include:

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

To what extent does the presentation include:

• complete and thorough research, based on a variety 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 created each poster used a rating scale to assess the work.

Passport

Equipment Demonstration

Demonstrations by each student were assessed by a team of two peers at each station. The teacher also assigned each student to a specific piece of equipment for a formal demonstration of his or her skills. In both peer and teacher assessments, students were required to receive ratings of 3 or above for all criteria before they were allowed to use the equipment in food preparation.

Glossary

The teacher used a rating scale to assess the glossaries students included in their passports.

Research Project

Students' research presentations or written reports were evaluated using a rating scale.

	Rating
Criteria	Self	Peer	Teacher	Comments
highlights safety issues
accurately summarizes sanitation practices
describes crorect Workers' Compensation Board standards
includes procedures for preventing hazards or injuries
presents the information in a way that is interesting and readable

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Poor
     1­Incomplete

Station/Equipment	1.	2.	3.	4.	5.
Criteria	Peer Rating	Peer Rating	Peer Rating	Peer Rating	Peer Rating
correct sequence of operating instructions
safe operating and handling of the equipment
correct shut-down procedures
safe and correct clean-up procedures
complete and accurate description of the maintenance required
list of relevant emergency procedures

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Poor
     1­Incomplete

Student Name: ____________________________    Equipment: ____________________________
Criteria	Rating	Comments
correct sequence of operating instructions
safe operating and handling of the equipment
correct shut-down procedures
safe and correct clean-up procedures
complete and accurate description of the maintenance required
list of relevant emergency procedures

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Poor
     1­Incomplete

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Poor

Rating	Criteria
Outstanding	All criteria are met, and the student has gone beyond expectations to create a unique presentation. The research is complete and thorough, and a variety of sources are used (e.g., interviews, the Internet). The information is accurate, and the explanations are detailed and specific, showing a clear understanding of the material and issues. The presentation includes important safety practices and further suggestions to ensure the safety of self and others. The material is organized effectively and has a positive impact on the audience, encouraging them to implement the practices suggested.
Good	All criteria are met, and the presentation is relevant and informative. The research is complete and thorough, and a variety of sources are used. The information is accurate, and the explanations show an understanding of the material and issues. The presentation includes important safety practices. The suggestions are somewhat helpful. The material is well organized and has a positive impact on most of the audience.
Satisfactory	The criteria are met. Most of the presentation is relevant and informative. The research is complete, although a limited number of sources have been used. The information is generally accurate, and the explanations show a basic understanding of the material and issues. The presentation includes most of the important safety practices. Some of the suggestions are helpful. The material is generally well organized by does not have a strong or positive impact on the audience.
In Progress	The presentation is not complete. More time and support is needed for the student to successfully complete the presentation.

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