Sample 2: Cafeteria Training 12

Topic: Fine Dining

Prescribed Learning Outcomes:

Safety, Sanitation, and Equipment

It is expected that students will:

• demonstrate proficient use of commercial kitchen tools and equipment
• demonstrate safe food-handling techniques

It is expected that students will:

• demonstrate proficiency while preparing 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 preparing grains and legumes
• short-order cooking, when preparing hot and cold sandwiches, salads, and hors d'oeuvres
• preparation of desserts and baked goods
• garnishing and food presentation
• use time effectively

It is expected that students will:

• demonstrate skills, attitudes, and behaviours necessary for employment in the food-service industry

Overview

Over several months, the class organized a number of fine-dining nights during which they provided four-course meals to customers from the school and the community. For these events, students worked collaboratively to plan, organize, and serve menus representative of fine restaurants.

This comprehensive unit provided opportunities for students to apply and extend many of the skills they had learned. A schedule for each student was planned, and they rotated through each food-preparation station, demonstrating their skills in preparing hot foods, cold foods, and desserts, as well as in serving. Evaluation was based on:

• 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 specific types of cutting. The teacher reinforced the importance of food safety practices, personal cleanliness, and sanitation to ensure the safety of students and their customers. Students in groups then brainstormed safe food-handling practices and used charts or webs to record the information. Students viewed one another's representations and then wrote entries in their log books about safe food-handling practices that should be routinely and consistently demonstrated in the kitchen.
• One student was chosen to help co-ordinate other students' tasks and to ensure safety.
• Students viewed menus from various establishments, comparing cafeteria, restaurant, and institutional menus. As a class, they critiqued one of the menus, analysing various factors (e.g., nutrition, presentation, variety of menu items, culinary appeal, creativity). Each student then created and submitted a mock menu.
• Students visited local restaurants and interviewed managers to find out about the skills required by workers. Students completed entries in their log books outlining their findings. For each restaurant visited, they also noted the decor, floor plan, table settings, and food presentation.
• The class then decided on the dates and menus for a series of four-course fine-dining nights.
• The teacher demonstrated the food-preparation techniques required for each menu as it came up in the timetable. Students rotated through the food stations to practise the techniques. They received additional support as required.
• For each fine-dining night, students organized their time, prepared the food, set the tables, and served their customers. At the conclusion of each meal, they submitted time-management sheets, feedback from three customers, and written reflections on what they gained from 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

To what extent do students:

• 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

To what extent do students:

• measure ingredients accurately or cut appropriately
• achieve the texture, colour, and appearance desired for the food
• cook and serve the food at the optimal temperatures
• produce food that is flavourful
• garnish and present the food in an appealing way

To what extent do students:

• 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
• remove and present food and utensils at appropriate times
• ask customers questions about their needs at appropriate times

Assessment and Evaluation of Student Performance

Mock Menu

Each mock menu was reviewed by two peers and the teacher and assessed using a rating scale.

Planning, Organization, and Preparation

The teacher and students used a rating scale to assess their planning, organization, and preparation skills. Each student completed a self-assessment that noted personal strengths, areas for development, and insights gained.

Food Products and Service

A rating scale was used to evaluate both the food products and food service. Each student was assessed by the teacher and three customers. (Customers were given feedback sheets at the end of the meal.)

	Rating
Criteria	Peer	Peer	Teacher
menu items are appropriate
menu is interesting
menu items complement one another
menu is organized and presented in a way that is pleasing and easy to read
menu items are displayed and described in appealing ways
Comments Stengths of the menu: Suggestions to enhance the menu:

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

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

	Criteria
Rating	Food Products	Food Service
Outstanding	The food products demonstrate proficient measuring and preparation. The texture, colour, and appearance are appealing and are combined in interesting ways. The taste is stimulating to the palate. The garnish and presentation are professional looking and create a feeling of anticipation.	The presentation of the table creates an atmosphere that is inviting. The use of decorative elements such as flowers and candles contributes to a theme. The table items are in the appropriate places. The server is professional, polite, and hospitable, making the customer feel pampered. The server is attentive to the needs of the customer without being intrusive. The menu items are delivered and removed at precisely the right times and with a smile.
Good	The food products demonstrate competent measuring and preparation. The texture, colour, and appearance are appealing. The food is flavourful. The garnish and presentation are professional looking.	The presentation of the table creates a relaxed atmosphere. The table items are in the appropriate places. The server is professional, polite, and attentive to the needs of the customer. The menu items are delivered and removed at appropriate times. The server appears to enjoy serving the customer.
Satisfactory	Most of the food products demonstrate basic measuring and preparation skills. The texture, colour, and appearance are generally appealing. The food is flavourful. The garnish and presentation are not carefully attended to.	The presentation of the table creates a relaxed atmosphere. Most table items are set in the appropriate places. The server is appropriately dressed and attentive to the needs of the customer, but sometimes misreads cues or messages. The menu items are delivered and removed at appropriate times.
Weak	Some of the food products suggest that the student has not developed the required measuring and preparation skills. The texture, colour, and appearance may be unappealing. The food is somewhat flavourful but may be bland.	The presentation of the table does not enhance the dining experience. Some table items may be missing or inappropriately placed. The server is not always polite or appears not to enjoy serving the customer. The menu items are not always delivered or removed at appropriate times.
Comments:

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