Prescribed Learning Outcomes
It is expected that students will:
- demonstrate skills necessary to prepare 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
To view the prescribed learning outcomes for Cafeteria Training - Food Preparation in grade 12 click on an icon below.
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Suggested Instructional Strategies
Success in food preparation and service requires the ability to prepare flavourful, attractive, and nutritious foods in a cost- and time-effective manner. Students develop these skills as they prepare various items for their cafeteria program.
- Plan the rotation of products in the hot-food station so 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 experiments demonstrating the effects of heat, acid, and alkali on the pigment, texture, and taste of vegetables.
- Plan the rotation of products in the cold-food station so that students practise various preparation methods. Products could include salads (e.g., moulded, accompaniment, main-dish, dessert) and sandwiches (e.g., simple, open-faced, multilayered, tea). Where possible, focus on Canadian recipes.
- Plan the rotation of products in the baking station so that students practise various preparation methods. Products could include quick breads, pies, cookies, cakes, and frostings.
- Ask students to chart the processes used to prepare chicken-based soups, from boning the chicken through to producing stock and making the soup. Have them prepare variations, using both homemade stock and a commercial soup base. Ask students to compare the two products in terms of taste, nutrition, cost, and preparation time.
- Invite students to work in pairs to prepare a product (e.g., cheese scones) using a standard recipe. Ask them to compare the yield, taste, texture, and appearance of the products they produce. Challenge students to use this information to explain the importance of portion and quality control in commercial food service.
Suggested Assessment Strategies
- Suggest that students keep log books or portfolios to record recipes they prepare, dates they work in each station, and tours they attend. Ask students to regularly self-assess their work. Prompts might be provided, such as:
- Recipes for food products I prepared that were highly successful include ____________________. I attribute the success of these to ____________________.
- I would modify the preparation of ____________________by ____________________.
- An example of my use of creativity or problem solving in food preparation is ____________________.
- Ways I have improved in my organization are ____________________. This is shown by ____________________.
- Effective strategies I have used to manage my time are ____________________.
- Before students prepare food products, discuss the specific techniques and practices to be demonstrated as well as relevant assessment criteria. Criteria might include:
- 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 its preparation, 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
Recommended Learning Resources
Print Materials
- Professional Cooking, Third Edition
Video
Multimedia
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