Grade 11 -
Cafeteria Training - Food Service

Prescribed Learning Outcomes

• identify and evaluate factors that affect the food-service industry
• serve food and beverages in a professional manner
• describe career opportunities in the food-service industry
• describe skills, attitudes, and behaviours necessary for employment in the food-service industry
• demonstrate an understanding of employment issues related to the food-service industry

To view the prescribed learning outcomes for Cafeteria Training - Food Service in grade 12 click on an icon below.

Suggested Instructional Strategies

• Invite students to view television programs and commercials for two hours and track all the food shown or mentioned. Have them analyse how the media may affect customers' food choices and influence trends in the food-service industry.
• Ask students to interview representatives from food-service operations of their choice to find out about the start-up procedures, staffing, and finances involved in operating a food-service outlet. Have students report their findings to the class.
• Have students research the evolution of the restaurant industry (e.g., kitchen organization, use of technology, employment issues, skills required) and present their findings in short reports.
• Lead the class in a brainstorming session about the importance of personal appearance in successful customer service. Have students develop a list of acceptable appearance standards.
• Ask students in small groups to role-play simulations involving customer complaints. Have other students critique each presentation and offer alternative solutions for each scenario.
• Have students reflect on and describe occasions when they dealt with customers in negative ways. Ask them to identify behaviour changes they would now incorporate to ensure more positive outcomes.
• Plan a field trip to a trade show, hotel, hospital, or postsecondary institution and have students investigate careers, equipment, and trends in the Canadian food industry. Ask them to present their findings in reports or portfolios.
• Invite a guest speaker (e.g., food and beverage manager, employment counsellor) to the class to discuss issues in the food-service industry (e.g., related to minorities, gender, employee health, seasonal employment, economics). Have students summarize the discussion in their log books.

• Keep ongoing, systematic records of observations of students' attitudes, skills, and degree of professionalism. Note the extent to which students demonstrate:
  • 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 involving dissatisfied customers, have the class discuss and assess each presentation. Criteria for assessment might 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 a variety of sources, including interviews (conducted in person, by telephone, or by e-mail) with people in the industry who have direct knowledge of the pertinent issues. Students may present their findings orally 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

• Professional Cooking, Third Edition

• Food Preservation: The Principles of Food Preservation

• On Cooking

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