Grade 12 -
Cafeteria Training - Principles of Food Preparation

develop a range of menus based on social trends, 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, and vegetable cooking

To view the prescribed learning outcomes for Cafeteria Training - Principles of Food Preparation in grade 11 click on an icon below.

Plan a field trip to a flight kitchen or similar institution to investigate the menus offered for customers with special dietary needs (e.g., religious requirements, food allergies, vegetarianism). To assist their own customers who have special dietary needs, students could make labels for the products sold in their school cafeteria, listing all ingredients.
Invite students to research the cultural origins and uses of herbs and spices. Suggest that they collect and prepare recipes featuring these flavourings.
Show a video to review receiving, storage, and inventory control of food items. Have students apply the information they have learned when acting as stock managers or purchasing assistants for the cafeteria.
Outline the principles of tenderizing meat protein, including both mechanical and chemical methods. Plan menu rotations so that students demonstrate these methods during class activities.
To illustrate the effects of heat on connective tissue, have students compare suggested cooking times, temperatures, and cooking methods in various recipes 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 and critique the results.

Have students bring in favourite muffin or quick-bread recipes from home and convert the measurements from imperial to metric using conversion tables. Ask them to also convert the yield to 6 or 24 servings. Have students check their conversions using software. Note the extent to which:
- their manual conversions correspond to the computer-generated figures
- they make appropriate adaptations for yield
As students plan menus based on cultural influences, 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