Access to personal or commercial food preparation facility.

Transcription

1 COURSE FOD1010: FOOD BASICS Level: Prerequisite: Description: Parameters: Outcomes: Introductory None Students learn safe and sanitary food handling procedures, equipment care, comprehension of recipes and the importance of efficient work habits. Access to personal or commercial food preparation facility. The student will: 1. describe and demonstrate factors relating to safety and sanitation 1.1 identify the need for personal hygiene 1.2 demonstrate appropriate hand-washing techniques 1.3 demonstrate proper sanitization of equipment and workspace 1.4 demonstrate ability to leave food preparation area in an appropriate fashion 1.5 practise appropriate workspace safety focusing on: prevention of accidents; e.g., back safety, slip and trip hazards, burns, cuts injury treatment blood-borne pathogens; e.g., minor cuts, blood spills 1.6 select and safely use available tools and equipment when: measuring preparing mixing cooking serving 2. research common methods of hazard assessment and control 2.1 describe the three key elements of WHMIS 2.2 identify WHMIS hazard symbols 2.3 interpret the Material Safety Data Sheet (MSDS) 2.4 describe the location or placement of a chemical storage area and the proper storage of chemicals 2.5 apply the requirements of WHMIS to a food preparation area by: describing environmental protections and material handling used in food preparation describing personal protective equipment (PPE) and practices used in food preparation 3. demonstrate food choices in relation to Eating Well with Canada s Food Guide 3.1 analyze one food choice in relation to Eating Well with Canada s Food Guide 3.2 identify sources and functions of the following leader nutrients: water macronutrients micronutrients 4. demonstrate knowledge and skills in the planning, preparing and evaluating of basic food recipes 4.1 use accepted recipe language 4.2 prepare a minimum of five recipes that emphasize: cooperative teamwork safety and sanitation Introductory CTS, HRH: FOD1010 / 1 Alberta Education, Alberta, Canada 2010

2 4.2.3 measurement techniques recipe terminology/modifications use of available kitchen equipment 4.3 complete a nutritional analysis of one prepared recipe 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. make personal connections to the cluster content and processes to inform possible pathway choices 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 6.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1010 Introductory 2010 Alberta Education, Alberta, Canada

3 COURSE FOD1020: CONTEMPORARY BAKING Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students develop and demonstrate an understanding of traditional and contemporary baking focusing on basic measuring techniques, preparation methods, role of ingredients and the proper use of equipment for baked goods. Access to a personal or commercial food preparation facility. The student will: 1. identify the role of baked goods in the Canadian diet 1.1 discuss the ethnic diversity of baked goods 1.2 describe baked goods in relation to Eating Well with Canada s Food Guide, considering: macronutrients micronutrients 1.3 evaluate personal considerations; e.g., healthy choices, allergies 2. identify and describe the factors involved in the preparation of baked products 2.1 examine the role of key baking ingredients, including: flours fats sugars and sugar substitutes; e.g., white/brown sugar, molasses, sweeteners, honey, applesauce eggs chemical leavening agents; e.g., baking soda, baking powder liquids flavouring agents optional ingredients; e.g., raisins, cheese, vegetables, chocolate chips 2.2 identify mixing methods employed in the preparation of baked products 2.3 recognize the need for accuracy in measuring 2.4 demonstrate safe and correct use of tools and equipment in the baking area 3. demonstrate correct preparation methods for the production of a variety of baked goods 3.1 examine quick breads, categorizing them by their characteristics and preparation techniques, including: muffin method biscuit method conventional cake method 3.2 differentiate among the various categories of cookies, including: dropped rolled molded refrigerator pressed bar 3.3 compare the one-bowl method and the creaming method for shortened cakes Introductory CTS, HRH: FOD1020 / 1 Alberta Education, Alberta, Canada 2010

4 3.4 identify the proper use of baking equipment related to: accuracy in measuring/scaling correct mixing procedures appropriate pan preparation baking and determining doneness altering and varying recipes according to instructions/wellness compensating for failures and defects 4. identify contemporary methods of baking that emphasize wellness in baked goods 4.1 discuss the use of fats and alternatives in baking; e.g., applesauce, puréed prunes 4.2 discuss the use of whole grains and fibre in baking 4.3 analyze a baked product that has been modified; e.g., gluten free, low fat 4.4 identify a current nutritional issue related to baked goods; e.g., fat substitutes, food labelling, allergies, obesity, trans fats 5. demonstrate knowledge and skills in the planning, preparing and evaluating of contemporary baked products 5.1 prepare a minimum of five recipes that emphasize: muffin method biscuit method conventional cake method a baking method focusing on ethnic diversity a modified recipe to focus on creating a healthier alternative 5.2 alter and vary basic recipes according to instructions 5.3 identify and describe characteristics of quality baked products 5.4 compensate for failures and defects 6. identify and demonstrate safe and sanitary practices 6.1 maintain a clean, sanitary, safe work area 6.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens; e.g., minor cuts, blood spills bacteria, viruses, fungi safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 6.3 use all materials, products and implements appropriately 6.4 clean, sanitize and store materials, products and implements correctly 6.5 dispose of waste materials in an environmentally safe manner 7. demonstrate basic competencies 7.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 7.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 2 / CTS, HRH: FOD1020 Introductory 2010 Alberta Education, Alberta, Canada

5 7.3 demonstrate teamwork skills to: work with others participate in projects and tasks 8. make personal connections to the cluster content and processes to inform possible pathway choices 8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 8.2 create a connection between a personal inventory and occupational choices Introductory CTS, HRH: FOD1020 / 3 Alberta Education, Alberta, Canada 2010

6 COURSE FOD1030: SNACKS & APPETIZERS Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students apply the importance of snacks and appetizers related to lifestyle, by making nutritious, as well as delicious, snacks and appetizers. Access to personal or commercial food preparation facility. The student will: 1. describe factors that affect snack choices 1.1 describe what constitutes a snack 1.2 discuss the extent of snacking in a select group, considering: factors influencing snack choices frequency of snacking snacks chosen 1.3 describe the role of snacks and appetizers in socializing, considering: friendship activities hospitality 2. describe snacks and appetizers in relation to the guidelines in Eating Well with Canada s Food Guide 2.1 describe the positive and negative impacts of snacks on nutrition and wellness 2.2 identify the following nutritional components of snacks and appetizers: kilocalories fat sugar fibre sodium 2.3 discuss methods for adjusting recipes for snacks and appetizers to ensure a healthy choice 3. demonstrate knowledge and skills in the planning, preparing and evaluating of various snacks and appetizers 3.1 prepare a minimum of five snacks or appetizers 3.2 evaluate snacks, considering: nutritional value cost time environmental issues; e.g., packaging 4. identify and demonstrate safe and sanitary practices 4.1 maintain a clean, sanitary, safe work area 4.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards Introductory CTS, HRH: FOD1030 / 1 Alberta Education, Alberta, Canada 2010

7 4.3 use all materials, products and implements appropriately 4.4 clean, sanitize and store materials, products and implements correctly 4.5 dispose of waste materials in an environmentally safe manner 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. make personal connections to the cluster content and processes to inform possible pathway choices 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 6.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1030 Introductory 2010 Alberta Education, Alberta, Canada

8 COURSE FOD1040: MEAL PLANNING 1 Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students develop an understanding of planning, preparation and evaluation of balanced healthy meals. Access to personal or commercial food preparation facility. The student will: 1. describe factors influencing food choices 1.1 identify factors that affect food choices when selecting foods and planning meals, including: nutrition resources; e.g., time, skills, energy, financial considerations, equipment family and/or cultural traditions 1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders 1.3 discuss special dietary considerations 1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering: types of food supply stores food merchandising; e.g., food storage, food packaging comparative shopping; e.g., label information, food grades 2. identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals for varying lifestyles and special occasions 2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as: preparing a grocery list estimating costs buying and storing foods time management nutrient value of foods and meals preparation techniques skill level availability of tools and equipment presentation of foods 2.2 evaluate one meal according to one or more of the following: nutrition preparation time cost preparation techniques 3. identify and demonstrate safe and sanitary practices 3.1 maintain a clean, sanitary, safe work area 3.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases Introductory CTS, HRH: FOD1040 / 1 Alberta Education, Alberta, Canada 2010

9 3.2.4 blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 3.3 use all materials, products and implements appropriately 3.4 clean, sanitize and store materials, products and implements correctly 3.5 dispose of waste materials in an environmentally safe manner 4. demonstrate basic competencies 4.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 4.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 4.3 demonstrate teamwork skills to: work with others participate in projects and tasks 5. make personal connections to the cluster content and processes to inform possible pathway choices 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 5.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1040 Introductory 2010 Alberta Education, Alberta, Canada

10 COURSE FOD1050: FAST & CONVENIENCE FOODS Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students consider budget, time, quality of food and food alternatives by making wise choices in the buying, using and preparing of fast foods and convenience foods. Access to personal or commercial food preparation facility. The student will: 1. identify and compare the variety, availability and nutritional components of fast foods and convenience foods 1.1 examine various commercial fast-food outlets, considering: commercial food philosophy of eat with your eyes competitive advertising and marketing techniques nutritional value of fast foods cost responses to public pressure, including global marketing considerations, environmental considerations, nutritional considerations, and laws relating to safety, sanitation and food production 1.2 interpret information provided on convenience food packaging related to: mandatory requirements voluntary information 1.3 identify methods to nutritionally enhance/fortify fast and convenience foods 1.4 compare a variety of fast and convenience foods with their nutritionally enhanced counterparts, considering: carbohydrates proteins fats vitamins and minerals 2. demonstrate knowledge and skills in the planning, preparing and evaluating of fast foods and simple convenience foods 2.1 prepare a variety of convenience foods from: mixes; e.g., muffins, cookies, beverages, pizzas, cakes partially prepared foods; e.g., pizza crusts, burgers or chicken patties, vegetarian burgers, fish sticks, cookie dough entirely prepared foods; e.g., dinners, perogies, fish and chips, sausage rolls, samosas, doughnuts, croissants scratch; e.g., fried chicken, pizza roll-ups, chicken nuggets 2.2 evaluate prepared foods; e.g., nutrition, cost, preparation time, palatability 3. identify and demonstrate safe and sanitary practices 3.1 maintain a clean, sanitary, safe work area 3.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques Introductory CTS, HRH: FOD1050 / 1 Alberta Education, Alberta, Canada 2010

11 3.2.3 infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 3.3 use all materials, products and implements appropriately 3.4 clean, sanitize and store materials, products and implements correctly 3.5 dispose of waste materials in an environmentally safe manner 4. demonstrate basic competencies 4.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 4.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 4.3 demonstrate teamwork skills to: work with others participate in projects and tasks 5. make personal connections to the cluster content and processes to inform possible pathway choices 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 5.2 create a connection between a personal inventory and occupational choices. 2 / CTS, HRH: FOD1050 Introductory 2010 Alberta Education, Alberta, Canada

12 COURSE FOD1060: CANADIAN HERITAGE FOODS Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students become aware of how food in Canada today reflects the country s history and origins by examining food patterns and customs, and by analyzing and preparing ethnic foods. Access to personal or commercial food preparation facility. The student will: 1. identify and describe ethnic influences on food and food patterns within the community 1.1 research and compare and food patterns and food customs of early Canadian lifestyles 1.2 assess and compare the past and the present in terms of: availability of food constraints adaptation of resources for provision of food 1.3 research regional Canadian food patterns and customs 1.4 identify cultural influence on food patterns and food customs, considering: religion beliefs values geography climate of homeland family arrangements traditions 2. demonstrate knowledge and skills in the planning, preparing and evaluating of early Canadian regional and/or ethnic Canadian foods 2.1 plan, prepare and evaluate a minimum of three recipes, considering: equipment ingredients special techniques presentation style of service 2.2 analyze foods/meals prepared; e.g., nutrition, cost, preparation time, acceptability of food products 3. identify and demonstrate safe and sanitary practices 3.1 maintain a clean, sanitary, safe work area 3.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards Introductory CTS, HRH: FOD1060 / 1 Alberta Education, Alberta, Canada 2010

13 3.3 use all materials, products and implements appropriately 3.4 clean, sanitize and store materials, products and implements correctly 3.5 dispose of waste materials in an environmentally safe manner 4. demonstrate basic competencies 4.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 4.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 4.3 demonstrate teamwork skills to: work with others participate in projects and tasks 5. make personal connections to the cluster content and processes to inform possible pathway choices 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 5.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1060 Introductory 2010 Alberta Education, Alberta, Canada

14 COURSE FOD1070: FARM TO TABLE Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students explore the basic steps involved in planting, growing and harvesting a plant commodity or in raising, growing and finishing an animal commodity in Alberta, and identify how the finished product is incorporated into a recipe. Access to personal or commercial food preparation facility. The student will: 1. demonstrate an understanding of the significance of agriculture to Alberta 1.1 identify how Alberta agricultural products can be used in the daily diet 1.2 examine the scope and significance of Alberta s agricultural industry, considering: economic contributions environmental stewardship impact on food choices and diets 1.3 identify Alberta grown products used by fast-food restaurants 2. identify and describe the basic steps and procedures involved in producing a plant or an animal commodity 2.1 explore a plant s or an animal s physical growth requirements 2.2 describe plant or animal health 2.3 identify equipment and buildings required 2.4 describe the role of the producers throughout the stages of production 2.5 explore consumer perceptions of agriculture production of products 2.6 identify and address one or more myths related to farming; e.g., hormones, food value of organic versus conventional products, brown eggs versus white eggs 3. demonstrate knowledge and skills in the planning, preparing and evaluating of Alberta grown agricultural products 3.1 prepare a minimum of five recipes based on local food products rich in: carbohydrates; e.g., bread from grain, salads/soups from vegetables or fruit protein; e.g., cheese, locally produced meat products 3.2 identify steps in developing a product from a locally grown food and prepare the food; e.g., preparing jam from local fruits or berries 4. identify and demonstrate safe and sanitary practices 4.1 maintain a clean, sanitary, safe work area 4.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 4.3 use all materials, products and implements appropriately 4.4 clean, sanitize and store materials, products and implements correctly 4.5 dispose of waste materials in an environmentally safe manner Introductory CTS, HRH: FOD1070 / 1 Alberta Education, Alberta, Canada 2010

15 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. make personal connections to the cluster content and processes to inform possible pathway choices 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 6.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1070 Introductory 2010 Alberta Education, Alberta, Canada

16 COURSE FOD1080: FOOD & NUTRITION BASICS Level: Prerequisite: Description: Parameters: Outcomes: Introductory FOD1010: Food Basics Students learn about leader nutrients, what foods they are found in, how such foods affect performance and future health as they participate in healthy food preparation. Access to a personal or commercial food preparation facility. The student will: 1. identify and explain the interrelationships among food choices, nutrients and wellness 1.1 identify sources and explain functions of the leader nutrients, including: water carbohydrates; e.g., sugar, starch, cellulose proteins fats fat-soluble vitamins water-soluble vitamins minerals 1.2 explain the effects of cooking and processing of leader nutrients 1.3 describe the relationship of food choices with: wellness illness; e.g., heart disease, cancers, diabetes, obesity, eating disorders 2. describe the importance of health issues and eating habits 2.1 apply healthy food choices in relation to Eating Well with Canada s Food Guide 2.2 determine individual dietary requirements 2.3 create a personal dietary analysis 2.4 recognize alternative and culturally diverse menus 2.5 identify correct serving sizes 2.6 provide examples of healthy snacks and how they relate to the food groups 2.7 design and analyze a balanced meal in relation to: food groups leader nutrients 3. interpret nutrition information 3.1 analyze reliable and unreliable nutrition information 3.2 examine and interpret information on food labels or other sources 4. demonstrate knowledge and skills in the planning, preparing and evaluating of nutritious foods 4.1 prepare, compare and/or analyze a minimum of five recipes that emphasize: the four food groups and related nutrients a modified recipe; e.g., fibre content, fat content, type of fat, sugar content use in a meal 4.2 complete a nutritional analysis of one prepared recipe Introductory CTS, HRH: FOD1080 / 1 Alberta Education, Alberta, Canada 2010

17 5. identify and demonstrate safe and sanitary practices 5.1 maintain a clean, sanitary, safe work area 5.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 5.3 use all materials, products and implements appropriately 5.4 clean, sanitize and store materials, products and implements correctly 5.5 dispose of waste materials in an environmentally safe manner 6. demonstrate basic competencies 6.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 6.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 6.3 demonstrate teamwork skills to: work with others participate in projects and tasks 7. make personal connections to the cluster content and processes to inform possible pathway choices 7.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 7.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1080 Introductory 2010 Alberta Education, Alberta, Canada

18 COURSE FOD1910: FOD PROJECT A Level: Prerequisite: Description: Parameters: Introductory None Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant. Introductory project courses must connect with a minimum of two CTS courses, one of which must be at the introductory level and be in the same occupational area as the project course. The other CTS course(s) can be either at the same level or at the intermediate level from any occupational area. Project courses cannot be connected to other project courses or practicum courses. All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal. Outcomes: The teacher/student will: 1. identify the connection between this project course and two or more CTS courses 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables 1.2 explain how these outcomes are being connected to the project and/or performance deliverables 2. propose the project and/or performance 2.1 identify the project and/or performance by: preparing a plan clarifying the purposes defining the deliverables specifying time lines explaining terminology, tools and processes defining resources; e.g., materials, costs, staffing 2.2 identify and comply with all related health and safety standards 2.3 define assessment standards (indicators for success) 2.4 present the proposal and obtain necessary approvals The student will: 3. meet goals as defined within the plan 3.1 complete the project and/or performance as outlined 3.2 monitor the project and/or performance and make necessary adjustments 3.3 present the project and/or performance, indicating the: outcomes attained relationship of outcomes to goals originally set Introductory CTS, HRH: FOD1910 / 1 Alberta Education, Alberta, Canada 2010

19 3.4 evaluate the project and/or performance, indicating the: processes and strategies used recommendations on how the project and/or performance could have been improved 4. demonstrate basic competencies 4.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 4.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 4.3 demonstrate teamwork skills to: work with others participate in projects and tasks 5. make personal connections to the cluster content and processes to inform possible pathway choices 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences 5.2 create a connection between a personal inventory and occupational choices 2 / CTS, HRH: FOD1910 Introductory 2010 Alberta Education, Alberta, Canada

20 COURSE FOD2030: FOOD DECISIONS & HEALTH Level: Prerequisite: Description: Parameters: Supporting Course: Outcomes: Intermediate FOD1010: Food Basics Students learn how to balance the energy equation by using strategies for food intake analysis and preparing appropriate foods that help fuel the body efficiently and effectively. Access to a personal or commercial food preparation facility. FOD1080: Food & Nutrition Basics The student will: 1. describe the relationships between body image, wellness, healthy eating and active living 1.1 describe basic body shapes 1.2 identify psychological and social factors that influence body image 1.3 describe body composition, considering the following factors: health costs of unhealthy lifestyle choices; e.g., tobacco use for weight management, fad diets, physical inactivity body weight versus body composition methods of measuring body composition variables in ideal body composition 1.4 discuss why most diets are ineffective and interfere with natural metabolism and hunger regulation, and: formulate and apply criteria for evaluation of diets compare concepts of maintaining a healthy body weight versus dieting to manage weight 2. describe strategies for achieving and maintaining adequate food intake, according to Eating Well with Canada s Food Guide, and healthy active living, according to Canada s Physical Activity Guide to Healthy Active Living 2.1 predict the impact of food intake and active living on the energy balance equation and changes in energy input and energy output by: evaluating factors influencing energy input analyzing the significance of food patterns in altering energy input differentiating among factors that affect energy output comparing energy output required for different types and levels of physical activity discussing goals for achieving and maintaining healthy body composition 2.2 analyze personal energy balance equation 3. demonstrate knowledge and skill in the planning, preparing and evaluating of suitable foods for achieving growth and development during teen years 3.1 select, prepare and evaluate a minimum of five recipes suitable for healthy living 3.2 prepare a homemade snack and compare the nutritional values to a comparable commercial snack; e.g., granola, granola bar, cookies, muffins 3.3 select, prepare and evaluate the effectiveness of foods in meeting the goals of optimal nutrition, considering: different cooking methods; e.g., deep-fried potatoes versus oven-baked potatoes varying ingredients; e.g., fat substitution with fruit purée Intermediate CTS, HRH: FOD2030 / 1 Alberta Education, Alberta, Canada 2010

21 3.4 plan, prepare and evaluate a healthy balanced meal to assist with the achievement of: growth and development during teen years healthy body weight 4. identify and demonstrate safe and sanitary practices 4.1 maintain a clean, sanitary, safe work area 4.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 4.3 use all materials, products and implements appropriately 4.4 clean, sanitize and store materials, products and implements correctly 4.5 dispose of waste materials in an environmentally safe manner 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. identify possible life roles related to the skills and content of this cluster 6.1 recognize and then analyze the opportunities and barriers in the immediate environment 6.2 identify potential resources to minimize barriers and maximize opportunities 2 / CTS, HRH: FOD2030 Intermediate 2010 Alberta Education, Alberta, Canada

22 COURSE FOD2040: CAKE & PASTRY Level: Prerequisite: Description: Parameters: Supporting Course: Outcomes: Intermediate FOD1010: Food Basics Students expand their knowledge and skills in the production of a variety of cake and pastry products. Access to a personal or commercial food preparation facility. FOD1020: Contemporary Baking The student will: 1. identify the role of cake and pastry products in Canadian cuisine 1.1 discuss the nutritional value of cakes and pastries, e.g., angel food cake versus shortened cakes, considering: sugar and fat content energy value variances in nutritional value of cakes and pastries 1.2 discuss the role of cakes and pastries for: social occasions cultural traditions 2. describe the preparation methods for cake and pastry products 2.1 describe the function of key ingredients in the production of cakes and pastries, including: shortened cakes; e.g., eggs, fats, leavening agents foam cakes; e.g., cake flour versus all-purpose flour, eggs short crust pastry; e.g., lard, shortening, oil, liquid specialty pastries; e.g., choux paste, puff pastry, phyllo pastry 2.2 demonstrate baking skills, including: accuracy in measurement techniques correct mixing procedures correct pan preparation baking and determining doneness altering and varying basic recipes; e.g., instructions, nutritional value identifying quality standards compensating for failures and defects 3. identify contemporary methods for creating cake and pastry products 3.1 identify a pastry product that has been modified; e.g., oil pastry 3.2 discuss the use of commercial products in the production of cake and pastry products; e.g., puff pastry, phyllo pastry, cake mixes 4. demonstrate correct preparation methods for the production of a variety of cake and pastry products 4.1 examine the following types of cakes, categorizing them by their characteristics and preparation techniques: conventional cake one-bowl cake two-stage cake foam cake Intermediate CTS, HRH: FOD2040 / 1 Alberta Education, Alberta, Canada 2010

23 4.2 discuss various fillings and icings 4.3 examine the following pastry products, categorizing them by their characteristics and preparation techniques: short crust pastry specialty pastry 5. demonstrate knowledge and skills in the planning, preparing and evaluating of cakes and pastries 5.1 use accepted recipe language 5.2 prepare a minimum of five products from the following list, each of which meets or exceeds accepted food standards: shortened cake; e.g., chocolate foam cake; e.g., angel food, chiffon decorated cake short crust pastry; e.g., custard pie, fruit pie, tarts specialty pastry; e.g., cream puffs, turnovers, strudel ethnic product; e.g., tourtière, baklava contemporary baking method; e.g., convenience mix, oil pastry 5.3 alter and vary basic recipes according to instructions 5.4 assess products; e.g., cost, nutrition, preparation time, quality standards 5.5 compensate for failures and defects 6. identify and demonstrate safe and sanitary practices 6.1 maintain a clean, sanitary, safe work area 6.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 6.3 use all materials, products and implements appropriately 6.4 clean, sanitize and store materials, products and implements correctly 6.5 dispose of waste materials in an environmentally safe manner 7. demonstrate basic competencies 7.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 7.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 7.3 demonstrate teamwork skills to: work with others participate in projects and tasks 8. identify possible life roles related to the skills and content of this cluster 8.1 recognize and then analyze the opportunities and barriers in the immediate environment 8.2 identify potential resources to minimize barriers and maximize opportunities 2 / CTS, HRH: FOD2040 Intermediate 2010 Alberta Education, Alberta, Canada

24 COURSE FOD2050: BREAD PRODUCTS Level: Prerequisite: Description: Parameters: Supporting Course: Outcomes: Intermediate FOD1010: Food Basics Students describe the role of ingredients and use specialized skills in working with bread products. Access to personal or commercial food preparation facility. FOD1020: Contemporary Baking The student will: 1. discuss various influences that affect the choices of bread products 1.1 examine nutritional value of bread products 1.2 identify ethnic considerations 1.3 evaluate personal considerations; e.g., healthy choices, allergies 1.4 investigate global considerations; e.g., cost, safety, convenience, availability 2. identify and describe the factors involved in the preparation of unleavened and yeast products 2.1 identify the following ingredients and their roles in the preparation of bread products: flour sugars and sugar substitutes; e.g., white/brown sugar, molasses, sweeteners, honey, applesauce salt yeast; e.g., the types of yeast and their use, the correct handling of yeast liquids fat eggs optional ingredients; e.g., raisins, dates, cheese 2.2 identify and describe mixing methods employed in the preparation of the following bread products: unleavened bread leavened bread; e.g., traditional, rapid-mix, batter, bread machine 2.3 compare various shaping techniques and surface treatments used for bread products 2.4 demonstrate the proper use of baking skills related to: accuracy in scaling/measuring correct mixing procedures appropriate pan preparation baking and determining doneness altering and varying basic recipes; e.g., ingredients/quantity, wellness identifying quality standards compensating for failures and defects 2.5 describe bread products according to identified quality standards 2.6 identify appropriate storage and handling of baked bread products Intermediate CTS, HRH: FOD2050 / 1 Alberta Education, Alberta, Canada 2010

25 3. demonstrate knowledge and skills in the planning, preparing and evaluating of cakes and pastries 3.1 prepare and evaluate a minimum of four bread products, including: unleavened bread; e.g., tortilla, crepe, pancake, chapatti, naan, roti yeast bread alternative bread product used for wellness; e.g., sprouted grain flour, bread flour, rice flour specialty bread; e.g., sweet dough, rolls, ethnic 3.2 alter and vary basic recipes according to instructions 3.3 assess products; e.g., cost, nutrition, preparation time, quality standards 3.4 compensate for failures and defects 4. identify and demonstrate safe and sanitary practices 4.1 maintain a clean, sanitary, safe work area 4.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 4.3 use all materials, products and implements appropriately 4.4 clean, sanitize and store materials, products and implements correctly 4.5 dispose of waste materials in an environmentally safe manner 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. identify possible life roles related to the skills and content of this cluster 6.1 recognize and then analyze the opportunities and barriers in the immediate environment 6.2 identify potential resources to minimize barriers and maximize opportunities 2 / CTS, HRH: FOD2050 Intermediate 2010 Alberta Education, Alberta, Canada

26 COURSE FOD2060: MILK PRODUCTS & EGGS Level: Prerequisite: Description: Parameters: Supporting Course: Outcomes: Intermediate FOD1010: Food Basics Students develop skills in using milk products and eggs by examining how to retain their nutritional value and quality through a variety of preparation and presentation methods. Access to a personal or commercial food preparation facility. FOD1080: Food & Nutrition Basics The student will: 1. identify the importance of a variety of milk products and eggs available 1.1 identify and compare various milk products, considering: nutritional value range of products; e.g., milk alternatives, soy, rice dietary concerns processing safe storage and handling 1.2 identify and compare various cheese products, considering: range of products/source regional and cultural significance contents nutritional value dietary concerns processing safe storage and handling 2. develop an understanding of a variety of eggs and egg products available 2.1 identify and compare various eggs and egg products, considering: nutritional value range of products; e.g., pasteurized egg products, egg substitutes dietary concerns processing safe storage and handling 3. describe the role of milk in various cooking applications 3.1 relate milk to principles of protein cookery 3.2 account for problems that may develop when milk is heated and/or exposed to chemical agents, including: tannins acids salt 4. describe the role of cheese in various cooking applications 4.1 relate cheese to principles of protein cookery 4.2 address concerns regarding cooking temperature and prolonged cooking Intermediate CTS, HRH: FOD2060 / 1 Alberta Education, Alberta, Canada 2010

27 5. describe the role of eggs in various cooking applications 5.1 relate eggs to principles of protein cookery 5.2 identify the following functions of eggs in cooking: thickening agent leavening agent emulsifying agent binding and/or coating agent 6. demonstrate the principles of milk and egg cookery in the preparation, presentation and evaluation of milk and eggs products 6.1 prepare a minimum of five recipes, including: one cooked milk dish; e.g., milk sauce, cream soup or pudding one cooked cheese dish; e.g., macaroni and cheese one egg dish that demonstrates a function of eggs; e.g., thickening, leavening, emulsifying, coating, glazing or binding one ethnic or special dietary restricted dish various milk products and eggs incorporated into a meal 6.2 evaluate one prepared dish; e.g., nutrition, cost, preparation time, quality standards 7. identify and demonstrate safe and sanitary practices 7.1 maintain a clean, sanitary, safe work area 7.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 7.3 use all materials, products and implements appropriately 7.4 clean, sanitize and store materials, products and implements correctly 7.5 dispose of waste materials in an environmentally safe manner 8. demonstrate basic competencies 8.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 8.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 8.3 demonstrate teamwork skills to: work with others participate in projects and tasks 9. identify possible life roles related to the skills and content of this cluster 9.1 recognize and then analyze the opportunities and barriers in the immediate environment 9.2 identify potential resources to minimize barriers and maximize opportunities 2 / CTS, HRH: FOD2060 Intermediate 2010 Alberta Education, Alberta, Canada

28 COURSE FOD2070: SOUPS & SAUCES Level: Prerequisite: Description: Parameters: Supporting Course: Outcomes: Intermediate FOD1010: Food Basics Students combine stocks with various thickening agents to produce hearty soups and sauces. Access to a personal or commercial food preparation facility. FOD1080: Food & Nutrition Basics The student will: 1. identify the role of sauces in cuisine 1.1 describe the following foundation/mother sauces: béchamel velouté/brown brown tomato hollandaise 1.2 identify the composition of the following thickening agents: roux whitewash cornstarch 1.3 describe the following flavouring agents: mirepoix bouquet garni ready-mixed/instant 1.4 describe methods of preparation 1.5 discuss nutritional value 1.6 explain application for which they are most suited 2. describe the role of soups in cuisine 2.1 identify the following types of soups: clear soups thick soups specialty soups 2.2 discuss the nutritional value of soups prepared from scratch versus commercial product 2.3 describe the key thickening and flavouring agents in the production of soups 2.4 identify methods for presenting soups 3. demonstrate the principles of soup and sauce cookery in the preparation, presentation and evaluation of soup and sauce products 3.1 prepare a minimum of five recipes, including: two types of sauces one savory, one sweet two types of soup prepared from scratch cream soup, broth soup one innovative nutritionally enhanced soup based on a commercial product 3.2 compare a commercially prepared sauce to product prepared by student(s) 3.3 compare a commercially prepared soup to product prepared by student(s) Intermediate CTS, HRH: FOD2070 / 1 Alberta Education, Alberta, Canada 2010

29 4. identify and demonstrate safe and sanitary practices 4.1 maintain a clean, sanitary, safe work area 4.2 apply universal precautions related to: personal protective equipment (PPE); e.g., hair coverings, aprons, gloves hand-washing techniques infectious diseases blood-borne pathogens bacteria, viruses, molds safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards 4.3 use all materials, products and implements appropriately 4.4 clean, sanitize and store materials, products and implements correctly 4.5 dispose of waste materials in an environmentally safe manner 5. demonstrate basic competencies 5.1 demonstrate fundamental skills to: communicate manage information use numbers think and solve problems 5.2 demonstrate personal management skills to: demonstrate positive attitudes and behaviours be responsible be adaptable learn continuously work safely 5.3 demonstrate teamwork skills to: work with others participate in projects and tasks 6. identify possible life roles related to the skills and content of this cluster 6.1 recognize and then analyze the opportunities and barriers in the immediate environment 6.2 identify potential resources to minimize barriers and maximize opportunities 2 / CTS, HRH: FOD2070 Intermediate 2010 Alberta Education, Alberta, Canada