High School Catering 1 Curriculum Essentials Document

Transcription

1 High School Catering 1 Curriculum Essentials Document Boulder Valley School District Department of CTEC March 2012

2 INTRODUCTION H20 and H21: Catering 1 and 2 This course sequence offers a curriculum leading to careers in the hospitality industry. Catering 1 enables students to gain basic culinary skills leading to entry level jobs. Catering 2 is a continuation that enables students to join the industry at a higher level. The current trend for occupations within the catering/hospitality industry is showing steady growth, and is 0.4% above average for occupational growth. Topics included are: Career paths in the hospitality industry, food safety and sanitation procedures, use of food service equipment, menu planning, food preparation methods and techniques, food service management, leadership and customer service. In completing these courses, students also acquire interpersonal, teamwork and problem solving skills. Students completing these classes can receive practical arts or elective credit. An articulation agreement with Front Range Community College dated July 1, 2009 exists, providing for students who complete these courses to receive credit at Front Range. 6/21/2012 BVSD Curriculum Essentials 2

3 Catering 1 Overview Course Description Broaden your understanding and appreciation of food! Learn about nutrition and food preparation while applying new skills in a lab experience and catering events. Projects reflect worldwide culinary traditions, while respecting current diet and nutrition guidelines. Class format includes hands-on instruction, cooperative activities, individual and group projects, and guest speakers. Topics at a Glance Food Safety and Sanitation Working in the Kitchen Meal Planning Nutrition Dessert Preparation Family Career and Community Leaders of America Industry Practices Protein Food Preparation Cereal and Grain Preparation Fruit and Vegetable preparation Assessments Labs, projects, Classroom Blogs, Selected Readings, Analysis, Teacher Designed assessment and performance Catering 1 and 2 are hands-on classes and the topics above are often incorporated into the preparation and performance of labs and projects. Learning teamwork, time management and interpersonal skills are essential parts of the classes and are embedded in all activities. 6/21/2012 BVSD Curriculum Essentials 3

4 Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. 1. CTE Essential Skills: Academic Foundations ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster. Prepared Graduate Competencies in the CTE Essential Skills standard: Complete required training, education, and certification to prepare for employment in a particular career field Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities 2. CTE Essential Skills: Communications Standards ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information Prepared Graduate Competencies in the CTE Essential Skills standard: Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace 3. CTE Essential Skills: Problem Solving and Critical Thinking ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation. 6/21/2012 BVSD Curriculum Essentials 4

5 Prepared Graduate Competencies in the CTE Essential Skills standard: Employ critical thinking skills independently and in teams to solve problems and make decisions Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers Conduct technical research to gather information necessary for decision-making 4. CTE Essential Skills: Safety, Health, and Environmental ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance Prepared Graduate Competencies in the CTE Essential Skills standard: Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health 5. CTE Essential Skills: Leadership and Teamwork ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives Prepared Graduate Competencies in the CTE Essential Skills standard: Employ leadership skills to accomplish organizational skills and objectives 6/21/2012 BVSD Curriculum Essentials 5

6 6. CTE Essential Skills: Employability and Career Development ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills Prepared Graduate Competencies in the CTE Essential Skills standard: Indentify and demonstrate positive work behaviors and personal qualities needed to be employable Develop skills related to seeking and applying for employment to find and obtain a desired job 6/21/2012 BVSD Curriculum Essentials 6

7 COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS Colorado s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado s best kept secret for: Relevant & rigorous learning Raising achievement among all students Strengthening Colorado s workforce & economy Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs. ALIGNMENT REQUIRED BY SB Preschool through elementary and secondary education - aligned standards - adoption - revisions. 2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section , C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards. STANDARDS REVIEW AND ALIGNMENT PROCESS Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved: NATIONAL BENCHMARK REVIEW Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes. 6/21/2012 BVSD Curriculum Essentials 7

8 COLORADO CONTENT TEAMS REVIEW The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.) 6/21/2012 BVSD Curriculum Essentials 8

9 ACADEMIC ALIGNMENT REVIEW In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed. CURRENT STATUS One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs. 52 pathways with validated academic alignments 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways) 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge. Available for review at: 6/21/2012 BVSD Curriculum Essentials 9

10 Colorado Career & Technical Education Standards Academic Alignment Reference System The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of Essential Skills was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program. Organization Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills. Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses. Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success. Prepared Completer Competency This level targets the big ideas in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be course specific but grow with the student s progression through the sequence of courses. Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do? Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter) 6/21/2012 BVSD Curriculum Essentials 10

11 Academic Alignments Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria: It was a point where technical and academic content naturally collided; The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and It could be assessed for both academic and technical understanding. Colorado s CTE programs have had academic alignments dating back to the early 1990 s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited. With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school. For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the Evidence Outcome level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A. 6/21/2012 BVSD Curriculum Essentials 11

12 The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention. 6/21/2012 BVSD Curriculum Essentials 12

13 6/21/2012 BVSD Curriculum Essentials 13

14 6/21/2012 BVSD Curriculum Essentials 14

15 6/21/2012 BVSD Curriculum Essentials 15

16 6/21/2012 BVSD Curriculum Essentials 16

17 Hospitality & Tourism Restaurants, Food & Beverage Services (Catering) Colorado Hospitality & Tourism (Family and Consumer Sciences FACS) Standards CATR.01 Integrate knowledge, skills, and practices required for careers in food production and services. CATR Analyze career paths within the food production and food services industries. CATR a Explain the roles, duties, and functions of individuals engaged in food production and services CATR b Analyze opportunities for employment and entrepreneurial endeavors. CATR c Summarize education and training requirements and opportunities for career paths in food production and services. CATR d Analyze the role of professional organizations in food production and services. CATR Demonstrate food safety and sanitation procedures. CATR a Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food handling processes to minimize the risks of food borne illness. CATR b Practice good personal hygiene/health procedures, including dental health and weight management, and report symptoms of illness. CATR c Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. 6/21/2012 BVSD Curriculum Essentials 17

18 CATR d Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products. CATR e Analyze current types of cleaning materials and sanitizers for proper uses and safety hazards. CATR f Use Occupational Safety and Health Administration s (OSHA) Right to Know Law and Materials Safety Data Sheets (MSDS) and explain their requirements in safe handling and storage of hazardous materials. CATR g Demonstrate ability to maintain necessary records to document time and temperature control, HACCP, employee health, maintenance of equipment, and other elements of food preparation, storage, and presentation. CATR Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment. CATR a Operate tools and equipment following safety procedures and OSHA requirements. CATR b Maintain tools and equipment following safety procedures and OSHA requirements. CATR c Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. CATR d Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving, including hand tools and small ware. CATR Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. CATR a Use computer based menu systems to develop and modify menus. CATR b Apply menu-planning principles to develop and modify menus. CATR c Analyze food, equipment, and supplies needed for menus. CATR d Develop a variety of menu layouts, themes, and design styles. CATR e Prepare requisitions for food, equipment, and supplies to meet production requirements. CATR f Apply principles of Measurement, Portion Control, Conversions, Food Cost Analysis and Control, Menu Terminology, and Menu Pricing to menu planning. CATR Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. 6/21/2012 BVSD Curriculum Essentials 18

19 CATR a Demonstrate professional skills in safe handling of knives, tools, and equipment. CATR b Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. CATR c Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques. CATR d Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety of foods. CATR e Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques. CATR f Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques. CATR g Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. CATR h Demonstrate professional plating, garnishing, and food presentation techniques. CATR i Examine the applicability of convenience food items. CATR Demonstrate implementation of food service management and leadership functions. CATR a Implement marketing plan for food service operations. CATR b Apply principles of inventory management, labor cost and control techniques, production planning and control, and facilities management to front and back of house operations. CATR Demonstrate the concept of internal and external customer service. CATR a Analyze the role of quality service as a strategic component of exceptional performance. CATR b Demonstrate quality services that meet industry standards in the food service industry. CATR c Analyze the relationship between employees and customer satisfaction. CATR d Apply strategies for addressing and resolving complaints. CATR e Demonstrate sensitivity to diversity and individuals with special needs. CATR.02 Family & Consumer Sciences National Reasoning for Action Standards 6/21/2012 BVSD Curriculum Essentials 19

20 CATR Evaluate reasoning for self and others. CATR a Analyze different types of reasoning (e.g., scientific, practical, interpersonal). CATR Analyze recurring and evolving family, workplace, and community standards. CATR a Classify different types of concerns (e.g., theoretic, technical, practical) and possible methods for addressing them. CATR b Describe recurring and evolving concerns facing individuals, families, workplaces and communities. CATR c Describe conditions and circumstances that create or sustain recurring and evolving concerns. CATR Analyze practical reasoning components. CATR a Differentiate types of knowledge needed for reasoned action: value-ends, goals, contextual factors, possible actions and consequences. CATR b Analyze short-term and long-term consequences on self, family, culture/society, and global environment. CATR c Analyze assumptions that underly beliefs and actions. CATR Implement practical reasoning for responsible action in families, workplaces and communities. CATR a Synthesize information from a variety of sources that are judged to be reliable. CATR b Describe a particular recurring and evolving individual, family, workplace, or community concern. CATR c Generate reasonable actions for reaching goals/valued ends for a particular concern. CATR d Justify possible reasons and actions based on valued ends and information that is judged to be adequate and reliable. CATR e Select an action supported by justified reasons, valued ends, contextual conditions, and positive consequences of actions. CATR f Evaluate actions and results including consequences on self, others, culture/society, and global environment. CATR g Evaluate practical reasoning processes. CATR Demonstrate scientific inquiry and reasoning to gain factual knowledge and test theories on which to base judgments for action. 6/21/2012 BVSD Curriculum Essentials 20

21 CATR a Draw conclusions based on data and information that are judged to be reliable. Colorado Hospitality & Tourism Reading, Writing and Communication Alignments CATR.01 Integrate knowledge, skills, and practices required for careers in food production and services. CATR Analyze career paths within the food production and food services industries. CATR a Explain the roles, duties, and functions of individuals engaged in food production and services careers. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.2-GLE.2-EO.c Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts CATR b Analyze opportunities for employment and entrepreneurial endeavors. RWC10-GR.10-S.4-GLE.1-EO.d Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR c Summarize education and training requirements and opportunities for career paths in food production and services. RWC10-GR.11-S.3-GLE.2-EO.a Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W ), i. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), 6/21/2012 BVSD Curriculum Essentials 21

22 counterclaims, reasons, and evidence. (CCSS: W a), ii. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (CCSS: W b), iii. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W c), iv. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W d), v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W e) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR d Analyze the role of professional organizations in food production and services. RWC10-GR.12-S.2-GLE.2-EO.c Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts CATR Demonstrate food safety and sanitation procedures. CATR a Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food handling processes to minimize the risks of food borne illness. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR b Practice good personal hygiene/health procedures, including dental health and weight management, and report symptoms of illness. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) 6/21/2012 BVSD Curriculum Essentials 22

23 CATR c Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR d Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR f Use Occupational Safety and Health Administration s (OSHA) Right to Know Law and Materials Safety Data Sheets (MSDS) and explain their requirements in safe handling and storage of hazardous materials. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR g Demonstrate ability to maintain necessary records to document time and temperature control, HACCP, employee health, maintenance of equipment, and other elements of food preparation, storage, and presentation. RWC10-GR.11-S.3-GLE.2-EO.a Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W ), i. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (CCSS: W a), ii. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (CCSS: W b), iii. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, 6/21/2012 BVSD Curriculum Essentials 23

24 and between claim(s) and counterclaims. (CCSS: W c), iv. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W d), v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W e) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment. CATR a Operate tools and equipment following safety procedures and OSHA requirements. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR b Maintain tools and equipment following safety procedures and OSHA requirements. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR c Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry standards and OSHA requirements. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR d Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving, including hand tools and small ware. 6/21/2012 BVSD Curriculum Essentials 24

25 RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. CATR c Analyze food, equipment, and supplies needed for menus. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR f Apply principles of Measurement, Portion Control, Conversions, Food Cost Analysis and Control, Menu Terminology, and Menu Pricing to menu planning. RWC10-GR.12-S.3-GLE.3-EO.c Seek and use an appropriate style guide to govern conventions for a particular audience and purpose CATR Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. CATR a Demonstrate professional skills in safe handling of knives, tools, and equipment. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR b Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to 6/21/2012 BVSD Curriculum Essentials 25

26 collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR c Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR d Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety of foods. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to 6/21/2012 BVSD Curriculum Essentials 26

27 discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR e Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and 6/21/2012 BVSD Curriculum Essentials 27

28 understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR f Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR g Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. 6/21/2012 BVSD Curriculum Essentials 28

29 RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR h Demonstrate professional plating, garnishing, and food presentation techniques. RWC10-GR.10-S.1-GLE.2-EO.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL ) a.i-come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL a) a.ii-support others in discussions, activities, and presentations through active listening. a.iii-listen actively in groups to accomplish a goal. a.iv-contribute effectively in both small and large groups to collaboratively accomplish a goal. a.v-choose specific words for intended effect on particular audiences. a.vi-facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal. a.vii-propel conversations by posing and responding to questions that relate the current discussion to broader 6/21/2012 BVSD Curriculum Essentials 29

30 themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL b). a.viii- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL c) RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.2-EO.d Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities CATR i Examine the applicability of convenience food items. RWC10-GR.11-S.4-GLE.2-EO.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts CATR Demonstrate implementation of food service management and leadership functions. CATR a Implement marketing plan for food service operations. RWC10-GR.12-S.3-GLE.2-EO.g Draw a conclusion by synthesizing information RWC10-GR.12-S.3-GLE.3-EO.a Follow the conventions of standard English to write varied, strong, correct, complete sentences CATR b Apply principles of inventory management, labor cost and control techniques, production planning and control, and facilities management to front and back of house operations. RWC10-GR.11-S.4-GLE.2-EO.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts CATR Demonstrate the concept of internal and external customer service. CATR a Analyze the role of quality service as a strategic component of exceptional performance. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) 6/21/2012 BVSD Curriculum Essentials 30

31 CATR b Demonstrate quality services that meet industry standards in the food service industry. RWC10-GR.11-S.1-GLE.1-EO.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) CATR d Apply strategies for addressing and resolving complaints. RWC10-GR.11-S.1-GLE.1-EO.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.1-EO.e Choose specific words and word order for intended effect and meaning CATR e Demonstrate sensitivity to diversity and individuals with special needs. RWC10-GR.11-S.4-GLE.1-EO.a Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W ) RWC10-GR.12-S.1-GLE.1-EO.f Select appropriate technical or specialized language CATR.02 Family & Consumer Sciences National Reasoning for Action Standards CATR Evaluate reasoning for self and others. CATR a Analyze different types of reasoning (e.g., scientific, practical, interpersonal). RWC10-GR.11-S.4-GLE.2-EO.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts 6/21/2012 BVSD Curriculum Essentials 31