Introduction

Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Home Economics Education, Business Education, Work Experience Education, Computer Education, and Industrial Arts Education. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guidelines have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and, some new guidelines have been developed.

A companion Practical and Applied Arts Handbook provides background on Core Curriculum philosophy, perspectives, and initiatives. The Handbook articulates a renewed set of goals for PAA. It presents additional information about the PAA area of study, the survey approach, work study, and related Transition-to-Work dimensions. In addition, a PAA Information Bulletin provides direction for administrators and others regarding the implementation of PAA courses. Lists of recommended resources for all guidelines will be compiled into a PAA Bibliography with periodic updates.

Philosophy and Rationale

The Commercial Cooking courses are designed to create an awareness of and to develop entry level food preparation skills for the food service industry. The food service industry is one of the largest employers in Canada. These courses are designed to give students the skills and practical experiences necessary to enter the cook trade or food service industry with confidence.

The study of food and cooking methods is essential to the cooking trade; therefore, lessons for students in cooking theory reinforce practical exercises. Students are also introduced to standards of professionalism that include the elements of personal hygiene and the qualities of good workers.

The Commercial Cooking courses are designed to provide students with the opportunity to challenge the Level I apprenticeship theory within the professional cook trade. Because a major focus of Level I is the use and maintenance of industry equipment, it is recommended that students experience practical components of the course using industry equipment and standards. This practise will help to ensure a successful student challenge of the apprenticeship examination. Practical experiences may be taught within a school setting where commercial kitchen facilities and cafeteria exist. Students may also acquire practical experience through optional work study modules that may include community resources.

Aim, Goals, and Foundational Objectives

The aim of Commercial Cooking is to provide students with the knowledge and skills necessary for entry level skills in the food service industry and/or to articulate with Level I in the professional cook trade.

Goals

Awareness: To become aware of required pre-employment skills within the food service industry.
Employability Skills: To develop team-building skills by working cooperatively with others.
Personal Management Skills: To promote self-esteem, confidence, and a positive attitude toward the food service industry.
Communications: To develop effective social and communication skills for business environments.
Connections Between School and Work: To create a connection between the world of school and the world of work.
Foundational Objectives

Foundational Objectives are the major, general statements that guide what each student is expected to achieve within the PAA curriculum. Both the Foundational Objectives for Commercial Cooking 10, 20, 30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Core Modules of the Commercial Cooking 10, 20, 30 curriculum include:

• To understand basic terminology and fundamental practises related to cooking.
• To use, maintain, and operate common kitchen tools and equipment.
• To understand and apply safety and sanitation practises when selecting, preparing, serving, and storing food.
• To clean, prepare, cook, and store foods using techniques to achieve suitable colour, flavour, and texture and maintain nutritive values.
• To understand the processes and participate in the preparation and presentation of a variety of foods.
• To prepare and present foods in an attractive, efficient, and logical manner.
• To be familiar with and practise emergency procedures.
• To be aware of career and job opportunities in the food service industry.
• To become familiar with the post-secondary training programs offered in Saskatchewan.
• To recognize, value, and develop the personal skills and abilities that apply to the workplace.
• To participate in a work study experience in a restaurant or institutional environment.

Common Essential Learnings

The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment of the Practical and Applied Arts (PAA) curriculum offers many opportunities to develop students knowledge, skills, and abilities. The purpose of the CELs is to assist students with learning concepts, skills, and attitudes necessary to make transitions to career, work, and adult life.

The CELs establish a link between the Transition-to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA curricula are: apprenticeship, career exploration/development, community project(s), employability skills, entrepreneurial skills, occupational skilling, personal accountability, processing of information, teamwork, and work study/experience. Throughout the PAA curricula, the CELs objectives are stated explicitly at the beginning of each module and are coded in this document, as follows:

COM = Communication
NUM = Numeracy
CCT = Critical and Creative Thinking
TL = Technological Literacy
PSVS = Personal and Social Values and Skills
IL = Independent Learning

It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.

Course Components and Considerations

The commercial cooking curriculum guidelines are designed for maximum flexibility. When choosing modules, the teacher should consider student needs, class size, facility capabilities, teacher training, teaching style, and the cost of supplies.

To ensure that students have the opportunity to gain credit toward the professional cook trade Apprenticeship program, a successful Level I challenge for students, if that route is chosen by the school, school facilities without a commercial kitchen or cafeteria must have access to commercial facilities within the community. Sites for the work study component of this curriculum may include hotels, restaurants, hospitals, cafeterias, bakeries, senior citizen care homes, and other locations. In addition to a work study experience, students should have contact with journeypersons as classroom guests or in interview situations.

The Learning Objectives identified in each module reflect the Foundational Objectives listed. This helps to ensure that students' experiences within the program are consistent with the overall aim and philosophy of this PAA program and, at the same time, provides the teacher with objectives that are assessable and measurable.

When designing and organizing students' learning experiences, the teacher should keep in mind the following factors and guidelines:

• It is imperative that students develop the skills, techniques, and attitudes required for the safe handling of tools, machines, and materials.
• The Learning Objectives are organized in the following sequence: introductory (10 level), intermediate (20 level), and advanced (30 level).
• As they progress through each of the modules from the introductory to the advanced levels, students assume increasing responsibilities for the planning and performing of tasks while the teacher's role shifts toward that of a facilitator.
• At the 20 and 30 levels, a work study component will help students achieve the career-related objectives.

Articulation

After completing all levels of this program and graduating from high school, students who wish to pursue commercial cooking to another level may challenge the written Level I examination and may receive time credit towards Journeyperson certification upon registering as an apprentice (see Appendix A). The Level I examination is administered by the Apprenticeship and Trade Certification Commission (ATCC) of Saskatchewan Post-Secondary Education and Skills Training.

Module Overview

Module Code	Modules	Suggested Time (hours)
COOK01	Module 1: Introduction to the Food Industry (Core)	5
COOK02A, B. C	Module 2A, B, C: Safety and Sanitation (Core)	13-28
COOK03A, B. C	Module 3A, B, C: Tools and Equipment (Core)	15
COOK04A, B. C	Module 4A, B, C: Kitchen Organization and Food Preparation (Core)	13-22
COOK05A, B. C	Module 5A, B, C: Stocks, Sauces, and Soups (Core)	18-27
COOK06A, B. C	Module 6A, B, C: Vegetables and Fruits (Core)	18-31
COOK07A, B. C	Module 7A, B, C: The Pantry (Core)	23-38
COOK08A, B. C	Module 8A, B, C: Starches (Core)	18-31
COOK09A, B. C	Module 9A, B, C: Baked Goods and Desserts (Core)	33-47
COOK10	Module 10: Meats, Poultry, and Seafood (Core)	20-30
COOK11	Module 11: Egg Cookery and Breakfast Preparation (Core)	10-15
COOK12	Module 12: Food Presentation, Garnish, and Decoration (Optional)	4-8
COOK13A, B	Module 13: Work Study Preparation and Follow-up Activities (Optional)	5-8
COOK14A, B	Module 14: Work Study (Optional)	25-50
COOK15	Module 15: Career Opportunities in Commercial Cooking (Core)	2-5

Suggested Course Configurations

Module Code	Modules	Suggested Time (hours)
	Commercial Cooking 10 Course (Introductory)
COOK01A	Module 1: Introduction to the Food Industry (Core)	5
COOK02A	Module 2: Safety and Sanitation (Core)	8-10
COOK03A	Module 3: Tools and Equipment (Core)	5
COOK04A	Module 4: Kitchen Organization and Food Preparation (Core)	5-10
COOK05A	Module 5: Stocks, Sauces, and Soups (Core)	3-6
COOK06A	Module 6: Vegetables and Fruits (Core)	5-10
COOK07A	Module 7: The Pantry (Core)	15-20
COOK08A	Module 8: Starches (Core)	10-15
COOK09A	Module 9: Baked Goods and Desserts (Core)	15-20
COOK15	Module 15: Career Opportunities in Commercial Cooking (Core)	2-5
	Total Minimum	100
	Commercial Cooking 20 Course (Intermediate)
COOK02B	Module 2: Safety and Sanitation (Core)	8
COOK03B	Module 3: Tools and Equipment (Core)	5
COOK04B	Module 4: Kitchen Organization and Food Preparation (Core)	4-6
COOK05B	Module 5: Stocks, Sauces, and Soups (Core)	10-15
COOK06B	Module 6: Vegetables and Fruits (Core)	10-15
COOK07B	Module 7: The Pantry (Core)	3-8
COOK08B	Module 8: Starches (Core)	5-10
COOK09B	Module 9: Baked Goods and Desserts (Core)	10-15
COOK11	Module 11: Egg Cookery and Breakfast Preparation (Core)	10-15
COOK13A	Module 13: Work Study Preparation and Follow-up Activities (Optional)	5-8
COOK14A	Module 14: Work Study (Optional)	25-50
	Total Minimum	100
	Commercial Cooking 30 Course (Advanced)
COOK02C	Module 2: Safety and Sanitation (Core)	5-10
COOK03C	Module 3: Tools and Equipment (Core)	5
COOK04C	Module 4: Kitchen Organization and Food Preparation (Core)	4-6
COOK05C	Module 5: Stocks, Sauces, and Soups (Core)	5-10
COOK06C	Module 6: Vegetables and Fruits (Core)	3-6
COOK07C	Module 7: The Pantry (Core)	5-10
COOK08C	Module 8: Starches (Core)	3-5
COOK09C	Module 9: Baked Goods and Desserts (Core)	8-12
COOK10	Module 10: Meats, Poultry, and Seafood (Optional)	20-30
COOK12	Module 12: Food Presentation, Garnish, and Decoration (Optional)	4-8
COOK13B	Module 13: Work Study Preparation and Follow-up Activities (Optional)	5-8
COOK14B	Module 14: Work Study (Optional)	25-50
	Total Minimum	100