Learning Objectives |
Notes |
| 12.1 To appreciate attractive food presentations. (PSVS) |
Discuss the phrase "the eye eats first" and the importance of appearance in preparing food for the public. Show many examples of food presentation and garnish using demonstrations, photographs, videos, or concrete examples on field trips. Students could tell some stories.
Discuss how the colour, shape, texture, and flavour of garnishes should balance menu items and plate displays. |
| 12.2 To produce and use a wide variety of simple garnishes. | Professional Cooking or other resources provide colour examples as well as lists of simple garnishes that students may prepare. |
| 12.3 To garnish a banquet platter with attractive and appropriate vegetable accompaniments. (IL) | Give students the opportunity to plan and prepare cold food platters for a school function. |
| 12.4 To create a food art product for display or presentation. (CCT) |
Students may be given the opportunity to research a food art form, view a video presentation, or invite a guest to illustrate or demonstrate food art. Students may choose to create one of the following food art forms:
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Learning Objectives |
Notes |
| 13.1 To be aware of the expectations of each of the partners in the work study component . | In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business personnel, manager, teacher monitor, school, parent, and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. |
| 13.2 To identify factors that may affect student contributions in the workplace. (PSVS) | Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities, and extra-curricular participation within the school. |
| 13.3 To build good communication skills for the workplace. (COM) | Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job, when giving or receiving instructions and resolving conflict. Divide the students into groups and role play case studies showing how effective communication may be used to resolve conflict on the job. |
| 13.4 To develop a resumé that may be forwarded to a potential employer. |
The student will develop a resumé using the correct format. The resumés may be used to introduce the student to the employer in a workplace site prior to an interview.
The resumé: Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Work Experience Education 20 curricula. Students should save their resumés on computer disk and update them during the course as experiences are gained, skills are learned, changes need to be made and references added. |
| 13.5 To prepare for an interview. (COM) |
Using class or small group discussions, ask students to list guidelines for an interview. The instructor may add missing items to the list.
Outline and describe the three stages of an interview. Ask students to identify at what stage of the interview each of their guidelines previously discussed may apply. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resumé and matters relating to the job. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview. |
13.6 To discuss personal and social issues related to the work study experience
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Clarify the following in your post interview with the students. This may be done by asking students to respond to the points listed below (during an assignment or during an interview):
Using case studies, have students role play problems that arise in a workplace setting. Discuss possible solutions. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculm Guidelines, the PAA Handbook, the Saskatchewan Labour website, and other recommended resources. |
| 13.7 To relate feedback from the work placement. (CCT) |
Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation and how he/she handled it. It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement.
Refer to the training plans in Appendix B for the practical application of the learning objectives outlined in this course. |