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/Career 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 provides a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about 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.
Food Studies is a curriculum designed to teach about foods and nutrition. The mission is both educational and preventive. The skills and knowledge taught in this curriculum will increase resourcefulness of students and help them to develop self-reliance and independence. The curriculum is also designed to provide opportunity for achievement and success at projects and activities that in turn builds self-image and increases self-confidence. The curriculum ideas and learning objectives develop skills necessary for life.
The Foods Studies curriculum combines academic and practical foods experiences and is an option for all students. The study of foods is important because every person must eat to live. As well, the preparation of food whether at school or at home can be a creative, interesting, enjoyable, and rewarding experience.
Many students are responsible for meal preparation at home. With the increasing number of single parent families and working parents, meal preparation is often the responsibility of younger family members. Knowledge and understanding of basic food preparation and nutrition is important in order to make healthy food choices for individual and family well-being.
Knowledge about nutrition is an important component of a healthy lifestyle. Food-related health problems and eating disorders are major health concerns in Canada. The impact of eating highly refined, processed foods is affecting our short and long term health. Damage caused by poor nutrition is cumulative and often begins with poor food habits in childhood. A study of food can expose students to accurate information as well as provide opportunities for students to gain competence in making informed, reasoned choices.
Traditional food preparation skills are being lost in today’s fast paced lifestyles. Much of the food consumed is fast foods, partly prepared foods, or food eaten away from home. Time constraints and the effects of advertising have dramatically changed the types of foods prepared and eaten. Contrary to advertising claims, the preparation of nutritious foods does not have to be time consuming or difficult. Less preparation at home means less transfer and reinforcement of food preparation skills. Students need the opportunity to learn and practise preparation techniques in the classroom or in the workplace.
The Food Studies curriculum focuses on essential knowledge and understanding of food and nutrition. It stresses the importance of making healthy food choices in order to promote the well-being of individuals and families. It also aims to develop self-reliance, independence, and positive social skills as well as to teach basic life skills and knowledge that all students need.
Consumer Knowledge: To develop knowledge that will enable students to make wise buying choices when shopping for food.
Personal Skills: To allow students to cultivate practical skills that can be used daily in the preparation of foods.
Technological Advances: To gain knowledge of the changes in the production of food and the many conveniences that can be attributed to technological advances.
Careers and Employment: To create an awareness of the career opportunities in the fields of Food and Nutrition.
Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Food Studies 10, 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 Food Studies 10, 30 curriculum include:
All of the subject and CELs Foundational Objectives are stated explicitly at the beginning of each module.
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:
It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.
The primary focus of Food Studies is to prepare students for everyday life in a global society. The Food Studies curriculum provides a balance between academic and practical food preparation experiences. Students are actively engaged in the learning process. The Food Studies courses are designed to be comprehensive and as relevant as possible.
The Learning Objectives listed in each module are designed to help students build the competencies identified in the Foundational Objectives and the Common Essential Learnings Objectives. The teacher Notes suggest teaching approaches and define some of the criteria necessary for assessment. Suggested food preparation experiences apply learning objectives, teach specific skills, and develop expertise in food preparation. Practical lab experiences are an integral part of each module. Teachers should plan each module to determine how the cooking experiences can best be incorporated into classroom activities.
There are many teacher/student activities included in the curriculum. Teachers are not expected to complete them all but may choose from or adapt the suggestions. Teachers should choose or design learning activities that meet the curriculum objectives and the needs of their students.
Consumer education and buymanship concepts are incorporated into many of the food modules. A separate module was not developed. These concepts need to be emphasized in as many modules as possible.
Each of the two Food Studies courses requires one hundred hours of instruction. The Introductory Level modules (Food Studies 10) help students build daily living skills and form the basis for further learning. Introductory Level modules are developed for students who have no previous experience in food studies. Certain modules will be recommended for use at the Middle Level.
The Advanced Level modules (Food Studies 30) help students build on competencies developed at the Introductory Level and focus on further development. These modules demand a higher level of expertise and student responsibility and can help prepare students for entry into the workplace.
There is a range of hours given for each of the modules to allow for flexibility and differences in Saskatchewan programs.
The course is written using CELs as an integral part of the framework. Transition-to-work skills are also an important part of the course content and suggested activities. Employability skills (academic, personal management, and teamwork skills) are an integral part of the Food Studies curricula. There are many career opportunities in the area of foods and some ideas have been included. School and community situations will help determine the employment and work study opportunities for students.
Student evaluation is an important part of teaching as it allows the teacher to report the progress and successes of the student. Evaluation also provides valuable feedback about how a student learns best. It is important that teachers use a variety of evaluation strategies to evaluate student progress. Additional information on evaluation of student achievement can be found in "Evaluation in Education, Report of the Minister’s Advisory Committee on Evaluation and Monitoring" January 1989.
It is important that the teacher discuss with students the evaluation strategies to be used in the course, when the evaluation will occur, and the weighting of each evaluation. The weighting of the evaluation should be determined in relation to the amount of time spent and emphasis placed on each area of the course as suggested in the curriculum guidelines. The student evaluation for the course studied should reflect the variety of teaching/learning strategies used throughout the course. An example of types of evaluation and their weighting is included below.
Food Studies 30
Written Exams 30%
Module Code |
Modules |
Suggested Time (hours) |
FOOD01 |
1. Kitchen Basics (Core) |
8-10 |
FOOD02 |
2. Kitchen Food and Safety (Core) |
8-10 |
FOOD03 |
3. Baking Basics (Core) |
10-15 |
FOOD04 |
4. Food and Health (Core) |
10-15 |
FOOD05 |
5. Grains (Core) |
5-10 |
FOOD06 |
6. Vegetables and Fruits (Core) |
5-10 |
FOOD07 |
7. Milk and Dairy Products (Core) |
5-10 |
FOOD08 |
8. Eggs (Core) |
5-10 |
FOOD09 |
9. Snacks (Core) |
5-10 |
FOOD10 |
10. Canada's Food Guide and Beyond (Core) |
6-8 |
FOOD11 |
11. Food Through the Life Cycle (Optional) |
5-6 |
FOOD12 |
12. Cakes and Pastries (Optional) |
5-8 |
FOOD13 |
13. Baking with Yeast (Optional) |
5-8 |
FOOD14 |
14. Keep it Cold (Core) |
5-10 |
FOOD15 |
15. Protein Foods (Core) |
10-15 |
FOOD16 |
16. Make Mine Quick and Healthy (Optional) |
6-8 |
FOOD17 |
17. The Science of Nutrition (Core) |
12-15 |
FOOD18 |
18. The Canadian Food Mosaic (Core) |
5-10 |
FOOD19 |
19. International Cuisine (Core) |
5-10 |
FOOD20 |
20. The World of Soups (Optional) |
5-6 |
FOOD21 |
21. Sauces (Optional) |
5-6 |
FOOD22 |
22. Creative Baking (Optional) |
5-8 |
FOOD23 |
23. Entertaining With Food (Optional) |
5-8 |
FOOD24 |
24. Foods for Special Occasions (Optional) |
5-8 |
FOOD25 |
25. Food Preservation (Optional) |
5-8 |
FOOD26 |
26. Food Additives (Core) |
4-5 |
FOOD27 |
27. Current Food Issues (Core) |
5-8 |
FOOD28 |
28. Exploring Careers (Optional) |
5-6 |
FOOD29 |
29. Work Study Preparation and Follow-Up Activities (Optional) |
5-10 |
FOOD30 |
30. Work Study (Optional) |
25-50 |
Module Code |
Modules |
Suggested Time (hours) |
|
Food Studies 10 |
||
FOOD01 |
1. Kitchen Basics (Core) |
8-10 |
FOOD02 |
2. Kitchen Food and Safety (Core) |
8-10 |
FOOD03 |
3. Baking Basics (Core) |
10-15 |
FOOD04 |
4. Food and Health (Core) |
10-15 |
FOOD05 |
5. Grains (Core) |
5-10 |
FOOD06 |
6. Vegetables and Fruits (Core) |
5-10 |
FOOD07 |
7. Milk and Dairy Products (Core) |
5-10 |
FOOD08 |
8. Eggs (Core) |
5-10 |
FOOD09 |
9. Snacks (Core) |
5-10 |
FOOD12 |
12. Cakes and Pastries (Optional) |
5-8 |
FOOD13 |
13. Baking with Yeast (Optional) |
5-8 |
THER05* |
5. Food Safety and Sanitation (Optional) |
6-8 |
|
Minimum |
100 hours |
|
|
Food Studies 30 |
||
FOOD10 |
10. Canada's Food Guide and Beyond (Core) |
6-8 |
FOOD11 |
11. Food Through the Life Cycle (Optional) |
5-6 |
FOOD14 |
14. Keep it Cold (Core) |
5-10 |
FOOD15 |
15. Protein Foods (Core) |
10-15 |
FOOD16 |
16. Make Mine Quick and Healthy (Optional) |
6-8 |
FOOD17 |
17. The Science of Nutrition (Core) |
12-15 |
FOOD18 |
18. The Canadian Food Mosaic (Core) |
5-10 |
FOOD19 |
19. International Cuisine (Core) |
5-10 |
FOOD20 |
20. The World of Soups (Optional) |
5-6 |
FOOD21 |
21. Sauces (Optional) |
5-6 |
FOOD22 |
22. Creative Baking (Optional) |
5-8 |
FOOD23 |
23. Entertaining With Food (Optional) |
5-8 |
FOOD24 |
24. Foods for Special Occasions (Optional) |
5-8 |
FOOD25 |
25. Food Preservation (Optional) |
5-8 |
FOOD26 |
26. Food Additives (Core) |
4-5 |
FOOD27 |
27. Current Food Issues (Core) |
5-8 |
FOOD28 |
28. Exploring Careers (Optional) |
5-6 |
FOOD29** |
29. Work Study Preparation and Follow-Up Activities (Optional) |
5-10 |
FOOD30** |
30. Work Study (Optional) |
25-50 |
|
Minimum |
100 hours |
*See the Tourism, Hospitality, and Entrepreneurship A30, B30 Curriculum Guidelines online at www.sasked.gov.sk.ca.
**Work Study Guidelines are found in the PAA Handbook.