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.

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.

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 professional cooking 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 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.

Foundational Objectives are the major, general statements that guide what each student is expected to achieve within the PAA curriculum guidelines. 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 become familiar with the post-secondary training programs offered in Saskatchewan.
• To be aware of career and job opportunities in the food service industry.
• To recognize, value, and develop further the personal skills and abilities that apply to the workplace.
• To participate in a work study experience in a restaurant or institutional environment.
• To understand and apply safety and sanitation practices when selecting, preparing, serving, and storing food.
• To be familiar with and practise emergency procedures.
• To understand basic terminology and fundamental practices related to cooking.
• To use, maintain, and operate common kitchen tools and equipment.
• 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.

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 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 above. 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.