Module 1: Entrepreneurship/Intrapreneurship
Suggested Time: 3-4 hours
Foundational Objective
Common Essential Learnings Foundational Objective
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"Intra" means within, therefore intrapreneurship means planting the spirit of entrepreneurship within an organization. How can one become a good ambassador of the business for which he/she works?
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Review the entrepreneurial cycle (see Appendix A). Review the course content and explain how it relates to the cycle. |
Module 2: Introduction to the Food Industry
Portions of modules in THER A30, B30 relating to skills within the industry may be delivered in the workplace setting. Learning Objectives that may be delivered within the workplace are indicated by *.
Suggested Time: 5 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
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It is important for students to understand how the past helps to shape the future. Modern food service began in 1793 during the French Revolution. Examine the role of the chefs during that time and what events led to the evolution of the first restaurant. Students may research the history and the events which led to the evolution of the first restaurant. Discuss with the students some of the leaders in the chef profession and why they became well known. What contributions would chefs have to make to become renowned? Students may research some famous chefs in the world today. Eventually, invite a chef as a guest speaker. | ||
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The menu served is an important tool within the food service industry because it is used to determine what jobs need to be done. It is a guide to determine the organization of workers. Students are to generate a list of functions of the menu in the food industry today. The menu may be used to determine:
Examine the factors which influence the menu:
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Learning Objectives 2.3 and 2.4 may be a review of food studies courses previously studied. Generate a list of the reasons for using a recipe to prepare food. Outline the structure of the recipe and explain the following:
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Students should be familiar with the imperial and metric systems of measurement. Students should understand why familiarity with both systems is necessary. Students must be able to convert recipes into different amounts using these units (e.g., increasing and decreasing recipes). (NUM) | ||
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Students should compile a list (e.g., from the telephone book) of food establishments that are available within the community. Major types of food service establishments include:
Students may formulate another list of food establishments within an institution which provide a service to the community that are not generally available to the public. From this list have the students suggest two or three possibilities for a work placement (e.g., hospitals, geriatric centres, schools, industry kitchens, or cafeterias). | ||
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Discuss how events held within the community might serve to generate revenue in the food sector. What other areas might benefit and in what ways? How might the food industry play a role in the promotion of local events such as fairs, rodeos, homecomings, etc? How might the class play a role in the promotion of school events such as dessert theatre, academic awards night, international supper, graduation, etc? | ||
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Assign each of the various roles of staff to students. Define and make a list of the responsibilities each may have on the job. Some of the roles of food preparation staff include:
Some of the roles of other staff include:
Students should reassess these roles after their work placements. Identify which of these roles they encountered within their work placement. Have students identify which of these roles they assumed in the workplace. The teacher may identify parts of this module, in consultation with the work placements staff, that may be best covered at the worksite. | ||
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The Saskatchewan Best program includes topics about professionalism and about providing service within a business. For more details about the Saskatchewan Best program see the Certification section on page 42 of this guideline. A successful employee displays a positive attitude and follows an unwritten behaviour code called professionalism. Discuss with students what it means to be a professional. Listed below are some of the qualities of a professional:
Students should be able to recognize the benefits of professionalism on the job. Students should discuss what is involved in each of these qualities and how the qualities and behaviours might be displayed on the job. Students may be divided into groups and case studies may be distributed for students to solve problems about the workplace that require a professional to make a decision. (CCT) They should note where the qualities of professionalism are necessary. ( PSVS) |
Portions of modules in THER A30, B30 relating to skills within the industry may be delivered in the workplace setting. Learning Objectives that may be delivered within the workplace are indicated by *.
Suggested Time: 20 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
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Define front of the house and back of the house. Use objective 2.7 for an example of workplace roles for front of the house and back of the house. Learning Objectives 3.2-3.6 refer to back of the house (food preparation) while 3.7-3.10 refer to front of the house in a food service establishment. | ||||||||||||||||||||||||||||||||||
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Terms have been divided into cutting, mixing, and cooking techniques which are required topics of study. Many terms from the required list of topics have been previously introduced in introductory foods courses. The optional terms list is an optional area of independent study for the student who would like to articulate with the SIAST Palliser Campus "Trade Knowledge" Module Cook 14 of the Professional Cooking program.
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Examine the various types of knives and cutting tools and their use in the commercial kitchen.
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The teacher may want to invite someone from the industry to demonstrate or this may be done in the workplace. | ||||||||||||||||||||||||||||||||||
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Identify the following tools and their uses: electric mixers and various styles of beater attachments. Examine small hand tools and utensils and their uses; e.g., spatulas (rubber, straight, offset), wire whip, sandwich spreader, tongs, pastry brush, pastry bag, china cap, food mill, strainer, chinois bench scraper, pie server, pastry wheel, skimmer, spoons, colander, sieve, grater, pastry bag and tubes. | ||||||||||||||||||||||||||||||||||
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Note: Objectives 3.7-3.10 cover skills and knowledge for the front of the house in a food establishment. Students should describe these types of service. Make a list of as many food establishments as they can and identify the types of food service which they offer. Classify restaurants into five categories; fast food, family restaurant, casual dining, formal dining, and a cafeteria within a large business. | ||||||||||||||||||||||||||||||||||
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Define the term table cover and table setting. Identify the tableware used for the American style of table setting. Demonstrate the American style of table setting by drawing a table cover. List the rules to follow for proper table setting. Review guidelines for sanitation observances when setting tables. Students may experiment with the various methods of napkin folding. Students may demonstrate the American style of table setting for other students in the class or they may work in groups. | ||||||||||||||||||||||||||||||||||
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These skills may be best taught within the workplace by prior arrangement with the employer. The style of table service is usually a preference of management. Students should be made aware of how to:
If time permits, have students role play to practice these skills in the classroom. Some businesses may permit students to handle cash and learn how to process a check using a charge card. This should be outlined by the business in addition to other expected duties of the work placement prior to the commencement of the student's activity in the workplace. | ||||||||||||||||||||||||||||||||||
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Students should be shown how to
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Module 4: Saskatchewan Best Program
This is an Industry Certification module offered within Tourism, Hospitality, and Entrepreneurship with permission from Saskatchewan Tourism Education Council.
Suggested Time: 6 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
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Discuss some of the problems and demands of customers today.
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Define the meaning of internal and external customers. Look at examples of roles within the food service industry to determine who services internal and external customers. | ||
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Discuss with the students how service might affect customer expectations. How might service provided by other businesses set a standard of customer expectations for other businesses? | ||
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Outline the procedure for answering the telephone. Ask students to list other important telephone courtesies when communicating with customers on the telephone. Ask the students to explain how they think employee telephone conversation impacts on the vocation and sales. Various resources have activities you may use here. | ||
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Define service recovery. Outline the five steps in the process of service recovery cycle. Use case studies to demonstrate how each of these steps can be used effectively in a variety of realistic situations that may occur in a variety of business situations. | ||
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Students are to discuss how to develop and maintain a positive attitude with customers, co-workers, and supervisors. Use case studies/vignettes to demonstrate how to display a positive attitude within a business. | ||
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Examine the contributions of employees and how they serve to shape the identity of a business and the province of Saskatchewan. | ||
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Define tourism. List the eight sectors that make up the tourism industry. Accommodation, Adventure Tourism, Attractions, Events and Conferences, Food and Beverage, Tourism Services, Trade Travel, and Transportation. Identify the opportunity for employment within the tourism industry in the province. |
Module 5: Food Safety and Sanitation
This is a certificate module offered through the regional public health district.
Portions of modules in THER A30, B30 relating to skills within the industry may be delivered in the workplace setting.
Suggested Time: 8 hours
Foundational Objectives
Note: These Foundational Objectives will be met through enrolment in a Food Handlers course.
Common Essential Learnings Foundational Objectives
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This learning objective focuses on safety within the workplace and is not part of the certification program offered by the public health district. It may be taught by the classroom teacher or in the workplace by prior arrangement. Teachers should note that this is not part of Food Safe but should be instructed concurrently with the Food Safe program. Work within the food industry is relatively safe in comparison with many other industrial jobs; however, many accidents can be avoided by creating an awareness of the hazards. Accidents such as cuts, burns, or falls may occur and could be avoided by ensuring good safety practices are followed within the workplace. Discuss safety using the following ideas:
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Learning Objectives 5.2-5.7 are topics covered in the certification courses. Teachers may choose to offer the Food Safe Program for 6-8 hours or the Food Handlers course for 3 1/2 hours through their regional public health district.
Note: It is advisable, for articulation purposes, to offer the Food Safe Program, if students are continuing into a post-secondary program.
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This module will be taught by using one of the food handler's programs available through your local health district office. What is microbiology? It is a study of microscopic forms of life, including bacteria. Bacterial infections are most common to the food service industry. It is important for students to understand under what conditions disease-causing bacteria grow and spread. (TL) | ||
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Most bacteria are harmless; however, some are not. These classifications include:
Contact the biology teacher or public health nurse in your school for additional information on bacteria. | ||
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Consider:
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Explain food borne illness such as Botulism, Salmonella, or Streptococcal infections. Trichinosis and chemical poisoning may also be examined. | ||
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Most food borne bacteria is spread from workers. People have bacteria on their skin, hair, in their mouth and nose. If given the opportunity, some of these bacteria will grow in food and make people ill. Have students list some of the ways that they can practice personal hygiene to prevent food borne illness. (CCT) | ||
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Some of these practices include:
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Module 6: Work Study Preparation and Follow-up Activities
Note: Module 6 Work Study Preparation and Follow-up Activities is 5-10 hours. If students have participated in a work study module in a previous Practical and Applied Arts course, a review of this module is still required but less time is needed.
Portions of modules in THER A30, B30 relating to skills within the industry may be delivered in the workplace setting.
Suggested Time: 5-10 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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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. Refer to Guidelines for Work Study, a component of the Practical and Applied Arts (PAA) Handbook for expectations of employer, student, teacher-supervisor-monitor, and school. | ||
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The students may formulate a list of what they can bring to the workplace and how each may impact on their job. (CCT)
Ask students to do a self-assessment of skills using the influences in the above list as a guide. They are to explain how these skills would be valuable to the food service industry. Try to emphasize the value of communication and teamwork during the discussion. | ||
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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. With the use of case studies, divide the students into groups and role play to show how effective use of communication can resolve conflict on the job. | ||
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The student will develop a resumé and cover letter using an accepted format. The resumé and cover letter may be used by the student as an introduction to the employer of a workplace site prior to an interview. The resumé: THER teachers should work with other staff members to ensure that writing a resumé and cover letter has been taught. The resumé and cover letter is currently presented in English Language Arts 20 and A30, Information Processing 10, Work Experience Education 20, and numerous resources. Students should develop the resumé on a computer disk and update the resumé for the duration of the course, as references are accumulated. If students have already learned how to write a resumé and cover letter in another course, the teacher may do a review and encourage students to update their resumés. Students shall submit a resumé for teacher approval prior to going to the workplace. | ||
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Through a classroom discussion or in groups, students generate a list of guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list. Outline and describe the three stages of an interview. Point out to the students when each of the guidelines they generate will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the resumé and other matters relating to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Explain how this can be done. Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview. | ||
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After the student has completed the interview with the employer, do a follow-up activity of the student interview with the employer. Review the interview with the student using the three stages as items for discussion. |
If more than one placement has been made in the course, follow-up activities must be completed after each placement.
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Discuss with the student the above issues prior to student placement. Clarify these points in your post interview with the students. This may be done by asking student to respond to the points listed below (in an assignment or in a verbal interview):
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Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how it was handled. It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. |
Module 7: Work Study (Optional)
Suggested Time: 50 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
For more information about implementing work study in schools see the Work Study Guidelines included in the Practical and Applied Arts Handbook.