Course Profile   Hospitality and Tourism Technology, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – Hospitality and Tourism Technology

 

This profile was a collaborative effort between the Institute for Catholic Education (ICE) and the Toronto Catholic District School Board.

 

Lead Board

Toronto Catholic District School Board

Gino Grieco, Project Manager

 

Course Profile Writing Team - Catholic

Joe Tadman, Toronto Catholic District School Board, Lead Writer

Donna Lambert, Toronto Catholic District School Board

Irene Mychajluk, Toronto Catholic District School Board

Cecile Smith, Toronto Catholic District School Board

 

Course Overview

Hospitality and Tourism Technology, Grade 10, Open

Identifying Information

Course Title:  Hospitality and Tourism Technology

Grade:  10

Course Type:  Open

Ministry Course Code:  TFJ2O

Secondary Policy Document:  The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999

Credit Value:  1 credit

Department:  Technological Education

Course Developers

Tadman, Joe, Lead Writer, Cardinal Newman High School, TCDSB

Lambert, Donna, Pope John Paul II High School, TCDSB

Mychajluk, Irene, St. Patrick’s High School, TCDSB

Smith, Cecile, Cardinal Newman High School, TCDSB

Development Date:  March 1st, 2000

Description/Rationale

This course emphasizes the scope of the hospitality and tourism industry. Students study food origins, food handling techniques, food preparation, health and safety standards, and the use of specialized tools and equipment. They also investigate travel and tourism activities in Ontario, develop effective communication and management skills, and identify career opportunities in the hospitality and tourism industry.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the community. Students also become aware of ethical issues and how they may be resolved using Christian values.

As one embarks on a journey to another country, one should reflect on the Jesus of Luke’s Gospel who always entered the scene as a guest in need of hospitality. He has no where to lay his head unless invited in by a thoughtful host (9:58).

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  The Scope of the Hospitality and Tourism Industry

Description

This unit introduces students to the depth and breadth of the hospitality and tourism industry. Students investigate facts and myths and become aware of the range of career opportunities in each sector. Students begin to view the role of hospitality and tourism in their community, province, country, and beyond. They learn how to plan for participation in the working world of hospitality and tourism. This world is increasingly characterized by innovation, project-based teamwork, entrepreneurship, change, and the challenge of life-long learning. Students learn the intrinsic value of work while developing skills that will help them to realize their potential for dignity, self-respect, and success. Critical evaluation and problem solving help students make decisions in light of Gospel values and with an informed moral conscience.

Note: This unit is divided into two parts. The first two activities should be delivered at the start of the course. The third activity is introduced following Activities 1 and 2, but is then worked on concurrently throughout all other units. The fourth activity is completed as a culminating activity at the end of the course.

Unit 2:  Safety and Sanitation

Description

This unit introduces students to basic principles of personal, workplace, and food safety in hospitality and food service. Students examine their role in safety and sanitation in the hospitality and food service industry, beginning with their responsibilities as members of the school community. Through the study and application of safety and sanitation principles, students demonstrate respect for the welfare and dignity of others. They examine the impact of their attitudes and choices and demonstrate understanding of environmental and social issues related to food service and hospitality. Critical evaluation and problem-solving skills help students make decisions in light of Gospel values with an informed moral conscience.

Note: This unit is divided into two parts; the first three activities contribute to the production of the Safety and Sanitation section of their student manual. The fourth activity uses the concepts introduced in the first three activities and builds on them by exploring local, national, and global food safety issues.

Unit 3:  Food Preparation and Handling

Description

In this unit, students develop the basic skills used in a professional kitchen. Students are introduced to food-handling techniques, food preparation, and the use of specialized tools and equipment. Students identify, describe, and demonstrate knowledge of the equipment, tools, and procedures used to measure and handle food products. In a food lab, students use tools and equipment for food preparation, handling, storage, and serving while demonstrating different cooking methods. The importance of communication, time-management, and teamwork skills are stressed throughout all activities. Students apply industry standards related to personal and workplace hygiene.

Unit 4:  Food Origins and Tourism

Description

This unit gives students the opportunity to investigate travel, tourism, and food origins at the local, national, and international level. Students research food products, tools, equipment, preparation techniques, religious and social customs, environmental issues, and significant tourist attractions indigenous to a selected area. Students apply the skills related to safety, sanitation, tools, equipment, cooking, and management in organized food labs. Students access the community, library, professional individuals, and the Internet for information. Students illustrate their learning through discussions, information interviews, demonstration, displays, and special events. Gospel values are reflected through co-operative work strategies.

Unit 5:  Communication and Management Skills

Description

This unit gives students the opportunity to develop effective communication and management skills necessary in the hospitality and tourism industry. Students are made aware of the importance of these skills in an industry that is people and service oriented. Students also view communication and management skills as a reflection of their moral and ethical philosophy. Students illustrate learning through discussions, information interviews, demonstration, computer usage, displays, and special events. Students research, plan, organize, publicize, and manage an event/attraction focussing on either hospitality or tourism.

Course Notes

This Hospitality and Tourism Technology program introduces students to a wide variety of equipment and technologies; however, it is not only about equipment usage. This program also focusses on the transmission of information and services that reflect Christian values. It is expected that all student work contain positive images of race, gender, and religion.

An awareness of Gospel values is developed throughout all activities that explore technological implications to human well being. Humanity can no longer remain complacent about technological development, especially as it relates to moral issues. Students develop a clear understanding of the benefits and risks of technological growth and development. Throughout the course, students are provided with opportunities to discuss and evaluate any ethical issues that may arise. In general, this course ensures that students acquire the knowledge, skills, and attitudes that will allow them to use technology effectively, confidently, and ethically to enhance the human condition and protect the environment.

Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.

In addition to the specific skills developed throughout the course, students learn:

·       To solve problems through careful analysis, co-operation, and communication.
The student-centred, activity-based mode of delivery encourages the development of the unique potential of each individual. At the same time, there must be an emphasis on the coordination of several individuals’ talents to effect the successful completion of projects;

·       Personal and teamwork skills

·       to enhance group effectiveness, including: questioning, debating, defending, presenting and evaluating;

·       to show openness for the opinions and ideas of others;

·       to demonstrate confidence in the value of their own ideas;

·       to demonstrate skill in using a variety of strategies when working in team situations, including: conflict resolution, evaluation of personal effectiveness, and peer mentoring skills.

·       Time-management skills

·       to demonstrate the ability to design and follow an organizational plan for the completion of a range of different tasks;

·       to show commitment to a task by maintaining a level of effort required to work toward the completion of a product;

·       to develop the ability to monitor one’s own progress using a variety of record keeping and tracking procedures, including: logs, journals, and work portfolios.

Each unit provides the opportunity for students to focus on specific career options and provides insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the course allow for career orientation, e.g., job shadowing, computer research, field trips, and guest speakers. Unit 1 provides the outline for this focus on career exploration. The delivery of this unit is ongoing and concurrent with the other four units. Teachers read through this unit to become familiar with how it is integrated throughout all activities. The careers unit can be most effectively delivered by the integration of topics throughout the course. Classroom teachers may work closely with the Student Services Department to co-ordinate the planning of the first unit. Students have the opportunity to explore a variety of career options in the hospitality and tourism technology field, based on the four units set out in this profile, that are appropriate for the range of ability levels within the classroom.

The hours allotted to each unit may be adjusted (but must total 110 hours) to reflect existing school equipment and community focus.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without criticism or analysis

Buddy System – links students for peer/cross-age support

Case Study – investigation of real and simulated issues

Class Discussion – students actively participate by taking turns while discussing current issues

Collaborative/Co-operative learning – small group learning providing high levels of student engagement and interdependence

Computer-assisted learning – use of the computer, software, and tutorials to learn new material or to review/reinforce material previously learned

Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners

Demonstration – a practical showing or explanation of how something works or is made

Design Process – a problem-solving approach using a prescribed process involving a number of steps

Foods Service Preparation Labs – students apply industry standards in food safety, sanitation, time planning, preparation, and presentation of food products

Homework – an extension of classroom learning

Independent Study – exploration and research of a topic interesting to students

Issue-based Analysis – the use of current issues to develop the skills of synthesis and analysis

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on a regular basis

Learning Centres – assigned spaces where learning activities are provided which promote choice, thought, exploration, and interaction

Mind Map – involves representing physical, demographic, numerical data through visual formats and shows relationships among ideas

Note Making – a method of recording information for a variety of purposes

Problem-Solving Strategies – help students work through problems

Problem Solving – model for helping students to identify and work through a design process

Report/Presentation – oral, visual, and written presentation of researched topic to class or community

Research – various models of investigation

Socratic Lesson – oral presentation of information by the teacher

Theological Reflection – students examine issues in relation to spiritual understanding as it reflects on them individually, in their families, and in their communities

Assessment/Evaluation Techniques

Assessment Strategies

Paper and Pencil Tests

·       Activity/answer sheets

·       Ongoing quizzes

·       Final evaluation (tests and final exam)

Performance Assessment

·       Assigned exercises

·       Checklists

·       Worksheets

·       Log/journal entries

·       Product assessment

·       Presentation

·       Finished product checklists

·       Career Research project *

·       Portfolios *

Personal Communication

·       Classroom Discussion

·       Conferencing

-    Student-teacher

-    Teacher-group

·       Self-/peer assessment

·       Daily log/journal

·       Ongoing verbal feedback

·       Critique

Teacher Observation

·       Formal/informal

Reflection

·       Self-/peer assessment

·       Log/journal

Assessment Tools

·       Checklists

·       Marking schemes

·       Quizzes/Tests

·       Rubrics/Rating Scales

·       Anecdotal comments with suggestions for improvement

Evaluation of Student Achievement Assessment Methods

·       Diagnostic: occurs at the beginning of a term, a unit of study or whenever information about prior learning is useful

·       Formative: during learning; ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction

·       Summative: usually carried out at the end of a learning process; may include feedback and/or evaluation

Assessment Techniques

Activities based in this course are, to a large degree, skill oriented. As students develop skills, they are motivated to acquire related knowledge and develop attitudes, values, and understanding based on Catholic social teaching. These skills are reflected in the expectations set by the curriculum. It is against these expectations that student achievement is measured.

Assessment of skill development involves focus on both the process and the product. Checklists are commonly used to identify the operational steps of the process, whether it be creating a travel brochure in a desktop-publishing activity or preparing and delivering a meal. Significant aspects of the completed product or service are identified and assessed on a rated scale. Checklists and rating scales are available to students on the first day of the course; they can use them for self-assessment as they strive for acceptable standards of competence. These checklists and scales provide both student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Through teacher-student discussion, comparisons of the teacher's and the student’s assessment of the skill can often clarify the standards that are expected. The addition of a peer-assessment component, especially in a group-work situation, also helps to clarify expectation achievement.

Self-assessment helps students develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going.

When self-assessment and peer assessment occur with teacher guidance, students are provided with feedback to their work besides that of the teacher. Through modelling and coaching, teachers can help students provide constructive and supportive feedback to themselves and to one another.

The use of performance tests as a method for assessing the achievement of a skill by a student is both valid and effective.

A variety of assessment techniques should be used in the evaluation process. The vocabulary used in test questions should reflect correct technical terminology. The option for oral testing and student demonstrations of acquired skills should also be used. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams are effective assessment instruments in technological education. The ability to combine skill and knowledge successfully in practical work tasks is demonstrated by students in their planning and implementation of projects, work assignments, and problem-solving activities. Daily teacher observation of the student's achievement on assignments is a technique for assessing progress in these areas.

How Assessment Strategies Will Be Used to Determine Final Course Mark

Assessment instruments are designed to provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment instruments may be used in more than one achievement category. The final grade is determined using the weighting below as a guideline to reflect the student’s most consistent performance level.

Final Course Grade

* Career Research Project

This is outlined in Unit 1 and occurs concurrently with all other units. Unit 1, Activity 1 must be done at the start of the course. Career research data is compiled throughout all units for use in the culminating activity outlined in Unit 1, Activities 3 and 4. Refer to Appendix 1.3a for guidelines on collecting career data.

* Portfolio

Students set up a portfolio for their work as the course progresses. The portfolio, although evaluated throughout, is examined for completeness at the end of the course. Students should be given guidelines at the start of Unit 1 outlining how the portfolio should be set up (Overview Appendix I).

Accommodations

Teachers using this course profile should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations. By doing this, teachers will be aware of, and can implement, prescribed modifications and exceptionalities.

To maintain the principles of Catholic social teaching with regard to the “Dignity of the Human Person”, accommodations must be made so students do not lose dignity because of disability, poverty, lack of success, linguistic diversity, or race. Teachers should foster a positive atmosphere accepting of the individual’s uniqueness, values, and needs.

There is a wide range of teaching/learning strategies that can be used to meet the needs of all students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. Accommodations may include:

·       Modifying approaches to assessment;

·       The option for oral testing

·       Student demonstrations of acquired skills

·       Written tests designed to suit the reading and writing levels of the students

·       Conferencing/Discussion;

·       Student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation.

·       Students working with classroom partners and/or peer tutors;

·       Students acting as lab assistants;

·       Providing a list of terminology (possibly simplified) before an activity begins;

·       Small group learning;

·       Flexible timelines;

·       Adaptation of handouts;

·       Modified to incorporate a larger, easy-to-read font

·       Modified (simplified/advanced) in terms of language and content provided

·       Project modification;

·       Incorporating task modifications (e.g., fewer/more web sites, sources, informational items);

·       Peer tutoring;

·       Enrichment and extension activities.

Resources

For a complete listing, see unit and activity Resources.

Course Development Resources

Blueprints: A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Co-operative, Central Region

Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999.

Ontario Secondary Schools, Grades 9–12: Program and Diploma Requirements, 1999.

The Bible For Catholics CD Rom. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Web Sites

Catholic Social Teaching – Resources for teachers and links for Catholic social teaching
www.coc.org/coc/cst.html

Educational Computing Organization of Ontario (ECOO) – Resources for teachers and links to other educational sites
www.ecoo.org/mainmenu.html

Educational Network of Ontario (ENO) – Resources for teachers and links to other educational sites
www.enoreo.on.ca/

Ontario Curriculum Centre (OCC) – Ministry-approved resources, course profiles, and links to other educational sites
www.curriculum.org

Ontario Ministry of Education – Ministry site with up-to-date information and useful links
www.edu.gov.on.ca/

School Net - Learning resources, programs, and links to other educational sites
www.schoolnet.ca/

TV Ontario (Edulinks) – Resources for teachers and links to other educational sites
www2.tvo.org/edulinks/

TV Ontario (Pdonline) – Professional development for teachers online with links to other useful educational sites
www.tvo.org/pdonline/

TV Ontario (OESS) – Ontario Education Software Service – Ministry-licensed educational software
www2.tvo.org/oess/

OSS Policy Applications

The Grade 10 Hospitality and Tourism Technology course is designated as a technological education program. All courses offered in technological education are open courses and comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999 for a description of the different types of secondary school courses). Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9–12]), or as an optional credit. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12 and productive participation in society.

Students are introduced to practical aspects of hospitality and tourism technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation where the needs of all students are met.

Ontario secondary school graduates are expected to be technologically literate as dictated in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. They should be able to understand and apply technological concepts, use computers in various applications, and analyse the implications of a wide range of technologies for individuals and society.

To ensure that all students in the province have equal opportunity to achieve their full potential, the education system must be free from discrimination and provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. Anti-discrimination education, equity/social justice issues, conflict resolution/violence prevention, community partnerships, and faith development are addressed in the course. These support the Ontario secondary school board policies as well as the Ontario Catholic School Graduate Expectations.

Career exploration is a component of all units as outlined in Unit 1 and is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate the course through a variety of methods:

·       Teachers may utilize a student PMI (Positive-Minus-Improvement) form administered at the completion of the course to gather information on how to modify the program.

·       Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into course units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications, and applications.

·       The community (both local school and business community) may have input on reviewing/developing aspects of the hospitality and tourism technology course.

The following areas should be assessed:

·       Are expectations being met?

·       Are the learning styles of all students being met through teaching strategies?

·       Does assessment/evaluation measure student expectations in a reliable and accurate manner?

·       Are parents informed of student performance on a regular basis?

·       Are a variety of assessment/evaluation tools used?

·       Are a variety of teaching/learning strategies used?

·       Are the special needs of individual students being met?

 

Overview Appendix I

Student Manual

(To be given out at the start of the course)

Hospitality and Tourism Technology Grade 10: Manual for Students

Introduction

Welcome to Grade 10 Hospitality and Tourism Technology! During this semester you will be provided with the opportunity to complete a range of hospitality and tourism technology projects. You will learn transferable skills that you will be able to use in all your courses. Your “job description” as a member of this class is described below. Follow it closely and you will have the best chance of success!

Secondary Policy Document Course Description

This course emphasizes the scope of the hospitality and tourism industry. Students will study food origins, food handling techniques, food preparation, health and safety standards, and the use of specialized tools and equipment. They also investigate travel and tourism activities in Ontario, develop effective communication and management skills, and identify career opportunities in the hospitality and tourism industry.

Unit Titles (Time + Sequence)

Student Job Description

·       Follow all class guidelines and procedures.

·       Maintain your notebook following the specified guidelines.

·       Maintain your supplementary notes and folders as required:

·       Glossary of terms

·       Technical Journal

·       Portfolio (hard and electronic copy)

·       Career Exploration Research

·       Environmental and Social Issues Research

·       Summary of marks and marked tests, quizzes, and assignments

·       Complete all projects for all units.

Student Notebook

As you progress through this course, you will be supplied with a great deal of information on relevant topics. Much of this information is to be filed in a separate hospitality and tourism technology notebook. A well-organized and complete notebook will be a valuable reference and study resource for you. It is recommended that you use a three-ring binder so that material can be easily inserted.

Overview Appendix I  (Continued)

 

Notebooks should be organized into the following sections:

·       Vinyl Insert

·       Activity Checklists/Daily Log Sheet and your computer disk should be stored here.

·       Introductory Course Notes

·       Glossary of Technical Terms

·       Unit 1 Cover Page

·       Notes/Handouts

·       Returned quizzes, worksheets, tests, etc.

·       Completed Checklists/Daily Logs (when you start the next unit)

·       Units 2–5 – Same organization as Unit 1.

·       Portfolio [See below]

·       A list of where samples of your work can be found if it is not printable (disks, videotapes, etc.)

·       A hard copy of any printable material.

·       Career Exploration Research (see Appendix 1.3a)

Glossary

Glossaries are like dictionaries and are very useful for reference and studying purposes. The glossary for this course will contain terms and expressions relevant to hospitality and tourism technology. In the beginning, the glossary will be updated using pen and paper. Later in the course, the glossary will be organized and updated electronically whenever possible. The glossary should be set up as shown below.

·       Unit #: Title of Unit

·       Activity #: Title of Activity

·       Term - Explanation

·       Example:

·       Unit 3: Food Preparation and Handling

·       Activity 3: Methods of Cooking

·       Leavening Agent – A substance which causes a product to rise during baking. Baking powder, baking soda, and yeast are examples.

Technical Journal

You will be required to maintain a “Technical Journal” in which you will record newly learned procedures. This will serve as a handy personal reference to which you can refer for specific procedures that are often difficult to memorize. For example, you might begin by listing the steps required to prepare a specific piece of equipment for use in a lab situation.

Portfolio

Your portfolio will contain samples of your work. This work should be saved electronically in your directory on the school file server, on a disk (floppy or zip), or transferred to a videotape or CD. A paper copy, if possible, should be placed in the portfolio section of the your notebook. The work could be presented to a potential employer as a demonstration of what you are able to do. Sample work will be collected from most, if not all, the unit activities. As work is filed in your portfolio, you should update the portfolio table of contents.

·       Example:

·       Unit 1, Activity 1 – What is Hospitality and Tourism

·       Unit 4, Activity 1 – Foods and Tools of Other Places

Overview Appendix II

Self-Evaluation Chart

(To be completed at the end of each activity)

 

Student Name:                                                       Date:

Unit #:                   Activity # and Title:

Overview Appendix III

Peer Evaluation Chart

(To be completed at the end of each activity)

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Overview Appendix IV

Group Work Observation Chart

(To be completed at the end of each activity)

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

 

Overview Appendix V

Project (Oral) Presentation Achievement Chart

(To be completed at the end of each activity)

 

(Adapted from the Halton District School Board –Nanci Wakeman-Jones)

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Overview Appendix VI

Journal/Log Entries Achievement Chart

(To be completed at the end of each activity)

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Overview Appendix VII

Assessment/Evaluation of Personal and Christian Development

(To be completed at the end of each activity)

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Overview Appendix VIII

Principles of Catholic Teaching

 

The following six principles highlight some of the major themes from Catholic social teaching documents of the last century.

Dignity of the Human Person

All people are sacred, made in the image and likeness of God. People do not lose dignity because of disability, poverty, age, lack of success, or race. This emphasizes people over things, being over having.

Community and the Common Good

The human person is both sacred and social. We realize our dignity and rights in relationship with others, in community. “We are one body; when one suffers, we all suffer”. We are called to respect all of God’s gifts of creation, to be good stewards of the earth and each other.

Rights and Responsibilities

People have a fundamental right to life, food, shelter, health care, education, and employment. All people have a right to participate in decisions that affect their lives. Corresponding to these rights are duties and responsibilities to respect the rights of others in the wider society and to work for the common good.

Options for the Poor

The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of the poor.

Dignity of Work

People have the right to decent and productive work, fair wages, private property, and economic initiative. The economy exists to serve people, not the other way around.

Solidarity

We are one human family. Our responsibilities to each other cross national, racial, economic, and ideological differences. We are called to work globally for justice.

 

Coded Expectations, Hospitality and Tourism Technology, TFJ2O

Theory and Foundation

Overall Expectations

TFV.01F

– describe the scope of the tourism and hospitality industries;

TFV.02F

– describe geographical locations of food origins;

TFV.03F

– identify and describe the equipment, tools, and procedures used to measure and handle food

products;

TFV.04F

– describe regional tourism activities;

TFV.05F

– demonstrate knowledge of related specialized tools and equipment.

Specific Expectations

TF1.01F

– identify the role of the food services industry locally, provincially, nationally, and internationally;

TF1.02F

– identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;

TF1.03F

– identify where food products originate;

TF1.04F

– report on conferences, events, attractions, and other tourism opportunities;

TF1.05F

– demonstrate understanding of some tools and equipment used in the tourism industry, such as advertising and Internet shopping;

TF1.06F

– demonstrate knowledge of measuring techniques;

TF1.07F

– demonstrate an understanding of safe food-handling procedures.

Skills and Process

Overall Expectations

SPV.01F

– select and use tools and equipment for food preparation, handling, storage, and serving;

SPV.02F

– organize and advertise small-scale excursions and events;

SPV.03F

– demonstrate different cooking methods;

SPV.04F

– demonstrate software applications used in the hospitality and tourism fields;

SPV.05F

– demonstrate understanding of the importance of communication, time-management, and teamwork skills.

Specific Expectations

SP1.01F

– apply proper food-handling and food-processing techniques;

SP1.02F

– operate kitchen, baking, and confectionary equipment;

SP1.03F

– use correctly a variety of cooking methods to prepare simple recipes;

SP1.04F

– describe computerized travel management systems and other software applications;

SP1.05F

– describe computerized food services management systems;

SP1.06F

– demonstrate a range of teamwork, organizational, and communication skills;

SP1.07F

– understand the importance of accurate measurement techniques, such as those used in

calculating survey results, in measuring liquids, in accounting for money.

Impact and Consequences

Overall Expectations

ICV.01F

– demonstrate understanding of environmental and social issues related to hospitality and

tourism;

ICV.02F

– apply industry standards related to personal and workplace hygiene;

ICV.03F

– identify professional opportunities in hospitality and tourism.

Specific Expectations

IC1.01F

– explain health and safety standards as they relate to processes, materials, tools, and equipment in the hospitality and tourism industry;

IC1.02F

– explain the challenges of environmental sustainability in ecotourism;

IC1.03F

– identify the purposes of standards in the food services industry;

IC1.04F

– explain the impact and application of health and safety laws and regulations;

IC1.05F

– describe related career opportunities and the education and training required to gain entry to those positions;

IC1.06F

 demonstrate the ability to apply personal, health, and workplace safety regulations in the handling of equipment and materials;

IC1.07F

– describe the processes used to develop products.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good.

 

 

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