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

 

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

Public School Board Writing Team – Grade 10 Hospitality and Tourism Technology

 

Lead Board

 

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team – Public

 

M. Jean Brinkos, Toronto District School Board, (retired) Lead Writer

Sandy Hall, Toronto District School Board

Debra Jago, Simcoe County District School Board

Margaret Ritchie, Simcoe County 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

Credit Value:  1

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

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.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  What Is Hospitality and Tourism?

Time:  10 hours

Unit Description

This unit provides students with an overview of eight diverse sectors of Hospitality and Tourism (accommodation, food and beverage, adventure tourism/recreation, transportation, travel trade, events and conferences, attractions, and tourism services). Students investigate facts and myths and become aware of the range of career opportunities in each sector. This unit introduces students to people employed in the Hospitality and Tourism industry and lays the groundwork for job shadowing. Students begin to view the role of hospitality and tourism in their community, province, country, and beyond. As a culminating event, students plan a social event with one or more guest speakers. Students are engaged in peer and self-assessment. They use rubrics and checklists when writing reports and making presentations. Teachers assess and evaluate reports, journals and assignments using the same tools adapted by class/students and change levels into marks. Teachers give diagnostic tests to check student progress and engage in remediation before a final test on this unit.

Unit 2:  Look! I Can Cook

Time:  35 hours

Unit Description

After a comprehensive, teacher-demonstrated program of safety, sanitation, and measurement, students are tested for competency with a variety of assessment tools such as quizzes, paper and pencil tests, and practical demonstrations. Students use standardized recipes to demonstrate cooking methods, skills, and techniques. Students and teachers make assessments of standard product quality (appearance, colour, texture, and flavour) with all products produced in food service labs. Accurate selection and safe use of tools and equipment are important aspects of this unit. Board policies on sexual harassment and violent/aggressive behaviour are addressed at this point through discussion of policy documents. Organization of work sites, teamwork and time-management skills are used in all labs. These skills may be observed and assessed by both students and teachers, or by teachers only, using worksheets, checklists, and rubrics. Communication skills are demonstrated daily as students use group work to plan labs and produce food products. Computers are used for product search and for class management functions. Guest speakers from the community describe computerized food services management systems that they use in their careers.

Unit 3:  Touring the World of Food

Time:  35 hours

Unit Description

In this unit students continue to apply the knowledge of tools, equipment, safety, sanitation, management, and cooking skills previously studied. Students investigate regional and international food, and the origin and marketing of food products. Students select a specific country and explore food products, unique cooking tools, social customs, and environmental factors affecting this culture. Students use the community, Library/Resource Centre, and Internet to obtain information. Students illustrate their learning through demonstrations, discussions, information interviews, displays, and special events. Students organize food labs using standardized recipes to produce and serve food.

Unit 4:  Hospitality and Tourism: “A World of Opportunity"

Time:  15 hours

Unit Description

Students research tourist sites, accommodations and travel costs involved in visiting a country of their choice studied in the last unit. Students examine tourism in Ontario using brochures, Tourist Information/ Convention Bureaus, and Chambers of Commerce. Careers in tourism are explored with industry representatives and the assistance of the Student Services Department. Students use informational interview techniques and are involved in job shadowing. Students demonstrate their knowledge using word-processed and oral reports.

Unit 5:  Meeting the Challenge

Time:  15 hours

Unit Description

In this unit students research hospitality and tourism and its effect on environmental sustainability. Students design and administer a survey on environmental sustainability to use with hospitality and tourism businesses in their community. Students explore these concerns on national and international sites involved in the eco-tourism industry. Students use an eco-tourism theme to research, plan and implement an outdoor event at a local site involving team-building activities and food production. Debriefing and student self-assessment at the culmination of this activity will be an important part of the learning experience. This unit links with geography, history, physical education and transition activities.

Course Notes

Expectations that relate to both theoretical and practical skills in hospitality and tourism will be constantly assessed. Students need to be informed about summative assessment at the beginning of the unit and have frequent opportunities to practice their performance and receive feedback in formative assessment. Teachers need to record the levels of achievement in their mark book to closely monitor student learning and suggest remediation to a student or class as necessary. Students use rubrics/checklists, and may be involved in adapting and designing assessments tools. This gives students more ownership of their learning goals and greater self-direction in their learning. In every unit, students have continual assessment of curriculum expectations to encourage excellence and monitor improvement in knowledge and skill development. Students should be led toward the achievement of the expectations stated in each unit. Authentic summative assessments should be planned for the end of each unit. These assessments inform students of their progress to date and suggest areas needed for improvement.

Career development occurs throughout the program as part of every unit through the use of guest speakers, job shadowing, field trips, computer research, involvement with student services, and career centres. Brainstorming, research projects and journal reflections on career possibilities in each sector of hospitality and tourism will occur throughout the program and will give students opportunities to perform at a variety of levels on a variety of performance tasks.

Unit 1 is brief and acts as an introduction to the scope of hospitality and tourism that should be reflected throughout the course. Students make extensive use of computers for Internet research and word processing of all documentation to be handed in to the teacher for assessment throughout the course. The teacher sets the stage for learning and introduces students to co-operative group learning. Group work will frequently be used as a teaching/learning strategy freeing the teacher to circulate, direct, monitor, coach, and tutor in the classroom. This unit will feature two culminating activities, one is a summative assessment of knowledge and the other is a demonstration of skills used while hosting a guest speaker. A brief introduction to job shadowing was suggested at the beginning of the program. Students need to search for a suitable hospitality and tourism placement and have it approved well ahead of the date for this activity.

Unit 2 begins the knowledge and skill development of hospitality that forms a large part of the total program. This unit covers many essentials of the hospitality industry. Constant self, peer, and teacher assessment of student progress using the food preparation rubric is important to monitor student progress. Hosting guests from the Food and Beverage sector would provide a valuable link to the food service community and provide an interesting culminating activity when paired with a food production activity.

Unit 3 builds on the knowledge and skills of food service attained in Unit 2. Students who need to improve their performance are given an opportunity for remediation. Teachers model the demonstration project for student groups, posting samples of all the plans required for completion of a successful demonstration. Student groups then select the demonstration project and follow a model for project/product development. While planning and preparing a food demonstration, students practise becoming effective communicators through research, individual work, and group work. The food dish selected from another culture/country will illustrate the international/global aspect of the program. This project when presented provides a celebration for each group of their ability to work as a team and produce appetizing food products. Guest speakers from the Events and Conferences sector and/or Travel Trade sector would enrich this unit.

In Unit 4 students investigate the global repercussions and implications of hospitality and tourism locally, provincially, nationally, and internationally, recalling the information from Unit 1. Students participate in a job-shadowing project at a location selected by the student or from the teacher's or the Co-operative Education teacher's files. This activity introduced at the beginning of the program examines a hospitality or tourism career for a day followed by debriefing and sharing of experiences. This is the culminating activity in this unit. Guest speakers from Transportation and Accommodation sectors would enrich this section of the program.

The final unit, Unit 5, involves the students in a celebration, an events-planning and preparation activity that allows them to apply all areas of tourism and hospitality studied. For example, students are given an opportunity to lead their peers on an excursion and apply their knowledge and skills in safe food preparation storage and service, hosting, booking activities, considering transportation, considering waste management, and planning an informational tour. This activity could be linked to other departments or clubs in the school depending on the focus chosen by the class. Guest speakers from Adventure Tourism, Attractions, and Tourism Services would enrich this unit of the program.

Teachers shall address safety/ censorship on the Internet by implementing School Board Policies involving the appropriate student use and access to the Internet services. Board policies and forms used in the "Take Our Kids To Work" program shall be followed for job shadowing. The Co-operative Education department in schools is a valuable resource for the job-shadowing segment of this course.

Teaching/Learning Strategies

A variety of teaching/learning strategies is used throughout this course including the following:

·       brainstorming - group generation of initial ideas expressed without criticism or analysis;

·       buddy system - links students for peer/cross/age support;

·       case study – teacher-directed 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 to organize curriculum experiences;

·       The composition of the groups may be random or selected by the teacher to ensure that optimum conditions for learning can occur. Distinct measurable roles for each participant are important.

·       computer-assisted learning - learning of new material or review/reinforce material previously learned;

·       conferencing - student-to-student discussion; student-to-teacher discussion;

·       demonstration - a practical showing or explanation of how something works or is made;

·       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 - students explore and research a topic of interest;

·       inquiry process- students gather knowledge of particular topic(s) and answer questions individually and in groups;

·       issue based analysis - used to develop the skills of synthesis and analysis;

·       jigsaw - specialized group learning followed by home group sharing;

·       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 mapping - involves representing physical, demographic, and numerical data through visual formats and shows relationships among ideas;

·       note making - a method of recording information for a variety of purposes;

·       problem solving - model for helping students to identify and work through a problem;

·       report/presentation - oral and written presentation of researched topic to class or school community;

·       research - model of investigation;

·       the web - representation of connection between ideas.

Assessment/Evaluation Techniques

The assessment plan includes the following:

Personal communication;

·       classroom discussion

·       completion of interview(s)

·       introduction and thanking of guest speakers

·       letter writing

·       peer assessment

·       project/portfolio self-assessment

·       journal/learning logs reflective learning

·       reading response

·       self-assessment

·       student/teacher conference

Paper and pencil tests;

·       activity/answer sheets

·       classroom tests

·       selected response

·       constructed response

·       mid-term and final examinations

·       student-generated research data

·       unit tests/quizzes (knowledge)

Performance assessment.

·       classroom presentations and observations

·       food demonstration planning, preparation, and delivery

·       food product planning

·       food service lab planning and preparation and skills demonstration

·       formal/informal observation of group work, food demonstrations, and food service labs

·       standard food product assessment

·       tourism activity plan

Assessment Tools

Assessment tools include:

·       checklists

·       marking schemes

·       rubrics

·       anecdotal comments with suggestions for improvement (self/peer/teacher)

Possible Evaluation of Student Achievement

Assessment Methods

Assessment methods included are:

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

Formative:  during learning, ongoing feedback from the teacher 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 judgement.

Accommodations

A variety of accommodations may be made throughout the program to assist students with various physical and developmental needs. They include one-on-one teaching/counselling, adaptations of handouts, using audiotapes, partnering/pairing or small group learning, peer tutoring, designing a collage, poster, or bulletin board display. Teachers must be familiar with students IEPs. Teachers may match personalities and aptitudes with groups to ensure optimal success in report and computer assignments. Some students may need more demanding analytical research assignments. Students may choose to design games to use in Units 1, 2, and 3 to review tourism sectors, cooking tools and equipment, and food customs.

Resources

Books

Barer-Stein, Thelma. You Eat What You Are: People, Culture and Food Traditions. Willowdale: Firefly Books Ltd. ISBN 1-55209-365-4

Canadian Tourism Resource Council. Career Planning Guide. Canada: 1996. ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 019 540 9523

Tourism: A World of Opportunity. Canadian Tourism Human Resource Council. 1997.
ISBN 1-555247-021-0

Video

A Career In Tourism-You Decide How Far To Go. Canadian Tourism Human Resource Council. 1995.
ISBN 1-896229-91-3. Available from Ontario Tourism Education Coproration, 1-800-557-6832

Human Resources

Canadian Tourism Human Resources Council. Career Planning Guide. 1996.

Student Services Department - computer programs to assist with career exploration and investigation of college and university programs

Guest speakers - Ontario Tourism Education Corporation
– will bring videos as part of their free presentation

CD-ROM

Ministry of Education and Training. Career Cruising (CD sent to Student Services offices by MET)

___________. Choices.

Web Sites

Career Explorer (Internet access through MET, sent to Student Services offices)
www.cx.bridges.com

Job Futures (Internet access
www.hrdc-drhc.gc.ca
(suggestion: go to site map, labour market information, and job futures)

Career Search available at
www.careers.ocas.on.ca

Ontario Tourism Education Corporation
http://www.otec.org

Tourism Ontario (Ministry of Economic Development, Trade and Tourism)
http://www.ontario-canada.com

http://library.tbe.toronto.on.ca
Search under cookery and utensils. An excellent web site with over 400 different listings for International Cookbooks. Also the local library web site may have listings of International Cookbooks.

http://www.Ontario-Canada.com

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, which 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 may use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grade 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 for 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 to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, conflict resolution/violence prevention and community partnerships are addressed in the course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate this course through a variety of methods. 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 the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications and applications. The school and business community may have input on developing aspects of the Hospitality and Tourism Technology course. The opportunity for immediate input may take form in a log where visitors to a public display of student work may comment freely.

The following areas should be assessed:

·       ensure that expectations are being met;

·       ensure that the learning styles of all students are being met through teaching strategies;

·       ensure assessment/evaluation measure student expectations in a reliable and accurate manner;

·       inform parents of student performance on a regular basis;

·       use a variety of assessment/evaluation tools;

·       use a variety of teaching/learning strategies;

·       ensure students with special needs are given adequate accommodation.

Appendix A

Categories Game

Hospitality and Tourism

Locate someone in this room who can answer yes to each of the statements below. People indicate a yes by placing their initials in the square. You can use a person’s name or initials only once. When you have completed all the squares call out “tourism” and be seated.

Note:  All of these events are considered part of Tourism

Appendix B

Canadian Tourism Industry Sectors

 

Appendix C

Tourism Sectors

 

Appendix D

Group Work/Teamwork Rubric

(may be used as self, peer, or teacher assessment)

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

Appendix D  (Continued)

Checklist of Related Group Work/Teamwork Behaviours

 

Name____________________        Date__________________    GROUP______________

Adapted from Simcoe County DSB

Appendix E

Report Writing Rubric

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

Appendix F

Careers In Tourism

(True/False Quiz)

What Is It Really Like?

Place a check mark in the appropriate box (T = true, F = false).

 

Appendix G

Job Levels In Tourism

 

Appendix H

Tourism Service Careers

 

 

Appendix I

Oral Presentation Rubric

 

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

Appendix J

Guest Speaker Observation Sheet

Complete this information sheet for each guest speaker and submit worksheet for marking.

Job Description

 

 

 

 

Educational Requirements

 

 

 

 

Job Skills and Training

 

 

 

Career and Job Opportunities

 

 

 

Types and Uses of Computer Programs in Your Field

 

 

 

Positive and Negative Effects of Computerization on Your Field

 

 

 

How Does Your Area of Hospitality and Tourism Affect the Environment?

Appendix K

Test

Tourism: A World of Opportunity

 

1.  What is tourism?

 

 

2.  Fill in two jobs for each of the following sectors of tourism.

Accommodation

 

Food and Beverage

 

Transportation

 

Travel Trade

 

Events/Conferences        

 

Attractions

 

Adventure/Tourism

 

Travel Services

 

 

3.  Why is tourism considered a good career choice for youth today?

 

 

4.  Why are the skills of communication, time management, and teamwork important in the tourism industry?

 

 

 

5.  Write an invitation to a possible guest speaker working at the management level in the fast food industry.

 

 

 

6.  Suggest five possible topics that you would like him/her to include in a presentation to high school students. Use your letter-writing format to assist you with this question.

Appendix L

What’s That Tool?

Examine the displays of tools around the room. Find the tool that most closely resembles the picture on this worksheet and try to fill out the chart.

Use the expertise of your classmates and the resources found in the room.

 

Appendix M

Demonstration Project

Brainstorm with your group to make some important decisions and arrive at your destination, "The Demonstration". Your teacher has a box of standardized recipes for each culture that will help you to know how the recipe looks (colour, texture, shape, and size). When you try the recipe you will want to taste the standard recipe. Please do not adjust seasoning without checking with your teacher. Your teacher has an assessment tool that indicates the factors involved in presenting the best demonstration. This tool is called a rubric. Use this tool to assess your work as a group.

T -	Task to be researched – Pick a country, culture, and food product to research. Include geographic location, languages spoken, staple foods, staple grain products, fruits and vegetables, milk and milk products, meat alternatives, and national dishes.
O -	Outline a Basic Plan – Your group needs to equitably assign activities to each member. You need to devise materials and equipment list, and a plan for displaying your food product. You need to plan and rehearse a script using oral presentation rubrics or checklists to assess and revise your demonstration. Remember to practice your group’s recipe to achieve a standard product. Note the timelines for handing in your work decided by your class and teacher. Each group creates a poster illustrating criteria listed on the Foods of the World worksheet (Appendix O – Foods of the World Comparison Chart).
U -	Understand the Process – It is important to assign roles to each person in the group in an equitable manner. All group members must be involved equally on the day of the demonstration to make the activity go smoothly.
R -	Revise Your Plan – Revision to your plans and duties needs to be made as you practise your product, write your demonstration, and rehearse your script. Create a colourful backdrop for your display. Please keep a log of your changes indicating the date, change and reason for the change.
I -	Implement Your Plan – Start by handing in your plans and log in your folder every day. Don’t take the folders out of the room as you need them daily to enter your work. Your teacher shall assess your progress and assist you with your planning.
S -	Sample Your Product – It is important that you try your recipe once in class before you demonstrate it for the class. If you want to use a recipe that is not in the teacher’s recipe file, it must be approved by the teacher. This recipe will need to be reformatted to include the characteristics of a good standard product.
M -	Make an Assessment of Your Plan – One of the most important parts of your learning is to assess both your progress as well as the progress of your group. Your ability to revise and change your plans as you progress through your project is key to help you make independent decisions in the future. It may be hard to remain objective.

 

Appendix N

Sample Food Demonstration Rubric

Appendix N  (Continued)

 

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

Appendix O

Foods of the World Comparison Chart

 

Appendix P

Works Independently Rubric

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

Checklist for Ongoing Observation of Student Work Habits

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix Q

Organization Rubric

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

Checklist for Ongoing Observation of Organizational Skills

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix R

Work Habits/Homework Rubric

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

Checklist for Ongoing Observation of Student Work Habits/Homework

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix S

Initiative Rubric

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

Checklist for Ongoing Observation of Student Initiative

* to be used to support above rubric

Adapted from Simcoe County DSB

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.

 

 

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