Course Overview

Hospitality and Tourism, Grade 11, Workplace Preparation, TFH3E

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological

Education, 2000

Course Description

This course focuses on, hospitality and tourism activities, equipment, and facilities as well as food preparation and management. Students learn to prepare, present, and serve food, and to plan, manage, and promote activities, using the necessary equipment. Throughout the course they learn the fundamentals of providing high-quality service and ensuring customer satisfaction. Students study the occupational health and safety standards and laws regulating the hospitality and tourism industry. They also explore the industry’s social and environmental impacts and identify possible career paths.

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 develop a responsible work ethic which examines and evaluates the use of resources and the relevance to customer satisfaction. Process and results are emphasized to ensure 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.

Course Notes

Teaching and learning approaches address all of the areas of technological education, including knowing, doing, designing, testing, building, and evaluating. Students use projects as a means of achieving these expectations. They are provided with a combination of information and experience that prepares them to make informed choices about the use of various technologies, how to use technology wisely, and how to solve technological problems.

Students are involved in:

· investigating technological products, systems, and processes;

· gaining knowledge of principles and processes of technology;

· exploring needs that can be met through technology;

· creating and evaluating alternatives and modification in relation to these needs;

· developing safe and efficient work habits;

· making products that satisfy defined specifications and standards of quality and safety;

· making connections between technology and society (past, present, and future);

· assessing related career opportunities and requirements;

· developing confidence to contribute to a technological society.

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

In planning and delivering technological education programs, there should be an open, collaborative, activity-based approach to teaching that accommodates students’ interests, aspirations, and learning styles. Teachers and students plan activities to ensure that they are meaningful and relevant to students’ needs and the requirements of the curriculum. Activities are designed to include both individual and team approaches. Technological activities often require individuals to work collaboratively while undertaking a variety of roles and tasks.

Teachers should work collaboratively with colleagues to plan and deliver curriculum. Teachers can contribute individual expertise in the various areas of technology to ensure the successful implementation of the technological education curriculum. Course content may be integrated with other parts of the school’s program.

Units: Titles and Time

Unit 1	Hospitality and Tourism Industry: Boom or Bust?	20 hours
* Unit 2	Hospitality and Tourism Industry: The Customer Rules!	20 hours
Unit 3	Hospitality and Tourism Industry: Food and Beverage Sector	30 hours
* Unit 4	Hospitality and Tourism Industry: Management and Promotion	20 hours
Unit 5	Hospitality and Tourism Industry: My Workplace!	20 hours

* These units are fully developed in this Course Profile.

Unit Descriptions and Overviews

Unit 1: Hospitality and Tourism Industry: Boom or Bust?

Time: 20 hours

Unit Description

This activity introduces students to the depth and breadth of the tourism and hospitality industry. The tourism and hospitality industry is comprised of eight distinct but related sectors, i.e., accommodation, attractions, adventure and recreation, travel trade, food and beverage, transportation, events and conferences, tourism services. In small groups, students identify and explore local, regional and provincial hospitality and tourism within the eight sectors. Students investigate the social, economic, and environmental impacts on the hospitality and tourism industry. Cooperative work strategies, critical evaluation, and problem-solving help students make decisions in light of Gospel values with an informed moral conscience.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1.1	TFV.01, TF1.01, TF1.02, TF4.02; CGE2a, CGE2b	Knowledge Communication	The eight sectors in the hospitality and tourism industry
1.2	TFV.04, TF1.03, TF1.06; ICV.01, IC1.01; CGE2b, CGE2c, CGE4f	Inquiry Communication Application	Interdependency between sectors
1.3	TFV.04, TF1.05, TF1.07; ICV.01, IC1.02; CGE4f, CGE5e	Inquiry Communication Application	Local, regional and provincial focus on sectors
1.4	TFV.04, TF1.04; ICV.01, IC1.03; CGE7I, CGE7f	Knowledge Inquiry Communication Application	The boom: ecotourism and adventure tourism

Unit 2: Hospitality and Tourism Industry: The Customer Rules!

Time: 20 hours

Unit Description

This unit introduces students to the safety and sanitation regulations which must be implemented by the food service operation. Students examine the implication these regulations have on the clients’ needs, interests and satisfaction. Students apply this knowledge to develop skills in customer service. Through this understanding, students demonstrate a positive sense of self and respect for the welfare and dignity of others.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
2.1	SPV.01, SP1.04, SP1.07, SP1.08; CGE2e, CGE3c, CGE4f, CGE5a, CGE5e	Knowledge Inquiry Communication	Customer satisfaction
2.2	SPV.01, SP1.01, SP1.02; CGE2a, CGE7a, CGE7f, CGE7g	Inquiry Communication Application	Customer safety
2.3	SPV.01, SP1.01, SP1.02; CGE2a, CGE7a, CGE7f, CGE7g	Knowledge Communication Application	Safety in the workplace
2.4	1CV.02, 1C2.02, 1C2.03; CGE2e, CGE3c, CGE4f, CGE7b	Knowledge Inquiry Communication Application	A helping hand
2.5	SPV.02, SP1.05, SP1.06, SP1.07; CGE2a, CGE3c, CGE4a, CGE4f, CGE7a	Knowledge Inquiry Communication	Up front and personal

Unit 3: Hospitality and Tourism Industry: The Food and Beverage Sector

Time: 30 hours

Unit Description

Food preparation is designed to serve as a learning tool and reference for acquiring the knowledge and skills required in the food and beverage industry. This unit offers the students the opportunity to develop essential food preparation, presentation, and service skills in a food lab environment. Students realize the importance of respect, cooperation, and teamwork when working with others. They work with equipment using safety procedures to adhere to Health and Safety industry standards. Through the understanding and application of these standards, the student demonstrates a positive sense of self and respect for the welfare of others and the environment.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
3.1	ICV.02TFV.02, TFV.03, TF3.01, TF3.02, TF3.03, TF3.04I; C2.01, IC2.02, IC2.03, IC2.04; CGE2a, CGE2b, CGE3c	Knowledge Inquiry Communication Application	Kitchen safety and sanitation
3.2	TFV.01, TFV.03, TF2.01, TF2.02, TF2.03, TF4.01; SP1.03, SP2.03; CGE2c, CGE4a, CGE7i	Knowledge Inquiry Communication Application	Kitchen resources
3.3	TFV.02, TFV.03; SPV.02, SP2.01, SP2.02, SP2.03, SP2.04, SP2.05, SP2.06; ICV.02, IC2.04CGE4b, CGE4f, CGE5e, CGE5f	Knowledge Inquiry Communication Application	Food preparation and presentation

Unit 4: Hospitality and Tourism Industry: Management and Promotion

Time: 20 hours

Unit Description

In this unit students further their knowledge of the hospitality and tourism industry through the exploration of marketing and publicity. Students identify the objectives and principles of advertising campaigns. They research current examples and assess the effectiveness of these campaigns. Principles learned are applied to student-designed advertising campaigns for school and community events. Students are given many opportunities to improve computer skills through research, reporting and design. Students record time spent on marketing designs in daily logs. A friendly marketing team competition provides students with a sense of the competitive nature of the hospitality and tourism industry.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
4.1	SPV.03, SP3.01 CGE 4f	Knowledge	Research and analysis
4.2	SPV.03, SP3.03 CGE 4d, CGE 5e	Inquiry Communication	Research and presentation
4.3	SPV.03, SP3.04, SP3.05 CGE 4c, CGE 4a	Knowledge Inquiry Application	Research and design
4.4	SPV.03, SP3.02, SP3.05 CGE 2c, CGE 3b, CGE 3e	Knowledge Inquiry Communication Application	Run food-oriented school event

Unit 5: Hospitality and Tourism Industry: My Workplace!

Time: 20 hours

Unit Description

Students explore career possibilities within the Hospitality and Tourism industry, then determine whether their interests, skills, and attitudes suit a career in this area. As money is often a determining factor in accepting a job, students investigate the salary structures in the different sectors of the industry. Students apply moral and ethical values in the determination of their workplace.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
5.1	ICV.03, IC3.01, IC3.05; CGE2a, CGE2e	Knowledge Inquiry	Hospitality and the salary scale
5.2	ICV.03, IC3.02, IC3.04; CGE1I, CGE3d, CGE3e, CGE5d	Knowledge Inquiry Communication	Career paths in hospitality
5.3	ICV.03, ICV.04, IC3.03; CGE2c, CGE2e, CGE4g, CGE4f, CGE5c	Inquiry Application	Where do I see myself working in hospitality?

Teaching/Learning Strategies

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

Buddy System – linking of students for peer/cross age support.

Case Study – investigation of real and simulated issues.

Class Discussion – active participation of students by taking turns while discussing current issues.

Collaborative/Cooperative Learning – small group learning providing high levels of student engagement and interdependence.

Computer-assisted Learning – use of the computer 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 – practical showing or explanation of how something works or is made.

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

Field trips – tangible examples of food service operations and work sites.

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

Guest Speakers – the use of the knowledge and experience of professionals in order to increase students’ understanding of the real world and how it relates to course content.

Handouts/worksheets – formation of a resource book of information for students to draw on.

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 - the use of assigned spaces where learning activities are provided which promote choice, thought, exploration, and interaction.

Mind Map – the representation of physical, demographic, and numerical data through visual formats to show relationships among ideas.

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

Problem Solving Strategies – working 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 – examination by students of issues in relation to spiritual understanding as it reflects on them individually, in their families and in their communities.

Assessment & Evaluation of Student Achievement

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 evaluation.

Assessment Techniques

Activities based in this course are, to a large degree, skill oriented. Students are to develop skills reflected in the expectations set by the curriculum. It is against these expectations that student achievement is measured.

Assessment of skill development involves focusing 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. These checklists and scales provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Students are encouraged to use them for self-assessment as they strive for acceptable standards of competence. Teacher/student discussions clarify the standards that are expected. Peer assessment, especially during group work, 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 are 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 can be used. Although students are 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

Final Evaluation

· Formal Exam

· Practical Assignment

30%

Term Evaluation

· Knowledge/Understanding

· Unit/Activity tests

· Quizzes

· Unit Exercises

· Thinking/Inquiry

· Assignments/Worksheets

· Unit Projects

· Independent Research (Career)

· Unit Exercises

· Communication

· Unit Exercises

· Presentations

· Application

· Unit Labs/Projects

70%

TOTAL

100%

Accommodations

The teachers using this course profile must be acquainted with student’s Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

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, and lack of success, linguistic diversity, or race. The teachers should foster a positive atmosphere accepting of an individual’s uniqueness, values, and needs.

There are 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 the following:

· adapted approaches to assessment;

· oral testing;

· student demonstration 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 work with classroom partners and/or peer tutors;

· students act as lab assistants;

· list of terminology, possibly simplified, provided before an activity begins;

· small group learning experiences;

· flexible timelines;

· adapted handouts:

· larger, easy-to-read font;

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

· project modification;

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

· enrichment and extension activities.

Resources

Catholic Resources

Catechism of the Catholic Church. Ottawa: Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8

Cowan, Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New Jerusalem Bible, Standard Edition. Toronto: Doubleday, 1998. ISBN 0-385-493-207

Course Development Resources

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

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

Ontario Curriculum, Grades 11 to 12: Technological Education, 2000.

Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.

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

Books

Canadian Restaurant and Food Services Association. Sanitation Code for Canada’s Foodservice Industry. Toronto: Canadian Restaurant and Food Services Association, 1998.

Dickson Wright, Clarissa. Food: What We Eat and How We Eat. England: Ebury Press, 2000.

Donovan, M.D. Cooking Essentials. U.S.A.: John Wiley & Sons, 1997. ISBN: 0-471-28717-2

Donovan, Mary. Careers for Gourmets and Others Who Relish Food. U.S.A.: NTC Publishing Group, 1993. ISBN: 0-8442-8138-7

Gisslen, Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-32065-X

Gisslen, Wayne. Professional Cooking, 4th ed. U.S.A.: John Wiley & Sons, Inc., 1999.
ISBN: 0-471-23997-6

Haines, R. Food Preparation. U.S.A.: American Technical Publishers, 1988. ISBN: 0-8269-4433-7

Harrison, Lynn C. and Winston Husbands, ed. Practising Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development. Toronto: John Wiley & Sons, Inc., 1996.
ISBN 0-471-12236-X

Labensky, S., A. Hause and Fred Malley. On Cooking. Prentice Hall Publishers, 1999.
ISBN: 0-13-973892-4

Lukins, Sheila. All Around The World Cookbook. New York: Workman Publishing, 1994.
ISBN 1-56305-237

Mizer/Porter/Sonnier. Food Preparation for the Professional, 2nd ed. John Wiley & Sons, 1987.
ISBN 0-471-88303-4

Morris, Sallie and Lesley Mackley. Choosing and Using Spices. Oxford, Great Britain: Sebastian Kelly, 1999. ISBN1-84081-171-4

Mulherin, Jennifer. Spices and Natural Flavourings. London: Tiger Books International, 1992.
ISBN 1-85501-218-9

Pepper, Michael R. FMP, ed. Quantity Food Techniques, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667506-4

Pepper, Michael R. FMP, ed. Quantity Food Techniques: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667507-2

Pepper, Michael R. FMP. Customer Service, 2nd ed. New York: Glencoe/McGraw-Hill, 1993.
ISBN 0-02-667508-0

Pepper, Michael R. FMP. Customer Service, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. (teacher’s resource manual) ISBN 0-02-667509-9

Pepper, Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667502-1

Pepper, Michael R. FMP. Menu Planning and Cost Control: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/MacMillan/McGraw-Hill, 1993. ISBN 0-02667503-X

Pepper, Michael R. Starting Your Career in Food Service, 2nd ed. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teachers Resource Guide, 2nd ed. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667514-5

Plawin, Paul. Careers for Travel Buffs and Other Restless Types. U.S.A.: NTC Publishing Group, 1992. ISBN: 0-8442-8127-1

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. (teacher resource manual) ISBN 0-471-33029-9

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1

Quebec/Amerique Internations, ed. The Visual Food Encyclopaedia. Montreal, Quebec: Les Editions Quebec/Amerique Inc., 1996. ISBN 2-89037-893-4

Rande, Wallace L. Introduction to Professional Foodservice. Toronto: John Wiley & Sons, Inc., 1995. ISBN 0-471-57746-4

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6

Ray, Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8

Ruhlman, Michael. The Soul of a Chef. U.S.A.: Penguin Group, 2000. ISBN: 0-670-89155-X

Shannon, Ellen. Dictionary of Culinary Terms. New York: Hippocrene Books, 1998.
ISBN 0-7818-0692-5

Spicer, Kay. Multicultural Cooking. Campbellville, Ontario: Mighton House, 1995. ISBN 0-9695688-2-7

St. John Ambulance. First on the Scene: The Complete Guide to First Aid and CPR. Ottawa, Canada: Priory of Canada, 1998. ISBN 0-929006-89-5

Wolfe, Kenneth C. Cooking for the Professional Chef. Delmar Publishers, 1982 ISBN 0-8273-1903-7

Periodicals and Magazines

Food Service and Hospitality. Toronto, Canada: Kostuch Publications Ltd.

Canada’s Foodservice News. Toronto: Canada’s Foodservice News.

Fine Cooking. Newtown, Connecticut: The Taunton Press. ISSN 1072-5121

Gusto, Markham, Ontario, Canada: PLM Imaging Inc. http://www.gustomagazine.com

Video

Tourism: A Career with a Future (VHS): Ontario Tourism Education Corporation, 1996.

CD-ROM

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Professional Cooking, 4th Ed. John Wiley & Sons

Cooking Light (MasterCook recipe software). Sierra Software

Websites

All about foods http://fp.enter.net/~rburk/
Recipes in the Mastercook Format

All Recipes http://www.allrecipes.com/
Recipes, Glossary and General Information

Food Television http://www.foodtv.com/
Recipes, Glossary, General Information and Rogers CITC partner

What it takes to work in Tourism and Hospitality http://www.whatworksonline.com/core/tourhosp.html
Hospitality Net http://www.hospitalitynet.nl/

The Internet resource for the global hospitality industry
Quintessential Careers http://www.quintcareers.com/hospitality_jobs.html

Job search in hospitality and tourism with specified salary
Hospitality and Tourism Resources (print and video) http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism

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

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

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

Ontario Curriculum Clearinghouse (OCC) http://www.curriculum.org
Ministry approved resources, course profiles, and links to other educational sites

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

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

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

TV Ontario (Pdonline)http://www.tvo.org/pdonline/
Professional development for teachers on line with links to other useful educational sites

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

Agriculture and Agri-Food Canada www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the agriculture and agri-food sector maximize its contribution to Canada's economic and environmental objectives and achieve a safe, high-quality food supply

Canadian Centre for Occupational Health and Safety www.CCOHS.ca
Promoting safe and healthy work environments

Canadian Food Inspection Agency www.cfia-acia.agr.ca/english/toc.html
The Agency’s mission is to provide safe food, consumer protection, and market access

Canadian Restaurant and Food Service Association www.crfa.ca/
Journal for the Canadian food service industry

Food Path www.foodpath.com.au/links.htm
Resources for global food industry professionals

Health Canada www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of Canada maintain and improve their health. A good source for information on food safety

Ontario Ministry of Labour www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health and safety guidelines, preventing injury

St. John’s Ambulance Canada www.sja.ca/english/content/new.html
First aid information, calendar of courses offered

OSS Considerations

The Grade 11 Hospitality and Tourism Technology course is designated as a Technological Education, Part A, Broad-Based Technology program. This course is designated a workplace preparation course and comprises a set of expectations that are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workplace directly after graduation, or the requirements for admission to certain apprenticeship or other training programs. (See the Ontario Curriculum, Grades 9 and 12: Program Planning and Assessment, 2000 for a description of the different types of secondary school courses). Students can use this course as a compulsory credit (1 additional credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9-12]), or as an optional credit.

Students are introduced to practical aspects of hospitality 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 Accommodations where the needs of all students are met.

Ontario secondary school graduates are expected to be technologically literate as described in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. This means they should be able to understand and apply technological concepts, to use computers in various applications, and to 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 must 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 aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Hospitality and Tourism, Grade 11,
Workplace Preparation, TFH3E

Theory and Foundation

Overall Expectations

TFV.01 · identify the eight sectors of the hospitality and tourism industry – accommodation, adventure tourism/recreation, food and beverage, transportation, travel trade, events and conferences, attractions, and tourism services;

TFV.02 · identify the characteristics of a variety of foods;

TFV.03 · describe food product handling, storage, and preparation techniques;

TFV.04 · demonstrate familiarity with the equipment and facilities used in the hospitality and tourism industry.

Specific Expectations

Industry Services and Sectors

TF1.01 – describe the eight sectors of the tourism industry;

TF1.02 – describe the services offered by each of the sectors of the hospitality and tourism industry;

TF1.03 – describe interdependent hospitality and tourism services;

TF1.04 – explain the goals of ecotourism and adventure tourism;

TF1.05 – identify the sectors of the tourism industry that are prominent in the province, the region, and the local community;

TF1.06 – identify businesses and industries that benefit from the tourism industry or that owe their existence to it;

TF1.07 – identify local tourism facilities and describe how they attract people.

Knowledge of Foods

TF2.01 – describe commonly used ingredients in cooking and baking;

TF2.02 – list the basic nutritional values of a variety of products;

TF2.03 – identify different herbs and spices.

Handling of Foods

TF3.01 – explain the effect of temperature changes on food;

TF3.02 – apply National Sanitation Code cleanliness standards during the handling, storage, and preparation of products;

TF3.03 – identify the causes and describe the effects of food poisoning;

TF3.04 – describe the purpose of the Public Health Act and the Food and Drug Act.

Equipment and Facilities

TF4.01 – demonstrate a familiarity with a variety of equipment related to hospitality and tourism;

TF4.02 – identify a variety of accommodation facilities.

Skills and Processes

Overall Expectations

SPV.01 · manage activities, equipment, and personnel effectively to provide service to customers;

SPV.02 · apply correctly principles related to the preparation, presentation, and service of food products;

SPV.03 · prepare effective publicity campaigns.

Specific Expectations

Customer Service

SP1.01 – identify and describe the safe use, set-up, and maintenance of equipment used in a variety of activities;

SP1.02 – relate equipment to client needs and interests;

SP1.03 – control product reception, handling, storage, and rotation effectively;

SP1.04 – explain the importance of teamwork in providing customer service;

SP1.05 – apply correctly standards of personal hygiene and grooming;

SP1.06 – explain the importance of uniforms in the hospitality and tourism industry;

SP1.07 – meet the needs of customers;

SP1.08 – explain the importance of providing respect for people with a variety of needs.

Food Preparation and Presentation

SP2.01 – prepare simple recipes using available ingredients;

SP2.02 – describe cooking and baking procedures and concepts;

SP2.03 – describe regional food products in terms of availability and variety;

SP2.04 – measure quantities correctly in both imperial and metric units;

SP2.05 – convert recipes correctly to increase or decrease their yield;

SP2.06 – prepare vegetables, stocks, soups, sauces, meat, poultry, fish, seafood, and a variety of desserts.

Marketing and Publicity

SP3.01 – identify the objectives of advertising campaigns;

SP3.02 – apply principles of advertising for school and special events;

SP3.03 – assess a marketing campaign for a local tourism attraction in terms of its effectiveness in attracting customers;

SP3.04 – apply the principles of marketing to design a tourism campaign for a local event;

SP3.05 – use computer software to prepare and present publicity and marketing documents.

Impact and Consequences

Overall Expectations

ICV.01 · describe social, economic, and environmental impacts of the hospitality industry;

ICV.02 · describe and, where appropriate, apply industry standards of health and safety for the use of materials, tools, and equipment in the hospitality and tourism industry;

ICV.03 · identify career possibilities in the hospitality and tourism industry;

ICV.04 · identify the individual personality traits and skills that lend themselves to a career in tourism.

Specific Expectations

Social, Economic, and Environmental Impacts

IC1.01 – describe the social and economic impact of new products and modern technologies on the industry;

IC1.02 – explain how the eight sectors of the tourism industry affect the national, provincial, and local economies;

IC1.03 – describe environmentally friendly disposal procedures for waste food products and packaging (e.g., composting, recycling).

Health and Safety

IC2.01 – identify the safety factors that must be considered in the workplace;

IC2.02 – use a first-aid kit correctly;

IC2.03 – describe types of emergency situations than can occur in the hospitality and tourism industry and the kind of assistance required in each case to ensure safety;

IC2.04 – identify and, where appropriate, apply health and safety acts and regulations that pertain to the hospitality and tourism industry.

Education, Training, and Career Opportunities

IC3.01 – identify a range of occupations in the tourism industry;

IC3.02 – identify trades and professions in hospitality and tourism and the training and education related to each;

IC3.03 – determine whether their interests, skills, and attitudes suit a career in a tourism occupation;

IC3.04 – describe possible career paths in the tourism industry;

IC3.05 – identify the factors that affect salary structures in the different sectors of the tourism industry.

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.

Unit 2 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Descriptions and Overviews

Unit 1: Hospitality and Tourism Industry: Boom or Bust?

Unit 2: Hospitality and Tourism Industry: The Customer Rules!

Unit 3: Hospitality and Tourism Industry: The Food and Beverage Sector

Unit 4: Hospitality and Tourism Industry: Management and Promotion

Unit 5: Hospitality and Tourism Industry: My Workplace!

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Tools

How Assessment Strategies Will Be Used to Determine Final Course Mark

Final Course Grade

Accommodations

Resources

Catholic Resources

Course Development Resources

Periodicals and Magazines

Video

CD-ROM

Websites

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations