catering services s1-3 - e - education bureau and objectives aims: the syllabus aims to foster and...

IV. THE TEACHING SYLLABUS P = Practical Activity D = Demonstration Pj = Project

SYLLABUSES

FOR

SECONDARY SCHOOLS

CATERING SERVICES

(Secondary 1 - 3)

PREPARED BY THE CURRICULUM DEVELOPMENT COUNCIL RECOMMENDED FOR USE IN SCHOOLS BY

THE EDUCATION DEPARTMENT HONG KONG

2000

DRAFT

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CONTENTS

Page

PREAMBLE 3

I. INTRODUCTION 4

II. AIMS AND OBJECTIVES 5

III. SUGGESTED TIME ALLOCATION 6

IV. THE TEACHING SYLLABUS 7

V. GUIDELINES ON THE TEACHING OF CATERING SERVICES 13

VI. ASSESSMENT 15

APPENDIX A: LIST OF REFERENCE BOOKS 16

APPENDIX B: LIST OF AUDIO-VISUAL MATERIALS 17

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PREAMBLE

This syllabus is one of a series prepared for use in secondary schools by the Curriculum Development Council, Hong Kong. The Curriculum Development Council, together with its co-ordinating committees and subject committees, is widely representative of the local educational community, membership including heads of schools, lecturers from tertiary institutions and the Hong Kong Institute of Education, officers of the Hong Kong Examinations Authority and those of the Curriculum Development Institute, Advisory Inspectorate and other divisions of the Education Department. The membership of the council also includes parents and employers.

This syllabus is recommended for use in Secondary 1, 2 and 3 by the Education Department. Once the syllabus has been implemented, progress will be monitored by the Advisory Inspectorate and the Curriculum Development Institute of the Education Department. This will enable the Accommodation and Catering Services Subject Committee of the Curriculum Development Council to review the syllabus from time to time in the light of classroom experiences.

All comments and suggestions on the syllabus may be sent to : Principal Curriculum Planning Officer (Secondary and Prevocational), Curriculum Development Institute, Education Department, Wu Chung House, 13/F, 213, Queen’s Road East, Wan Chai, Hong Kong.

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I. INTRODUCTION

The preparation of food and its related knowledge are an inevitable part of daily living and an important part of an economy. The course which serves as an application subject is to impart to students practical skills and knowledge of the working of an industry which are relevant to their future living.

The subject is addressing the basic human need of food with product and services from an industrial perspective. Through this study, the biological cum environmental, social and cultural level of needs are examined. By proposing a solution for the needs, the crafts of cooking and principles of nutrition and technology will be applied. Via playing a role as a service provider, a student will be nourished with interpersonal skills and a sense of elegance.

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II. AIMS AND OBJECTIVES

Aims: The syllabus aims to foster and develop creative, intellectual, interpersonal and technological abilities through the study of the subject area of Catering Services. Objectives: On completion of the course, the students are expected to be able to:-

1. describe food groups in the context of nutrition and health.

2. understand the principles underlying the appropriate selection of materials, equipment and facilities in a range of catering operations.

3. observe working procedures relating to hygiene and safety.

4. describe the various occasion and social functions, design the appropriate menu, select the related types of food service and demonstrate the skill in food presentation.

5. demonstrate the manipulative skills involved in the basic preparatory and cooking processes.

6. have a basic understanding of the structure and operation of the catering services industry in Hong Kong.

7. have an awareness of the technological development in catering industry.

8. appreciate the importance of co-operative effort and effective communication in a catering operation.

9. establish a positive attitude towards the development of new products and ideas in catering business.

10. acquire the knowledge and develop the skills required for organization and management of resources in the catering operation.

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III. SUGGESTED TIME ALLOCATION

Topic Suggested no. of periods

SECONDARY 1

1.1 Hygiene and Safety 1.1.1 Personal hygiene 3 1.1.2 Food hygiene 2 1.1.3 Environmental hygiene and safety 5 1.1.4 Organization of work 2

1.2 Food and Food Services

1.2.1 Use of kitchen utensils and equipment 6 1.2.2 Heat and fuel 2 1.2.3 Food commodities 12 1.2.4 Menu planning and food preparation 21 1.2.5 Food service 8 1.2.6 Various catering services 5

SECONDARY 2

2.1 Hygiene and Safety 2.1.1 Food hygiene 5 2.1.2 Environmental hygiene and Safety 3 2.1.3 Organization of work 2

2.2 Food and Food Services 2.2.1 Use of kitchen Utensils and equipment 6 2.2.2 Principles of cooking and storing of food 2 2.2.3 Food commodities 12 2.2.4 Menu planning and food preparation 21 2.2.5 Food service 9 2.2.6 Various catering services 6

SECONDARY 3

3.1 Hygiene and Safety 3.1.1 Food hygiene 5 3.1.2 Environmental hygiene and Safety 3

3.2 Food and Food Services 3.2.1 Use of kitchen Utensils and equipment 6 3.2.2 Food Commodities 12 3.2.3 Menu planning and food preparation 21 3.2.4 Food service 13 3.2.5 Various catering services 6

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Total [3 periods per week x 22 week per year x 3 years] 198


Topics Detailed Content Suggested Practical Work / Activities Suggested no. of periods

SECONDARY 1

1.1 Hygiene and Safety

1.1.1 Personal hygiene The importance of personal hygiene from every aspect, e.g. hair, hands, habits etc.

P Cleaning of hands and nails before handling foods. 3

Appropriate uniform and protective clothing. Comment on the personal hygiene and appearance among students.

1.1.2 Food hygiene Cause, effect and prevention of food spoilage.

Definition and symptoms of food poisoning .

Contamination of food and food-borne disease.

D Demonstration during practical lessons to show the proper ways of handling food.

2

1.1.3 Environmental hygiene and safety

The importance of clean surroundings.

Daily cleanliness of kitchen and food service areas.

Choice and use of cleaning agents.

Proper disposal of waste

P Cleaning of kitchen after cooking. 2

Causes and prevention of accidents in the kitchen e.g. cuts and burns.

P Film show on simple first aid such as the handling of cuts and burns.

3

1.1.4 Organization of work The importance of good working habits. D Demonstration on good working habits. 2


1.2.1 Use of kitchen utensils and equipment

Choice, use and care of small kitchen utensils and gadgets, e.g. scales, measures, knives, can-opener, etc.

P Use and care of the kitchen utensils and equipment listed in the detailed column.

6

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Choice, use and care of basic equipment used in food preparation and service, e.g. cooker, electric kettle, refrigerator, freezer and hand mixer, etc.

1.2.2 Heat and fuel Use of common fuels, e.g. gas and electricity P Discussion on the advantages and disadvantages of using gas and electricity.

2

1.2.3 Food commodities Basic food groups and nutrition.

A study of some essential commodities and selected institutional foods with reference to types, choice, quality and use, costs and storage e.g. milk, eggs, dairy products, cereals and cereals products, etc.

Pj

Collection of samples/posters/pamphlets of some of the listed institutional foods.

12

1.2.4 Menu planning and food preparation

Basic principles of menu planning

Planning menu for simple meals such as breakfast, lunch, dinner, tea, etc.

Basic principles and methods of cooking, e.g. boiling, steaming, stewing, stir frying, etc.

P

The basic preparation and cooking of ingredients to produce meals/dishes and their correct serving methods

21

The preparation of foods with food commodities listed in 1.2.3

The preparation, cooking and serving of soups, main dishes, desserts, snacks, non-alcoholic beverages, etc.

1.2.5 Food service Personal appearance and manner. P Comment on personal appearance and manner among students.

6

Table setting for simple meals and use of cutlery, tableware, etc.

D Identification and recognition of cutlery and tableware in relation to the meals/dishes served.

2

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1.2.6 Various catering services

Cuisine of festive foods.

Various services such as highly personalised services.

5

SECONDARY 2


2.1.1 Food hygiene Common causes of food poisoning and prevention. P Collection of newspaper cuttings on food poisoning and discussion thereof

5

Food with high-risk of food poisoning


Pests control.

Regular cleaning of food preparation and food service areas.

Fire precautions and safety procedures in case of fire

Simple first aid

P

D

Collection of advertisements on various types of pesticides

Demonstration of the use of fire-fighting equipment

3

2.1.3 Organization of work The importance of time management and effort for efficiency and safety.

2



Pj Collection of pictures/photos of the kitchen equipment. 6

D Demonstration on the proper ways of handling small tools with special reference to safety precautions

P Use of small tools and equipment for different purpose with special reference to their safety precautions

Choice, use and care of equipment used in food preparation and service, e.g. grill, stepped steamer,

D Identification and recognition of some equipment used in food preparation and service and their potential

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preparation and service, e.g. grill, stepped steamer, liquidiser, conventional oven, microwave oven, etc.

Safe use of gas and electrical appliances.

in food preparation and service and their potential hazards

2.2.2 Principles of cooking and storing of food

Heat transference: conduction, convection, and radiation. D Demonstration on the basic principles of transfer of heat and their application in basic methods of cookery

2

Refrigerating, freezing and defrosting. P Application of the basic principles of freezing and defrosting cooked and uncooked items

2.2.3 Food commodities A study of the essential commodities and selected institutional foods, e.g. fish, fruits and vegetables, fats and oils, etc. with reference to types, choice, quality, use, cost and storage.

Pj Preparation of a chart to show the selection, quality, uses and storage of the essential commodities.

Collection of samples/posters/pamphlets of some the listed institutional foods.

12


Principles of menu planning.

Planing menu for special occasions such as parties.

Food preparation with commodities as listed in sections 1.2.3 and 2.2.3.

D

Demonstration and discussion on the proper handling of some of the listed items

21

Use of convenience food with fresh food P Basic preparation and cooking of ingredients to produce meals/dishes and their correct serving methods

Basic methods of cooking such as grilling, further works on baking, shallow frying and deep fat frying.

2.2.5 Food service Proper manner and skills in food serving. P Demonstration on the skills of holding of a service spoon and fork

9

Table setting for special occasions such as buffet party. P Napkin folds

D Demonstration on the covers for tabled’hote and a’la carte

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carte

2.2.6 Various catering services Cuisine of various nationalities

Various services such as fast food chain stores etc.

6

SECONDARY 3


3.1.1 Food hygiene Hygienic practices in food preparation and storage.

Control of time and temperature to prevent food poisoning in cooked and uncooked food.

P Discussion on proper ways of dealing with left-overs 5


Design of food premises for hygiene and safety. Effective cleaning and disinfectant.

D Demonstration on the use of mechanical devices 3



Choice, use and care of equipment used in food preparation and service, e.g. deep frying equipment, steamer, salamander, food mixer, hot cupboard, etc.

D Identification and recognition of equipment used in food preparation and service, with special reference to their potential hazards

6

P Use and care of the listed items for cooking purpose

3.2.2 Food commodities A study of essential commodities and selected institutional foods such as meat and poultry, etc. with reference to types, choices, quality, use, costs and storage.

Pj Collection of samples/posters/pamphlets of some of the listed institutional foods

12

Basic knowledge of preserved food, e.g. frozen, dehydrated, canned, pickled with reference to the type, choice, use, costs and storage.

D Identification of essential commodities with special reference to identification, selection, quality, use, costs and storage

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Basic understanding of herbs and spices with reference to types and uses.


Plan a menu for a specific social function

Basic principles and methods of cooking: roasting, poaching and braising; Food preparation with commodities listed in 3.2.2.

D

Introduction and demonstration on the basic methods of cooking - roasting, poaching and braising

21

P The application of the listed methods of cookery to the appropriate range of listed commodities, e.g. frozen meat and fish., etc.

P Collection of pictures about cuts of meats

Proper handling and use of preserved food in food preparation

P Preparing vegetables for different occasions, e.g. party, buffet, lunch, etc.

3.2.4 Food service Table setting for special social function. D Demonstration on the accompaniment, covers and service for special dishes such as omelet

13

3.2.5 Various catering services Cuisine of various nationalities.

Specialized services such as for flight and old aged home.

6


V. GUIDELINES ON THE TEACHING OF CATERING SERVICES Teachers are encouraged to devise their own teaching approaches appropriate to the abilities of their students to make learning challenging and interesting. The following are some suggested guidelines suitable for the teaching of Catering Services. 1. The role of a Catering Services teacher At least four roles of a Catering Services teacher can be identified:

� Activity initiator : the teacher should devise activities pertaining to the objectives of lessons with appropriate stimulus for students to participate.

� Facilitator : the teacher should provide more opportunities for students to learn by themselves and offer guidance to them during their learning process.

� Technical adviser : the teacher should help students to analyze and solve practical catering services problems.

� Evaluator : besides examinations, the teacher should evaluate students in accordance with their performance in the activities.

2. Emphasizing workshop safety A safe working environment is essential for pleasant and effective learning. To

reinforce workshop safety, teachers are advised to follow closely the booklet Safety in School Workshops published by the Education Department.

In essence, the following contribute to workshop safety:

� proper arrangement of furniture and equipment � proper management and use of workshop equipment and safety devices � clear instructions � good workshop discipline � close supervision � correct techniques and processes � contingency plan in case of emergency

Teachers should reserve a lesson at the beginning of each school year to remind students the importance of workshop safety and the contingency plan in case of emergency. Activities such as video shows and workshop safety poster design competition may be employed to draw students’ attention to the importance of workshop safety. Further more, students should be reminded of the specific precautionary measures related to each workshop session.

3. Promoting student-centred activities


Even in the earliest stages of the course, the students should be encouraged to become the developer and presenter of ideas. This involves attitudes and practices of some teachers to go beyond simply presenting and delivering information to students. Discussions, brain-storming sessions, project evaluations and case studies are some of the good means of promoting student-centred learning. The experience of tackling an open-ended problem to which there are many solutions can be stimulating for students. As students gain more experience of catering services, the emphasis of learning should gradually change and become increasingly student-centred. Students should then come to identify the catering services problems, define them, analyze them, resolve them and evaluate the results.

4. Making good use of extra-curricular activities As Catering Services deals with daily practical problems, students could be invited to

provide general catering services support for school events such as school open day. In order to promote the subject and to demonstrate that the learning of Catering Services is creative, intellectually challenging, interesting and stimulating, relevant extra-curricular activities should be organized throughout the school year. Examples of such kind of activities include inter-house catering services competition and Catering Services Club.

5. Making good use of teaching aids The use of teaching aids such as chalk and board, illustrative charts, overhead

transparencies, video tapes and information technology are beneficial to teaching. With proper use of teaching aids, concepts and techniques are more easily explained by teachers and mastered by students.

The Visual Education Section of the Advisory Inspectorate Division has a collection of video tapes and teaching resources available for teachers Catering Services to borrow. Teachers are encouraged to make use of these teaching resources to enrich their teaching and to stimulate students’ interest.


VI. ASSESSMENT Assessment of students’ performance is indispensable; it is an integral part in the teaching and learning process. Teachers have to measure the progress of their students towards the course aims, both individually and collectively, and to adjust the resources, approaches and strategies adopted in the teaching of Catering Services to accomplish the goals effectively. Assessment activities which can represent students’ learning in Catering Services may be categorized as follows:

1. Written tests/examinations When setting written tests/examinations, teachers should focus on thinking rather than

possession of information., e.g. justifying a food choice, writing up a menu etc. Furthermore, the assessment criteria of tests/examinations should be clearly defined to the students.

2. Performance tasks This is an assessment in which students are presented with a problem, either in form of

verbal or written instruction, to which pupils respond to it by doing something. The performance tasks can include, e.g. creation of products, experimental work, oral presentation, etc.

3. Project This is a portfolio which represents students’ continuous learning and their progress over

a period of time. Students’ initiative in working the project is very important and therefore the subject area selected must be of some interest to students and relevant to students’ daily life. The assessment criteria and specifications of the project should be made clear to students in advance. The focus of assessment should be on student’s ability to communicate the project effectively with others.

4. Observation and conversation Observation and verbal exchanges help teachers to understand what students have

learned and these become an informal way of continuous assessment of students’ learning.

Assessments play an important role in students’ learning because assessment results provide valuable feedback to students and teachers for improvement. Awareness should be given to the design of appropriate assessment instruments for different assessment objectives. Records of students’ assessment should be kept and analyzed to see the learning profile of individual students such as the progress of various skills of individual students.


Appendix A: List of Reference Books Title of Books Author Publisher

Catering: Food Preparation and Service Ursula Jones Edward Arnold

Cookery: An Introduction Victor Ceserani Edward Arnold

Questions on Practical Cookery Victor Ceserani Edward Arnold

The DIY: Kitchen Book John McGowan New Technical Books

The Science of Catering J. Audrey Stretch Edward Arnold

酒店服務技術孫衛民、楊征美萬里書店

酒店與飲食業人事管理實務潘衍昌、萬竟成萬里書店

主廚入門尤錦惠、篩逸敏、柳淑珍徐氏基金會

西式家常菜「肉與扒」郭淑賢生活通系列

西餐禮儀李牧萬里書店

飲食業經營管理必讀香港飲食業香港飲食業公司

飲食詞典黎子申中流出版社


Appendix B : List of Audio-Visual Materials

Code No. Title Duration F1301 Deep Fat Frying

油炸烹調法 10 min.

F1388 Food Preparation 食物烹調之準備

14 min.

F1295 Give Your Eggs A Break 蛋的用途

10 min.

F1521 Preparing Meals 烹製膳食

12 min.

F1520 Preparing To Cook 烹調食物前之準備

12 min.

F1307 Refrigeration Keeps 冷藏食物

20 min.

F1296 Roasting 燒烤肉

10 min.

F1302 Simmering And Poaching 文火煮法和浸熟法

12 min.

F1298 Using Standardized Recipes 標準食譜的使用

10 min.

VHS112 Cook By Microwave 微波烹調法

20 min.

F1434 Burns: First Aid Treatment 燒傷之急救法

16 min.

F397 Kitchen Safety 廚房的安全

13 min.

F1294 Kitchen Safety: Preventing Machine Injuries 廚房的安全守則----防止被電器用具所傷

10 min.

VHS 西菜美食----湯羹 45 min. VHS 西菜美食----牛肉 45 min. VHS 西菜美食----家禽 45 min.

* F=Film (16mm) VHS=Video Tape

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