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DOCUMENT RESUME Foods DOCUMENT RESUME ED 410 466 CE 074 662 TITLE Foods: Guide to Standards and Implementation. Career & Technology Studies. INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum Standards Branch. ISBN ISBN-0-7732-5283-5 PUB DATE 1997-00-00 NOTE 475p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Career Development; *Competency Based Education; *Cooking Instruction; Curriculum Guides; *Food Service; *Foods Instruction; Foreign Countries; Learning Modules; Secondary Education; Standards; Teaching Methods IDENTIFIERS Alberta ABSTRACT With this curriculum guide, teachers can assist secondary students in Alberta (Canada) in meeting the following objectives: develop skills that can be applied in their daily lives, refine career planning skills, develop technology-related skills in food preparation and service, enhance employability skills, and apply and reinforce learning from other subject areas. The curriculum is organized is strands and modules. This guide for the food service strand contains 37 modules that define what a student is expected to know and be able to do. The guide is organized into the following sections:(1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies;(2) strand rationale, philosophy, and organization;(3) planning for instruction for career and technology and foods courses;(4) curriculum and assessment standards for introductory foods competencies;(5) curriculum and assessment standards for intermediate foods competencies;(6) curriculum and assessment standards for advanced foods competencies;(7) assessment tools;(8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guide. (KC) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** GUIDETOSTANDARDSANDIMPLEMENTATION 1997 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL U.S. DEPARTMENT OF EDUCATION Off' e of Educationai Research and tmprovemern HAS BEEN GRANTED BY ED CATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. AdriaEDUCATION BEST COPY AVAILABLE. Curriculum Standards Branch 2 ALBERTA EDUCATION CATALOGUING INPUBLICATION DATA Alberta. Alberta Education. Curriculum Standards Branch. Foods : guide to standards and implementation. (Career and Technology Studies) 0-7732-5283-5 1. FoodStudy and teachingAlberta.2. Home economicsStudy and teachingAlberta.3. Vocational educationAlberta.I.Title. II. Series: Career and Technology Studies Program. TX364.A333 1997 641.3007 This document was prepared for: Administrators Counsellors General Audience Parents Students Teachers Program/Level: Career and Technology Studies/Secondary Copyright ©1997, the Crown in Right of Alberta, as represented bythe Minister of Education.Permission is given by the copyright owner for any person to reproduce this publication or any partthereof for educational purposes and on a non-profit basis. This document supersedes all previous versions of the Career &Technology Studies Guide to Standards and Implementation. This publication is a support document. The advice and direction offeredis suggestive except where it duplicates the Program of Studies.The Program of Studiesa prescriptive description of the expectationsof student learning, focusing on what students are expected to know and be able todois issued under the authority of the Minister of Education pursuant to section 25(1) of the School Act,Statutes of Alberta, 1988, Chapter S-3.1 as amended, and is required for implementation. Within this document, theProgram of Studies is shaded so that the reader may readily identify all prescriptive statements or segments. Every effort has been made to acknowledge original sources and complywith copyright regulations.Please notify Alberta Education if there are cases where this has not been done. Questions or comments about this Guide to Standards and Implementation arewelcome and should be directed to: Career and Technology Studies Unit, Curriculum Standards Branch, AlbertaEducation, Devonian Building, 11160 Jasper Avenue, Edmonton, Alberta. T5K OL2. Telephone: (403) 422-4872, Fax: (403) 422-0576. Outside of Edmonton dial 310-0000 to be connected toll free. 3 EST COPY AVAILABLE TABLE OF CONTENTS Page Career and Technology Studies Program Rationale and Philosophy A. 1 General Learner Expectations A.3 Program Organization A.3 Curriculum Structure A.3 Levels of Achievement A.4 Curriculum and Assessment Standards A.5 Types of Competencies A.5 Basic Competencies Reference Guide A.6 Foods Strand Rationale and Philosophy B.1 Strand Organization B.3 Themes B.3 Concepts B.4 Levels B.4 Scope and Sequence B.5 Module Descriptions B.6 Planning for Instruction Planning for CTS C.1 Planning for Foods C.3 Module Curriculum and Assessment Standards:Introductory Level D. 1 Module Curriculum and Assessment Standards:Intermediate Level E. 1 Module Curriculum and Assessment Standards:Advanced Level F. 1 Assessment Tools Linkages/Transitions Learning Resource Guide Sample Student Learning Guides Acknowledgements 4 CAREER AND TECHNOLOGY STUDIES A. PROGRAM RATIONALE AND PHILOSOPHY Through Career and Technology Studies (CTS), learning;cultivatingtheirindividualtalents, secondary education in Alberta is responding to interests and abilities; and by defining and acting on the many challenges of modem society, helping their goals. young people develop daily living skills and nurturing a flexible, well-qualified work force. As an important component of education in Alberta secondary schools, CTS promotes student In Canada's information society, characterized by achievement by setting clear expectations and rapidchangeinthesocialandeconomic recognizing student success.Students in CTS environment, students must be confident in their develop competenciesthe knowledge, skills and ability to respond to change and successfully meet attitudes they are expected to demonstrate, that is, the challenges they face in their own personal and what they know and what they are able to do. work lives. In particular, they make decisions about what they will do when they finish high school. Acquired competencies can be applied now and in Many students will enter the work force, others will the future as students make a smooth transition into continue their education.All students face the adult roles in the family, community, workplace challenges of growing independence and and/orfurthereducation. Tofacilitatethis responsibility,andofenteringpost-secondary transition, clearly stated expectations and standards programs and/or the highly competitive workplace. have been defined in cooperation with teachers, business and industry representatives and Secondary schools also face challenges. They must post-secondary educators. deliver,onaconsistentbasis,highquality, cost-effective programs that students, parents and CTSoffersallstudentsimportantlearning the community find credible and relevant. opportunities. Regardless of the particular area of study chosen, students in CTS will: CTS helpsschools andstudentsmeet these challenges.Schools can respond more efficiently develop skills that can be applied in their daily and effectively to student and community needs and lives, now and in the future expectationsbytaking advantageofthe refine career-planning skills opportunities in the CTS curriculum to design develop technology-related skills courses and access school, community and distance enhance employability skills learning resources. Students can develop the apply and reinforce learnings developed in confidence they need as they move into adult roles other subject areas. by assuming increasedresponsibility fortheir Career and Technology Studies /A.1 ©Alberta Education, Alberta, Canada (1997) 5. BEST COPY AVAILABLE In CTS, students build skills they can apply in their TECHNOLOGY everyday lives. For example, in the CTS program, particularly at the introductory levels, students have P 0 the opportunity to improve their ability to make r t sound consumer decisionsandtoappreciate 0 0 environmental and safety precautions. m e e CAREERS F Integrated throughout CTS are employability skills, those basic competencies that help students develop t theirpersonalmanagement andsocialskills. r Personalmanagementskillsareimprovedas e studentstake increased responsibility fortheir learning, design innovative solutions to problems and challenges, and manage resources effectively A career encompasses more than activities just and efficiently. Socialskills improve through related to a person's job or occupation; it involves learning experiences that require students to work one's personallifeinbothlocaland global effectively with others, demonstrate teamwork and contexts; e.g., as a family member, a friend, a leadership, and maintain high standards in safety corrununity volunteer, a citizen of the world. and accountability. The integration of careers throughout the CTS As wellas honing employabilityskills, CTS program helps students to make effective
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