Centre Wellington District High School
Course Overview
Course Name: Hospitality and Tourism Technology
Teacher: Mr. Jess
Ministry Course Code: TFJ2O1
Grade Level: Grade 10, Open
Course Type: Technology
Credit Value: One
olicy Document: The Ontario Curriculum, Grades 9 & 10: Technological Education, 2009
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(revised)
Course Description
This course focuses on food preparation and management, and hospitality and tourism
activities, equipment, and facilities. Students will learn how to prepare, present, and serve
food; plan, manage, and promote activities; and use the necessary equipment. Throughout
the course, they will learn the fundamentals of providing high-quality service and customer
satisfaction.
Course Notes
The focus of this course is the application of hospitality skills as applied in real life situations.
The key components of this course are the development of kitchen skills, customer relations,
hospitality, business front of house and back of house book keeping and meeting the ever
rising demands of the hospitality and tourism industry clientele.
Fostering Inclusiveness
Through topics on food and tourism, students will explore a variety of concepts demonstrating
how diverse and connected our world really is. Cultural, ethnic, ability-based, religious,
language, socioeconomic situations are all examples of diversity and celebrated throughout
this course. Mr. Jess believes that awareness leads to tolerance, tolerance leads to acceptance,
and acceptance leads to inclusiveness.
Assessment and Evaluation of Student Achievement
Students are formally evaluated on their demonstration of curriculum expectations using the
categories of skills and knowledge set out in the Achievement Chart. Checklists are used to
provide information and an ongoing means of monitoring the level of achievement attained.
Mr. Jess uses www.engrade.com to record all student progress. All students, and parents of
students, are welcomed and encouraged to access this site and the associated course often.
Accommodations
Mr. Jess will consult individual student IEPs for specific direction on accommodations for
individuals. The teacher uses a range of teaching/learning strategies to accommodate the
needs of all students. Exceptional students benefit from accommodations in the overall
activity criteria, as well as teacher and peer assistance when appropriate. Written tests are
designed to suit students’ reading and writing levels. The teacher adapts teaching strategies to
accommodate learning styles. These may include:
* verbal instead of written tests;
* demonstrations of acquired skills instead of written evaluations;
* providing rewrite opportunities when appropriate;
* conferencing/discussion – student-to-student discussion and teacher-to-student
* conferencing to encourage confidence and motivation;
* small-group learning;
* flexible timelines;
* adapting handouts;
* peer tutoring;
* enrichment and extension activities
Calendar/Content Breakdown
Health & Safety (2 weeks)
Students are presented with a comprehensive study in health and safety as it pertains
to cooking and the kitchen environment. Focus is on safe food preparations and the skills
associated with those preparations, as well as the health implications of food mishandling
(temperatures, cross contamination, food-bourne illnesses). All materials for this section are
guided by Health and Safety materials produced by Wellington Dufferin Public Health.
5 Recipe Units (6 weeks)
The 5 recipes of study are presented in class by Mr. Jess, but the recipes themselves are
determined by the students in each course. All recipes and the theory associated are considered
units and, as such, have quizzes that work to determine the student’s attainment of the theory
delivered. It is then encouraged that these recipes, and the theory delivered with each, are
used and referenced in the student’s individual summative work.
Eating More Sustainably (1 week)
Students are introduced to concepts surrounding the reduction of greenhouse gas
emissions as it pertains to the kitchen and food. A research report will help students create a
poster of ‘how to’s’ that are then displayed in the cafeteria.
Ingredient Profiles (throughout semester)
Throughout the course, students are also required to produce a formal set of
vegetable/ingredient profiles that outline the individual application of each ingredient in a
kitchen situation. These profiles work to isolate a particular fruit of vegetable’s flavour profiles
that are then inputted into a accessible database via www.foodschool.ca.
Catering Project/Report (throughout semester)
Throughout the course, the students are also required to either attend a formal
catering event and complete a report on this catering (volunteer hours are available for this
option) OR complete a study of catering events by completing an online project.
Cooking Challenges (once a month)
Throughout the course, the students will be also be required to do a series of in-class
cooking challenges (once a month), directed by Mr. Jess, that work to highlight the student’s
individual progress on select cooking theories.
Summative Project (4 weeks)
For the first final summative task, the student is required to complete one culminating
cooking challenge that demonstrates all of their learning that semester. For the second final
summative task, the student is required to produce a mini cookbook highlighting all of the
recipes and techniques/theories studied this semester.
Assessment & Evaluation Breakdown
% of total mark
30%
Method of Assessment & Evaluation
Summative Tasks
1. Final Cooking Challenge
2. Mini Cookbook
10 %
Cooking Challenges
5%
Catering Project/Report
10 %
Ingredient Profiles
15 %
5 Recipe Units
10 %
Project on Eating More Sustainably
10 %
Health & Safety Unit
10 %
Daily Mark * see rubric