H25 Culinary Nutrition Curriculum Essentials Document



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H25 Culinary Nutrition

Curriculum Essentials

Document

 


Boulder Valley School District

Department of Family and Consumer Sciences

August 2015



INTRODUCTION

The purpose of this course is to develop lifelong, healthy individuals with an understanding of healthy and nutritious preparation techniques utilizing various resources and skills. Emphasis is placed on implementing healthy nutritional choices, preparing nutrient-dense seasonal foods, sports nutrition, exploring careers related to culinary nutrition, and practicing wise consumer decisions.



DELIVERY OF CULINARY NUTRITION CURRICULUM

Students’ activities should include problem solving, critical thinking, and decision making related to their own education, caring for their family, investigating information and locating resources to enhance their own and their family’s lives. The National Organization of Family, Career, and Community Leaders of America, (FCCLA) has projects and service learning opportunities that can be incorporated to support these activities. Delivery of the curriculum should include lab experience opportunities where students can apply the content from the course. An ideal program would include collaboration with other school programs (STEM, Agriculture, Athletics, etc.), community resources (dieticians, chefs, farmers/producers etc.), field trips to farms, grocery stores, and local restaurants, to expose students to trends and practices in society. Programs will also include hands-on lab experiences to apply the knowledge from lessons and experiment with nutritious alternatives.



COURSE OUTLINE
The Culinary Nutrition curriculum has six learning units that can be offered in a semester long course. They can be taught sequentially or interchangeably as needed to meet the needs of the students enrolled in the program. Teachers are encouraged to create a Scope and Sequence from the content outline to fit their program format and the individual student population. The course outline includes extensive topics and content addressing the wide scope of needs of the culinary population, however it may be necessary to emphasize or expand the learning of a particular unit over another. There are overlapping themes in each of the units that offer content review and or simultaneous instruction.
TEACHER QUALIFICATIONS

The teacher of this course must hold a Colorado teaching certificate and have the Family and Consumer Sciences Core Endorsement on their license.



FACS PROGRAM APPROVAL

School districts can apply for a CTE state approved program. By doing so, the district ensures that a CTE endorsed instructor is teaching the course and following the state guided outline and standards. Students are encouraged to take other FACS Core courses.

For more information about program approvals go to www.coloradostateplan.com.
FCCLA
Family, Career, and Community Leaders of America (FCCLA) is a curricular organization that is aligned with all Family and Consumer Sciences programs in the state of Colorado. All approved programs must show participation in FCCLA through local participation or state/national affiliation. FCCLA programs can enhance the learning beyond the traditional classroom and offer a variety of leadership opportunities for students. The Culinary Nutrition Task Force has reviewed both state and national programs and has aligned programs to specific competencies. The Culinary Nutrition teacher should not be limited by these recommendations and can add or subtract any programs they see as beneficial in their classroom.

The Culinary Nutrition Task Force recommends using the STAR Events Illustrated Talk, Sports Nutrition, and Nutrition and Wellness; in addition to using the National Program Power of One and/or Student Body and Career Connections within a Culinary Nutrition program. These three events could apply to any of the listed competencies and are a great FCCLA introduction for students and teachers. The Food Innovations, Community Service, Chapter Service, Chapter Showcase, and, Applied Math for Culinary Management events could also fit naturally into various areas within the Culinary Nutrition Curriculum.

More information regarding FCCLA can be found at: www.fccla.com, www.fcclainc.org, or fccla.cccs.edu.



Course Description

The purpose of the course is to develop lifelong, healthy individuals with an understanding of healthy and nutritious cooking techniques. Emphasis is placed on implementing healthy nutritional choices, preparing nutrient dense foods, exploring careers related to culinary nutrition, and practicing wise consumer decisions.



Topics at a Glance

  • Career pathways in the hospitality/food industry

  • Food safety and sanitation procedures

  • Use of food service equipment

  • Menu planning, food preparation methods and techniques

  • Food service management/leadership

  • Customer service

  • Post- Secondary and Workplace Competencies/Soft Skills




Assessments


In completing this program students also acquire:

  • Interpersonal, Teamwork, Leadership, Practical, and Problem Solving skills.

  • *Grading Policy – This grading policy reflects Board Policy IKA-R Students will be graded by Task, and will receive an S as indication of passing the course.

  • Students completing this program can receive 5 elective credits towards BVSD graduation.



Culinary Nutrition OverviewBottom of Form



  1. CTE Essential Skills: Academic Foundations

ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.




Prepared Graduate Competencies in the CTE Essential Skills standard:

  • Complete required training, education, and certification to prepare for employment in a particular career field

  • Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities



  1. CTE Essential Skills: Communications Standards

ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information




Prepared Graduate Competencies in the CTE Essential Skills standard:

  • Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice

  • Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace




  1. CTE Essential Skills: Problem Solving and Critical Thinking

ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.



Prepared Graduate Competencies in the CTE Essential Skills standard:

  • Employ critical thinking skills independently and in teams to solve problems and make decisions

  • Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

  • Conduct technical research to gather information necessary for decision-making



  1. CTE Essential Skills: Safety, Health, and Environmental

ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance




Prepared Graduate Competencies in the CTE Essential Skills standard:

  • Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment

  • Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health




  1. CTE Essential Skills: Leadership and Teamwork

ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives




Prepared Graduate Competencies in the CTE Essential Skills standard:



  1. CTE Essential Skills: Employability and Career Development

ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills




Prepared Graduate Competencies in the CTE Essential Skills standard:

  • Identify and demonstrate positive work behaviors and personal qualities needed to be employable

  • Develop skills related to seeking and applying for employment to find and obtain a desired job

COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS


Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:

• Relevant & rigorous learning

• Raising achievement among all students

• Strengthening Colorado’s workforce & economy

Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.
ALIGNMENT REQUIRED BY SB 08-212

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