ADVANCED CULINARY
ARTS
CURRICULUM
NEWTOWN SCHOOLS
NEWTOWN, CT.
September, 2002
PHILOSOPHY
Business and Technology
The philosophy of business and technology education is to assist students in becoming productive and contributing members of society capable of self-sufficiency, lifelong learning and adapting to change.
Business and technology programs are competency-based, providing experiential learning that uses employment-related content to contribute to the development of a student's basic, academic and problem-solving skills, general employability attributes, and specific occupational knowledge. The acquisition of these skills, knowledge and attributes prepares students for success in employment, further education and their personal lives.
Business and technology education serve diverse individual interests, accommodate different learning styles, and provide student with opportunities to master essential skills through practical
application. Courses within our departments require students to demonstrate their knowledge, skills, and attitudes through hands-on experiences.
STATEMENT OF PURPOSE
Business and Technology Education
This curriculum has been organized to align the Newtown High School business and
technology education programs with the
State of Connecticut Vocational-Technical
Education Policy Statement, the National Standards for Business Education, the Newtown
School District Quality Model and High School Common Denominator.
As stated in our philosophy, our business and technology program are competency-based,
providing experiential learning for our students to become contributing citizens of our society.
Further, the acquisition and melding of skills, knowledge and attributes prepare students for
success in employment, additional education, and their personal lives. Analogous to this
philosophy is the vision statement of the Common Denominator document, "The purpose of our
school is to prepare all students to be productive workers, lifelong learners, and responsible
citizens."
To this end, our curricula is designed with heavy emphasis on the Common Denominator's
productive worker. In addressing the productive worker essential question, "How do I know that
I have created and produced significant work?", we endorse and adhere to the following content
standards:
The student accesses, organizes, analyzes, interprets, and used information to create an
accurate and sound project
The student communicates effectively with others in completing a project.
The student evaluates both process and product to improve the project.
The student sets goals, develops a plan to meet the goals, monitors and readjusts when
necessary for goal attainment.
The student demonstrates pride in workmanship. We believe that these standards are the
essential operating elements within all the courses taught in our programs.
NEWTOWN CULINARY ARTS
Tom Zmuda, Instructor
CURRICULUM
ADVANCED LEVEL
CHECKS RESTAURANT:
A student-run enterprise
History of Checks
The Advanced Culinary Arts Curriculum is based on the operation of the student-run enterprise, Checks restaurant. The restaurant is the brain child of the students on the advanced level during the 1998-99 school year. They developed every aspect of the restaurant, from the name to the menu design to the connections with the customers. During its first year of business, Checks served take-out lunches (and
dinners) primarily to the staff of Newtown High School, doing an
average of 50 meals per week. As the program continues to develop, we anticipate that Checks will begin to expand its customer base, opening for sit-down dinners and more actively pursuing customers outside of the Newtown High School community.
Curriculum Structure
While the Introductory Culinary Arts Curriculum focuses on the theory and basic skills necessary for food service production, the Advanced Curriculum revolves around the work-based experience of the
enterprise. Each week students are expected to produce a new menu, distribute the menu to the customers, document and process customer orders, produce the food items, deliver the food items, and receive feedback from the customers to make improvements/changes.
Monday menu design (concept, recipe selections, initial budget)
Tuesday finalize menu (recipe selections, availability of
ingredients, use personal computer to design formatting and to proofread language, distribute to customers), finalize budget/purchasing plan
Wednesday purchasing, food production and customer feedback
Thursday purchasing, food production and customer feedback
Friday purchasing, food production, customer feedback, class
meeting reflecting on the week (strengths, weaknesses, improvements for next week)
The curriculum has been broken down into the four key components of the enterprise’s weekly process.
MENU DESIGN
PURCHASING/BUDGET FOOD PRODUCTION CUSTOMER RELATIONS
A fifth component has been added this year to broaden student understanding and interest in the foodservice industry as a future career.
LIFE AS A FOODSERVICE PROFESSIONAL
Each component has an essential question that drives the students into the importance of the component to the success of the enterprise, a content standard that provides an overview of the fixed goal the
student is expected to achieve, a list of job descriptions the student will be expected to complete, and a series of performance standards that will be used to evaluate student performance.
Performance Standards
Performance standards for each of the four components were derived from the state of Connecticut’s career cluster: “Retail, Tourism, Recreation, and Entrepreneurship” and Newtown High School’s own school-to career document, “The Common Denominator.”
MENU DESIGN Essential Question
How do you attract and keep customers? Content Standard
The student will be able to design a menu that demonstrates an understanding of the customer’s needs, such as pricing, dietary constraints, time constraints, variety, and flavor.
Work-Based Experience
The student works on a team to complete the key parts of menu design: menu concept, recipe selection, recipe description, formatting and word processing of menu, proofreading menu, or menu distribution. Job Categories
RECIPE SELECTION – selection based on various needs (dietary, food categories, special menu theme, cost)
RECIPE DESCRIPTION – putting descriptions into own words to make customers want to order item
MENU LAYOUT – formatting menu, proofreading grammar, etc.
FOOD COSTING – determining prices for each item based on portion control, cost of ingredients, etc.
Performance Standards Gathering Information
The student gathers information from various sources to identify prospective customers and markets.
Communication of Information
The student follows complex verbal and written instructions. The student uses appropriate grammar, spelling, and vocabulary to
write clearly and legibly. Technology
The student identifies and applies effective and efficient strategies for exploring and using information and technology. The student operates technical equipment and machinery related to
job tasks. Problem Solving
The student recognizes problems, gathers information and finds the best solution.
The student accepts personal responsibility for production/quality. The student responds appropriately to constructive criticism.
The student distinguishes between good and bad service.
The student applies prior knowledge, abstract thinking, curiosity, imagination, and creativity to solve problems.
Individual Responsibility
The student persists until the job is done.
The student assumes responsibility for behavior and considers the possible consequences of their actions.
The student handles several projects/tasks simultaneously. The student demonstrates a customer service attitude.
The student develops initiative by taking on challenges and responsibilities.
Collaborative Responsibility
The student shows respect for co-workers and associates. The student works effectively in a team context.
The student discusses work-related issues effectively with co-workers/clients.
PURCHASING/BUDGET Essential Question
How do you attract and keep customers? Content Standard
The student will be able to balance the needs of the customer with the financial constraints of running an enterprise.
Work-Based Experience
The student works on a team to complete one of the key parts of the purchasing/budget process: documenting and processing customer orders, creating shopping lists, and cross-checking vendors to find all
necessary ingredients at the lowest possible price. Job Categories
INVENTORY – check current ingredients, find out what is needed for menu
PURCHASING – creating grocery lists, comparing stores for best possible deals, shopping
PROCESSING CUSTOMER ORDERS – documenting orders and figuring out how much of each item is needed
BALANCING OUTPUTS AND INPUTS – make sure sales and costs balance out to stay solvent
Performance Standards Gathering Information
The student documents and processes customer information/orders. Food Service Math
The student calculates total price/cost.
The student performs basic calculations with mixed units.
The student selects and uses appropriate mathematical approaches and tools necessary to complete job tasks.
Problem Solving
The student recognizes problems, gathers information, and finds the best solution.
Individual Responsibility
The student persists until the job is done.
The student assumes responsibility for behavior and considers the possible consequences of their actions.
The student develops initiative by taking on challenges and responsibilities.
The student persists on own without need for close supervision. The student accepts personal responsibility for production/quality. The student responds appropriately to constructive criticism.
Collaborative Responsibility
The student shows respect for co-workers and associates. The student works effectively in a team context.
FOOD PRODUCTION Essential Question
How do you attract and keep customers? Content Standard
The student will be able to produce the food items on the menu
according to the menu descriptions, safety and sanitation guidelines, and his/her personal initiative to emphasize food flavors and
presentation.
Work-Based Experience
The student works on a team to complete one of the key parts of food production: prep cook, line cook, food presentation, or customer delivery.
Job Categories
MENU THEORY – learn the food items, ingredients, and preparation methods before cooking
PREP COOK – prepares ingredients for line cook LINE COOK – produces food item
SOUS CHEF – supervisor of food production, in charge of working on final presentation before delivery
Performance Standards Food Preparation
The student reads with understanding technical terminology. The student listens effectively.
The student relays messages accurately.
The student adjusts personal style to demands of the situation. The student assumes own responsibilities for actions.
The student handles several projects/tasks simultaneously.
The student documents and processes customer information/orders. Sanitation and Safety
The student demonstrates appropriate personal hygiene. The student works effectively under stress.
The student operates technical equipment and machinery related to job tasks.
Problem Solving
The student transfers knowledge and skills to new situations. The student asks and answers questions.
The student demonstrates team problem-solving ability.
The student recognizes problems, gather information and find the best solution.
The student applies prior knowledge, abstract thinking, curiosity, imagination, and creativity to solve problems.
Individual Responsibility
The student persists until the job is done.
The student assumes responsibility for behavior and considers the possible consequences of their actions.
The student exhibits punctuality.
The student keeps personal conflicts from impeding job performance. The student takes initiative as the situation demands.
The student persists on own, without need for close supervision. The student accepts personal responsibility for production/quality. The student responds appropriately to constructive criticism.
Collaborative Responsibility
The student shows respect for co-workers and associates. The student works effectively in a team context.
The student discusses work-related issues effectively with co-workers/clients.
CUSTOMER RELATIONS Essential Question
How do you attract and keep customers? Content Standard
The student will be able to establish and sustain strong relationships with customers through the presentation of information, ability to be flexible, and incorporation of customer feedback into the operation of the enterprise.
Work-Based Experience
The student interacts with customers through a variety of forms of communication to ensure satisfaction with the enterprise and to work to improve Checks to do an even better job meeting customer needs. Job Categories
DELIVERY – brings take-out orders to customers, answers any questions, leaves menu for next day
RESEARCH AND DEVELOPMENT – surveys customers, produces quotes, finds out suggestions/improvements
MENU CHANGES – incorporates customer feedback into future menu design
Performance Standards Gathering Information
The student transfers newly acquired knowledge and skills to new situations.
The student handles customer and co-worker inquiries.
The student gathers information from various sources to identify prospective customers.
The student interprets customer information to identify needs. The student completes work-related written materials.
Communicating Information
The student applies appropriate telephone skills and etiquette. The student communicates with customers in a professional manner. The student listens effectively.
The student uses good manners and common courtesy. The student relays messages accurately.
The student informs customers when needs cannot be met. The student demonstrates a customer service attitude.
The student describes a product/service to a customer/client. Problem Solving
The student offers options to problems and negotiate solutions. The student makes alternate recommendations.
The student accepts changes without complaint.
The student demonstrates team problem-solving ability. The student asks and answers questions.
The student recognizes problems, gathers information and finds the best solution.
The student accepts personal responsibility for production/quality. Individual Responsibility
The student persists until the job is done.
The student assumes responsibility for behavior and considers the possible consequences of their actions.
The student seeks new challenges.
The student demonstrates appropriate conduct. The student maintains a professional image.
The student demonstrates appropriate personal hygiene. The student exhibits punctuality.
The student takes initiative as the situation demands. The student works effectively under stress.
The student keeps personal conflicts from impeding job performance. The student develops initiative by taking on challenges and
responsibilities.
The student persists on own, without need for close supervision. The student responds appropriately to constructive criticism. Collaborative Responsibility
The student shows respect for co-workers and associates. The student works effectively in a team context.
The student discusses work-related issues effectively with co-workers/clients.
LIFE AS A FOODSERVICE PROFESSIONAL Essential Question
How do you attract and keep customers? Content Standard
The student will be able to pursue a career in the foodservice industry with a clear understanding of the job responsibilities, lifestyle, work environment, and standards for success.
Work-Based Experience
The student “visits” authentic foodservice kitchens through non-fiction books such as Becoming a Chef and Kitchen Confidential; through guest speakers from local foodservice establishments; and through field trips to post-secondary culinary schools.
Performance Standards Gathering Information
The student reads with understanding a variety of texts. The student selects, interprets, analyzes, organizes, and
synthesizes information from a variety of sources. Communication of Information
The student uses appropriate grammar, spelling, and vocabulary to write clearly and legibly.
The student uses and applies appropriate written terminology in written text.
Technology
The student applies information gathering skills and strategies to locate and use print, non-print, and electronic resources.
The student identifies and applies effective and efficient strategies for exploring and using information and technology. Problem Solving
The student uses critical thinking/questioning to assess content. The student knows the parameters of the job.
Individual Responsibility
The student persists until the job is done.
The student assumes responsibility for behavior and considers the possible consequences of their actions.
The student demonstrates a positive self-concept, motivation, and intellectual curiosity.
The student asks and answers questions. Collaborative Responsibility
The student works effectively in a team context.
The student discusses work-related issues effectively with co-workers/clients.
