Indiana FACS Home Page
Indiana Academic Standards for FACS
Index of FACS Course/Curriculum Frameworks
Family and Consumer Sciences
Culinary Arts Careers I, II, III
updated September 2005
| DOE Code: | 5440 | |||
| CIP Code: | Choose CIP Code to match each student's career pathway | |||
| C.I.P. Codes | 2008-2009 Funding | |||
| 12.0500 (Cooking & Related Arts) | $375 per student per credit hour | |||
| 12.0503 (Culinary Arts/Chef Training) | $375 per student per credit hour | |||
| 12.0504 (Restaurant, Culinary, Catering Management) | $450 per student per credit hour | |||
| 12.0599 (Culinary Arts & Services) | $375 per student per credit hour | |||
| 19.0505 (Food Service Admin/Management) | $375 per student per credit hour | |||
| see CTE Funding crosswalk | ||||
| Grade Levels: | Grades 11 and 12 or grades 10, 11, and 12 for the three-year program | |||
| Length of Course: | Two semester occupational courses; one, two or three years | |||
| Credits: | Two or three credits per semester for | |||
| Prerequisites: | Orientation to Life and Careers, Culinary Arts Foundations and/or Nutrition and Wellness; Advanced Nutrition and Foods | |||
| Teacher Resources | ||||
Course Description
Culinary Arts Careers prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the food industry, including (but not limited to) food production and services; food science, dietetics, and nutrition; and hospitality and tourism. Instruction and intensive laboratory experiences may include commercial applications of principles of nutritious, aesthetic, and sanitary selection, purchasing, storage, preparation, and service of food and food products; using and maintaining related tools and equipment; managing operations in food service, food science, or hospitality establishments; providing for the dietary needs of persons with special requirements; related research, development, and testing. Intensive laboratory experiences with commercial applications are a required component of this course of study. Student laboratory experiences may be either school-based or "on-the-job" or a combination of the two. Work-based experiences in the food industry are strongly encouraged. The ProStart School-to-Career Program, available through the Indiana Hospitality and Tourism Foundation, may be used for this course. To apply to be a ProStart Program, contact the Indiana Hospitality and Tourism Foundation by phone at 317-673-4249, fax at 317-673-4210, or go to their website at http://www.indianarestaurants.org/Foundation.asp
- If an articulation or dual-credit agreement is in effect, the student may receive credit from a post-secondary institution.
- A Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diploma elective and directed elective course
- A Career Academic Sequence, Career-Technical program, or Flex Credit course
- Academic content standards: http://doe.in.gov/octe/facs/foodindustryoccup.html#standards
- Curriculum Framework: http://doe.in.gov/octe/facs/foodindustryoccup.html
- Funding: This course generates state vocational funding (APC) for schools with approved CULART programs
Academic standards (measurable exit standards) define what students should know and be able to do at the end of the program. Academic standards do not define a specific sequence for teaching and learning. While all content standards and competencies should be addressed in some way, teaching order and areas of emphasis will vary according to loccal needs. The Culinary Standards are separated into Year One and Year Two to facilitate planning. Both sets of standards are in the Culinary Arts Standards document. The checklist format of the Standards facilitates use by teachers and/or student for planning and reflecting on achievement of competencies. The Workplace Competency Checklist and Personal Standards and Skills are also provided and should be included in student portfolio documents.
Culinary Arts Careers Standards in PDF format 127 KB
Culinary Arts Careers Standards in Word format 109 KB
| Submitted by Chef Diana Hansen-Brattain, August 2007, posted October 2007 | |
| How To Chop | How To Read A Baking Recipe |
| How To Cutting Guides | How To Read A Cooking Recipe |
| Knife Parts | How To Saute |
| Knife Safety | Lesson Plan For Roux |
| Knife Shapes | Mise En Place |
| Submitted by Chef Greg Beachey, October 2007, posted October 2007 | |
| We do knife skills almost
weekly. I go through all the classic cuts and the students
practice until they are proficient. On of the recipes I like for
using cuts is Minestrone. Lots of vegetables and many different
cuts to use. A great resource for teaching knife skills is Chris
Day's new book "Knife Skills for Chefs". I think it's from
Pearson. Chris worked with the ACF to create a handbook for
complete knife skills. There is also an excellent DVD to
accompany the book. Eat Well, Greg Beachey, CCC, CIC; Chef / Instructor Elkhart Area Career Center; 2424 California Road; Elkhart, IN 46514 |
|
Student Workplace Competency Checklist (ProStartTM)
| Workplace competencies and employability skills help students contribute to the success of the organizations they are employed by and include academic skills, which can be learned in school in regular classes. These skill standards can also be acquired from other activities such as athletics, organizations, and volunteering. Teamwork skills are built by actively participating in a group or working in changing settings and with people of differing backgrounds. These skills are learned and practiced over a period of time at school, at home, and on the job. Students, teachers, and employers can complete the ratings in this competency checklist at the end of the student's employer. |
1 Over time, has demonstrated minimal effort and minimal mastery of this quality or skill.
2 Over time, has demonstrated some effort and selective mastery of this quality or skill.
3 Over time, has demonstrated acceptable effort and adequate mastery of this quality or skill.
4 Over time, has demonstrated enthusiastic effort most of the time, and good mastery of this quality or skill.
5 Over time, has demonstrated consistently enthusiastic effort and consistently exceptional mastery of this quality or skill.
| 1 2 3 4 5 | 1 | Reacts to and solves guest problems effectively. |
| 1 2 3 4 5 | 2 | Makes suggestions to solve operational problems (such as choosing between conflicting priorities, managing multiple projects, or helping a coworker solve a problem) effectively. |
| 1 2 3 4 5 | 3 | Monitors and manages own work time to achieve desired performance. |
| 1 2 3 4 5 | 4 | Performs tasks in order of priority. When unsure of the order of priority, asks an appropriate supervisor or coworker. |
| 1 2 3 4 5 | 5 | Gives customers correct change. |
| 1 2 3 4 5 | 6 | Communicates thoughts, ideas and information well between the front of the house and back of the house to ensure fast and high-quality guest service. |
| 1 2 3 4 5 | 7 | Works to resolve guests’ complaints effectively. |
| 1 2 3 4 5 | 8 | Accommodates guests who have special requests or needs. |
| 1 2 3 4 5 | 9 | Lifts and handles utensils, cooking pots, and other hot items to prevent burns and scalds to self and others. |
| 1 2 3 4 5 | 10 | Demonstrates safety by cleaning up spills to prevent trips and falls without being told. |
| 1 2 3 4 5 | 11 | Lifts heavy items safely to prevent back and other injuries. |
| 1 2 3 4 5 | 12 | Holds, uses, and passes knives correctly to prevent injury to self and others. |
| 1 2 3 4 5 | 13 | Cleans and sanitizes foodservice equipment, utensils, dishes, glasses, flatware, cabinets, counters, woodwork, floors, windows, refrigerators, ranges, sinks, garbage disposals, and trash areas using correct sanitation procedures. |
| 1 2 3 4 5 | 14 | Stores, cooks, and holds different types of food using correct food safety procedures. |
| 1 2 3 4 5 | 15 | Demonstrates steps for avoiding contamination and cross-contamination of foods, including frequent and thorough hand washing. |
| 1 2 3 4 5 | 16 | Demonstrates proper procedures for operating machines and computers. |
| 1 2 3 4 5 | 17 | Locates, understands, and interprets written information in manuals and schedules. |
Personal standards and skills help students handle responsibility and include the attitudes and habits they bring to the workplace. These habits include dependability, motivation, and helpfulness. Students, teachers, and employers can complete the ratings in this section of the competency checklist at the end of the student’s employment or periodically during the student’s employment.
1 Demonstrates minimal effort and minimal mastery of this quality or skill.
2 Demonstrates some effort and selective mastery of this quality or skill.
3 Demonstrates acceptable effort and adequate mastery of this quality or skill.
4 Demonstrates enthusiastic effort most of the time, and good mastery of this quality or skill.
5 Demonstrates consistently enthusiastic effort and consistently exceptional mastery of this quality or skill.
1 2 3 4 5 18. Speaks clearly and
courteously to customers, coworkers, supervisors, and professionals.
1 2 3 4 5 19. Actively listens to
customers, coworkers, supervisors, and professionals without
interrupting.
1 2 3 4 5 20. Asks for supervisory
approval when appropriate.
1 2 3 4 5 21. Makes work-related
decisions using sound judgment.
1 2 3 4 5 22. Arrives at work
on time, or calls in advance with an acceptable reason for being late.
1 2 3 4 5 23. Does not miss
scheduled
work without calling in advance with an acceptable reason.
1 2 3 4 5 24. Communicates
responsibly
thoughts, feelings, and ideas regarding work policies and procedures
with
supervisor.
1 2 3 4 5 25. Arrives at work
alert, well-groomed, and dressed appropriately for the job.
1 2 3 4 5 26. Maintains a
productive,
flexible, and hard-working approach to work.
1 2 3 4 5 27. Asks appropriate
questions when unsure of a policy or procedure.
1 2 3 4 5 28. Displays an honest
and ethical approach to work.
1 2 3 4 5 29. Offers to help
whenever
possible or appropriate.
1 2 3 4 5 30. Works hard to become
excellent at doing tasks to set a positive example for others.
1 2 3 4 5 31. Works willingly and
cooperatively with people from a variety of ethnic, social, or
educational backgrounds.
1 2 3 4 5 32. Helps others learn
needed knowledge and skills.
