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Specialized Studies in Food 12
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Big Ideas
Grandes idées
Creativity and flavour can enhance food product design and service.
Culinary design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Applied Design
Understanding context
- Observe and research the context of a recipe preparation task and/or process, including clienteleand type of serviceclientelefor example, students or adults?type of servicefor example, buffet or à la carte? formal or informal event?
Defining
- Identify potential consumers or customers for a chosen design opportunity
- Identify criteria for success, constraints, and possible unintended negative consequencesconstraintslimiting factors, such as available technologies and resources, expense, space, materials, time, environmental impact
- Prioritize the stepsneeded to complete the taskPrioritize the stepsconsider what has to happen first and what needs to be done before going onto the next steps in order to complete a recipe or service
- Sequence the steps needed to safely organize the workspace and select tools and equipment
- Anticipate and/or address challengeschallengesfor example, figure out meaning of new culinary terms, food and personal safety precautions, and equipment needed and how to properly operate
- Evaluate the physical capacities and limitations of the workspace
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Analyze and screen ideas and recipes against criteria and constraints, and prioritize them for prototyping
- Identify and apply existing, new, and emerging tools, technologies, and systems for a given task
- Critically evaluate how competing social, ethical, economic, and sustainability considerations impact choices of food products, techniques, and equipment
Prototyping
Prototyping
testing the steps or ingredients needed to create a food product, or creating test samples of a food product - Identify, critique, and use a variety of sources of inspirationand informationsources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionalsinformationfor example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
- Select and combine appropriate levels of form, scale, and detail for prototyping
- Experiment with a variety of tools, ingredients, and processes to create and refine food products
- Compare, select, and use techniques that facilitatea given task or processtechniques that facilitateFor example, when is it of greater value to employ estimation or precision measurement, or use a convenience form of a food product?
Testing
- Identify and communicate with sources of feedbacksources of feedbackmay include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline
- Use an appropriate testto determine the success of the dish, technique, or skillappropriate testfor example, when to taste test, appropriate people to test, suitable product standards
- Evaluate and apply critiques to design and make changes
Making
- Identify appropriate tools, technologies, food sources, processes, cost implications, and time needed for production
- Create food product, incorporating feedback from self, others, and prototype testing
- Sharetheir progress while making to gather feedbackSharemay include tasting by others, giving away, or marketing and selling
Sharing
- Decide how and with whom to sharefinished productsharemay include tasting by others, giving away, or marketing and selling
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace
- Identify and analyze new design possibilities, including how they or others might build on their concept
Applied Skills
Apply safety procedures for themselves, co-workers, and consumers in both physical and digital environments
safety procedures
including food safety and sanitation, health, digital literacy Identify and assess skills needed for design interests, and develop specific plans to learn or refine them over time
Applied Technologies
Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for their design interests
technologies
tools that extend human capabilities Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies on a national and global level
Content
Students are expected to know the following:
specialized recipe design opportunities
food preparation and methods for selected specialized cuisine
best practices in recipe development and preparation
best practices
for example:- planning balanced and flavourful cuisine
- limiting salt and sugar when building flavour
- including fresh and seasonal produce when possible
- providing interesting alternatives to address dietary restrictions
artistic elements of the culinary arts
artistic elements
consider:- the art of preparing, cooking, and presenting meals to enhance the dining experience
- complimentary and contrasting colours, textures, and flavours
- use of negative space on a plate, height, forms and shapes, lines and focal points
food science in recipe development, including characteristics, properties, and functions of ingredients and substitutions
food science
for example, pH involved in fermentation; molecular gastronomy; antibacterial qualities involved in smoking meat; gluten development; substitution for allergies, dietary restrictions, or health substitutions
for gluten-free, lactose-free, and sugar-free cooking; vegetarian cooking; low sodium diets advancements in ingredients and tools
advancements in ingredients and tools
for example, molecular gastronomy, freeze-drying, immersion circulators, sous vide, smoking, curing, fermentation food trends and how they develop
social, economic, ethical, and environmental effects of food production, purchasing, preparation, and disposal
effects
for example, land and water use, food miles, workers’ rights, food security, health, affordability, food waste ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, practices, or recipes without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn interpersonal and consultation skills, including ways to interact with consumers and customers
interpersonal and consultation skills
for example, professional communications and collaboration Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.