Grade 11 - Commercial Cooking 20 (2022)

Kitchen Safety and Sanitation (Core)

Food Safety (Core)

Menus (Core)

Cooking Methods B (Core)

Knife Skills B (Optional)

Food Presentation, Garnish and Decoration A (Optional)

Vegetables and Fruits B (Core)

Appetizers and Hors d’oeuvres (Optional)

Soups B (Core)

Sauces A (Core)

Plant-based Proteins A (Core)

Animal Proteins B (Optional)

Potatoes B (Core)

Rice (Core)

Pasta and Noodles (Core)

Traditional and Contemporary Cuisine (Core)

Traditional Breads (Optional)

Create low-fat and foam-type cakes and cupcakes.

Icing and Cake Decorating B (Optional)

Custards, Creams and Puddings B (Optional)

Meringue (Optional)

Pastries A (Optional)

Fruit Desserts and Sauces (Optional)

Work Study Preparation (Optional)

Work Study Placement (Optional)

Work Study Follow-up (Optional)

Apprenticeship (Core)

Extended Study (Optional)

Apply kitchen safety and sanitation practices.

Examine appropriate procedures to ensure food safety in the kitchen.

Explore the principles of menu planning to create a menu.

Analyze the effects of cooking methods on food.

Demonstrate advanced knife skills and cutting techniques.

Examine the impact of garnishes, decorations and food presentation on hot and cold menu items.

Explore the effects of cooking methods on the texture, flavour, colour and nutritional value of fruits and vegetables.

Prepare and present a variety of hors d’oeuvres and appetizers.

Investigate a variety of thickening techniques to prepare soups.

Create the five mother sauces and appropriate derivative sauces.

Examine the use of plant-based proteins in menu items.

Utilize cooking methods appropriate to animal proteins.

Create a variety of classic and modern potato dishes.

Investigate methods to cook rice.

Prepare various types of pasta and noodles.

Explore traditional and contemporary cuisine from various cultures, including Métis and First Nations, in Saskatchewan.

Produce traditional yeast breads and unleavened breads from various cultures.

Review and practise the three main goals of cake batter mixing, including: creating uniform batter; forming and incorporating air cells in the batter; and, developing the proper texture in the finished product.

Create fondant, foam and fudge icings to decorate layered cakes.

Create a variety of pastry creams and crème anglaise.

Create meringue for use in a variety of desserts.

Create pies and tarts using a variety of doughs and fillings.

Create a variety of fruit desserts and sauces.

Prepare for the work placement.

Participate in a work placement experience.

Relate one’s work placement experience to personal and career goals.

Investigate apprenticeship in the trades.

Discuss the importance of safety in a commercial kitchen.

Explain the purpose of food safety standards and regulations, including the role of public health inspectors.

Identify potential worker safety hazards in a commercial kitchen.

Research injuries (e.g., strained muscles, cuts and lacerations, slips, falls and pepper burns) common among workers in commercial kitchens.

Discuss the hierarchy of controls as a system for preventing hazards and reducing risk of injury in the workplace, including: elimination - physically removing the hazard; substitution - replacing the hazard; engineering controls - isolating people from the hazard; administrative controls - changing the way people work; and, personal protective equipment - protecting workers with the use of personal protective equipment.

Identify industry standard personal protective equipment (PPE) such as safety goggles, gloves, footwear, masks, headwear and protective clothing.

Describe ways to reduce and prevent injury to self and others from unsafe work acts or environments.

Demonstrate personal hygiene (e.g., hand washing and hair restraint) and safe dress (e.g., closed-toe shoes, apron and gloves) when working in a commercial kitchen.

Explain the importance of sanitation in a commercial kitchen.

Discuss practices to maintain a safe and sanitary kitchen, including prevention of pest infestation.

Maintain a clean and sanitary work area, including surfaces (e.g., floors, walls and tables) tools and equipment.

Practise safe and hygienic washing of dishes, tools and cookware, either manually or using a dishwasher.

Practise safe and hygienic washing of dishes, tools and cookware, either manually or using a dishwasher.

Discuss the importance of reporting workplace incidents or injuries immediately and the proper procedure to do so.

Identify common causes of commercial kitchen fires.

Examine procedures for preventing and dealing with commercial kitchen fires.

Review the fire evacuation plan for the work area and building.

Research Workplace Hazardous Materials Information System (WHMIS) standards that apply to a commercial kitchen.

Identify the causes of food contamination (e.g., biological, chemical and physical) that can occur in a commercial kitchen.

List examples of biological (e.g., bacteria and viruses), chemical (e.g., cleaners and disinfectants) and physical (e.g., glass or metal fragments) contaminants.

Identify causes of food-borne illnesses (e.g., food poisoning and food allergies).

Differentiate between direct contamination and cross-contamination.

Discuss common food safety steps (e.g., clean, separate, cook and chill) to reduce food contamination.

Differentiate date labelling (e.g., best-before, packaged on and expiration) on pre-packaged foods.

Explain the importance of kitchen sanitation and personal hygiene in the prevention of food contamination and food-borne illnesses.

Examine safe and sanitary practices to dispose of kitchen waste.

Discuss the role of municipal, provincial and national food safety legislation and regulations.

Demonstrate appropriate food safety standards when receiving, selecting, handling, preparing, serving and storing food.

Describe the types of menus such as static, cycle, market and hybrid.

Provide examples of information commonly found on menus such as: origin (e.g., the sources of ingredients, such as the name of the farm or market); grade or quality (e.g., Canada AAA beef); fresh (e.g., not frozen, canned or dried); home-made (e.g., not produced outside the food service establishment); organic; cooking methods (e.g., grilled, roasted and pan-fried); size and portion; price; and, images and photos.

Differentiate between a classical menu (e.g., seventeen courses) and a modern menu (e.g., three or four courses).

Examine the different types of courses (e.g., hors d’oeuvres, soup, fish, main and dessert) included on a menu.

Investigate the cost of ingredients required for various recipes and menus.

Discuss how items are purchased from a menu (e.g., à la carte, semi à la carte and table d’hôte/prix fixe).

Examine the relationship between menu type and resource allocation (e.g., facility and equipment, staff and ingredients).

Investigate factors that influence the type of menu an establishment requires, including: clientele (e.g., hotel, institution, school, catering operation, fast-food and full-service restaurant); customer preference; meals that will be served (e.g., breakfast only, all three meals, and dinner); types of cuisine type of menu; and, courses served.

Examine factors (e.g., sustainability, availability of ingredients, consumer demand, trends and dietary preferences) that influence menu choices.

Analyze menus (e.g., static, cycle, market and hybrid) for a variety of budgets, consumer preferences and types of services (e.g., à la carte, semi à la carte and table d’hôte/prix fixe).

Create a menu, applying menu planning principles such as: balance; flavours, textures, shapes and sizes of food; variety; aesthetics; nutritional quality; costs and production; and, customer satisfaction.

Develop criteria to assess the menu.

Explain the effects of heat (e.g., change in shape, colour and flavour) on foods such as carbohydrates, fibre, water, proteins and fats.

Determine the appropriate cooking method to achieve a desired result with a specific ingredient.

Recognize the smoke point and rancidity of various oils and determine the appropriate oil to use for sautéing and deep frying.

Discuss the six enemies of fat (i.e., water, soap, salt, breadcrumbs, air and heat).

Demonstrate dry heat cooking methods that do not involve fat (e.g., roasting, broiling and grilling).

Use dry heat cooking methods that involve fat (e.g., sautéing, pan frying and deep frying).

Demonstrate moist heat cooking methods such as simmering, steaming and poaching.

Demonstrate combination cooking methods such as braising, stewing and sous vide.

Analyze the impact (e.g., texture, tenderness and taste) of cooking methods on foods.

Determine the advantages and challenges of using a variety of cooking methods.

Apply kitchen safety and sanitation practices when cooking food.

Demonstrate safe and appropriate use of knives.

Research specialty knives such as boning knife, scimitar, channel, ulu, tourne and crooked knife.

Categorize knives according to purpose, including appropriate procedures for use.

Demonstrate effective use of specialized knives (e.g., boning knife, scimitar, channel and tourne).

Research a variety of advanced knife cuts such as brunoise, chiffonade, parisienne, rondelle and batonnet.

Select the appropriate knife for a particular task.

Demonstrate effective advanced knife cuts.

Discuss purposes for using alternative kitchen tools and equipment (e.g., robot coupe, food processor, buffalo chopper, fry cutter and mandoline) to cut food.

Select appropriate cutting tools and equipment (e.g., robot coupe, food processor, buffalo chopper, fry cutter and mandoline) for identified tasks.

Maintain, clean and properly store knives, cutting tools and equipment.

Identify techniques (e.g., use of specific foods and plating) for effective food presentation.

Describe the function and characteristic of garnishes.

Identify garnishes on plated dishes.

Critique images of plated foods and identify key elements (e.g., colour, shape, texture and flavour).

Determine appropriate garnishes for plated dishes based on colour, shape, texture and flavour.

Create garnishes for hot and cold menu items using the fundamentals of plating (e.g., balance, focal point and composition).

Practise effective plate presentation such as selection of plate size and shape and cleaning the rim of the plate to enhance plate presentation.

Explore how current food trends and social media influence food presentation.

Practise food safety standards when handling, preparing, serving and storing garnishes and decorations.

Investigate the effects of a variety of dry heat cooking methods (e.g., roasting, sautéing, caramelizing, grilling) on the texture, colour and flavour of fruits and vegetables.

Investigate the effects of a variety of moist heat cooking methods (e.g., poaching, boiling, blanching, steaming) on texture, colour and flavour to ensure maximum nutrition of fruits and vegetables.

Compare large and small batch cooking methods for fruits and vegetables, considering factors such as using various methods for a large quantity (e.g., blanching and then deep-frying) and the loss of quality.

Select and prepare vegetables and fruits for menu items based on season and availability.

Assess how cooking times and methods affect the nutritional values, texture, flavour and colour of fruits and vegetable.

Prepare fermented foods (e.g., cucumbers, beets, asparagus, cabbage and carrots).

Select and prepare wild fruits or vegetables (e.g., chokecherries, Saskatoon berries, edible flowers and chanterelle mushrooms) using traditional First Nations and Métis cooking methods.

Practise food safety standards when handling, preparing, cooking, serving and storing fruits and vegetables.

Investigate the difference between hors d’oeuvres, canapés and appetizers.

Research purpose and variety of hors d’oeuvres.

Collaborate with peers to determine characteristics (e.g., taste, visual appeal and aroma) of high quality hors d’oeuvres.

Plan, prepare and present canapés, relishes and dips (e.g., guacamole, salsa, hummus and tzatziki).

Investigate various methods of serving hors d’oeuvres.

Practise appropriate personal hygiene and the use of personal protective equipment (PPE).

Practise food safety standards when preparing, serving and storing hors d’oeuvres and appetizers.

Describe the purpose and types of thickening agents (e.g., slurry, beurre manié, white roux, whitewash and starchy vegetables).

Demonstrate how to make a variety of thickening agents.

Examine the use of thickening agents in the preparation of soups (e.g., lentil, vegetable, coconut curry and lemon rice).

Create a soup using a specific thickening technique.

Develop criteria to assess the soup and the thickening technique.

Assess the soup, using the developed criteria, and document progress.

Practise food safety standards when preparing, cooking, serving and storing soups.

Differentiate among the five mother sauces (i.e., béchamel, velouté, espagnole, tomato and hollandaise).

Prepare the five mother sauces (i.e., béchamel, velouté, espagnole, tomato and hollandaise).

Explain the term derivative sauce.

Research derivative sauces that can be made from each of the mother sauces.

Select an appropriate mother sauce to create derivative sauces.

Explore different techniques for incorporating a roux.

Discuss the need for matching a specific roux to the appropriate stocks.

Determine which finishing technique (e.g., reducing, straining, deglazing, enriching with butter, cream and seasoning) to use based on the selected sauce.

Apply the skills (e.g., whisking, deglazing, stock reduction, separating eggs) appropriate to each sauce considering factors such as texture, time and heat.

Practise food safety standards when preparing, cooking, serving and storing sauces.

Identify a variety of plant-based proteins and discuss their handling and storage.

Differentiate among various types of legumes (e.g., kidney beans, peas, lentils, lima beans and chickpeas), including their uses.

Research the nutritional value of legumes including fat, carbohydrates and proteins.

Demonstrate the method of soaking dried beans and peas for cooking.

Distinguish among dry, frozen and canned varieties of legumes.

Demonstrate the various methods of simmering dried legumes in preparation for cooking.

Prepare a variety of menu items (e.g., tacos and meat sauce) replacing the meat with legumes (e.g., kidney beans, peas, lentils, lima beans, black beans and chickpeas).

Analyze the difference in taste, texture, cost and nutrition between meat-based and plant-based proteins in various dishes.

Practise food safety standards when handling, preparing, cooking, serving and storing plant-based proteins.

Discuss methods (e.g., marinating, seasoning and jacquarding) to prepare animal proteins for cooking.

Compare cooking times, temperatures and seasonings appropriate for a variety of animal proteins.

Discuss the relationship among connective tissue, muscle fiber size and the tenderness of various cuts of meat.

Use a variety of dry heat and moist heat cooking methods appropriate for animal proteins (e.g., grilling bison, pan frying chicken and simmering beef).

Determine the correct degree of doneness (e.g., well-done, medium-well, medium, medium-rare, rare and blue-rare) for beef using a thermometer and by touch.

Practise food safety standards when handling, preparing, cooking, serving and storing animal proteins.

Explore varieties of mealy (e.g., russet, white and purple) and waxy (e.g., red, yellow and fingerling) potatoes.

Determine how to purchase and safely store potatoes.

Differentiate between classic and modern potato dishes.

Research cooking methods for classic and modern potato dishes, including variations of the dishes.

Select the appropriate knife or cutting tool to prepare potatoes for cooking.

Research potato recipes from a variety of cultures.

Use a variety of cooking methods (e.g., boiling, simmering, baking, deep frying and sautéing) to create potato dishes such as creamed, duchess, scalloped, gratin dauphinoise and croquettes.

Select various seasonings appropriate for potatoes.

Practise food safety standards when preparing, cooking and serving potatoes.

Research the varieties of rice, including long grain white, parboiled, basmati, jasmine and instant, and their use in various dishes.

Discuss the storage and handling of rice.

Explain reasons for rinsing rice before cooking.

Examine cooked long grain white, parboiled, brown, basmati and jasmine rice for texture and flavour.

Discuss the appropriate uses of rice varieties (e.g., long grain white and parboiled rice for rice pilaf) for rice dishes.

Identify the appropriate cooking methods for rice including simmering and pilaf.

Distinguish between the ratio of rice to liquid for various types of rice using the simmering method.

Apply the appropriate cooking method for cooking rice, including: simmering method for cooking varieties of long grain white rice and parboiled long grain white rice; pilaf method for cooking rice; and, pasta method for cooking large quantities of rice.

Consult resources such as cookbooks, recipes and menus for rice-based dishes such as sushi, jambalaya, paella, jollof, fried rice and risotto.

Select and prepare a rice dish, considering budget, time, accessible ingredients and dietary preferences (e.g., cultural, medical and personal).

Practise food safety standards when preparing, cooking, serving and storing rice.

Differentiate between pasta and noodles.

Identify types of pasta (e.g., spaghetti, fettuccini, couscous and rotini) and their uses.

Identify types of noodles (e.g., vermicelli, cellophane, rice and egg) and their uses.

Discuss the cooking term al dente.

Demonstrate cooking pasta and noodles to al dente.

Prepare egg pasta (e.g., spaghetti, fettuccini and ravioli).

Practise cutting pasta using a knife or machine.

Combine fresh pasta with sauces such as spaghetti with tomato sauce and fettucine with Alfredo sauce.

Compare commercially made pasta to fresh-made pasta, considering taste, texture, cost and labour.

Discuss substitutes for flour-based pasta, including gluten-free pasta (e.g., brown rice pasta).

Practise food safety standards when preparing, cooking, serving and storing pasta and noodles.

Define cuisine (e.g., the ingredients, seasonings and cooking techniques associated with a culture, population, region or country), including types of cuisine (e.g., haute, classic, nouvelle, regional and fusion).

Explore Saskatchewan resources (e.g., family recipes, community cookbooks, and menus from feasts, celebrations and local restaurants) for examples of traditional and contemporary cuisine from various cultures, including Métis and First Nations.

Create a written, visual, digital or audio inventory of available cuisine from various cultures, including Métis and First Nations, in Saskatchewan.

Identify food staples, including herbs and spices, from a variety of cuisines.

Investigate the availability of food staples from selected cultures and plan a menu using those foods.

Identify ingredient substitutions that can be made to recipes due to challenges of sourcing ingredients.

Examine the impact of substituting ingredients (e.g., Greek yoghurt for sour cream and lemon juice or vinegar plus milk for buttermilk) in a traditional or contemporary recipe.

Identify equipment and cooking methods appropriate for a selected food.

Select a recipe or recipes of interest, considering the availability of ingredients, cost of ingredients, time commitment, required tools, equipment and cooking methods.

Prepare a recipe or recipes of interest, considering cultural protocols and practices associated with the preparation, presentation and serving of the cuisine.

Discuss how cuisine from a variety of cultures, including Métis and First Nations, impacts the culture, economy and tourism in Saskatchewan.

Discuss the history of unleavened breads and yeast breads.

Provide examples of yeast and unleavened breads from various cultures, including Métis and First Nations.

Produce traditional yeast breads (e.g., challah, king cake, potato and hot cross buns) from various cultures.

Produce traditional unleavened breads (e.g., bannock, naan, pita, matzo, tortilla and roti) from various cultures.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when preparing, baking, serving and storing breads.

Explain the correct procedures for scaling, panning, baking, checking for doneness and cooling cakes and cupcakes.

Discuss the necessity of separating eggs for foam type cakes.

Apply the appropriate mixing methods used to create low-fat and foam-type cakes such as sponge, angel food and chiffon.

Troubleshoot common cake faults involving volume, crust, texture and flavour.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when preparing, baking, serving and storing cakes and cupcakes.

Differentiate between fondant, foam and fudge icings.

Prepare foam or fudge icing to ice an appropriate cake or cupcakes.

Compare a convenience fondant to a homemade fondant, considering cost, taste, time and quality.

Use a fondant to cover cakes and cupcakes.

Decorate cakes or cupcakes with piped icing using a pastry bag and a variety of pastry tips.

Identify and use the correct procedure for assembling, filling and icing a layer cake.

Create a paper cone to decorate a layer cake with royal icing and melted chocolate.

Demonstrate proper filling and decorating techniques using a piping bag for common decorations including shells, rosettes, scrolls, bead border, basket weave, rose, leaves and drop string.

Pipe script lettering on a cake using a pastry bag.

Assess the process and product, identifying strengths and areas for improvement.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when preparing, serving and storing icings.

Differentiate between pastry cream and crème anglaise.

Explain how pastry cream and crème anglaise can be used in the bakeshop (e.g., pastry creams for cream pies and crème anglaise as a sauce and base for desserts).

Prepare crème anglaise (e.g., dessert sauce and Bavarian cream).

Prepare a variety of pastry creams (e.g., napoleons, éclairs and cream puffs).

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handing and storing pastry creams due to the danger of bacterial contamination.

Discuss how meringue is used to create a variety of desserts.

Identify ingredients and techniques to create meringue.

Examine quality indicators (e.g., fat inhibits foam, sugar stabilizes foam, a mild acid will foam to a greater volume, egg whites foam better at room temperature and overbeaten egg whites will curdle) in meringue production.

Practise foaming egg whites to the three distinct stages including soft, medium and stiff peak.

Analyze the results of peak stages.

Create a common meringue for a pie or tart topping.

Create cookies made from meringue (e.g., pavlova and macaroons) and cakes made from meringue (e.g., angel food and chiffon).

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handling, preparing, cooking, serving and storing meringue-based desserts.

Differentiate between mealy and flaky pie dough.

Identify the four main ingredients needed to create pie dough including flour, fat, liquid and salt and the importance of each one.

Create short doughs and graham cracker crusts for pies or tarts.

Follow the procedure for rolling pie dough and lining pans including selecting the best dough to use, scaling, dusting, rolling, placing and crimping.

Analyze problems with pies including toughness, crumbling, sogginess, shrinkage, curdling and determine their causes.

Fill, assemble and bake single-crust pies, double-crust pies and lattice-topped pies.

Form and bake pie shells for unbaked pies.

Prepare a variety of fillings such as: fruit fillings (e.g., cooked juice method, cooked fruit method and old-fashioned method); sweet or savoury custard-type (e.g., pumpkin, pecan, sweet potato pie and tourtière); cream fillings (e.g., coconut, banana and chocolate); and, chiffon fillings (e.g., strawberry and orange).

Discuss the qualities of several types of pies and tarts.

Create a variety of pies for a school or community bake sale considering the cost of ingredients and dietary preferences.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handling, preparing, cooking, serving and storing pies and tarts.

Research how fruit (e.g., fresh, frozen and canned) is used in desserts and sauces.

Examine fruit dessert and sauce recipes from a variety of cultures, including Métis and First Nations.

Discuss the effects of different cooking methods on the colour, texture, appearance and nutrient retention of fruits.

Determine the appropriate selection, preparation and cooking method for a variety of fruits.

Prepare a variety of fruit desserts (e.g., crisps, cobblers, poached fruits, clafoutis and compotes).

Differentiate between a fruit sauce (i.e., cooked) and fruit purée or coulis (i.e., uncooked) considering qualities such as texture, taste and colour.

Create a fruit sauce and fruit purée.

Assess fruit desserts and sauces based on developed criteria.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when selecting, handling, preparing, cooking, serving and storing fruit desserts and sauces.

Describe and reflect on the three basic rights that all workers have under Part III – Occupational Health and Safety in The Saskatchewan Employment Act, 2019: the right to know - the hazards at work and how to control them; the right to participate - in finding and controlling workplace hazards; and, the right to refuse – work that you believe is unusually dangerous.

Explain the roles and responsibilities of each partner (e.g., student, parent, teacher or other school staff, employer) involved in the work placement.

Research the business/organization to become familiar with its operations.

In collaboration with all partners, develop personal and learning goals for the work placement.

Develop a procedural guide for the work placement that includes items such as: transportation to and from the work placement; hours of work; guidelines for absence and tardiness; dress code; job description; and, conflict resolution

Compile an employer information package that includes documents needed for the work placement (e.g., personal career documentation such as a resume or portfolio, permission forms, logs, self- and employer evaluation forms).

Brainstorm a list of questions to ask the employer before beginning the work placement; these may include: What is my schedule of work hours?, Who is my supervisor?, What should I wear?, When will I be provided with safety training?, What potential hazards might I encounter in the work placement?, Where do I find fire extinguishers, first aid kits and emergency assistance?, What type of safety gear am I expected to wear? Is it provided?, What should I do if I get injured or have an accident in the workplace?, How can I contact my health and safety committee or representative?, Are there any health and safety procedures I should follow?, Who is the first aid person?, Where are safety notices posted?, What should I do in case of a fire or emergency?

Develop a list of questions that could potentially be asked by the employer/work placement in an interview situation as well as answers to the questions.

Participate in an interview with the employer prior to beginning the work placement.

Reflect upon one’s performance during the interview.

Apply relevant skills and abilities during the work placement experience.

Document one’s experience using electronic and other tools (e.g., vlogs, blogs, log sheets, reflective journals) to summarize and reflect upon items such as: hours of work including breaks; responsibilities and tasks performed; interactions with the employer, staff, customers and others; company or organization’s ‘raison d’être;’ and, skills developed and demonstrated during the work placement that enhance one’s employability.

Document knowledge and awareness of employment standards, safety, workplace ethics, rights and responsibilities, occupational health and safety, and networking observed during the work placement.

Showcase one’s skills and abilities demonstrated during the work placement using artifacts, evidence of skill development and personal reflections on aspects of the work experience such as: hours worked; responsibilities and tasks performed; the importance of attitude towards work and taking responsibility for what needs to be done; details about the entry level wage, salary scales and earning potential; worker rights and responsibilities and the role of the union, if applicable; ownership structure (e.g., corporation, franchise, sole proprietorship, partnership); and, opportunities for advancement at the workplace and elsewhere in the industry.

Reflect on the attainment of personal and learning goals.

Update personal career documentation (e.g., resume, portfolio) following the work placement.

Prepare a letter, note, card or other communication for the work placement employer, expressing appreciation.

Develop and/or revise personal and career goals based on the work placement experience.

Research the history and the role of apprenticeship in the trades.

Explore the advantages and disadvantages of apprenticeship for the individual and the trade.

Describe qualities of a successful apprentice.

Discuss the relationship between the trades and national, provincial and territorial certification bodies including the Saskatchewan Apprenticeship and Trade Certification Commission.

Investigate available programs and opportunities such as the Saskatchewan Youth Apprenticeship program and secondary apprenticeship credits that support transitions from high school.

Investigate the apprenticeship process in a trade of personal interest.

Use appropriate trade-related terminology including: apprentice; journeyperson; indenture; pre-employment training; designated trade and sub-trade; and, advanced standing.

Research the qualifications needed to obtain Red Seal and Blue Seal certifications.

Discuss requirements and opportunities for apprentices and journeypersons to train and work in other jurisdictions.

Explore opportunities and programs that address the issue of underrepresented populations in the trades.

Differentiate between compulsory (i.e., construction electrician, plumber, refrigeration and air conditioning mechanic, sheet metal worker and sprinkler fitter) and non-compulsory trades in Saskatchewan.

Investigate the trade qualifier pathway as an alternate pathway to certification in a non-compulsory trade in Saskatchewan.