Grade 12 - Commercial Cooking 30 (2022)

Kitchen Safety and Sanitation (Core)

Food Safety (Core)

Inclusive Menu Options (Optional)

Create garnishes and decorations for hot and cold buffet items.

Soups C (Optional)

Sauces B (Core)

Dairy and Dairy Alternatives (Optional)

Plant-based Proteins B (Core)

Animal Proteins C (Optional)

Seafood: Fish, Shellfish and Cephalopods (Optional)

Charcuterie, Cheese and Smoked Animal Proteins (Optional)

Grains (Optional)

Pasta, Noodles and Dumplings (Core)

Shaped Yeast Breads (Optional)

Tortes (Optional)

Icing and Cake Decorating C (Optional)

Create desserts that are derivatives of pastry creams, crème anglaise and sabayons.

Pastries B (Optional)

Frozen Desserts (Optional)

Dessert Garnishes (Optional)

Event Planning (Optional)

Farm to Fork Project (Optional)

Work Study Preparation (Optional)

Work Study Placement (Optional)

Work Study Follow-up (Optional)

Small Business Opportunities in the Food Service Industry (Optional)

Extended Study (Optional)

Apply kitchen safety and sanitation practices.

Examine appropriate procedures to ensure food safety in the kitchen.

Investigate the importance of menu options for a variety of dietary considerations.

Differentiate between garnishes for buffets and plated dishes.

Create a variety of soups including consommé, specialty and cold soups.

Explore a variety of butter sauces and modern sauces to pair with appropriate menu items.

Examine the uses of dairy products and dairy alternatives.

Create menu items using plant-based proteins.

Prepare and cook animal proteins.

Investigate methods to prepare and cook fish, shellfish and cephalopods.

Create and present a charcuterie platter.

Prepare various types of grains.

Prepare a variety of specialty pasta, noodles and dumplings.

Create a variety of shaped yeast breads.

Create multiple layer and European-style tortes.

Create specialty icings to decorate European-style cakes.

Discuss examples of desserts that are derivatives of pastry creams, crème anglaise and sabayons.

Create a variety of pastries including puff, choux, meringue and phyllo.

Create a variety of frozen desserts.

Create chocolate and sugar dessert garnishes.

Plan food service, including three or more complementary courses, for an event.

Develop a menu focused on Saskatchewan- produced foods and products.

Prepare for the work placement.

Participate in a work placement experience.

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

Investigate small business opportunities, including home-based business opportunities, in the food service industry in Saskatchewan.

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.

Identify reasons for including menu options to address personal, cultural or medical dietary preferences.

Research menus and recipes that include menu options for consumers with dietary preferences.

Examine the legal issues within the food service industry linked to dietary preference (e.g., peanut and shellfish allergies) and related food safety procedures (e.g., cross-contamination and signage on buffets and menus).

Analyze the benefits and challenges of offering inclusive menu options.

Discuss establishments (e.g., restaurants, school cafeterias, hospital and long-term care facilities) that would offer menu options to meet the needs of clients and customers.

Design a menu that includes menu options to address dietary preferences, considering factors such as budget and pricing, sustainability and access to local suppliers for ingredients.

Consult resources such as Canada’s Food Guide and Eating Well with Canada’s Food Guide-First Nations, Inuit and Métis to develop menu options.

Select and prepare menu options to address dietary preferences.

Create labels for each menu item to specify ingredients for customers and clients.

Calculate the cost of recipes and the selling price of menu options.

Reflect on the prepared menu and document suggestions for improvements.

Explain the fundamentals of plating including balance, portion size, visual appeal and arrangement on plates.

Analyze the presentation of hot and cold buffet items including platters.

Create fruit and vegetable garnishes using proper knife skills (e.g., tourné, spiralize and chiffonade) and garnishing tools (e.g., parisienne scoop, vegetable peeler and zester).

Prepare a buffet using cold food platter presentation considering design and garnishes (e.g., vegetable and fruit roses, carrot curls, celery fans, turnip and onion flowers).

Store garnished fruits and vegetables following appropriate methods (e.g., ice water and wet paper towel).

Prepare garnishes for hot buffet items considering presentation and food safety.

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

Research soups, including consommé, specialty and cold soups, from a variety of cultures, including Métis and First Nations.

Determine the purpose and uses of consommé and stock.

Prepare consommé and evaluate for consistency and colour.

Prepare specialty soups such as scotch broth, oxtail, and borscht and, considering factors such as cost, ingredients and cooking techniques.

Describe the two categories of cold soups (i.e., soups that require cooking and soups that do not require cooking).

Prepare cold soups (e.g., vichyssoise, gazpacho, strawberry and watermelon) from both categories of cold soups.

Apply preparation and cooking skills appropriate to each soup (e.g., whisking, stock reduction and deglaze), considering factors such as texture, time and heat.

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

Examine the use of butter sauces and modern sauces to enhance menu items.

Prepare a variety of butter sauces (e.g., brown butter, beurre blanc and meuniere butter).

Provide examples and uses of small sauces with menu items.

Create small sauces (e.g., cream, mornay, soubise, poulette and creole) to accompany appropriate menu items.

Create sauces to enhance the flavour, texture and colour of a menu item (e.g., beurre blanc with white fish and compound butter with grilled food).

Explore the shallow-poaching process with cooking liquid used in the reduction for a beurre blanc sauce.

Prepare a variety of modern sauces (e.g., coulis, relish, cream reduction, chutney, salsa, purée) to pair with appropriate menu items.

Determine whether a sauce is appropriate (e.g., brown sauce served with most red meats as compared to fish or poultry and white sauces for fish dishes as compared to red meats) for the flavour of the food pairing.

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

Categorize the major milk, cream and butter products.

Investigate why milk curdles or scorches.

Identify various types of cheese (e.g., soft, hard, fresh and ripened).

Experiment with substituting different types of cheeses in various dishes.

Critique the results of substituting different types of cheeses in cooking considering texture, flavour and appearance.

Explore the impact of substituting dairy alternatives (e.g., nut milks, soy cheese and vegan butter) in recipes.

Determine factors (e.g., cost, sustainability, culture and nutrition) that influence decisions related to the use of dairy products and dairy alternatives in commercial cooking.

Practise food safety standards when handling, preparing, cooking, serving and storing dairy products and dairy alternatives.

Use legumes to prepare a variety of dishes (e.g., salads, breads, sauces, main course, soups and desserts).

Discuss a complete plant-based protein.

Distinguish which plant-based proteins are best suited for certain recipes.

Experiment with recipes using legume flours and evaluate the differences in taste, texture and cooking methods.

Examine a main course menu item that uses plant-based proteins such as soy, tofu, nuts, tempeh and whey.

Discuss the sustainability (e.g., environmental, financial and agricultural) of plant-based proteins in comparison to animal proteins.

Explore resources for plant-based menu items.

Create a menu item using plant-based proteins, considering cost, customer, accessibility of ingredients, flavour and texture.

Assess the menu items based on constructed criteria.

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

Explain the preparation (e.g., cleaning, trimming, marinating and seasoning) required to cook a variety of animal proteins.

Demonstrate advanced knife skills in preparation of primal cuts of meat (e.g., ribeye, strip loin, breaking down a whole chicken and deboning a turkey).

Analyze the muscle structure (e.g., connective tissue, fat content and muscle use) of animal proteins to determine appropriate cooking methods (e.g., moist heat or dry heat).

Prepare and cook (e.g., braising and sous vide) a tough cut of meat to make it tender and palatable.

Prepare and cook a tender cut of meat using a variety of techniques (e.g., grilling, sautéing, roasting, poaching and braising).

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.

Discuss preparation and cooking methods for animal proteins such as kangaroo, camel, frog, partridge, snake and alligator.

Explore the cost of sourcing a variety of animal proteins for use in a commercial kitchen.

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

Explore the differences between fish, shellfish and cephalopods.

Analyze the skeletal, exoskeletal and muscle structure of fish, shellfish and cephalopods.

Differentiate between sea and freshwater fish including lean or fat fish, round and flat fish.

Analyze muscle composition, connective tissue and fat content of each of the varieties of fish, shellfish and cephalopods.

Demonstrate proper methods for storing fish, shellfish and cephalopods, including cleaning and preparation for cooking.

Use a variety of cooking methods (e.g., poaching, baking, steaming, deep-frying, smoking and sautéing) to prepare varieties of fish, shellfish and cephalopods.

Practise food safety standards when handling, preparing, cooking, serving and storing fish, shellfish and cephalopods.

Explain methods of curing animal proteins such as the use of salt, sugar, prague powder and seasonings.

Differentiate among fresh, cured and smoked ground animal proteins.

Assemble proteins for grinding, seasoning and blending.

Prepare casings and stuffing to make sausages.

Discuss the differences between cold and hot smoking methods.

Select the appropriate smoking method for the intended product.

Mix brine or dry ingredients for curing animal proteins.

Prepare whole cuts of animal protein for brining, including trimming, drying, injecting brine and soaking.

Cook smoked meats adhering to food safety standards.

Examine the diversity of cheese making processes.

Investigate and sample a variety of cheeses for qualities such as flavour, texture and appearance.

Research innovative designs for charcuterie presentation.

Discuss rationale for pairing selected meats and cheeses with accompaniments such as fruit, nuts, vegetables, garnishes or crackers for presentation on a charcuterie platter.

Practise food safety standards when preparing, serving and storing a charcuterie platter.

Identify the four parts of a seed (i.e., husk, endosperm, bran and germ).

Distinguish among parts of the seed used in various grains including wheat berries, cornmeal, wild rice, buckwheat, barley, millet and quinoa.

Explore the appropriate use of various grains including wheat berries, cornmeal, wild rice, buckwheat, barley, millet, quinoa.

Identify the appropriate cooking methods for grains, including simmering and pilaf methods.

Demonstrate the appropriate cooking methods for grains, including polenta, wild rice, barley and quinoa.

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

Discuss pasta, noodles and dumplings that are traditional to various regions of the world.

Experiment with ingredients (e.g., spinach, roasted red pepper, beet and carrot) to make coloured pasta dough.

Use coloured pasta dough to make spaghetti, fettucine, ravioli and tortellini.

Prepare alternative types of pasta, including polenta and gnocchi.

Examine gluten-free pasta (e.g., brown rice, quinoa and chickpea), considering flavour, texture and cost.

Create a variety of gluten-free pasta.

Consult resources such as cookbooks and recipes to create spaetzle, potato dumplings and potato gnocchi.

Determine appropriate sauces to combine with cooked pasta, noodles and dumplings.

Experiment with plating techniques and garnishes.

Document strengths and challenges of cooking and presenting specialty pasta, noodles and dumplings.

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

Explain the method of baker’s percentage to produce yeast breads.

Create a yeast bread recipe using the baker’s per cent.

Research the process for creating rolled-in doughs.

Demonstrate the process of laminating dough (i.e., layers of dough separated by butter produced by repeated folding and rolling dough).

Produce rolled-in dough pastries (e.g., Danish pastries and croissants).

Explain the use of preferments (e.g., poolish, sponge, biga and levain) to create yeast breads.

Use preferments to create breads such as Italian, French and sourdough.

Practise safe and proper use of bakeshop tools and equipment.

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

Differentiate between a torte and a gateau.

Explain the procedures for assembling a torte.

Create a variety of tortes such as Black Forest, mocha, fruit, Dobos, Sacher Swiss roll or Bûche de Noël.

Design and create a signature torte.

Assess and evaluate the cost of creating a scratch torte compared to one of equal size and quality purchased at a local bakery or grocery store.

Create cake decorations appropriate to European-style cakes.

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, baking, serving and storing tortes.

Differentiate between simple buttercream, meringue buttercreams (e.g., Italian and Swiss) and French buttercream icings.

Create a specialty buttercream icing to ice cakes or cupcakes.

Practise the technique of using a turntable and palette knife to spread buttercream.

Differentiate between a common layer cake and a European-style cake (e.g., gateau and torte).

Apply the steps required to assemble and decorate a European-style cake.

Identify advanced cake decorations using several mediums such as pour fondant, rolled fondant, mirror-glaze, marzipan, gum paste, molding chocolate and melted chocolate.

Create cake decorations appropriate to European-style cakes.

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 a mousseline, crème St. Honoré, Bavarian cream and sweet soufflés.

Review food safety guidelines applicable to the handling and storing of pastry creams due to the danger of bacterial contamination.

Create and prepare a mousseline (i.e., pastry cream folded with whipped cream).

Create and prepare crème St. Honoré (i.e., pastry cream with egg whites and stabilized with gelatin).

Discuss the three basic elements (i.e., custard sauce, gelatin and whipped cream) that make up Bavarian cream.

Create and prepare Bavarian cream.

Create and prepare a French cheesecake based on crème anglaise.

Use sabayon to create a dessert.

Discuss the parts and preparation of a sweet soufflé including the base, egg yolks, flavour and meringue.

Prepare a soufflé and reflect on the process and quality of the product.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handling, preparing, cooking, serving and storing custards, creams and puddings.

Use puff pastry and blitz puff pastry dough to create baked goods (e.g., pinwheels, cream horns, palmiers, Napoléons and dumplings).

Prepare and create eclairs and cream puffs using pâte à choux.

Use commercially made phyllo dough to produce desserts and savory dishes.

Differentiate between commercially made puff pastry products and scratch-made puff pastry, considering quality, flavour and cost.

Create different types of baked meringue (e.g., crisp, chantilly and japonaise).

Practise safe and proper use of bakeshop tools and equipment.

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

Discuss the origin and popularity of frozen desserts.

Differentiate between ice cream, sherbet, sorbet, granita and frozen yogurt.

Discuss and demonstrate the process of churning and why it is important in the production of ice cream, sherbet and sorbet.

Use food safety guidelines as they apply to eggs and cream.

Investigate the qualities that are important in creating frozen desserts (e.g., smoothness, overrun and mouthfeel).

Create ice cream, sherbet, sorbet, granita and frozen yogurt.

Create frozen ice cream desserts such as parfaits, sundaes, coupes, Baked Alaska and bombes.

Differentiate between commercially made ice creams and homemade varieties examining cost, labour, smoothness, overrun and mouthfeel.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handling, preparing, cooking, serving and storing frozen desserts.

Discuss the purpose of dessert garnishes.

Identify ingredients (e.g., chocolate, sugar, meringues, fondant and marzipan) that can be used to create dessert garnishes.

Research types of chocolate (e.g., white, dark, milk, semi-sweet and bitter) that can be used to create garnishes.

Investigate handling, preparation and cooking methods for chocolate.

Create chocolate garnishes (e.g., cages, cut-outs, curls, truffles and molds).

Experiment with modeling chocolate to create garnishes and centrepieces.

Differentiate among the types of sugar (e.g., granulated sugar, isomalt and confectioner’s sugar) that are suitable for decorations.

Research cooking methods to create sugar garnishes.

Practise the stages of cooking sugar such as thread, soft ball, hard ball, crack, hard crack and caramel.

Demonstrate safety standards when working with boiling sugar.

Create sugar garnishes (e.g., lace, blown, spirals, cast, pulled and spun).

Assess dessert garnishes using developed criteria.

Practise safe and proper use of bakeshop tools and equipment.

Practise food safety standards when handling, cooking, creating, serving and storing dessert garnishes.

Determine the type of event and theme.

Calculate the budget for the event, including cost of recipes and selling price of menu items.

Develop a management plan, including staffing requirements and clean up plan.

Create an inclusive menu with a minimum of three courses including a starter, main course and dessert for service that considers: type of event and theme; ingredients; required staff and equipment; beverages; place settings; and, complementary ingredients and courses.

Execute the chosen menu incorporating food presentation and plating techniques, taking into consideration: composition; balance; colour; shapes; texture; flavour; and, unity.

Reflect on how food practices (e.g., composting, recycling and minimizing food waste) impact the environmental footprint.

Assess the event plan and execution based on developed criteria.

Practise food safety standards in the selection, handling, preparation, cooking, serving and storing of food.

Research locally grown and farmed foods available in Saskatchewan such as pork, bison, fish, fruit, wild rice and vegetables.

Contact local product suppliers and document delivery methods, pricing and sustainability for restaurants.

Consult resources such as recipes, menus, Canada’s Food Guide and Eating Well with Canada’s Food Guide-First Nations, Inuit and Métis to develop a balanced menu.

Design a balanced menu using locally grown and farmed foods and products, considering budget and dietary preferences (e.g., cultural, medical or personal).

Create menu items from locally grown or farmed foods and products.

Analyze the opportunities and challenges of using locally grown and farmed foods and products in commercial cooking.

Practise food safety standards when selecting, handling, preparing, cooking, serving and storing foods and products.

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.

Discuss the contributions that small businesses make to the local and Saskatchewan economy.

List advantages and disadvantages of operating a small business, including a home-based business.

Examine characteristics and qualifications of successful small business owners in the food service industry.

Explain the importance of legislation and/or regulations (e.g., The Food Safety Regulations) that govern the food service industry in Saskatchewan.

Identify examples of foods that may be processed in a home kitchen and sold, in accordance with Saskatchewan regulations.

Classify examples of food service businesses within one’s community as home-based, sole proprietorship, partnership and/or franchise businesses.

Investigate the advantages and disadvantages of different business ownership models, including sole proprietorship, partnership and franchise businesses.

Research the requirements (e.g., registering for collecting and remitting taxes, licensing, zoning, obtaining health permits and registering the business name) for establishing a small business in one’s community.

Research and explain the importance of sustainable business practices such as providing quality customer service, following environmental guidelines and employing qualified and certified personnel.

Outline an entry level business plan that may include start-up costs, location, customer base, advertising and an exit plan.

Provide feedback on own and/or peer business plans.