Practicum in Culinary Arts Course Outline

he lessons in this course may be used in any sequence. The suggested sequence order is as follows:

All TEKS Overview

I. History of the Food Service Industry

A. Famous chefs
B. Entrepreneurs who influenced food service
C. Global cultures
D. Food traditions

  • (10) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
    • (A) research famous chefs in history and note their major
    • (C) summarize historical entrepreneurs who influenced food service in the United States
  • (10) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
    • (B) identify global cultures and traditions related to food
    • (D) analyze how current trends in society affect the food service industry

II. Entry to the Job Market

A. Employment opportunities
B. Application process
C. Employment documents
D. Interview skills
E. Team building
F. Leadership and student organizations
G. Ethical standards
H. Employment outlook
I. Entrepreneurial opportunities
J. Rights and responsibilities
K. Benefits and salaries
L. Career choices
M. Maintaining employment
N. Employment termination

  • (1) The student uses employability skills to gain an entry-level job in a high-skill, high-wage, or high-demand field. The student is expected to:
    • (A) identify employment opportunities
    • (B) demonstrate the application of essential workplace skills in the career acquisition process
    • (C) complete employment-related documents such as job applications and I-9 and W-4 forms
    • (D) demonstrate proper interview techniques in various situations
  • (6) The student applies the use of self-development techniques and interpersonal skills to accomplish objectives. The student is expected to:
    • (A) identify and practice effective interpersonal and team-building skills involving situations with coworkers, managers, and customers
    • (B) apply leadership and career development skills through participation in activities such as career and technical student organizations
  • (3) The student demonstrates work ethics, employer expectations, interaction with diverse populations, and communication skills in the workplace. The student is expected to:
    • (E) demonstrate ethical standards
  • (8) The student evaluates personal attitudes and work habits that support career retention and advancement. The student is expected to:
    • (A) analyze the future employment outlook in the occupational area
    • (B) describe entrepreneurial opportunities in the area of culinary arts
    • (C) compare rewards and demands for various levels of employment in
      the area of culinary arts
    • (D) evaluate strategies for career retention and advancement in response to the changing global workplace
    • (E) summarize the rights and responsibilities of employers and
    • (F) determine effective money management and financial planning
  • (9) The student identifies skills and attributes necessary for professional advancement. The student is expected to:
    • (A) evaluate employment options, including salaries and benefits
    • (B) determine factors that affect career choices such as personal interests, abilities, priorities, and family responsibilities
    • (C) determine continuing education opportunities that enhance career advancement and promote lifelong learning
    • (D) demonstrate effective methods to secure, maintain, and terminate employment

III. Food handlers in the Work Place

A. Grooming and appearance
B. Dependability and initiative
C. Interpersonal skills
D. Personal etiquette
E. Business etiquette
F. Health issues
G. Safety practices
H. Listening skills
I. Personal integrity
J. Teamwork
K. Conflict resolution
L. Employer expectations
M. Ethical standards
N. Organizational skills
O. Workplace policy
P. Fair labor standards
Q. Confidentiality

  • (2) The student develops skills for success in the workplace. The student is expected to:
    • (A) comprehend and model appropriate grooming and appearance for the workplace
    • (B) demonstrate dependability, punctuality, and initiative
    • (C) develop positive interpersonal skills, including respect for diversity
    • (D) demonstrate appropriate business and personal etiquette in the
    • (E) exhibit productive work habits, ethical practices, and a positive attitude
    • (F) demonstrate knowledge of personal and occupational health and
      safety practices in the workplace
    • (G) demonstrate the ability to work with the other employees to support the organization and complete assigned tasks
    • (H) prioritize work to fulfill responsibilities and meet deadlines
    • (I) evaluate the relationship of good physical and mental health to job success and personal achievement
    • (J) demonstrate effective verbal, non-verbal, written, and electronic communication skills
    • (K) apply effective listening skills used in the workplace
  • (3) The student demonstrates work ethics, employer expectations, interaction with diverse populations, and communication skills in the workplace. The student is expected to:
    • (A) illustrate how personal integrity affects human relations on the job
    • (B) demonstrate characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism
    • (C) analyze employer expectations
    • (D) demonstrate respect for the rights of others
    • (E) demonstrate ethical standards
    • (F) comply with organizational policies
  • (5) The student applies ethical behavior standards and legal responsibilities within the workplace. The student is expected to:
    • (A) research and compare published workplace policies
    • (B) apply responsible and ethical behavior
    • (C) summarize provisions of the Fair Labor Standards Act
    • (D) describe the consequences of breach of confidentiality
    • (E) research laws related to culinary arts professions

IV. Management Structure

A. Culinary math skills
B. Business charts and graphs
C. Budgeting
D. Career choices

  • (4) The student applies academics with job-readiness skills. The student is expected to:
    • (A) apply mathematical skills to business transactions
    • (B) develop a personal budget based on career choice
    • (C) interpret data from documents such as tables, charts, and graphs to estimate and find solutions to problems
    • (D) organize and compose workplace documents

V. Workplace Saftey

A. Safety practices
B. Regulations
C. Enforcement

  • (7) The student uses concepts and skills related to safety in the workplace. The student is expected:
    • (A) identify and apply safe working practices
    • (B) solve problems related to unsafe work practices and attitudes
    • (C) explain Occupational Safety and Health Administration regulations in the workplace
    • (D) analyze health and wellness practices that influence job performance

VI. Production, Presentation, and Dining

A. Food service operations
B. Large equipment, small wares and hand tools
C. Equipment cleaning
D. Commercial kitchen maintenance
E. Receiving and storage
F. Cooking methods: moist heat and dry heat
G. Work space and food preparation
H. Food production
I. Presentation techniques
J. Baking techniques

  • (10) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
    • (L) demonstrate types of table setting, dining, and service skills
    • (E) use large and small equipment in a commercial kitchen
    • (K) demonstrate proper cleaning of equipment and maintenance of the
      commercial kitchen
    • (J) demonstrate proper receiving and storage techniques
    • (G) demonstrate moist and dry cookery methods
    • (H) demonstrate food preparation skills used in commercial food service preparations such as breakfast cookery, salads and dressings, soups and sandwiches, stocks and sauces, appetizers, seafood, poultry cookery, meat cookery, pastas and grains, and fruits and vegetables
    • (F) develop food production and presentation techniques
    • (I) demonstrate baking techniques such as yeast breads and rolls, quick breads, and desserts

VII. Portfolio Development

A. Porfolio preparation
B. Resume
C. Technical skill competencies
D. Licensures/certifications
E. Recognitions, awards and scholarships
F. Community service
G. Student organizations
H. Professional organizations
I. Practicum
J. Supervisor evaluation
K. Portfolio presentation

  • (11) The student documents technical knowledge and skills. The student is expected to:
    • (A) complete a professional career portfolio to include:
      • (i) an updated resumé
      • (ii) official documentation of attainment of technical skill
      • (iii) licensures or certifications
      • (iv) recognitions, awards, and scholarships
      • (v) community service hours
      • (vi) participation in student and professional organizations
      • (vii) abstract of key points of the practicum
      • (viii) practicum supervisor evaluations
    • (B) present the professional career portfolio to interested stakeholders

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