Grade 10 - Commercial Cooking 10 (2022)

The Food Service Industry (Core) (Core)

Professionalism in the Food Service Industry (Core)

Kitchen Safety and Sanitation (Core)

Food Safety (Core)

Kitchen Measurement (Core)

Baking Foundations (Core)

Kitchen Tools and Equipment (Core)

Recipes (Core)

Cooking Methods A (Core)

Knife Skills A (Core)

Vegetables and Fruits A (Core)

Salads and Dressings (Core)

Sandwiches (Core)

Stocks (Core)

Soups A (Core)

Egg Cookery and Breakfast (Core)

Animal Proteins A (Core)

Potatoes A (Core)

Cookies (Core)

Quick Breads (Core)

Yeast Breads (Core)

Cakes (Core)

Icing and Cake Decorating A (Optional)

Custards, Creams and Puddings A (Optional)

Career Opportunities in the Food Service Industry (Core)

Extended Study (Optional)

Examine historical influences on the modern food service industry.

Examine the importance of professionalism in the food service industry.

Apply kitchen safety and sanitation practices.

Examine appropriate procedures to ensure food safety in the kitchen.

Demonstrate appropriate measurement techniques used in commercial cooking.

Examine a variety of tools, equipment and ingredients essential for baking.

Demonstrate safe and appropriate use of kitchen tools and equipment in a commercial kitchen.

Examine the purpose and components of recipes.

Apply the three methods of heat transfer to cook food.

Demonstrate effective knife skills.

Examine techniques to prepare, cook and store fruits and vegetables.

Create a variety of salads and dressings.

Design and prepare a variety of sandwiches, including wraps and pizzas.

Produce convenience and scratch stocks.

Prepare broth and cream soups using convenience and scratch stocks.

Prepare common breakfast meals.

Examine the structure and composition of animal proteins.

Apply appropriate methods to cook potatoes.

Produce various types of cookies.

Create quick breads using muffin, biscuit and creaming methods.

Produce yeast breads using lean and rich doughs.

Create high-fat cakes and cupcakes.

Prepare simple icings for cakes or cookies.

Prepare starch-thickened puddings, custards and whipped cream.

Investigate career opportunities in the food service industry.

Discuss the circumstances that led to the creation of the food service industry at the time of the French Revolution.

Discuss historical (e.g., King Henry IV, Antonin Carême and Auguste Escoffier) and contemporary (e.g., food network, convenience food, food blogs and fast food) influences on the food service industry.

Examine how current food service industry terminology is based on terminology (e.g., sous chef) and practices (e.g., brigade system) used at the time of the French Revolution.

Differentiate between a classic kitchen brigade system (e.g., chef de cuisine, chef de partie, saucier, garde-manger and pâtissier) and a modern (e.g., executive chef, sous-chef, line cook and pastry chef) kitchen brigade.

Identify the duties of common back-of-the-house (e.g., executive chef, sous chef, station chef and line cook) and front-of-the-house (e.g., maitre d’, server and food runner) roles in food service operations.

Research the effects of technological developments (e.g., tools, electricity, electronics and computers) on the food service industry.

Examine how innovative technologies (e.g., food preservation and storage techniques), consumer concerns (e.g., food safety and nutrition) and new foods (e.g., convenience foods) influence the modern food service industry.

Identify the types of establishments (e.g., institutional kitchens, work camps, hotels, hospitals, bakeries, home-based and mobile food vendors) related to employment opportunities in the food service industry.

Discuss the role of the food service industry in the community.

Examine cultural, economic, technological, social and environmental factors that influence the food service industry in Saskatchewan.

Describe how current food trends impact the food service industry.

Explore characteristics of professionalism including: respect for self, others and workspace; competence; confidentiality; responsibility; dedication to quality; pride in appearance and personal hygiene; positive attitude; team player; willingness to learn; appropriate and ethical behaviour; and effective communication skills.

Research expectations for employee and employer professionalism in the food service industry.

Discuss working conditions and employment standards common to the food service industry.

Identify common worker injuries reported within the food service industry.

Identify types of workplace harassment and related resolution procedures (e.g., provincial labour mediation and conciliation services).

Describe the rights and responsibilities of employees and employers, including the right to refuse process.

Recognize and apply safe and fair work practices including freedom from violence, harassment and bullying.

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 measurements (e.g., weight, volume and count) common to the commercial cooking.

Describe measurements traditionally used in commercial cooking including weight (e.g., As purchased – AP and Edible portion – EP), volume, count, dry and wet measurement.

Identify measurement tools (e.g., measuring spoons, measuring cups, thermometers and kitchen scales) common to a commercial kitchen.

Differentiate between imperial and metric systems of measurement.

Convert recipe measurements from imperial to metric (e.g., teaspoon to millilitres and pounds to grams) and metric to imperial.

Measure ingredients using liquid, dry and displacement methods.

Demonstrate proper scaling techniques.

Identify tools and equipment (e.g., baker’s scales, pastry bags and tips, silicone baking mats, palette knives, bench mixers and proofing cabinets) required for baking.

Examine the design and function of essential baking tools and equipment.

Discuss the appropriate baking tools for a variety of baking tasks.

Identify the variety of bake shop ingredients, including: types of flour (e.g., bread, cake, pastry, rye and whole wheat); sugars and sweeteners (e.g., agave, brown, confectioner’s, granulated, molasses and Turbinado); fats (e.g., butters, oils and shortenings); eggs (e.g., fresh and frozen); milks (e.g., liquids, dried and non-dairy substitutes); thickening agents (e.g., arrowroot, cornstarch, flours and gelatin sheets); yeasts (e.g., active dry, compressed, instant, yeast starters and their activation temperatures); and, flavourings (e.g., chocolate, extracts, emulsions, salts and seeds).

Examine the role of bake shop ingredients in a recipe.

Maintain and properly store tools and equipment.

Discuss the kinds of tools and equipment typically used in a commercial kitchen.

Examine design and function of common kitchen tools (e.g., spatulas, knives, vegetable peelers, spoons, measuring cups, thermometers, whisks and whips) and equipment (e.g., colanders, mixing bowls and cookware).

Identify the purpose of small appliances (e.g., hand mixers and blenders) in a commercial kitchen.

Use small appliances safely and appropriately.

Identify industrial equipment (e.g., stand mixers, food processors, griddles, dishwashers and portable cooktops) used in commercial kitchens.

Demonstrate proper use, including safety practices, of industrial equipment in commercial kitchens.

Clean and maintain tools and equipment using appropriate techniques and materials.

Determine the appropriate tools, appliances and equipment for specific tasks.

Discuss the processes for cleaning and maintaining commercial kitchen equipment (e.g., refrigerator, freezer, dishwasher, deep-fryer and vents).

Demonstrate safe use practices and precautions identified by the manufacturer for the use, maintenance and storage of kitchen tools, appliances and equipment.

Explain the purpose of instructional and standardized recipes.

Describe the components and functions of a standardized recipe including: recipe name; total yield; portion size; ingredient list and quantity; preparation procedures; cooking temperatures and times; mise en place; service instructions, including hot and cold storage; and, plating and garnishing.

Describe the components and functions of an instructional recipe (e.g., recipes published in cookbooks, textbooks and on the internet).

Differentiate between standardized and instructional recipes.

Discuss the importance of standardized recipes as tools to control quality, quantity and cost.

Examine the limitations of standardized and instructional recipe.

Identify common measurements (e.g., ml, gram, lb, tsp, Tbsp, cup and oz) used in recipes.

Convert recipes and ingredient amounts to increase and decrease recipe yield and portion size.

Troubleshoot potential issues when converting recipes.

Develop a standardized recipe for a selected food.

Define cooking.

Differentiate among the three methods (e.g., conduction, convection and radiation) of heat transfer.

Compare dry heat (e.g., roasting, broiling and sautéing) and moist heat (e.g., simmering, steaming and poaching) cooking methods.

Explore combination cooking methods (e.g., braising, stewing and sous vide).

Explain the choice of cooking methods for different recipes.

Apply the cooking method (e.g., dry heat, moist heat and combination) required for a variety of recipes.

Apply kitchen safety and sanitation practices when cooking food.

Discuss basic rules of knife safety such as using the correct knife for the task, cutting away from yourself, never leaving a knife in the sink and remaining focused on the task.

Discuss potential injuries (e.g., cuts, strains and sprains) related to knife use.

Classify a variety of knives (e.g., paring, chef’s, serrated, utility and butcher) according to their applications and procedures for use.

Identify the materials of construction (e.g., stainless steel, carbon steel and ceramic) and the parts (e.g., heel, tang and cutting edge) of a knife.

Demonstrate how to properly carry a knife (e.g., hold the knife point down, parallel and close to your leg).

Apply proper techniques to grip and control a knife to produce desired cuts.

Explain the importance of maintaining a sharp knife.

Demonstrate the process of sharpening and honing a knife.

Describe the purposes for different types of knife cuts such as chopping, dicing, mincing and slicing.

Apply proper cutting techniques (e.g., trimming, peeling, dicing, chopping, julienne, and slicing) for a variety of tasks such as cutting vegetables for a mirepoix or a stir fry.

Demonstrate proper cleaning (e.g., wash by hand) and storage of knives.

Practise the rules of knife safety.

Compare and classify a variety of fruits and vegetables.

Discuss factors that affect the storage of fruits and vegetables.

Identify the common parts (e.g., peel, pith, flesh, seeds and pits) of various fruits and vegetables.

Provide example of common fruits (e.g., apples, berries, lemons, bananas, and peaches) and vegetables (e.g., beets, cabbage, lettuce, onions, peas and potatoes).

Categorize, using the senses, the flavours and textures of various fruits and vegetables.

Prepare colourful crudité plates using suitable vegetables and proper knife skills (e.g., batonnet, florets and julienne).

Prepare a variety of hot vegetable items using proper knife skills (e.g., julienne, dice and batonnet).

Utilize appropriate cooking methods for hot vegetable items.

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

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

Describe the four required components (i.e., base, body, garnish and dressing) of a salad.

Examine the main types (e.g., tossed/composed, bound, vegetable, fruit and combination) of salads.

Prepare a variety of salads, including the four required components.

Discuss the four categories (e.g., appetizer, accompaniment, main course, and dessert) of salads that can be offered on a menu.

Compare various salad greens, including lettuces, spinach, spicy greens, bitter greens, cabbages and herbs.

Identify sources (e.g., farmers’ markets, school greenhouses and local community gardens) of locally sourced produce suitable for salad making.

Differentiate among the four main types of salad dressings (i.e., vinaigrette, emulsified vinaigrette, mayonnaise and mayonnaise-based).

Utilize common ingredients (e.g., vinegars, oils, herbs, spices and mustard) to prepare dressings.

Prepare the four types of salad dressings.

Explain how to pair dressings for salads.

Demonstrate knife skills necessary for salad making.

Describe characteristics of high-quality serving practices.

Demonstrate food safety standards when handling, preparing, serving and storing salads, specifically those containing mayonnaise and raw eggs.

Discuss the history of sandwiches.

Examine the different types and styles of sandwiches.

Identify the main components (i.e., bread or bread substitutions, spread and filling) of sandwiches.

Prepare, while considering food sensitivities and/or dietary preferences, various types of sandwiches, including: simple cold; open-faced; tea sandwiches; wraps; pitas; simple hot; open-faced hot; grilled; and, pizza.

Discuss how locally sourced and foraged foods could be incorporated into sandwiches.

Consider preparation and serving practices necessary for dietary needs.

Prepare international and specialty sandwiches, considering personal, cultural and medical dietary preferences and needs.

Develop criteria to assess the prepared sandwiches.

Practise the principles of sanitation and cleaning of the work area.

Demonstrate food safety standards when preparing, servicing and storing sandwiches, including fillings and toppings.

Differentiate between convenience and scratch stocks.

Identify basic stock ingredients.

Examine the list of ingredients in convenience stocks.

Discuss important terminology (e.g., degrease, blanching bones, sachet bag, mirepoix and deglaze) associated with preparing convenience stocks and scratch stocks.

Analyze features (e.g., colour, taste, nutritional value and preparation time) of convenience stocks and scratch stocks.

Prepare a scratch stock using appropriate cooking methods and processes such as degreasing and skimming.

Compare cook time, caramelizing and use of acids in different types of stocks such as brown, white, vegetable, fish and specialty stocks (e.g., lamb and ham).

Compare flavours of a soup prepared with convenience stock to a soup made with a scratch stock.

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

Research the types of soups and soup recipes (e.g., tortilla, hot and sour, Three Sisters, borscht, Métis boulette and bisque) from a variety of cultures, including Métis and First Nations.

Identify the elements of broth soups and cream soups.

Prepare broth soups using a convenience stock and a scratch stock.

Compare the colour, texture and flavours of a broth soup made with scratch stock to a broth soup made with a convenience stock.

Discuss steps common to the creation of all cream soups.

Prepare a cream soup.

Determine the ingredients and steps to prepare an industry standard soup.

Examine soups for proper consistency (e.g., smoothness, richness, thickness, body and ingredient size).

Apply techniques (e.g., flavouring with spices, reduction and thickening) to achieve suitable colour, flavour and texture of soups, and to maintain nutritive values.

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

Classify eggs according to grade and size.

Explain the composition of eggs.

Identify correct temperature of coagulation of eggs.

Demonstrate the various methods of cooking eggs including: fried (e.g., over hard, over medium and over easy); boiled (e.g., soft, medium and hard); poached (e.g., soft, medium and hard); and, scrambled (e.g., omelette, shirred and baked).

Prepare breakfast meats (e.g., ham, sausage and bacon).

Prepare pancakes, waffles and French toast.

Select and prepare grain cereals.

Explore breakfast dishes from a diversity of cultures, including Métis and First Nations.

Identify types of fruits and vegetables used in breakfast cookery.

Demonstrate food safety standards when handling, preparing, cooking, serving and storing eggs.

Describe the composition (e.g., tissue, protein, fat, and water) of animal proteins such as beef, fish and poultry.

Describe the relationship between connective tissue types and meat preparation for cooking.

Explain the purpose for aging meats, including aging techniques for beef.

Discuss factors (e.g., quality, menu items and menu prices) that influence the purchase of animal proteins for menu items.

Examine cooking methods for a variety of animal proteins such as beef, fish and poultry.

Examine how to safely and properly handle and store meats.

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

Describe varieties of potatoes and their uses.

Demonstrate proper handling and storage of potatoes.

Examine cooking methods used to prepare various types of potatoes.

Discuss how to determine doneness of potatoes.

Demonstrate appropriate knife skills when preparing potatoes.

Use the appropriate cooking method (e.g., boiling, baking, deep frying and sautéing) to prepare a variety of potato dishes such as mashed, whipped, oven roasted, French fries, potato pancakes and hash browns.

Investigate various seasonings appropriate for potatoes.

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

Classify types of cookies according to preparation and baking methods.

Describe attributes of cookies including crispness, softness, chewiness and spread.

Demonstrate mixing methods such as one-stage, creaming and sponge.

Implement proper panning, baking and cooling methods when making cookies.

Produce the following types of cookies: bagged and pressed cookies made from soft dough (e.g., butter tea cookies, whipped shortbread, gingersnaps, spritz, ladyfingers and macaroons); dropped cookies made from soft dough (e.g., oatmeal raisin, chocolate chip and almond tuiles); rolled cookies made from a stiff dough (e.g., sugar, shortbread and gingerbread); molded cookies (e.g., peanut butter and Dutch speculaas); icebox cookies (e.g., checkerboard, pinwheel and bull’s eye); bar cookies (e.g., Florentines and raisin spice bars); and, sheet cookies (e.g., Swiss leckerli and brownies).

Demonstrate safe and proper use of bakeshop tools and equipment.

Demonstrate food safety standards when preparing, baking, serving and storing cookies.

Define quick breads.

Discuss leavening agents (e.g., baking soda, baking powder and steam).

Explain how gluten is developed in quick breads.

Discuss the importance of properly mixing batter (e.g., tunneling).

Differentiate the two types of batters (i.e., soft doughs and pour batters).

Describe the three methods (i.e., muffin, biscuit and creaming) of creating quick breads.

Create quick breads, using each of the three methods: muffin (e.g., banana bread, cornbread, popovers, dumplings, muffins and pancakes); biscuit (e.g., buttermilk, cheddar, herb, bannock and scones); and, creaming (e.g., biscuits, banana bread and loaves).

Compare muffins made using the biscuit method and muffins made using the muffin method.

Develop criteria to assess created quick breads.

Demonstrate safe and proper use of bakeshop tools and equipment.

Demonstrate food safety standards when preparing, serving and storing quick breads.

Identify the three types (i.e., lean, rich and rolled-in) of yeast doughs.

Research and discuss the effects of leavening agents, including yeast, on dough.

Examine the stages in yeast bread production including scaling ingredients, mixing, kneading, fermenting, punching, scaling dough, rounding, shaping, panning, proofing, baking, cooling and storing.

Identify the three mixing methods (i.e., straight dough, modified straight dough and sponge) for yeast doughs.

Identify the appropriate mixing method for the three types of yeast dough.

Produce lean doughs such as hard rolls, baguettes, pizza dough and rye breads.

Produce rich doughs such as cinnamon rolls, doughnuts and brioche.

Compare the characteristics (e.g., fat, sugars and texture) of lean and rich doughs.

Demonstrate safe and proper use of bakeshop tools and equipment.

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

Define high-fat cake and provide examples (e.g., butter cake and pound cake).

Differentiate between high-fat and low-fat cakes.

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

Explain how to check for cake doneness, such as: cake pulls away from the sides of the pan; cake is springy in the middle; a cake tester comes out clean; and, using a thermometer.

Bake a cake or cupcake using various mixing methods such as creaming method, one-stage method, two-stage method and flour-batter method.

Differentiate between boxed cake mixes and two-stage method, considering cost, taste, texture and volume.

Demonstrate safe and proper use of bakeshop tools and equipment.

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

Explain the function of icings (e.g., adds flavour, creates eye appeal and provides a protective coating to seal in moisture).

Identify basic varieties of icings including fondant, buttercream, foam-type, fudge-type icing, flat-type icing, royal and whipped cream.

Discuss ingredients, kitchen tools and techniques required to prepare icings.

Practise the correct procedures (e.g., cooling, trimming, brushing crumbs and filling) for icing cupcakes, cookies and sheet cakes.

Use the three main icing methods for cupcakes (i.e., dip, spread and piping).

Discuss, with peers, qualities that determine the visual appeal of a cake (e.g., colour combination, texture and type of icing).

Decorate cupcakes, sheet cakes or cookies with a simple buttercream, royal icing or whipped cream.

Demonstrate safe and proper use of bakeshop tools and equipment.

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

Examine key concepts in the formation of custards and puddings including gelatinization and coagulation.

Discuss why starch-thickened puddings need to be boiled in order to thicken.

Differentiate between cornstarch pudding, blanc mange and cream puddings.

Prepare a starch-thickened pudding such as chocolate, tapioca, bread or rice pudding.

Prepare a custard using convenience base or from scratch.

Compare homemade pudding to convenience products in regard to cost, labour, texture and taste.

Identify and follow the procedure for whipping cream (e.g., use a cold bowl and cream, add the sugar gradually once the cream has started to thicken and do not over beat).

Practise stabilizing whipped cream with gelatin or cream of tartar.

Prepare whipped cream and use as a dessert topping or filling.

Develop criteria to assess the finished products.

Demonstrate safe and proper use of bakeshop tools and equipment.

Demonstrate food safety standards when handling, preparing, cooking, serving and storing puddings, custards and whipped cream.

Identify career opportunities in the food service industry in one’s community.

Research which occupations in the food service industry are facing shortages and which are oversubscribed locally, regionally or provincially.

Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people working in the food service industry.

Create a list of personal interests, skills and traits that may lead to a career in the food service industry.

Reflect upon personal suitability or non-suitability for a specific occupation in the food service industry, considering criteria such as: initial and continuing educational and training requirements; duties and skills required for this occupation; work environment, including typical hours and shifts work and typical locations; current wages received in Saskatchewan and how these compare to the rest of Canada; physical, mental and emotional stresses related to this occupation; workplace hazards and safety considerations; other occupations with which they interact; apprenticeship and/or certification requirements in Canada and Saskatchewan; and, future trends impacting the trade.

Discuss apprenticeship, including its advantages and disadvantages, as a pathway to a career in the food service industry.

Communicate research findings related to occupations in the food service industry through a display, brochure, video, presentation software, website or an oral presentation.

Discuss a plan for obtaining one’s dream job in the food service industry.