A UbD Syllabus in Catering Service Management

Republic of the Philippines

Cebu Normal University

College of Teacher Education

Osmeǹa Boulevard, Cebu City

A UbD Syllabus in TLE Major 19

Catering

Credit Units                 : 3                                                                                            Degree Program         : BSED

Academic Term          : 2010 - 2011                                                                         
Year Level                   : Fourth Year

Semester                    : 1st Semester                                                                         

Pre-Requisite Course: Culinary Arts

                       

Cebu Normal University Vision

A leading multidisciplinary research university of education committed to build a strong nation.

Cebu Normal University Mission

To develop high-performing professionals and intellectuals proficient in generating new knowledge toward a progressive and peaceful pluralistic society. The CNU mission comprises three mutually reinforcing thrusts: Transformative instruction, high impact researches and strong partnerships.

College of Teacher Education Goals and Objectives

To prepare prospective teachers who:

           

1.    Possess the needed personal and professional competencies essential to the development of the learners attitudes and values, knowledge and thinking skills and desirable work habits.

2.    Manifest an objective and scientific outlook and keep abreast of the development and progress in science and technology

3.    Value high and moral integrity and ethical standards

4.    Can promote the Filipino ideals and traditions, love of country and involvement in national and international issues

PRC Competencies:

            1. Distinguish the common terms in food selection, preparation and cooking

            2. Explain the food nutrients and their sources

            3. Apply the principles in food selection, cookery, table setting and serving

            4. Analyze production and marketing process in an enterprise

I.              Student Entry Competencies:

a. Acquire working knowledge of the materials tools, equipment, processes and products of production, distribution, and utilization and conservation of human and material resources.

b. Develop intellectual and functional skills essential to the pursuit of higher learning or more extensive training through practicum and advanced activity in a gainful occupation career.

c. Entrance desirable attitudes and values which will contribute to effective personal, family and community living.

a. Acquire working knowledge of the materials tools, equipment, processes and products of production, distribution, and utilization and conservation of human and material resources.

b. Develop intellectual and functional skills essential to the pursuit of higher learning or more extensive training through practicum and advanced clothing activity in a gainful occupation career.

c. Entrance desirable attitudes and values which will contribute to effective personal, family and community living.

II.            Program Competencies Addressed:

1.  Familiarize oneself with the effective key area of Technology and Livelihood Education- Food Service Management

            1.1 food service operation and management

1.2 recipe standardization and quantification

1.3 catering facilities 

1.4 service ethics

2. Express ones understanding on how livelihoods skills help improve their quality of life.

III.           Course Description:      

This is a three unit course, designed for Technology and Livelihood Education majors, which deals with food service operation, management, recipe standardization and quantification, catering facilities with emphasis in quality service in terms of safety, sanitation, and service ethics.

This course focuses on a practical approach to catering, intended to help students to have a deeper understanding in the food service industry.

IV.          General Objectives:

After the semester, the students shall have to;

1.    Acquire thorough knowledge and skills about the different food classes and cookery principles that would influence menu planning up to serving of quality meals essential in food service business.

2.    Realize the importance of employing proper sanitation to preserve the integrity of the industry.

3.    Equip knowledge and skills in food servicing coupled with professionalism in dealing with the costumers.

Instructional Matrix

Time Duration: Week 1 - 4

Unit/Chapter/Topic: Unit 1 – Safety, Sanitation and Hygienic Practices as a Food Handler

Established Goal/Expected Outcome: Have a fundamental knowledge and skills in organizing and cleaning the kitchen.

DESIRED UNDERSTANDINGS	ASSESSMENT EVIDENCE	LEARNING EXPERIENCES
Students can grasp fully the knowledge            and skills in organizing and cleaning the     kitchen for the purpose of safe       consumption of food. Elements: 1. Kitchen Tools and Equipment 2. Definition of Cooking Terms 3. Food Safety and Sanitation Essential Questions: 1.      How does knowledge & understanding of kitchen tools and equipment help in the production of food? 2.      Why is it necessary for food service personnel to learn cooking terms and be able to grasp them? 3.      Why is sanitation and safety essential in any food service operation?	1.       Paper – pencil test 2.       Oral recitation 3.       Labeling of tools in the kitchen. 4.       Compilation of cooking terms. 5.       Maintenance in terms of cleanliness and orderliness in the kitchen.	1. Name, explain the uses and maintenance of kitchen tools and equipment. 2. Label tools and equipment in the kitchen and be able to organize them well according to use. 3. Distinguish and define different cooking terminologies used in the purchase, storing, and preparation, cooking and serving of different food. 4. Observe sanitation and safety practices every time they have actual cooking activity.

Instructional Matrix

Time Duration: Week 5 - 8

Unit/Chapter/Topic: Selection, Storing, Preparation, Cooking and Serving Food

Established Goal/Expected Outcome: Students can plan, purchase, prepare, cook and serve meals with confidence.

DESIRED UNDERSTANDINGS	ASSESSMENT EVIDENCE	LEARNING EXPERIENCES
Students can have a deeper understanding on planning, marketing, processing and serving meals as applied in real life context. Elements: Ø  Fruits & Vegetables Ø  Cereals Pasta & Noodles Ø  Milk and Milk Products Ø  Meat Ø  Poultry Ø  Fish and shellfish Ø  Eggs Essential Questions: 1.       How can knowledge in purchasing, storing and preparing food items help the cook in the quality of food served? 2.       Why is it important to know the basic principles in cooking? 3.       How can you make food look appealing and appetizing? 4.       What are the ways to make the food safe from preparation to serving?	Ø  Paper-pencil test Ø  Oral recitation Ø  Compilation of recipes Ø  Cooking and serving: ·         Vegetable dish ·         Rice dish ·         Pasta dish ·         Meat dish ·         Poultry dish ·         Fish dish ·         Eggs Ø  Documentations	1.       Discuss the characteristics of fresh and quality foods, such as; Ø  Fruits & vegetables Ø  Rice , noodles & pasta Ø  Milk and milk products Ø  Meat Ø  Poultry Ø  Fish & shellfish Ø  Eggs Ø    2.       Explain the process of storing different ingredients. 3.       Demonstrate the proper way of preparing cooking and serving different food items. 4.       Reflect on the importance of the retention of nutrients in the preparation and cooking different kinds of food. 5.       Garnish the cooked food before serving

Instructional Matrix

Time Duration: Week 9 – 12

Unit/Chapter/Topic: UNIT III – Menu Planning and Meal Services

Established Goal/Expected Outcome: Have a  knowledge in menu making, table setting, table etiquette and table service.

DESIRED UNDERSTANDINGS	ASSESSMENT EVIDENCE	LEARNING EXPERIENCES
Students can develop skills and knowledge in menu making, setting the table, table etiquette and table service. Elements: 1.    Menu Planning 2.    Meal Planning 3.    Food Services 4.    Waiting On The Table 5.    Table Etiquette 6.Table Setting and Table Appointments Essential Questions: 1.       What are the considerations in planning for the menu? 2.       Why  do you have to follow format in making a menu? 3.       How do you differentiate Supper from Dinner? Brunch and Luncheon?  Tea and Cocktail? 4.       How would you organize the dining room for service? 5.       Why is it important to learn and know table etiquette? 6.       What is the placement of each table appointment in a cover?	Ø  Paper-pencil test Ø  Oral recitation Ø  Performance in: Table setting Table Service Table Etiquette Skirting the table Table napkin folding Ø  Making of One week menu Ø  Documents	1.       Explain the factors to consider in planning the menu. 2.       Apply menu to different meal types. 3.       Actualize table setting and table etiquette. 4.       Skirt a buffet table 5.       Fold table napkins 6.       Enumerate traits and qualities of Food Service personnel. 7.       Enumerate and explain the rules of table service. 8.       Name different table appointments.

Instructional Matrix

Time Duration:  Week 13 - 16

Unit/Chapter/Topic:  Unit IV – Getting Started in a Catering Business

Established Goal/Expected Outcome: Students can close a deal in catering a group of people and do a catering service.

DESIRED UNDERSTANDINGS	ASSESSMENT EVIDENCE	LEARNING EXPERIENCES
Students can apply the knowledge and skills learned in catering, that they can close a deal in catering a group of people and do a catering business. Elements: 1.    Potential Catering Business 2.    Procedure in Securing Permits 3.    Catering Facilities 4.    Catering Personnel 5.    Customer Goodwill and Food Service Ethics 6.    Recipe Quantification 7.    Catering Contract Essential Questions: 1.       Why is it important to possess necessary qualities in a catering business? 2.       What actions will you undertake if you cannot buy all the equipment in catering business? 3.       What duties and responsibilities of the personnel you intend to hire especially if multi-tasking is to be done to start with? 4.       How would you handle shortage in food production due to discrepancy in reservation? 5.       Why is it important to quantify recipes in food production? 6.      What are the concerns which guide the caterer in determining his charges that suit the requirements of his operations?	Ø  Paper-pencil test Ø  Oral recitation Ø  Quantified recipe Ø  Catering Contract Ø  Actual Catering Service	1.       Enumerate and discuss the nine elements of procedural dimensions of service. 2.       Enumerate the qualities that reflect warmth and gracious service. 3.       Grasp on handling costumers’ complaints. 4.       Enumerate and explain the care of catering facilities. 5.       Analyze and quantify recipe needed for the purchase of ingredients. 6.       Enumerate guidelines in determining charges for catering operations. 7.       Discuss the elements of a catering contract.

V.            Course Requirements:

1.     Written examination

2.     Individual portfolio

>compilation of cooking terms

>recipes

>one week menu

> quantified recipe

>catering contract sample

>documentations

                        3. Hands-on activities

References:

1. Books

The Maya Kitchen. (2004) Food Service and Catering Management: A practical Guide. Pasig City Philippines

Roldan, Amalia, et al. (2003) Food Service and Bartending. AR ADMS. Phillipines

Reyes, Dick et al (2006) Introduction to Culinary Operations. AR ADMS. Philippines

2. Internet sources

http:www.cateringsoultions.com/%28%85.html