FIRST YEAR

Section 1: Hygiene, Safety and first Aid

General Objective(s):The trainee will:

  1. appreciate the importance of hygiene in catering industry
  2. be aware of the health and safety implications in catering
  3. appreciate the need to keep one’s self and environment clean

UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
1.0
BASIC
HYGIENE / Trainee will be able to:
1.1.1Explain the term hygiene
1.1.2 Explain the importance of
hygiene
1.1.3Explain the term
personal hygiene
1.1.4Classify the areas of
hygiene / Meaning of hygiene:
It is the study of health and science and the prevention of disease
Importance of hygiene
  • To prevent contamination of food via human and kitchen equipment
  • To produce wholesome food
  • To keep food handler clean and physically fit
Meaning of Personal Hygiene:
Personal hygiene is the science and practice of preserving health of food handlers through personal cleanliness
Classification of areas of hygiene:
  • Personal
  • Food
  • Kitchen
/ Group trainees tobrainstorm and come out with the meaning of hygiene
Using role play, group trainees to discuss the importance of hygiene
Group trainees to brainstorm to come out with the meaning of personal hygiene.
Using charts / models, group trainees to discuss areas of hygiene / Explain hygiene
Organize trainees to visit a nearby restaurant to find out the hygienic environment.
Write a report and
present to class
Explain personal hygiene
outline areas of hygiene
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
1.1.5Practice clean habits
1.1.6Practice physical fitness / Physical clean habit:
  • Spitting: should never occur, because
germs can be spread
  • Bathing - should be done everyday to
remove body odour, wash away germs
and stale perspiration etc.
Physical Fitness:
To keep physically fit, the following should be observed:
  • Sleep and relaxation
  • Exercise and fresh air
  • Wholesome food and pure water
  • Balanced diet
/ Demonstrate to trainees clean habits practiced in a kitchen
Demonstrate physical fitness and assist trainees to practice
Group and discuss with trainees on good health and fitness practice by the food handler / Explain clean habits practiced in the kitchen
State the objectionable habit in the kitchen
State the requirement for
keeping physically fit
2.0
HEALTH AND SAFETY / 1.2.1 Identify the causes of
accidents in the
kitchen.
1.2.2 Explain the reason for
Health and Safety at
Work Act. / Causes of accidents:
-excessive haste
-distraction
-failure to apply safety rules
AIMS/REASONS:
1. To extend the coverage and protection of the
Law to all employers and employees.
To increase awareness of safety at work
for both employers and employees.
2. Responsibilities of the employers and
employees. / Use role play to demonstrate to trainees the causes of accidents in the kitchen.
Assist trainees to discuss the aims of the health and safety at Work Act. / Organize a field trip to a hotel. Group students to write report and discuss in class
State the two aims of health and safety at Work Act.
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
1.2.3 Explain the various
types of accidents in
the kitchen.
1.2.4 Apply the Health and
Safety rules in the
Kitchen. / Types of accidents:
-cuts and scratches
-burns and seals
-machinery
-explosion
-slippery floor
Application of health and safety rules
-Concentration on the job at hand.
-Observing simple hygiene rules
-No running in the kitchen / Using charts/models show the various types of accidents in kitchen to trainees.
Discuss the various types with trainees
Assist trainee to demonstrate safety rules in the kitchen / State four types of accidents in the kitchen

Section 2:Menu Planning

General Objective(s):The trainee will

1. Develop skills in planning and serving balanced meals for different groups of people

UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
1.0
Menu / Trainee will be able to:
2.1.1 Explain the term
Menu
2.1.2 Identify the types of
Menu
2.1.3Explain the
functions of aMenu / Meaning of Menu:
Menu is a list of dishes available to the customer which are combined to form meals at a sitting with a price
Types of Menu:
  • La carte
  • Table d’hote
  • Specialty
  • School
  • Hospital etc.
Functions of a Menu:
  • To help the caterer know what to prepare
  • To help the customer to know what is
available / Assist trainees to brainstorm and state the meaning of menu
Using samples of menugroup trainees and assist them to discuss types of menu
Group trainees to discuss the functions of a menu. / Explain the term menu
State types of menu.
Differentiate between la carte and table e’hote
State functions of menu
plan two course menu for school children in small groups

Section 3:Food Commodities

General Objective(s):The trainee will

1.Acquire knowledge and skills in the selection of food commodities

UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
1.0
VEGETABLES / Trainee will be able to:
3.1.1 identify vegetables
3.1.2 Explain the food
value of vegetables / Types of vegetables
  • Onions
  • Tomatoes
  • Carrots
  • Peas
  • Lettuce
  • Cabbage
  • Potatoes
Food Value:
  • Roots
  • Starch, sugar for energy
  • Small amount of protein for repair of
tissues
  • Some minerals and vitamins
  • Useful sources of cellulose and water
Leafy:
  • Vitamins
  • Mineral Salt etc.
Fruiting:
  • Vitamins
  • Mineral Salt etc.
/ Show vegetables for trainees to observe
Discuss with trainees the food values of vegetables / Outline four types of vegetables
State the food value of vegetables
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.1.3 Classify vegetables
3.1.4 Demonstrate the
storage points for
vegetables
3.1.5Explain quality points for buying vegetables
3.1.6Demonstrate different cuts of vegetables / Classification of vegetable:
  • Roots e.g. carrots, bedroots
  • Leafy e.g. lettuce, sorrel etc
  • Fruiting e.g. aubergine, avocado etc.
Leafy:
  • Root - store in bins or racks
  • Leafy - on well ventilated racks etc.
Quality points for root vegetables:
  • Clean i.e. free from soil, sand
  • Free from blemished
  • Even shapes etc.
Leafy vegetables should be
  • Fresh
  • Crisp
  • Bright in colouretc.
Cut of vegetables
  • Julienne
  • Burnoise
  • Macedoine etc.
/ With the aid of real objects group trainees and assist them to classify vegetables
Demonstrate storage points of various vegetables and assist trainees to practice
Using real objects, assist trainees to discuss the quality points for buying vegetables
Demonstrate to trainees how to cut different shapes of vegetables and assist trainees to practice / Group vegetable and give examples
Homework:
Trainees to ask their mothers how they store their vegetables when they are in season and then use them in the lean season and report to the class
Write three quality points for buying
- root vegetables
- leafy vegetables
Describe cuts of vegetables
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.1.7Preserve vegetable
3.1..8 Use vegetables / Methods of preserving vegetables
  • Canning (Beans peas, Mushroom)
  • Drying (Peas, beans)
  • Dehydration (onion, carrots, potatoes) etc.
Uses of vegetables:
  • Tomatoes: (salads, soups, sauces, stews,
vegetables )
  • Peas (as vegetables, soups, salads, soup,
stews)
  • Lettuce (salads, wrapping food)
Cabbage (salads, as a vegetable) etc.
  • Potatoes (as accomplishment, garnish salads etc.)
/ Group trainees and discuss methods to preserve some vegetables
Group and assist trainees to discuss the use of vegetables in meal preparation
Trainees to practice how to use vegetables / State methods of preserving vegetables and give examples under each
Write one use of the following vegetables:
Tomatoes
Lettuce
Peas
Cabbage
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
2.0
FRUITS / 3.2.1Explain the term fruits
3.2.2Explain the food value of fruits
3.2.3Categorize fruits into types
3.2.4Describe the point for purchasing fruits
3.2.5Store fruits / Fruits are sweet tasting part of tree or bush which hold seeds and can be eaten.
Food value of fruits: Vitamin C - Valuable as a protective food. Cellulose - useful as roughage etc.
Categories of fruits:
  • Stone fruits
  • Hard fruits
  • Soft fruits
  • citrus
  • tropical fruits
  • other fruits etc.
Quality points for buying fruits
  • Soft not damage
  • Not too ripe
  • Appear fresh
  • No shrinking, etc
  • No wilting
Storage points for fruits
  • Hard fruits - left in boxes and in a cool
place
  • Soft fruits - leave in their punnets or
basket in a cold room
  • Stone - place in trays
  • Citrus - left in the delivery trays and
boxes
  • Banana - not stored in too cold place etc.
/ Guide trainees to brainstormand come out with the meaning of fruit
Assist trainees to discuss to come out with the food value of fruits
Group trainees to brainstorm and come out with the categories of fruits
Organize visit to various markets within the locality to identify categories of fruits with example under each
Discuss with trainees quality points for buying fruits
Demonstrate to trainees how to store fruits / Define fruits
Find food value of indigenous fruits
state types of fruits
Write a report and present in class
Explain in the quality point you look for when buying fruit?
State three storage points with examples
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.2.6Preserve fruits
3.2.7 Use fruits / Method of preserving fruits:
  • Drying - apples, pea, banana
  • Canning - apples, pineapples
  • Jam - stone and soft fruits
  • Bottling - cherriesetc.
Uses of fruits:
Apples – pastry dishes, garnishes, meat dishes
Sauces
Oranges - marmalades, flavouring,, garnishing
Banana - garnishing fruits salad, sweet dishes etc. / Discuss with trainees the methods of preserving fruits and demonstrate how to preserve fruits
Demonstrate the use of fruits to trainees / Homework:
trainees to use fruits to prepare Jam and jelly and present them for marking
List five uses of fruits
3.0
CEREALS / 3.3.1Identify types of
cereals
3.3.2State food value of
cereals
3.3.3Explain the term cereals
3.3.4Draw and label the
grain / Types of Cereals:
  • Wheat
  • Oats
  • Rice
  • Barley
  • Arrowroot
  • Maize
  • Tapioca
  • Sago etc.
Food value of cereals:
  • Carbohydrates for energy
  • Vitamin B for protection
Cereals are seeds of cultivated grasses:
Structure of a grain
  • Bran
  • Endosperm
  • Germ etc.
/ Using samples, show types of cereals to trainees to observe
Using a chart, Brainstorm with trainees to come out with the food value of various cereals
Guide trainees to discuss the meaning of cereals
Assist trainees to draw the diagram of various grains e.g. wheat, corn, rice etc. and label them. / Trainees to bring different types of cereals from home
State food values in cereals?
Describe cereals
Draw and label the wheat grain
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.3.5Store cereals
3.3.6 State the uses of
cereals / Storage points:
Store in a dry and well ventilated room:
  • Oats should be stored in containers with tight
fitting lids
Uses of cereals:
  • Wheat-flour
  • Pastries
  • Cakes
  • Soups
  • Sauces
  • Rolled oats - porridge
  • Oat meal - thickening soups etc.
/ Demonstrate and discuss the storage of various cereals
Discuss the uses of cereals and assist trainees to use cereal to prepare pastries, sauces, oats, farinaceous dishes / State the storage points for cereals
Prepare pastries and sauces with cereals
4.0
FISH / 3.4.1Explain the sources of fish
3.4.2 Explain the food
value of Fish
3.4.3 Examine quality
points for buying
fish /
  • Seas
  • Rivers
  • Lakes
  • Oceans
  • Lagoons
Food value of fish:
  • Fish contains protein good for body
building
  • Oily fish is useful for energy
  • As a protective food because of its
Vitamins
Quality points for buying fish:
  • Eyes (bright, full and not sunken)
  • Grills (bright red in colour)
  • Scales (life flat and be moisture plentiful
etc / Group trainees to discuss sources of fish
Discuss with trainees the different food values of fish
Using real objects show quality points for buying fish to trainees / State sources of fish
State the food value of fish
State three quality points for buying fish
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.4.4 Classify fish
3.4.5 Select various
types of fish
3.4.6 Store fish
3.4.7 State uses of fish / Classification of fish:
  • Oily fish ( herrings, salmon, mackerel
  • White fish (round cod, whiting, hake, flat, plaice, sole turbot)
  • Shell fish (Crustacean, mollusca e.g.)
Types of fish:
  • Herring
  • Salmon
  • Mackerel
  • Cod
  • Whiting
  • Sole
  • Plaice
  • Hake
  • Turbot
  • Tilapia
  • Bass
  • Mudfish
Storage points of fish:
  • Smoked fish should be kept in a
refrigerator
  • Frozen fish must be stored in deep
freezer cabinet at 180c (00F)
  • Fresh fish is stored in a fish box
containing ice
  • In a separate refrigerator used only for
fish etc.
Uses of Fish:
  • Anchovies (anchovy butters, anchovy
sauce)
  • Herring (breakfast and lunch menus)
  • Fish fingers, fish cakes
/ Using real objects, show the various kind of fish to trainees for classification
Using real object guide trainees to select various types of fish
Demonstrate the storage points of fish with trainees
Assist trainees to discuss the uses of fish for breakfast, lunch, snack etc.
Assist trainees to practice how to use them. / Give two examples each of:
-oilyfish
-white fish
-shell fish
Describe the various types of fish
State the food value of fish
Practical Work
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.4.8 Use fish (cont.)
3.4.9Demonstrate cuts of fish
3.4.10 Preserve fish / Uses of Fish:
  • Frying (shallow and deep)
  • Grilling
  • Baking
  • Poaching
  • Stemming
  • Roasting
Cuts of fish:
  • La Darns - steaks of round fish
  • Le Tracon - steaks of flat fish
  • La Fillets - cut of fish free from bone etc.
Preservation methods:
  • Smoking
  • Canning
  • Freezing
  • Dehydration
  • Pickling
  • Salting etc.
/ Demonstrate to trainees how to:
-grill
-bake
-poach and roast fish
Demonstrate with trainees how to obtain cuts of fish
Discuss methods of preserving fish and demonstrate to trainees how to use the methods of preserving fish / Practical Work:
Use different methods of cooking . To cook fish and present for marking
Cut, darns, fillets, trancon
State four methods of preserving fish
5.0
EGGS / 3.5.1 Identify sources of
eggs / Sources of eggs:
  • Hen
  • Turkey
  • Geese
  • Ducks
  • Guinea fowl
  • Gulls
  • Quills
/ Using charts/ models discuss sources of eggs with trainees / State sources of eggs?
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
3.5.2Explain food value
in egg
3.5.3. Draw the structure of
an egg
3.5.4 Buy eggs
3.5.5 Store eggs
3.5.6 Use eggs
3.5.7 Preserve eggs / Food value in egg
Protein for growth and repair, protective and energy giving
Structure of an egg:
  • Shell
  • Shell membrane
  • Chalazae
  • Thin white
  • Thick white
  • Yolk
  • Air space
Quality points:
Egg shell should be clean, well shaped and slightly rough etc.
Storage points for eggs:
  • store in a cool dry place
  • store away from strong smelling foods
and possible contaminants e.g. cheese
onions, raw meat etc.
Uses of egg:
  • Hors-d’oeuvre
  • Soups
  • Sweets
  • Fish dishes
  • Pastries
  • Sauces
  • Saladsetc.
Methods of preserving egg:
  • Drying
  • Freezing etc.
/ Group trainees to brainstorm to come out with the food value of eggs
Illustrate with a labeleddiagram the structure of an egg to trainees
Using eggs assist trainees to identify the quality points use to buy egg.
Demonstrate the storage point of eggs to trainees and assist them to practice
Assist trainees to discussuses of eggs
Assist trainees to use eggs in various ways
Assist trainees to brainstorm and come out with methods of preserving eggs / State the food values of eggs
Draw the structure of an egg and label it
State two quality point for buying eggs
State different ways of storing eggs
Use eggs in two different ways
State two methods of preserving eggs
UNIT/TOPIC / SPECIFIC OBJECTIVES / CONTENT / TEACHING/LEARNING ACTIVITIES / EVALUATION
6.0
FATS AND OILS / 3.6.1Identify types of fats and oils
3.6.2Identify sources of
fats and oils
3.6.3Explain food values in fats and oils
3.6.4 Differentiate between
fats and oils
3.6.5Store fats and oils
3.6.6 State uses of fats and
oils / Types of fats and oils:
  • Fats (Butter, Suet, Margarine, Lard, dripping)
  • Oils (soya, oils, corn oil, cotton seed oil, palm
oil, olive oil, sunflower oil, coconut oil)
Sources of Fats and Oils:
  • Butter is made from cream
  • Margarine is made from milk and
Vegetable oil, soya bean oil etc.
Food value of fats and oils:
  • Butter contains 80% fat-a high energy food.
Water 16% and milk protein. Vitamin A
and small amount of calcium
  • Margarine - protective and energy food
with Vitamin in A and D added
Differences between fats and Oils:
Fat: Is in solid form at room temperature
Oil: Is fat which is liquid at room temperature
Storage of fats and oil:
  • Fats - kept in a cold store in a
refrigerator in a warm weather Oils should
be stored in a cool placeetc.
Uses of fats and oils:
  • Butter - as a base for making soups, sauces
compound butters, hard butter sauces
  • Margarine - bakery products
  • Lard - hot water paste, short paste
  • Deep and shallow frying
  • Suet paste
  • Mincemeat
  • Mayonnaise etc.
/ Using real objects group and assist trainees to discuss types of fats and oils
Organize a visit to a factory to see the production of fats and oils
Discuss with trainees the food value of fats and oils.
Using real object assist trainees to differentiate between fats and oils
Using samples demonstrate the storage points of fats and oils
Discuss uses of fats and oils and assist trainees to use various types of fats and oils for cooking meals / Give two examples each under
-fats
-oils
Write a report for
discussion in class
State the food values of butter and margarine?
Differentiate between fats and oils
Prepare:
  1. cake
  2. pastry
  3. fry meat

Section 4: Nutrition