2022 – 2023
Florida Department of Education
Curriculum Framework 

Course Title:	Principles of Food 
Course Type:	Non Career Preparatory   
Career Cluster:	Hospitality & Tourism

Secondary – Non Career Preparatory	
Program Number	8500390	
CIP Number	09200112PA	
Grade Level	9-12	
Standard Length	.5 credit	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FCCLA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Hospitality & Tourism career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Hospitality & Tourism career cluster. 

The content includes but is not limited to preparing students to understand the principles of food, selection and storage, basic food preparation, and selection of food services.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one, half-credit course. 

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500390	Principles of Food 	FAM CON SCI 
CULINARY 7 G	.5 credit	2		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

National Standards (NS)

This program has been aligned to the National Standards for Family and Consumer Sciences Education developed by the National Association of State Administrators of Family and Consumer Science (NASAFACS). The NASAFACS is an affiliate of the Family and Consumer Science division of the Association for Career and Technical Education (ACTE).  The NASAFACS and ACTE are members of the American Association of Family & Consumer Science’s (AAFCS) FCS Alliance.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate leadership skills in the family, workplace, and community.
02.0	Demonstrate food preparation skills.
03.0	Explain principles of food selection and storage.
04.0	Explain principles of food preparation.  
05.0	Choose appropriate food service for various occasions.

2022 – 2023
Florida Department of Education
Student Performance Standards

Course Title: 	Principles of Food
Course Number: 	8500390
Course Credit:	.5 

CTE Standards and Benchmarks	National Standards	
01.0	Demonstrate leadership skills in the family, workplace, and community.  The student will be able to:	8.1.2	
01.01	Identify purposes, roles and responsibilities of members of professional and youth organizations including Career and Technical student organizations.	8.1.5	
01.02	Work cooperatively as a group member to demonstrate leadership in achieving organizational goals.	8.1.5	
01.03	Demonstrate leadership roles and organizational responsibilities.	8.1.5	
01.04	Identify and utilize the FCCLA planning process.		
01.05	Discuss the establishment and history of the FCCLA organization. 		
02.0	Demonstrate food preparation skills.  The student will be able to:	8.5.3; 
9.6.5	
02.01	Interpret and use recipes, to include increasing and decreasing ingredients and using substitutions.	8.5.1, 
8.5.2	
02.02	Demonstrate basic food preparation and cooking skills such as techniques of cutting, mixing, cooking and measuring.	8.2.6;
8.3.5; 
8.3.6	
02.03	Select, use, care for and store food preparation equipment.	8.2.1; 
8.2.3; 
8.2.4; 
8.2.7; 
9.2.1;
9.2.2;
9.2.3;
9.2.4;
9.2.5;
9.2.6	
02.04	Explain the relationship between food‑borne illnesses and practices of food safety and sanitation.		
02.05	Clean, sanitize and maintain food preparation areas.		
02.06	Assess the quality of the prepared food.		
03.0	Explain principles of food selection and storage.  The student will be able to:	8.5.3	
03.01	Identify quality characteristics, such as grades, size, freshness, and dating, used to select foods.	8.4.7	
03.02	Compare costs, nutritional value, and characteristics of fresh, frozen, dehydrated, and canned foods.	8.2.6; 
8.2.9	
03.03	Choose appropriate storage methods for foods.		
03.04	Design a crisis management plan, disaster plan and response procedures for food preparation and storage.		
04.0	Explain principles of food preparation.  The student will be able to:	8.5.5; 
8.5.6;
8.5.7;
8.5.8;
8.5.9;
8.5.10;
8.5.11	
04.01	Analyze the scientific basis for changes in food during preparation and cooking to include protein, starch, fiber, sugars, fats, vitamins and minerals.	8.2.11;
8.5.4	
04.02	Identify the techniques for retaining nutrients during food preparation, cooking and storage.	9.3.3; 
9.3.5	
04.03	Analyze how ingredients affect food preparation, cooking, and product outcome.		
05.0	Choose appropriate food service for various occasions.  The student will be able to:		
05.01	Analyze the importance of etiquette and manners.		
05.02	Demonstrate etiquette and manners related to food service for various occasions.		
05.03	Plan appropriate table settings and service.	9.4.3; 
9.6.1; 
14.1.2	
05.04	Plan, prepare, and serve creative cuisine such as ethnic, regional, and foods for special occasions.	8.4.1;
8.4.2;
8.4.3	
05.05	Assess the implementation of a meal management plan for meal preparation and service.	9.3.1; 
9.3.6; 
9.6.3; 
14.2.4; 
14.3.3	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Academic Alignment

Secondary Career and Technical Education courses are pending alignment to the B.E.S.T.  (Benchmarks for Excellent Student Thinking) Standards for English Language Arts (ELA) and Mathematics that were adopted by the State Board of Education in February 2020.  Academic alignment is an ongoing, collaborative effort of professional educators that provide clear expectations for progression year-to-year through course alignment. This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the inter-curricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.