Base Knowledge
Good oral and written comprehension.
Good interaction and oral expression.
Teaching Methodologies
The approach to the contents is developed according to a theoretical model with moments of structured exposition of the contents and respective analysis and discussion or debate. An interrogative and interactive methodology is used prior to the presentation of the main contents and concepts, and their demonstration/exemplification through their practical application in case studies and technical visits to food units. It also includes analysing legal documents that support the content taught.
The programme is also taught through practical work simulating real situations in different contexts (problem-based learning).
Students have defined office hours for clarifying doubts or explaining concepts; the teacher’s institutional contact is available for questions and difficulties.
Study support materials are made available on the NONIO platform.
Learning Results
At the end of the curricular unit, it is intended that students will be able to:
1. Know the concepts and guidelines for planning meals in catering and food service.
2. Know the dietary and nutritional recommendations for different population groups and determine the food portions to be provided at the various meals.
3. Know the references for food supply and meal planning for different target groups in catering and food service.
4. Understand the procedures and steps involved in menu planning.
5. Identify the main difficulties in drawing up menus and possible strategies for overcoming these difficulties.
6. Draw up menu plans and respective recipe sheets for different populations that simultaneously fulfil the nutritional criteria of the consumer population, legal criteria and economic criteria of the business.
7. Understand and apply the principles/methodologies and tools for evaluating menus.
8. Know the guiding principles for adapting the general menu to specific menus.
9. Establish nutritional objectives leading to the calculation of food portions for different meals provided to different target groups.
10. Identify strategies for implementing and improving the acceptance of menus.
Program
Tools to support the planning and production of meals: Menus and meals portions adjusted to age and population groups; Recipes; Specifications and tender documents for the purchase of food and meal service.
Dietary and nutritional requirements for different population groups and definition of food portions.
Principles and guidelines for planning meals in schools, hospitals, businesses and social sector institutions.
Determinants of menu planning.
Menu planning steps.
Menu planning and drawing up recipes for different population groups.
Food portions adjusted to age groups and population groups.
Methodologies and tools for evaluating menus.
Evaluation and monitoring of menus.
Curricular Unit Teachers
Margarida João Ribeiro de Liz MartinsGrading Methods
The evaluation of the Curricular Unit falls within the stipulated in the Academic Regulation of ESTeSC, namely:
Periodic Evaluation
Students are evaluated through:
Theoretical component (T) (40%)
1) Individual, summative written test, consisting of questions that assess the extent and depth of theoretical knowledge acquired in the course and the ability to apply this knowledge in practice to everyday situations specific to the scientific area.
Practical component (PL) (60%)
1) Four written group assignments developed during practical classes.
2) Individual written practical test;
3) Individual attendance - referring to participation, commitment and behaviour in practical classes (assessed individually in each practical class).
The approval of the curricular unit is obtained with a classification greater than or equal to 9,5 values, resulting from the sum of the classifications obtained, according to the weighting indicated:
- Individual theoretical written test (40%).
- 4 practical group assignments (40%). The grade for each assignment cannot be less than 9.5;
- Individual practical written test (15%);
- Face-to-face individual participation (5%);
The classification in each of the evaluation sub-components cannot be less than 9.5 values.
Evaluation by Exam
The approval in the curricular unit through Evaluation by Exam is obtained by a written exam with questions related to the theoretical component and practical component, with a weighting of 40% and 60%, respectively.
The classification in each of the components of the Exam (theoretical and practical) cannot be less than 9.5 values.
The classification obtained in the Exam cannot be less than 9,5 values.
Internship(s)
NAO
Bibliography
1. Main bibliography
Rocha A, Damas C and Viegas C. Alimentação individual e coletiva. Lidel – Edições Técnicas Lda. 1ª edição. Lisboa. ISBN 978-989-752-627-5.
Gibney, Michael J., ed. lit. – Public health nutrition. [1st ed.]. Oxford, UK : Blackwell Science, 2004. xiv, 378 p.. ISBN 978-0-6320-5627-9
Martins, Ilda, compil. – Tabela da composição de alimentos. 1ª ed.. Lisboa : Instituto Nacional de Saúde Dr. Ricardo Jorge : Centro de Segurança Alimentar e Nutrição, 2007. 355 p.. ISBN 978-972-8643-19-5
Goios A, Liz Martins M, Oliveira AC, Afonso C, Amaral T. Pesos e Porções de Alimentos. Ensino e Educação Universitária, UPorto Edições. 3ª edição, junho 2019 (ISBN: 978-989-746-213-9).
2. Secondary bibliography
Brito F. Planejamento em Unidades de Alimentação. 1ª edição SESES. 2019
Lima, R. M. (2018). Orientações sobre Ementas e Refeitórios Escolares (J. V. Pedroso, Dir.; J. C. Sousa, Coord.). Lisboa: Ministério da Educação — Direção-Geral da Educação. ISBN 978-972-742-415-3.
Gomes, S; Avila, HAM; Oliveira, B; Franchini, B (2015). Capitações de
Géneros Alimentícios para Refeições em Meio Escolar: Fundamentos, Consensos e Reflexões. Porto: Associação Portuguesa dos Nutricionistas, Faculdade de Ciências da Nutrição e Alimentação da Universidade do Porto, Programa Nacional para a Promoção da Alimentação Saudável da Direcção-Geral da Saude.
Autoridade Europeia para a Segurança Alimentar (EFSA) (2019). Dietary Reference Values for nutrients Summary report. EFSA Supporting Publications, 14(12):1133-1398.
Parlamento Europeu e do Conselho (2011). Regulamento (UE) nº 1169/2011 de 25 de outubro.
Veiros, M., Campos, G., Ruivo, I., Proença, R., Rocha, A., Kent-Smith, L. (2007). Avaliação Qualitativa de Ementas – Método AQE. Rev. de Alimentação Humana, 13(3):62-78.