External link
External resources
Utdanning.no – Chef
Occupational description from utdanning.no. Provides occupational context for teaching.
Reading
Utdanning.noNO
Open resourceChef
Chefs work with food preparation, menu planning, handling ingredients and cooperation in the kitchen. The work requires understanding written information, using numbers and measurements, communicating clearly with colleagues and documenting relevant information.
Culinary and food servicesDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
The occupation and work tasks
Digital solutions are used for orders, menus, stock overviews and documentation, among other things. Basic skills are important for understanding recipes, allergen information, calculating quantities, communicating and handling digital information. The profile is not cooking or food safety training.
Typical work tasks
- Read recipes and work instructions.
- Understand information about produce and ingredients.
- Use measures, quantities and calculations.
- Communicate and coordinate with colleagues.
- Write menus, orders and short notes.
- Use digital ordering and information systems.
- Find and check allergen information.
- Document relevant information according to workplace procedures.
Developments affecting the occupation
- Digital recipe and menu tools
- Automated order and stock overviews
- AI-supported text and information handling
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand written information about recipes, ingredients, work plans and documentation.
About the skillDaily tasks
- Read recipes and menus.
- Understand ingredient lists and product labelling.
- Read work instructions and production plans.
Regular tasks
- Read order lists.
- Find allergen information in approved sources.
- Understand information in relevant checklists.
Occasional tasks
- Familiarise yourself with new recipes and digital systems.
- Read professional guidance.
- Find relevant information about new products.
AI and new technology
AI-generated content must never be used as authoritative allergen information or food safety guidance. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.
AI and digital systems can support information handling, writing, stock overviews and planning. For chefs it can be useful to understand the possibilities and limitations, especially when information concerns ingredients, allergens and other matters that require accuracy.
Accuracy first
Ingredients and allergens require information from approved sources.
Checking the systems
Automated overviews can contain errors.
Asking the person responsible
Know when information must be confirmed by the person responsible.
1. Digital recipe and menu tools
Find specific details in a digital recipe.
2. Automated order and stock overviews
What happens if an automated overview is out of date?
3. AI-supported text and information handling
Check an AI suggestion for a menu text.
4. Quality-checking ingredient and allergen information
Approved sources always take precedence over automatic answers.
Suggested learning outcomes
- Be able to find and understand relevant digital information.
- Check information from automated systems.
- Understand that AI-generated information can be wrong.
- Identify when information must be confirmed by the person responsible or approved sources.
Teaching cases
Practical teaching resources for this profile will be added later.
Related resources
External link
External resources
Norwegian Food Safety Authority – How allergens must be labelled
The Food Safety Authority’s guidance on allergen labelling. Provides occupational context – does not replace the workplace’s own procedures.
ReadingCritical thinking
MattilsynetNO
Open resourceExternal link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceHow to use this profile when planning teaching
The occupational profile supports the planning of basic skills training. It is not a vocational training course.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?