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HOLLINGS FACULTY

FOOD AND TOURISM MANAGEMENT

FOUNDATION DEGREE (FdA) CULINARY ARTS

DEFINITIVE DOCUMENT

Approved after approval/review/modification on 24.05.10

With effect from intakes in October 2010

Document last modified on Thursday, 27 May 2010

Programme Title FdA Culinary Arts Definitive Document______________________________________________________________________________________________

CONTENTS Page

PART ONE................................................................................................................ iProgramme Specification................................................................................... i

Brief descriptive summary....................................................................... iBasic Programme Details.................................................................................. i

Overarching Programme Network/Title and programme specification code(s). iiFinal award(s)/title(s).............................................................................. iiInterim exit award(s)/title(s)...................................................................... iiMode(s) and duration.............................................................................. ii FHEQ position of final award(s)................................................................iiAwarding institution................................................................................ iiTeaching institution(s)............................................................................. iiHome Department/ School/ Institute..........................................................iiHome Faculty........................................................................................ ii

Collaborative Arrangements............................................................................... iiApproved Collaborative partner(s)............................................................iiDescription of type of collaborative provision or academic partnership...........iiPS/1 effective date:................................................................................ iii

External References/Relationships...................................................................... iiiQAA Benchmark Statement(s).................................................................iii

Programme Information..................................................................................... iiiUniversity and Programme Educational Aims.............................................iii

University Educational Aims:.............................................................................. iiiProgramme Educational Aims:........................................................................... iii

Programme Learning Outcomes...............................................................ivMMU Educational Outcomes:............................................................................ ivProgramme Learning Outcomes......................................................................... iv

Interim Award Learning Outcomes............................................................vTeaching/Learning and Assessment Strategy.............................................vi

Assessment strategy.........................................................................................viProgramme structures, levels, credits, awards, curriculum map of all units

(identifying core/compulsory/option status, credits pre or co-requisites) potential entry/exit points and progression/award requirements..........ix

Level 4 Mandatory Core Units:........................................................................... ixLevel 5 Mandatory Core Units:........................................................................... ixPlacement....................................................................................................... ix

Personal Development Planning...............................................................xiPlacement and Work-based Learning........................................................xiiPoints of Reference................................................................................xiii

Internal........................................................................................................... xiiiExternal.......................................................................................................... xiii

PART TWO - REGULATIONS......................................................................................11 ADMISSION REGULATIONS..................................................................11.1 Standard Entry Requirements..................................................................1

1.1.1 Entry to Year 1............................................................................11.1.2 Entry to Subsequent Years............................................................21.1.3 Entry to Combined Honours Subjects..............................................2

1.2 Admission with exemption.......................................................................21.3 Admission with specific credit...................................................................2

Programme Title FdA Culinary Arts Definitive Document______________________________________________________________________________________________

1.4 Accreditation of prior (experiential) learning (AP(E)L)..................................32 CURRICULUM DESIGN AND ORGANISATION.........................................3

2.1 Curriculum Design Overview.........................................................32.2 Relationship to Subject Benchmark Statement(s).............................5

Level 4 Mandatory Core Units:...........................................................................5Level 5 Mandatory Core Units:...........................................................................5Placement.......................................................................................................5operate and manage human and technical resources............................................82.3 Assessment Criteria for Marking Schemes.................................................12

2.3.1 Generic Criteria...........................................................................122.3.2 Programme-Specific Criteria..........................................................13

2.4 Arrangements for anonymous marking of summative assessments...............152.5 Arrangements for the quality management of placement learning..................152.6 Academic partnership activity...................................................................162.7 Flexible and distributed learning (including e-learning).................................17

3 ASSESSMENT REGULATIONS.........................................................................173.1 Statement on MMU Assessment Regulations for Undergraduate...................173.2 Programme-specific regulations...............................................................17

3.2.1 Student attendance and absence...................................................173.2.2 Approved variation or exemption from MMU Regulations...................18

4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT..................................184.1 Programme Committee...........................................................................18

4.1.1 Membership................................................................................184.1.2 Responsibilities...........................................................................18

4.2 Board of Examiners................................................................................194.2.1 Membership................................................................................194.2.2 Responsibilities...........................................................................204.2.3 Functions....................................................................................204.2.4 Sub-Committees..........................................................................204.2.5 Subsidiary Examination Committees...............................................204.2.6 Duties of Board Members..............................................................204.2.7 Treatment of Extenuating Circumstances........................................21

4.3 Programme Leader................................................................................214.4 Other Staff Responsibilities......................................................................214.5 Student Support Strategy........................................................................214.6 Student Evaluation.................................................................................224.7 Engagement with Employers....................................................................22

PART THREE – CURRICULUM CONTENT...................................................................23

PROGRAMME MAP:...................................................................................................x

Unit Specification Templates........................................................................................23

Programme Title FdA Culinary Arts Definitive Programme Document

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PART ONE

Programme SpecificationMANCHESTER METROPOLITAN UNIVERSITY PS/1

0 Brief descriptive summary

Foundation Degree in Culinary Arts to be run by César Ritz Colleges, Switzerland. The content of the programme follows the professional programme currently delivered at our collaborative partner César Ritz. The foundation degree is an initiative which will pull together elements of the current higher diploma into a formal recognised MMU qualification. Students will be required to conduct an extensive work based project within the 6-month training (placement) period as well as smaller industry focused assessments. The main curriculum will be largely food and beverage based, but with a considerable management content. Progression on to the BA (Hons) in Hospitality Management with Culinary Arts (delivered at MMU Hollings) would be assured for graduates of this programme. The current student numbers are at 24 per annum with the prospect of increasing this to 30-40 per year in the future.

Basic Programme Details

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1 Overarching Programme Network/Title and programme specification code(s)

FdA Culinary Arts

2 Final award(s)/title(s)(including any PSRB final awards conferred as an automatic result of successful completion of the programme)

FdA Culinary Arts (Sandwich)

3 Combined Honours Subject(s) offered through programme specification together with associated final award(s)

Subject(s): N/A

Final Awards: N/A

4 Interim exit award(s)/title(s) Certificate in Higher Education: Culinary Arts(Level 4)

5 Mode(s) and duration Sandwich – 2 years

6 FHEQ position of final award(s)

Intermediate (Level 5)

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

Manchester Metropolitan University

8 Teaching institution(s) César Ritz Colleges Switzerland

9 Relationship with Foundation Year

N/A

Administrative Details

10 Home Department/ School/ Institute

Food and Tourism Management

11 Home Faculty Hollings

12 UCAS code(s) N/A

Collaborative Arrangements

13 Approved Collaborative partner(s)

César Ritz Colleges Switzerland

14 Description of type of collaborative provision or academic partnership

Externally validated

Approval Status

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15 Date and outcome of most recent MMU review/ approval

May 2010

16 Next Scheduled Review Date: December 2016

17 PS/1 effective date:(ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2010

External References/Relationships

18 QAA Benchmark Statement(s)

Foundation DegreesHLST

19 Date/outcome of last QAA engagement (or equivalent)

20 PSRB(s) associated with final award of programme(eg those which offer professional status/membership/license to practise as result of successful completion of the final award.

21 Date and outcome of last PSRB approval(s)

N/A

Programme Information

22 University and Programme Educational Aims

University Educational Aims:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.To provide a supportive and inclusive learning environment which will enable success for all learnersTo encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

Programme Educational Aims:The aims of the Culinary Arts foundation degree programme are to:

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offer opportunities to students who wish to pursue careers in Culinary Arts in the hospitality industry, and its associated sectors, and who are capable of benefiting from the experience.

assist students to realise their potential by providing a challenging and appropriately resourced learning environment.

enable students to develop those intellectual, vocational and personal skills relevant to further learning challenges and to careers in Culinary Arts including those associated with entrepreneurial activities.

produce high calibre graduates capable of successful careers in the hospitality and /or associated industries.

23 Programme Learning Outcomes

MMU Educational Outcomes:

Successful students will be able to develop and demonstrate transferable intellectual skills,

in particular their ability to:

communicate clearly in speech, writing and other appropriate modes of expression argue rationally and draw independent conclusions based on a rigorous, analytical and

critical approach to data, demonstration and argument apply what has been learned demonstrate an awareness of the programme of study in a wider context

Programme Learning OutcomesGraduates of the Culinary Arts Foundation Degree programme will be able to demonstrate:

a critical understanding of the development of knowledge in relation to Culinary Arts in the hospitality and/or associated industries.

an understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.

understanding of the subject through evaluation of both academic and professional practice

knowledge, understanding and critical awareness of, the moral, ethical, safety, environmental and legal issues which underpin best practice.

key transferable skills and also responsibility for their own learning and continuing professional development.

vocationally relevant management skills and knowledge by exposure to professional practice

a recognition of the centrality of the hospitality consumer in relation to their needs an ability to respond appropriately to the diversity that prevails within the hospitality

industry in relation to stakeholders. appreciate, understand and assess developments in the hospitality industry in the

context of its different sectors. understand and apply key management principles in Culinary Arts and related

operations and services. appreciate and understand the operational and management requirements for a

Culinary Arts business and identify business opportunities.

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Combined Honours Learning OutcomesN/A

Pass Degree Learning OutcomesN/A

24 Interim Award Learning Outcomes

Students who have successfully completed Level 4 studies will have demonstrated:

a critical understanding of the development of knowledge in relation to Culinary Arts in the hospitality and/or associated industries.

an understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.

understanding of the subject through evaluation of both academic and professional practice

knowledge, understanding and critical awareness of, the moral, ethical, safety, environmental and legal issues which underpin best practice.

key transferable skills and also responsibility for their own learning and continuing professional development.

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25 Teaching/Learning and Assessment Strategy

The process by which students acquire necessary analytical and evaluative skills will be based upon a strategy which ensures that responsibility for learning is accepted by students as their programme of study progresses. Initially, emphasis will be on the learning of principles and techniques alongside raising awareness and understanding through tutor-led delivery. In addition, those professional and transferable skills necessary for the work-place will be developed and students encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence. At level five, the approach will build on the earlier work by promoting more active student participation in learning.

The strategies and teaching techniques described have been selected to progress effective learning at each level. The active participation of students as individuals and in teams will be a major factor in their development from being a recipient of knowledge at level four to a more independent learner at level five. This should equip them well for further degree studies or employment.

All teaching and learning will be supported by unit material, some interactive, hosted through CRCS e-learning platform.

Assessment strategy Assessment is perceived as an integral part of the learning process. The instruments, therefore will not only confirm that learning outcomes have been met but also provide an additional challenge to students to demonstrate their range of skills. Demands will increase with each level as students are tasked to reveal their ability to work independently or in teams. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the right level of challenge and also enables the programme to confirm that outcomes have been achieved.A wide range of assessment methods will be used, including practical, ID (identification tests), written examinations, presentations and assignments. Where appropriate, peer assessment and “customer” feedback will also be used as part of the assessment process.

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Unit No Level 4Assessment

No.Outcomes Weighting Assessment

Type

1 BAKING AND PASTRY ARTS 11 1,2,3,4, & 5 80% Practical

Assessment2 1, 2 & 3 20% Written exam

2 THE ART OF GARDE MANGER

1 2, 3, 4 & 5 80% Practical Assessment

2 1 20% Written Examination

3 FOUNDATION TO EUROPEAN CULINARY ARTS

11,2,3,4 & 5 80% Practical

Assessment

2 1, 2 & 4 20% Written Exam

4 INTRODUCTION TO KITCHEN MANAGEMENT

1 1 & 2 35% Written examination

2 3 30% Assignment and Presentation

3 4 & 5 35% Written examination

5 KITCHEN OPERATIONS AND MANAGEMENT

1 1, 2, 3 & 4 100% Practical Assessment

6 THE ART AND SCIENCE OF FOOD

1 1, 2 30% Examination

2 3 40%Assignment & Presentation

3 4, 5 30% Examination

7 PASTRY AND BAKING ARTS

1 1, 2, 3, 4 & 5 80% Written examination

2 3, 4 & 5 20% Assignment and Presentation

8 THE BEST OF EUROPEAN CUISINE 1 1, 2, 3, 4 & 5 100%

Practical Assessment

Level 5

9 INTERNATIONAL CUISINES FROM CLASSICAL TO FUSION

1 2, 3 & 4 70%Practical Assessment

2 1 30%

Menu research and composition

10 RESTAURANT SERVICE AND MANAGEMENT


2 3 20% Assignment

3 1, 2, 3, & 4 40% Written exam

11ADVANCED FOOD CONCEPTS - PLANNING, CONTROL AND IMPLEMENTATION

1 1 & 2 30%Written

Examination


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12 BAKING AND PASTRY ARTS 21 1, 2, 3 & 4 100% Practical

Assessment

13 FOOD AND BEVERAGE MANAGEMENT

1 1, 2, 3, 4 & 5 40% Business Report

2 1, 2, 3, 4 & 5 30% Business Performance

3 2, 3 & 4 30% Written Examination

14 THE BUSINESS AND LEGAL ENVIRONMENT

1 1 30% Examination

2 2 20% Portfolio and presentation

3 3 & 4 50% Examination

15 ORGANISATIONAL MANAGEMENT AND MARKETING

1 1 35% Examination

2 2 15% Training exercise

3 3 & 4 25% Examination

4 4 & 5 25% Research project and presentation

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26 Programme structures, levels, credits, awards, curriculum map of all units (identifying core/compulsory/option status, credits pre or co-requisites) potential entry/exit points and progression/award requirements

Culinary Arts Foundation Degree:

Level 4 Mandatory Core Units:1. BAKING AND PASTRY ARTS 1 10 credits2. THE ART OF GARDE MANGER 10 credits3. FOUNDATION TO EUROPEAN CULINARY ARTS 20 credits4. INTRODUCTION TO KITCHEN MANAGEMENT 10 credits5. KITCHEN OPERATIONS AND MANAGEMENT 20 credits6. THE ART AND SCIENCE OF FOOD 20 credits7. PASTRY AND BAKING ARTS 10 credits8. THE BEST OF EUROPEAN CUISINE 20 credits9. TRAINING (PLACEMENT) part 1

EXIT POINT CERTIFICATE IN HIGHER EDUCATION (120 credits Units 1-8 and Unit 9. A student must have successfully completed part 1 of the Training (Placement) and all year 1 levels of the César Ritz Colleges Switzerland Leadership Programme as specified in Section 27.

Level 5 Mandatory Core Units:10. INTERNATIONAL CUISINES FROM CLASSICAL TO FUSION 20 credits11. RESTAURANT SERVICE AND MANAGEMENT 20 credits12. ADVANCED FOOD CONCEPTS - PLANNING, CONTROL AND

IMPLEMENTATION 20 credits13. BAKING AND PASTRY ARTS 2 10 credits14. FOOD AND BEVERAGE MANAGEMENT 10 credits15. THE BUSINESS AND LEGAL ENVIRONMENT 20 credits16. ORGANISATIONAL MANAGEMENT AND MARKETING 20 credits

Placement17. TRAINING (PLACEMENT) part 2

EXIT POINT FdA CULINARY ARTS (240 credits Units 1-8, and 10-16, plus 9 and 17). The award of FdA Culinary Arts cannot be made without the successful completion of the Training (Placement) and all levels of the César Ritz Colleges Switzerland Leadership Programme as specified in Section 27.

For those students wishing to continue at MMU, BA (Hons) Hospitality Management with Culinary Arts Level 6 (MMU) the following bridging unit is highly recommended after completion of the FdABridging Unit

18. RESEARCH METHODS

It is a requirement of the Programme that the student undertakes and demonstrates competency in the French language as described in the Language section of the appendices. As the Culinary Arts Academy is based in the French part of Switzerland the competency in French is a requirement for two reasons (i) the culinary terminology used within the programme is of French origin (ii) training providers in the French part of Switzerland where the majority of placements are undertaken require French as it is the language of the training environment. Whilst it is not a component part (unit) of the programme, this extra-curricular element is a requirement before a student embarks on training (placement), and the training (placement) cannot commence until the student has achieved competency in French. Where a student can prove prior competency in French, this condition will be

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waived.

PROGRAMME MAP:FdA Culinary Arts: FOUNDATION DEGREE

LEVEL 4: YEAR 1

Training (Placement)

Part 16 months

LEVEL 5: YEAR 2

Training (Placement)

Part 26 months

BAKING AND PASTRY ARTS 1 10 credits

INTERNATIONAL CUISINES FROM CLASSICAL TO FUSION 20 credits

THE ART OF GARDE MANGER 10 credits

RESTAURANT SERVICE AND MANAGEMENT 20 credits

FOUNDATION TO EUROPEAN CULINARY ARTS 20 credits

ADVANCED FOOD CONCEPTS - PLANNING, CONTROL AND IMPLEMENTATION 20 credits

INTRODUCTION TO KITCHEN MANAGEMENT 10 credits

BAKING AND PASTRY ARTS 2 10 credits

KITCHEN OPERATIONS AND MANAGEMENT 20 credits

FOOD AND BEVERAGE MANAGEMENT 10 credits

THE ART AND SCIENCE OF FOOD 20 credits

THE BUSINESS AND LEGAL ENVIRONMENT 20 credits

PASTRY AND BAKING ARTS 10 credits

ORGANISATIONAL MANAGEMENT AND MARKETING 20 credits

THE BEST OF EUROPEAN CUISINE 20 credits

Bridging unitFor those students wishing to continue their studies after the Foundation Degree onto BA (Hons) Hospitality Management with Culinary Arts (Level 6) at MMU, the following unit is highly recommended:

RESEARCH METHODS

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27 Personal Development Planning

Personal and Professional Development

César Ritz Colleges Switzerland is one of the few private educational groups that, next to providing a business and professional education, insist that graduates fulfil international standards of personal development, leadership competencies and positive professional attitude. The college recognises the importance of active lifelong learning in career development. Our Leadership Programme aims to assist students to identify and highlight their natural strengths and focus on any areas for improvement throughout their studies and their career focussing on three main areas; professional, personal/social and academic skills

The Culinary Arts Academy is a separate entity within César Ritz Colleges Switzerland, and it is within this Academy that the FdA Culinary Arts resides. All students within Culinary Arts undertake the Leadership Programme

Year one of Culinary Arts Academy Leadership Programme

Focuses on assisting the student to adapt to life in Switzerland and the academic and professional standards of the college. Emphasises the concepts of communication, cultural understanding, team work, social responsibility.

Academic: Study skills (International refresher)Research and referencing workshopsTechniques for group workCultural lens seminar and group projectOral presentation and PowerPoint techniques

Social Reflection workshop and essaysDining room and customer relations etiquetteCommunity service (social responsibility)Meet with faculty advisor to work on personal development

Professional Prepare curriculum vitae and cover letter to Swiss standardsWorkshops on dress and comportment and interviewing skills for international businessSupervisory skills training session and practical application Speed Interviews-students participate in 3 four minute interviews, one in either French or German, (but not in mother tongue)

Year two of Culinary Arts Academy Leadership Programme

Focuses on self discovery, understanding and development as well as the return to academic life following internship. Emphasis on career management via reflection, skills review and development as well as on individual initiative. Lifelong learning habits are also reinforced to facilitate personal and career development.

Academic: Preparation of a professional portfolio and five year career plan (Entrepreneurship)

Communication and customer relations (Chefs’ table ICCF)

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Social Community service Meet with faculty advisor to work on personal developmentReflect on internship and participate in panel discussionJungian type personality indicator developed for Cesar Ritz Colleges by Peter Geyer (students take test and receive feedback from Jungian psychologist guiding them to assist in improving team work skills and discovering areas for personal development).

Professional PEP evaluation (this managerial skills assessment is used by the Swiss government as well as many leading Swiss and European companies. See www.imde.net for more information)Simulated interview (student prepares a 20 minute interview and receives feedback on performance, as well as their knowledge of skill requirements and industry from two interviewers)

28 Placement and Work-based Learning

1 six-month placement either within Switzerland or internationally at the end of level 41 six-month placement either within Switzerland or internationally at the end of level 5Note: - In order to achieve the Foundation Degree in Culinary Arts at least one training must be completed in Switzerland. However, in extenuating cases where a student is unable to complete one placement/training in Switzerland the Extenuating Circumstances Committee (a sub-committee of the Board of Examiners) will consider alternative provision.A Placement/training handbook is provided to all studentsAll training placements are mandatory and are to be undertaken in hotels and restaurants that offer the type of experience compatible with the FdA Culinary Arts.It is a requirement of the Programme that the student undertakes and demonstrates competency in the French language as described in the Language section of the appendices.Work-based learning is central to this programme, with the majority of units simulating industry standards in the kitchens and restaurants.Placement and work-based learning will follow the Institutional Code of Practice for Placement and work-based learning.

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29 Points of Reference

.Internal

MMU/César Ritz Colleges Switzerland Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations for Undergraduate Programmes of Study Academic Regulations and Procedures Handbook University Learning, Teaching and Assessment Strategic Framework University Assessment Framework Staff research

External

QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Codes of Practice QAA Subject Review report

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

.

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PART TWO - REGULATIONS

1 ADMISSION REGULATIONS

i. Admission to this programme shall be subject to the principle that CRCS, through the Admissions Officer concerned, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award.

ii. In dealing with admissions the Programme Leader / Admissions Officer and any other staff involved, shall have regard to such policies as the Academic Board may from time to time determine.

iii. In considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides indications of the applicant’s ability to meet the demands of the programme.

iv. All applicants shall be considered having regard for CRCS equal opportunity policy v. Candidates must have a sufficient command of the language in which the

programme is taught to be able to meet the requirements of the programme in every respect.

vi. Application shall only be made through CRCS admissions office.vii. When considering the suitability of an applicant for a place on the programme the

following factors will usually be taken into account: The applicant’s qualifications; The information given in supporting academic references; The applicant’s personal statement.

The programmes admissions and entry requirements comply with CRCS and the University’s policy, regulations and institutional code of practice on recruitment and admissions and the scheme for the admission of students with advanced standing following the accreditation of prior learning.

1.1 Standard Entry RequirementsWhere students are admitted without the normal entry qualifications outlined in sections 1.1.1 and 1.1.2 there will be compliant with the University’s Scheme for Admission of Students with Advanced Standing. Students completing the FdA Culinary Arts will be able to be admitted to the progression degree at MMU, BA (Hons) Hospitality Management with Culinary Arts without barrier.

1.1.1 Entry to Year 1 Candidates admitted to the programme should be able to benefit from a learning experience at undergraduate level. This requirement can be fulfilled by citing academic achievement or proof of an academic level relevant to the programme. An applicant will normally be considered for entry to a programme provided that the requirements stated below are met. Applications are also welcomed from those without formal entry qualifications or who do not meet the precise entry requirements specified but who can nevertheless demonstrate through some other means their potential ability to satisfactorily complete the programme.

Applicants must have sufficient command of the English language to meet the requirements of the programme in every respect and are normally expected to have attained either IELTS at grade 5.5 or TOEFL 500+ (or 173+ points on the computer based test) or equivalent is a requirement for admission to the programme. These requirements follow the standard practice for entry into all undergraduate programmes at CRCS.

Minimum entry requirements will be:

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Equivalence of a high school qualification. Admissions Officer may accept other qualifications as are deemed to be

acceptable in lieu of those specified above.

The Admissions Officer may accept an applicant whose qualifications do not conform to the standard requirements. Such applicants must show evidence of ability and commitment to complete the programme.

Students who complete Level 4 can progress to Level 5

1.1.2 Entry to Subsequent Years Applicants may be considered for entry into Level 5 if they have a qualification which demonstrates a level of achievement comparable to the learning outcomes of Level 4. They will need to demonstrate equitable skills and a commitment to study.

Entry to Level 5 of the programme is normally available for applicants who have successfully completed:

the first level of an appropriate culinary qualification equivalent to level 4 of the Foundation Degree in Culinary Arts;

the first level of an appropriate Foundation Degree the first year/level of another degree programme in a subject or subjects appropriate to

their intended programme of study.

Normally there must be a close match between the applicant’s prior learning and the requirements of the programme.

1.1.3 Entry to Combined Honours Subjects N/A

1.2 Admission with exemptionAt the discretion of the Programme Committee, on the advice of the Programme Leader and Admissions Officer, an applicant may be admitted with general credit to an appropriate point in the programme. It needs to be clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able, by completing the remaining requirements, to fulfil the learning outcomes of the programme and attain the standard required for the foundation degree award. This may be achieved through a formal submission to CRCS accompanied by evidence of learning experiences and the standards achieved.

Admission with general credit is subject to the same principles as admission to any stage of the programme.

1.3 Admission with specific creditAt the discretion of the Programme Committee, on the advice of the Programme Leader and the Admissions Officer, an applicant may be admitted with specific credit to an appropriate point in the programme. It is necessary that it is clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able, by completing the remaining requirements, to fulfil the learning outcomes of the programme and attain the standard required for the stage/degree award. This may be achieved through a formal submission to CRCS accompanied by evidence of learning experiences and the standards achieved.

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An applicant claiming exemption from named units of the programme will have to demonstrate that they have already achieved the learning outcomes of the unit/s which they wish to be exempted from. Although gaining exemption from certain elements the student may, as appropriate, be required to take alternative elements. When considering admission with exemption each applicant will be assessed on their individual merit.

Applicants will not normally be exempted from more than half the credits for the Stage/Level at which they are admitted. Admission with specific credit is subject to the same principles as admission to any Stage of the programme.

1.4 Accreditation of prior (experiential) learning (AP(E)L)

Applicants who do not possess all the necessary formal academic qualifications for entry to a programme may be considered if they can demonstrate that they have experience, motivation and personal qualities appropriate for degree level work.

Applicants will be asked to make a formal submission identifying the learning experiences which they consider to support their planned future study in relation to the aims and learn-ing outcomes of the programme; the submission should be accompanied by appropriate evidence of such experience and standards achieved.

Applicants may be asked to provide evidence of academic capacity in the form of a formal assignment prescribed by the Programme Leader.

2 CURRICULUM DESIGN AND ORGANISATION

2.1 Curriculum Design Overview The programmes team have opted for a two year Culinary Arts Foundation Degree that provides the opportunity to progress onto a Hospitality Management based Honours Degree and most notably direct entry onto the MMU final year BA (Hons) Hospitality Management with Culinary Arts (Full Time) programme. This allows students opportunity for both flexibility and diversity of opportunity. The curriculum has also been designed so that it can be delivered by a collaborative partner.

The curriculum proposals are based firmly on the principles of personal development and work based learning and an acknowledgement that student recruitment onto this programme may be diverse in terms of background and prior academic achievement. Units have been designed or adapted to stress the link with the hospitality work place, whilst at the same time facilitating discrete assessments to ensure student inclusivity and a less overwhelming assessment context.

Student inclusivity within programmes is also enhanced by units which emphasise teamwork, eg, the level 4 and 5 units which are kitchen/restaurant based. The very nature of group and teamwork, brings students together, but also reflects the reality that the hospitality industry is a team industry. Additionally, the continued diversity that will prevail through the delivery and assessment practices outlined in the learning and teaching strategy (see section 25 of PS/1), particularly the emphasis on student active participation and the accessibility to unit materials through CRCS e-learning platform, facilitates inclusivity.

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The overall curriculum content is line with the aspirations of the 2008 HLST Benchmark Statement.

The work based nature of the Culinary Arts Foundation Degree programme, coupled with the currency of the curriculum content, will ensure that graduates are employable. This foundation degree is vocationally focused and integrates academic learning with work-based skills resulting in graduates being equipped with the skills and knowledge relevant to the needs of hospitality employers. Additionally, the extensive employer links enjoyed by CRCS will provide many curriculum opportunities for direct engagement with the hospitality industry.

The Training (Placement) period is intended to facilitate a student’s engagement in professional practice.

i. FlexibilityThe programme provides a structured, yet flexible programme of study and research. Attendance at relevant lectures, seminars and workshops is expected, but considerable use will be made of on-line materials. However, the programme is not offered in a distance learning mode.

ii. DiversityThe programme will adhere to the University policy on equality and diversity in relation to programme applications and administration. The curriculum has been designed to provide the appropriate vocational focus for those wishing to pursue a career in Culinary Arts. A range of teaching techniques and methods are used along with practical classes and the use of guest speakers and professionals, where appropriate.

iii. InclusivityThe programmes will be run at the Collaborative Partner - César Ritz Colleges Switzerland. There will be no barriers for entry to students provided they reach the entry standard.

iv. EmployabilityThe programme aims to produce high quality professionals who can operate effectively and successfully in the field of Culinary Arts in Switzerland and internationally.

v. Quality EnhancementThe programme meets the University requirements for quality assurance and the policies and procedures comply with the Academic Regulations and Procedures Handbook. The quality is further enhanced through the Leadership Programme, Language studies and other extra-curricula activities.

vi. Research, Scholarship and Reflective PracticeThe programme enables students to develop and demonstrate research skills commensurate with Foundation Degree studies. Students also receive extra, dedicated, tutorial support through the Leadership Programme to ensure that they maintain appropriate progress through their studies.

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2.2 Relationship to Subject Benchmark Statement(s) The benchmark for Foundation Degrees (QAA) is implicit in the construction of this programme. It has been designed to enable learners to benefit from the interpretation of ideas and the experience of practice within the wider context of the hospitality industry and one in which knowledge; understanding and skills are clearly integrated. The programme is underpinned by both vocational and academic understanding, providing learning outcomes that are relevant to employment and further study.

The Culinary Arts Foundation Degree programme aims and outcomes are designed, through its constituent units, to achieve relevant facets of the revised QAA benchmark statement identified for the Hospitality, Leisure, Sport and Tourism (2008) subject area. The following matrices are the most explicit way to demonstrate the relationship between the Culinary Arts Foundation Degree curriculum and the HLST subject benchmark statements.

CULINARY ARTS FOUNDATION DEGREES

TABLES OF QAA BENCHMARK STATEMENT LEARNING OUTCOMES IN RELATION TO UNITS (VERSION 4D):MANDATORY CORE UNIT NUMBERS AND TITLES:

Level 4 Mandatory Core Units:1. BAKING AND PASTRY ARTS 1 10 credits2. THE ART OF GARDE MANGER 10 credits3. FOUNDATION TO EUROPEAN CULINARY ARTS 20 credits4. INTRODUCTION TO KITCHEN MANAGEMENT 10 credits5. KITCHEN OPERATIONS AND MANAGEMENT 20 credits6. THE ART AND SCIENCE OF FOOD 20 credits7. PASTRY AND BAKING ARTS 10 credits8. THE BEST OF EUROPEAN CUISINE 20 credits

Level 5 Mandatory Core Units:9. INTERNATIONAL CUISINES FROM CLASSICAL TO FUSION 20 credits10. RESTAURANT SERVICE AND MANAGEMENT 20 credits11. ADVANCED FOOD CONCEPTS - PLANNING, CONTROL AND

IMPLEMENTATION 20 credits12. BAKING AND PASTRY ARTS 2 10 credits13. FOOD AND BEVERAGE MANAGEMENT 10 credits14. THE BUSINESS AND LEGAL ENVIRONMENT 20 credits15. ORGANISATIONAL MANAGEMENT AND MARKETING 20 credits

Placement16. TRAINING (PLACEMENT)

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GENERIC LEARNING OUTCOMES: MANDATORY CORE

Graduates of hospitality programmes will have developed a range of skills and aptitudes, including their being able to:

LEVEL 4 LEVEL 5 P

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

research and assess paradigms, theories, principles, concepts, factual information, and apply such skills to them in explaining and solving problems

critically assess and evaluate evidence in the context of research methodologies and data sources

critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context

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plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with and interpretation of, appropriate dataapply knowledge to the solution of familiar and unfamiliar problems

develop a sustained reasoned argument, perhaps challenging previously held assumptions

demonstrate effective communication and presentation skills

work effectively independently and with others

take and demonstrate responsibility for their own learning and continuing personal and professional development

to self-appraise and reflect on practice

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plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

recognise and respond to moral, ethical and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct.

undertake fieldwork with continuous regard for safety and risk assessment

HOSPITALITY PROGRAMMES LEARNING OUTCOMES: MANDATORY CORE: ALL LEVELS

A graduate in hospitality will be able to use technical and interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems in the core areas of hospitality, including being able to:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

operate and manage human and technical resources

apply theory to the solution of complex problems within the core areas of hospitality

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analyse and evaluate food, beverage and/or accommodation service systems, their implementation and operation.

A graduate in hospitality will be able to recognise and value the centrality of the hospitality consumer and meet and respond to their needs, including being able to:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

understand and apply the theories and concepts underpinning consumer behaviour within the hospitality context

analyse the needs and expectations of different hospitality consumers and develop appropriate responses

analyse the quality of the service encounter and its impact on the hospitality consumer and the service provider.

A graduate in hospitality will be able to identify and respond appropriately to the diversity that prevails within the hospitality industry in relation to stakeholders such as:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

hospitality consumers hospitality employees hospitality organisations government and external agencies. A graduate in hospitality will be able to evaluate and apply, within the hospitality context, appropriate theories and concepts from the generic management areas of:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

operations management finance and management accounting

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human resources and organisational behaviour services marketing information systems and technology strategic management. A graduate in hospitality will be able to analyse and evaluate the defining characteristics of hospitality as a phenomenon, including being able to:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

critically reflect upon the origin, meanings and development of hospitality

analyse and reflect on the different cultural concepts of hospitality

demonstrate a critical awareness of the boundaries of hospitality.

A graduate in hospitality will be able to analyse and evaluate the business environment and its impact on the hospitality industry, including being able to:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

display an insight into the structure of the hospitality industry and the contribution that it makes to the global economy.

analyse and reflect upon the environmental influences which impact on hospitality organisations

evaluate the factors which influence the development of organisations operating within the hospitality industry

review and analyse the political, technological, social and economic factors which affect the supply of and demand for hospitality.

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2.3 Assessment Criteria for Marking Schemes

2.3.1 Generic Criteria

All elements of summative assessment within a unit shall be marked out of 100 except for practice elements (Training-Placement unit) which will be assessed on a pass/fail basis. The weighted average mark for the unit shall then be calculated from the marks for the individual elements of the summative assessment. The weighted average mark for the unit shall also be expressed as a mark out of 100, in accordance with the marking scheme below, making explicit reference to descriptors employed to denote achievements within at least each of the grading bands.Mark Outcome Descriptor<35 Fail Unit learning outcomes not achieved35 to 39 Marginal fail Most unit learning outcomes achieved at a

threshold level40 to 49 Pass All unit learning outcomes achieved at a threshold level50 to 59 Pass All unit learning outcomes achieved at a good level60 to 69 Pass All unit learning outcomes achieved at a very

good level≥70 Pass All unit learning outcomes achieved at an

excellent/outstanding levelIn utilising this marking scheme examiners will be assured that candidates successfully completing both years of the programme (and therefore eligible for the award of a Foundation Degree) will have met requirements of the following generic criteria.

Holders of Foundation degrees should be able to demonstrate:

knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed.

successful application in the workplace of the range of knowledge and skills learnt throughout the programme.

ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context.

knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context.

an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.

The holder of a Foundation Degree will be able to:

use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context.

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context.

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undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organizations.

and have:

qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making;

the ability to utilise opportunities for lifelong learning.

2.3.2 Programme-Specific Criteria Level 4

70% or more

Excellent knowledge and understanding of relevant issues and theories, which shows a capacity to understand and explain interrelationships between concepts and apply them to practice.

Evidence of knowledge gained from a range of literature and other sources. Accurate referencing used to support arguments. Written and oral communication which is clear and coherent. Accomplished use, reporting and evaluation of a range of basic research methods

and data analyses.

60-69%:

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to relate these to practical application in a balanced way.

Accurate referencing of appropriate literature, which generally substantiates arguments.

Written and oral communication is clear and coherent. Proficient use, reporting and evaluation of a range of basic research methods and

data analyses.

50-59%:

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Evidence of referencing to support argument. Written and oral communication shows evidence of logical structure and competent

expression. Competent use, reporting and evaluation of a range of basic research methods and

data analyses.

40-49%:

Accurate recall of facts with some minor confusions. Limited ability to relate knowledge to practice or draw on breadth of relevant theories. Limited referencing and argument. Written and oral communication lack structure and clarity. Ability to use and report on a range of basic research methods and data analyses.

39%-35%

Limited recall of facts which may contain some confusions.

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Poor ability to relate knowledge to the topic. Poor referencing and argument. Written and oral communication lacks structure and clarity. Poor ability to use and report on a range of basic research methods and data

analyses.<35%

Little or no recall of facts which may contain some confusions. Little or no ability to relate knowledge to the topic. Little or no referencing and argument. Written and oral communication has no structure and clarity. Little or no ability to use and report on a range of basic research methods and data

analyses.

Level 5

70% or more:

Excellent integration of knowledge and understanding with respect to relevant issues and theories, which shows a capacity to apply concepts in imaginative ways and to apply them in practice.

Evidence of knowledge gained from a wide range of appropriate literature and other sources.

Accurate referencing used to support arguments. Written and oral communication is clear and coherent and synthesises knowledge in

a balanced way. Comprehensive ability to frame and operationalise research questions and to use,

report and evaluate a range of research methods and data analyses.

60-69%:

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to accurately explain their interrelationships and to relate these to practical application in a balanced way.

Competent choice and critical use of appropriate material to address the topic from a broad range of literature, which is accurately referenced.

Written and oral communication is clear and coherent. Proficient ability to frame and operationalise research questions and to use, report

and evaluate a range of research methods and data analyses.

50-59%:

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Appropriate choice and some critical use of material to address the topic from a range of literature, which is generally well referenced.

Written and oral communication shows evidence of logical structure and competent expression.

Competent ability to frame and operationalise research questions and to use, report and evaluate a range of research methods and data analyses.

40-49%:

Largely descriptive discussion of theories with limited ability to critically apply these to the topic.

Inadequate referencing and development of argument.

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Written and oral communication lacks cohesive structure and clarity. Adequate ability to frame and operationalise research questions and to use, report


39%-35%

Limited and descriptive discussion of theories. Little critical analyses of the topic, with limited reference to the literature. Poor integration of knowledge gained from different sources. Written and oral lacks structure and clarity. Limited ability to frame and operationalise research questions and to use, report and

evaluate a range of research methods and data analyses.

<35% Little or no discussion of theories. Little or no critical analyses of the topic, with limited reference to the literature. Little or no integration of knowledge gained from different sources. Written and oral has no structure and clarity. Little or no ability to frame and operationalise research questions and to use, report


2.4 Arrangements for anonymous marking of summative assessmentsFor most summative coursework assessment the programme will adopt the MMU procedure on anonymous marking. The appropriate academic will mark the submitted assignments, they will be internally moderated.

Similarly, examination scripts are only identified by student number until the marking process is complete following the University-wide arrangements for the anonymous marking of examinations.

The only exceptions to these arrangements are assessed practicals/presentations where it is apparent to the assessor who the student is.

2.5 Arrangements for the quality management of placement learningPlease refer to César Ritz Colleges Placement handbook and procedures.The Mandatory Placement will be split into two parts.Part 1 will be undertaken at the end of Level 4. This 6-month placement will be organised by the Career Development and Internship Co-ordinator at CRCS in consultation with the Programme Team and the Student. This Placement is usually in the French-speaking part of Switzerland, and as such, it is a requirement of the Programme that the student undertakes and demonstrates competency in the French language as described in the Language section of the appendices. If the student can demonstrate competency on admission to the Programme, then the student will be exempt from the appropriate language level.Part 2 will be undertaken at the end of Level 5. This 6-month placement will be organised by the Career Development and Internship Co-ordinator at CRCS in consultation with the Programme Team and the Student. This may be undertaken in either Switzerland or internationally.A student may undertake Part 1 internationally however either Part 1 or Part 2 must be undertaken in Switzerland as a requirement to obtaining the Foundation Degree in Culinary Arts.As Switzerland is divided into three main speaking regions, students may undertake training in a non French speaking part of the country however as language is generally a key

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component to employment within a kitchen then this will be determined on a case by case basis.

2.6 Academic partnership activityThe programme will be taught at César Ritz Colleges Switzerland. In accordance with the MMU Link Tutor’s Handbook MMU will provide a Link Tutor and the Programme will provide a link tutor.

The Annual Cycle for Partner Institutes – Planning, Assessment and Annual Monitoring :

Summer months:

The MMU Link Tutor will arrange an internal validation moderation meeting with Partner Programme Leader (PPL) and team. It is anticipated that the partner institutions will devise assessments at a local level in accordance with the assessment strategies outlined in the unit proformas but these must be moderated to ensure parity of student experience. This course of action will be applied to all assessments, including examinations, where part of the assessment strategy.

The Partner Programme leader will then ensure examples of moderated assessments/examination papers to be sent to External Examiner.

April and October terms Link tutor will ensure partner institutions students are enrolled on MMU system. The PPL will convene a full Programme Committee Meeting in accordance with the

responsibilities provided in Section 4.1. PPL to ensure arrangements have been made for the External Examiner/s to

receive samples of work and/or to visit partner institution prior to the Examination Board meeting.

Link tutor to ensure student marks are entered into MMU student marks database. PPL to arrange Exceptional Circumstances boards to be held at partner colleges.

Link tutor to offer advice and guidance. PPL to arrange Pre board exam board at partner college. Link tutor to offer advice

and guidance. Board of examiners to be held at CRCS, Link tutor to be present. Partner Programme Team to undertake process of student evaluation (Section 4.7).

Early Autumn Term:

PPL will convene Programme sub-committee meetings in their own institutions to discuss the Collaborative Partner Quality Action Plan (QAP). The Link Tutor will provide assistance where required.

Mid Autumn Term:

The Programme Leader at MMU will receive the Collaborative Partner’s QAP as part of the Monitoring and Evaluation process.

Any suggested modifications to the programme arising from the annual monitoring process will be pursued through the appropriate channels by the Programme Leader.

Spring Term: The Link Tutor will arrange with the PPL for students considering application to final

year of the MMU Hospitality Management with Culinary Arts Honours degree to visit the Home Department.

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2.7 Flexible and distributed learning (including e-learning)CRCS has a well developed e learning system, at present using the Moodle open source software to support the full-time nature of the Programme. Units of study are represented on the e-learning platform, along with learning resources and assessments. It allows students to access each one of their Units of study, which includes downloads of lecture material, library and learning resources as well as information on careers and student services.Students are able to find directories of faculty, students and alumniStudents may access Faculty staff for on-line tutorial support. The curriculum is supported by specialist software including Servsafe, CalcMenu 2009, BYOB computer based business simulation.When arriving at “César Ritz” Colleges Switzerland students are required to purchase a cellphone which is connected to the César Ritz Colleges' network (configured only for use in Switzerland). Students are allowed unlimited free calling to any of their fellow students, as well as discounted rates on calls abroad.Wireless Internet is available throughout the school.Upon arrival the student will receive their own lifelong e-mail address to stay in touch with the “César Ritz family”.The computer lab is equipped with thirty personal computers and all necessary software is installed including standard programmes like MS Office and other hospitality-based packages. More computers are available anytime in the drop-in lab located on the second floor.The Programme is not offered in an ‘Open’ or other distributed learning basis as the students are full-time and live-in on campus.

3 ASSESSMENT REGULATIONS

3.1 Statement on MMU Assessment Regulations for Undergraduate This programme conforms to the regulations laid down in the Assessment Regulations for Undergraduate Programmes of Study 2009/2010 with regard to assessment, reassessment and progression.

3.2 Programme-specific regulations

3.2.1 Student attendance and absence This programme conforms to the regulations laid down in the Assessment Regulations for Undergraduate Programmes of Study 2009/2010 with regard to student attendance and absence. However, there is an attendance requirement at CRCS for all students as laid down in the CRCS handbook. Below is an extract for 2009:

“The philosophy at “César Ritz” Colleges Switzerland is that attendance is critical to understanding and applying the knowledge and skills taught. Attendance at all lessons, seminars, practical lessons, professional visits and other scheduled activities is compulsory. Students who are absent for a medical reason must forward a doctor's certificate to the Academic Coordinator within 48 hours for the absence to be recorded. Backdated doctor’s certificates will not be accepted.

In circumstances such as an internship interview or a visa request, an absence form must be submitted to the Director of Programmes. The request must be received in writing at least 24 hours in advance. An internship interview will not be counted as an absence.

A lecturer may handle tardiness as an absence.

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Important for all Undergraduate students: Students who, for whatever reason, miss over 15% of allocated hours for any one course (unit) will be withdrawn (W) from the class up until the end of week 7 OR will be given a Fail grade (F) for the remaining weeks of the term (8 to 11). Students are required to monitor their attendance. Additionally, students exceeding the maximum absence level will be given a fail in the Leadership Programme and may be placed automatically on probation. As the school's holiday periods are published well in advance, no permission for absence will be given to a student returning late or leaving earlier for vacation. Students failing to comply with this rule will be sanctioned (as above).”

In practice, a student may be asked to restart a unit or units ab-initio to redeem the attendance

3.2.2 Approved variation or exemption from MMU Regulations None

4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT

4.1 Programme Committee

4.1.1 Membership The Programme Committee will consist of the following members:

Programme Leader (Chair) Head of Department of Food and Tourism Management (ex officio) Dean of Faculty (ex officio) Staff with particular programme responsibility:

Unit Leaders (as identified within the unit descriptors in the appendix)Group TutorsCareer Development and Internship Co-ordinator MMU Link Tutor

Members of full-time and part-time faculty staff teaching on the Programme Student representatives elected from each level of the full-time route (at least one

from each tutor group) Additional membership categories: representative of the University/César Ritz

Library; Director of Leadership Programme; representative of Information Technology Services.

4.1.2 Responsibilities The Committee will meet once a term, or more frequently if necessary. It will be responsible for:

i the maintenance and enhancement of the academic standards of the Programme.ii the monitoring and evaluation of the Programme and in particular evaluating its

operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs.

iii ensuring the Programme operates in accordance with the approved Programme scheme.

iv agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme.

v considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board of MMU in relation to:

Programmes, teaching and learning, the content of the curriculum

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the assessment and examination of students (in conjunction with Board of Examiners)

criteria for the admission of students research, scholarship and Programme-related staff development the appointment of internal and external examiners the retention, support and progression of students.

vi advising the Academic Board of MMU on such matters as v above.vii ensuring the academic development of the Programme.viii advising the relevant Head of Department/Dean through the Programme Leader on

the resources needed to support the Programme at Cesar Ritz Colleges Switzerlandix contributing to the formulation of institutional academic policy and considering such

other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board.

4.2 Board of ExaminersThe Programme, having two intakes per year (April and October) and being delivered in terms, requires the Programme to have two Examination Boards to consider all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.In order for students to progress from one term to the next it is necessary to have progression Boards. These Boards will be fully constituted, however the attendance of the External Examiner in person may not be necessary, but an alternative method of Board attendance such as video conferencing may be used.The Boards will abide by Assessment Regulations for Undergraduate Programmes of Study without variation.

4.2.1 Membership The Board of Examiners shall comprise:

Academic Director CRCS (Chair) Head of Department of Food and Tourism Management or representative Dean of Faculty (ex-officio) Programme Leaders Career Development and Internship Co-ordinator Internal Examiners (defined as those staff, both full and part-time associated with

assessment which are the responsibility of the Board) The External Examiners appointed for the programme Link Tutor Academic Co-ordinator CRCS Bouveret Campus (Secretariat)

4.2.2 Responsibilities

i The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.

ii In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate’s assessment(s) and award as it may deem appropriate having regard

19

for the need to ensure that justice is done to individual students and that the standards of the University’s awards are maintained.

4.2.3 Functions The Board’s functions shall include:

i recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award.

ii determining the award, including the level of Honours where applicable, to be recommended under (i) above.

iii applying the University’s examination and assessment regulations to the programme.iv considering, moderating and approving examination papers, and marking schemes, if

any, for all assessed examinations relating to the programme.v consider and approving and assignments or projects which form part of the scheme

of assessment.vi assessing written or oral examinations.vii assessing any project or coursework which forms part of the scheme of assessment.viii receiving and considering any communication relevant to tits functions.ix reporting matters of policy and significance to the Academic board.x such other functions as the Academic board shall determine.

4.2.4 Sub-Committees The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners.

4.2.5 Subsidiary Examination Committees The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.

4.2.6 Duties of Board Members i The duties of the Chair of the Board of Examiners shall include convening meetings,

corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.

ii The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.

iii The role, authority, duties and rights of External Examiners shall be defined in the regulations on external examiners made by the Academic Board.

4.2.7 Treatment of Extenuating Circumstances It is the responsibility of the Board to ensure that student extenuating/mitigating circumstances are addressed according to University regulations. In accordance with

20

University regulations within CRCS there will a Board dealing with Extenuating Circumstances allowing for an equitable and fair cross-faculty approach to the process. This will take place prior to the Exam Boards and will consider individual cases and make recommendations to the Board. Only in exceptional cases will details be revealed to the full Board and only with the student’s written permission.

4.3 Programme LeaderThe appointment and duration of office of a Programme Leader shall be determined by the Managing Director and/or Academic Director CRCS. Programme Committee recommendations shall be addressed through the Programme Leaders to the Academic Director who in turn shall report to the Managing Director or equivalent of CRCS.

The Programme Leader is responsible for the day to day management of the programme including (with the assistance of a designated admissions tutor from within the programme team if desired) admissions decisions. The programme leader will also be responsible for the producing the annual monitoring exercise with assistance from the programme team and reference to the Academic Director at CRC.

4.4 Other Staff ResponsibilitiesAll academic staff who teach on the Culinary Arts programme are members of the programme team and may be allocated specific responsibilities relating to the organisation of the programme. These might include group/year tutorship, admissions, presentations at open days etc.

4.5 Student Support Strategy Student Advisors (level 4 and 5) are the students’ first point of call. Programme handbooks and unit handbooks (syllabus) give students relevant

information on learning, teaching and assessment and will be made available on the CRCS e learning platform.

Induction programmes ensure that students are given information and advice on using the Library facilities. IT facilities and Support Services.

Student group representatives are elected to the Programme Committee and are able to voice any general concerns regarding learning and teaching.

Unit tutors are available with specific advice regarding their part of the syllabus. Student Advisors are available on an appointment basis and students are ensured

confidentiality when requested. Tutors will guide the student to the most appropriate help. Students are introduced to Student Services and are encouraged to seek the most

appropriate help. Initial and on-going induction prepares students for the academic and professional

life at CRCS.

4.6 Student EvaluationStudent feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/ learning strategies.

Student observations are considered through the tutorial systems and through the student voice on Programme Committees. A questionnaire survey takes place towards the end of each term which assesses the students’ opinions of respective units undertaken. This source of information feeds into the programmes Quality Action Plan.

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4.7 Engagement with EmployersIn undertaking the delivery of a vocational programme it is very important to develop and maintain links with employers. The placement officer continually aims to develop employer links, by consulting and visiting potential employers and by inviting placement employers to give presentations to students. Employers may be invited to provide guest lectures linked to specific subject areas in units and also career related talks.

Some of the major employers with whom we have forged links include:Ramada Park Hotel 75-77, Av. Louis-Casaï CointrinHotel Royal Plaza Sa Grand Rue 97 MontreuxRestaurant Le Montagne Rue du Village 21 Chardonne

La Taverne De La Tour Rue Du Lac Le BouveretHotel Royal Plaza Sa Grand Rue 97 MontreuxHotel Victoria Rte. De Caux GlionLe Mirador Kempinski Mont-PéLerinAuberge de Vouvry (2 star Michelin) Avenue du Valais 2 Vouvry

Hôtel President-Wilson Quai Wilson 47 Genève 21Hotel Victoria Rte. De Caux GlionLausanne Palace & Spa 7-9 Grand-Chene LausanneHotel Hermitage (3 star Michelin) Rue du Lac Clarens

Domaine de Châteauvieux (3 star Michelin)

Peney-Dessus Satigny-Geneve

4.8 EthicsThis programme, including the Placement (training) periods, the Language education and the Leadership Programme will abide by the MMU ‘University Academic Ethics Framework’ and will follow the MMU Vision where it aims to “behave professionally and ethically in all [its] activities”.

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PART THREE – CURRICULUM CONTENT

Unit Specification Templates

23

1 UNIT TITLE BAKING AND PASTRY ARTS 12 BRIEF SUMMARY This unit combines demonstrations with practical hands-on

classes to introduce students to the multiple facets of baking and pastry.

3 UNIT CODE NUMBER

4 HOME PROGRAMME Foundation Degree (FdA) Culinary Arts

5 HOME DEPARTMENT Department of Food and Tourism Management

6 SUBJECT AREA HLST

7 UNIT LEADER(S) Urs Schneiter

8 CREDIT VALUE 10 CREDITS AT LEVEL:

4

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

100

10 UNIT STATUS Mandatory core

11 PRE-REQUISITES None

12 CO-REQUISITES None

13 UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to:

1. Identify and correctly use speciality equipment and ingredients common to a bakery.

2. Produce a range of breads taking into consideration the key components of yeast and fermentation principles.

3. Correctly identify and prepare a range of doughs suitable for producing biscuits, cookies, tarts and pies, and cakes including sweet and savoury items.

4. Produce and present a range of speciality desserts and occasion cakes including ice creams, sorbets, parfaits and soufflés.

5. Create appropriate pastry sauces, coulis and decorations to complement the completed products

14 CURRICULUM OUTLINE

This course will cover: Equipment and ingredients common to a bakery and

their appropriate use. The science behind dough’s, pastries and baked

goods. Bread making Doughs for all occasions The making of biscuits, cookies, tarts, pies, cakes

and savoury items Speciality desserts, ice creams and sorbets. Sauces and coulis Decoration and presentation schemes

15 LEARNING & Class Contact:Lectures: 10 weeks x 1 hour

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TEACHING ACTIVITIES Practical: 10 weeks x 8 hours

The theoretical aspects of the unit will be dealt with in lectures. The practical activities will consist of demonstrations which the students will then practice on an individual basis under the supervision of the instructor. The finished products are typically distributed to the college food outlets.

The unit leader will also make available where appropriate online support via the CRCS e-learning platform

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16 ASSESSMENT STRATEGIES

Assess. No. Outcomes Weighting Assess. Type1. 1,2,3,4, & 5 80% Practical

Assessment2. 1, 2 & 3 20% Written exam

Assessment 1 is a measure of the students’ practical performance divided into (i) a weekly evaluation based on the application of lesson demonstrations including the students’ ability to function as a member of a team; (ii) an identification exam based on the student’s ability to recognise equipment and products used within the course and (iii) an individual measure of the students’ competencies at the end of the unit whereby students will be required to complete a range of tasks within a specified time linked to the unit outcomes.

Assessment 2 is a written examination based on the theoretical aspects of baking and pastry.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Assessment 1To achieve a pass at threshold level a student must show competency in:

Weekly individual performance Team membership Timed tasks

And knowledge and understanding of: Identification of equipment Identification of products

Assessment 2To achieve a pass at threshold level a student must show knowledge and understanding in:

Science and theory of baking and pastry

18 INDICATIVE STUDENT LEARNING RESOURCES

Essential Reading List:Richemont Craft School. (2006). Swiss bakery. Lucerne: Author.

Richemont Craft School. (2006). Swiss confiseur. Lucerne: Author.

Recommended Reading List:Bo Friberg (2001) The professional pastry chef. (4th ed.). Hoboken, NJ: Wiley.

Richemont Craft School. (2006). Bread/Pane. Lucerne: Authors

Richemont Craft School. (2005). Cream cakes. Lucerne: Authors

The new concise Larousse gastronomique. (Rev. ed.). (2007). London: Hamlyn.

Suas, M. (2008). Advanced bread and pastry: A professional approach. Clifton, NY:Delmar Cengage Learning.

26

Bilheux, R & Escoffier, A. (1988). Professional French pastries series. Doughs, batters and meringues. New York: Van Nostrand Reinhold.

Boyle, T & Moriarty, T. (1998). Grand finales: A modernist view of plated desserts New York: Wiley.

Journals & databases:Art CulinaireThuries

Hospitality and Tourism Complete

Websites:These will be recommended by the unit leader during the academic year and be available on the CRCS e-learning platform.

19 ANY ADDITIONAL NOTES AND COMMENTS

Attendance for all classes follows the standard practice of CRCS as outlined in 3.2.1

20 DATE OF APPROVAL

21 DATE OF MOST RECENT CONSIDERATION:

27

1 UNIT TITLE THE ART OF GARDE MANGER2 BRIEF SUMMARY This unit is designed to teach the basic principles of

charcuterie and cold buffer preparation and presentation. Students will be exposed to a large variety of Garde-manger preparations and will learn how to display their dishes in a variety of ways.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Roland Duval


4


100






1. Describe the evolution of the art of Garde Manger, the food associated with this type of cuisine, its place within the kitchen hierarchy, and the particular culinary techniques involved.

2. Create and decorate, for individual and buffet service, a range of cold preparations including canapés, savoury cocktails, dips, mousses, surprise breads and sandwiches, and vegetable terrines.

3. Explain the fabrication process and apply this to a range of meats, offal, poultry, game and fish.

4. Create and decorate for individual and buffet service, a range of terrines, pâtés, galantines, ballantines and whole items, using assorted meats, offal, poultry, game and fish.

5. Sculpt a centre piece for a buffet.


This unit will cover: History of Garde Manger Role and responsibility of a Garde Manger chef The food associated with this cuisine including its

strengths and weaknesses The vital role hygiene and sanitation plays with

Garde Manger preparation The culinary techniques involved in Garde Manger Salad sauces

28

Butter mixtures and cold mousses Canapés, savouries, dips and cocktails Sandwiches, mini rolls and surprise bread Vegetable terrines and the use of aspic The fabrication process The preparation and presentation of:

o Meat terrineso Fish terrineso Pâtés including Fois graso Galantineso Ballantineso Sausageso Salmon “Bellevue”

Buffet centrepieces and butter sculptures

29

15 LEARNING & TEACHING ACTIVITIES

Class Contact:Lab and Practical = 10 weeks x 15 hours

The practical activities will consist of demonstrations which the students will then practice on an individual and group basis under the supervision of the instructor. The finished products are typically distributed to the college food outlets.



Assess. No.

Outcomes Weighting Assess Type

1. 2, 3, 4 & 5 80% Practical Assessment

2. 1 20% Written Examination

Assessment 1 is a measure of the students’ practical performance divided into (i) a weekly basis in the application of lesson demonstrations including the students’ ability to function as a member of a team and (ii) an individual measure of the students’ competencies at the end of the unit whereby students will be required to individually complete a range of tasks within a specified time linked to the unit outcomes.

Assessment 2 is a written exam covering the theoretical aspects of the course.





the evolution of the art of Garde Manger, the food associated with this type of cuisine, its place within the kitchen hierarchy, and the particular culinary techniques involved.


Essential Reading List:Garlough, R & Campbell, A (2006). Modern garde-manger. Clifton Park, NY: Thomson Delmar.Labensky, S.R. & Hause, A. M. (2006). On cooking: A textbook of culinary fundamentals. (4th ed.) Upper Saddle River, NJ: Pearson-Prentice Hall.

30

Recommended Reading List:Civitelo, L. (2006). Cuisine and Culture: A history of food and people. (2nd ed.). Hoboken, NJ: Wiley.Cottenceau, M., Deport, J.F., Odeau, J.P. (1989). The professional charcuterie series (vol 1). New York: Van Nostrand Reinhold.Cotenceau, Marcel, Deport J.F., Odeau, J.P. (1991). The professional Charcuterie series Vol 2, Van Nostrand Reinhold:New York.

Edelman, A. & Suthering, J. (1991). Canapés and frivolities. London: Pavilion Books. Larousse, D.P. (1995). The hors d’oeuvre bible. NewYork: Wiley.Mueller, T.G. (1987). The professional chef’s book of charcuterie. New York: Van Nostrand Reinhold. Bober, P.P. (1999) Art culture and cuisine: ancient and medieval gastronomy. Chicago: University of Chicago Press. Sloan, D. (Ed.). (2004). Culinary taste: Consumer behavior in the international restaurant sector. Amsterdam: Elsevier Butterworth-Heinemann.Journals & databases:Art CulinareThuriesHospitality & Tourism Complete


31

1 UNIT TITLE FOUNDATION TO EUROPEAN CULINARY ARTS2 BRIEF SUMMARY This unit introduces the students to the essential knowledge

and skills necessary to function within the kitchen environment

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Cortland WarrenMarc Patry


4


200

10 UNIT STATUS Mandatory Core

11 PRE-REQUISITESNone




1. Identify the range of equipment, knives and utensils applicable to the kitchen and apply this knowledge to a live environment.

2. Identify a wide range of food items covered within the five food groups and their impact on recipe creation and menu compilation.

3. Recognise the different cutting methods applicable to meats, poultry, fish, fruits and vegetables and apply the appropriate method to selected recipes.

4. Distinguish between the different cooking methods and apply the appropriate method(s) to food items across the five food groups.

5. Examine the applicable laws and regulations relating to safety and sanitation in the kitchen and apply these standards to a practical environment.


This course will cover: Kitchen equipment including utensils and the use, care

and handling of knives. Safety and hygiene standards Food items within the following groups:

o Breads, cereals and potatoeso Proteino Dairyo Fruit and vegetableso Foods containing fats and sugars

Cutting methods applicable to a meats, vegetables and

32

fruits. Cooking methods and temperatures including moist-

heat cooking, frying, grilling and baking applied to meat, fish, vegetables, starch and grains.

Stocks, fumets, soups, mother sauces, cold and specialty sauces.

Basic pastries, creams and batters. The use and misuse of seasonings. Production of daily menus for the school dining room

and cafeteria.

33


Class Contact:Lectures: 10 weeks x 1 hourLab: 10 weeks x 6 hoursPractical: 10 weeks x 18 hours

The theoretical aspects of the unit will be dealt with in lectures. The food production practical activities will be divided into two components. The first will consist of demonstrations which the students will then practice on an individual basis under the supervision of the instructor. Feedback to the students will be given at the completion of each days exercise. The second will take place in a commercial kitchen environment under the guidance of the production chefs where students will put into practice their knowledge and skills in the production and serving of meals for the college food outlets.



Assess. No. Outcomes Weighting Assess. Type

1 1,2,3,4 & 5 80% Practical Assessment

2 1, 2 & 4 20% Written Exam

Assessment 1 is a measure of the students’ practical performance divided into (i) a weekly evaluation based on the application of lesson demonstrations including the students’ ability to function as a member of a team; (ii) an identification exam based on the students ability to recognise a wide range of utensils, food items and meat cuts and cutting methods and (iii) an individual measure of the students’ competencies at the end of the unit whereby students will be required to individually produce a three course meal for two persons, within a specified time, based on a “mystery” basket of ingredients.

Assessment 2 is a written exam covering the theoretical aspects of the course.




And knowledge and understanding of: Identification of equipment Identification of products


The range of equipment, knives and utensils applicable to the kitchen

34

The range of food items covered within the five food groups and their impact on recipe creation and menu compilation.

The different cooking methods and apply the appropriate method(s) to food items across the five food groups.

35


Essential Reading List:Pauli, P. (1999). Classical cooking: the modern way: Methods and techniques (H. Dawson-Holt, Trans.). (3rd ed.) New York: Wiley.

Recommended Reading List:Gisslen, W. (2010). Professional cooking. (7th ed.) Hoboken, NJ: Wiley.

Larousse gastronomique. (2009). London: Hamlyn.

Maincent-Morel, M. (2002). La cuisine de référence: Techniques et préparations de base fiches techniques de fabrication. Clichy, France: Editions BPI.

Peterson, J. (2001). Splendid soups: Recipes and master techniques for making the world’s best soups. New York: John Wiley.

Schneider, E. (2004) Vegetables from Amaranth to Zucchini: The essential reference. New York: William Morrow.

Teubner, C. (2004). The vegetable bible. London: Chartwell Books.

Civitelo, L. (2006) Cuisine and culture: A history of food and people. (2nd ed.). New York: John Wiley.

Sloan D. (2003). Culinary taste: Consumer behaviour in the international restaurant sector. London: Elsevier-Butterworth-Heinemann.

Journals & DatabasesArt Culinaire Caterer & HotelkeeperThuries

Hospitality & Tourism Complete

Websites:These will be recommended by the unit leader during the academic year and be available on the CRCS e-learning platform



20 DATE OF APPROVAL

21 DATE OF MOST RECENT

36

CONSIDERATION:

37

1 UNIT TITLE INTRODUCTION TO KITCHEN MANAGEMENT2 BRIEF SUMMARY This unit is designed to provide students with an introduction

to the management of a kitchen including the wide range of skills needed to manage in today’s environment.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Cortland Warren


4


100






1. Define management as it applies to a kitchen and identify the different types of organizational structures in kitchen hierarchies including the links to the type of food service establishment.

2. Identify the key elements of the Total Quality Management (TQM) principles as they relate to people skills and customer relations and how this is adapted and applied to the kitchen environment.

3. Distinguish between the range of issues involved in kitchen layout and design and the complexities involved in structural management.

4. Identify the key elements of the purchase cycle and the techniques required for good management practices.

5. Outline the key principles of menu planning and cost control and apply these principles to the creation of menus suitable for the college dining room.


This unit will cover: Management principles Organizational structures Kitchen hierarchies Total Quality Management and tenets behind W.

Edward Deming`s principles Time management and leadership principles Decision making and problem solving Planning a work environment and work flow plan

within a kitchen including staffing and scheduling

38

Performance evaluations Kitchen layout and design and the issues involved The complete purchase cycle Management of the purchase cycle including

selecting suppliers and food buying Menu planning principles and practices Food and recipe costs Standard recipes Yield testing Menu pricing

39


Class Contact:Lectures: 11 weeks x 4 hours

The theoretical aspects of the unit will be dealt with in lectures however videos, demonstrations, and an excursion will form key components of the learning and teaching strategy.



Assess. No. Outcomes Weighting Assess Type1. 1 & 2 35% Written

examination2. 3 30% Assignment

and Presentation

3. 4 & 5 35% Written examination

Assessment 1 is measure of the student’s theoretical knowledge to the half-way point of the course. The focus of the examination is on all aspects covered in the assigned learning outcomes.

Assessment 2 is a small group assignment and presentation requiring students to research a topic chosen by the course leader on a particular issue covered in the assigned learning outcome.

Assessment 3 is a measure of the student’s theoretical knowledge at the completion of the course. The focus of the examination is on all aspects covered in the second-half of the course related to the assigned learning outcomes.



management as it applies to a kitchen and identify the different types of organizational structures in kitchen hierarchies

the key elements of the Total Quality Management (TQM) principles


the range of issues involved in kitchen layout and design


the key elements of the purchase cycle and the techniques required for good management practices.

40

the key principles of menu planning and cost control


Recommended Reading List:Fuller, J. (1981). Professional kitchen management. London: Batsford Academic and Educational.

Chesser, J. & Cullen, C.N. (2008). The world of culinary supervision, training, and management. (4th red. ed.). Englewood Cliffs, NJ: Prentice Hall.

Knight, J.B. & Kotschevar, L.H. (2000). Quantity food production, planning and management. (3rd ed.). Hoboken, NJ: Wiley.

Dorf, M.E.(1992). Restaurants that work: Case studies of the best in the business, New York: Whitney Library of Design.

Journals & databases:Caterer and HotelkeeperRestaurants and InstitutionsNation’s restaurant news

Emerald InsightHospitality and Tourism Complete




20 DATE OF APPROVAL


41

1 UNIT TITLE KITCHEN OPERATIONS AND MANAGEMENT2 BRIEF SUMMARY The aim of this unit is to expose students, through a “live”

kitchen environment to the operations and management of a kitchen in the preparation and production of menu items for the college dining facilities.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST



4


200






1. Create a range of menus within a specified budget taking into consideration the equipment available and style of service.

2. Develop and implement a daily work plan for the kitchen brigade from mise-en-place through production, service and clean up.

3. Produce dishes to the desired standard within a specified time whilst maintaining the correct safety and hygiene practices at all times.

4. Demonstrate the ability to work as a member of a hierarchical brigade within a “simulated” environment and critically reflect on the given performance through a structured feedback evaluation.


This unit will cover: Menu planning and standard recipe creation Purchase orders and item specifications Daily work plans Delegation of responsibility via “Chef of the day” Plate design linked to the service plan Use of large kitchen equipment including hygiene

and safety requirements Menu preparation and production Critical reflection techniques linked to practical

performance How to give feedback constructively

42


Class Contact:Lectures & Lab: 10 weeks x 3 hoursPractical: 10 weeks x 18 hours

The theoretical aspects of the unit will be dealt with in lectures. The unit leader will use a blended environment via the CRCS student learning platform to incorporate additional material. The kitchen facilities provided for at the college will be used for practical aspects of this course



Assign. No. Outcomes Weighting Ass Type1 1, 2, 3 & 4 100% Practical

Assessment

The assessment is a measure of the students’ practical performance divided into (i) an ongoing assessment of the student’s ability to function as a brigade under supervision in the preparation, production and service of a planned menu including each person’s ability to critically reflect on their performance; (ii) the student’s ability to manage the kitchen. Each student is given the opportunity to individually manage the kitchen brigade and (iii) the student’s ability to achieve all learning outcomes as a team with limited supervision to plan, produce and serve (a) table d’hôte menu for up to 40 covers and (b) banquet of 3 courses for 80 persons based on a given theme.



Weekly individual performance Kitchen management Planning, preparing and serving table d’hôte and

banquet menus


Essential Reading List:Labensky, S.R. & Hause, A. M. (2006). On cooking: A textbook of culinary fundamentals (4th ed.) Upper Saddle River, New Jersey: Pearson-Prentice Hall.

Recommended Reading List:Mossimann, A.(1988) Anton Mossimann’s fish cuisine. London: Macmillan. Dowell, P. & Bailey, A. (1980). The book of ingredients. London: Dorling Kindersley.

Stein, R. (2001). Rick Stein’s seafood. London: BBC Worldwide

43

Bittman, M. (2005). The best recipes in the world. New York: Broadway Books.

Jaffrey M. (2002). Indian cookery. London: BBC Worldwide.

Hyman, G.L. (1993). Cuisines of Southeast Asia. New York: Wiley.

Trang, C. (1999.) Authentic Vietnamese cooking. New York: Simon and Schuster. Bayless, R. & Bayless, D.G. (1987) Authentic Mexican: Regional cooking from the heart of Mexico. New York: William Morrow

Wolfert P (1989). Good food from Morocco. (Rev. ed.). London: John Murray.

Braimbridge, S. (2000). The food of Italy: A journey of food lovers. London: Murdoch Books.

Journals & databases:Art CulinaireCaterer and HotelkeeperRestaurants and InstitutionsHospitality and Tourism Complete

Websites:These will be recommended by the unit leader during the academic year and be available on the CRCS elearning platform.



20 DATE OF APPROVAL


44

1 UNIT TITLE THE ART AND SCIENCE OF FOOD2 BRIEF SUMMARY This unit covers two key aspects of the food industry.

Students will discover the evolution of food from a historical and cultural perspective and how this has influenced people’s diets and way of life, Students will also understanding the importance of implementing good food hygiene and sanitation practices in today’s modern kitchen.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST



4


200


11 PRE-REQUISITESNone




1. Identify the key stages in gastronomic history and the role of the visionary chefs of their time.

2. Appreciate the key nutrition principles from the chefs’ perspective, needed for designing menus and dishes and why nutrition, diets and food allergies play a vital role in menu composition.

3. Design a menu with respects to food guidelines, considering the key aspects of nutrition, diet and culture.

4. Understand and apply the basic principles of personal hygiene and food safety procedures to a live kitchen environment, whilst identifying the causes of food borne illnesses and the resulting impact on a food operation.

5. Identify the operational and control procedures used within the kitchen environment in relation to proper hygiene practices and critical control points and understand how to handle food in a safe manner at all stages of the food cycle.


This course will cover: The evolution and historical path of food and the

revolutionary chefs’ linked to these key time periods. The key nutrients in food and the role each plays in

the composition of a menu item

45

The role special diets play in the food industry including the necessity to respect food allergies.

The key factors involved in designing a balanced menu including calorie counts

BMI calculation Compilation of balanced menus for a variety of

situations including dietary and calorie controlled meal.

Personal hygiene and food safety procedures and the causes of food borne illnesses.

The laws related to food safety and hygiene following Servesafe® guidelines.

Safety hazards within a food service operation and how to prevent accidents.

Procedures to create a safe working environment. The effective handling of food from purchase to plate,

following HACCP guidelines.

46


Class Contact:Lectures: 10 weeks x 7 hours

The theoretical aspects of the unit will be dealt with in lectures. The unit leader will use a blended environment via the CRCS student learning platform to incorporate additional readings, video clips etc. The kitchen facilities provided for at the college will be used for practical aspects of this course notable in the area of hygiene and sanitation.


Assess. No. Outcomes Weighting Assess. Type1. 1, 2 30% Examination

2. 3 40% Assignment & Presentation

3. 4, 5 30% Examination



the key stages in gastronomic history the key nutrition principles

Assessment 2To achieve a pass at threshold level a student must show knowledge and understanding and competency in:

The design of a menuAssessment 3To achieve a pass at threshold level a student must show knowledge and understanding in:

the basic principles of personal hygiene and food safety procedures

the operational and control procedures used within the kitchen environment in relation to proper hygiene practices and critical control points and understand how to handle food in a safe manner at all stages of the food cycle.


Essential Reading List:Pauli, P. (1999). Classical cooking: the modern way: Methods and techniques (H. Dawson-Holt, Trans.). (3rd ed.) New York: Wiley.

NRA National Restaurant Association. (2008). Servsafe course book. (5th ed.). Upper Saddle River: Pearson.

Journals & databases:Nutrition Today

Hospitality and Tourism CompleteSage

Websites:These will be recommended by the unit leader during the academic year and be available on the CRCS e-learning

47

platform


Students are able to take an optional examination from the NRA (National Restaurant Association) in order to receive Servesafe® certification


20 DATE OF APPROVAL


48

1 UNIT TITLE PASTRY AND BAKING ARTS

2 BRIEF SUMMARY This unit develops the skills and knowledge gained in BPA 1. Students will be gain a practical understanding of advanced pastry and baking techniques including an emphasis on plate presentation, decoration and flavours.

3 UNIT CODE NUMBER


5 HOME DEPARTMENT

César Ritz Colleges Switzerland

6 SUBJECT AREA HLST



4


100


11 PRE-REQUISITES Baking and Pastry 1




1. Produce a range of breads using advanced bread making techniques and baking processes.

2. Produce a range of plated desserts and cakes suitable for a desert menu, buffet or dessert trolley.

3. Apply the skills of basic chocolate, confectionary to create a range of restaurant quality items.

4. Apply the skills of basic sugar work to create a showpiece.


This unit will cover: Review of the skills and knowledge from BP1 Advanced bread making techniques Fruit mousses and torts Preparation and presentation of plated desserts Royal icing and pastillage Basic designing with chocolate Cake decoration

49

Truffle torts Designing and decorating a wedding cake Marzipan modelling Petit fours and confectionary Pralines and truffles

50


Practical: 10 weeks x 8 hours

This unit is a practically based course where students build on the skills and knowledge acquired in BP1 and their training period. The practical activities will be interspersed with demonstrations allowing the students to immediately put into practice the new skills acquired under the supervision of the instructor. As part of the learning experience students will be instructed by a professional baker at their place of work.



Assess No. Outcomes Weighting Assess Type

1. 1, 2, 3 & 4 100% Practical Assessment

The assessment is a measure of the students’ practical performance divided into (i) a measure of the students’ performance on a weekly basis in the application of lesson demonstrations including the students’ ability to function as a member of a team; (ii) a measure of the students’ performance during Kitchen Operations Management linked to the production of breads and desserts of a standard suitable for restaurant dining. (iii) is an individual measure of the students’ competencies at the end of the unit whereby students will be required to individually complete a range of tasks within a specified time linked to the unit outcomes.


To achieve a pass at threshold level a student must show competency in:



Essential Reading List:Boyle, T. & Moriarty, T. (Eds.). (1997). Grand finales: The art of the plated dessert. New York: Van Nostrand Reinhold.

Boyle, T. & Moriarty, T. (Eds.). (1998). Grand finales: A modernist view of plated desserts. New York: Wiley.

Everitt-Matthias, D. (2009). Dessert: Recipes from Le Champignon Sauvage. Bath, UK: Absolute Press.

51

Richemont Craft School. (2006). Swiss bakery. Lucerne: Author.


Richemont Craft School. (2008). Swiss confectionery. Lucerne: Author.

Wemischner, R. (2010). The dessert architect. Clifton Park: Delmar Cengage.

Recommended reading List:Bo Friberg (2001) The professional pastry chef. (4th ed.). Hoboken, NJ: Wiley.




Journals & Databases:Art CulinaireThuries


Websites:These will be recommended by the unit leader during the academic year.


Attendance for all classes follows the standard practice of CRCS as outlined in 3.3.

20 DATE OF APPROVAL

52

1 UNIT TITLE THE BEST OF EUROPEAN CUISINE2 BRIEF SUMMARY This unit is designed to expose students, to a variety of

cuisines from the main regions in Europe. Students will develop advanced cooking techniques, including an emphasis on plate presentation, which will require both a higher skill set and the need for efficient and effective teamwork typical of restaurant.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Gudmunder SverissonUrs Schneiter


4


200






1. Identify the origins of European cuisines including the history of some of the great classical dishes.

2. Explain how climate, cultures and religions have influenced regional cuisines.

3. Research and compile a range of menu items typical of the European regions under consideration applying menu planning and cost control principles.

4. Produce a variety of dishes representative of the studied areas and the unique ingredients and cooking styles required in creating authentic regional cuisines.

5. Demonstrate a variety of food presentation skills linked to the service operations of the college eating facilities.


This course will cover: Origins and history of European cuisines. The influence of climate, cultures and religions on

regional cuisines. Regional ingredients and menu items. Beverages used in the preparation of regional dishes Recipe planning and implementation. Presentation of food items according to a certain

style or theme.

53

The application of a hierarchical kitchen structures. The importance of teamwork within a kitchen

hierarchy in the execution of an event.

54


Class Contact:Lectures: 10 x 1 hourLab: 10 x 4 hoursPractical: 10 x 20 hours

The theoretical aspects of the unit will be dealt with in lectures. The practical activities will be divided into two components. The first will consist of demonstrations which the students will then practice on an individual basis under the supervision of the instructor. Feedback to the students will be given at the completion of each days exercise. The second will be based on a weekly exercise where students will research, prepare and serve a meal based on a given theme from a commercial kitchen under the guidance of the course instructor(s) thus putting into practice their knowledge and skills developed in this course.



Assess No. Outcomes Weighting Assess. Type

1 1, 2, 3, 4 & 5 100% Practical Assessment

The assessment is a measure of the students’ practical performance divided into (i) is a measure of the students’ performance on a weekly basis in the application of practical cooking demonstrations; (ii) is based on a combination of a written assignment with presentation and a practical theme night whereby students will be required to research a particular European cuisine on an individual basis, prepare and present an assignment based on the assigned theme and take the lead role, under supervision, within the kitchen brigade to produce and serve a hot and cold buffet based on the assigned theme; (iii) is an individual measure of the students’ culinary competencies at the end of the unit whereby students will be required to individually produce a three course meal for two persons, within a specified time, based on European cuisines from at least two countries and (iv) is a measure of the student’s ability to work as a kitchen team in producing a final theme dinner.



Weekly individual performance The lead role for a theme Timed tasks


Essential Reading List:MacVeigh, J. (2008). International cuisine. Clifton Park, NY: Delmar.

Labensky, S.R. & Hause, A. M. (2006). On cooking: A textbook of culinary fundamentals. (4th ed.). Upper Saddle

55

River, NJ: Pearson-Prentice Hall.

Recommended Reading List:Heyman, P.A. (2003). International cooking: A culinary journey. Upper Saddle River NJ: Prentice Hall.

Del Conte, A. (2004) The concise gastronomy of Italy. London: Pavillion Books.

Gross, H.J. (2002). Trois lacs un terroir. Fribourg: Franiere.

Nantet, B. (1992). Cheesesw of the world. New York: Rizzoli International Publications.

Harbutt, J. (2002). The world encyclopedia of cheese. (2nd ed.). London Lorenz Books.

Gillespie, C. (2001). European gastronomy into the 21st century. Oxford: Butterworth-Heinemann.

Kyriakou, T. & Campion, C. (2004). The real Greek at home: Dishes from the heart of the Greek kitchen. London: Mitchell Beazley.

Gisslen, W. (2010). Professional cooking. (7th ed.) Hoboken, NJ: Wiley.

Larousse,gastronomique (2009). London: Hamlyn.

Maincent-Morel, M. (2002). La cuisine de référence: techniques et préparations de base fiches techniques de fabrication. Clichy, France: Editions BPI.

Pauli, P. (1999). Classical cooking: the modern way: methods and techniques (H. Dawson-Holt, Trans.). (3rd ed.) New York: Wiley.

Peterson, J. (2001). Splendid soups. New York: Wiley.

Schneider, E. (2001) Vegetables from Amaranth to Zucchini: the essential reference. New York: William Morrow.

Teubner, C. (Ed.) (1998). The vegetable bible. London: Penguin Books Ltd.

Brillat Savarin, J.A. (2006) The physiology of taste, or transcendental gastronomy. (F. Robinson, Trans.). Teddington, UK: The Echo Library.


Sloan D. (2003). Culinary taste: Consumer behaviour in the

56

international restaurant sector. London: Elsevier-Butterworth-Heinemann.

Journals & databases:Art CulinaireThuries Oct.Salz & Pfeiffer





20 DATE OF APPROVAL


57

1 UNIT TITLE ADVANCED FOOD CONCEPTS - PLANNING, CONTROL AND IMPLEMENTATION

2 BRIEF SUMMARY This unit is designed as a capstone to the student’s culinary programme. The students will be required to integrate their skills and knowledge in order to successfully plan, organise, lead and control two practical assignments.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Cortland WarrenAlain Muller


5


200






1. Define what is meant by an event and event management including the stakeholders and their expectations.

2. Identify the steps involved in staging an event including the planning, control and implementation process.

3. Plan, organise, lead and control the kitchen side of (i) a themed event and (ii) a themed “public” restaurant.

4. Use cost control software as an integral part of the food control process.

5. Demonstrate effective self management, group management and communication skills in the running of an event and critically evaluate the performance of the culinary team including a self appraisal for each practical exercise.


This unit will cover: Types of events and their impact on stakeholders Conceptualizing an event The planning leading and control process Aspects of human resources

o Staff requirementso Job descriptionso Recruitment, induction and training

58

o Team building Belbin’s theory of group roles Marketing concept applied to events Establishing appropriate target markets Tools to promote an event Event pricing and budgeting Sponsorship and its role in an event Staging an event Advanced menu planning Use of Calcmenu®2009 software

o Creating and modifying recipeso Working with merchandiseo Menu costing and profitabilityo Managing inventorieso Purchasingo Creating menus, costing and control

Creating a restaurant concept Menu writing, layout and printing Putting a restaurant concept into operation

59


Class Contact:Lectures: 11 weeks x 6 hoursComputer Lab: 7 weeks x 2 hoursPractical: 5 weeks x 10 hours

The theoretical aspects of the unit will be dealt with in lectures and workshops. Software applications will use the computer lab. The unit leader will use a blended environment via the CRCS student learning platform to incorporate additional readings, exercises, etc. The kitchen and restaurant facilities will be used extensively for the planning and staging of the practical components of the course.



1. 1 & 2 30% Written Examination

2. 3, 4 & 5 70% Practical Assessment

Assessment 1 is measure of the student’s theoretical knowledge of the course. The assessment is divided into two components covering (i) events theory and (ii) menu planning and cost control.

Assessment 2 is a measure of the students’ practical performance divided into (i) the student’s professional skills in the preparation, production and service of a set menu for a themed event and (ii) the student’s professional skills in the preparation, production and service of a limited a la carte menu for a themed “public” restaurant over three evenings.Both components of this assessment require the students to produce an event folio for each practical exercise.



event and event management the steps involved in staging an event

Assessment 2To achieve a pass at threshold level a student must show knowledge, understanding and competency in:

Planning, organising, leading and controlling the kitchen

The use cost control software self management, group management and

communication skills


Essential Reading List:

Recommended Reading List:Bowdin, G.A., Allen, J., O’Toole, W., Harris, R. & McDonnell, I. (2006). Events management. (2nd ed.). Oxford: ButterworthHeinemann.

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Goldblatt, J. (2002). Special Events: Twenty-first century global event management. (3rd ed.). New York: Wiley.

Silvers, J.R. (2004) Professional event coordinatonHoboken, NJ: Wiley.

Drysdale, J.A. & Galipeau, J.A. (2009). Profitable menu planning. (4th ed.). Upper Saddle River, NJ: Pearson.

Ninemeier, J.D. (2009) Planning and control for food and beverage operations. (7th ed.), Lancing, MI: AHLA.

MacVeigh, J. (2008). International cuisine. Clifton Park, NY: Delmar.

Gillespie, C. (2001). European gastronomy into the 21st century. Oxford: Butterworth-Heinemann.







Slocum, J.W. & Hellriegel, D. (2009). Principles of organizational behavior. (12th ed.). South Western Cengage.

Journals and Databases:Art CulinaireCaterer and HotelkeeperRestaurants and InstitutionsThuries

Hospitality and Tourism CompleteEmerald Insight


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Attendance for all classes follows the standard practice of CRCS as outlined in 3.2.1.

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1 UNIT TITLE BAKING AND PASTRY ARTS 22 BRIEF SUMMARY This unit develops the skills and knowledge gained in BPA

1. Students will be gain a practical understanding of advanced baking and pastry techniques including an emphasis on presentation, decoration and flavours.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST



5


100


11 PRE-REQUISITES Baking and Pastry 1

12 CO-REQUISITES Advanced Food Concepts and Event Catering



5. Apply the skills of chocolate, confectionary to create a range of restaurant quality items.

6. Apply the skills of sugar work to create a showpiece7. Produce a range of breads using advanced bread

making techniques and baking processes.8. Produce a range of desserts and decorated cakes

suitable for a buffet and dessert trolley.


This unit will cover: Review of the skills and knowledge from BP1 Royal icing and pastillage Marzipan modelling Designing with chocolate Cake decoration Truffle torts Fruit mousses and torts Designing and decorating a wedding cake Petit fours and confectionary Pralines and truffles Working with sugar Advanced bread making techniques


Practical: 10 weeks x 8 hours

This unit is a practically based course where students build on the skills and knowledge acquired in BP1 and their

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training period. The practical activities will be interspersed with demonstrations allowing the students to immediately put into practice the new skills acquired under the supervision of the instructor. As part of the learning experience students will be instructed by a professional baker at their place of work.


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Assess No. Outcomes Weighting Assess Type1. 1, 2, 3 & 4 100% Practical

Assessment

The assessment is a measure of the students’ practical performance divided into (i) a measure of the students’ performance on a weekly basis in the application of lesson demonstrations including the students’ ability to function as a member of a team; (ii) links to the unit “Advanced Food Concepts and Event Catering” (iii) is an individual measure of the students’ competencies at the end of the unit whereby students will be required to individually complete a range of tasks within a specified time linked to the unit outcomes.


To achieve a pass at threshold level a student must show competency in:



Essential Reading List:Richemont Craft School. (2006). Swiss bakery. Lucerne: Author.


Richemont Craft School. (2008). Swiss confectionery. Lucerne: Author.

Recommended reading List:Bo Friberg (2001) The professional pastry chef. (4th ed.). Hoboken, NJ: Wiley.




Journals & Databases:Art CulinaireThuries



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1 UNIT TITLE FOOD AND BEVERAGE MANAGEMENT2 BRIEF SUMMARY This unit is based around an online business simulation

enabling students to plan, open, operate and own their own food and beverage establishment.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Mike Midgley


5


100






1. Identify the key elements in the initial opening and operating phase of a food and beverage establishment.

2. Apply financial management principles to the measure of operational business performance including the creation of budgets and the control of inventories

3. Create menus based on a theme, including pricing structures and use managerial tools to analysis the menu in order to improve its performance and profitability.

4. Identify the key elements in labour cost control and managing human resources for a food and beverage operation.

5. Apply marketing principles to promote the products and services connected to a food and beverage operation and assess the impact of competition within the market.


The unit will cover: Steps in opening a business including the location Basics of strategic plan Menu planning based on a business concept Food and beverage standards F&B Budgeting CVP analysis Ratios in F&B and analysis of ratios F&B control systems

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Monthly and daily food costs Valuing F&B inventory Menu analysis and engineering Revenue control Preventing theft Managing HR in F&B and labour cost control Promoting products and services within F&B

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Class Contact:Lecture and Lab: 11 weeks x 4 hours

As this course is built around an online business simulation the unit leader applies the theory elements of the course which are based on formal lectures and exercises via the CRCS blended learning environment and applies the learning to the relevant areas built within the simulation. Thus the student is putting into practice what they have learnt via the simulated environment.


Ass Number Outcomes Weighting Ass Type1. 1, 2, 3, 4 & 5 40% Business

Report 2. 1, 2, 3, 4 & 5 30% Business

Performance3. 2, 3 & 4 30% Written

Examination

Assessment 1 requires the student to write a clear and concise business report, based on the simulation which covers (i) the opening phase of the business and the strategy employed (ii) a budget for the first year of operation and (iii) an end of first year business report which links the performance of the operation to the decisions taken throughout the simulation.

Assessment 2 is a performance measure, graded by the simulation, which takes into consideration a broad cross range of skills, used to operate the F&B establishment, on a daily basis throughout the period of the simulation.

Assessment 3 is a measure of the student’s theoretical knowledge of the course based on the taught elements.



the initial opening and operating phase of a food and beverage establishment.

financial management principles menu creation the key elements in labour cost control and

managing human resources marketing principles


the initial opening and operating phase of a food and beverage establishment.


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managing human resources marketing principles



managing human resources


Essential Reading List:Ninemeier, J.D. (2009) Planning and control for food and beverage operations. (7th ed.), Lancing, MI: AHLA.

Journals & Databases:Caterer and Hotelkeeper





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1 UNIT TITLE INTERNATIONAL CUISINES FROM CLASSICAL TO FUSION

2 BRIEF SUMMARY This unit builds upon the skills and knowledge attained by students in both the first year of their programme and industrial training period. Through a simulated kitchen/ restaurant environment students will compose menus and present international cuisines and cooking styles from the classical through to fusion.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST



5


200

10 UNIT STATUS Mandatory





1. Identify the key food items and ingredients from the five continents and discover why different foods and cooking methods are prevalent in certain countries.

2. Compare and contrast the similarities and differences between cuisines of various cultures and demonstrate the correct cooking style with classical recipes served in the Americas, Asia and the Pacific Rim.

3. Distinguish between the key concepts of the fusion cuisine and analyse its component parts.

4. Compose menus using the concepts developed throughout the course and apply this to a themed chef’s table concept evaluating the outcomes through both customer feedback and performance reflection.


This unit will cover: Review of key culinary concepts from year 1 Review of culinary concepts from 1st training Historical background and development of world

cuisines. Restaurant themes Menu research and composition Regional ingredients Sensory perceptions

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Cooking methods and styles from:o The Americaso Africao Asia and the Pacific

Concept of the fusion cuisine and its culinary principles

Weekly chefs table concept

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Class Contact:Lecture and Lab: 10 weeks x 3 hoursPractical: 10 weeks x 12 hours

The theoretical aspects of the course will be combined with demonstrations on the cuisines under consideration. The practical aspects will be divided into two parts. Part 1 focuses on the mise-en-place preparation leading up to the weekly chefs table event and part 2 focuses on the cooking and service of the meal on the day. Students will be required to fully research each cuisine planned for the course in order to make a presentation to guests and answer questions during the chef’s table meal. The chef’s table concept used in this course is designed as an opportunity for the students to work in front of the guest in order to showcase their culinary skills and knowledge.




1 2, 3 & 4 70% Practical Assessment

2 1 30%

Menu research and composition

Assessment 1 is a measure of the students’ practical performance divided into (i) a weekly basis in the application of cooking demonstrations whereby the student’s assessment is based upon formal guest feedback, instructor feedback and a reflection of the team’s performance and (ii) is a measure of the students’ culinary competencies at the end of the unit whereby students will be required to create a menu of a minimum four courses based upon the fusion concept including the production and service to a chef’s table of up to 10 persons.

Assessment 2 is a measure of the student’s ability to research a country’s cuisine and compose a balanced menu which accurately reflects this cuisine. Each student will be required to lead the practical exercise based upon the cuisine researched.





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the key food items and ingredients from the five continents


Essential Reading List:MacVeigh, J. (2008). International cuisine. Clifton Park, NY: Delmar.

Recommended Reading List:Heyman, P.A. (2003). International cooking: A culinary journey. Upper Saddle River NJ: Prentice Hall.







Journals and databases:Art CulinaireRestaurants and InstitutionsThuries





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1 UNIT TITLE RESTAURANT SERVICE AND MANAGEMENT2 BRIEF SUMMARY This unit covers the theoretical knowledge and technical

skills of service operations. This will enable the culinary student to understand fully the relationship between the kitchen and service departments including the practical aspects of dining room management.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Raphael GrossMike Midgley

8 CREDIT VALUE 20 CREDITS AT LEVEL: 5


200






1. Identify the key attributes of the service profession and personnel including guidelines for service protocol.

2. Identify the range of equipment applicable to the service department including the points to consider when purchasing and demonstrate its use within a live dining room environment.

3. Describe the internationally recognised service methods and styles including a comparison to country specific service cultures and demonstrate the skills required for a range of service scenarios.

4. Identify and demonstrate the skills and techniques required to manage reservations, payments, complaint handling, staffing requirements, promotional activities and up selling.

5. Demonstrate the ability to work and communicate as a member of a team.


This unit will cover: Types of service establishments Service as a profession Skills and knowledge required of the profession Service hierarchy Service equipment, material and linen Handling of furniture

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Cutlery and glassware Purchase considerations within the service

department Table set up sequences The importance of mise-en-place Classical condiments and their purpose Service briefings and debriefings Service styles and methods Beverage service Banquets

o Organisation from first to last contacto Table shapes and designs

Decorations, flower arrangements and napkin folds Service protocol and rules Sequences of service from first to last contact Methods of payment and procedures for each Use of a POS system The guest, the categories and guest relations Complaint handling Taking reservations Breakfast service Cheese service Promoting and up-selling within the restaurant Eating habits, table culture and entertainment in

different countries.

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Class Contact:Lectures: 11 weeks x 3 hoursPractical: 11 weeks x 8 hours

The theoretical aspects of the course will be dealt with in lectures and demonstrations. The unit leader will use a blended environment via the CRCS student learning platform to incorporate notes, readings, quizzes and exercises. The practical aspects of the course will use the college restaurant facilities where students will practice their service skills on actual customers.


Ass Number Outcomes Weighting Ass Type

1. 2, 3 & 5 40% Practical Assessment

2. 3 20% Assignment3. 1, 2, 3, & 4 40% Written

exam

Assessment 1 is a measure of the student’s performance in the application of the relevant skills and knowledge acquired during the course. A key component of the assessment is the ability of the individual to function and communicate as part of a service team.

Assessment 2 is based on a small group assignment and requires students to research a defined country and/or region within a country with respect to the peoples eating habits, table culture and traditional entertainment and present a menu which embraces the elements of this culture.

Assessment 3 is measure of the student’s theoretical knowledge of the course. The focus of the examination is on all aspects covered in the assigned learning outcomes.



the range of equipment applicable to the service department

the internationally recognised service methods and styles

team membershipAssessment 2To achieve a pass at threshold level a student must show knowledge, understanding and competency through in-depth and focussed research in:



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the key attributes of the service profession and personnel

the range of equipment applicable to the service department


the skills and techniques required to manage reservations, payments, complaint handling, staffing requirements, promotional activities and up selling.


Essential Reading List:Gartlgruber, M., Gartlgruber, H., Gutmayer, W., Lenger, H., Lenger, R. Siegel, L., S. & Stickler, H. (2005). Service: A guide for professionals. Linz, Austria, Trauner Verlag.

Recommended Reading List:Lillicrap,D, Cousins,J and Smith, R (2006), ‘Food and Beverage Service’ 7th ed, London, Hodder and Stoughton

Journals & Databases:Caterer and Hotelkeeper





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1 UNIT TITLE THE BUSINESS AND LEGAL ENVIRONMENT2 BRIEF SUMMARY This unit will explore hospitality business from the

entrepreneurial point of view including a strategy for creating new businesses and developing existing business. The course will also examine the laws and regulations affecting the hospitality industry including the preventative measures available to avoid costly legal problems.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Charles HainsNeil German


5


200






Describe the character, motivation and skill attributes of entrepreneurs and the environment necessary for innovation including the significance of entrepreneurship and its role in creating a strategy and maintaining a competitive advantage.

Apply the necessary technical skills to assessment and development of a new product or business opportunity.

Describe the fundamental legal process and identify how the law impacts management in the hospitality industry including the impact of licenses and regulations in the market place.

Identify the laws which impact hospitality establishments with a particular focus on contracts and torts and how these laws are applied through actual case examples.


This unit will cover:Business Environment

Introduction to entrepreneurship The entrepreneurial life Entrepreneurial integrity The business plan

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o Marketingo Human Resourceso Location

Customer relationships Promotional planning

Legal Environment Fundamental legal process Journey through the courts Fundamentals of contract law Negligence and doctrines The guest Property of guests and non guests Bailment Innkeeper and guest rights Sale of food and alcohol Licences and regulations

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Lectures: 11 weeks x 8 hours

The theoretical aspects of the unit will be dealt with in lectures however the unit leaders will use a blended environment via the CRCS learning platform to incorporate additional readings, web links, videos, quizzes etc. Case studies, projects, and legal cases will form an integral part of the learning and teaching strategy.


Ass Number Outcomes Weighting Ass Type1. 1 30% Examination2. 2 20% Portfolio and

presentation3. 3 & 4 50% Examination

Assessment 1 is a formal examination which measures the student’s theoretical knowledge of the course related to the assigned learning outcomes and course content.

Assessment 2 Uses the concepts of entrepreneurship, where students are required to analyse themselves as a “product” and prepare a portfolio addressing their strategic objectives.




the character, motivation and skill attributes of entrepreneurs and the environment necessary for innovation


The application of the necessary technical skills to assessment and development of a new product or business opportunity.


the fundamental legal process the laws which impact hospitality establishments


Essential Reading List:Longenecker, J.G., Moore, C.W., Petty, J.W. & Palich, L.E. (2006). Small business management: An entrepreneurial emphasis. (International ed.). Mason, OH: South-Western.

Cournoyer, N.G., Marshall, A.G. & Morris, K.L. (2008). Hotel, restaurant and travel Law: A preventative approach. (7th ed.). Clifton Park, NY: Delmar.

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Recommended Reading List:Barth, S. (2009). Hospitality law: Managing legal issues in the hospitality industry. (3rd ed.). Hoboken, NY: Wiley.

Bessant, J. & Tidd, J. (2007). Innovation and entrepreneurship. Chichester, UK: Wiley.

Boella, M. & Pannett, A. (1996) Principles of hospitality law. (4th ed.). Lansing, MI: AHLA.

Drucker, P.F. (1985). Innovation and entrepreneurship. Amsterdam: Butterworth-Heinemann.

Jefferies, J.P. (2001). Understanding hospitality law. (4th ed.). Lansing, MI: AHLA.

Lee-Ross, D. & Lashley, C. (2009). Entrepreneurship and small business management in the hospitality industry. Amsterdam: Butterworth-Heinemann.

Harvard Business Review on entrepreneurship. (1999). Boston, MA: Harvard Business Review.

Sherry, J.E.H. (2002). Legal aspects of hospitality management. (3rd ed.). New York: Wiley.

Journals & Databases:Cornell Hospitality QuarterlyHarvard Business ReviewHospitality LawManagers Legal Bulletin

Mintel OxygenEmerald InsightHospitality and Tourism Complete

Websites:These will be recommended by the unit leader during the academic year and be available on the CRCS elearning platform.



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1 UNIT TITLE ORGANISATIONAL MANAGEMENT AND MARKETING

2 BRIEF SUMMARY This unit is designed to provide students with a general overview of management and organizational behaviour from an international perspective plus introduces students to the key marketing concepts and examine the application of marketing to the hospitality industry.

3 UNIT CODE NUMBER



6 SUBJECT AREA HLST

7 UNIT LEADER(S) Gabriel GazzoliNeil German


5


200






1. Distinguish between the seven foundation competencies for managerial effectiveness including the relationship to conditioning and personality theories and explain how stress, group psychology and development, and motivation impact organisational behaviour.

2. Apply training techniques for use within a training plan.

3. Identify the key marketing terms applied within the context of hospitality and the consequent impact for marketing products and services.

4. Outline the elements of strategy and its relationship with the marketing environment and decision making process and apply the different concepts and strategies within market segmentation, targeting and positioning including the application of the marketing mix.

5. Explain the importance of hospitality marketing research and relate how applied studies are used in the development of marketing strategies and decisions.

14 CURRICULUM This unit will cover: Foundation competencies for managerial

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OUTLINE effectiveness Personality differences and 5 PF trait test Classical and Operant Conditioning MBTI testing and explanation of personality types Motivation in the work setting Sources of work stress Group psychology Training principles and techniques Train the trainer exercise Introduction to marketing Services marketing The role of marketing in strategic planning Marketing environment Consumer Behaviour Organizational Behaviour Segmentation, targeting and positioning Design and managing products Pricing products Distribution channels including online distribution Promoting products

o Communicationo Public relationso Sales promotionso Advertising

85


Lectures: 11 weeks x 8 hours

The theoretical aspects of the unit will be dealt with in lectures however the unit leaders will use a blended environment via the CRCS learning platform to incorporate additional readings, slides, web links, videos, quizzes etc. as integral part of the learning and teaching strategy.


Assess No. Outcomes Weighting Assess Type1. 1 35% Examination2. 2 15% Training

exercise3. 3 & 4 25% Examination4. 4 & 5 25% Research

project and presentation


Assessment 2 requires students to create a training session outline based on a topic of the student’s choice and agreed to by the unit leader and train a fellow student. The assessment is graded as a peer evaluation from both students and the unit leader.


Assessment 4 is broken into two sections (i) small group presentation on a peer-reviewed research papers (scientific journal articles), case studies or industry white papers (ii) students will form a project group to produce a written report to support a graded presentation designed around the student’s ability to apply marketing concepts to the development or modification of a product or service.



the seven foundation competencies for managerial effectiveness

Assessment 2To achieve a pass at threshold level a student must show knowledge, understanding and competency in:

training techniques for use within a training plan.Assessment 3To achieve a pass at threshold level a student must show knowledge and understanding in:

the key marketing terms applied within the context of hospitality and the consequent impact for marketing products and services.

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the elements of strategy and its relationship with the marketing environment and decision making process

Assessment 4To achieve a pass at threshold level a student must show knowledge, understanding and competency in

the elements of strategy and its relationship with the marketing environment and decision making process

the importance of hospitality marketing research

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Essential Reading List:Kotler, P., Bowen, J. and Makens, J. (2009). Marketing for hospitality and tourism. (5th ed.). Upper Saddle River, NJ: Pearson.

Slocum, J.W. & Hellriegel, D. (2009). Principles of organizational behavior. (12th ed.). South Western Cengage

Recommended Reading List:Bennett, R. (1995). Organisational behaviour. (2nd ed.). London: Pitman.

Bowie, D. & Buttle, F. (2004). Hospitality marketing: an introduction. Oxford: Elsevier Butterworth-Heinemann.

Chaffey, D., Ellis-Chadwick, F. Johnston, K. & Mayer, R. (2006). Internet marketing: strategy, implementation and practice. Harlow: Prentice Hall.

Dibb, S. & Simkin, L. (2001). The marketing casebook : Cases and concepts. (2nd ed.). London: Thomson.

Doyle, P. & Stern, P. (2006). Marketing management and strategy. (4th ed.). Harlow: Prentice Hall. Handy, C.B. (1985). Understanding organizations. (3rd ed.). London: Penguin.

Keegan, W.J. & Green, M.C. (2008). Global marketing. (5th ed.). London: Pearson Prentice Hall.

Kotler, P. & Keller, K.L. (2009). Marketing management. (13th ed.). London: Pearson Prentice Hall.

Lovelock, C. & Wirtz, J. (2007). Services marketing: People, technology, strategy. (6th ed.). Upper Saddle River, NJ: Pearson Education.

Morritt, R.M. (2007). Segmentation strategies for hospitality managers: target marketing for competitive advantage. New York: Haworth Press.

Rollinson, D. (2005). Organisational behaviour and analysis: An integrated approach. (3rd ed.). Harlow, UK: Prentice Hall.

Shoemaker, S. & Shaw, M. (2008). Marketing essentials in hospitality and tourism: Foundations and practices. Upper Saddle River, NJ: Pearson Education.

Stokes, D. (2008). Marketing: An introduction. London: Cengage Learning.

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Journals & Databases:Cornell Hospitality QuarterlyHarvard Business ReviewHuman Resources

Emerald Insight Mintel OxygenHospitality and Tourism CompleteSage




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1 UNIT TITLE RESEARCH METHODS2 BRIEF SUMMARY Students will be able to understand the relevance and

importance of undertaking secondary and primary research within the hospitality industry. This is a bridging unit to prepare students, where necessary, for the Level 6 programme at MMU

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree (FdA) Culinary Arts


6 SUBJECT AREA HLST

7 UNIT LEADER(S) To Be Determined

8 CREDIT VALUE 10 (Bridging) CREDITS AT LEVEL:

5


100

10 UNIT STATUS Bridging




On successful completion of this unit students will be able to have attained or demonstrated:

1. Appreciate secondary and primary research 2. Understand and discriminate between the various

research instruments used in research 3. Analyse qualitative and quantitative data


Developing critical reading and writing skills Secondary research – understanding the concept,

sourcing information, appraising it and understanding it Primary research – understanding the concept, the value

of primary research and how and when to use it Appreciating and understanding qualitative research

tools and data Appreciating and understanding quantitative research

tools and data Analysing qualitative data using contents analysis and

coding Analysing quantitative data using appropriate statistical

tests


Class Contact:Lectures: 12 x 1hours Seminars: 6 x 1 hours Workshops: 6 x 1 hours Private Study: 76 hours

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Lectures will be supported by practical skill based tutorials and workshops. The development of SPSS skills requires workshops which will be computer room based and linked to the assessment (as detailed following). The tutorials will also provide the opportunity to develop skills in analysing qualitative data.

Independent study and reading as appropriate. The unit leader will also make available online support via the CRCS e learning platform

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Ass Number Outcomes Weighting Ass Type1 1,2, & 3 100 Research

report – 2000 words


Assessment 1To achieve a pass at threshold level a student must show knowledge, understanding and competency in

secondary and primary research research instruments used in research qualitative and quantitative data


Key Texts:Bowden, J. (2004) Writing a report : how to prepare, write and present effective reports. 7th Ed. Oxford : How To

Books.Clark, M., Riley M., Wilkie E., and Wood R.C. (1997). Research and writing dissertations in hospitality and tourism. London : International Thomson Business.

Easterby-Smith M., Thorpe R. and Lowe. A. (2002) Management research. 2nd ed. London: Sage.

Finn M. and Walton M. (2000). Tourism and leisure research methods : data collection, analysis, and interpretation. Harlow : Longman

Hussey J. and Hussey R. (1997). Business research: a practical guide for undergraduate and postgraduate students. Basingstoke: Macmillan Business.

Metcalfe M. (2006). Reading Critically at University. London: Sage Publications

Ritchie B.W., Burns P. and Palmer C. (Eds) (2005). Tourism research methods: integrating theory with practice. Wallingford : CABI.

Saunders M., Lewis P. and Thornhill A. (2007). Research methods for business students. 4th Ed. Harlow : Financial Times Prentice Hall.

Veal A.J. (2006) Research Methods for Leisure and Tourism: A Practical Guide 3rd Ed. Harlow : Financial Times Prentice Hall.

Journals and Periodicals:These will be recommended by the unit tutor during the academic year.

Web sites and electronic resources:These will be recommended by the unit tutor during the academic year.

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RECENT CONSIDERATION:

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1 UNIT TITLE TRAINING (PLACEMENT)2 BRIEF SUMMARY Students will be expected to undertake two periods of six

months of placement. Period one will take place at the end of Level 4 and period two will take place at the end of Level 5.

3 UNIT CODE NUMBER4 HOME PROGRAMME Foundation Degree (FdA) Culinary Arts


6 SUBJECT AREA HLST

7 UNIT LEADER(S) Eric Bélanger

8 CREDIT VALUE 120 P credits CREDITS AT LEVEL:

N/A


According to contractual obligations on placement


11 PRE-REQUISITES César Ritz Colleges Switzerland foreign language programme

12 CO-REQUISITES13 UNIT LEARNING

OUTCOMESOn successful completion of this unit students will be able to have attained or demonstrated:

1. an awareness of the social, economic and managerial factors which exist within the working environment;

2. individual competencies and vocationally relevant skills through practical experience within the appropriate organisation;

3. an ability to contribute to a specific area of the organisation;

4. to place the theoretical understanding of their previous studies into the practical application of the working environment;

5. the importance of personal development and have further developed their employability/transferable skills.


professional dress seminars and personal evaluation preparing a cover letter and cv interview techniques and speed interviews Swiss labour laws including Swiss contracts and

insurance effective personal contributions to the operation of

the organisation; planning and managing own learning performance

and achieving a range of practical performance skills; becoming more culturally aware and developing

effective interpersonal communication skills; personal and professional development in respect to

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their future career path.


Students are expected to undertake two periods of six months, one at the end of level 4, and he other at the end of level 5. The first placement will take place in Switzerland and the second anywhere in the world. Placements will take place in the Culinary Arts environment and the taching and learning activities will be negotiated with each establishment


Assess No. Outcomes Weighting Assess Type1. 1,2,3,4 & 5 100% Course

Work

Assessment 1 requires the student to complete several elements in order to successfully complete their placement

Completion of a written training report as outlined in the training handbook.

Completion of two training evaluations done in conjunction with the supervisor as outlined in the training handbook

Delivery of the signed work certificate at the end of the training to the unit leader.


All outcomes will be assessed on a Pass / Fail basis by the Visiting Tutor according to the assessment strategies above


César Ritz Colleges Switzerland training handbook



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RECENT CONSIDERATION:

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Agreement (s), Letters and Memoranda with Partner Institution

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r… · web viewfoundation degree in culinary arts to be run by césar ritz colleges,...

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