The placement module provides learners with the opportunity to develop an awareness of the working environment and to apply theoretical and practical knowledge gained during their placement. The purpose of reflection is to provide for the possibility of learning through experience. The aim of this module is for the learner to reflect on their placement and to review it under guidance from academic staff.

1. Explain the importance of teamwork as part of a management approach to improve quality and performance to meet customer expectations.

2. Identify how work is planned and organised at different levels within an organisation

3. Outline and reflect on the application of relevant skills and knowledge including the identification of strengths and weaknesses in a self-reflective capacity.

4. Discuss linkages between theory and the real-life, work-based environment.

5. Describe the placement experience, utilising good communication skills.

This module investigates how a holistic approach to health is key to fully appreciating the importance of food for health and well-being. It also offers case-studies, experiential learning practices, and personal development techniques to broaden a students understanding of the role of food for health and well-being, as well as giving the student a meaningful experience of how to create food that is life-enhancing. This module explores how health shapes our relationship with food; The food we produce, the type of agriculture we favour, the way in which food is cooked and eaten and how we socially and culturally engage with food and food production. The module examines food and our minds, food and our body, food and our emotions.

1. Describe the meaning of health and how the definition of health shapes our relationship with food.

2. Identifythe role of food for health and well-being and how to createfood that is life-enhancing.

3. Associate good health with agriculture,food production methods andthe way in which food is cooked and eaten.

4. Analyse the impacts of food on our minds,our body and our emotions.

This module will build on the knowledge and skills gained in the previous culinary modules. On successful completion of this module, learners will have gained the additional practical skills and knowledge to practice with confidence the art of Garde Manger in the modern professional kitchen.

1. Demonstrate the knowledge, skills, and techniques associated with Modern Buffet presentation as applicable to the professional kitchen including buffet design and costing aspects.

2. Differentiate and demonstrate the knowledge, skills, and techniques associated with raw and cooked forcemeats,as applicable to the professional kitchen to produce a range of Charcuterie items.

3. Understand and apply sustainable larder techniquesassociated with the professional production of preserved and modifiedfood products such as curing, pickling, smoking, infusing, and drying with the aim to preserve the seasons and promote food waste reduction.

4. Aesthetically prepare and present dishes with relevant accompaniments for buffet and plate service, incorporating a range of presentation styles both classical and modern.

The aim of this module is to introduce the learner to the principles of marketing and to develop an understanding of the theory and application of marketing.

1. Explain the basic philosophy of marketing and the importance of customer satisfaction.
2. Outline the marketing environment and its impacts.

3. Discuss consumer buying behaviour.

4. Explain the concepts of segmentation, targeting and position.

5. Discuss the marketing mix (the 7 Ps) and the role it plays in an organisation.

This Module provides the learner with an understanding of gastronomy, international influences and the development of gastronomy in a historical context The module will explore the development of global and irish gastronomy and its impact and importance in food tourism and sustainability.

1. Identify key developments and indviduals in the historical development of Gastronomy

2. Evaluate the importance of Gastronomy in the development of Tourism.

3. Explore the links between International gastronomy andinfluences on the development of contemporary Irish Food.

4. Evaluate the political, technological, socio-economic, ethicalissues in the development of sustainable gastronomy.

5. Develop an awareness of the emerging trends and challenges in the food industry.

This module is designed to empower students to become self-aware of their personal health and well-being and how to work positively and creatively in a team. They will learn about the positive impacts of diet, exercise, stress management and mindfulness. It will detail potential negative occurrences if work/life balance is not maintained. This module explores the factors that contribute to a respectful working environment, embracing equality, diversity and inclusion.

1. Identify the factors contributing to good health and well-being for employees in their work environment

2. Understand the interconnectivity of many factors in the development of a positive workplace culture and examine factors that impact both negatively and positively on mental health.

3. Practice mindfulness and demonstrate techniques to manage stress

4. Develop creativity in a mindful environment

This module is intended to give the student a broad knowledge of the manner in which behaviour in society is regulated by legal principles. It will also provide the student with a knowledge of the principles of Irish law and increase the student's awareness of the need to consider legal consequences in the decision-making process and the application of legal principles in the world of business and commercial transactions.

1. Evaluate the overall sources, structure and administration of the legal system.
2. Assess the manner in which behaviour in society is regulated by legal principles.
3. Explain the legal status of contractual terms and the consequences of non-performance.
4. Evaluate the elements of the law of tort.
5. Describe the rights and protections afforded to consumers underIrish and European (EU)legislation.

The module is intended to familiarise the learner with the modern food service industry and the various economic variables within it. All aspects of the business environment will be explored in order to equip the student with the relevant insights necessary to run a profitable operation with reference to best practice and industry norms.

1. Categorise the distinctive subsections of the food service market as defined by service style and target markets.

2. Identify best practice procedures with regard to cost control and managing revenue within a business.

3. Apply numeric skills commonly used in food service operations, including costing, pricing and budgetary considerations.

4. Analyse the constituent parts of the control cycle used in food service, from purchasing to inventory management.

5. Investigate best practice in the selection and use of modern ICT systems employed in the provision of service within the industry.

This module will enable learners to demonstrate with confidence and creativity the skills required for pastry, bakery and dessert production. Learners will design and create modern and innovative pastry, bakery and desserts, being cognisant of sustainability and current national and international trends.

1. Utilise the necessary skillsto produce a range of creative pastry, bakery and dessertproducts.

2. Employ modern techniques to adapt classical desserts and confectionery products to contemporary styles.

3. Apply innovative concepts of composition, taste, design and texture to ‘allergy-aware’ pastry, bakery and desserts.

4. Discuss current developments and trends in the bakery and pastry industry with particular focus on sustainability and ethical sourcing of commodities

This module incorporates lecture and student led menu based practical classes and food service. Students will organise, plan and deliver a range of sustainable menus in a realistic working environment. Students will be encouraged to reflect on their own skills' development. Peer review is an integral component of this module.

1. Apply innovative creative cookery techniques,practical skills and project management procedures

2. Develop and designa student led menu

3. Supervise the kitchen, demonstrating kitchen and food safety management roles

4. Apply cost and quality control procedures as they relate toa sustainable professional kitchen.

This module will provide the learner with the basic theoretical knowledge on physical and chemical characteristics of food, the fundamentals principles of food science, which underpin processes and operations in food manufacturing and in professional catering operations.The module will also investigate the scientific principles behind traditional and novel practices in food preparation, processing, preservation, packaging.

1. Demonstrate an understanding of the scientific principles applied to food transformations and food processing

2. Demonstrate the knowledge of the basic concepts of chemistry and physics applied to food

3. Evaluate the effects of food processing and technology on chemistry, flavour and nutritional attributes of foods

4. Explore the current and future trends in food science and technology

5. Explain the concept of quality control and its importance in the context of food production

6. Describe the key microbiological aspects impacting food safety in a food manufacturing and catering environment

This module aims to develop student's skills in the area of spreadsheets, and database development.

It will also focus on Event Management specific software and introduce students to website development.

1. Develop skills inadvanced spreadsheet techniques, and apply these skills to practical examples

2. Exchange and integrate datawith other programs

3. Extract data from a relational database. Understand advanced query techniques, and develop student skills in creating forms and reports.

4. Research current event software systems on the market, including purchasing considerations for future investment.

5. Competently operateEvent Management specific technology.

6. Design an industry related website, including related online apps

7. Learn about SEO techniques

The aim of this module is to provide the learner with a broad knowledge of wine, from still to sparkling, table wine to fortified wine supported with tasting techniques for each category of wine.

1. Identify the principle factors in viticulture and vinification and how they influence, the style, quality and price of wines

2. Locate and describe the characteristics of still wines produced in the key wine producing regions of the old and new world

3. Define the characteristics of sparkling wine and how the key factors affecting production can influence the style, quality and price of these wines

4. Identify and describe the characteristics of the principle fortified wines and how factors affecting production can influence the style, quality and price of these wines

5. Evaluate and describe the key characteristics of wines through tasting techniques to assess quality and suggest food pairings

6. Develop a knowledge of the wine market in Ireland

This module is designed to give learners the opportunity to develop expertise and creative ability in the areas of classical and contemporary cuisine. It will enable the learner to compare and contrast classical and contemporary styles of food production and analyse the current trends within the culinary environment. Students will build on and consolidate the skills and knowledge gained in year one and on placement. This module challenges students to explore through research and practical application aspects of the original dish while making it indicative of their own culinary style.

1. Identify and evaluate ingredients, in relation to sustainability and sensory quality.

2. Produce a range of classical and contemporary dishes incorporating international influences.

3. Investigatemodern global trends and influences in the contemporary kitchen.

4. Identify cost factors andmenu planning considerations in the production of all dishes.

This course offers students the opportunity to continue with a foreign language at level A1.2 and A2.1. The course will hone understanding of the cultural and contextual environment of the target language. It will further prepare students who wish to avail of international placement opportunities or of the Erasmus year abroad.

1. Listening reception: Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment) and can catch the main point in short, clear, simple messages and announcements.

2. Reading reception: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters.

3. Written and online interaction & production:Can engage in basic social interaction, expressing feelings, actions, needs and responding to comments with thanks, apology, or answers to questions. Can complete simple transactions (e.g., ordering goods), can follow simple instructions and collaborate in a shared task. Can write a series of simple phrases or sentences linked with ‘and’, ‘but’,’because’, etc.

4. Spokeninteraction & production: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, present/recent job). Can handle very short social exchanges, even though may not be able to keep the conversation going.

5. Mediation: Can convey the main point(s) involved in short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language. Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses. Can indicate understanding, agreement and can recognise disagreement.

6. Cultural aspects will be included in listening reception, reading reception, spoken interaction & production, written and online interaction & production, and mediation.

This year long module covers the language syllabus at CEFR level B1.2 and offers learners the opportunity to continue their study of Irish at lower intermediate/intermediate level. The course will also further enhance understanding of the social and cultural context of the language and will incorporate the study of Irish language media and film.

1. Reception: Listening: Demonstrate an understanding of the main points of clear speech on familiar matters, media programmes on current affairs or topics of personal or professional interest when delivery is relatively slow and clear.

2. Reception: Reading : Show comprehension of texts that consist mainly of high frequency, including descriptions of events and feelings.

3. Oral Interaction/Production : Deal with a range of situations while interacting in an Irishspeaking environment, extemporise on familiar topics, rationalise, explain, opine and narrate.

4. Written and Online Interaction/Production :Write simple connected text on familiar and personal topics, describe experiences and impressions.

5. Mediation: Text/Concept/Communication: Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

6. Show increasing responsibility for selfdirected learning.

7. Demonstrate a critical understanding of selected works of literature, film and media.

This module offers students the opportunity to continue with a foreign language at A1.2 or A2.1 level. The course will hone understanding of the cultural and contextual environment of the target language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language.

This module will prepare students who wish to avail of international placement opportunities or the Erasmus year abroad. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Identify phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. basic personal and family information, eating out, local geography, the environment and employment) and catch the main point in short, clear, simple messages and announcements.

2. Select and find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, and timetables and understand short simple personal letters.

3. Reproduce a series of simple linked phrases or sentences on areas of most immediate personal relevance and respond to comments with thanks or apology.

4. Communicate orally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, the environment and employment).

5. Translate short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language.

This module will build on learners elementary knowledge of the structure and vocabulary of the language. It will hone an understanding of the cultural and contextual environment of the target language. It will further prepare learners who wish to avail of international placement opportunities or of the Erasmus semester in Spain. The emphasis will be on improving communication and comprehension. There will be greater focus on grammar, conversational expressions and vocabulary in order to continue to consolidate comprehension and communication skills. Upon successful completion of this module, learners are deemed to have reached A1.2 Level of the Common European Framework of Reference for Languages (CEFR).

1. Identifyphrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g.basic, personal and family information,eatingout,local geography,the environment andemployment)and catchthe main point in short, clear, simple messages and announcements.

2. Selectand find specific, predictable information in simple everyday material such as advertisements, prospectuses,menus,and timetables and understand short simple personal letters.

3. Reproducea series of simple linked phrases orsentences onareas of most immediate personal relevanceand respond to comments with thanksor apology.

4. Communicateorallyduringroutine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g.family, other people, living conditions, educational background,the environment andemployment).

5. Translateshort, simple texts on everyday subjects of immediate interest (e.g.personal wants and needs), provided these are expressed clearly in simple language.

The industry placement module provides learners with the opportunity to develop an awareness of the professional working environment, and to apply theoretical and practical knowledge gained during their studies. The purpose of reflection is to provide for the possibility of learning through experience.

At the core of this module is the requirement for students to complete a professional work placement. The professional workload requirement for this module may differ for each discipline. Refer to the discipline specific handbook for specific details on the minimum professional workload.

The aim of this module is for students to reflect on their placement and to review it under guidance from an academic mentor using a portfolio and presentation approach.

1. Reflect and analyse areas of learning that are important for effective professional standards and best practice.

2. Discuss the importance of teamwork as part of a management approach to improve quality and performance to meet customer
expectations.

3. Identify how work is planned and organised at different levels within an organisation.

4. Reflect on the application of relevant skills and knowledge including the identification of strengths and weaknesses in a self reflective
capacity.

5. Critically analyse the linkages between theory and the real-life, work based environment.

6. Assess personal growth and professional performance in the work environment, against personal learning objectives by engaging in a
process of reflective practice.

7. Demonstrate oral and written communication skills.

8. Critically evaluate the placement experience and an ability to make informed recommendations and constructive suggestions for an
organisation.

This module will provide learners with a framework for understanding the role of new food product design and innovation process. It identifies the importance of food product development, and the challenges involved in the development of a new food product. It will analyse the influencing factors of consumer needs and identify potential market-place opportunities for innovative new food products. It will introduce the design thinking process and market mix strategies in the food product innovation process.The module will also explore the main concepts and the purpose of branding from the manufacturers and consumer perspectives.

1. Critically evaluate the role of product development to the food sector

2. Value the conceptual steps in the new food product development process

3. Appraise food trend data from a variety of sources to identify potential market opportunities

4. Recognise the mainconceptsand purposeofbranding.

This module is designed as an advanced food safety management. On completion the learners will have the knowledge, skills necessary to understand, implement and review their own food safety management system, based on the HACCP principles and in accordance with current legislation and industry standards. They will be able to develop supporting documentation to verify and validate the operational processes and practices in a work environment. Certification from The Food Safety Professionals Association, QQI Level 5 Implementing Food Safety Management Systems 5N20008, which is 100% of the module weighting.

1. Implementing and reviewing food safety management systems competently within a food business

2. Identify and critically evaluate the step by step process involved in implementing a food management system such as HACCP in a food business

3. Demonstrate knowledge and understanding of the legal requirements and relevant standards applicable to the food business

4. Recognise and understand the importance of the pre-requisite programme in underpinning the food safety management system

The module Sensory and Consumer Science aims to develop the learners' knowledge of and ability to use sensory science and consumer research as part of the food product development process. Furthermore, this module appraises the forces impacting on consumer behaviour, acceptance of products and food choice from a sensory perspective. This module explores discriminative and affective test methodology. A sustainable sensory e-portfolio will be designed and presented at the end of semester. This module compliments activities in Food Product Innovation.

1. Demonstrate reflective practice in consumer research.

2. Discussfactors that influence sensory assessment.

3. Differentiate between sensory test methods, and discuss typical applications and limitations.

4. Design and construct a sustainable sensory science e-portfolio.

5. Disseminate sensory and consumer research amongst peers.

This module introduces the student to the unit operations and technologies currently used in food production. The focus of the module is on topics such as processing, mass and heat transfer, and preservation.This module will also explore the practical application of the scientific principles underpinning the processes used in food preservation.

1. Describe technologies and function of processing equipment used during the manucfaturing process of selected food commodities.
2. Describe the impact of novel technologies in food processing on safety and quality of foods.
3. Identify the key processing factors that determine the effectiveness of conventional and novel food processing technologies
4. Apply various processing techniques depending on their suitability for liquid and solid food processing

This module will provide the learner with introductory knowledge on microbiological status of food, the basic techniques for microbial evaluation of food samples and will illustrate a selected range of technologies available in the food sector for the quality assessment of food samples.

1. Apply basic microbiology techniques for solid and liquid food samples

2. Describe the different instrumental methods used in quality assessment

3. Explain the basic principles underlying the measurement of different properties in food products

4. Conduct selected experiments for qualitative and/or quantitative analysis

5. Describe the role of microorganisms in food related diseases and in food production

This module is designed to provide learners with the opportunity to develop and consolidate skills and knowledge, and principles and practices in the area of bakery and confectionery. This module also introduces learners to sustainable organic ingredients and processes, both internationally and local within Specialist Pastry & Confection discipline

1. Analyse and evaluate the cost factors involved in the production of speciality pastry products.

2. Formulate recipes for the creation of new pastry products.

3. Evaluate the effect of modern trends on style, sustainability, structure and presentation of contemporaryPastry products.

4. Produce a range of vegan, gluten-free, sugar-free and organicpastry products, both classical and contemporary products including European and International specialities

The aim of the module is to provide the necessary knowledge, skills and techniques to enable the learner to effectively train employees.

1. Explain the role of training in industry.
2. Effectively carry out one-to-one practical training to a structuredlesson plan.

3. Effectively carry out group practical training to a structured lesson plan.

4. Conduct a training needs analysis and draft a training plan.

The module will explore the various properties of modern cuisne ingredients used for thickening, gellification, emulsification and formation of foams and molecular cooking techniques. These subjects will be investigated both theoretically and practically. In this module the student will learn the importance of balance, flavour, textures and colour in composition and plate design. Emphasis will also be placed on food waste, allergens, sourcing, uses and nutritional aspects of key ingredients and the most up to date technical trends in today's kitchens.

1. Explain the concept of molecular (gastronomic) cuisine

2. Identify the ingredients and processes of molecular cuisine.

3. Apply the techniques of molecular cuisine to a variety of commodities.

4. Implement current plate design practices

This module is designed to ensure that students gain the necessary skills and knowledge to implement sustainable practices and systems in the contemporary kitchen for maximum efficiency and to ensure their actions are contributing positively to the environment.

1. Explore the Sustainable Development Goals (SDGs) and their application in the contemporary kitchen

2. Apply sustainable best practices in the kitchen for maximum environmental impact.

3. Evaluate food system innovations including sustainable diets.

4. Create a culinary event from concept to evaluation stage which includes the key steps of project and operations management.

This module will integrate both practical work with theory and aims to provide the learners with the basic elements underpinning the fermentation of foods. Its main focus will be the transformation of food by a variety of bacterial, fungi and the enzymes they produce with a strong emphasis on the effective use of food waste by producing sustainable by-products. This focus will assist students in the development of their knowledge in the realm of basic fermentation.

1. Identify the key principles of food fermentation

2. Demonstrate compatiblemethods to produce a range offermented food products

3. Apply innovative fermentation techniquesbycreatingaproduct fromfood waste

4. Produce a range of fermented products

This module will introduce the student to various business intelligence tools and techniques used to extract, curate, and transform useful business performance data. Students will automate the retrieval, analysis, forecasting, manipulation, and creation of interactive, shareable data visualisations and dashboard-based insights.

1. Automate the retrieval and analysis of business performance data from various sources.

2. Transform and refine raw data into curated (structured) views.

3. Createmeaningful, inciteful, visualisations using curated views for actionable business insights.

Set at CEFR level B1.1, this lower intermediate course aims to build on the language competencies of learners who have studied French to A2.2 level or an equivalent standard.The course will continue to enhance understanding of the social and cultural context of the language.

1. Understand the main points of clear standard speech on familiar matters regularly encountered in work, leisure.

2. Understand texts that consist mainly of high frequency everyday or job-related language.

3. Deal with most situations likely to arise whilst travelling in an area where the language is spoken.

4. Write connected text on topics which are current or of personal interest, offer reasons and explanations.

5. Demonstrate autonomy in learning.

6. Interact in a multi-cultural environment.

The second of two modules covering the syllabus at CEFR level B2.1, this course offers learners the opportunity to continue their study of Irish at intermediate level. The course will also further enhance understanding of the social, cultural and literary context of the language and incorporate the study of Irish language media and film.

1. Demonstrate further understanding of extended speech, lectures and TV programmes provided the topic is reasonably familiar.
2. Demonstrate further understanding of texts concerned with contemporary problems and displaying particular viewpoints. Understand contemporary literary prose, albeit with some work.
3. Interact with a greater degree of fluency that makes interaction with native speakers easier. Take active part in discussion in familiar contexts, accounting for and sustaining own views.
4. Present clear descriptions on an expanded range of subjects related to fields of interest. Explain opposing viewpoints on topical issues.
5. Write clear text on an expanded range of subjects related to fields of interest and conveying reasons for taking or opposing a certain viewpoint. Write communications of increased complexity highlighting the personal significance of events and experiences.
6. Show a high degree of responsibility for self-directed learning.
7. Demonstrate a critical understanding of selected works of literature, film and media.

Set at CEFR level A2 + this course aims to build on the language competencies of learners who have studied German to A2.1 or an equivalent standard. The course will also enhance understanding of the social and cultural context of the language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. Upon successful completion of this module students are deemed to have reached A2 Level of the Common European Framework.

1. Understand instructions, announcements and messages about familiar everyday activities and hobbies provided the delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency every-day language on topics such as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short letters and write about everyday aspects of their immediate environment e.g., people, places, a job, or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple language to provide an approximate translation of short texts on familiar and everyday themes.

Set at CEFR level A2+, this module aims to build on the language competencies of learners who have studied Spanish to A2.1 or an equivalent standard. The module will also enhance understanding of the social and cultural context of the language. During the year, learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish culture and society. Upon successful completion of this module, learners will be progressing towards achieving Level A2 within the Common European Framework of Reference (CEFR).

1. Understandinstructions, announcements and messagesaboutfamiliar everyday activitiesand hobbiesprovidedthe delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high-frequency, everyday language on topicssuch as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short lettersand write about everyday aspects of theirimmediateenvironmente.g.people, places, a job,or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple languageto provide an approximate translation of short textson familiar and everyday themes.

This module will equip the learner with the fundamental principles of flavour origin, transformation and persistence in foods. The module will also explore key concepts for the food scientist and the chef, such as flavour creation and flavour pairing

1. Explain the origins of flavours in foods.
2. Illustrate the different methods available for flavour extraction and analysis, their advantages and disadvantages
3. Critically review the current knowledge on flavour release and perception
4. Apply scientific knowledge to real foods in areas such as flavour release, the interactions of flavours with other food components in NPD

The aim of Food Legislation and Regulatory Affairs is to explore key sources of Irish and European Food law, and identify the implications for manufacturers, retailers and consumers. This module appraises the role of agencies responsible for food legislation both nationally and internationally, and identifies the implications for manufacturers, retailers and consumers. This module provides learners with an overview of the practice of risk management in food safety. The role of the media in food safety communications is also investigated.

1. Explore key sources of Irishand European Food Law.

2. Appraise the process of food regulation and the bodies involved nationally, and at European and International levels.
3. Discuss legal obligations relating tofood production, and identify implications for food manufacturers, retailers and consumers.

4. Demonstrate a comprehensive knowledge ofrisk assessment.

5. Critically evaluate the role of the media in food safety communications

This module will provide the learner with an understanding of the chemistry and physics of food ingredients and their functionality in the context of food commodities and food products. This module will focus on the chemical composition and physical structure of major food commodities and will help to use this information to understand quality changes on storage, transport and primary processing.

1. Explain the function of food ingredients in selected food comodities and food products
2. Critically evaluate the physiochemical and techno-functional properties of food proteins, carbohydrates, fats and food additives
3. Describe the properties of food commodities including dairy products, meat, fruit and vegetables and cereals, and the factors affecting the quality
4. Design end product formulations using a selection of ingredients
5. Explain the role of enzymes and hydrocolloids in food manufacturing

This module brings an interdisciplinary approach to the political and sociological changes in food. Through this exploration of food gastronomy in society, students will discover how an interconnected global network of local communities can use the power of food to transform society. In analysing the ways in which food is produced and consumed, we will also discover how the material and ideational impact on food safety policy. This module will also address the reconfiguration of risk, science and politics as well as issues of power and ecology, all through the prism of food.

1. Understand the social context in which food is produced, consumed and regulated.

2. Apply conceptual reasoning and critical evaluation of the relationship between risk science and food.

3. Display a knowledge and understanding of the social forces shaping food policy.

4. Assess the impact of un elected trans-global bodies such as vested interests, World Trade Organisation, The Food and Agriculture Organization and Codex Alimentarius.

5. Evince a knowledge and understanding of sociology and its evolving role in food gastronomy and society.

This module is designed to give learners the opportunity to develop specialist expertise and artistic ability in the area of bakery and confectionery. It will familiarise the learner with the use of specialised pastry and confectionery equipment, organic and sustainable ingredients and practices.

1. Formulate recipes for the creation of new sustainable, international pastry products

2. Evaluate the effect of modern trends on style, structure and presentation of contemporary pastry work

3. Analyse current sustainable market needs, and design modern and innovative products to meet these needs.

4. Produce a range of classical and contemporary products including internationalspecialities.

This module aims to familiarise students with actions that can be taken within their kitchens to mitigate against the potential impacts of climate change and to introduce tangible, sustainable initiatives to assist with this. This module will focus on teaching student chefs how to think and act sustainably, influence positive change for the planet and improved profitably in the kitchen.

1. Identify sustainability issues challenging the foodservice industry and proffer solutions to these issues.

2. Evaluate the cost factors involved in sustainable procurement comparing localand global supply chains

3. Examine motivating factors and relevantenvironmental data to support a marketing and leadership strategy for your kitchen.

4. Appraise the benefits of adopting a circular economy approach to kitchen management

The module Sensory Analysis for New Food Product Development enables participants to have a comprehensive knowledge of the theory and application of sensory analysis in new food product development. The module explores ethical issues in sensory analysis research. Participants devise, design and implement research, which culminates in the production of a sensory research paper and presentation at the end of the semester. This module compliments activities in both Food Product Research and Development and Sustainable Food Packaging

1. Plan andpreparea sensory research ethics proposal.

2. Conduct sensory research in an efficient, sustainableand skilled manner.

3. Employ appropriate digital tools in the preparation and presentation of such research.

4. Produce anacademic sensory research paper.

5. Communicate the outcomes of the sensory paper effectively througha presentation.

This module emphasises the core principles of new food product design and innovation, enabling students to apply their knowledge in the development and production of innovative food concepts for an ever evolving marketplace. It is designed to advance real life food developmental skills focusing on the areas of recipe development, legislative compliance, consumer and shelf life trials culminating in feasibility and marketability studies.

1. Evaluate and apply the stages involved in implementingand managing the development of a food concept to an identified target market.

2. Apply the principles of sensory analysis, shelf-life determination and consumer acceptance testing.

3. Write, present and defend ideas, insights and analysis required to develop a food concept.

The module is designed to provide a solid understanding of the fundamentals principles of food packaging with emphasises on sustainability.

1. Discuss the primary, secondary and tertiary role of packaging in the food industry
2. Apply the principles of design packaging for food markets
3. Illustrate the differences in the composition, manufacture, properties and uses of food packaging materials
4. Analyse how EU legislation influences food packaging
5. Identify the importance and need for more sustainable packaging in today’s food industry

A study of the current state of knowledge concerning the relationship between diet and health. The study includes an understanding of how specific components within food can promote or adversely affect health. The study includes nutritional analysis studies enabling students to critically assess the health status of menus and diets and cater for healthy eating.

1. Examine the different aspects of the relationship between diet and health

2. Identify how specific components within foods promote or adversely affect health.

3. Analyse diets and menus to determine nutritional content and value.

4. Apply dietaty modifications diets/menus to cater for health

This module examines the role, importance and impact of effective leadership in contemporary culinary management. This module will encourage students to develop their own leadership skills and explore how to empower, mentor and develop others professionally, to drive strategic vision and deliver on organisational goals. The module will focus on transformational leadership exploring self, team and the organisation.

1. Reflect on leadership approaches in a culinary environmentand their impacton team performance

2. Apply principles of transformational leadership skills and techniques to solve problems and issues in the workplace.

3. Understand emotional intelligence, and how to build strong working relationships to achieve mutual goals.

4. Increase engagement, motivation and morale in a teamby enhancingperformance of individuals for professional development

5. Become an authentic role model that inspires followership & develops team members professionally.

This module provides experience for enhancing culinary skills and advanced techniques of the professional chef. The module focuses on trends and developments in the culinary landscape and explores the role of balance, flavour, textures and colour, when preparing and creating new dishes. Emphasis will also be placed on food waste, sustainable short supply sourcing of ingredients, wild foods and the most up to date technical trends in today's kitchens.

1. Design and create dishes suitable for a restaurant menu, based on the current trends and influencesof contemporary and modern chefs from Ireland, Europe and beyond.

2. Appraise the influence of provenance, sustainability and minimising food waste in recipe and menu development.

3. Safely identify a range of seashore, field, forest wild plants appropriate for foraging and harvesting with due care for the natural environment, and suitable for use in a restaurant.

4. Evaluate the art of food styling, and innovative plate decoration techniques to present food

The Applied Research Project module enables and facilitates learners in the preparation, undertaking and realisation of a significant piece of industry-related research. Learners are provided with the knowledge, skills, instruction and guidance to pursue a research project, in consultation with their lecturer/supervisor, in the following distinct areas: a detailed business plan, a dissertation, an industry-focused market research project.

1. Identify the constituent aspects and elements of threemodes of applied research project, and thereflective, interpretativeand analytic skills intrinsic to them.

2. Conductmode-specific research in accordance with the theoretical underpinnings of business plan, dissertation, and market research.

3. Implementresearch methodologies and methods in a rigorous and ethical manner.

4. Apply critical evaluation knowledge and skills tosecondary and primary research.

5. Exhibit level-appropriate competence in academic writing, referencing, layout and presentation.

The module will offer the learner an opportunity to study and analyse the issues associated with leading strategy implementation and change in organisations, involving individual and group reflection on topical strategic business issues and trends in the s ector. The module will demonstrate the interdependence of strategic planning and implementation, the challenges faced by management and the complexity associated with leading organisational change within an organisation.

1. Critically appraise how management leadership can adapt the organisation, its structure, resources and processes to enable effective strategy execution of implementation and change.

2. Evaluate knowledge and insights delivered by industry expertsin an analytical and critical manner on strategy implementation and change.

3. Apply conceptual reasoning to identifying, analysing, critiquing and disseminating knowledge presented in workshops and seminars.

4. Exhibit professionalism through engagement, communication and presentation.

Students will be given the opportunity to participate in one international field trip. Participation is mandatory. The type of field trip will vary depending on the specific discipline. Destinations will be selected based on international examples of good practice in industry. This is a year-long module and the trip will be planned for a specified time over that period.

1. Participate in an international field trip

2. Researchand assess the destination, event andactivities.

3. Compile and appraise pertinent information to enhance destinationknowledge.

4. Critically evaluatethe international study tour, prepare a comprehensive report/presentation.

5. Exhibit professionalism through engagement, communication and presentation.

The Web Design & eCommerce module will provide students with the skills required to design, develop and publish a professional, responsive website, taking into consideration both PC and Mobile solutions, with an integrated eCommerce solution. Students will familiarising themselves with the different open-source web authoring programmes available, changes in web design and development, and recognise the importance of establishing a mobile presence.

1. Use HTML and CSS as the basis of modern responsive website design.

2. Procure domain names and arrange hosting of dynamic websites with an attached database.

3. Demonstrate a knowledge of creating a professional website using free open-source software and building functionality.

4. Comprehend the importance of good design techniques and the tools available to aid.

5. Evaluate and appreciate the importance of Search Engine Optimisation (SEO) and website analytics.

6. Compare and source suitable e-commerce solutions available for a variety of different online commercial sales.

7. Design, develop and implement an added value e-commerce solution to a website.

8. Administer a customer-focusede-commerce storefront.

Set at CEFR level B1.1/B1.2, this lower intermediate course aims to build on the language competencies of learners who have studied French to B1.1 level or an equivalent standard.The course will continue to enhance understanding of the social and cultural context of the language.

1. Reception: Listening.Understand the main points of clear speech on familiar and formal matters regularly encountered in work, college and leisure, and media content concerning current affairs or topics of personal interest.

2. Reception: Reading. Understand texts that consist mainly of high frequency, every-day or job related language, and the description of events, feelings and wishes in personal communication.

3. Spoken Interaction/Production. Deal with most situations likely to arise while interacting in an French-speaking environment. Enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life. Connect phrases in a simple way in order to describe experiences, events and aspirations. Give brief explanations for opinions and plans. Narrate a story and givereactions to the plot of afilm. Mention plans for the future.

4. Written and Online Interaction/Production. Interact in relation to experiences and events, impressions and feelings, having prepared in advance. Ask for and give simple clarifications, and respond to questions and comments in some detail. Write straightforward connected text on topics that are familiar or of personal interest.

5. Mediation: Text/Concept/Communication. Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

This module offers learners the opportunity to continue their study of Irish at advanced intermediate level, corresponding with CEFR level B2.2. The course will also further enhance understanding of the social, cultural and literary context of the language.

1. Identify key ideas in extended speech, live or broadcast,on topics normally encountered in personal, social, academic or vocational life.

2. Summarise the main points froma wide range of written text types, including literary texts.

3. Interact orally in a fluent, accurate and effective manner on wide range of general, vocational and academic topics.

4. Write clear, detailed texts on a variety of subjects, including literature, in which information and arguments are evaluated.

5. Translate texts of moderate difficulty between English and Irish with reasonable accuracy.

Set at CEFR level B1.1 (+) to B1.2, this module aims to build on the language competencies of learners who have studied Spanish to A2 level or an equivalent standard. During the year learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish and Latin American culture and society. Learners will acquire skills that will assist them in sourcing and critically evaluating information about Spanish-speaking cultures and creating spoken pieces and written texts in the target language. Upon successful completion of this module learners are deemed to have reached Level B1 of the Common European Framework of Reference (CEFR).

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and
media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar
subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of
personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent
grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the
target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.

Set at CEFR level B1.1 (+) to B1.2 this course aims to build on the language competencies of learners who have studied German to A2 level or an equivalent standard. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. The students will acquire skills that will assist them in sourcing and critically evaluating information about German-speaking cultures and creating spoken pieces and written texts in the target language, as well as life-long learning. Upon successful completion of this module students are deemed to have reached Level B1 of the Common European Framework.

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.