IPC102_Assessment Brief 4_Research Portfolio_Module 6.Docx Page 1 of 4 ASSESSMENT BRIEF Subject Code and Title IPC102 Introduction to professional cookery -Theory Assessment Assessment 4: Research Portfolio Individual/Group Individual Length 1200 words Learning Outcomes c) Explain major cooking terms, culinary terminology and kitchen vocabulary. d) Define and compare culinary preparation techniques for a variety of basic cooking methods. e) Research legislative requirements that relate to the purchase, delivery, production and storage of various food types. Submission By 11:55pm AEST/AEDT Sunday of Week 12 Weighting 30% Total Marks 100 marks Context: Culinary professionals need to have a wide and varied knowledge of major cooking and culinary terms to be able to best communicate with other team members. To do this, it is essential that they undertake detailed research to familiarise themselves with kitchen vocabulary and current best practice in terms of techniques and an overall solid understanding and knowledge of methods of cookery both classical and modern. It is also essential that culinary professionals have sound knowledge of legislative requirements in relation to the food production cycle This assessment requires students to research major culinary and cooking terms as well as methods of cookery, preparation techniques associated within this area. The second part of this assessment requires students to research the legislative requirements that relate to the production, purchase, transportation, delivery and storage of food types and put this into real time practice using local suppliers that have recognised food safety qualifications.IPC102_Assessment Brief 4_Research Portfolio_Module 6.Docx Page 2 of 4 Instructions: This assessment is to be done in two (2) parts. Part A (800 words): Research and present a menu document with four (4) entrees, four (4) mains and four (4) desserts. Include all methods of cookery and presentation. The menu is to be from a fine dining restaurant - no cafes, burgers. Present a document outlining the mise en place of each dish. The mise en place will include all equipment used the correct culinary terms associated with each and why its used and a work flow for each dish. Provide a detailed reference from where you researched each dish. Do not make this up yourself - journals, books websites can all be used (see rules below). Part B (400 words): From your menu, itemise each area of produce that you will be using (i.e. seafood, game) and locate reputable Sydney suppliers. List their trading names as well as any relevant contact details that they have, website, contact numbers, only use suppliers that have a food safety authority stamp of approval, HACCP certification or any other food safety approval qualifications. Discuss in detail the cycle from when you order goods to the transportation, delivery, how you will receive these goods, check for quality and how best to store these goods in the correct manner. Include all relevant temperatures. It is important to note. 1. A minimum of two (2) academic (books & peer-reviewed journal articles) & two (2) other sources (newspaper article, trade publications, websites, etc.) must be used per post. These should be referenced in the APA style, both in-text and in a reference list. References to ‘Wikipedia’ or similar unsubstantiated sources will not be accepted. 2 Any detection of plagiarism will lead to an immediate fail grade in the task, and possible exclusion from the subject. 3 Extensions cannot be granted by the lecturer after the submission date. In the event of serious illness or unusual circumstances, a student may apply for Special Consideration in accordance with the rules and regulations governing this application, but it is important that such requests be made as soon as the circumstance is known.IPC102- Assessment brief rubrics Page 3 of 4 Learning Rubrics Assessment Attributes Fail (0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%) Content & purpose 30 % Lacks a clear focus with large sections of unnecessary or irrelevant information included. Content is disjointed and does not align to a main topic. Ill-defined focus with some unnecessary or irrelevant information included. Majority of content is disjointed and does not all align to a main topic. Broad focus with occasional unnecessary or irrelevant information included. Most content is clearly align to a main topic. Clear focus with minimal unnecessary or irrelevant information included. All content is clearly align to a main topic. Well defined focus, supported by high quality content and discussion that expertly aligns to a main topic. Knowledge & understanding 40 % Student does not display a clear understanding of the requirements of the chosen topic. Discussion is not supported by clear & relevant examples. Student displays limited understanding of the requirements of the chosen topic. Discussion is supported by a limited number of relevant examples. Student displays good understanding of the requirements of the chosen topic. Discussion supported by several relevant examples. Student displays a highly developed understanding of the requirements of the chosen topic. Discussion is supported by a number of detailed & relevant examples. Student displays a superior understanding of the requirements of the chosen topic. Discussion is supported by a number of high quality examples. Structure 10 % Discussion points do not flow smoothly or logically, no connection between ideas. Paragraphs not used or lack structure. Minimal structure evident however discussion points loosely connected. Limited use of paragraphs. Good structure evident with some discussion points presented in a logical order. Paragraph structure used throughout. Good structure evident with most discussion points presented in a clear and logical order. All paragraph are well organised. Excellent structure evident with all discussion points presented in a clear & logical order. Paragraphs well defined and organised to a high quality. Research & referencing 10 % No evidence of research. No academic sources used. Sources of information not referenced using the APA style. Limited evidence of research. Minimal academic sources used. Many errors in APA referencing style formatting. Some evidence of research. Limited academic sources used. Few errors in APA referencing style formatting. Clear evidence of research. Several quality academic sources used. One or two errors in APA referencing style formatting. Evidence of in-depth research. Many high quality academic sources used. No errors in APA referencing style formatting. Format & Many spelling mistakes A number of spelling A couple of spelling Minimal spelling mistakes No spelling mistakes orIPC102- Assessment brief rubrics Page 4 of 4 presentation 10 % and/or grammatical errors. mistakes and/or grammatical errors. mistakes and/or grammatical errors. and/or grammatical errors. grammatical errors.