SITXFSA001
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School
TAFE Queensland *
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Course
MISC
Subject
Aerospace Engineering
Date
Jan 9, 2024
Type
docx
Pages
24
Uploaded by PrivateRabbit2623
Student Name:
Mae Angelyn Queddeng
Student ID Number:
22100730
Trainer/Assessor Name:
Chef Tony
Class:
CERTIFICATE IV IN COMMERCIAL COOKERY
SITXFSA001
Use hygienic practices for food
safety
Learner Workbook
Version 2.0
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Table of Contents
Table of Contents
....................................................................................................................................
1
Instructions to Learner
............................................................................................................................
2
Assessment instructions
.......................................................................................................................
2
Assessment requirements
....................................................................................................................
4
Observation/Demonstration
...................................................................................................................
5
Third Party Guide
....................................................................................................................................
6
Third party details (required information from the learner)
................................................................
6
Assessment Cover Sheet
.........................................................................................................................
7
Assessment Record
.................................................................................................................................
8
Performance Criteria
...............................................................................................................................
9
ASSESSMENT TASK 1: WRITTEN QUESTIONS
.........................................................................................
10
ASSESSMENT TASK 2: ROLE PLAY AND OBSERVATION
...........................................................................
16
Direct Observation Checklist
..................................................................................................................
17
Role Play/Direct Observation Assessment Instrument
...........................................................................
18
ASSESSMENT TASK 3: CASE STUDY
........................................................................................................
20
Appendix 1
............................................................................................................................................
23
Appendix 2: Workplace Documentation – for learner
...........................................................................
24
Workplace documents checklist
.............................................................................................................
24
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will
remain available to support you throughout the assessment process. Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one's own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
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There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy
and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Authenticity
Students are required to sign the Assessment Cover sheet, indicating that the work they have submitted for assessment is their own.
Practical tasks and clinic observations by the assessor during placement visits ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit.
Supervisor reports (where applicable) require clinic supervisors to sign that they have observed the student undertaking the tasks detailed in the checklist
Reasonable adjustment
A legislation and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and training on the same basis as learners without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and / or assessment tasks to accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account such as the views of the SITXFSA001 Use hygienic practices for food safety (Learner Workbook) Version 2.0
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learner, the potential effect of the adjustment on the learner and others, the cost and benefits of making
the adjustment.
Adjustment must:
Be discussed and agreed to by the learner with a disability
Benefit the learner with a disability
Maintain the competency standards
Be reasonable to expect in a workplace.
Adjustments are not required if they could
Cause the RTO unjustifiable hardship.
Harm other learners.
Making reasonable adjustments requires MIA to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.
Some examples of reasonable adjustments that could be made for the assessments in this workbook include:
Verbal responses to written activities (such as question and answers tasks and case studies).
Conducting assessor clinic observations via Skype or other video format (for example, in cases of students in remote areas).
Rescheduling assessor observation in the event that clinic conditions may not be suitable for example, safety concerns, required resources not being available, lack of appropriate clients on the day, etc.
Providing students with large – print copies of the Student Workbook.
Record any reasonable adjustments made in the space provided in the relevant task’s checklist and in the
assessment record.
Assessment requirements
Assessment can either be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios – annotated and validated
Questioning
Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
Supervisors
Trainers
Team members
Clients
Consumers.
The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you SITXFSA001 Use hygienic practices for food safety (Learner Workbook) Version 2.0
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supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete
these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise
in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:
______________________________________________________________
Position of third party:
______________________________________________________________
Telephone number:
______________________________________________________________
Email address:
______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature:
_____________________________________ Date: ___________________
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Assessment Cover Sheet
Students: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.
Student Name:
Mae Angelyn Queddeng
Unique Student Identifier (USI):
MWUDFQ8TNZ
Email:
Maeangelynqueddeng@gmail.com
Units:
SITXFSA001 Use hygienic practices for food safety
Trainer/Assessor Name:
MR. Tony
Due Date:
Declaration:
I declare that:
These tasks are my own work
None of this work has been completed by any other person
No part of these tasks has been copied from another person’s work, except where
document or work is listed/ referenced.
I understand that if I am found to be in breach of policy, disciplinary action may be
taken against me
Student’s Signature:
Date of Submission:
Oct 5, 2023
Student feedback/comments:
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Performance Criteria
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of
the element.
1. Follow hygiene procedures and identify food hazards.
1.1.Follow organisational hygiene procedures.
1.2.Report unsafe practices that breach hygiene procedures promptly.
1.3.Identify food hazards that may affect the health and safety of customers, colleagues and self.
1.4.Remove or minimise the hygiene hazard and report as appropriate for follow-up.
2. Report any personal health issues.
2.1.Report personal health issues likely to cause a hygiene risk.
2.2.Report incidents of food contamination resulting from personal health issues.
2.3.Cease participation in food handling activities where own health issue may cause food contamination.
3. Prevent food contamination.
3.1.Maintain clean clothes, wear required personal protective clothing, and only use organisation-approved bandages and dressings.
3.2.Prevent food contamination from clothing and other items worn.
3.3.Prevent unnecessary direct contact with ready to eat food.
3.4.Ensure hygienic personal contact with food and food contact surfaces.
3.5.Use hygienic cleaning practices that prevent food-borne illnesses.
4. Prevent cross-
contamination by washing hands.
4.1.Wash hands at appropriate times and follow hand washing procedures consistently.
4.2.Wash hands using appropriate facilities.
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
Complete the following questions and activities individually or in a group (as applicable to the specific activity and the assessment environment).
Answer each question in as much detail as possible, considering your organisational requirements for each one.
Briefly answer the questions below in the spaces provided.
Multiple choice Circle the correct answer.
True or False
Circle the correct answer.
1.
Multiple Choice: Which of the following description is INCORRECT?
a)
Personal hygiene practices are used to prevent the contamination of food that might cause food-
borne illnesses
b)
Hygiene policies and procedures may include food receiving, storage, preparation, display, service and disposal
c)
Hygiene policies and procedures do not include monitoring of hazard controls and record maintenance
d)
Commercial food preparation areas require thorough cleaning than normal kitchens.
2.
Fill in the Blank for the 4 hours /2 hours rule.
“When displaying food in the buffet, we can only leave it there for a maximum of ______ hours to prevent a build-up of bacteria. This decreases to _______ hour in hot temperatures. Hot food is kept over _____°C, and cold food below ___°C.”
4 hours use immediately discard
SITXFSA001 Use hygienic practices for food safety (Learner Workbook) Version 2.0
0 to 2 hours
Use immediately or refrigerate at ≤ ___
°
C
2 to 4 hours
________________
(either served within 2 hours or cooked or processed)
After 4 hours
__________________
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3.
The areas where contamination is most likely to occur are known as critical points, identify and
list at least five (5) critical points.
RECEIVING
STORING
PREPARING
PROCESSING
SERVING
4.
What four aspects of a breach of hygiene procedures should you report?
Any likelihood of biological hazard
Invasion of pest
Non-compliant personal presentation Any likelihood of physical contamination
5.
Explain how you can reduce the hazard posed by the different subjects. Match the methods of controlling food hazards from spreading to the statement.
Hazard
Explain
Bacteria, mould and yeast.
Always store foods in a condition they should be store at
Vermin and insects.
Take pest control approaches
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Foreign objects.
Check building defects, remove jewellery before work, use hairnets , replace cleaning steel wool frequently
6.
True or false. Circle the Answer
Small cuts in the skin (regardless of where on the body) can be covered with a Band-Aid of a suitable size. These should be brightly coloured so they can easily be spotted if they fall off or enter food.
TRUE
FALSE TRUE
7.
What should you do if you start vomiting while at work?
a.
Keep working while making sure none of the vomit contaminates the food
b.
Report to the manager immediately
c.
Leave work immediately and seek medical attention without consulting the manager
d.
Do nothing
8.
The main source of food contamination is bacteria which are allowed to multiply when food is left in the ‘danger zone’ temperature (between 5˚C and 57˚C.) This is exacerbated if food isn’t cooked properly to kill off bacteria. Other sources of contamination can be introduced by human error, such as poor hygiene practices and not washing hands. List four (4) other possible sources of contamination:
PEST
FOREIGN OBJECTS
EXTERNAL BIOLOGICAL CONTAMINATION
CHEMICAL
9.
Fill in the blanks regarding the policies and procedures for reporting incidents of food contamination resulting from personal health issues.
Accidents which result in contamination can be DEADLY
, and intentionally CAUSE contamination is very serious. You must REPORT any potential or actual contamination to your manager so they can take REMEDY action. You may face CIVIL actions and CRIMINAL proceedings, particularly if customers suffer SERIOUS CONDITION as a result. Not reporting incidents of contamination that you know about is a MISCONDUCT and likely organisation BREACH
.
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10. True or False: Circle the Answer
You must report any potential or actual contamination to your manager so they can take corrective action, which will usually be destroying the food. The sooner you report it, the less it will affect your organisation.
TRUE
FALSE
11. Multiple Choice: Select all answers that you should not do if you develop a health issue at work?
a.
Prepare food
b.
See a doctor
c.
Consult the manager
d.
Remain in the food preparation area
12. Fill in the following table regarding the function of the personal protective clothing.
Personal Protective Clothing
Function
Hair net
PREVENT HAIR AND ACCESSORIES DROP INTO FOOD
Face Mask
PREVENT HUMAN BODY FLUID CONTAMINATION
Hat and caps
PREVENT HAIR AND ACCESSORIES DROP INTO FOOD
Gloves
PREVENT BASCTERIA FROM HANDS CONTAMINATE THE FOOD
Aprons/overalls
TP MONITOR HOW ORGANISE IN THE WORKING FLOW
Footwear
TO MAKE SURE CLEANLINESS OF FOOTWARE, SO NOT FOREIGN OBJECT IS BROUGHT INTO THE KITCHEN
13. List 3 items of clothing which can be used to prevent food contamination.
HAIR NET
GLOVES
FACE MASK
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14. What equipment’s do you use to prevent unnecessary contact with food? List at least five (5).
TONG
SPOON
CHOPSTICK
LADLE
FORK
15. What methods do you use to ensure contact is hygienic?
WASH HANDS
SANITISED ALL UTENSILS BEFORE USE
MINIMISES CONTACT UNLESS HAVE TO
USE OF GLOVES
16. Fill in the table to provide an explanation of the hygienic cleaning practices and one example.
Explanation
Example
Cross-contamination
A CONTAMINATED ITEM IN STORAGE HAPPEN TO CONTAMINATE OTHER ITEM IN THE STORAGE
This could occur when:
PLACE A ROTTEN FRUIT WITH FRESH
FRUITS.
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Waste disposal Bins and other waste disposal systems mustn’t be allowed to overflow, as this will spread contamination and attract pests.
BIN WITHOUT LID WILL ATTRACT FLIES AND CAUSE PEST INVASION TO THE WORK PLACE
Clean as you go
CLEAN WORK STATION AFTER EACH TASK IS COMPLETED
If cleaning doesn’t take place immediately:
Waste may get forgotten about and contaminate food
17. Describe in detail how to wash your hands. 1.
RINSE HANDS WITH WARM WATER
2.
RUB SOAP OVER HANDS INCLUDING WRIST FOR 30 SECONDS
3.
RINSE OFF THE SOAP
4.
ALLOW HANDS TO AIR DRY
18. Give four examples of when you should wash your hands.
AT THE BEGINNING OF THE SHIFT
AT THE END OF THE SHIFT
BEFORE AND AFTER USING THE TOILET
BEFORE AND AFTER EATING AT WORK
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ASSESSMENT TASK 2: ROLE PLAY AND OBSERVATION
Instructions to students:
Read through each role play scenario and consider the best way you could approach, provide and offer support services to client. To prepare for this task you should research and review scenario specific information. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. There must be demonstrated evidence that the candidate has:
demonstrate use of safe food handling practices in food handling work functions in line with organisational hygiene procedures on at least three occasions
demonstrate procedures to:
o
identify food hazards
o
report unsafe practices
o
report incidents of food contamination
For this assessment task, you will need to answer the queries of the role play participants. You must ensure that you:
Follow hygiene procedures and identify food hazards.
Report any personal health issues.
Prevent food contamination.
Prevent cross-contamination by washing hands.
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
The trainer/ assessor will inform you of any significant errors or misjudgements throughout the procedure and give valuable feedback to you for the rectification of the problem.
If the result of the assessment is that you are Not Yet Satisfactory, you may be required to retake the assessment.
Scenario 1
You work in a restaurant as cook, one of your daily duties is food preparation, such as cutting meats, washing food, slicing vegetables. You accidentally cut your finger during the food preparation, the cut is not serious so that you may be allowed to continue your shift today. You will work in a group: One person is the cooker and another is the chef/supervisor. Based on the provided scenario, Demonstrate the following:
1.
How do you prepare prior to commencing your work in the kitchen?
WASH YOUR HANDS, CHECK CLEANLINESS OF WORK STATION
2.
How do you handle your cut wound and would you report the incident to your supervisor? Explain your
reason and demonstrate.
TO TREAT THE WOUND, APPLY PRESSURE ONTO THE WOUND AND PUT DRESSING. REPORT TO THE MANAGER FOR THE INJURY FOR WHS PURPOSE ALSO FOR FOOD SAFETY PURPOSE
.
3.
During your preparation of food, how do you prevent cross-contamination?
CLEANING EQUIPMENT, WORK A FEW TYPES OF INGREDIENTS AT A TIME, USE GLOVES
4.
What would have happened if you did not treat and cover your cut?
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Scenario 2
You work in a hotel restaurant as a sous chef, one of your colleagues shows cold symptoms, he keeps coughing and sneezing when he came to work this morning. His job today is to prepare food. At the same time, new stock of fresh food, including eggs and meats are arrived, you are the person in charge of checking and placing the stock.
You will work in a group: One person is the sous chef, one is the sick colleague and the other is supervisor. Based
on the provided scenario, Demonstrate the following:
1.
How do you prepare prior to commencing your work in the kitchen?
WASH HANDS, CHECK CLEANLINESS OF WORK STATION
2.
How do you handle your sick colleague, would you report the incident to your supervisor? Explain your reason and demonstrate.
TELL COLLEAGUE TO STOP PREPARING GTHE FOOD AND REPORT TO SUPERVISOR TO PREVENT ANY BODY FLUIDS FROM COUGHING CONTAMINATING FOOD
3.
During the arrival of new ordered stock, what do you need to pay attention to and why?
CHECK ON THE DATES, CHECK ON PACKAGE, CHECK ON INDICATION OF FRESHNESS
4.
What would have happened if you did not check new stock and store stocks right after the arrival?
THEY ARE LIKELY TO STAY IN DANGER ZONE TEMPERATURE FOR TOO LONG AND NO LONGER BEING SAFE
Scenario 3
You work in a café restaurant’s kitchen. When you walked into the kitchen this morning, you noticed that the kitchen bench is not cleaned, some used utensils are left in the sink with sauce and cooked meat inside. New stock has arrived for at least 1 hour, ingredients include eggs, onions, garlics and salad leaves.
You will work in a group: One person is the kitchen staff and another is the supervisor. Based on the provided scenario, Demonstrate the following:
1.
How do you respond to the described situation?
INFORM SUPERVISOR, CHECK CONDITION OF INCOMING STOCK
2.
What would have happened if you did not take action to the kitchen’s situation?
THE LEFTOVER FOOD IN THE SINK WILL CREATE BIOLOGICAL HAZARD TO THE KITCHEN
3.
As the stock arrived at least 1 hour before you came to the kitchen, what do you need to pay extra attention to and why?
NEED TO CAREFULLY CHECK THEIR INDICATION OF FRESHNESS BECAUSE THEY HAVE BEEN SITTING IN DANGER TEMPERATURE FOR A WHILE
4.
What would you do to prevent cross-contamination when work in the kitchen café?
ALWAYS CLEAN WORK STATION AFTER COMPLETING EACH TASK AND PAY ATTENTION WHEN SORTING STORAGE.
Direct Observation Checklist
Follow hygiene procedures and identify food hazards
Follow organisational hygiene procedures.
Report unsafe practices that breach hygiene procedures promptly.
Identify food hazards that may affect the health and safety of customers, colleagues and self.
Remove or minimise the hygiene hazard and report as appropriate for follow-up.
Report any personal health issues
Report personal health issues likely to cause a hygiene risk.
Report incidents of food contamination resulting from personal health issues.
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Cease participation in food handling activities where own health issue may cause food contamination.
Prevent food contamination
Maintain clean clothes, wear required personal protective clothing, and only use organisation-approved
bandages and dressings.
Prevent food contamination from clothing and other items worn.
Prevent unnecessary direct contact with ready to eat food.
Ensure hygienic personal contact with food and food contact surfaces.
Use hygienic cleaning practices that prevent food-borne illnesses.
Prevent cross-contamination by washing hands
Wash hands at appropriate times and follow hand washing procedures consistently.
Wash hands using appropriate facilities.
ASSESSMENT TASK 3: CASE STUDY
Instructions to students: In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations.
You are to show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role.
This assessment task will enable you to demonstrate the following:
Follow hygiene procedures and identify food hazards
Report any personal health issues
Prevent food contamination
Prevent cross-contamination by washing hands
interpret organisational documents or diagrams relating to:
o
organisational food safety programs
o
hygiene and food safety procedures
o
hazard analysis and critical control points (HACCP) practices.
demonstrate use of safe food handling practices in food handling work functions in line with organisational hygiene procedures
demonstrate procedures to:
o
identify food hazards
o
report unsafe practices
o
report incidents of food contamination
You are to response and prepare reports the case studies provided and you will do this task in the classroom or as homework – your trainer/assessor will advise.
If your assessor finds that you have not completed each part of the question correctly, they will give you feedback and you will need to redo that incorrect part of the task.
You are required to respond the questions in the case study.
The trainer/ assessor will inform you of any significant errors or misjudgements throughout the procedure and give valuable feedback to you for the rectification of the problem.
If the result of the assessment is that you are Not Yet Satisfactory, you may be required to retake the assessment.
SITXFSA001 Use hygienic practices for food safety (Learner Workbook) Version 2.0
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CASE STUDY
You work in a steak house, your supervisor assigned you to train a new staff to work in the kitchen, Eric. You are required to show Eric about the work environment such as kitchen, food storage, facilities and inform him about the hygiene and food safety procedures. You need to prepare some information for the new staff induction, including food safety practices and general requirements standard and HACCP practices.
You found some information from the government website and extracted some information for the training:
Health and hygiene requirements
Food businesses must:
tell food handlers about their health and hygiene responsibilities;
make sure that people who have or are carrying a disease that might be passed on through food do not contaminate food. Hepatitis A and illnesses caused by giardia, salmonella and campylobacter are examples of diseases that can be passed on through food;
make sure that a food handler with infected skin lesions or discharges from his/her ears, nose or eyes does not contaminate food;
provide adequate hand washing facilities and make sure that they are used only for washing hands, arms and faces; and
make sure that people on the premises do not contaminate food.
Cleaning, sanitising and maintenance
A food business must ensure:
Food contact surfaces are cleaned and sanitised to keep microorganisms at safe levels. This applies to food serving equipment such as plates and cutlery, and to any equipment or surfaces that may come into contact with food.
Food premises, fittings and equipment within the premises are clean and in a good state of repair and working order.
Chipped, cracked or broken utensils are not used.
(Source: http://www.foodstandards.gov.au/consumer/safety/faqsafety/pages/foodsafetyfactsheets/foodsafetypracticesa70.aspx)
1.
Based on the provided information, you may provide some of your workplace’s hygiene policies and procedures during the induction to Eric. List four (4) possible related policies and procedures.
ALL STAFF SHALL DISPOSE CHIPPED UTENSILS
ALL STAFF SHALL REPORT ANY DEFECTS
ALL STAFF SHALL MAINTAIN THE CLEANLINESS OF THE KITCHEN
ALL STAFF SHALL WASH THEIR HANDS BEFORE AND AFTER PREPARING FOOD
2.
Explain why you need to provide adequate hand washing facilities in a food business?
ITS REQUIRED BY A LAW THAT THEY SHOULD HAVE A HAND WASHING BASIN
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3.
What is HACCP stand for and why it is important to a food business?
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4.
You are required to explain the procedure diagram as shown to Eric. Identify what may possibly cause food contamination for the step of preparation?
TO MAKE SURE WHEN DEFROSTING DO NOT PUT IT IN DANGER ZONE TEMPERATURE
DO NOT PUT OUT COLD FOOD OUT IN A ROOM LEVEL TEMPERATURE FOR A LONG TIME
BRING THE FOOD ITEM DANGER ZONE TEMPERATURE AS SOON AS POSSIBLE FOR 1 MINUTE
5.
followed the previous questions, what should you do when identify any food hazards or health issues
during the process of food?
STOP WORKING OF THE FOOD
INVESTIGATE WITH THE SUPERVISOR AND CHECK FOR HAZARDS ISSUES
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Appendix 1
The workbook is designed to assess your skills, knowledge and performance, as required to show competency in this unit.
These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as
instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
Skills – skill requirements, required skills, essential skills, foundation skills
Knowledge
– knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Performance
– evidence requirements, critical aspects of assessment, performance evidence.
A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
This activity will enable you to demonstrate the following skills:
Reading
o
interpret organisational documents or diagrams relating to:
organisational food safety programs
hygiene and food safety procedures
hazard analysis and critical control points (HACCP) practices.
Oral communication
o
report hygiene hazards and non-compliant organisational practices accurately.
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in
the unit of competency.
C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
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Appendix 2: Workplace Documentation – for learner
Workplace documents checklist To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description
Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents?
Yes No (Please circle)
If not originals, have the originals been validated or checked?
Yes No (Please circle)
Learner’s signature
Assessor’s signature
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