Student Assessment Task 1

ASSESSMENT COVER PAGE o STUDENT DETAILS / DECLARATION: Course Name: Unit / Subject Name: SITXFSA005 USE HYGIENIC PRACTICES FOR FOOD SAFTEY Trainer’s Name: Kristin Hooper Assessment No: I declare that: o I fully understand the context and purpose of this assessment. o I am fully aware of the competency standard/criteria against which I will be assessed. o I have been given fair notice of the date, time and venue for the assessment. o I am aware of the resources I need and how the assessment will be conducted. o I have had the appeals process and confidentiality explained to me. o I agree that I am ready to be assessed and that all written work is my own. This assessment is my: o First submissiono Re-submission (Attempt ) Student Name: Student ID: Student’s Signature: Submission Date: / / ASSESSOR USE ONLY: Result: Assessment Task 1: o Satisfactory o Not Satisfactory Assessment Task 2: o Satisfactory o Not Satisfactory Assessment Task 3: o Satisfactory o Not Satisfactory Final Assessment Result for this unit C / NYC Feedback: Feedback is given to the student on each Assessment task & final outcome of the unit Yes / No Assessor’s Feedback: Assessor’s Signature: K.HOOPER Date: 13.11.2023 ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT: It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks Student Name: Student ID: Unit / Subject Code: Assessment No: Trainer Name: Date: / / Signature:

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Page | 4 Assessment Conditions Unit purpose/application This unit describes the performance outcomes, skills and knowledge required to use personal hygiene practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to follow predetermined organisational procedures and to identify and control food hazards. The unit applies to all organisations with permanent or temporary kitchen premises or smaller food preparation or bar areas. This includes restaurants, cafes, clubs, hotels, and bars; tour operators; attractions; function, event, exhibition and conference catering; educational institutions; aged care facilities; correctional centres; hospitals; defence forces; cafeterias, kiosks, canteens and fast food outlets; residential catering; in- flight and other transport catering. It applies to food handlers who directly handle food or food contact surfaces such as cutlery, plates and bowls during the course of their daily work activities. This includes cooks, chefs, caterers, kitchen stewards, kitchen hands, bar, and food and beverage attendants, and sometimes room attendants and front office staff. Food handlers must comply with the requirements contained within the Australia New Zealand Food Standards Code. In some States and Territories businesses are required to designate a food safety supervisor who is required to be certified as competent in this unit through a registered training organisation. Food safety legislative and knowledge requirements may differ across borders. Those developing training to support this unit must consult the relevant state or territory food safety authority to determine any accreditation arrangements for courses, trainers and assessors. What the student can expect to learn by studying this unit of competency • Follow hygiene procedures and identify food hazards • Report any personal health issues • Prevent food contamination • Prevent cross-contamination by washing hands Training and assessment resources required for this unit of competency The student will have access to the following:  Learner guide  PowerPoint presentation  Unit Assessment Pack (UAP)  Access to other learning materials such as textbooks The resources required for these assessment tasks also include:  Access to a computer, the Internet and word-processing system such as MS Word.  Business related environment area, this can be a: o Real industry workplace o Simulated industry environment SITXFSA005 - Use hygienic practices for food safety

Page | 5  Codes of practice and standards issued by government regulators or industry groups Submission instructions Yourtrainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, youare required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse yourwork. Plagiarism Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as yourown work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when youwork without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit yourwork (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. SITXFSA005 - Use hygienic practices for food safety

Page | 7  Ethical Principles in the Workplace  Codes of practice  The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)  Occupational Health and Safety Act 2004  Work Health and Safety Act 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/SITXFSA001 Additional Information • This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) • Students are required to satisfactorilycomplete and submit all assessment tasks that contribute to the assessment for a unit. • Studentswillbe provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). • Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. • Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. Feedback to student Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: • Be provided for each Unit Assessment Task (UAT) • Guide students to adapt and adjust their learning strategies SITXFSA005 - Use hygienic practices for food safety

Page | 8 • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs • Be a pivotal feature of learning and assessment design, not an add-on ritual • Focus on course and unit learning outcomes • Guide students to become independent and self-reflective learners and their own critics • Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook. SITXFSA005 - Use hygienic practices for food safety

Page | 10 • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. SITXFSA005 - Use hygienic practices for food safety

Page | 11 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Reading  Writing  Confidence  Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists  Non- English Speaking Background  Speaking  Reading  Writing  Cultural background  Confidence  Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs  Indigenous  Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.  Age  Educational background  Limited study skills  Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write SITXFSA005 - Use hygienic practices for food safety

Page | 13 Assessment Task 1 - Unit Knowledge Test Assessment type:  Written Questions Assessment task description:  This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  The Unit Knowledge Test is comprised of twenty-six (26)written questions.  You must respond to all questions and submit them to your Trainer/Assessor.  You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task  You will receive your feedback within two weeks - you will be notified byyour Trainer/Assessor when results are available. Applicable conditions:  All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).  You must read and respond to all questions.  You may handwrite/use computers to answer the questions.  You must complete the task independently.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.  As you complete this assessment taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.  The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown work. Resubmissions and reattempts:  Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)  For more information, please refer to your RTO Student Handbook. Location:  This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.  Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions:  Complete a written assessment consisting of a series of questions.  You will be required to correctly answer all the questions.  Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed. SITXFSA005 - Use hygienic practices for food safety

Page | 14  Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.  Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.  Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.  When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research yourwork, you must always acknowledge the source. How yourtrainer/assessor will assess yourwork?  This assessment task requires the student to answer all the questions.  Answers must demonstrate the student’s understanding and knowledge of the unit.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).  If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).  Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).  The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:  Knowledge to develop food standards and respond to food safety issues.  Knowledge to analysis the risk/hazards and mitigate them where possible.  Knowledge to identify the risk/hazards factors.  Knowledge to identify, analyse and research the unsafe practices that violate hygiene procedures.  Knowledge to recognise the food hazards that could cause of health effect of people.  Knowledge to minimise the haram of hazards and report to an appropriate person.  Knowledge to classify basic aspects of food safety.  Knowledge to demonstrate commercial food safety programs used for managing food safety.  Written and oral/speech communication Knowledge to organise and deliver information to effectively communicate safety and sanitation processes to a range of stakeholders/interested people.  Knowledge to work independently/freely as well as collaboratively/together to make decisions about safety and hygiene.  Knowledge to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.  Knowledge to sequence/in order and schedule/plan activities and manage communication.  Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices SITXFSA005 - Use hygienic practices for food safety

Page | 16 Question 4: What actions can be taken to deal with hygiene hazard? Write your answer in 40-50 words. Question 5: What is the role of local government regulators to food industry? Write your answer in 50-100 words. Question 6: What are the ramifications of failure to obey food safety law? Explain in one (1) or two (2) sentences. Question 7: What should be done to prevent a hygiene risk in terms of personal health issues? Explain in one (1) or two (2) sentences. SITXFSA005 - Use hygienic practices for food safety

Page | 17 Question 8: What is food contamination? Explain in one (1) or two (2) sentences. Question 9: List any three (3) personal health issues which can lead to food contamination. Question 10: Write down any three (3) actions that should be taken, when he/she is suffering from personal health issues at workplace. SITXFSA005 - Use hygienic practices for food safety

Page | 19 Question 14: List any four (4) responsivities of personnel to prevent food contamination. Question 15: What kind of items should be paid attention in preventing food contamination? Explain in one (1) or two (2) sentences. Question 16: What to do with ready-to-eat food in order to prevent food contamination? Explain in one (1) or two (2) sentences. Question 17: What is a danger zone in regards to the temperature? SITXFSA005 - Use hygienic practices for food safety

Page | 20 Question 18: List any five (5) facilities and equipment at workplace that should be assessed for hygienic standard? Question 19: Write down any five (5) hygienic cleaning practices. Question 20: What are food-borne illness?Explain in one (1) or two (2) sentences. SITXFSA005 - Use hygienic practices for food safety