SITXFSA002

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TAFE Queensland *

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HUMAN RESO

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Management

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Jan 9, 2024

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Student Name: Mae Angelyn Queddeng Student ID Number: 22100703 Trainer/Assessor Name: Chef Tony Class: CERTIFICATE IV IN COMMERCIAL COOKERY Contextualised and customised by MIA RTO: 40813 SITXFSA002 Participate in safe food handling practices Learner Workbook Version 2.0

P a g e | 1 Table of Contents Table of Contents .................................................................................................................................... 1 Instructions to Learner ............................................................................................................................ 3 Assessment instructions ....................................................................................................................... 3 Assessment requirements .................................................................................................................... 5 Observation/Demonstration ................................................................................................................... 6 Assessment Cover Sheet ......................................................................................................................... 7 Performance Criteria ............................................................................................................................... 8 ACTIVITIES AND WRITTEN QUESTIONS .................................................................................................... 9 Activity 1A ............................................................................................................................................. 9 Activity 1B ........................................................................................................................................... 10 Activity 1C ........................................................................................................................................... 11 Activity 1D .......................................................................................................................................... 12 Activity 1E ........................................................................................................................................... 13 Activity 1F ........................................................................................................................................... 14 Activity 2A ........................................................................................................................................... 15 Activity 2B ........................................................................................................................................... 16 Activity 2C ........................................................................................................................................... 17 Activity 3A ........................................................................................................................................... 18 Activity 3B ........................................................................................................................................... 19 Activity 3C ........................................................................................................................................... 20 Activity 4A ........................................................................................................................................... 21 Activity 5A ........................................................................................................................................... 22 Activity 5B ........................................................................................................................................... 23 Activity 5C ........................................................................................................................................... 24 Activity 5D .......................................................................................................................................... 25 Activity 5E ........................................................................................................................................... 26 Activity 6A ........................................................................................................................................... 27 Activity 6B ........................................................................................................................................... 28 MAJOR ASSESSMENTS ........................................................................................................................... 29 Section A: Skills Activity ...................................................................................................................... 30 Section B: Knowledge Activity (Q & A) ................................................................................................ 32 Section C: Performance Activity ......................................................................................................... 36 Appendix: Workplace Documentation – for learner .............................................................................. 38 Workplace documents checklist ............................................................................................................. 38 SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 2 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 There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 3 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 learner, the potential effect of the adjustment on the learner and others, the cost and benefits of making the adjustment. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 4 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 supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 5 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. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 6 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: SITXFSA002 Participate in safe food handling practices Trainer/Assessor Name: Chef 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: October 5, 2023 Student feedback/comments: SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 7 Performance Criteria ELEMENTS PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Follow food safety program 1.1 Access and use relevant information from organisational food safety program 1.2 Follow policies and procedures in food safety program 1.3 Control food hazards at critical control points 1.4 Complete food safety monitoring processes and complete documents as required 1.5 Identify and report non-conforming practices 1.6 Take corrective actions within scope of job responsibility for incidents where food hazards are not controlled 2. Store food safely 2.1 Select food storage conditions for specific food type 2.2 Store food in environmental conditions that protect against contamination and maximise freshness, quality and appearance 2.3 Store food at controlled temperatures and ensure that frozen items remain frozen during storage 3. Prepare food safely 3.1 Use cooling and heating processes that support microbiological safety of food 3.2 Monitor food temperature during preparation using required temperature measuring device to achieve microbiological safety 3.3 Ensure safety of food prepared, served and sold to customers 4. Provide safe single use items 4.1 Store, display and provide single use items so they are protected from damage and contamination 4.2 Follow instructions for items intended for single use 5. Maintain a clean environment 5.1 Clean and sanitise equipment, surfaces and utensils 5.2 Use appropriate containers and prevent accumulation of garbage and recycled matter 5.3 Identify and report cleaning, sanitising and maintenance requirements 5.4 Dispose of or report chipped, broken or cracked eating, drinking or food handling utensils 5.5 Take measures within scope of responsibility to ensure food handling areas are free from animals and pests and report incidents of animal or pest infestation 6. Dispose of food safely 6.1 Mark and separate from other foodstuffs any food identified for disposal until disposal is complete 6.2 Dispose of food promptly to avoid cross-contamination SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 8 ACTIVITIES AND WRITTEN QUESTIONS Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). 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. Activity 1A Estimated Time 25 Minutes Objective To provide you with an opportunity to access and use relevant information from organisational food safety program. 1. Why is it important to follow a food safety program? It is important to follow food safety program because in food business industry it is a legal requirement to make sure that the food is safe to consume. 2. What are the key requirements of a food safety program? -conduct hazardous analysis, identify critical points, monitor ccp, record keeping 3. Locate a copy of your own organisation’s food safety program. Identify at least THREE safe work procedures which you are required to undertake in your own job role. - Avoid cross contamination. For example, chopping board. Different colour of chopping board is designed to be used in different food ingredients. -Ensure the cleanliness of the work station at all times. -Food must be stored in a required temperature. Keeping hot food hot and cold food cold. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 9 Activity 1B Estimated Time 20 Minutes Objective To provide you with an opportunity to identify policies and procedures in food safety program. 1. What is the purpose of the policies and procedures in your organisation’s food safety program? It helps identify possible risk that may occur during the food preparation. It is designed to determine, regulate, minimise and resolve risk and to ensure food safety within the workplace. 2. What aspects of food handling should policies and procedures cover? It should cover cleaning and sanitation, hazards, equipment maintenance, food critical danger points, pest control, record, training. 3. Briefly describe a food handling procedure that is in place in your organisation. Explain why this procedure exists – what hazards does this procedure prevent or deal with? Using of proper clothes, wearing gloves, caps, mask, uniforms, to avoid food contaminations like hairs in the food, avoid cuts and wounds, and clean uniforms SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 10 Activity 1C Estimated Time 35 Minutes Objective To provide you with an opportunity to describe key features of hazard control and critical control points. 1. Give examples of food hazards in the following categories:  Chemical -cleaning agents, pest control substances  Insects and vermin- flies, cockroaches, rats  Microbiological- Bacteria, natural poisons, moulds and yeast  Physical- Broken glass, metals, foreign objects  Process-related.- displayed food, need for food to be touched by hand, re-thermalisation or defrosting, processes involving temperatures that promote rapid growth of micro-organisms . 2. Define and give an example of a critical control point. -Receiving, it is important to check the labels, expiry dates, and properly sealed 3. Give examples of steps which you take to minimise risks at each of the following critical control points. (Please omit any steps which are not relevant in your job role).  Receiving- check the quality and packaging of the product  Storing- make sure that the temperature is right to avoid spoilage  Preparing- sanitise the equipments and the station where you prepare the food. Observe proper hand washing.  Processing- use of proper equipments and clothes  Displaying- stored in proper temperature  Serving- check the temperature, time of service and cleanliness of the plating and presentation  Packaging- put in the suitable container that maintains the quality of the food.  Transporting- record time in transporting, proper temparature  Disposing- using of the appropriate bins for the certain types of trash. 4. What are the critical control points in the following scenario? ‘A hotel kitchen takes a weekly delivery of raw chicken which is packaged in sealed packaging. The chicken is stored until it is needed. It is then prepared and cooked in a variety of dishes. The dishes are served at a hot service counter in the hotel. Chicken dishes which are not served are then brought back to the kitchen and are either disposed of, or they are stored for evening service. In some cases, the leftover food is used in other dishes the following day (e.g. soups; casseroles; etc.).’ Receiving Storing Preparing Displaying SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 11 Packaging Disposing Activity 1D Estimated Time 20 Minutes Objective To provide you with an opportunity to describe food safety monitoring processes and required documentation. 1. How do you monitor the safety of the following types of food, and how frequently do you do this? You may contextualise your answer to your own job role, e.g. fresh vs. frozen meat. Please omit any that do not apply.  Cheese  Bananas  Frozen vegetables  Flour  Eggs  Potatoes  Meat  Seafood. -Dairies-always in the cold room. Maintain FiFO policy and check the expiry date. -Frozen goods- store in the freezer and must be frozen hard. -Dry goods- store in the dry room and avoid heat contact. -Eggs- always in the cold room. Heck the expiration date. -Vegetable-always in the cold room. -Fruits-always in the cold room. -Meat- Store in the freezer. Thaw in the cold room. -Seafood-Store in the freezer. Thaw in the cold room 2. What is the purpose of documenting food monitoring processes? - monitor and recording for food temperature - recording for hot and cold equipmen - visual or physical check -to check for baceria and counts -chemical test 3. List all food monitoring documents that you use in your own job role. -Chemical tests -Monitoring and recording food temperatures using a temperature measuring device accurate to plus or minus 1 degree Celsius -Monitoring and recording temperature of cold and hot storage equipment SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 12 Activity 1E Estimated Time 20 Minutes Objective To provide you with an opportunity to describe the importance of reporting non-compliant practice and its process. 1. Why is it important to identify and report non-conforming practices? -To improve working practices -To ensure that procedures are being followed -To maintain food safety 2. Discuss examples of non-conforming practice that you have observed. What did you do about it? If you saw similar non-conformances in future, what would you do about it? Not wearing proper protective clothing- should wear proper protective clothing to protect self from chemical or spillage of food 3. How would you respond to each of the following food hazards?  When taking a delivery, you discover that the seal on a package of cooked ham is split- return the package to the supplier  The windows are open and insects are coming into the food preparation area- call pest control and Follow the pest control management procedure. Install screens for the windows to prevent the insects from coming into the preparation area  Cooked food has been placed on the shelf below raw chicken in the fridge- Ensure that the raw must not touch the cooked once to prevent contamination. Store the food on the desired storage area.  A light bulb fell from the light fitting overhead and smashed in a food preparation area- clean the area and dispose everything that has broken glasses. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 13 Activity 1F Estimated Time 25 Minutes Objective To provide you with an opportunity to describe appropriate corrective actions within scope of job responsibility for incidents where food hazards are not controlled. 1. What types of incidents indicate that food hazards have not been correctly controlled? -Food poisoning -Spoilt or contaminated food -Stocks of out-of-date foodstuffs -Unclean equipment . 2. Describe what action would you take in your role if:  A customer complained about a dish being ‘off’  You found dry goods in the store room which were over 6 months out of date  The food preparation area was dirty  Food was visibly contaminated with vermin faeces. Irrelevant scenarios may be omitted. - report to the supervisor and put the goods in the bins and ensure that the food is regularly check. -report to the supervisor and clean and sanitise the working area, maintain the cleanliness to avoid contamination. -throw away the food immediately to avoid contamination and inform the supervisor right away. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 14 Activity 2A Estimated Time 20 Minutes Objective To provide you with an opportunity to select food storage conditions for specific food type. 1. Where and how would you store each of the following food types?  Dairy- Fridge, observe FIFO and the expiration dates.  Dried goods- Stored in the dry room and put in the suitable container.  Eggs- cold room  Frozen goods- refrigerate below 5’C  Fruit and vegetables- cold room and FIFO  Meat and fish- refrigerate below 5’C 2. Why is it important to select the correct storage conditions for the food being stored? To prevent the food from contamination, and keep the food in good conditions. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 15 Activity 2B Estimated Time 10 Minutes Objective To provide you with an opportunity to store food in environmental conditions that protect against contamination and maximise freshness, quality and appearance. Which foodstuffs would you store in each of the following storage conditions?  Refrigerator Foods that state “once open keep refrigerated” on the label Cooked foods that will not be served immediately Ready to eat foods such as salads and desserts  Freezer Frozen foods must be stored in the freezer right away to avoid growth of bacteria  Dry stores. Dried foods, such as flour, rice, sugar, canned foods, etc., should be stored in a clean, cool, dry, well ventilated room. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 16 Activity 2C Estimated Time 15 Minutes Objective To provide you with an opportunity to store food at controlled temperatures and ensure that frozen items remain frozen during storage. 1. What are the key principles of temperature control in relation to food safety? -Foods should be kept either at 5˚C or below, or at 60˚C or above -Frozen foods should be kept below -18˚C. 2. What are some of the requirements of keeping frozen foods frozen? - wrapped to avoid freezer burn - stored in fully function freezer or freezer room - kept on display unit -- transported in a temperature controlled vehicle. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 17 Activity 3A Estimated Time 20 Minutes Objective To provide you with an opportunity to use cooling and heating processes that support microbiological safety of food. 1. What is the 4-hour/2-hour rule? -Is a food safety rule that applies to the food temperature control. Food bacterias easily grow when food isn’t stored in the right temperature over a certain period of time. 2. What methods can you use to cool food? Blast chilling, dividing food in smaller portion to cool quickly, placing pan in cold water, stirring food to cool, placing food in cool area. 3. What guidelines should you follow when heating food? As long as the heating process will not ruin the microbiological safety of the food, using the temperature of 75°C or higher to heat up the food faster SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 18 Activity 3B Estimated Time 20 Minutes Objective To provide you with an opportunity to monitor food temperature during preparation using required temperature measuring device to achieve microbiological safety. 1. What temperature measuring devices can be used to monitor food temperature when preparing food? -Thermometer 2. Write the correct procedure for using a temperature probe. - Ensure that the temperature probe is clean -Place the temperature probe in the food and wait until the temperature to stabilised to get an accurate reading -Measure the temperature of the food from it’s different part -Make sure that the probe is cleaned and sanitised before using to another food item to avoid cross contamination -Before using the probe, wait until the temperature return to room temperature before using again -Measure the temperature of foods in the fridge since there is different temperature within the refrigerator 3. Describe how to calibrate a temperature probe. Ice point method -Fill a plastic or metal container with chipped/crushed ice; add clean water to a depth of at least ten cm (four inches) so the mix is 50/50 ice to water -Stir the ice and water then wait a minimum of two minutes 3. Place the stem of the dial thermometer or the probe of the electronic thermometer in the ice slurry. -Wait two minutes until the indicator stops changing. -While the thermometer is in the ice water adjust the thermometer to zero degrees C (32 Fahrenheit), if necessary, by following the manufacturer's instructions. Thermometers are usually adjusted with a zeroing screw. Boiling point method -Heat a pot of water until a boiling is achieved. -Place the stem of the dial thermometer or the probe of the electronic thermometer in the boiling water. -After at least one minute, read the temperature on the thermometer without removing it from the boiling water. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 19 -While thermometer is in the boiling water adjust the thermometer to 100 degrees C (212 Fahrenheit), if necessary, by following the manufacturer's instructions. Thermometers are usually adjusted with a zeroing screw. Activity 3C Estimated Time 20 Minutes Objective To provide you with an opportunity to ensure safety of food prepared, served and sold to customers.  What controls should you follow to ensure the safety of food prepared, served and sold to customers? - Protective barriers -Temperature control -Supervision of food displays -Utensil control -providing separate serving utensils for each dish.  Describe how you would ensure the safety of the following food items:  Customer-operated hot drinks dispenser (e.g. coffee machine)  Pre-packaged sandwiches  Self-service counter (e.g. salad bar; cake/pastries counter; etc.). It should be checked regularly to ensure the food safety standards is being followed so that the food that is being serve is safe to consume > make sure to put signs to the dispenser that it is hot >check that date label and properly sealed >make sure that the temperature where it food is stored or display is correct and always checked.  How can you ensure the safety of food served to customers from high-risk groups? - You should check for food that can cause allergy, or even ask the group if they have allergies for a type of food.  Identify two things you must check from each section of the Allergy Aware Checklist in Chapter 3.3 of the Learner Guide. These sections are:  Know your ingredients -Only accept correct labelled foods -Check all ingredients even in sauces, spices, garnish, oils, dressings, etc. for allergens -Avoid ingredient substitution  Avoid cross-contamination SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

P a g e | 20 -Start fresh for meals that must be allergen free -Clean and sanitise work surfaces, utensils and other food-contact items between foods. Even very small amounts can be harmful. (e.g. 1000th of a peanut) -Store food safely  Listen to your customers -Give customers accurate information about the content of meals when they ask -Have a specific protocol to follow if a customer says they have a food allergy -Place the name of known allergens next to menu items, if possible -Include a note on all menus asking customer’s to always disclose their food allergy when ordering from the menu  Educate your staff. -Ensure your Food Safety Supervisor’s training is up-to-date. Recertification now includes Allergen Management as a required unit of competency -Train and test all staff regularly in food safety, hygiene and allergen awareness. There are many resources available from both the NSW Food Authority website. (foodauthority.nsw.gov.au) as well as Allergy & Anaphylaxis Australia (allergyfacts.org.au) where you can even purchase a Food Allergen Kit for Food Service which is designed specifically for the retail food service sector -Teach staff of their obligation to declare certain allergens. Display The Usual Suspects poster in your kitchen  Identify three things you can do to avoid risks associated with handling and serving eggs. -Cracked/damaged or dirty eggs must not to be used or consumed -Use the eggs packaging when storing in the refrigerator -Handling eggs is the same as how you handle dairy products, meat etc,: SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 21 Activity 4A Estimated Time 15 Minutes Objective To provide you with an opportunity to store, display and provide single use items so they are protected from damage and contamination and identify instructions for items intended for single use. 1. Which single-use items are used in your organisation? What are their instructions for use? Disposable items: -cutlery-single use only -crockery -single use only -Face wipes and serviettes- single use only Individually packaged items: -beverages- dispose once opened -condiments-dispose once opened 2. Which general guidelines should you follow when handling single use items? Single used items must be stored in dry and clean condition area, handle items with care to prevent seal damage, single use items must be disposed properly after using. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 22 Activity 5A Estimated Time 25 Minutes Objective To provide you with an opportunity to describe proper practice to clean and sanitise equipment, surfaces and utensils.  What guidelines do you follow to clean the following from equipment, surfaces and utensils?  Dirt- use sponge to separate dirt from the equipment  Food waste- apply water to take away food waste  Grease- apply hot water or chemicals to take away grease  Pest waste- use chemical to clean pest wastes and call for pest control for help  How would you clean and sanitise the following?  Chopping board used to prepare raw poultry- Remove the food residue from the utensils by putting under running water  Metal spoon used for stirring and serving hot dishes- Use warm water and detergent to clean the utensils  Knives used for a variety of purposes- Rinse again with clean running water to remove the detergent from the utensils  Food preparation surfaces- Place on the benches and let it dry 3. Describe the steps involved in cleaning a temperature probe. Wash the probe with hot water and detergent ,sanitize with alcoholic wipes or hot water, rinse the sanitizer away, allow the probe to air dry SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 23 Activity 5B Estimated Time 25 Minutes Objective To provide you with an opportunity to use appropriate containers and prevent accumulation of garbage and recycled matter. 1. Why is it important to manage garbage and recycled matter? The importance of managing and disposing garbage properly is to minimised or prevent the negative impact to the environment. Separate the general waste from the recycled ones. 2. How do you manage the following types of waste in your workplace?  Vegetable peelings  Waste from raw meat, fish and poultry  Packaging materials  Food waste from customers’ plates  Eggshells. Ensure proper waste disposal. General wastes needs to go in the red bin and the recyclable materials in the yellow bin. 3. Which waste management procedures are in place in your organisation? -Always separate the general waste from the recyclables. -Clean the trash bin before putting a new liner. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 24 Activity 5C Estimated Time 20 Minutes Objective To provide you with an opportunity to identify and report cleaning, sanitising and maintenance requirements. What would you do in the following situations?  You notice dirt and grease on knives and spoons that are on the same chopping board as pastries that are being prepared for service - Clean all the utensils and the chopping board before using.  The temperature probe is not working properly- change battery or new temperature probe equipment  You notice some chips in the glasses that are being prepared for service- Wash them immediately. Ensure that everything is clean before the service.  The motor on the food mixer seems to be working slowly and is not mixing properly- report to the supervisor and change the mixer into new one r repair the mixer SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 25 Activity 5D Estimated Time 10 Minutes Objective To provide you with an opportunity to discuss the dangers of chipped, broken or cracked eating, drinking or food handling utensils. Why are chipped, broken or cracked drinking or food handling utensils dangerous? - Chipped, broken or cracked eating or drinking utensils must be discarded right away and should not be used anymore because it can cause harm to the person who will use it. The small parts of the utensils might mix with the food or someone might swallow it that can harm the health of that person. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 26 Activity 5E Estimated Time 25 Minutes Objective To provide you with an opportunity to take measures within scope of responsibility to ensure food handling areas are free from animals and pests and report incidents of animal or pest infestation. 1. What steps can be taken to ensure that food handling areas are free from animals and pests? - Never place food directly on the floor -Ensure that the food storage is free from insect -Request for a pest control check regularly -Clean the area properly to avoid pest within the workplace 2. What signs might alert you to the presence of the following pests and animals? - Foul odour. -There is a flies everywhere 3. In your own job role, what would you do if you suspected the presence of animals or pests on the premises? -Report to the supervisor immediately and call for pest control management SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 27 Activity 6A Estimated Time 20 Minutes Objective To provide you with an opportunity to describe the disposal process for waste, including keeping foodstuffs separate before disposal. 1. Which foods may it be necessary to dispose? -Improper storing of the food -There is discolouration in the food -Moulds were starting to grow 2. How might food for disposal be dealt with? - Destroyed or disposed, returned to supplier, ascertained to be safe an suitable. 3. In your own organisation, where do you store food for disposal before it is disposed? How do you prevent contamination of foods that will be consumed? -It should be placed in a separate waste disposal bin with cover, we also use/ change gloves after disposing trash to the bins. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 28 Activity 6B Estimated Time 10 Minutes Objective To provide you with an opportunity to dispose of food promptly to avoid cross- contamination. What may be involved in disposing of food promptly? -Ensure proper waste disposal -Always check the bin, don’t let it overflow. Change it straight away. -Close the lid to prevent flies and other pest inside the bin -Wash the bin before putting new liner SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 29 MAJOR ASSESSMENTS The major assessments are the major activities 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. Section 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). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section 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. Section 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 attach completed written answers, portfolios or any evidence of competency to this workbook. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 30 Section A: Skills Activity Objective: To provide you with an opportunity to show you have the required skills for this unit. This activity will enable you to demonstrate the following skills: Reading skills to:  Read and interpret food safety programs, policies, procedures and flow charts that identify critical control points Writing skills to:  Complete documentation for monitoring food safety Numeracy skills to:  Calibrate and use a temperature probe and calculate timings Planning and organising skills to:  Coordinate different food handling tasks to take account of food safety issues. Answer the activity in as much detail as possible, considering your organisational requirements. 1. Read a copy of your organisation’s food safety program and highlight all procedures that relate to your own job role. 2. Fill in at least TWO documents for monitoring food safety. Attach these to your workbook. 3. Use a temperature probe to check the temperature of a food item. This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks. 4. Conduct a work task which requires you to handle food. Demonstrate how you co-ordinate this task to avoid contamination or other food safety issues. This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 31 Section A Skills Activity Q1 Q2 Q3 Q4 -Always wash your hand before and after handling food. -Ensure to clean the workstation and utensils before cooking or preparing food -Wash ingredients before cutting them -Separate raw from cooked -Hot items need to stay hot and cold food needs to stay cold - Wi-Fi/Wireless Temperature Sensor -Humidity and Dew Point sensors incorporate the latest IoT technology to make it simple and cost- effective to monitor the environmental conditions in your facility or on your equipment. The wireless sensors communicate their data to a Bridge appliance that securely communicates the data to the cloud via Wi-Fi, ethernet, or cellular communications. The sensors measures temperatures between -40°F to 185°F, relative humidity and dew point. Typical uses of the wireless temperature sensors include facility monitoring, food safety in food manufacturing and in restaurants, greenhouse monitoring, and agriculture. -Applying Standard 3.2.1 – Food Safety Programs.All Australian States and Territories independently interpret and apply the national legislation, Food Standard 3.2.1, which governs the use of Food Safety Programs in Australian food businesses.Standard 3.2.1 broadly follows international guidelines set out in the Hazard Analysis and Critical Control Point (HACCP) system, which states that food safety is best managed through identifying and controlling hazards at all stages during the production, manufacturing, storage, cooking, and handling of food.Unfortunately, Standard 3.2.1 is limited in that it does not provide specific instructions on how to develop and implement a Food Safety Program, making tough work for food businesses and Food Safety Supervisors trying to apply the legal requirements in a practical strategy -Use the probe in the thickest part of the food to get the accurate temperature of the food. -Make sure to clean work station and utensils after using. Clean with water and detergent to remove extra grease from the utensils so that it would be ready for the next item to use. Counters must be cleaned before using with the next food item to avoid cross contamination. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 32 Section B: Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of:  Key features of commonwealth, state or territory and local food safety compliance requirements as they impact workers at an operational level  Hazard analysis and critical control points (HACCP) or other food safety system principles, procedures and processes as they apply to particular operations and different food types  Contents of organisational food safety program, especially procedures, associated requirements, and monitoring documents  Food safety monitoring techniques  Methods to ensure the safety of food served and sold to customers  Safe food handling practices for the following different food types  Equipment operating procedures, especially how to calibrate, use and clean a temperature probe and how to identify faults  Choice and application of cleaning, sanitising and pest control equipment and materials  Cleaning, sanitising and maintenance requirements relevant to food preparation and storage  High risk customer groups Answer each question in as much detail as possible, considering your organisational requirements for each one. 1. At an operational level in your own job role, how does each of the following impact you?  Contents of national codes and standards that underpin regulatory requirements  Reasons for food safety programs and what they must contain  Local government food safety regulations and inspection regimes  Consequences of failure to observe food safety policies and procedures  Meaning of contaminant, contamination and potentially hazardous foods as defined by the Australia New Zealand food standards code. 2. Identify and summarise each of the following as they relate to your own organisation and specific work practise.  Critical control points for the specific food production system and the predetermined methods of control, especially time and temperature controls used in the receiving, storing, preparing, processing, displaying, serving, packaging, transporting and disposing of food  Main types of safety hazards and contamination  Conditions for development of microbiological contamination  Environmental conditions and, temperature controls, for storage  Temperature danger zone and the two-hour and four-hour rule. 3. In your own organisation’s food safety program, identify each of the following:  Food safety procedures and associated requirements  Monitoring documents that must be completed. 4. Describe the correct procedure for each of the following:  Bacterial swabs and counts  Checking and recording that food is stored in appropriate timeframes  Chemical tests  Monitoring and recording food temperatures using a temperature measuring device accurate to plus or minus one degree Celsius  Monitoring and recording temperature of cold and hot storage equipment  Visually examining food for quality review. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 33 5. Describe your food safety requirements in relation to each of the following:  Packaging control: o using packaging materials suited to foods o monitoring of packaging damage  Protective barriers  Temperature control  Supervision of food displays  Utensil control  Providing separate serving utensils for each dish. 6. Which practices must be implemented for the safe handling of each of the following food types?  Dairy  Dried goods  Eggs  Frozen goods  Fruit and vegetables  Meat and fish. 7. Outline the operating procedures for all equipment that you use to ensure food safety, including those for temperature probes. 8. How do you make appropriate choices for cleaning and sanitising work areas, utensils and other equipment? 9. What are your requirements in relation to each of the following?  Cleaning: o dirt o food waste o grease o pest waste removal  Sanitising: o eating and drinking utensils o food contact surfaces  Maintenance: o recalibrating measurement and temperature controls o minor faults. 10. Which groups of customers are at a high-risk of suffering from the effects of food safety issues? SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 34 Section B Knowledge Activity (Q & A) Q1 Q2 Q3 Q4 Q5 -Detailed information about food safety -Proper food handling -Food safety policies and procedures -Set standards in preparing and handling of food -Physical, chemical and microbiological -Consider the time when preparing food -Follow the right and required temperature to prevent the growth of bacteria -Practice the 2-4 hours rule to keep the food safety standards Food safety procedures and associated requirements is important such as the proper temperature in storing of food inside the freezer. We maintain the cleanliness of the area, we also use gloves, aprons and mask to prevent contamination of the food. We also check expiry dates and we observed FIFO at all times Apply pressure to the swab's shaft . -Temperature control- we always chec k if the device works properly and change battery and also place it in safety storage. -Supervision of food display- we always check if there are pest in the SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 35 Q6 Q7 Q8 Q9 Q10 area or objects that can contaminate the food. And if there are presence of contaminants, we report it to our manager or head chef. -Utensil control- we wash it twice with a hot water and soap to eliminate bacteria contaminant. And make sure to make it dry before using. -Dairy Store in a cold dry place Always check for the expiry date -Dried goods Store in s dry place Check the dates at all times -Eggs Store in a cold dry place Always check for the best before date -Frozen goods store in the freezer -Fruit and vegetables Store in a cold dry place Always check the freshness of the items -Meat and fish Place it in the freezer Check the quality, date and temperature and sanitise Read and follow all the instructions on the labels or ask your supervisor. Clean and sanitise the utensils and equipments Infants Elders Ones who has low immunity SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 36 Section C: Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence:  Demonstrate use of safe food handling practices in food handling work functions on at least three occasions  Demonstrate the correct methods of controlling food hazards at each of the following critical control points: o receiving o storing o preparing o processing o displaying and/or serving o packaging o transporting o disposing. Answer the activity in as much detail as possible, considering your organisational requirements. 1. Demonstrate use of safe food handling practices in food handling work functions on at least THREE occasions 2. Demonstrate the correct methods of controlling food hazards at each of the following critical control points:  Receiving  Storing  Preparing  Processing  Displaying and/or serving  Packaging  Transporting  Disposing. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 37 Section C Performance Activity Q1 Q2 Birthday event - portion each meal item that is served are suitable for the guests, and making sure that clean utensils are used. Conference – ensure to prepare the food at least before the end of the conference because the food can only stay out for two hours. Meeting – ensure to prepare the food at least before the end of the meeting of the because the food can only stay out for two hours. -RECIEVING- we must check the package if it is properly sealed and the dates and also the apprearnce of the delivered food. If any of these are found in checking, we must return it to the supplier and record it. -STORING - we must store the ingredients separately. And make sure to have the proper temperature. -PREPARING- we must first the appearance of the ingridients before preparing it. The area must be clean and no signs of bacteria and contaminants. -PROCESSING- we must use the right equipments and machine in processing foods. We make sure that the equipments are clean before and after using. -DISPLAYING AND/OR SERVING- the area of display must be in proper temperature, and clean. And in serving, the one who will serve must be properly trained and obeserve proper clothings must be wear to avoid cross contamination. -PACKAGING- all food must be packeg properly, make sure to avoid damages in the package, and always check the temperature of food. -TRANSPORTING- make sure that the package are properly sealed and the dates must be checked also. And make sure that the transportation equipments and car is clean and has a proper temperature. -DISPOSING- we must disposed the waste separately. To avoid accidents. And we must use the proper equipments in handling the waste. SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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P a g e | 38 Appendix: 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 SITXFSA002 Participate in safe food handling practices (Learner Workbook) Version 2.0

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