b) Write down any four (4) unsafe practices that can cause food contamination and food-borne illnesses.

b) What is the role of local government regulators in the food industry? Write any three (3) roles.

c) What are two (2) ramifications of failure to obey food safety law and organisational policies and procedures?

b) What the five the (5) aspects of the HACCP method of controlling food safety?

b) Write down any three (3) actions that you would take when suffering from personal health issues at the workplace?

b. What information must be included in food safety programs? List five (5) for each.

b) How can you prevent food contamination when handling food? List any five (5) ways.

c) What kind of personal assets can cause contamination? Explain in one (1) or two (2) sentences.

b) Write any four (4) appropriate times for food handlers to wash hands.

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

·         I have kept a copy of all relevant notes and reference material that I used as part of my submission.

·         I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

·         I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

·         All appeal options have been explained to me.

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.  I have provided feedback to the student.

on _________________ (insert date)

by (insert Name) __________________________________

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT).

☐ The due date of this assessment task is in accordance with your timetable.

☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.  Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

☐ The request for an extension to submit your assessment work must be made before the due date.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________                     

Student Signature: ___________________________________

• Skills Test – Use hygienic practices for food safety

·         This assessment task is a Skills Test.

·         This assessment task consists of three (3) practical demonstration subtasks.

§  Subtask 1: Handle food.

§  Subtask 2: Store food

§  Subtask 3: Prepare food for cooking and clean the area

·         The student must submit the following documents to the assessor/trainer as evidence of their skill knowledge.

§  Completed checklist to monitor food safety

§  Completed template of hazard identification and incident report

§  Completed template of food storage sheet and food identification form.

§  Completed template of temperature control.

·         You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.

·         You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

• This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• 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 task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.

• This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

• Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

·         Skill to use appropriate facilities for washing hands.

·         Skill to confirm hygienic personal contact with food and food contact surfaces.

·         Skill to report incidents of food contamination resulting from personal health issues.

·         Skill to report unsafe practices that breach hygiene procedures.

·         Skill to avoid food contamination from clothing and other items worn

·         Skill to eradicate or minimise the hygiene hazard and report it for follow-up.

·         Skill to use hygienic cleaning practices that prevent food-borne illnesses.

·         Skill to follow organisational hygiene procedures.

·         Skill to terminate participation in food handling activities where own health issue may cause food contamination.

·         Skill to evade unnecessary direct contact with ready to eat food

·         Skill to report personal health issues that can cause a hygiene risk.

·         Skill to detect food hazards that may affect health and safety

·         Skill to wash hands at proper times and follow handwashing procedures

·         Skill to sustain clean clothes, wear required personal protective clothing, and only use organisation-approved bandages and dressings

·         Skills to interpret organisational documents or diagrams relating to organisational food safety programs, hygiene and food safety procedures and hazard analysis and critical control points (HACCP) practices

·         Oral/speech communication skills to report hygiene hazards and non-compliant organisational practices accurately.

·         This assessment task requires the student to assume/ take on the role of a Food Handler.

·         The student must:

o   Follow predetermined procedures as outlined in a food safety program.

o   Comply with the requirements contained within the Australia New Zealand Food Standards Code.

o   Comply with “Personal Hygiene Standards”. This document is provided along with the assessment.

·         Trainer/assessor must provide the resources to this unit;

o   Food Safety Program

o   Personal Hygiene Standards

·         The student must use the templates provided to document their response.

·         Information regarding time-limits to complete each sub-task will be provided by the trainer/assessor.

The student must ensure that they wash their hands:

• before handling food;
• between handling raw food and food that is ready to eat, such as cooked food and salads;
• after using the toilet;
• after smoking, coughing, sneezing, blowing the nose, eating or drinking;
• after touching hair, scalp, mouth, nose or ear canal; and
• after handling the rubbish and other waste.

_________________________________________________________________________

After receiving the delivery, the supervisor wants you to:

• Store the food items.
• Clean and tidy the storage area after the items are stored.

When storing the food items, he wants you to follow the following workplace measures to prevent pests from entering food premises:

• Never store foodstuff on the floor.
• Make sure all holes and cracks are sealed.
• Make sure waste is regularly disposed of.

The supervisor has asked you to store the food items. When storing the food items, you have identified a strong smell of ammonia (rodent urine) and some small black droppings about the size of rice grains.

• Comply with personal hygiene, maintain food safety, contribute to the cleanliness of food handling areas and dispose of food.

• Unit assessment guide template
• Access to live or simulated working environment

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

·         I have kept a copy of all relevant notes and reference material that I used as part of my submission.

·         I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

·         I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

·         All appeal options have been explained to me.

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.  I have provided feedback to the student.

by (insert Name) __________________________________

•        Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

•        The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

•        The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

•        The 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.

(select as applicable)

¨ Reading

¨ Writing

¨ Confidence

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ 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

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ 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.

¨ Limited study skills

¨ 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 an 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

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Ensure learning and assessment methods meet the student’s individual need

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨ Provide information or course materials in an accessible format, e.g.  a textbook in braille

¨ 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

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift