Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SFIPROC203C Mapping and Delivery Guide
Shuck molluscs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SFIPROC203C - Shuck molluscs
Description This unit of competency involves opening and/or removing the meat (shuck) from molluscs, such as oysters, scallops and abalone. Opened molluscs (half shells) or meat only are then prepared/trimmed and packaged according to specifications. Licensing, legislative, regulatory or certification requirements may apply to this unit. Therefore it will be necessary to check with the relevant state or territory regulators for current licensing, legislative or regulatory requirements before undertaking this unit.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit has application for workers in fish processing facilities.It extends to shucking molluscs and then packaging half shells and/or meat to customer and enterprise specifications.Handling and processing of cephalopods is covered in SFIPROC202C Process squid, cuttlefish and octopus. Procedures for freezing, bottling or canning are covered in other processing units.All enterprise or workplace procedures and activities are carried out according to relevant government regulations, licensing and other compliance requirements, including occupational health and safety (OHS) guidelines, food safety and hygiene regulations and procedures and ecologically sustainable development (ESD) principles. Equipment operation, maintenance, repairs and calibrations are undertaken in a safe manner that conforms to manufacturer's instructions. Appropriate personal protective equipment (PPE) is selected, checked, used and maintained.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare work area
  • Work instructions are confirmed with supervisor
  • Workbench and area for product handling and all equipment for grading, opening/shucking, rinsing, storing and chilling product are clean and in full working order.
  • Sufficient potable ice, clean baskets and cold potable water are available.
       
Element: Wash mollusc
  • Molluscs are cleaned in potable water, if necessary, to remove all loose shell, grit and mud.
  • Molluscs awaiting shucking are stored correctly to maintain cool temperature and avoid contamination.
  • Dead molluscs are discarded.
       
Element: Open or remove shells
  • The adductor muscle (bivalves) or foot (abalone) is cut with a knife.
  • Meat is freed from one shell to produce a half shell (bivalves) or shells totally removed to leave meat only (bivalves and abalone) according to productivity and yield specifications.
  • Half shells or meat are quickly rinsed under potable water to remove any grit or debris and meat is trimmed, as required.
  • Product is visually inspected for any signs of spoilage, defects or parasites, and undersize or defective product is identified and set aside for other uses, if appropriate.
  • Product is size/weight graded.
       
Element: Pack half shells or meats
  • Graded half shells or meat are placed into transport containers by weight or number.
  • Layers of half shells are separated within the container with plastic sheeting to ensure that no grit is transferred from the shell to the meat.
  • Identification and traceability of product is maintained.
  • Transport containers of packed half shells or meat are labelled with the date of production and other required information.
  • Transport containers of packed half shells or meat are quickly transferred to the chillers to reduce their temperature.
  • Identification and traceability of product is maintained according to enterprise food safety program.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment evidence required to demonstrate competence in this unit

Assessment must confirm the ability to:

follow the enterprise food safety program

identify species and key organs inside animal (e.g. gills, guts, gonad and adductor muscle)

produce hygienically prepared and packed molluscan meat or meat on half shells that meets customer specifications and food regulations, and are within enterprise yield and productivity requirements

work safely following enterprise OHS procedures.

Assessment must confirm knowledge of:

spoilage pattern of shelled molluscs

defects, diseases and parasites in shelled molluscs

enterprise safe work practices, quality and food safety requirements relevant to shucking molluscs.

Context of and specific resources for assessment

Assessment is to be conducted at the workplace or in a simulated work environment.

Resources may include:

clean packing cases

knives, baskets, waste tubs and running potable water

opening bench

product (bivalves or abalone)

washing tubs.

Method of assessment

The following assessment methods are suggested:

demonstration

oral questions.

Guidance information for assessment

This unit may be assessed holistically with other units within a qualification.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

accurately using visual size grading

cleaning and maintaining a hygienic workplace and work area

communicating orally to give and receive information

identifying signs of spoilage and common defects, diseases and parasites in molluscs

identifying species and location of key organs inside the body (e.g. gills, guts, gonad and adductor muscle)

sharpening knives

manual dexterity for opening/shucking/trimming live molluscs with minimal damage.

Literacy skills used for:

interpreting enterprise procedures

interpreting productivity and yield specifications.

Numeracy skills used for:

counting

interpreting and apply size grading

interpreting weighing scales.

Required knowledge

food safety program requirements for shucking molluscs

hygienic handling and storage of live seafood intended to be eaten raw or cooked

personal, workplace and product hygiene principles

quality, productivity and yield specifications

spoilage pattern and common defects, diseases and parasites for molluscs.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Relevant government regulations, licensing and other compliance requirements may include:

business or workplace operations, policies and practices

correct marketing names and labelling

environmental hazard identification, risk assessment and control

food safety/Hazard Analysis and Critical Control Point (HACCP), hygiene and temperature control along chain of custody and Australian Quarantine Inspection Service (AQIS) Export Control (Fish) orders

OH) hazard identification, risk assessment and control.

OHS guidelines may include:

appropriate workplace provision of first aid kits and fire extinguishers

clean, uncluttered, hygienic workplace

codes of practice, regulations and/or guidance notes which may apply in a jurisdiction or industry sector

enterprise-specific OHS procedures, policies or standards

hazard and risk assessment of workplace, maintenance activities and control measures

induction or training of staff, contractors and visitors in relevant OHS procedures and/or requirements to allow them to carry out their duties in a safe manner

OHS training register

safe lifting, carrying and handling techniques, including manual handling, and the handling and storage of hazardous substances

safe systems and procedures for the protection of people in the workplace

the appropriate use, maintenance and storage of PPE.

Food safety and hygiene regulations and procedures may include:

AQIS Export Control (Fish) orders

Australian Shellfish Sanitation program

chain of custody (temperature and contamination control)

equipment design, use and maintenance

HACCP

hygiene and sanitation requirements

location, construction and servicing of seafood premises

Primary Products Standard and the Australian Seafood Standard (voluntary)

requirements set out in Australian and New Zealand Food Authority (ANZFA) Food Standards Code.

ESD principles may include:

controlling effluents, chemical residues, contaminants, wastes and pollution

improving energy efficiency

increasing use of renewable, recyclable and recoverable resources

minimising noise or odour emissions

reducing emissions of greenhouse gases

reducing energy use

reducing use of non-renewable resources

undertaking environmental hazard identification, risk assessment and control

using and recycling of water, and maintaining water quality.

PPE may include:

gloves, mitts or gauntlets, and protective hand and arm covering

insulated protective clothing for freezers or chillers and refrigeration units

non-slip and waterproof boots (gumboots) or other safety footwear

protective hair, beard and boot covers

uniforms, overalls or protective clothing (e.g. mesh and waterproof aprons).

Equipment may include:

freezer trays

ice slurries

interleaving plastic material

labels

opening bench or board

packing cases

potable running water

scales

shucking knife

storage bottles and cans

tumbling machine/box.

Product may include:

form:

bottled

canned

fresh

frozen

half shell or meat only (shell-less)

species:

bivalves:

clams or cockles

mussels

oysters

scallops

gastropods:

abalone.

Productivity and yield specifications may include:

bivalve half shell yields

case size, such as 10 dozen

colour

half shell size grades

meat yields:

condition

fat content

fullness

size

weight

opening or shucking rates

trimmings:

removal of byssal threads or beard from mussels, clams and pearl oysters

removal of gills (frill) and organs on scallops (edible portion is adductor mussel and sometimes gonad)

removal of mouth parts, organs, gills, sensory appendages (frill) on abalone (edible portion is foot).

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Work instructions are confirmed with supervisor 
Workbench and area for product handling and all equipment for grading, opening/shucking, rinsing, storing and chilling product are clean and in full working order. 
Sufficient potable ice, clean baskets and cold potable water are available. 
Molluscs are cleaned in potable water, if necessary, to remove all loose shell, grit and mud. 
Molluscs awaiting shucking are stored correctly to maintain cool temperature and avoid contamination. 
Dead molluscs are discarded. 
The adductor muscle (bivalves) or foot (abalone) is cut with a knife. 
Meat is freed from one shell to produce a half shell (bivalves) or shells totally removed to leave meat only (bivalves and abalone) according to productivity and yield specifications. 
Half shells or meat are quickly rinsed under potable water to remove any grit or debris and meat is trimmed, as required. 
Product is visually inspected for any signs of spoilage, defects or parasites, and undersize or defective product is identified and set aside for other uses, if appropriate. 
Product is size/weight graded. 
Graded half shells or meat are placed into transport containers by weight or number. 
Layers of half shells are separated within the container with plastic sheeting to ensure that no grit is transferred from the shell to the meat. 
Identification and traceability of product is maintained. 
Transport containers of packed half shells or meat are labelled with the date of production and other required information. 
Transport containers of packed half shells or meat are quickly transferred to the chillers to reduce their temperature. 
Identification and traceability of product is maintained according to enterprise food safety program. 

Forms

Assessment Cover Sheet

SFIPROC203C - Shuck molluscs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SFIPROC203C - Shuck molluscs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: