Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver FDFFS5001A, 'Develop a HACCP-based food safety plan'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop a HACCP-based food safety plan' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Describe the product, and scope the food safety plan | 1.1 Appropriate product-specific knowledge and expertise is available or obtained 1.2 The segment of the food chain and processes involved are specified 1.3 The scope of the HACCP plan is identified and class of hazards specified 1.4 A full description of the product is drawn up 1.5 The intended use and client group for the product is identified |
2. Construct a flow diagram of production and confirm its applicability | 2.1 All steps in the operation are included from primary production, processing, manufacture and distribution to the consumer 2.2 Standard symbols and nomenclature are used to describe the processes and steps in the operation as a flow diagram 2.3 The steps preceding and following a new operation are specified 2.4 The flow diagram is validated against the operation at all stages of production |
3. Analyse all potential hazards for each step and consider control measures | 3.1 Hazards are identified that can reasonably be expected to occur at each step 3.2 A hazard analysis is conducted to identify hazards that can impact on the production of safe food covering 3.3 Control measures are considered for each hazard |
4. Determine critical control points and the critical limits for each | 4.1 A process of decision making is followed to determine critical control points 4.2 Hazards at each critical control point are checked to ensure a control measure can be put in place 4.3 Where control measures aren’t available the product or process is modified to allow a control measure at another stage 4.4 Critical limits are specified for each critical control point that are either measured or sensory |
5. Establish a monitoring system for each critical control point | 5.1 Appropriate monitoring methods are established for each critical control point 5.2 Monitoring methods are designed to indicate the critical limit has been reached or is trending towards it 5.3 Monitoring frequency ensures that the critical control point is in control 5.4 Adjustments are made on the basis of the monitoring of critical limits to prevent deviation and hazards occurring |
6. Establish and record corrective actions and verification procedures | 6.1 Specific corrective actions are designed to deal with deviations in the critical control point as they occur 6.2 Procedures for treating or disposing of product are documented for when critical limits are exceeded 6.3 Verification procedures are developed 6.4 Verification is carried out to ensure the HACCP system is working effectively |
7. Establish documentation and record keeping requirements | 7.1 All HACCP procedures are documented 7.2 Records are maintained including the collection of continuous monitoring data if required 7.3 Records are accessed to determine that procedures in place are maintaining critical limits at each critical control point 7.4 HACCP procedures are accessed and reviewed as part of continuous improvement 7.5 Food safety systems and documentation are designed to meet the requirements of auditing standards |