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 FDFFST4008A, 'Preserve food in cans or sealed containers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Preserve food in cans or sealed containers' 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. Oversight the preparation of the packaging materials for thermal processing | 1.1 Suitable containers for canning are identified 1.2 Container’s properties, function, and integrity is assessed 1.3 The parts of a can and end (top) are identified 1.4 A can closing machine (seamer) is set up and trial operation undertaken 1.5 The characteristics of the seamed cans are measured and calculated |
2. Oversight food preparation and filling of cans | 2.1 The quality requirements of raw materials for processing are identified 2.2 The correct procedures for dicing and slicing are performed 2.3 The blanching process is correctly implemented using either steam, water, microwaves or hot gas 2.4 The correct filling procedures for syrups and brines are applied to produce the specified head space 2.5 Cans are weighed with headspaces, drained and net weights recorded 2.6 Exhausting is carried out to remove all gases from the headspace and oxygen from the can 2.7 Closing of the can is monitored |
3. Ensure hermetic sealing of processed food product | 3.1 The quality requirements of raw materials for processing are accessed and applied 3.2 Raw materials are cooked and prepared in an aseptic environment 3.3 Materials are placed into containers and hermetically sealed |
4. Eliminate harmful micro-organisms in the hermetic sealing or canning of low acid foods | 4.1 Micro-organisms relevant to the canning of low acid foods are identified 4.2 The D Value of micro-organisms is interpreted 4.3 The types of microbial spoilage important in food canning are assessed 4.4 The process for eliminating the risk of microbial spoilage in a food product is documented |
5. Assess the impact of acidification in relation to hermetic sealing or canning of low acid foods | 5.1 The acidity of a range of foods is measured 5.2 The relationship between acidity and growth of micro-organisms is identified 5.3 Critical Control Points (CCPs) are established for acidified foods |
6. Monitor retort operation | 6.1 Containers are loaded onto baskets 6.2 The retort is sealed 6.3 Air trapped inside the retort is removed prior to processing 6.4 Pressure is built up in the retort and sterilisation temperature is maintained 6.5 The can is cooled using chlorinated water |
7. Review a canning operation | 7.1 Critical Control Points (CCPs) for a canning operation are reviewed 7.2 Data is reviewed to ensure adherence within critical limits for each CCP 7.3 Operating procedures are reviewed to ensure a quality and safe canned product |