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 MTMPSR413A, 'Participate in ongoing development and implementation of a HACCP and Quality Assurance system'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Participate in ongoing development and implementation of a HACCP and Quality Assurance system' 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. Involve management and staff in developing the quality system | 1.1. Relevant staff members and management are involved to clarify the purpose and scope of the program. 1.2. Enterprise needs and expectations are clearly defined. 1.3. Other systems, such as AUS-MEAT, Occupational Health and Safety (OH&S) and meat inspection are incorporated into the system as appropriate to the workplace needs. |
2. Establish the scope of the system | 2.1. Scope of the HACCP-based quality system is defined to encompass food safety, quality, regulatory compliance, animal welfare and preventative maintenance. 2.2. System is directed to prevent and control food safety hazards and any other hazards such as product quality and OH&S hazards. 2.3. Agreement is sought from relevant areas of the workplace on the coverage and scope of the system. |
3. Conduct hazard analysis and assessment | 3.1. Every step in the production process is assessed for potential food safety hazards. 3.2. Critical Control Points (CCPs) are established to identify where each significant hazard can be prevented or controlled. 3.3. Critical limits are established for each CCP. 3.4. A measurable or recognisable standard is assigned for each CCP to define the critical limits. 3.5. Critical limits are technically and scientifically validated. |
4. Ensure all documents, work procedures and processes required for the system are developed, available and in use | 4.1. All products and processes covered by the HACCP-based quality system are described in a standardised format defining product characteristics relevant to food safety. 4.2. Work instructions and Standard Operating Procedures (SOPs) are reviewed for accuracy, relevance and sufficiency to prevent potential hazards. 4.3. Documented procedures for monitoring CCPs are implemented. 4.4. Documented procedures which ensure any CCPs which are out of control are brought back into control, and affected product is suitably handled, are implemented. 4.5. Documented procedures are implemented to ensure the whole HACCP system is regularly audited and verified as working effectively. 4.6. All documents and records required for the system are available, up-to-date and in use. |
5. Audit, verify and validate the system | 5.1. HACCP plans are routinely revised, verified and validated to reassess hazards, CCPs, critical limits, microbiological and other testing methods and all related procedures of the HACCP system to ensure they are still appropriate to the plant's operations and products. 5.2. Follow up on audit findings is taken and recorded. 5.3. HACCP system is reviewed to take account of any process or product changes. |