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 SIRRFSA001, 'Handle food safely in a retail environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Handle food safely in a retail environment' 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
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Follow food safety program. | 1.1.Access information from food safety program to ensure food handling is completed safely. 1.2.Monitor food safety according to organisational processes and document as required. 1.3.Control identified food safety hazards relevant to operations. 1.4.Take corrective action within scope of job responsibility when non-compliance and food safety hazards are identified and report to relevant personnel as required. 1.5.Record food safety information, including equipment breakdowns, according to food safety program. |
2. Store and handle food safely. | 2.1.Receive and transport food supplies to appropriate storage areas promptly, safely and without damage. 2.2.Store and display food in environmental conditions that protect against contamination and maximise freshness, quality and appearance. 2.3.Store food at controlled temperatures and ensure that food items remain at correct temperature during storage and display. 2.4.Use cooling and heating processes that support microbiological safety of food. 2.5. Identify and take action to remove potentially unsafe food safety processes or situations. 2.6.Change or sanitise food-handling implements between handling different food products to avoid cross-contamination. 2.7.Mark and keep separate from other foodstuffs any food identified for disposal until disposal is complete. 2.8.Dispose of food promptly to avoid cross-contamination. |
3. Maintain personal hygiene standards. | 3.1.Follow hand washing procedures to minimise risk of contamination. 3.2.Wear appropriate clothing and footwear and maintain uniform cleanliness standards. 3.3.Secure hair and cover all open wounds to minimise risk to food safety. 3.4.Report any health issues or illness to appropriate personnel. |
4. Maintain equipment and work area. | 4.1.Clean and sanitise equipment, surfaces and utensils following organisational procedures. 4.2.Identify and report cleaning, sanitising and maintenance requirements. 4.3.Dispose of or report chipped, broken or cracked food handling utensils. 4.4.Take measures within scope of responsibility to ensure food-handling areas are free from insects, pests and vermin and report incidents of animal or pest infestation. |