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 SIRRFSA001A, 'Apply retail food safety practices'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply retail food safety practices' 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 describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Apply personal hygiene and sanitation.
1.1.Identify and demonstrate good personal hygiene practices.
1.2.Identify, maintain and use protective clothing and equipment.
1.3.Ensure personal movement within and outside workplace complies with work area requirements.
1.4.Maintain personal presentation, according to store procedures and legislative requirements.
2. Identify food safety program.
2.1.Identify and interpret store food safety program.
2.2.Implement food safety program.
3. Store and handle food products hygienically.
3.1.Transport packaged food supplies to the appropriate storage area promptly, safely and without damage.
3.2.Identify and practise food storage requirements, according to store procedures and legislative requirements.
3.3.Identify and use food handling implements for handling products according to legislative requirements.
3.4.Avoid cross contamination by changing food handling implements between handling different products and appropriate hand washing.
4. Clean work area and equipment.
4.1.Identify and practise cleaning requirements for work areas, according to store procedure, the food safety program and legislative requirements.
4.2.Identify and practise external and internal cleaning requirements for equipment, according store procedures and the food safety program legislative requirements.
4.3.Identify and use appropriate and safe cleaning tools, consumables and equipment for a variety of applications.
4.4.Identify and practise appropriate and safe routine maintenance requirements for food storage and work areas and equipment, according to store procedures and the food safety program.
4.5.Report maintenance requirements and problems to relevant personnel without delay.
4.6.Identify and observe handling and storage requirements for cleaning chemicals, according to manufacturer safety data sheets and store procedures and the food safety program.
4.7.Identify and perform waste disposal and pest control procedures, according to store procedures, food safety program and legislative requirements.
5. Monitor food safety.
5.1.Monitor food safety hazards to control food safety risk.
5.2.Identify potentially unsafe food safety processes or situations and take corrective action.
5.3.Record food safety information, including equipment breakdowns, according to the food safety program.
6. Contribute to continuous improvement.
6.1.Promptly identify hygiene and sanitation problems or situations, including potential sources of food-contamination, and rectify or report to relevant personnel.
6.2.Promptly identify conditions that promote microbial growth and rectify or report to relevant personnel.