SITXFSA002 Student Assessment Pack

SITXFSA002 Participate in safe food handling practices
(Student Assessment Pack)
1. Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2. Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: SITXFSA002
Name: Participate in safe food handling practices
3. Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☐ Online submission via Learning Management System (LMS)
☐ Any other method _________________________________________________
(Please mention here)
4. Student declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a form
of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
5. Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order
TOID 41406 CRICOS Code 03762M Authorized by N. Taluja Review Date: 30/06/2021
Unit Code : SITXFSA002 Page 1 of 50

to demonstrate competence in a variety of ways.
Evidence Assessment method/ Type of Sufficient
number/ Task evidence/ Task name evidence
number recorded/Outcom
e
Assessment task Knowledge Test (KT) S / NS (First
1 Attempt)
S / NS (Second
Attempt)
Assessment task Skills Test (ST) S / NS (First
2 Attempt)
S / NS (Second
Attempt)
Outcome C ☐ Date assessed: Trainer signature:
NYC ☐
6. Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
• You have completed and submitted all the requirements for the assessment tasks for this
cluster or unit of competency.
• Your work has been reviewed and assessed by your trainer/assessor.
• You have been assessed as either satisfactory or unsatisfactory for each assessment task
within the unit of competency.
• You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your
trainer/assessor must also ensure that all sections are filled in appropriately, such as:
• Result of Assessment (satisfactory or unsatisfactory)

• Student name, signature and date
• Assessor name, signature and date
• Relevant and detailed feedback
7. Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before
completing the Student Pack. If you have any questions regarding the information, see your
trainer/assessor for further information and clarification.

Pre-Assessment Checklist: Task 1 -

Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☒ Make sure you have completed the necessary prior learning before attempting this assessment.
☒ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☒ Make sure you understand what evidence is required to be collected and how.
☒ Make sure you know your rights and the Complaints and Appeal process.
☒ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate
these with your trainer/assessor).
☒ Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
☒ Make sure that you have all the required resources needed to complete this assessment task.
☒ The due date of this assessment task is in accordance with your timetable.
☒ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☒ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☒ I do not require reasonable adjustment
Declaration (Student to complete)
☒ I confirm that the purpose and procedure of this assessment task has been clearly explained to
me.
☒ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☒ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☒ I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
☒ I confirm that I am ready for assessment.
Student Name: ______________________________________

Student Signature: ___________________________________
Assessment method-based instructions and guidelines:

Knowledge Test (KT)
Assessment type
 Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 The Knowledge Test is comprised of twenty-two (22) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means
you can refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computer to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
 For more information, please refer to the Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
 Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to answer all the questions correctly.
 Do not start answering questions without understanding what is required. Read the
questions carefully and critically analyse them for a few seconds, this will help you to
identify what information is needed in the answer.
 Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
 Be concise, to the point and write answers within the word-limit given to each question. Do
not provide irrelevant information. Remember, quantity is not quality.
 You must write your responses in your own words.
 Use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race,

religion, sexual preference or age. Gender inclusive language should
be used.
 When you quote, paraphrase, summarise or copy information from
other sources to write your answers or research your work, always
acknowledge the source.
Purpose of the assessment

The purpose of this assessment task is to assess the students’ knowledge
essential to participate in safe food handling practices in a range of contexts
and industry settings:
 Knowledge to report incidents of animal or pest infestation.
 Knowledge to follow instructions for items intended for single use.
 Knowledge to control food hazards at critical control points.
 Knowledge to use cooling and heating processes that support
microbiological safety of food.
 Knowledge to detect and report non-conforming practices.
 Knowledge to store food at controlled temperatures.
 Knowledge to mark and separate from other foodstuffs.
 Knowledge to clean and sanitise equipment, surfaces and utensils.
 Knowledge to access and use organizational food safety program.
 Knowledge to monitor food temperature during preparation.
 Knowledge to take corrective actions for incidents where food hazards
are not controlled.
 Knowledge to use appropriate containers and prevent accumulation.
 Knowledge to dispose of or report chipped, broken or cracked eating,
drinking or food handling utensils.
 Knowledge to follow policies and procedures in food safety program.
 Knowledge to store food in environmental conditions.
 Knowledge to ensure that frozen items remain frozen during storage.
 Knowledge to ensure food handling areas are free from animals and
pests.
 Knowledge to achieve microbiological safety.
 Knowledge to complete food safety monitoring processes and
documents.
 Knowledge to store, display and provide single use items to protect
from damage and contamination.
 Knowledge to detect and report cleaning, sanitising and maintenance
requirements.
 Knowledge to dispose of food promptly to avoid cross-contamination.
 Knowledge to choose food storage conditions for specific food type.
 Knowledge to certify safety of food prepared, served and sold.
 Reading knowledge to read and interpret food safety programs,
policies, procedures and flow charts that identify critical control points.
 Writing skills to complete documentation for monitoring food safety.
 Numeracy knowledge to calibrate and use a temperature probe and
calculate timings.
 Knowledge to plan and organise to coordinate different food handling
tasks to take account of food safety issues.
Task instructions

 This is an individual assessment.
 The purpose of this assessment task is to assess the students’
knowledge essential to recruit, select and induct staff in a range of
contexts and industry settings.
 To make full and satisfactory responses you should consult a range of
learning resources, other information such as handouts and textbooks,
learners’ resources and slides.
 All questions must be answered in order to gain competency for this
assessment.

Task Number: AT1 Task Name:

Knowledge Test (KT)
Provide your responses in the boxes below each question.
Q1: a) Why is it important to have a food safety program? Write your Satisfactory
answer in 100-150 words. response
b) How do you access and use information from organisational food Yes ☐ No ☐
safety programs? Write your answer in 50-100 words.
A) Why is it important to have a food safety program? Write your answer in 100-150 words
A food safety program will identify food safety hazards that may occur. It provides a framework for
food safety procedures required to assist in the prevention, control and elimination of food safety
hazards-while outlining how these procedures align with food regulation and legislation.
A food safety program:
•Will identify where and how each hazard can be controlled
•Outlines how to monitor these controls
•Determines the corrective action that must be taken if the control conditions are not met; and
•Will identify the records that must be maintained.
How do you access and use information from organisational food safety programs? Write your answer
in 50-100 words
food receiving, storage, preparation, display, service and disposal  methods of food
hazard control for each critical point  systematic monitoring of hazard controls and
record keeping  personal hygiene, suitable dress and personal protective equipment and
clothing  record maintenance  corrective actions when hazards are found not to be
under control  pest control  cleaning and sanitation  equipment maintenance
Q2: Write six (6) methods to ensure the safety of served and sold food. Satisfactory
response
Yes ☐ No ☐
o monitoring and recording temperature of cold and hot storage equipment

o monitoring and recording food temperatures using a temperature probe
o checking and recording that food is stored within appropriate time limits of receipt of goods
o visual examination of food for quality review
o bacterial swabs and counts
o Suitable ware

o Packaging
o Proper labelling
Q3 List six (6) policies and six (6) procedures that can be Satisfactory
: included in a food safety program? response
Yes No ☐
☐
Monitoring the food regular basic

Legislative requirement
induction
Personal hygiene
Q4 a) How will you control food hazards at critical control Satisfactory

: points? Write your answer in 50-100 words. response
b) What do hotels and restaurants need to do to avoid Yes No ☐
accumulation of garbage and recycle materials and ☐
how can these businesses organise their garbage
storage and disposal? Answer in 100-150 words.

Q5 Explain briefly what steps need to be taken in a food Satisfactory

: safety monitoring process. Write your answer in 100- response
150 words. Yes No ☐
☐
Q6 How will you identify and report non-conforming Satisfactory

: practices? Write your answer in 100-150 words. response
Yes No ☐
☐
People not following personal hygiene
All food product that does not meet food safety, quality or
regulatory requirements should be adequately identified and
stored to prevent accidental use. Disposing and no one use it

Q7 List seven (7) actions must be considered and Satisfactory

: implemented correctly, to avoid incidents where food response
hazards are not controlled. Yes No ☐
☐
Q8 Write down the appropriate food storage conditions for Satisfactory

: each specific food type listed in the table. response
Yes No ☐
☐
No. Food Item Storage Condition

1. Natural peanut butter Cold storage
2. Chicken breast Freezer, cold storage
3. Flours Dry store
4. Sliced vegetables Freezer
5. Onion Dry store
6. Prepared fruit salads Cool room
7. Fish Freezer, col room

8. Winter squash Dry store
9. Sweet potatoes Dry store
10. Cheeses Cool room
Q9 a) Discuss which environmental conditions can be Satisfactory
: detrimental to the storage of food and how food should response
be stored for quality purposes. Write your answer in Yes ☐ No ☐
100-150 words.
b) What is the importance of a controlled temperature,
for storing food? Write your answer in 50-100 words.
Temperature, moisture
Q1 a) Explain the meaning of contaminant, contamination Satisfactory

0: and potentially hazardous foods, according to Australia response
and New Zealand food standards code, in 50-100 Yes No ☐
words. ☐
b) Write the reasons for why you need food safety
programs and what they must contain? List five (5) for
each.
c) What are two (2) consequences of failure to observe
food safety policies and procedures.

C) fine
Q1 a) How can you ensure items remain frozen during Satisfactory

1: storage? Write your answer in 50-100 words. response
b) How can you maintain the food handling areas Yes No ☐
safely from animals and pests, to prevent any damage ☐
to the food or equipment? Write your answer in one
(1) or two (2) sentences.
Q1 Briefly explain the cooling and heating processes, that Satisfactory

2: support microbiological safety of food. Write your response
answer in 100-150 words. Yes ☐ No ☐

Q1 a) How can you monitor food temperature during Satisfactory

3: preparation, using an appropriate temperature response
measuring device? Write your answer in 50-100 words. Yes No ☐
☐
b) Mention six (6) food safety monitoring techniques.
B chemical test
Temperature
Recording all the temperature
Visually looking the food
Q1 What are the six (6) steps taken, to protect food from Satisfactory
4: any contamination, ensuring safety during food response
preparation? Yes No ☐
☐
Stored
Packing
Temperature

Q1 How will you store, display and provide single use Satisfactory
5: items, to protect them from damage and response
contamination? List any four (4) methods. Yes No ☐
☐
Q1 a) List any seven (7) single use items. Satisfactory

6: response
b) Food contaminations is a serious problem and can Yes No ☐
have bad outcomes. List any five (5) customer groups, ☐
who could be generally considered as being at high
risk? For each justify why this might be the case. Write
your answer in 100-150 words.
B) Generally,more at risk include:

 Elderly
 Pregnant women
 Children
 People with immune deficiency
 People with food allergies
 Unwell people

Q1 a) Briefly define the terms cleaning, sanitising and pest Satisfactory

7: control and list two (2) piece of equipment and/or response
materials that may be used in such processes. Write Yes No ☐
your answer in 100-150 words. ☐
b) List at least two (2) aspects for each cleaning,
sanitising and maintenance relevant to food
preparation and storage.
Q1 a) What are the seven (7) principles of HACCP? Satisfactory

8: b) Explain HACCAP and what does it stands for in 40- response
50 words. Yes No ☐

What are the five (5) aspects HACCP method of ☐
controlling food safety?
Q1 Write the critical control points for the specific food Satisfactory
9: products given in the table. response
Yes No ☐
☐
Food item Receiving Storing Preparing Displaying Serving Packaging Transporting
Dry Same
products temp
Refrigerate
d Products
Frozen
Foods

Q2 a) Discuss the procedure of disposing and reporting Satisfactory

0: damaged food handling utensils in 50-100 words response
b) Explain briefly two (2) methods for disposing of food Yes No ☐
promptly to avoid cross-contamination. ☐
c) Write down any five (5) different steps that can be
taken when disposal food is identified.
B) use as a composting
C) label it
Give back to supply
Q2 a) Mention three (3) main types of safety hazards and Satisfactory

1: contamination. response
b) Write four (4) conditions for the development of Yes No ☐
microbiological contamination. ☐
c) Explain the meaning of the temperature danger
zone and provide an explanation of the two-hour and
four-hour rule?

Q2 a) List five (5) food safety standards and four (4) Satisfactory
2: chapters of food standard codes. response
Yes No ☐
b) Mention five (5) local government food safety ☐
regulations and five (5) food safety inspection rules.

Assessment Results Sheet

Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome (please make sure to tick the correct checkbox):

Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student  I declare that the answers I have provided are my own work. Where I
Declaration
have accessed information from other sources, I have provided
references and/or links to my sources.
 I have kept a copy of all relevant notes and reference material that I
used as part of my submission.
 I have provided references for all sources where the information is not
my own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that
the work I submit may be subject to verification to establish that it is my
own.
 I understand that if I disagree with the assessment outcome, I can
appeal the assessment process, and either re-submit additional evidence

undertake gap training and or have my submission re-
assessed.
 All appeal options have been explained to me.
Student
Signature
Date
Trainer/Asse
ssor Name
Trainer/Asse I hold:
ssor ☒ Vocational competencies at least to the level being
Declaration delivered
☒ Current relevant industry skills
☒ Current knowledge and skills in VET, and undertake
☒ Ongoing professional development in VET
I declare that I have conducted an assessment of this
student’s submission. The assessment tasks were deemed
current, sufficient, valid and reliable. I declare that I have
conducted a fair, valid, reliable, and flexible assessment. I
have provided feedback to the student.
Trainer/Asse
ssor
Signature
Date
Office Use The outcome of this assessment has been entered into the
Only Student Management System on _________________
(insert date) by (insert Name)
__________________________________

Pre-Assessment Checklist: Task 2 - Skills

Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☒ Make sure you have completed the necessary prior learning before attempting this assessment.
☒ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☒ Make sure you understand what evidence is required to be collected and how.
☒ Make sure you know your rights and the Complaints and Appeal process.
☒ Make sure you discuss any special needs or reasonable adjustments to be considered during
the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with
your trainer/assessor).
☒ Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
☒ Make sure that you have all the required resources needed to complete this Assessment Task
(AT).
☒ The due date of this assessment task is in accordance with your timetable.
☒ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work.
☒ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☒ I do not require reasonable adjustment
Declaration (Student to complete)
☒ I confirm that the purpose and procedures of this assessment task has been clearly explained
to me.
☒ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☒ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☒ I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
☒ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment.
☒ I confirm that I am ready for assessment.
Student Name: ______________________________________

Student Signature: ___________________________________
Assessment method based instructions and guidelines:

Skills Test (ST)
Assessment type
 Skills Test (ST) – Participate in safe food handling practices.
Instructions provided to the student:
Assessment task description:
This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a Skill Test (ST).
 You are required to participate in safe food handling practices in this assessment task.
 Student must submit the following documents to assessor/trainer as an evidence of their
skill knowledge.
 Completed templates of:
 Food safety monitoring process.
 Food storage sheets.
 Food identification forms.
 Temperature control templates.
 Food processing/cooking templates.
 You will receive your feedback within two weeks - you will be notified by your
trainer/assessor when results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competency in this assessment task.
Applicable conditions:
 This skill test is untimed and is conducted as an open book assessment (this means you
are able to refer to your textbook or other learner materials during the test).
 You will be assessed independently on this assessment task.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task, you are predominately demonstrating your skills,
techniques and knowledge to your trainer/assessor.
 Your trainer/assessor may ask you relevant questions during this assessment task
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
 For more information, please refer to the Training Organisation’s Student Handbook.
Location:
 This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
 Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for attempting the skills test:
 The assessment task requires the student to participate in safe food handling practices.
 Student must concise to the point and write answers according to the given word-limit to
each question and do not provide irrelevant information.
 You will be required to correctly attempt all activities of this assessment task.
Purpose of the assessment

This assessment task is designed to evaluate your following skills and
abilities:
 Skills to report incidents of animal or pest infestation.
 Skills to follow instructions for items intended for single use.
 Skills to control food hazards at critical control points.
 Skills to use cooling and heating processes that support
microbiological safety of food.
 Skills to detect and report non-conforming practices.
 Skills to store food at controlled temperatures.
 Skills to mark and separate from other foodstuffs.
 Skills to clean and sanitise equipment, surfaces and utensils.
 Skills to access and use organizational food safety program.
 Skills to monitor food temperature during preparation.
 Skills to take corrective actions for incidents where food hazards are
not controlled.
 Skills to use appropriate containers and prevent accumulation.
 Skills to dispose of or report chipped, broken or cracked eating,
 Skills to follow policies and procedures in food safety program.
 Skills to store food in environmental conditions.
 Skills to ensure that frozen items remain frozen during storage.
 Skills to ensure food handling areas are free from animals and pests.
 Skills to achieve microbiological safety.
 Skills to complete food safety monitoring processes and documents.
 Skills to store, display and provide single use items to protect from
damage and contamination.
 Skills to detect and report cleaning, sanitising and maintenance
requirements.
 Skills to dispose of food promptly to avoid cross-contamination.
 Skills to choose food storage conditions for specific food type.
 Skills to certify safety of food prepared, served and sold.
 Reading skills to read and interpret food safety programs, policies,
procedures and flow charts that identify critical control points.
 Writing skills to complete documentation for monitoring food safety.
 Numeracy skills to calibrate and use a temperature probe and
calculate timings.
 Skills to plan and organise to coordinate different food handling tasks
to take account of food safety issues.
Task instructions
 This is an individual assessment.

 The purpose of this assessment task is to assess the students’
knowledge essential to recruit, select and induct staff in a range of
contexts and industry settings.
 To make full and satisfactory responses you should consult a range of
learning resources, other information such as handouts and textbooks,
learners’ resources and slides.
 All questions must be answered in order to gain competency for this
assessment.
 This assessment task requires you to assume/ take on the role of a

chef.
 You must:
 Follow predetermined procedures as outlined in a food safety program.
o Comply with the requirements contained within the Australia
New Zealand Food Standards Code.
o Trainer/assessor must provide the resources provided in
Appendix 1.
 You must use the templates provided to document your response.

Task Number: AT2 Task Name: Skills

Test (ST)
Task A:
Your friend is opening a restaurant in West Melbourne. His restaurant will be serving mainly modern
French cuisine. He has appointed 2 new apprentice cooks. He is well experienced in management and
coordination but does not have the time to train the new staff in food safety standard, policies and
procedures. He also feels that the existing staff members may need refresher training.
As you are from hospitality background, he has asked you for your help to create a presentation on a
food safety program for his staff members along with policies and procedures for managing food safety.
In your staff presentation you need to cover the following content:
1. Clarify the need of a food safety program, what it must contain and the content of the National
Codes and Standards and regulatory requirements.
2. Discuss the rules of local government food safety regulations and inspections and the outcomes
in case detection of failure in food safety procedures and policies is found.
3. Explain in a brief, Hazard Analysis and Critical Control Points (HACCP) principles and
procedures/processes which must include:
 Critical control points for the specific food production system and the predetermined
methods of control, especially time and temperature controls used in the receiving,
storing, preparing, processing, displaying, serving, packaging, transporting and disposing
of food.
 The main different types of safety hazards and contamination.
 Conditions for development of microbiological contamination.
 Environmental conditions and temperature controls for storage.
 Temperature danger zone and the two-hour and four-hour rule.
4. Outline the contents of organisational food safety programs, with a focus on ensuring the safety
of food served/sold to customers, especially procedures, associated requirements, and
monitoring documents. Also, discuss different food monitoring techniques and procedures to
certify the safety of food which is served and sold. This should include:
 Bacterial swabs and counts
 Checking and recording that food is stored in appropriate timeframes
 Chemical tests
 Monitoring and recording food temperatures using a temperature measuring device

accurate to plus or minus one-degree Celsius
 Monitoring and recording temperature of cold and hot storage equipment
 Visually examining food for quality review

 Packaging control:
 Using packaging materials suited to foods
 Monitoring of packaging damage
 Protective barriers
 Temperature control
 Supervision of food displays
 Utensil control
 Providing separate serving utensils for each dish
5. Explanation to staff regarding equipment operating procedures, especially how to calibrate, use
and clean a temperature probe and how to identify faults. Along with it you also need to discuss
the high-risk customer groups.
Task B:
This task requires you to demonstrate the use of safe food handling practices to handle food safely
during the storage, preparation, display, service and disposal of food for the following three (3)
different occasions.
 Occasion 1: Serving food or displaying food
 Occasion 2: Packaging and transporting food
 Occasion 3: Cooling and freezing food
At every occasion, you will deal with different types of food including high-risk foods.
To handle food safely, you must:
 Follow predetermined procedures as outlined in a food safety program. (This food safety
program is provided along with the assessment).
 Comply with the requirements contained within the Australia New Zealand Food Standards
Code. Please refer to the following link to download the file.
(http://www.foodstandards.gov.au/code/changes/Documents/A-Handbook-1Sep2013.pdf)
This task is to be completed in a commercial kitchen. The RTO will either arrange a simulated
commercial kitchen for you or take you to a restaurant, cafe, club, and hotel; function, event,
exhibition and conference catering; or cafeterias, kiosks, canteens and fast food outlet where you will
have access to a commercial kitchen.

At the commercial kitchen, you are required to demonstrate the correct
methods of controlling food hazards at each of the following critical control points:
 receiving
 storing
 preparing
 processing
 displaying and/or serving
 packaging
 transporting
 disposing.
To demonstrate the use of safe food handling practices and correct methods of controlling food
hazards, you must complete the following subtasks for each three (3) occasions:
Subtask 1.1: Use safe food handling practices and correct methods of controlling food hazards when
receiving foods items
In this subtask, you are required to use safe food handling practices and correct methods of controlling
food hazards when receiving foods items.
To do so, you must:
 Use relevant information from the organisational food safety program.
 Follow policies and procedures in the food safety program.
When receiving food, you must take all practicable measures to ensure that the received food is safe
and suitable for human consumption. This means that you must ensure that:
 Food is not contaminated with bacteria, chemicals or other things that should not be in food.
 Is at the correct temperature when it arrives and identify if it is potentially hazardous.
o if it is chilled – at a temperature of 5°C or below;
o if it is hot – at a temperature of 60°C or above;
o if it is frozen – frozen hard and not partly thawed;
 Complete food safety monitoring processes. Complete the checklist given below.
Checks Yes No
Check that the temperature of potentially hazardous foods received
from all suppliers is 5°C or below for cold food and 60°C or above for
hot food;
Check that frozen food is received frozen hard (not partially thawed);
Check that packaging isn’t damaged and that food has no immediate

signs of contamination;
Check that all products are within their ‘best before’ or
‘use by’ date;
Check that all products are properly labelled with the
name and address of the manufacturer and a batch
code or a date code. A label will help you identify the
food in case it is recalled;
 Use the template provided and document:
o Food hazards
o Non-conforming practices
o Controls implemented
o Corrective actions for incidents where food hazards are not controlled
Occasion 1: Serving food and displaying food
Hazards Non-conforming Controls Corrective actions

practices
Occasion 2: Packaging and transporting food.
Hazards Non-conforming Controls Corrective actions

practices

Occasion 3: Cooling and freezing food

Hazards Non- Controls Corrective
conforming actions
practices

Subtask 1.2: Use safe food handling practices and correct methods of
controlling food to store food safely.
food hazards when storing food.
Before storing the food, you must wash your hands thoroughly.
When storing the food, you must:
 Select food storage conditions for specific food type. Store food in accordance with the
manufacturer’s instructions. Check if the food requires:
o Dry storage
o Cold storage
o Frozen storage
 Store food in environmental conditions that protect against contamination and maximise
freshness, quality and appearance.
o Check food storage area for contamination. Contamination can be the result of pests
(cockroaches, rats, flies, weevils etc.); cleaning chemicals stored above or next to foods;
or from excessive humidity.
 Store food at controlled temperatures considering the type and ensure that frozen items remain
frozen during storage.
 Complete the templates provided below:
o Food storage sheet
o Hazard identification form

Occasion 1: Food storage sheet template
Food and its category Storage type Storage temperature
Occasion 1: Food identification form
Hazards Checks Controls and Corrective actions

implemented monitoring





Subtask 1.3: Use safe food handling practices and correct methods of controlling food to prepare food
for cooking, packaging, reheating, serving or sale.
food to prepare food for cooking, packaging, reheating, serving or sale.
When preparing food, you must:
 Ensure that the following hazards are prevented:
o Biological - in the right conditions, bacteria will multiply;
o Physical - caused by things that should not be in food, like dirt, hair, glass or stones;
o Chemical - caused by chemicals, such as cleaning agents, detergents and fly sprays.
 Use cooling and heating processes that support the microbiological safety of food.
o Use 2-hour/4-hour rule: Use time and temperature control to keep food safe during
preparation.
 Monitor food temperature during preparation using thermometer to achieve microbiological

safety

 Complete the temperature control template provided
Occasion 1: Temperature control template
Probe Calibration Probe Unit Temperature Legal Corrective

Thermometer Method i.e. Temperature Difference Tolerance Action
Type Ice or +/- 1°C Met
Boiling (Y/N)
Water



Boiling (Y/N)
Water


Boiling (Y/N)
Water

Subtask 1.4: Use safe food handling practices and correct methods of
controlling food to process/cook food.
food to process/cook food to achieve the microbiological safety of the food cooked for the following
three (3) occasions:
 Occasion 1: Serving food and displaying food
 Occasion 2: Packaging and transporting food
 Occasion 3: Cooling and freezing food
When processing/cooking food, you must:
 Wash ready-to-eat fruit and vegetables on the day you intend to use them
 Wash equipment and utensils before preparing dishes
 Keep food ingredients covered
 Check that the cooking temperature reaches 75°C or above to ensure the safety of food
prepared, served and sold to customers
 Mark and separate from other foodstuffs any food identified for disposal until disposal is
complete
 Dispose of food promptly to avoid cross-contamination
After processing/cooking food, you must complete the template provided below.

Occasion 1: Food processing/cooking template
Dish cooked Cooking Time Food marked for Food items

temperature disposal disposed



Subtask 1.4: Use safe food handling practices and correct methods of controlling food to display and/or
serving, pack and transport food.
food to process/cook food to display and/or serving, pack and transport food.
Occasion 1: Serving food and displaying food
At this occasion, you need to:
 Serve food as quickly as possible after preparation.
 Ensure that people who serve food or supervise self-service food displays have appropriate skills
and knowledge for the tasks that they do;
 Ensure that if staff serving food are using gloves that they understand how to use gloves safely;
 Provide separate clean utensils for each food on display, or provide other methods of dispensing
food that minimises food becoming contaminated;
 Throw away single-use items after using them, including straws, paper towels, cups and plates;
 Ensure that protective barriers (for example, sneeze-guards) are installed to protect food in
display cabinets;
 Use a clean and sanitised thermometer to check the temperature of potentially hazardous food
on display. (You do not need to check the temperature of every dish, just a representative
sample);
 Make sure that all potentially hazardous foods are thrown out if kept between 5°C and 60°C for
four hours or more.
Occasion 2: Packaging and transporting food.
 List any allergens on the label of packaged products;
 Identify foods containing allergens on menus;
 Prepare special meals separately from normal meals;
 Advise staff serving food of special requirements;
 Check the packaging for damage and use only clean, uncontaminated packaging materials;
 Store packaging material in a designated area, away from cleaning chemicals, and other matter
that might cause contamination;

 Check that materials being used for packaging are appropriate to the
food being packed, for example: some packaging materials may not be appropriate for acidic
foods, refrigeration, freezing or microwaving;
 Make sure that the packaging material being used will not contaminate the food being packed,
including physical and chemical contamination;
 Make sure that the area used for packing is clean and sanitary before starting and during work;
 Ensure that food packaging machinery is maintained in satisfactory working condition, including
the use of appropriate lubricants and make sure these products do not contaminate food;
 Label food in accordance with the Food Standards Australia New Zealand Food Standards Code.
 Dispose of or report chipped, broken or cracked eating, drinking or food-handling utensils.
 Check that cold food is transported at 5°C or colder;
 Check that frozen food is transported frozen hard (not partially thawed);
 Check that hot food is transported at 60°C or above;
Occasion 3: Cooling and freezing food
 use a probe thermometer, check that the temperature at the centre of potentially hazardous
food reduces from 60°C to 21°C within two (2) hours and from 21°C to 5°C within a further four
(4) hours;
 Check that the potentially hazardous food is being cooled in an appropriately clean,
uncontaminated storage container;
 Protect storage containers from contamination and label with the type of food and the date
before placing into the cold-room or freezer;
 Follow instructions for items intended for single use.
 Put cooked food in the refrigerator after 20-30 minutes.
 Check that the temperature inside the freezer does not rise higher than 5°C while cooling food;
 Make sure there is adequate air circulation around containers by not overloading refrigerators,
cold-room or freezers;
 Separate raw and cooked foods.
 Ensure food handling areas are free from animals and pests and report incidents of animal or
pest infestation.

Performance criteria checklist for unit assessment task:
Trainer/ Assessor to complete

Assessment activities to  Participate in safe food handling practices
be completed  For a full project outline, please refer to the student assessment
instructions
Resources required for  Unit assessment guide template
the unit assessment  Access to live or simulated working environment
task
Does the candidate meet the following criteria Yes No Trainer/Assessor
Comments
a) Successfully detected and reported non-conforming
practices as well as accomplish food safety monitoring
processes and documents.
b) Demonstrated skills to certify safety of food prepared,
served and sold as well as utilized cooling and heating
processes that support microbiological safety of food.
c) Illustrated skills to follow instructions for items intended for
single use as well as store, display and provide single use
items so that they are protected from damage and
contamination.
d) Explained equipment operating procedures, especially how
to calibrate, use and clean a temperature probe and how to
identify faults as well as high-risk customer groups.
e) Demonstrated skills to find incidents where food hazards
are not controlled take corrective actions over there and for
specific food types choose food storage conditions.
f) Successfully utilised suitable containers and avoided
accumulation of garbage and recycled matter as well as
reported or disposed of chipped, broken or cracked eating,
g) Explained the contents of organisational food safety
program, especially procedures, associated requirements,
and monitoring documents as well as different food
monitoring techniques and procedure to certify the safety of
food which is served and sold.
h) Illustrated skills to store food in environmental conditions
and controlled temperature to avoid contamination in order
to maximise freshness, quality appearance as well as certify
that frozen items remain frozen.
i) Demonstrated skills to Demonstrate and split up disposal
food for disposal from other food stuff until disposal is
complete as well as prevent contamination by disposing of
food promptly.
j) Explained briefy Hazard Analysis and Critical Control Points
(HACCP) principles, procedures and process which must
include:
 Critical control points for the specific food production

system and the predetermined methods of control,
especially time and temperature controls used in various
stages for food safety.
 Main types of safety hazards and contamination.
 Conditions for development of microbiological
contamination.
 Environmental conditions and, temperature controls, for

storage.
Temperature danger zone and the two-
hour and four-hour rule.
k) Successfully achieved microbiological safety
by using required temperature measuring
devices to monitor food temperature during
preparation.
l) Skills to report incidents of animal or pest
infestation and take measures within scope
of responsibility to certify food handling
areas are free from animals and pests.
m) Successfully illustrated key features of
commonwealth, state or territory and local
food safety compliance requirements as:
Contents of national codes and

standards that underpin regulatory
requirements
 Reasons for food safety programs and
what they must contain
 Local government food safety
regulations and inspection regimes
 Consequences of failure to observe food
safety policies and procedures
n) Demonstrated skills to clean and sanitise
equipment, surfaces and utensils as well as
find and report cleaning, sanitising and
maintenance requirements.

Assessment Results Sheet

Outcome First attempt:
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Date: _______(day)/ _______(month)/ ____________(year)

Feedback:
Student  I declare that the answers I have provided are my own work. Where I
Declaration
have accessed information from other sources, I have provided
references and or links to my sources.
 I have kept a copy of all relevant notes and reference material that I
used as part of my submission.
 I have provided references for all sources where the information is not
my own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that
the work I submit may be subject to verification to establish that it is
my own.
 I understand that if I disagree with the assessment outcome, I can
appeal the assessment process, and either re-submit additional evidence
undertake gap training and or have my submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor

Name
Trainer/Asses I hold:
sor ☒ Vocational competencies at least to the level being
Declaration delivered
☒ Current relevant industry skills
☒ Current knowledge and skills in VET, and undertake
☒ Ongoing professional development in VET
I declare that I have conducted an assessment of this
student’s submission. The assessment tasks were deemed
current, sufficient, valid and reliable. I declare that I have
conducted a fair, valid, reliable, and flexible assessment. I
have provided feedback to the student.
Trainer/Asses
sor Signature
Date
Office Use Outcome of Assessment has been entered into the Student
Only Management System on _________________ (insert date)
by (insert Name)
__________________________________
Appendix 1: Resources required

 Fixtures:
o Work benches
o Refrigeration unit
o Sink
o Storage facilities
 Small equipment:
o Assorted pots and pans
o Containers for hot and cold storage
o Crockery
o Cutting boards
o Food handler gloves
o Knives
o Packaging materials
o Receptacles for presentation and display purposes
o Small utensils:
 Tongs
 Serving utensils
o Temperature monitoring device
 Appropriate facilities for handwashing:
o Designated hand washing sink
o Antiseptic liquid soap
o Single use towels
o Warm running water
 Food ingredients and ready to eat food items
For further information refer to:
 http://www.foodstandards.gov.au/code/changes/Documents/A-Handbook-1Sep2013.pdf
 https://www.foodstandards.gov.au/publications/documents/complete_safefood.pdf
 http://www.foodstandards.gov.au/foodsafety/standards/Pages/Food-Safety-Standards-
(Chapter-3).aspx

Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional

•
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• The trainer/assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• The trainer/assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable) whether
English  Reading language, literacy and numeracy are likely to impact on the
Speaking  Writing assessment process
Backgroun  Cultural  Use methods that do not require a higher level of language or
d background literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical application
 Flexibility through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment

skills takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services,
e.g. a note-taker for a student who cannot write
 Changes in lecture schedules and
arrangements, e.g. relocating classes to an
accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a
lift
  Reading  Discuss with the Student previous learning
Educatio  Writing experience
nal  Numeracy  Ensure learning and assessment methods meet
backgro  Limited the student’s individual need
und study skills
and/or
learning
strategies
  Speaking  Identify the issues
Disabilit  Reading  Create a climate of support
y  Writing  Ensure access to support that the student has
 Numeracy agreed to
 Limited  Appropriately structure the assessment
study skills  Provide information or course materials in
and/or accessible format, e.g. a text book in braille
learning  Changes in teaching practices, e.g. wearing an
strategies FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services,
e.g. a note taker for a student who cannot write
 Changes in lecture schedules and
arrangements, e.g. relocating classes to an
accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a
lift
Explanation of reasonable adjustments strategy used
Trainer/Assess
or Name
Trainer/Assess I declare that I have attached all relevant evidence to
or Declaration provide reasonable adjustment. The training package
guidelines and criteria have not been compromised in the

process of providing reasonable adjustment to the
student. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided
explanation of reasonable adjustments strategy used, as
required.
Trainer/Assess
or Signature
Date

SITXFSA002 Student Assessment Pack

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SITXFSA002 Student Assessment Pack

Uploaded by

Copyright:

Available Formats

SITXFSA002 Participate in safe food handling practices

(Student Assessment Pack)

1. Student and trainer details

2. Qualification and unit of competency

3. Assessment Submission Method

Student signature: ________________________________

Unit Code : SITXFSA002 Page 1 of 50

6. Completion of the Assessment Plan

• Result of Assessment (satisfactory or unsatisfactory)

Unit Code : SITXFSA002 Page 2 of 50

Pre-Assessment Checklist: Task 1 -

Unit Code : SITXFSA002 Page 3 of 50

Assessment method-based instructions and guidelines:

Unit Code : SITXFSA002 Page 4 of 50

Purpose of the assessment

Unit Code : SITXFSA002 Page 5 of 50

Unit Code : SITXFSA002 Page 6 of 50

Task Number: AT1 Task Name:

o monitoring and recording temperature of cold and hot storage equipment

Unit Code : SITXFSA002 Page 7 of 50

Monitoring the food regular basic

Q4 a) How will you control food hazards at critical control Satisfactory

Unit Code : SITXFSA002 Page 8 of 50

Q5 Explain briefly what steps need to be taken in a food Satisfactory

Q6 How will you identify and report non-conforming Satisfactory

People not following personal hygiene

Unit Code : SITXFSA002 Page 9 of 50

Q7 List seven (7) actions must be considered and Satisfactory

Q8 Write down the appropriate food storage conditions for Satisfactory

No. Food Item Storage Condition

Unit Code : SITXFSA002 Page 10 of 50

Q1 a) Explain the meaning of contaminant, contamination Satisfactory

Unit Code : SITXFSA002 Page 11 of 50

Q1 a) How can you ensure items remain frozen during Satisfactory

Q1 Briefly explain the cooling and heating processes, that Satisfactory

Unit Code : SITXFSA002 Page 12 of 50

Q1 a) How can you monitor food temperature during Satisfactory

Unit Code : SITXFSA002 Page 13 of 50

Q1 a) List any seven (7) single use items. Satisfactory

B) Generally,more at risk include:

Unit Code : SITXFSA002 Page 14 of 50

Q1 a) Briefly define the terms cleaning, sanitising and pest Satisfactory

Q1 a) What are the seven (7) principles of HACCP? Satisfactory

Unit Code : SITXFSA002 Page 15 of 50

Food item Receiving Storing Preparing Displaying Serving Packaging Transporting

Unit Code : SITXFSA002 Page 16 of 50

Q2 a) Discuss the procedure of disposing and reporting Satisfactory

Q2 a) Mention three (3) main types of safety hazards and Satisfactory

Unit Code : SITXFSA002 Page 17 of 50

Unit Code : SITXFSA002 Page 18 of 50

Assessment Results Sheet

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Outcome (please make sure to tick the correct checkbox):

Unit Code : SITXFSA002 Page 19 of 50

Unit Code : SITXFSA002 Page 20 of 50

Pre-Assessment Checklist: Task 2 - Skills

Unit Code : SITXFSA002 Page 21 of 50

Student Signature: ___________________________________

Assessment method based instructions and guidelines:

Unit Code : SITXFSA002 Page 22 of 50

 This is an individual assessment.

Date: ___(day)/ _(month)/ _____(year)