SITXFSA Use Hygiene Practice For Food Safety Task 2.v1.0

Assessment Task 2 - Skills Test
1.1 Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name
1.2 Course and Unit Details

Course code SIT30816
Course name Certificate III in Commercial Cookery
Unit code
Unit name
1.3 Assessment Submission Method

✘ By hand to trainer/assessor ✘ By email to ✘ Online submission via Learning
trainer/assessor Management System (LMS)
✘ By Australia Post to RTO ✘ Any other method

_________________________________________________
(Please mention here)
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: ____/_____/______________
Ridge International College Document: V1.0

RTO# 45472 CRICOS# 03747K Student Pack SITXFSA005
L5, 85 Queen St, Melbourne
Student Pack
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Role Play S / NS (First Attempt)
Unit Assessment Task 3 Role Play S / NS (First Attempt)
Final result C/NYC Date assessed
Trainer/Assessor Signature
1.4
1.5 Trainer/Assessor Feedback

1.6
Skills Test:

Student Pack
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 workplace where you will have access to a commercial
kitchen.
At the commercial kitchen, your RTO will provide you with the following facilities, equipment and
resources:
 Foodservice and food safety program policies and procedures (Provided along with this unit)
 Foodservice facilities, equipment and utensils for handling, storing and disposing of food and
beverages
o Receptacles for storage and display purposes
o Serving utensils
 Personal protective clothing including food handler gloves and wound dressings
 Food and beverages
o Ready to eat food items
 Cleaning equipment
 Hand washing facilities and equipment
o appropriate facilities for handwashing:
 designated hand washing sink
 antiseptic liquid soap
 single use towels
 warm running water
 Appropriate changing facilities
 First aid kit
 Current plain English regulatory documents distributed by the commonwealth, state,

territory or local government food safety authority
 Australia New Zealand Food Standards Code
You will need to arrange and wear appropriate clothing and footwear.

Student Pack
At the commercial kitchen, you are required to demonstrate the skills and knowledge required to
comply with personal hygiene, maintain food safety, contribute to the cleanliness of food handling
areas and dispose of food. This includes:
 Washing hands by following correct handwashing procedures for four (4) appropriate times
 Cleaning and tidying up work areas three (3) times to avoid contamination and pests
 Follow disposing procedures to dispose of three (3) food items
 Identify, correcting and reporting three (3) processes or practices that are not consistent
with the food safety program and hygienic food services
 Appropriate use of uniform and personal protective equipment for three (3) occasions
 Using procedures to report unsafe hygiene practices on one (1) occasion
To demonstrate the skills and knowledge required to comply with personal hygiene, maintain food
safety, contribute to the cleanliness of food handling areas and dispose of food, you must:
 Follow predetermined policies and 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.
(https://www.foodstandards.gov.au/code/Pages/default.aspx)
 Comply with “Personal Hygiene Standards”. This document is provided along with the
assessment.
You must complete the following subtasks.
Subtasks:
Scenario:
The kitchen in receiving delivery items from the supplier. The food items include:
 Vegetables
 Fruits
 Grains, Beans and Nuts
 Meat and Poultry
 Fish and Seafood

Student Pack
 Sachets: sugar, spreads, Jam, tomato sauce, coffee and tea.
 Dairy Foods
 Frozen products

Student Pack
Your Supervisor has asked you to take these deliveries, handle and store food. You have an infected
sore.
Subtask 1: Handle food
Part A:
In this subtask, you are required to handle food.
The food has to be handled in accordance with the following:
 Organisational food safety program.
 Policies and procedures in the food safety program
 Personal Hygiene Standards.
Note: (Student must wash their hands four (4) times when completing this subtask).
The student must ensure that they wash their hands:
 before handling food;
 between handling raw food and food that is ready to eat, such as cooked food and salads;
 after using the toilet;
 after smoking, coughing, sneezing, blowing the nose, eating or drinking;
 after touching hair, scalp, mouth, nose or ear canal; and
 after handling the rubbish and other waste.
Before handling food, you must:
 Report to the supervisor that you have an infected sore.
 Ensure appropriate use of uniform and personal protective equipment
 Follow organisation procedures for continuing participation in food services.
 Follow organisation requirements for wearing bandages and dressings:
o Completely cover the infected sore by a bandage and clothing or by a waterproof

covering if on an area of bare skin.
o Use medication to dry up discharges.

Student Pack
 Wear appropriate clothing, personal protective clothing and footwear.
 Follow personal hygiene procedures and maintain cleanliness to avoid contamination.
When handling food, you must:
 Follow food safety program, i.e. you must take all practicable measures to ensure that the
received food is safe and suitable for human consumption. This means that you must make
ensure that:
 Food is not contaminated with bacteria, chemicals or other things that should not be in food.
 Identify appropriate times for handwashing and follow correct handwashing procedures. (As
given in Personal Hygiene Standards document)
 Is at the correct temperature when it arrives and identifies 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;

Student Pack
Check that all products are within their ‘best before’ or ‘use by’ date;
Store single-use items appropriately to avoid damage and

contamination.
Store, use and dispose of single-use items appropriately to avoid

damage and contamination

Student Pack
 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.
Template: Hazard identification
Hazards Non-conforming Controls Corrective actions

practices

Student Pack

Student Pack
Part B: During the last leg of the task of food handling, you have noticed that blood is coming out of
the bandage and could lead to food contamination. Therefore, you are required to do the following:
 Isolate the last handle food item and cease participation in food handling activities.
 Report the incident of food contamination which has resulted from a personal health issue to
your supervisor.
 Fill the given incident report in line with organisation procedures.
Using procedures to report unsafe hygience practices on one (1) occasion.
Incident Report Template
REPORTED DATE OF
BY: REPORT:
TITLE /
ROLE: INCIDENT NO.:
INCIDENT INFORMATION
INCIDENT DATE OF
TYPE: INCIDENT:
LOCATION:
ZIP
CODE
CITY: STATE: :
SPECIFIC AREA OF
LOCATION (if applicable):
INCIDENT DESCRIPTION

Student Pack
NAME / ROLE / CONTACT OF PARTIES INVOLVED
1.
2.
3.
NAME / ROLE / CONTACT OF WITNESSES
1.
2.
3.
POLICE REPORT
FILED? PRECINCT:
REPORTING OFFICER: PHONE:
FOLLOW-UP ACTION

Student Pack
SUPERVISO
R DATE
SUPERVISOR NAME: SIGNATURE: :
_____________________________________________________________________
Subtask 2: Store food
Subtask 2.1.
Scenario:
After receiving the delivery, the supervisor wants you to:
 Store the food items.
 Clean and tidy the storage area after the items are stored.
When storing the food items, he wants you to follow the following workplace measures to prevent
pests from entering food premises:
 Never store foodstuff on the floor.
 Make sure all holes and cracks are sealed.
 Make sure waste is regularly disposed of.
In this subtask, you are required to store food.
The food has to be stored in accordance with the following:
 Use safe food handling practices and correct methods of controlling food hazards when storing
food (Use relevant information from organisational food safety program).

Student Pack
 Follow policies and procedures in the food safety program.
 Follow Personal Hygiene Standards.
Before storing the food, you must:
 Wear appropriate clothing/uniform, personal protective clothing and footwear to ensure the
following:
o Prevent food contamination from clothing and other items worn
o Prevent unnecessary direct contact with ready to eat food
o Hygienic personal contact with food and food contact surfaces
given in Personal Hygiene Standards document).
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 the 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
 Identify and report processes and practices that not consistent with the food safety program.

Student Pack
o Note: Trainer/assessor must ensure that some food containers are placed on the floor.
 Document ‘corrective actions’ taken
 Store single-use items appropriately to avoid damage and contamination.
 Clean and tidy work areas to avoid contamination and pests.
 Complete the templates provided below:
o Food storage sheet.
o Hazard identification form.

Student Pack
Food storage sheet template
Food and its category Storage type Storage temperature

Student Pack
Food identification form
Hazards Checks Controls and Corrective actions

implemented monitoring

Student Pack
Subtask 2.2.
Scenario:
The supervisor has asked you to store the food items. When storing the food items, you have
identified a strong smell of ammonia (rodent urine) and some small black droppings about the size of
rice grains.
In this subtask, you are required to identify the indicators of pest presence in the storeroom and report
it to the supervisor.
You must communicate the following to the supervisor (trainer/assessor):
 Indicators of pest.
 Type of pest based on the indicators

Student Pack
Subtask 3: Prepare food for cooking and clean the area
Subtask 3.1. Prepare food for cooking
In this subtask, you are required to use safe food handling practices and correct methods of controlling
food to prepare food for cooking.
The information about the cooking dish will be explained by the trainer/assessor.
When preparing food, you must:
 Wear appropriate clothing/uniform, personal protective clothing and footwear.
given in Personal Hygiene Standards document).
 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.

Student Pack
 Monitor food temperature during preparation using a thermometer to achieve microbiological

safety.
 Complete the temperature control template provided.
 Identify at least two (2) food items for disposal and follow food disposal procedures given in the
food safety program.

Student Pack
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

Student Pack
Subtask 3.2. Clear the work area
After preparing the food for cooking, you are required to clean the work area to avoid contamination
and pests.
To do so, you need to:
 Ensure that all items that come into contact with food must be effectively cleaned and sanitised.
This is a 4-step process that removes food waste, dirt, grease and destroys food-borne disease
pathogens.
o Step 1 – Preparation
 Remove loose dirt and food particles.
 Rinse with warm, potable water.
o Step 2 – Cleaning
 Wash with hot water (60 °C) and detergent.
 Rinse with clean potable water.
o Step 3 – Sanitising (bacteria-killing stage)
 Treat with very hot, clean, potable water (75 °C) for at least 2 minutes.
 Apply sanitiser as directed on the label.
o Step 4 – Air drying
 Leave benches, counters and equipment to air dry. The most hygienic way to dry
equipment is in a draining rack.

Student Pack
Performance Criteria/Performance Checklist

Your task must address the following performance criteria/ performance checklist.
S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Follow organisational hygiene
procedures  
b) Report unsafe practices that breach

hygiene procedures promptly  
c) Identify food hazards that may affect

the health and safety of customers,  
colleagues and self
d) Removed or minimise the hygiene

hazard and report as appropriate for  
follow-up.
e) Reported personal health issues are

likely to cause a hygiene risk  
f) Reported incidents of food

contamination resulting from personal  
health issues
g) Ceased participation in food handling

activities where own health issue may  
cause food contamination

Student Pack
h) Maintained clean clothes, wear

required personal protective clothing,  
and only use organisation-approved
bandages and dressings.
i) Prevent food contamination from

clothing and other items worn.  
j) Prevent unnecessary direct contact

with ready to eat food.  
k) Ensure hygienic personal contact with

food and food contact surfaces.  
l) Use hygienic cleaning practices that

prevent food-borne illnesses.  
m) Washed hands at appropriate times

and follow handwashing procedures  
consistently.
n) Washed hands using appropriate

facilities.  
o) Successfully detected and reported

non-conforming practices as well as  
accomplish food safety monitoring
processes and documents.

Student Pack
p) Comply with the requirements

contained within the Australia New  
Zealand Food Standards Code.
q) Illustrated skills to follow instructions

for items intended for single-use as  
well as store and use single-use items
so that they are protected from
damage and contamination.
r) 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.
s) Demonstrated skills to find incidents

where food hazards are not controlled  
and took corrective actions over there
and for specific food types choose
food storage conditions.
t) Successfully utilised suitable

containers and avoided the  
accumulation of garbage and recycled
matter as well as reported or disposed
of chipped, broken or cracked eating,
drinking or food-handling utensils.
u) Followed predetermined policies and

procedures as outlined in a food  
safety program.
v) Illustrated skills to store food in

environmental conditions and  
controlled the temperature to avoid
contamination to maximise freshness,
quality appearance as well as certifies
that frozen items remain frozen.

Student Pack
w) Demonstrated skills to disposal food.

 
x) Successfully achieved microbiological

safety by using required temperature  
measuring devices to monitor food
temperature during preparation.
y) Demonstrated skills to report

incidents of animal or pest infestation  
and take measures within the scope of
responsibility to certify food handling
areas are free from animals and
pests.
z) Identified, corrected and reported

processes or practices that were not  
consistent with the food safety
program.

Student Pack
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 (make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS)
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.

Student Pack
 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/Assessor I hold:
Declaration
Vocational competencies at least to the level being 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/Assessor
Signature
Date
Office Use Only The outcome of the assessment has been entered into the Student
Management System
on _________________ (insert date)
by (insert Name) __________________________________

Student Pack
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
Background
 Cultural  Use methods that do not require a higher level of language or
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

Student Pack
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 takes
skills account of the student’s needs
 Provision of information or course materials in an 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 the physical environment, e.g. installing lever
taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the student’s
background  Numeracy individual need
 Limited study
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in an accessible format,
skills and/or e.g. a textbook in braille
learning strategies  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

Student Pack
classes to an accessible venue

 Changes to course design, e.g. substituting an assessment task
 Modifications to the physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used
Trainer/Assessor
Name
Trainer/Assessor
Declaration I declare that I have attached all relevant evidence to 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/Assessor
Signature
Date

Student Pack
Appendix B: Learner Evaluation Form

Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve
our training quality. The purpose of the evaluation form is to evaluate the areas below:
• logistics and support

• facilitation
• training material
• assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in
completing this evaluation form!
Unit of Trainer/
Competency Assessor Name
Name
Student Name Dates of Training

(Optional)
Employer/Work Date of
site (if Evaluation
applicable)
A Logistics and Support Evaluation

No. Criteria/Question
Strongly Agree
Disagree
Disagree
Strongly
Neutral
Agree
1 The communication regarding the required

attendance and time to study to pass this unit
was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was
effective and prepared.
4 The training venue was conducive to learning
(set-up for convenience of students,
comfortable in terms of temperature, etc.)
Additional Comments on Logistics and Support

Student Pack
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and
knowledgeable on the subject of the program
2 The trainer/assessor encouraged student
participation and input
3 The trainer/assessor made use of a variety of
methods, exercises, activities and discussions
4 The trainer/assessor used the material in a
structured and effective manner
5 The trainer/assessor was approachable and
respectful of the learners
6 The trainer/assessor was punctual and kept to
the schedule
7 The trainer/assessor was easy to understand
and used the correct language
Additional Comments on Training

Student Pack
Disagre
Disagre
y Agree
Neutral
Strongl
Strongl
Agree
e
e
C Learning Evaluation y
1 The learning outcomes of the unit are
relevant and suitable.
2 The content of the unit was relevant and
suitable for the target group.
3 The length of the training was suitable for
the unit.
4 The learning material assisted in the
learning of new knowledge and skills to
apply in a practical manner.
5 The learning material was free from
spelling and grammar errors
6 Handouts and exercises were clear,
concise and relevant to the outcomes and
content.
7 Learning material was generally of a high
standard, and user-friendly
Additional Comments on Learning Evaluation


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Assessment Task 2 - Skills Test

1.1 Student and Trainer/Assessor Details

1.2 Course and Unit Details

1.3 Assessment Submission Method

✘ By Australia Post to RTO ✘ Any other method

Student signature: ________________________________

Ridge International College Document: V1.0

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

1.5 Trainer/Assessor Feedback

Ridge International College Document: V1.0

o Receptacles for storage and display purposes

 Food and beverages

o Ready to eat food items

 Hand washing facilities and equipment

o appropriate facilities for handwashing:

 designated hand washing sink

 antiseptic liquid soap

 single use towels

 warm running water

 Appropriate changing facilities

 First aid kit

 Current plain English regulatory documents distributed by the commonwealth, state,

 Australia New Zealand Food Standards Code

Ridge International College Document: V1.0

 Follow disposing procedures to dispose of three (3) food items

 Using procedures to report unsafe hygiene practices on one (1) occasion

You must complete the following subtasks.

 Grains, Beans and Nuts

 Meat and Poultry

 Fish and Seafood

Ridge International College Document: V1.0

 Sachets: sugar, spreads, Jam, tomato sauce, coffee and tea.

Ridge International College Document: V1.0

Subtask 1: Handle food

In this subtask, you are required to handle food.

The food has to be handled in accordance with the following:

 Organisational food safety program.

 Policies and procedures in the food safety program

 Personal Hygiene Standards.

The student must ensure that they wash their hands:

 before handling food;

 after using the toilet;

 after smoking, coughing, sneezing, blowing the nose, eating or drinking;

 after touching hair, scalp, mouth, nose or ear canal; and

 after handling the rubbish and other waste.

Before handling food, you must:

 Report to the supervisor that you have an infected sore.

 Ensure appropriate use of uniform and personal protective equipment

 Follow organisation procedures for continuing participation in food services.

 Follow organisation requirements for wearing bandages and dressings:

o Completely cover the infected sore by a bandage and clothing or by a waterproof

o Use medication to dry up discharges.

Ridge International College Document: V1.0

 Wear appropriate clothing, personal protective clothing and footwear.

 Follow personal hygiene procedures and maintain cleanliness to avoid contamination.

When handling food, you must:

 Is at the correct temperature when it arrives and identifies 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;

Check that the temperature of potentially hazardous foods received from

Ridge International College Document: V1.0

Store single-use items appropriately to avoid damage and