SITXFSA002 Student Assessment Workbook

Assessment Summary Sheet
Final Record Sheet

Student Name
Student ID Number
Qualification
School Culinary Arts School
Term
Unit Code
Unit Name
Satisfactory/Not Yet Assessor

Critical Assessment Tasks (CATs)
Satisfactory Initials
CAT 1 – ☐ S / ☐ NS
CAT 2 – ☐ S / ☐ NS
CAT 3 – ☐ S / ☐ NS
☐ S / ☐ NS
☐ S / ☐ NS
☐ S / ☐ NS
Formative Activities Submitted
Student’s Declaration
I confirm that all evidence submitted by me for assessment is the product of my own work (unless otherwise stated) and
contains no material previously published or written by another person, except where due reference is given in the text.
Trainer/Assessor provided me constructive feedback, where I need to improve and discuss my strengths as well.
Student’s signature
Date
Assessor’s Feedback
© Skilled Up Pty Ltd. Assessment Summary Sheet V1.0.21 Next Review Dec 21.
RTO # 40471 CRICOS # 03666M
Page | 1
Assessment Summary Sheet
Competent
Unit of Competency Final Result
Not Yet Competent
Resubmission arrangements if NYC:
Re-submission Date:
Assessor’s Declaration
I confirm that the above-named candidate has satisfied all requirements of this unit of competency. I have informed the
participant of the assessment decision.
Assessor’s Name: Date:
Assessor’s Signature:
Re-Submission:
Re-Submission 1:
Competent
Not Yet Competent
Resubmission arrangements if NYC:
Re-submission Date:
Re-Submission 2:
Competent
Not Yet Competent
Re-Submission – Assessor’s Declaration

I confirm that the above-named candidate has satisfied all requirements of this unit of competency. I have informed the
participant of the assessment decision.
Assessor’s Name: Date:
Assessor’s Signature:
Note: No further resubmission allows after 2 re-submission. Student may need to re-do the whole unit
of competency.
Office use:
Yes
Result Recorded by Admin staff in VETtrak
Date:
© Skilled Up Pty Ltd. Assessment Summary Sheet V1.0.21 Next Review Dec 21.
RTO # 40471 CRICOS # 03666M
Page | 2
SITXFSA002 –
Participate in
safe food
handling
SIT30816 –
Certificate
III in
Commercial
Cookery
Student Assessment Workbook RTO # 40471

CRICOS # 03666M
Student Name: ________________________________________________
Student ID No: _______________________________
Submission Date: _______________________
Trainer/Assessor Name: ____________________________________________
Page 1 of 48
© Skilled Up Pty Ltd. Assessment (SITXFSA002) V:1.0.19 CRICOS # 03666M RTO # 40471 Next Review: Dec.2019
Table of Contents
Student information ......................................................................................................................... 4
Self-Paced Learning ........................................................................................................................... 4
Academic Support ............................................................................................................................. 4
LLN Support ......................................................................................................................................... 4
Purpose of assessment .................................................................................................................... 5
Overview of the Unit of Competency ................................................................................... 6
Unit Descriptor............................................................................................................................. 6
Application of the unit ............................................................................................................... 6
Unit Sector ..................................................................................................................................... 6
Unit Learning outcomes ........................................................................................................... 7
Licensing/Regulatory Requirements .................................................................................. 7
Prerequisite ................................................................................................................................... 7
Foundation Skills Requirement ............................................................................................. 7
Competency Evidence Submission Details ................................................................................. 7
Knowledge Evidence .................................................................................................................. 8
Assessment outcomes/Feedback .............................................................................................. 10
Re-Assessment .......................................................................................................................... 11
Reasonable Adjustment ................................................................................................................ 11
Appeal against assessment outcome ................................................................................ 12
Plagiarism ................................................................................................................................... 12
Harvard Referencing ............................................................................................................... 12
Learner Resources .......................................................................................................................... 12
Additional Assessment Resources ..................................................................................... 13
Assessment Cover Sheet:....................................................................................................... 14
Assessment Task 1 – Written Questions.............................................................................. 15
Timeframe for Assessment Tasks:..................................................................................... 15
Assessment Objectives:.......................................................................................................... 15
Assessment Task Instructions: ........................................................................................... 15
Assessment Evidence Requirement: ................................................................................ 15
Assessment Submission Requirement: ........................................................................... 15
Assessment Task 2 – Multiple Choice Questions ............................................................. 26
Timeframe for Assessment Tasks:..................................................................................... 26
Assessment Objectives:.......................................................................................................... 26
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Assessment Task Instructions: ........................................................................................... 26
Assessment Evidence Requirement: ................................................................................ 26
Assessment Submission Requirement: ........................................................................... 26
Assessment Task 2 – MCQ’s.................................................................................................... 27
Assessment Task 3 – Project .................................................................................................... 41
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Student information
This student assessment work is for SITXFSA002-Participate in Safe Food Handling Practices
contains details for your assessment work requirements and the guidelines/instructions to
complete your assessment tasks.
Self-Paced Learning
Self-paced learning meaning outside the classroom you need to spend your time to complete
your assessment task or any home work (if) given by your trainer/assessor. It’s means student
can start planning and complete there require learning which unit of competency/SKUP
targets at the time of student stay with Empire. The self-paced learning model will allow
student to control their learning outside classroom environment. They can complete their
assessment task in any setting, at home or anyplace. Learners who work at a fast pace have
the opportunity to gain competency quickly by submitting their work, the self-paced learning
also help student who are slow learner. At their own time student, able to complete the task
and manage their learning if they need more time to complete the assessment task. Skilled
Up will provide extra academic support, if student struggling in their academic during the
term.
Academic Support
Skilled Up provide academic support for all student, who struggling achieving the required
competency of required skills and knowledge. The following academic support provided to all
students but not limited to:
➢ Referencing
➢ Reasonable adjustment
➢ Student at risk, who not able to achieve the competency in the unit
➢ Workshop on assessments
➢ Catching up their re-assessments work.
LLN Support
Skilled Up School of English provide language, literacy and numeracy support for those
students identified during their study or before commencement of their study. The LLN
support is additional support for student having difficulties in their LLN, the help Skilled Up
provide is additional to the current study load of the student.
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Purpose of assessment
Assessment is the process of gathering and judging evidence in order to decide whether has
achieved a standard or objective and it is a competency based assessment. The competency-
based assessment is the method of gathering and judging of evidence in order to decide
whether you achieved a standard of competency.
To evaluate the candidate’s ability to demonstrate the knowledge and skill required to lead
and build teams to perform to required standards of performance, model high standards of
management performance behavior, in this unit you also need to demonstrate the
understanding of how to improve staff performance as well as enhancing the organisation’s
image and how to take a leading role in a team and make informed decisions to solve a
problem.
Successfully completion of assessments will contribute to the attainment of the following unit
of competency:
SITXFSA002- Participate in Safe Food Handling Practices– Certificate III Commercial Cookery.
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Overview of the Unit of Competency
SITXFSA002-Participate in Safe Food Handling Practices: - This unit describes the performance
outcomes, skills and knowledge required to handle food safely during the storage,
preparation, display, service and disposal of food. It requires the ability to follow
predetermined procedures as outlined in a food safety program.
Unit Descriptor
Application of the unit
This unit describes the performance outcomes, skills and knowledge required to handle food
safely during the storage, preparation, display, service and disposal of food. It requires the
ability to follow predetermined procedures as outlined in a food safety program.
The unit applies to all organisations with permanent or temporary kitchen premises or smaller
food preparation areas. This includes restaurants, cafes, clubs, and hotels; tour operators;
attractions; function, event, exhibition and conference catering; educational institutions;
aged care facilities; correctional centres; hospitals; defence forces; cafeterias, kiosks,
canteens and fast food outlets; residential catering; in-flight and other transport catering.
Safe food handling practices are based on an organisation’s individual food safety program.
The program would normally be based on the hazard analysis and critical control points
(HACCP) method, but this unit can apply to other food safety systems.
It applies to food handlers who directly handle food during the course of their daily work
activities. This includes cooks, chefs, caterers, kitchen hands and food and beverage
attendants.
Food handlers must comply with the requirements contained within the Australia New
Zealand Food Standards Code.
In some States and Territories businesses are required to designate a food safety supervisor
who is required to be certified as competent in this unit through a registered training
organisation.
Food safety legislative and knowledge requirements may differ across borders. Those
developing training to support this unit must consult the relevant state or territory food safety
authority to determine any accreditation arrangements for courses, trainers and assessors.
Unit Sector
Cross Sector
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Unit Learning outcomes
Follow food safety program.
Store food safely.
Prepare food safely.
Provide safe single use items.
Maintain a clean environment.
Dispose of food safely.
Licensing/Regulatory Requirements
No licensing, legislative or certification requirements apply to this unit at the time of

publication.
Prerequisite
Not Applicable
Foundation Skills Requirement

➢ Reading
➢ Writing
➢ Oral Communication
➢ Navigate the work of work
➢ Interact with others
➢ Get the work done
Competency Evidence Submission Details

For you to achieve competency in this unit, you are required to complete the following tasks
and submit on the due date specified in your Training Plans. You must achieve satisfactory
ratings on all tasks. Your Assessment Task must be submitted in print – out form.
Task Number Method of Assessment Venue of Assessment Due Date
Task 1 Written Questions Skilled Up Onsite
Task 2 Multiple choice questions Skilled Up Onsite
Task 3 Project Skilled Up Onsite
At each submission of your Assessment Task, you are to fill up the Assessment Cover
Sheet and ensure that it is completely and accurately filled up. The Trainer / Assessor or
Skilled Up representative will provide you with submission receipt to evidence that you
have handed over your Assessment Task.
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Upon completion of the Unit Assessments, the Trainer/Assessor will mark the
Assessment Tasks and accomplish a Unit Assessment Summary Sheet to record the result
and feedback. Your Trainer/ Assessor will discuss these with you and thereafter you will
be asked to sign the declaration to evidence the feedback session.
Evidence of the ability to:
➢ demonstrate the application of diversity policy in a work context
➢ critically review a diversity policy
➢ implement strategies to ensure that diversity is understood and respected in the work
team
➢ demonstrate compliance with procedures for handling complaints or harassment
allegations
➢ promote the benefits of diversity to others.
➢ Note: If a specific volume or frequency is not stated, then evidence must be provided
at least once
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and

performance criteria of this unit:
➢ key features of commonwealth, state or territory and local food safety compliance
requirements as they impact workers at an operational level:
➢ 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
➢ meaning of contaminant, contamination and potentially hazardous foods as defined
by the Australia New Zealand Food Standards Code
➢ hazard analysis and critical control points (HACCP) or other food safety system
principles, procedures and processes as they apply to particular operations and
different food types:
➢ 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
➢ main types of safety hazards and contamination
➢ conditions for development of microbiological contamination
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➢ environmental conditions and, temperature controls, for storage
➢ temperature danger zone and the two-hour and four-hour rule
➢ contents of organisational food safety program, especially procedures, associated
requirements, and monitoring documents
➢ food safety monitoring techniques:
➢ 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
➢ methods to ensure the safety of food served and sold to customers:
➢ 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
➢ safe food handling practices for the following different food types:
➢ dairy
➢ dried goods
➢ eggs
➢ frozen goods
➢ fruit and vegetables
➢ meat and fish
➢ equipment operating procedures, especially how to calibrate, use and clean a
temperature probe and how to identify faults
➢ choice and application of cleaning, sanitising and pest control equipment and
materials
➢ cleaning, sanitising and maintenance requirements relevant to food preparation and
storage:
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➢ cleaning:
➢ dirt
➢ food waste
➢ grease
➢ pest waste removal
➢ sanitising:
➢ eating and drinking utensils
➢ food contact surfaces
➢ maintenance:
➢ recalibrating measurement and temperature controls
➢ minor faults
➢ high risk customer groups:
➢ children or babies
➢ pregnant women
➢ aged persons
➢ people with immune deficiencies or allergies
➢ unwell persons.
Assessment outcomes/Feedback
At each submission of the Assessment Task, students are required to fill up the
Assessment Cover Sheet contained in the Evidence Plan and Student Assessment
Workbook. You must ensure that it is completely and accurately filled up. You or
Skilled Up (SKUP) Student Support Officer must provide a submission receipt to
evidence that you have received the completed Assessment Task. The Assessment
Task must be submitted in print – out form.
Upon completion of the Unit Assessments, you will mark the Assessment Tasks and
accomplish a Unit Assessment Summary Sheet to record the result and feedback and
sign a Trainer/ Assessor Declaration. You will discuss the result/feedback to your
student. Please ensure that the student sign the declaration to evidence that the
feedback session has occurred.
For your information, there are two (2) outcomes of assessments:
S = Satisfactory NS = Not Satisfactory (requires more training)
You will award the student Competent “C” on the completion of the unit when you
are satisfied that student have completed all assessments and have provided the
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appropriate evidence required to meet all criteria. Otherwise, you mark them Not yet
Competent “NYC” and provide an opportunity for re-assessment.
To record the result of the unit for your class list, you will accomplish the Result
Summary, called Result Sheet and submit to your training coordinator for review and
quality check. Once it has been cleared by the RTO Manager, the result sheet will be
forwarded to the Student Administration Department for entry into the Student
Management System.
The student completed assessment works along with the assessment Cover Sheet and
Unit Summary Sheet will be filed into the individual student folder.
Re-Assessment
If the result of the Unit Assessment is “Not yet Competent (NYC)”, students are given
an opportunity for re-assessment. The student will only work on the component/s of
the Task/s that were marked “Not satisfactory”. The re-assessment must be
completed within one (1) study period of the Unit of Competency. Please note that
SKUP will provide two (2) chances for re-assessment at no cost.
If student was not able to achieve competency with all of these opportunities, student
is required to repeat the unit at their own cost which will also impact on their study
period. For further details, please refer to the “Assessment Policy and Procedure” of
SKUP.
Reasonable Adjustment
If student has indicated that they have special needs or disabilities, you must be
organised reasonable adjustment in accordance with the Special Needs / Disabilities
Policy and Procedure of SKUP.
This may include but not limited to:
• Visual difficulty, we can assist by making adjustments such as larger print of
documents and assessment tools and forms
• Physical disabilities, assessment may be broken down into shorter/longer lengths
of time, where applicable
• Sick or have medical condition, due date extension may be provided
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Appeal against assessment outcome
If students are unhappy or they don’t agree with the result of the assessment, they
are advised to speak with you. Being their Trainer/Assessor, you must provide an
explanation regarding the outcome you have given. You may also provide an alternate
assessment in order to help the student achieve competency. However, if they are still
unhappy, please advise them to bring their concerns to the Head of Department (HoD)
or they can access the Complaints and Appeal Policy and Procedure to lodge their
appeal. Appeal against assessment outcome must be lodge within 7 working days after
receiving the assessment outcome.
Plagiarism
Upon receipt of the student assessment, you must ensure that original work has been
submitted. You must warrant that there is NO occurrence of plagiarism committed by
the student by signing on the Trainer/Assessor declaration on the Unit Summary Sheet.
Skilled Up (SKUP) follows Harvard referencing method. Make sure to give proper
guideline to student for referencing.
Please refer to the Plagiarism Policy and Procedure to understand the principle in
regard to this. Policy you can download form SKUP Website: http://skilledup.edu.au
Harvard Referencing
Skilled Up following Harvard referencing method. For more details please see the
Harvard referencing guide on http://guides.lib.monash.edu/citing-
referencing/harvard.
Learner Resources
The following resources are used as reference in the delivery of the unit. You can also remind
your students to use the same while they are undergoing training and assessment. This list
can be found on the Evidence plan and Student Assessment Workbook.
1. Learner Book
2. Access to appropriate documentation and resources at SKUP
3. Reference book
4. PowerPoint Presentation
5. Classroom equipped with all necessary requirement.
For additional/general resources, please refer to the Training & Assessment. Resource list,
which can be accessed from academic folder delivery plan for each unit.
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Additional Assessment Resources
➢ Skilled Up kitchen storage areas, hand washing facilities and hand washing soap and
sanitiser
➢ food ingredients and ready to eat food items
➢ Skilled Up food safety program
Page 13 of 48
Assessment Cover Sheet:
Student Details
Student Name:
Student ID:
Group No:
Assessment Details
Unit of competency: SITXFSA002-Participate in Safe Food Handling Practices
Assessment task: Assessment A. Written Questions
Date of submission:
Assessment Outcome: Satisfactory Not Satisfactory Not Assessed
Comments/ Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this work
has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my
assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid,

reliable and flexible assessment with this student, and I
have provided appropriate feedback. I also declare
that I have undertaken the indicated assessment
integrity checks
Google check for plagiarism Yes No
Student: I have received, discussed and
Check for Copying/Collusion Yes No accepted my result as above for this task and I
Check for Authenticity(own work) Yes No am aware of my appeal rights.
Cheating or use of model answers Yes No
Assessor Name:…………………………………
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
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Assessment Task 1 – Written Questions
Timeframe for Assessment Tasks:

This assessment task is due in the final week of the term or as per trainer/assessor instruction.
Total approximately time student need to allocate on this task will be 4 hours of your self-
paced learning. The time spend on the assessment task depends on individuals learning
abilities.
Assessment Objectives:
You must able to demonstrate the skills and knowledge required to identify the codes of
practice and workplace policies and procedure require to complete the Manage diversity in
the workplace.
Assessment Task Instructions:

You need to complete all written question of the assessment task 1. Your answer should
demonstrate your understanding of the diversity in the workplace, legislative requirements.
Students need to answer all question of the assessment task 1. Further to this, student need
to give answer in brief, you don’t need to answer two three pages. Keep the answer brief, and
concise. Additionally, one or two words answer also not acceptable. You answer should have
logic and covering it in concise manner.
Assessment Evidence Requirement:

Submit your assessment task 1 written question in word file. Student need to type there
answer in Microsoft word or any preferred word typing software. You can be submitting your
answer in hand written. You hand written answer must have neat and in readable writing
style.
Assessment Submission Requirement:

Your assessor will be looking for the following quality specifications as demonstrated in your
written reflection:
Questions and Tasks:
Q1. a) What does FSANZ stand for?
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b) What is the role of responsibility of the FSANZ?
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c) Name the Victorian state body responsible for food safety:
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d) What is the role and responsibility of local councils in Victoria regarding
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e) What is an EHO and what powers does an EHO have?
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Q2. a) What is a critical control point?
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b) List 6 different critical control points within a food business
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c) What is meant by the term contamination?
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d) What are the 3 types of contamination that can occur with food?
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ii. .........................................................................................................................
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Q3. a) What does HACCP stand for?
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b) What is HACCP and why is it used regarding food safety?
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Q4. a) List 4 food safety hazards common in a commercial kitchen:
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iv. .........................................................................................................................
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b) What type of contamination occurs when broken glass is found in food?
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c) What temperature range determines the temperature danger zone?
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d) At what temperature range must refrigerated food be stored?
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e) Under what conditions must frozen food be stored?
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f) How must the 2 hour 4 hour rule be applied when cooling food?
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Q5. List 3 main sections of a food safety program:
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Q6. a) List 3 records used to monitor food safety in a commercial kitchen?
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b) How often must cool room’s and freezer temperatures be recorded in the
temperature log?
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Q7. a) Describe the procedure for doing a hot and cold calibration of a probe
thermometer:
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Q8. Why is it important to clean and sanitise a probe thermometer after each
use?
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Q9. You have again found evidence of rats in a kitchen, you have discussed
this with your pest controller many times however he still has not rectified the
situation, What should you do?
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Q10. a) What is a sanitisers used for?
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b) Why is it important to clean and then sanitise surfaces?
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c) What is an MSDS and why is it important for safety?
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Q11. What are the 4 main at higher risk groups more likely to suffer from food
poisoning?
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Page 23 of 48
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Q12. From question 11 explain why each group is more likely to suffer from
food poisoning?
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Page 24 of 48
Student Details
Student Name:
Student ID:
Group No:
Assessment Details
Assessment task: Assessment B. Multiple – Choice Questions

Date of submission:
Comments/ Feedback:

integrity checks
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
Page 25 of 48
Assessment Task 2 – Multiple Choice Questions
Timeframe for Assessment Tasks:

This assessment task is due in the final week of the term. Total approximately time student
need to allocate on this task will be 3 hours. The time spend on the assessment task depends
on individuals learning abilities.
Assessment Objectives:
You must able to demonstrate the skills and knowledge required to identify the manage
diversity in the workplace
Assessment Task Instructions:

Each multiple – choice question has four responses, out of these four responses only one has
a right answer. You need to answer all MCQ’s.
Assessment Evidence Requirement:

Submit your Multiple-Choice answer.
Assessment Submission Requirement:

Your assessor will be looking for the following quality specifications as demonstrated in your
written reflection:
Page 26 of 48
Assessment Task 2 – MCQ’s
Question 1:
What does the legislation governing food handling practices outline and how is
this governed at state, territory and local government levels?
(Tick the correct box indicating true or false)
True False
The food safety standards are administered through the Australia
New Zealand Food Standards Code.
The Food Standards Code sets the standards for Food labelling,
Food composition, Product contaminants and Codes of conduct.
The Food standards provide the minimum requirements for food
businesses and allow for planning of all food-related operations
around this framework.
Compliance with the food standards is optional for small
businesses.
It is a criminal offence to supply food that does not conform to the
Code.
It is illegal to sell food which is damaged, deteriorated, has been
tainted, or which is unfit for human consumption.
Question 2:
Which of the following statements relating to the role and rights of an
Environmental Health Officer (EHO) are true?
(Answer true or false in space provided)
True or
False
EHOs, commonly referred to as Health Inspectors, have wide-reaching
powers to conduct checks of premises, compliance with building codes
and adherence to safe food handling practices.
An EHO has the right to enter your premises at any time during normal
operating hours, including in the middle of your busiest lunch service!
In Australia, the state health authority is in charge of enforcing building
codes, supervising safe food handling and conducting inspections of
food premises through an EHO.
A well-run kitchen should be able to maintain good hygiene practices,
even during the busiest times.
An EHO has the right to inspect any and all areas of your business
including taking food samples from any area, for the purposes of
testing for bacteria.
Failure to comply with food legislation can result in breach notices,
fines and prosecution.
Question 3:
The following HACCP statements are:
True or False
A hazard analysis involves identifying and assessing the seriousness
and likelihood of the hazard occurring.
Page 27 of 48
Maximum internal temperatures are critical limits for cooking.
Once critical limits have been set, they do not need to be monitored.
All businesses must make sure that their HACCP procedures are
working correctly.
Under HACCP all testing, monitoring and verification must be
recorded and those records must be stored.
Question 4:
Connect the seven (7) principles of HACCP in correct order:
Principle 1 Critical Limits
Principle 2 Hazard Analysis
Principle 3 Corrective Action
Principle 4 Record Keeping
Principle 5 Verification
Principle 6 Critical Control Points
Principle 7 Monitoring and Sampling
Question 5:
The following statements relating to hazards and hazard analysis are:
True False
Hazards are any biological, chemical or physical properties which
could cause a food safety problem.
Hazards can occur at any part of the food production pathway.
Hazards only occur during the preparation of food.
Hazard analysis involves identifying and assessing the seriousness

and likelihood of the hazard occurring.
Question 6:
The following statements relating to a critical control point are:
True False
A Critical Control Point is a point, step or procedure at which
control can be applied so the hazard can be prevented,
eliminated or reduced to an acceptable level.
Page 28 of 48
A Critical Control Point can exist at any step of the catering
cycle.
Effective ordering of food will eliminate many critical control
points during preparation.
Any critical control point which has been identified needs to be
analysed and documented as part of HACCP.
Question 7:
How would a critical limit be determined and applied during the cooking
process?
True or False
Critical limits are the maximum or minimum levels which ensure
safety of the product.
If the number of bacteria in a sample is below a certain level, then the
product is deemed acceptable.
If the number of bacteria is above the maximum level, the product is
deemed unacceptable.
Maximum internal temperatures are critical limits for cooking.
Minimum internal temperatures are critical limits for cooking.
Question 8:
The following statements relate to procedures for monitoring and sampling:
(Tick the correct answers)
The systems and procedures used in food production must be monitored
to make sure they are being followed.
All systems and procedures must be monitored once per calendar year.
Samples are taken at each step so they can be tested to see whether the
critical limits have been breached.
If the monitoring and sampling indicates an unacceptable level, then the
processes and procedures must be adjusted to prevent it happening again.
Once the processes and procedures for a critical control point have been
adjusted to satisfactory levels, the actual production step is no longer a
critical control point.
Question 9:
What are the legal requirements for record keeping and verification of HACCP
procedures? The following statements are:
True or False
All testing, monitoring and verification must be recorded and those
records must be stored.
By storing all HACCP related records you can prove that your
procedures meet the requirements.
If all recording mechanisms are in place then all HACCP procedures
must be working correctly.
Page 29 of 48
Businesses must make sure that their HACCP procedures are working
correctly.
There is a variety of procedures that can be followed to verify the
accuracy of the HACCP program.
Question 10:
The following standards for ordering procedures contribute to good HACCP
standards
Have clear product specifications in place
Have good standards for quality in place
Have delivery and hygiene procedures in place
Use only local suppliers with references
Have a code of conduct in place for all suppliers
Use suppliers with appropriate accreditation, who meet food safety

requirements.
Question 11:
The following are standard procedures for systematically checking deliveries on
arrival:
True or
False
Use a data logger in transit and check the temperature of refrigerated
items
Check for any signs of deterioration, such as frozen food starting to
thaw
Food items should have no obvious contamination
Measure the temperatures of all perishable foods once these have been
unloaded
Canned foods must not have dents or protrusions
Milk products must be the normal shape, e.g. yoghurt containers are
not bloated
Ensure separation of cooked and raw foods to prevent cross-
contamination
Question 12:
Select the correct requirements for the correct and safe storage of foods:
True False
All perishable foods must be stored outside the danger zone
below 5°C or above 60°C.
Page 30 of 48
Keep items separated and stored according to their potential for
cross-contamination, e.g. cooked foods on the top shelf, raw foods
below, all food to be covered.
Foods which exceed the temperature requirements on delivery
must be refrigerated immediately.
Keep main food groups separate in coolroom, e.g. dairy, meat and
vegetables on different shelves at the appropriate temperature,
i.e. below 5°C.
Use clean, sanitised containers made from food safe materials for
the storage of raw and prepared foods.
Store dry foods in a cool, dry location on shelves with even
temperature and good ventilation.
Question 13:
The following rules apply to ensure food safety during the preparation of food:
(Tick the correct box to indicate true or false)
True False
Keep raw and cooked ingredients apart and do not use the same
tools or cutting boards for different tasks.
Wash, peel and rewash (WPRW) items in clean water to prevent
contamination from chemicals and bacteria.
Store prepared vegetables in water to maintain their nutritional
value.
Wash all equipment and tools used for raw food prior to using them
for cooked food.
Clean and sanitise benches and cutting boards in between
production steps.
Food may only be left in the danger zone (between 5 and 60°C) for 2
hours.
Question 14:
The food safety standards require the internal temperature of food to be reduced
from:
(Circle the correct answer)
A. 90°C to 41°C in a maximum of 4 hours and from 41°C to 1°C within a
further maximum period of 2 hours.
B. 60°C to 21°C in a maximum of 2 hours and from 21°C to 5°C within a
C. 60°C to 21°C in a maximum of 4 hours and from 21°C to 3°C within a
D. 80°C to 21°C in a maximum of 2 hours and from 21°C to 5°C within a
Question 15:
What are the requirements for transportation of foods?
Prevent any cross-contamination and apply general food handling
principles.
Transport food at the correct temperature.
Ensure that frozen food remains frozen while in transit.
Page 31 of 48
Remove all packaging during transport.
Check portable food storage equipment annually for temperature

compliance.
Use a data logger to record food temperatures during transport.
Question 16:
The hygiene requirements and legal aspects for foods intended for selling and
displaying include (Answer true or false in space provided)
True or
False
Prevent any cross-contamination and apply general food handling
principles.
High risk food items must not be held or displayed for long periods.
Any damaged food must be reheated to 100°C for at least 5 minutes to
be sold.
Use gloves, palette knives, meat forks or tongs to minimise
contamination.
Separate serving utensils must be provided for each food item.
Sneeze guards or other protective barriers must be placed on all
display items.
Items must be monitored frequently using a temperature probe and
log, and food that remains in the danger zone for a prolonged period of
time must be discarded.
It is your responsibility to supervise the display and sale of food to
make sure there are no breaches of food safety practices!
Question 17:
Tick the common monitoring procedures to ensure safe food at critical control
points:
Measuring temperatures of storage equipment
Measuring food temperatures with thermometers
Enforcing time limits for receiving
Enforcing time limits for storing
Tasting items for quality
Conducting bacterial swabs to determine contamination levels
Question 18:
Choose the examples of documents which are essential for correct recording
mechanisms under HACCP:
Record of goods received
Page 32 of 48
Approved food suppliers
Freezer temperature record
Dry store temperature record
Cooling/heating/holding log
Temperature calibration record
Staff sickness register
Question 19:
Examples of food safety incidents which would require urgent implementation of
an investigation or corrective action plan include:
Customers and/or staff suffer food poisoning
Customers complain about the seasoning of food items
Single use items are misused, e.g. plastic cups are reused
Expired food is displayed and/or sold, e.g. pre-packaged pies and sausage
rolls
Food is found to have been contaminated or spoiled
The food handling environment is found to be unclean or unhygienic
Evidence of pests and/or vermin has been found in the external garbage
area
Question 20:
Connect the correct definition to the relevant type of contamination:
Biological occurs when food contains
contamination foreign matter such as glass,
scourer shavings, wood and
porcelain pieces
Physical happens when food is in contact
contamination with pesticides, toxic material or
other substances, such as
detergents
Chemical arises from disease-causing
contamination microorganisms such as bacteria,
moulds, yeasts, viruses and fungi
Question 21:
Identify the correct hygiene procedures for cleaning and sanitising utensils and
equipment to eliminate potential hazards during the preparation and service of
foods:
Page 33 of 48
True or False
Floors, walls, equipment and benches should be cleaned on a regular
basis to prevent accumulation of dirt to prevent pests from breeding.
Fridge seals, slicing machines, blenders, and mincers are areas that
require special attention.
Once equipment has been sanitised it must be rinsed.
You must discard any broken, chipped or cracked glassware or

crockery you discover during cleaning or stacking as these pose safety
and potential hygiene hazards.
Using commercial dishwashers can assist in kitchen hygiene, as pots,
ladles and other kitchen utensils, cutlery, crockery and glasses can all
be washed at the correct temperature.
Colour-coded boards which have been sanitised correctly will ensure
that no cross-contamination occurs in the kitchen.
Question 22:
The following examples are effective measures for controlling or eliminating
vermin and pests:
True False
The rubbish container should be covered to prevent flies and
other vermin feeding on the scraps.
Good cleaning regimes and pest control management are the best
ways to contain pests.
Fly zappers and fly strips are prohibited in many food preparation
areas due to the risk of carcasses contaminating food.
Aerosols are the appropriate pest control measure to use in food
production areas.
Flyscreens and plastic curtains help to keep out adult insects.
Pests, such as rats, need to be kept under control using barriers or

poisoning.
Pets are also carriers of bacteria and are never allowed in a food
establishment with the exception of guide dogs, which are limited
to food service and accommodation areas only.
Question 23:
There are several groups of people who are generally more at risk of food
poisoning and therefore special care in the selection and preparation of food is a
requirement:
True False
High risk groups include the elderly, pregnant women and
children.
People with immune deficiencies and food allergies also belong in
the high risk category of customers.
If a HACCP system is followed consistently, there are no additional
requirements for the preparation and service of food for
customers from any high risk groups.
Page 34 of 48
In a hospital or nursing home usually no customers would be high
risk, as these institutions have stringent sanitation procedures in
place.
People with allergies to certain foods, such as nuts, may react
badly to the slightest contamination.
People who are already unwell due to various reasons.
Question 24:
Identify the correct statements relating to the use and the legal requirements for
food thermometers:
In order to correctly determine the internal temperature of a food item, a
laser thermometer must be used.
Upon delivery the surface temperature equals the internal temperature, so
measuring the outside is sufficient and more hygienic.
The probe thermometer must be accurate within 1°C, meaning that if the
internal temperature is 4°C, the thermometer must display a temperature
between 3°C and 5°C.
A thermometer can be calibrated by placing the probe in a container of
barely-melted ice. The thermometer should read between -1°C and +1°C.
Before the thermometer is used it must be cleaned and sanitised.
Use detergent and an appropriate sanitiser, then rinse or air-dry
(depending on the thermometer and sanitiser used).
Question 25:
What are the general requirements for single use items and for foods which are
to be disposed of or returned to a supplier? Connect the appropriate procedure
to the relevant action:
Food is subject to Food items may become contaminated with
recall microorganisms or physical contaminants; become
damaged; or deteriorate in quality
Food has been It is essential that these are stored, displayed and
returned packaged appropriately. For example, serviette and
straw dispensers should be used to prevent customers
touching more than 1 item at a time. These must not be
reused and torn, or damaged items must never be given
out.
Food is not safe to This can occur when the manufacturer has identified
eat dangerous levels of pathogens or contaminants; faulty
packaging or incorrect labelling; or incorrect processing
Food is suspected of You might suspect that food is unsafe, even though you
not being safe to eat are not sure. For example, the food may have stayed in
the danger zone for too long. Although you cannot tell if
the food is unsafe, you can assume it is unsafe and
therefore dispose of it. If in doubt, throw it out!
Page 35 of 48
Whenever single – You might suspect that food is unsafe, even though you
use items are are not sure. For example, the food may have stayed in
available the danger zone for too long. Although you cannot tell if
the food is unsafe, you can assume it is unsafe and
therefore dispose of it. If in doubt, throw it out!
Destroying or A customer or business that has purchased food from

disposing of food so you may return items due to a fault, e.g. torn packaging
it is not usable for or contamination
human consumption
Question 26:
According to Food Safety Standard 3.2.2, which of the following foods are
examples of potentially hazardous foods?
Raw and cooked meat such as casseroles, curries and lasagna
Dairy products, e.g. milk, custard and dairy-based desserts such as

cheesecakes and custard tarts
Fresh fruit and vegetables
Cooked rice and pasta
Question 27:
When cleaning utensils which come in direct contact with customers, the
following aspects need to be considered to prevent food safety issues:

All cutlery, crockery and glasses need to be cleaned and polished. You
should double check that there is no food residue, airborne dust or lipstick
left on the items.
To remove slight smears you may blow into the glass when polishing it.
Never put your fingers on the rim, as this can transfer bacteria to
customers’ lips.
Crockery and glasses need to be washed and free of any chips or cracks, as
these can trap food residue, which could contaminate food.
You also need to clean all small and large equipment, especially in hard to
reach places. Items like blenders can develop mould or bacteria if not
cleaned properly.
It is important to identify and report any maintenance or equipment
cleaning needs that you cannot immediately handle yourself.
If equipment is broken or does not meet food safety requirements for some
reason it must be discarded.
Page 36 of 48
Question 28:
The following aspects must be considered when handling and preparing foods to
avoid allergic reactions through allergens in customers:

Food allergies occur when someone reacts badly to a particular type of
food.
Allergic reactions to nuts are common and severe enough for labelling
requirements to be put in place for all foods that may have been in contact
with nuts.
Anaphylaxis is a severe allergic reaction that can involve swelling and
possibly closing of the throat, swelling and rash on the face, restricted
breathing and low blood pressure.
Anaphylaxis can be caused by many different allergens and can have very
severe consequences including unconsciousness and even death.
It is essential that you take this matter seriously as an allergic reaction may
result in death!
If you are unsure whether you can meet a customer’s request, it is bet to
refuse to cater for their need.
If you are unsure of what would constitute a “safe” menu choice, always
consult with a dietitian or other dietary expert.
Many customers with health issues may have a list that specifies what
ingredients they can and cannot have.
Question 29:
Match the correct consideration for ingredients and preparation methods when
catering for people with allergies with the relevant diet:
(Connect the appropriate aspects to be considered with the relevant dietary

need (allergy))
Gluten Consider hidden seafood, e.g. anchovy paste, fish sauce
MSG Dried fruit and potato, pickled radish and wine often
contain sulphite
Lactose Preparation steps required and recipe modification, e.g.
spice substitutes
Salicylates No wheat, rye, barley – beware of hidden gluten, e.g. in
beer
Histamine Is part of many stock powders and flavourings
Sulphites Convenience products can contain milk powder, etc.
Fish and shellfish Recipe modification to exclude any products containing

histamine
Page 37 of 48
Question 30:
The following procedures must be followed to prevent cross contamination
when preparing food or beverages for customers with allergic reactions:
True False
Use separate utensils wherever possible.
Ensure all cooking surfaces and equipment are thoroughly cleaned

and clear of breadcrumbs, crusted residue, nut residue, etc.
Use 1 utensil for all dishes you prepare.
Do not use serving utensils for more than 1 item.
Ensure grillers, sandwich, waffle and focaccia makers are clean

before using with gluten-free breads and other foods.
Do not use a common deep-fryer to serve any foods for people
with gluten intolerance.
Use gloves and change them between preparation tasks.
Question 31:
Which of the following food and beverage categories are at risk from
contamination due to the use of eggs?
True False
Egg dressings, sauces and spreads (e.g. mayonnaise, aioli,
hollandaise, egg butter).
Desserts made without an effective cooking step (e.g. tiramisu,
mousse, fried ice cream).
Drinks containing raw eggs (e.g. eggnog, egg flip, raw egg high
protein smoothies).
Egg dishes usually prepared for breakfast or brunch (e.g.
omelettes, scrambled eggs).
Question 32:
Because of the severe consequences of mishandling eggs, it is essential to ensure
excellent hygiene and prevent cross-contamination. To maintain safety of eggs
you should do the following:
1. Use an egg separator when separating eggs
2. Acidify raw egg products below pH 4.2 with lemon juice or vinegar
3. Keep raw egg products below 5°C
4. Store eggs in their original packaging in a dry store below 20°C
5. Make raw egg products fresh every day and discard within 24 hours
6. Wash and dry your hands before and after handling eggs
Page 38 of 48
7. Clean and sanitise equipment and surfaces before and after using with
eggs
8. As fresh eggs are a potential source of Salmonella poisoning, use
treated convenience products for high risk foods which do not use any
cooking processes.
Page 39 of 48
Student Details
Student Name:
Student ID:
Group No:
Assessment Details
Assessment task: Assessment C. Project
Date of submission:
Comments/ Feedback:

integrity checks
Signature:.........................................................
Signature:..................................................
Date:................................................................. Date:..........................................................
Page 40 of 48
Assessment Task 3 – Project
1. Give five (5) typical food safety hazards that would apply to your
workplace, explain what they are and how your workplace prevents them
from endangering the food and what would result if these hazards were
not controlled.
i. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
ii. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
iii. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
iv. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
v. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Tell us as much as possible about your Food Safety Program (FSP) at your
workplace. Including, where did your business get the food safety
program? Who is in charge of the FSP? Where is it kept? What sections or
different parts are there of the FSP? How does you business use the FSP
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Page 41 of 48
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
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________________________________________________________________
________________________________________________________________
3. a) Show us evidence of completed records of your FSP in your workplace for at

least 4 days,
b) Show where you have completed these records
Page 42 of 48
YOU MUST ATTACH THESE RECORDS
Approved Suppliers record
Supplier Contact Goods Notes*

details Supplied
Page 43 of 48
Storage Unit Temperature Log
Outlet: Month:
Tick type Refrigeration Hot Box Dishwasher

of record
DATE TIME TEMP TIME TEMP CORRECTIVE ACTION SIGN

AM DEG C PM DEG C
Page 44 of 48
Ready to eat food display log
DATE Type of ready to Time in Time out Time food used

eat food temperature temperature or discarded
For example: danger zone danger zone after 4 hours
Sandwiches, (cumulative
quiche, platters, time)
prepared salads
or foods
including meat,
seafood, poultry,
eggs and dairy
Page 45 of 48
Date Thermometer Result Result Result Corrective
type in iced in (+/- Action (if
water boiling from required)
(0 deg water 0 Deg
C) (100 C)
Deg C)
Page 46 of 48
Calibration log
Q4. Explain what type of food is sold by your business and how is it handled
and stored
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Q5. What chemicals are used in your business and how are they labelled and
stored
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Q6. For your business identify 2 Critical Control Points (CCP) and show how
these are monitored and why they are CCPs
i. ………………………………………………………………………………………
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Page 47 of 48
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ii. ………………………………………………………………………………………
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Q7. Describe correct cooling methods that meet the Food Standards Code
Food Standards Code states:
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Q8. Name two single use items that should not be re used
i. ……………………………………………………………………………
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ii. ……………………………………………………………………………
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Q9. How should food handling gloves be stored?

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Q10 What should be done with damaged and chipped crockery?

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Page 48 of 48

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Assessment Summary Sheet

Final Record Sheet

School Culinary Arts School

Satisfactory/Not Yet Assessor

Formative Activities Submitted

Resubmission arrangements if NYC:

Assessor’s Name: Date:

Resubmission arrangements if NYC:

Re-Submission – Assessor’s Declaration

Assessor’s Name: Date:

Student Assessment Workbook RTO # 40471

Student ID No: _______________________________

Submission Date: _______________________

Trainer/Assessor Name: ____________________________________________

No licensing, legislative or certification requirements apply to this unit at the time of

Foundation Skills Requirement

Competency Evidence Submission Details

Demonstrated knowledge required to complete the tasks outlined in elements and

Assessment task: Assessment A. Written Questions

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor: I declare that I have conducted a fair, valid,

Cheating or use of model answers Yes No

Timeframe for Assessment Tasks:

Assessment Task Instructions:

Assessment Evidence Requirement:

Assessment Submission Requirement:

Questions and Tasks:

Q1. a) What does FSANZ stand for?

b) What is the role of responsibility of the FSANZ?

c) Name the Victorian state body responsible for food safety:

d) What is the role and responsibility of local councils in Victoria regarding

e) What is an EHO and what powers does an EHO have?

b) List 6 different critical control points within a food business

c) What is meant by the term contamination?

Q3. a) What does HACCP stand for?

b) What is HACCP and why is it used regarding food safety?

Q4. a) List 4 food safety hazards common in a commercial kitchen:

b) What type of contamination occurs when broken glass is found in food?

c) What temperature range determines the temperature danger zone?

d) At what temperature range must refrigerated food be stored?

e) Under what conditions must frozen food be stored?

Q5. List 3 main sections of a food safety program:

Q6. a) List 3 records used to monitor food safety in a commercial kitchen?

Q10. a) What is a sanitisers used for?

b) Why is it important to clean and then sanitise surfaces?

c) What is an MSDS and why is it important for safety?

Assessment task: Assessment B. Multiple – Choice Questions

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor: I declare that I have conducted a fair, valid,

Cheating or use of model answers Yes No

Timeframe for Assessment Tasks:

Assessment Task Instructions:

Assessment Evidence Requirement:

Assessment Submission Requirement:

Principle 2 Hazard Analysis

Principle 3 Corrective Action

Principle 4 Record Keeping

Principle 6 Critical Control Points

Principle 7 Monitoring and Sampling

Hazards only occur during the preparation of food.