1 - Clean and Maintain Premises

COMPETENCY-BASED LEARNING MATERIAL
Sector : TOURISM
Qualification Title : COOKERY NC II
Unit of Competency : CLEAN AND MAINTAIN KITCHEN PREMISES
Module Title : CLEANING AND MAINTAINING KITCHEN PREMISES
Republic of the Philippines

ACHIEVERS INTERNATIONAL COLLEGE OF CULINARY ARTS AND TECHNOLOGY
Mercado Building, Rizal Avenue Sta. Lucia Pagadian City
0
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
This learning material is designed to guide you in learning at your own pace. To
start with, talk with your trainer and agree on how you will both organize the training
for this module. Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and guide you the correct way to do things. From time
to time you will be required to practice and demonstrate the skills that you’ve learned
from this module and you will be requiring some assistance from your trainer (as
instructed in the learning material).
To proceed with the learning session you just have go through the Learning
Activity Sheet where in you will follow series of learning instructions towards
attaining the learning outcome.
This procedure should be repeatedly done until you have completed all the
learning elements in this Competency-Based Learning Module or until such time that
you are ready to take the final assessment for this module. You may skip some
learning activities if you can demonstrate that you are competent enough on the said
task/s.
At the end part of this module is a Learner’s Diary. Use this diary to record
important dates, jobs undertaken and other workplace events that may provide
further details to your trainer or assessor. A Record of Achievement will be provided
to you by your trainer for you to accomplish once you complete the module.
Upon completion of this module, study the evidence plan at the end of the last
learning element of this module then ask your instructor to assess you. You will be
given a certificate of completion as proof that you met the standard requirements
(knowledge, skills and attitude) for this module. The assessment could be made in
different methods, as prescribed in the competency standards.
If you have questions, don’t hesitate to ask your instructors for assistance.
Your instructor will always be available to assist you during the training.
Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this
module because you have:
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COOKERY NC II Develop: Issued
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Clean and Developed by: Page 1 of 57
Maintain Kitchen CHARITY P. PALMERO Revision
Premises # ____
 been working for some time
 already completed training in this area
If you can demonstrate to your trainer that you are competent in particular skill, talk to
him/her about having them formally recognized so you would not have to undergo the
same training again. If you have a qualification or Certificate of Competency from
previous trainings, show it to your trainer. If the skills you acquired are still current and
relevant to this module, they may become part of the evidence you can present for RPL.
If you are not sure about the level of your skills, discuss this with your trainer.
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competencies Module Title Code

Cleaning and
Clean and maintain kitchen
1. maintaining kitchen TRS512328
premises
premises
Prepare stocks, sauces and Preparing stocks, sauces
2. TRS512331
soups and soups
3. Prepare appetizers Preparing appetizers TRS512381
Preparing salads and
4. Prepare salads and dressing TRS512382
dressing
5. Prepare sandwiches Preparing sandwiches TRS512330
6. Prepare meat dishes Preparing meat dishes TRS512383
Preparing vegetables
7. Prepare vegetables dishes TRS512384
dishes
8. Prepare egg dishes Preparing egg dishes TRS512385
9. Prepare starch dishes Preparing starch dishes TRS512386
Preparing poultry and
10. Prepare poultry and game dishes TRS512333
game dishes
11. Prepare seafood dishes Preparing seafood dishes TRS512334
12. Prepare desserts Preparing desserts TRS512335
13. Package prepared food Packaging prepared food TRS512340
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MODULE CONTENT
QUALIFICATION : Cookery NC II
UNIT OF COMPETENCY : Clean and maintain premises
MODULE TITLE : Cleaning and maintaining premises
INTRODUCTION
This unit deals with the skills and knowledge involve in
cleaning, sanitizing and maintaining kitchens, equipment and
utensils for food preparation and storage in
commercial/institutional kitchens
LEARNING OUTCOMES:
1. Clean, sanitize and store equipment

2. Clean and sanitize premises
3. Dispose of waste
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
This learning material is designed to guide you in learning at your own pace. To
start with, talk with your trainer and agree on how you will both organize the training
for this module. Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and guide you the correct way to do things. From time
to time you will be required to practice and demonstrate the skills that you’ve learned
from this module and you will be requiring some assistance from your trainer (as
instructed in the learning material).
To proceed with the learning session you just have go through the Learning
Activity Sheet where in you will follow series of learning instructions towards
attaining the learning outcome.
This procedure should be repeatedly done until you have completed all the
learning elements in this Competency-Based Learning Module or until such time that
you are ready to take the final assessment for this module. You may skip some
learning activities if you can demonstrate that you are competent enough on the said
task/s.
At the end part of this module is a Learner’s Diary. Use this diary to record
important dates, jobs undertaken and other workplace events that may provide
further details to your trainer or assessor. A Record of Achievement will be provided
to you by your trainer for you to accomplish once you complete the module.
Upon completion of this module, study the evidence plan at the end of the last
learning element of this module then ask your instructor to assess you. You will be
given a certificate of completion as proof that you met the standard requirements
(knowledge, skills and attitude) for this module. The assessment could be made in
different methods, as prescribed in the competency standards.
If you have questions, don’t hesitate to ask your instructors for assistance.
Your instructor will always be available to assist you during the training.
Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this
module because you have:
 been working for some time
 already completed training in this area
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If you can demonstrate to your trainer that you are competent in particular skill, talk to
him/her about having them formally recognized so you would not have to undergo the
same training again. If you have a qualification or Certificate of Competency from
previous trainings, show it to your trainer. If the skills you acquired are still current and
relevant to this module, they may become part of the evidence you can present for RPL.
If you are not sure about the level of your skills, discuss this with your trainer.
Contents of this Competency-Based Learning Material:
Inside this Competency-Based Learning Material are several “Learning

Activities”. Each Learning Activity guides the learner to achieve one learning
outcome.
You must follow the “Learning Activity Sheet”. The Learning Activity Sheets will
guide you through different “Instruction Sheets” that will assist you in performing
different learning activities towards the attainment of the learning outcome.
 Information Sheet - This will provide you with information (concepts,

principles and other relevant information) needed in
performing certain activities.
 Operation Sheet - This will guide you in performing single task, operation or
process in a job.
 Job Sheet - This is designed to guide you on how to do the job that
will contribute to the attainment of the learning outcome.
 Assignment Sheet - The assignment sheet is a guide used to enhance (follow-
up) what you have learned in the information sheet,
operation sheet or job sheet.
 Worksheet - Worksheets are the different forms that you need to fill-up
in certain activities that you performed.
This module is prepared to help you achieve the required competency, clean
and maintain kitchen premises. This will be the source of information that will
enable you to acquire the knowledge and skills in this particular trade
independently at your own pace or with minimum supervision or help from your
instructor.
- Talk to your trainer and agree on how you will both organize the training of this
unit. Read through the learning guide carefully. It is divided into sections which
cover all the skills and knowledge you need to successfully complete this module.
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Work through all the information and complete the activities in each section and
complete the self-check. Suggested references are included to supplement the materials
provided in this module.
- Most probably your trainer will also be your supervisor or manager. He/she is
there to support you and show you the correct way to do things. Ask for help.
- Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.
- Talk to more experienced work mates and ask for their guidance.
- Use the self-check questions at the end of each section to test your own progress.
- When you are ready, ask your trainer to watch you perform the activities outlined
in the learning guide.
- As you work through the activities, ask for written feedback of your progress from
your trainer. After completing each element, ask your trainer to mark on the
report that you are ready for assessment.
- When you have completed this module (or several modules) and feel confident that
you have had sufficient practice your trainer will arrange an appointment with you
to asses you. The result of your assessment will be recorded in your Competency
Achievement Record
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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME 1 Clean, sanitize and store equipment
CONTENTS:
1. Various types and uses of chemicals and equipment for cleaning and sanitizing
2. Environmental-friendly products and practices in relation to kitchen cleaning
3. Sanitation and cross-contamination issues related to food handling and
preparation
PERFORMANCE CRITERIA:
1. Chemicals and clean potable water are selected and used for cleaning and/or
sanitizing kitchen equipment utensils, and working surfaces
2. Equipment and/or utensils are cleaned and/or sanitized safely using
clean/potable water and according to manufacturer’s instructions
3. Clean equipment and utensils are stored or stacked safely in the designated
place
4. Cleaning equipment and supplies are used safely in accordance with
manufacturer’s instructions
5. Cleaning equipment are assembled and disassembled safely
6. Cleaning equipment are stored safely in the designated position and area
CONDITION:
Trainees must be provided with the following:
EQUIPMENT
 Chemical dispensers
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Supplies and materials
 Paper towels
 Cleaning agents
 Sanitizers
PERSONAL PROTECTIVE EQUIPMENT

 Hairnet/Cap
 Working clothes/apron/Lab outfit
 Safety shoes
 Hand gloves
TOOLS
 Crockery
 Glassware
 Cutlery
 Utensils
 Pots, pans, dishes
 Containers
 Chopping boards
 Garbage bins
 Exhaust fans
LEARNING MATERIALS
 Books/manuals
 Information sheets and job sheets
ASSESSMENT METHOD:
 Written test
 Demonstration
 Observation/Interview
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LEARNING EXPERIENCES
Learning Outcome 1: Clean, sanitize and store equipment
Learning Activities Special Instructions

1. Read Information Sheet 1.1-1 Read information sheet. After reading the
“Types of Cleaning Chemicals and learner is encourage to answer the self
Equipment” check.
Compare the answers to the answer key.

You are required to get all answers correct.
2. Answer Self-Check 1.1-1
If not, read the information sheets again to
answer all questions correctly.
3. Perform Operation Sheet 1.1-1 Trainer will evaluate your performance using
“How to Operate Dishwashing the criteria checklist.
Machine”
“Storing Cleaning Chemical and learner is encourage to answer the self
Materials” check.

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INFORMATION SHEET 1.1-1
VARIOUS TYPE OF TOOLS AND EQUIPMENT AND THEIR USES
Learning objectives: After reading this information sheet, you should be able to know
the various classifications of tools and equipment’s.
Chemicals & Equipment
Cleaning chemicals are used in homes, schools and places of business on an everyday

basis. Depending upon the ingredients the chemicals contain, they may be toxic or safe.
Many people choose to use safer cleaning products if they have children in their
households, to minimize the risk of exposure.
Cleaning Equipment defines as heavy items use in cleaning surfaces or specific items. In
the kitchen we often use machines that fits on the type of items; example dishes, tools,
utensils, etc.
Different Types of Cleaning Chemicals and Equipments
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Cleaning chemicals and equipments should be used according to manufacturer’s
standard. There are various types of chemicals and equipment and it has different
purposes. But there are some that act versatile
1. Alkaline Cleaners
Alkaline cleaners are those with a pH

of 8 or higher. Sodium hydroxide is a
strong alkali cleaner with a pH of 14
that is an excellent industrial cleaner,
effective for cleaning grease from
industrial and municipal drains and
sewers. Other alkaline cleaners with
pH measurements between 8 and 12
make excellent general cleaners that
are effective in removing dirt and
grease from surfaces. Heavy-duty
alkaline cleaners are corrosive.
2. Acid Cleaners
Strong acid cleaners made of sulfuric,

hydrochloric or hydrofluoric acids are
effective at cleaning mineral deposits,
but are extremely corrosive. Mild acids
are excellent in controlling and
softening water. Phosphoric acid is a
safe cleaner for removing soap scum
and lime deposits. Mixing an acid
cleaner with an alkaline cleaner can be
an extremely dangerous practice.
Sodium hypochlorite, (bleach) an acid,
mixed with ammonia, also an acid, will
release chlorine gas, which is
poisonous to inhale.
3. Solvents
Solvents are best used as industrial
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degreasers. Because solvents do not
conduct electricity, they can be used
on electric motors and other parts
while the device is operating without
the risk of shock to personnel or
damage to machinery. Some solvents
are used as paint and varnish
removers. Many solvents carry
considerable health risks and attention
to the MSDS is important.
4. Soap and Detergents
Some of the oldest cleaners in use are
detergents and soaps, which contain
surfactants that reduce the surface
tension of water making them effective
cleaners. Soaps and detergents
emulsify fats, greases and oils. Soaps
and detergents are both water soluble,
but are not effective in hard water.
5. Alcohol
Although not as an effective cleaner as
solvents, alcohol provides a more
environmentally friendly cleaning
solution for cleaning precision and
electromechanical components.
Alcohol can be used as a cleaner on
optical instruments and printed circuit
boards.
6. Citrus Cleaners
Cleaners made from citrus are quickly
replacing acids, alkaline and solvent
cleaners because they are better for
the environment and safer to use.
Citrus cleaners are made from d-
Limonene, the oil extracted from the
peel of citrus fruit.
1. Dishwashers
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A dishwasher is a mechanical device for
cleaning dishes and eating utensils.
Dishwashers can be found
in restaurants and private homes. Dishes
or plates of irregular sizes may not fit
properly in a dishwasher's cleaning
compartment, so it is advisable to check
for compatibility before buying a
dishwasher.
2. Floor Polisher
Floor polisher is an electrical

appliance that is used to clean and
maintain non-carpeted floors, such as
hardwood, marble, tile or linoleum. It is
also known as a floor
burnisher/scrubber if it is a high speed
floor buffer with a pad that rotates at over
1000 RPM.
3. Pressurized Steam Cleaner

Steam cleaner sanitizes and cleans with
ordinary tap water. Use this steam
cleaner indoors or out including the
kitchen, bath, patio, and garage or just
about anywhere you need to remove grime
and kill germs. Comes complete with 30"
extension flexible nozzle, glass and
window cleaner with squeegee, brush
crevice attachment, water beaker and
funnel 16-foot 3-prong grounded power
cord.
4. Extraction Fan
Kitchen hood exhaust fans are surely
one of the most important accessories of
any kitchen. Kitchen Exhaust fans don't
just purify the air in your kitchen; they
help protect your home too. Whenever
you cook something in your kitchen - oil
vapors, steam, smoke and much more is
released into your kitchen atmosphere in
addition to the delicacies that end up on
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your plate.
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SELF CHECK 1.1-1
Instruction: Read the question carefully. On your answer sheet, write the letter of the
correct answer.
Multiple-Choice Test:
1. The chemical use that is better than alkaline and solvent because it is better for
environment and safer to use.
a. Acid Cleaner
b. Alcohol
c. Detergent
d. Citrus cleaner
2. A machine use in washing dishes, pots and pans.
a. Washing Machine
b. Dish Cleaner
c. Dishwashing Machine
d. Washers
3. The cleaning agents that emulsify fats, grease and oil.
a. Soap and detergents

b. Solvent
c. Acid cleaner
d. Citrus cleaner
4. Sanitizes and cleans with ordinary tap water.
a. Sanitizers
b. Steam cleaner
c. Steam presser
d. Vacuum cleaner
5. Heavy items that use in cleaning surfaces.
a. Cleaning equipment
b. Cleaning agent
c. Cleaning tool
d. Cleaning supplies
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ANSWER TO SELF CHECK 1.1-1
1. D
2. C
3. A
4. B
5. A
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OPERATION SHEET 1.1-1
Title : Operate Dishwashing Machine
Performance Objective:
At the end of this practice trainee should be able to:
Supplies/Materials :
Tools/ :
Equipment :
Personal Protective Equipment :
Procedure
1. Using a knife or rubber spatula,

scrape residual food off of dishes,
pots and pans.
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2. Place dishes in designated slots:
glasses and cups on top rack, plates
on lower rack, silverware in
silverware rack.
3. Place pots and pans around other

dishes, making sure other dishes do
not block spray access to pots and
pans.
4. Fill both dishwasher cups with

dishwasher detergent.
.
5. Add rinse agent to rinse agent
dispenser; replace top of dispenser.
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6. Close door securely.
7. Choose a wash cycle appropriate to the

load.
8. Choose a dry cycle
9. Start Dishwasher
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10 Turn Off after using and remove the
loads.
Performance Criteria Checklist

Task / Job Sheet /Operation Sheet
Trainee’s Name: __________________________________ Date: ____________________
Criteria YES NO
1. Are the tools and utensils are load appropriately to the
dishwashing machine?
2. Does the machine starts when ready and turn off after
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using according to manufacturer standards?
3. Are the OHS performs during the operation?
Storing Cleaning Chemical and Materials
Learning objectives: After reading this information sheet, you should be able to
know the proper way of storing cleaning chemicals.
RULES FOR STORING CHEMICALS SAFELY
1. Segregate all incompatible chemicals for proper storage of chemicals for hazard
class codes. In other words, store like chemicals together and away from other
groups of chemicals that might cause reactions if mixed. Do not simply store
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chemicals in alphabetical order (see #3 below).
2. Flammable materials should be stored in an approved, dedicated, flammable

materials storage cabinet or room if the volume exceeds ten (10) gallons.
3. Chemicals shall be stored separately from non-compatible hazard classes. A

suggested storage pattern is included on this page.
4. Liquids should be stored in unbreakable or double-contained packaging, or the

storage cabinet should have the capacity to hold the contents if the container
breaks. Avoid floor chemical storage (even temporary).
5. Chemicals should be stored no higher than eye level and never on the top shelf
of a storage unit.
6. Shelf assemblies should be firmly secured to the walls. Avoid island shelves.
7. Each shelf should have an anti-roll lip.
8. Store acids in a dedicated acid cabinet. Nitric acid may be stored there also, if it
is kept isolated from the others.
9. Store severe poisons in a dedicated poison cabinet.
10. All chemicals should be labeled and dated.
11. Look for unusual conditions in chemical storage areas, such as:
* Improper storage of chemicals

* leaking or deteriorating containers
* Spilled chemicals
* Temperature extremes (too hot or cold in storage area)
* Lack of or low lighting levels
* Blocked exits or aisles * doors blocked open, lack of security
* Trash accumulation
* Smoking or open lights or matches
* Fire equipment blocked, broken or missing
* lack of information or warning signs ("No Smoking", "Flammable Liquids",
"Acids", "Corrosives", "Poisons", Chemical Storage")
Any of these conditions should be corrected immediately. Inspections of

chemical storage areas on a routine basis will help to correct deficiencies and
prevent accidents.
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Suggested chemical storage pattern
INORGANIC ORGANIC
Sulfur, Phosphorus, Arsenic, Phosphorus Alcohols, Glycols, etc. (store flammables
Pentoxide in
dedicated cabinets)
Halides, Sulfates, Sulfites, Thiosulfates Hydrocarbons, Esters, etc. (store
Phosphates, etc. flammables
in dedicated cabinet)
Amides, Nitrates (not ammonium nitrate), Ethers, Ketones, etc. (store flammables
Nitrites, etc. in dedicated cabinet)
Metals, Hydrides (store away from water) Epoxy compounds, Isocyanates
Hydroxides, Oxides, Silicates, etc. Sulfides, Polysulfides, etc.
Arsenates, Cyanides (store above acids) Phenol, Cresols
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Sulfides, Selenides, Phosphides, Carbides, Peroxides, Azides, etc.
Nitrides
Manganates, Chromates, Permanganates, Acids, Anhydrides, Peracids, etc.
Borates
Chlorates, Chlorites, Perchlorates, Miscellaneous
Peroxides, Perchloric acid
Acids. except nitric. (store acids in Miscellaneous (Nitric Acid)
dedicated
cabinets)
Suggested storage time limits

For common peroxidizable compounds
MOST DANGEROUS: Discard after 3 months.

Peroxide formation hazard during storage.
isopropyl ether
divinyl acetylene
vinylidene chloride
potassium metal
sodium amide
DANGEROUS: Discard after one year.
Peroxide formation hazard during storage and on concentration (i.e. distillation) of

compound.
Diethyl ether Vinyl ethers
Tetrahydrofuran Methyl methacrylate
Dioxane Styrene
Acetal Acrylic acid
Methyl isobutyl ketone Acrylonitrile
Ethylene glycol dimethyl ether Butadiene
Tetrafluoroethylene
DANGEROUS: Discard after one year.

Peroxide formation causes initiation of hazardous polymerization.
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Dicyclopentadiene Chorotrifluoroethylene
Diacetylene Vinyl acetylene
Methyl acetylene Vinyl acetate
Cumene Vinyl chloride
Tetrahydronaphthalene Vinyl pyridine
Cyclohexene Chloroprene
Methylcyclopentane
Safety Hints:
1. Do not purchase these compounds in quantities greater than can be used in
the specified storage time period.
2. Ethers should be stored in the dark and under nitrogen if possible.
3. Always check for the presence of peroxides before distilling any peroxide former.
Consult safety references before working with peroxidizable compounds
SELF CHECK 1.1-2
Instruction: Give the answer of the following:
Enumeration Test:
1. Give at least 5 example of inorganic chemical.
2. Give at least 5 example of organic chemical.
3. Give at least 2 peroxide formation that hazardous during storage of chemicals.
4. Give at least 2 peroxide formation causes ionization of hazardous polymerization.
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ANSWER KEY 1.1-2
1. Sulfur, Phosphorus, Arsenic, Phosphorus Pentoxide, Halides, Sulfates, Sulfites,

Thiosulfates Phosphates, etc. Amides, Nitrates (not ammonium nitrate), Nitrites,
etc., Metals, Hydrides (store away from water), Hydroxides, Oxides, Silicates, etc.,
Arsenates, Cyanides (store above acids), Sulfides, Selenides, Phosphides,
Carbides, Nitrides, Manganates, Chromates, Permanganates, Borates, Chlorates,
Chlorites, Perchlorates, Peroxides, Perchloric acid, Acids. except nitric. (store acids
in dedicated cabinets)
2. Alcohols, Glycols, etc. (store flammables in dedicated cabinets), Hydrocarbons,

Esters, etc. (store flammables in dedicated cabinet), Ethers, Ketones, etc. (store
flammables in dedicated cabinet), Epoxy compounds, Isocyanates, Sulfides,
Polysulfides, etc., Phenol, Cresols, Peroxides, Azides, etc., Acids, Anhydrides,
Peracids, etc., Miscellaneous, Miscellaneous (Nitric Acid).
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3. Isopropyl ether, divinyl acetylene, vinylidene chloride, potassium metal, sodium
amide.
4. Dicyclopentadiene, Diacetylene, Methyl acetylene, Cumene,

Tetrahydronaphthalene, Cyclohexene, Methylcyclopentane,
Chorotrifluoroethylene , Vinyl acetylene , Vinyl acetate , Vinyl chloride , Vinyl
pyridine , Chloroprene
LEARNING OUTCOME 2 Clean and sanitize premises

CONTENTS:
1. Various types and uses of chemicals and equipment for cleaning

and sanitizing
2. Environmental-friendly products and practices in relation to
kitchen cleaning
3. Sanitation and cross-contamination issues related to food
handling and preparation
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ASSESSMENT CRITERIA:
1. Cleaning schedules are followed based on enterprise procedures

2. Chemicals and equipment for cleaning and/or sanitizing are used
safely
3. Walls, floors, shelves and working surfaces are cleaned and/or
sanitized without causing damage to health or property
4. First aid procedures are followed if an accident happens
CONDITIONS:
The students/trainees must be provided with the following
1. Chemical dispensers
2. Paper towels
3. Cleaning agents
4. Sanitizers
METHODOLOGIES:
1. Lecture
2. Demonstration
3. Practical exercise
ASSESSMENT METHODS:
1. Demonstration
2. Observation
3. Performance test
4. Interview / Questioning
Learning Outcome 2: Clean and sanitize premises

“Cleaning Equipments” learner is encourage to answer the self
check.
2. Answer Self-Check 1.2-1 Compare the answers to the answer key.
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3. Perform Task Sheet 1.2-1 Trainer will evaluate your performance
“Clean Kitchen Premises” using the criteria checklist.
4. Perform Operation Sheet 1.2-1 Trainer will evaluate your performance
“Operate Floor Polisher” using the criteria checklist.

Cleaning Equipments
Learning objectives: After reading this information sheet, you should be able to know
the proper usage of cleaning equipments
It is important to use cleaning equipment in accordance with the manufacturer’s

instructions because if used wrongly, or not in the right way, it may cause harm to the
object, person, or other things around it.
Deep Clean equipment and surfaces
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Deep cleaning may be called for in situations where there is heavy soiling or a need
periodically to pay extra attention to an area, such as in hospitals or food production
areas. Because extra equipment or chemicals may be needed in a deep clean, it is vital
that any special procedures and precautions are observed.
Deep clean
Cleaning that is more thorough than routine cleaning. Deep cleaning may be
periodically done in areas such as hospitals and food production facilities, and may
require special equipment or cleaning agents.
Isolation Point
The places at which electrical or gas supplies can be turned off.
Cleaning your kitchen regularly is important not only to keep it looking its best, but
also to remove all of the germs and bacteria that accumulate regularly in the kitchen
area. There are several surfaces around the kitchen, and by making a homemade
versatile cleaning solution, you can easily clean most of the surfaces with one basic
mixture of household ingredients that are probably already in your kitchen cupboard.
SELF CHECK 1.2-1
Definition of Terms:
1. Deep Clean.
2. Isolation Points.
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ANSWER KEY 1.2-1
1. Cleaning that is more thorough than routine cleaning. Deep cleaning may be
periodically done in areas such as hospitals and food production facilities, and may
require special equipment or cleaning agents.
2. The places at which electrical or gas supplies can be turned off
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TASK SHEET 1.2-1
Title : Clean kitchen premises
 Clean Kitchen Premises According to Hygienic Standards
Supplies/Materials : Cleaning Supplies (Sanitizing Chemicals)
Date Document No.

October ,2019 by:
Premises # ____
Tools/ : Cleaning Tools (Pale, Mop, Brooms, Dustpan, etc)
Equipment : Cleaning Equipment

Personal Protective Equipment :
Procedure
1. Collect loose dust by sweeping the

kitchen floor daily with a broom or
static sweeper and wiping down
counter tops, tables and other
surfaces with a cleaning rag. To
remove sticky buildup, wipe with a
damp cleaning rag and wipe a
damp mop over your kitchen floor.
2. Mix 1 gallon warm water in a

bucket with 1/2 cup white vinegar
and 1 tsp. dish soap. The diluted
vinegar solution makes it safe for
any kitchen floor surface while still
strong enough to clean and
disinfect. The dish soap assists in
cutting through any food residue
that may be on the kitchen floor.
Let your floor air dry after cleaning.
3. Dip your mop into the bucket,

wring the mop out and wipe across
your kitchen floors.
The diluted vinegar solution makes
it safe for any kitchen floor surface
while still strong enough to clean
and disinfect. The dish soap assists
in cutting through any food residue
that may be on the kitchen floor.
Let your floor air dry after cleaning.
Date Document No.

October ,2019 by:
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4. Make an all-purpose cleaner in a
spray bottle. Combine 3 cups warm
water with 1/2 cup white vinegar
and 1 tsp. dish soap.
5. Spray this solution onto kitchen

surfaces and wipe off with a damp
cleaning rag. This works well on
any type of kitchen surface
including cabinetry, sinks, tables,
counters and any other area that
requires cleaning.
6. Fill a few bowls with about 1/2 cup

each of baking soda. Place these
around your kitchen to absorb odor
and keep the kitchen smelling
fresh. Open windows to let fresh air
circulate, which is especially useful
when cooking strong-smelling
foods.
Date Document No.

October ,2019 by:
Premises # ____
Criteria YES NO
1. Does the floor are sweep according to the SOP.
2. Does the machine started when ready and turned off after
3. Does the chemicals is appropriate to the task performs.
4. Are the OHS performs during the cleaning of premises?
Date Document No.

October ,2019 by:
Premises # ____
OPERATION SHEET 1.2-1
Title : Operate floor polisher

 Operate Floor Polisher
Supplies/Materials : cleaning supplies
Tools/ :
Equipment : floor polisher
Personal Protective Equipment : apron, hairnet, gloves etc.
Procedure
1. Lock the handle in an upright

position, and then lay the polisher
back on a hard surface.
Date Document No.

October ,2019 by:
Premises # ____
2. Install the brush and reposition the
machine upright. Plug it in.
3. Lower the handle to your waist and

lock it in place. Balance the
machine on the brush. Turn it on.
4. Start polishing the floor at the back

wall and move backward toward the
center of the kitchen.
5. Lower the handle to go left and lift

the handle to go right. Let go of the
handle to stop.
Date Document No.

October ,2019 by:
Premises # ____
6. Turn the machine off when finished.
Unplug it. Remove and clean the
brush. Rewind the power cord and
put the machine away.

Criteria YES NO
1. Does the floor polisher is use according to manufacturer’s
standards?
2. Does the machine started when ready and turned off after
3. Are the OHS performs during the cleaning of premises?
Date Document No.

October ,2019 by:
Premises # ____
Logical and Time Efficient Workflow

Learning objectives:
After reading this information sheet, you should be able to know the efficient
time schedule of the maintenance in the kitchen.
It is strongly recommend that you draw up a cleaning schedule. This will help you
ensure that all aspects of your operation are covered by:
(a) Allocating specific tasks;

(b) Specifying what cleaning materials should be used and the method;
(c) Specifying how often items/areas should be cleaned;
(d) Specifying any safety precautions for staff
How do I draw up a Cleaning Schedule?
There is not wrong or right way of drawing up a cleaning schedule, however all staff
must understand it and follow it. It is advisable to have cleaning schedules for daily,
weekly and monthly jobs.
Example cleaning jobs at these frequencies are as follows:
Daily: Floors, walls behind work surfaces, work surfaces, sinks, microwave ovens,
cleaning cloths
Weekly: Walls high & low level, fridges, shelves, oven, bins, door handles, tap heads
Monthly: Ceilings, doors, windows, freezers
Attached is a specimen cleaning schedule for your guidance.
EXAMPLE CLEANING SCHEDULE
Area/Item Frequenc Responsibility Cleaning H&S Method Checked

Of y materials Precaution of by
Date Document No.

October ,2019 by:
Premises # ____
s (refer to cleaning (initial)
product
label)
Walls Daily Kitchen Detergent None- 1) Pre-

Porter & and cloth required clean
2) Clean
Second Chef Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Air Dry
Floors Daily Kitchen Detergent, None- 1) Pre-
Porter mop, required clean
2) Clean
bucket Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Air Dry
Work Daily Chefs Sanitizer None- 1) Pre-
surface and cloth required clean
2) Clean
Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Air Dry
Oven Weekly Kitchen Oven Rubber 1) Ensure
Porter cleaner gloves oven is
turned off
& cool
2) Pre-
clean
3) Clean,
apply
oven
cleaner
leave for
30mins
4) Rinse
Date Document No.

October ,2019 by:
Premises # ____
5) Allow
to air dry
Fridges Weekly Kitchen Hot water None- 1) Pre-
Porter & & required clean
2) Clean
Second Chef detergent Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Dry
Bins Weekly Kitchen Hot water None- 1) Pre-
Porter & & required clean
2) Clean
Second Chef detergent Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Dry
Windows Monthly Kitchen Hot water None- 1 Pre-

Porter & required clean
2) Rinse
detergent 3) Air
Dry
Ceiling Monthly Kitchen Detergent None- 1) Pre-
Porter & & cloth required clean
2) Clean
Second Chef Apply
detergent
with
hand
held
spray,
leave for
2 mins.
3) Rinse
4) Air Dry
Freezer Monthly Kitchen Hot water None-
Porter & & required
Second Chef detergent
COMMENTS OF THE CHECKER:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Date Document No.

October ,2019 by:
Premises # ____
DAILY / WEEKLY/ MONTHLY
CLEANING CHECKLIST
Week Commencing___________________________________________________________
Area/Item of SUN MON TUE WED THUR FRI SAT

Equipment
Floor
Checked By:
Manager/Supervisor
COMMENTS OF THE CHECKER:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Date Document No.

October ,2019 by:
Premises # ____
SELF CHECK 1.2-2
Enumeration:
1. What are the aspects you have to consider during the maintenance operation?
Date Document No.

October ,2019 by:
Premises # ____
ANSWER KEY 1.2-2
(a) Allocating specific tasks;

(b) Specifying what cleaning materials should be used and the method;
(c) Specifying how often items/areas should be cleaned;
(d) Specifying any safety precautions for staff
 The principle of first aid is immediate action, but it is essential that quick action
does not cause panic.
 Any action taken needs to be careful and deliberate and the first-aider must
remain calm at all times.
 It is equally important to assess the situation quickly, to appreciate the

limitations of your own actions and to seek expert assistance, e.g. calling 999
when necessary for ambulance, fire brigade, or police as soon as possible.
 The first priority is to yourself and to others - protect the scene after assessing
risk, and think before you act (there may be gas - risk of asphyxiation/explosion;
electricity - the pool of water round the faulty washing machine may be live; fire -
opening a hot door may be the last thing you do; assault - the assailant with knife
or gun may be behind the door awaiting their next victim or a hostage; blood -
avoid unnecessary contact with body fluids by wearing gloves).
Fractures and dislocations
 Immobilise the affected area (especially the neck if there is any possibility of an
injury to the cervical spine).
 Keep the patient still and support the injured area.
 For arm fractures, a sling can be made to support and immobilise the affected
area.
 Splints (any long firm object) can be used for support and immobilisations but,
 ideally, splint the affected area to another part of the body when appropriate, e.g.
using one leg to splint the other leg.
 For open fractures, control the bleeding with a sterile dressing and apply pressure
Date Document No.
October ,2019 by:
Premises # ____
if required.
Strains and sprains

RICE Procedure
 R - rest and support affected limb
 I - apply ice or a cold compress to reduce swelling
 C - compress by applying gentle, even pressure on the limb; pad the affected limb
with foam or cotton wool, secured with a bandage
 E - elevate limb to reduce blood flow to affected area
Burns
 Superficial: only damage the outer layer of the skin; cause reddening of the skin.
 Partial thickness: damage the epidermis layer of the skin; cause blistering.
 Full thickness: damage all the layers of the skin and underlying tissue.
Treatment
 Extinguish flames by water, extinguisher, or smothering.
 Remove any continuing source of heat, removing non-adherent clothing/plastic.
 Immediately submerge the affected part in cold water for at least 10 minutes (20
Date Document No.

October ,2019 by:
Premises # ____
minutes for chemical burns).
 Remove jewellery or release tight clothing that may act as tourniquet.
 Cover with a clean, non-stick sterile dressing (cling-film or plastic bags may be
used).
 DO NOT: break blisters or use any lotions or creams.
 If electrical burn, actively seek other entry/exit wound.
 Keep patient warm - do not let overzealous cooling of the burn exacerbate shock.
 The patient should be seen by the practice nurse and/or doctor and, depending
on the severity of the burn, may need to be sent for treatment in hospital.
Nosebleeds
 Only 10% of patients with epistaxis seek medical attention, and 80% of these have
anterior nose bleeds (from Little's area). See separate article Nosebleeds
(Epistaxis).
 Use sterile disposable gloves, and face shield if possible (nasal bleeding is one of
the commonest emergencies to put medical staff at risk of blood contamination,
and the conjunctivae are potential sites for the transmission of HIV).
 Get the casualty to sit down, lean slightly forward and pinch the fleshy part of the
nose, and push against the bony parts of the face. They should breathe through
their mouth, spitting out blood to avoid choking, and to aid assessment of control
of blood loss.
 The pressure and posture should be maintained for at least 10 minutes but a
longer time may be required.
 Ice packs to adjacent cheeks/face may be applied but there is conflicting evidence
of effectiveness.
 Uncontrollable epistaxis and posterior epistaxis should be referred to hospital.
External bleeding
 Use sterile disposable gloves, and face shield if possible.
 Calm and reassure the patient.
 Lay the patient down, to avoid fainting.
 Check the wound for any foreign material; however, do not remove deeply
penetrating objects; rather, pad and try to immobilise them.
 Apply firm direct pressure using a clean, folded cloth over the injured area. If
blood soaks through, do not remove it but cover that cloth with another one and
continue to apply pressure to the wound for 7-10 minutes.
Fainting
Faints are a sudden brief loss of consciousness followed by full recovery within two
minutes.
Treatment
 Lay the casualty flat with their legs raised.
 Loosen restrictive clothing around the neck, remembering over-zealousness in the
absence of witnesses could leave you open to an assault charge.
Date Document No.
October ,2019 by:
Premises # ____
 Check airway, breathing and pulse.
 If the casualty has vomited, put in the recovery position to prevent choking.
 There is usually a full recovery when laid flat. If this does not occur then further
expert medical help is required.
Date Document No.

October ,2019 by:
Premises # ____
First Aid Procedure

After reading this information sheet, you should be able to identify and perform
the common first aid procedures.
Common First Aid Procedures in General Practice

First Aid is the provision of limited care for an illness or injury, which is provided to a
sick or injured patient until definitive medical treatment can be accessed, or until the
illness or injury is fully dealt with. It generally consists of series of simple, sometimes
life-saving, medical techniques, that an individual can be trained to perform with
minimal equipment. There are other articles dealing with resuscitation and coma.
 The principle of first aid is immediate action, but it is essential that quick action
does not cause panic.
 Any action taken needs to be careful and deliberate and the first-aider must remain
calm at all times.
 It is equally important to assess the situation quickly, to appreciate the limitations of

your own actions and to seek expert assistance, e.g. calling 999 when necessary for
ambulance, fire brigade, or police as soon as possible.
 The first priority is to yourself and to others - protect the scene after assessing risk,
and think before you act (there may be gas - risk of asphyxiation/explosion;
electricity - the pool of water round the faulty washing machine may be live; fire -
opening a hot door may be the last thing you do; assault - the assailant with knife or
gun may be behind the door awaiting their next victim or a hostage; blood - avoid
unnecessary contact with body fluids by wearing gloves).
Fractures and dislocations

 Immobilise the affected area (especially the neck if there is any possibility of an
injury to the cervical spine).
 Keep the patient still and support the injured area.
 For arm fractures, a sling can be made to support and immobilise the affected area.
 Splints (any long firm object) can be used for support and immobilisations but,
 ideally, splint the affected area to another part of the body when appropriate, e.g.
using one leg to splint the other leg.
 For open fractures, control the bleeding with a sterile dressing and apply pressure if
required.
Date Document No.

October ,2019 by:
Premises # ____
Strains and sprains
RICE Procedure
 R - rest and support affected limb
 I - apply ice or a cold compress to reduce swelling
 C - compress by applying gentle, even pressure on the limb; pad the affected limb
with foam or cotton wool, secured with a bandage
 E - elevate limb to reduce blood flow to affected area
Burns
 Superficial: only damage the outer layer of the skin; cause reddening of the skin.
 Partial thickness: damage the epidermis layer of the skin; cause blistering.
 Full thickness: damage all the layers of the skin and underlying tissue.
Treatment
 Extinguish flames by water, extinguisher, or smothering.
 Remove any continuing source of heat, removing non-adherent clothing/plastic.
 Immediately submerge the affected part in cold water for at least 10 minutes (20
minutes for chemical burns).
 Remove jewellery or release tight clothing that may act as tourniquet.
 Cover with a clean, non-stick sterile dressing (cling-film or plastic bags may be
used).
 DO NOT: break blisters or use any lotions or creams.
 If electrical burn, actively seek other entry/exit wound.
 Keep patient warm - do not let overzealous cooling of the burn exacerbate shock.
 The patient should be seen by the practice nurse and/or doctor and, depending on
the severity of the burn, may need to be sent for treatment in hospital.
Nosebleeds
 Only 10% of patients with epistaxis seek medical attention, and 80% of these have
anterior nose bleeds (from Little's area). See separate article Nosebleeds (Epistaxis).
 Use sterile disposable gloves, and face shield if possible (nasal bleeding is one of the
commonest emergencies to put medical staff at risk of blood contamination, and the
conjunctivae are potential sites for the transmission of HIV).
 Get the casualty to sit down, lean slightly forward and pinch the fleshy part of the
nose, and push against the bony parts of the face. They should breathe through
their mouth, spitting out blood to avoid choking, and to aid assessment of control of
blood loss.
 The pressure and posture should be maintained for at least 10 minutes but a longer
time may be required.
 Ice packs to adjacent cheeks/face may be applied but there is conflicting evidence of
effectiveness.
 Uncontrollable epistaxis and posterior epistaxis should be referred to hospital.
Date Document No.

October ,2019 by:
Premises # ____
External bleeding
 Use sterile disposable gloves, and face shield if possible.
 Calm and reassure the patient.
 Lay the patient down, to avoid fainting.
 Check the wound for any foreign material; however, do not remove deeply
penetrating objects; rather, pad and try to immobilise them.
 Apply firm direct pressure using a clean, folded cloth over the injured area. If blood
soaks through, do not remove it but cover that cloth with another one and continue
to apply pressure to the wound for 7-10 minutes.
Fainting
Faints are a sudden brief loss of consciousness followed by full recovery within two
minutes.
Treatment
 Lay the casualty flat with their legs raised.
 Loosen restrictive clothing around the neck, remembering over-zealousness in the
absence of witnesses could leave you open to an assault charge.
 Check airway, breathing and pulse.
 If the casualty has vomited, put in the recovery position to prevent choking.
 There is usually a full recovery when laid flat. If this does not occur then further
expert medical help is required.
Date Document No.

October ,2019 by:
Premises # ____
SELF CHECK 1.2-3
1. What is RICE procedure?
2. What are the common unexpected accidents/events happens in the workplace
Date Document No.

October ,2019 by:
Premises # ____
ANSWER KEY 1.2-3
1. R - rest and support affected limb

I - apply ice or a cold compress to reduce swelling
C - compress by applying gentle, even pressure on the limb; pad the affected limb with
foam or cotton wool, secured with a bandage.
E - elevate limb to reduce blood flow to affected area
2. External bleeding, nosebleed, fainting, burns, strains and sprains, fractions and
dislocations
Date Document No.

October ,2019 by:
Premises # ____
LEARNING OUTCOME 3 Dispose of waste
CONTENTS:
1. Various types and uses of chemicals and equipment for cleaning and sanitizing
2. Environmental-friendly products and practices in relation to kitchen cleaning
3. Sanitation and cross-contamination issues related to food handling and
preparation
PERFORMANCE CRITERIA:
1. Wastes are sorted and disposed according to sanitary regulations, enterprise

practices and standard procedures
2. Cleaning chemicals are disposed safely according to standard procedures
CONDITION:
Trainees must be provided with the following:
EQUIPMENT
 Chemical dispensers
Supplies and materials
 Paper towels
 Cleaning agents
 Sanitizers
PERSONAL PROTECTIVE EQUIPMENT

 Hairnet/Cap
 Working clothes/apron/Lab outfit
 Safety shoes
 Hand gloves
TOOLS
 Crockery
 Glassware
 Cutlery
 Utensils
 Pots, pans, dishes
Date Document No.
October ,2019 by:
Premises # ____
 Containers
 Chopping boards
 Garbage bins
 Exhaust fans
LEARNING MATERIALS
 Books/manuals
 Information sheets and job sheets
ASSESSMENT METHOD:
 Written test
 Demonstration
 Observation/Interview
Date Document No.

October ,2019 by:
Premises # ____
Learning Outcome 3: Dispose of waste

“Waste Management and Disposal learner is encourage to answer the self
Procedures and Practices” check.

Date Document No.

October ,2019 by:
Premises # ____
Waste management and disposal procedures and practices
After reading this information sheet, you should be able to know the waste
management and disposal procedures and practices according to standard operating
procedures
Three Ways We Handle Solid Waste
1. Recycle
Recycling is cost effective and beneficial for the environment. With

single stream recycling, residents may place all recyclable
bottles, cans, and paper into the same container for collection.
Currently, recycling collected in Baltimore County is taken to
the Waste Management Recycle America sorting facility in
Elkridge, Maryland. At this facility, recyclables are sorted,
baled, and marketed to be made into new products.
2. Incinerate
Wheelabrator Baltimore is a waste-to-energy plant in downtown
Baltimore that uses trash as a fuel to make electricity and steam.
Incoming trucks dump waste into a large pit. The trash is then
recycled into energy. A high pressure steam is recovered in the
process and it is used for heating or summer cooling (using chillers) in
downtown Baltimore. This process reduces the volume of incoming
garbage by 90 percent.
3. Landfill
Do you know the difference between a sanitary landfill and a
dump? You may think they are the same, but there is a big difference
between the two. Dumps, much more common many years ago, are
uncovered, unlined areas where people "dump" their trash. Dumps
gave off a smelly odor, attracted many unwanted bugs and animals,
and polluted the environment. Today's sanitary landfills are designed
to protect our environment and people. Years of preparation
Proper Waste Disposal
Biodegradable Waste is a type of waste, typically originating

from plant or animal sources, which may also be degraded by other living organisms.
Date Document No.

October ,2019 by:
Premises # ____
Wastes that cannot be broken down by other living organisms are called non-
biodegradable.
Biodegradable waste can be commonly found in municipal solid waste (sometimes called

biodegradable municipal waste, or BMW) as green waste, food waste, paper waste, and
biodegradable plastics. Other biodegradable wastes include human
waste, manure, sewage, slaughterhouse waste. In the absence of oxygen much of this
waste will decay to methane by anaerobic digestion.
Non-Biodegradable Waste refers to materials that do not break down naturally or take
an inordinate amount of time to do so. When thrown away, these materials cannot be
dissolved by the bacteria, fungi and living organisms in the air, moisture, climate or soil,
whereas biodegradable materials decompose naturally.
Is a waste that will never break down into part of the earth. This kind of waste has been
a huge problem for the earth. It has made a
huge problem with the space taken up at
landfills
Biodegradable/Non-Recyclable Items Non-Biodegradable/Recyclable Items

Leftover (Meats, fruits, vegetables, dairy Plastics (polyethylene, nylon, rayon, polyester,
products) lexan, PVC (polyvinyl chloride), Dacron).
Vegetable Skins (Potato, carrots, etc.) Metals (iron, platinum, steel, tin, aluminum,
lead, silver, gold, arsenic, bismuth, zinc,
Eggshells chromium...),
Etc. Etc.
Date Document No.

October ,2019 by:
Premises # ____
SELF CHECK 1.3-1
1. What are the three ways in handling solid waste?
2. What is biodegradable?
3.
4. What is non-biodegradable?
Date Document No.

October ,2019 by:
Premises # ____
ANSWER KEY 1.3-1
1. Recycle
2. . Incinerate
3. . Landfill
Biodegradable Waste is a type of waste, typically originating

from plant or animal sources, which may also be degraded by other living organisms.
Wastes that cannot be broken down by other living organisms are called non-
biodegradable.
Non-Biodegradable Waste refers to materials that do not break down naturally or take

an inordinate amount of time to do so. When thrown away, these materials cannot be
dissolved by the bacteria, fungi and living organisms in the air, moisture, climate or soil,
whereas biodegradable materials decompose naturally.
Date Document No.

October ,2019 by:
Premises # ____

1 - Clean and Maintain Premises

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COMPETENCY-BASED LEARNING MATERIAL

Qualification Title : COOKERY NC II

Unit of Competency : CLEAN AND MAINTAIN KITCHEN PREMISES

Module Title : CLEANING AND MAINTAINING KITCHEN PREMISES

Republic of the Philippines

Recognition of Prior Learning (RPL)

COMPETENCY-BASED LEARNING MATERIALS

No. Unit of Competencies Module Title Code

Date Document No.

1. Clean, sanitize and store equipment

Date Document No.

Recognition of Prior Learning (RPL)

Date Document No.

Contents of this Competency-Based Learning Material:

Inside this Competency-Based Learning Material are several “Learning

 Information Sheet - This will provide you with information (concepts,

Date Document No.

Date Document No.

LEARNING OUTCOME 1 Clean, sanitize and store equipment

Date Document No.

PERSONAL PROTECTIVE EQUIPMENT

Date Document No.

Learning Outcome 1: Clean, sanitize and store equipment

Learning Activities Special Instructions

Compare the answers to the answer key.

Compare the answers to the answer key.

Date Document No.

VARIOUS TYPE OF TOOLS AND EQUIPMENT AND THEIR USES

Chemicals & Equipment

Cleaning chemicals are used in homes, schools and places of business on an everyday

Different Types of Cleaning Chemicals and Equipments

Date Document No.

Alkaline cleaners are those with a pH

Strong acid cleaners made of sulfuric,

Floor polisher is an electrical

3. Pressurized Steam Cleaner

Date Document No.

2. A machine use in washing dishes, pots and pans.

3. The cleaning agents that emulsify fats, grease and oil.

a. Soap and detergents

4. Sanitizes and cleans with ordinary tap water.

5. Heavy items that use in cleaning surfaces.

Date Document No.

Date Document No.

Title : Operate Dishwashing Machine

At the end of this practice trainee should be able to:

1. Using a knife or rubber spatula,

Date Document No.

3. Place pots and pans around other

4. Fill both dishwasher cups with

Date Document No.

7. Choose a wash cycle appropriate to the

8. Choose a dry cycle

Date Document No.

Performance Criteria Checklist

Trainee’s Name: __________________________________ Date: ____________________

Date Document No.

INFORMATION SHEET 1.1-2

Storing Cleaning Chemical and Materials

Trainee’s Name: ______________ Date:

Trainee’s Name: ______________ Date:

Trainee’s Name: ______________ Date: