Sitxfsa001 Cat V2.0.20

SITXFSA001
Prepare Use
Hygienic Practice
for Food Safety
SIT30816 –
Certificate III
in
Commercial
Cookery
Student Name:
Student ID:
Student Assessment Workbook RTO # 40471

CRICOS # 03666M
V2.0.2020
© SKUP | SITXFSA001 | V2.0.20 | Next Review Dec 200. | RTO # 40471 | CRICOS # 03666M 1
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Please email assessmentcentre@skilledup.edu.au to inform us of any inaccuracies or breaches of

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No part of this document may be reproduced, transmitted or communicated without the

permission of the authors. The Intellectual Property belongs to Skilled Up Pty Ltd, unless otherwise
agreed.
©Skilled Up 2020
Skilled Up Pty Ltd
59 – 61 Curzon Street
North Melbourne VIC 3051
Phone: 03-8608 9901
assessmentcentre@skilledup.edu.au
© SKUP | SITXFSA001 | V2.0.20 |Next Review Dec 2020 | RTO # 40471 | CRICOS # 03666M 2
Table of Contents
Assessment overview............................................................................................................5
Assessment outcomes/Feedback........................................................................................5
Re-Assessment........................................................................................................................6
Appeal against assessment outcome..................................................................................7
Plagiarism................................................................................................................................8
Harvard Referencing....................................................................................................................8
Learner Resources.................................................................................................................8
Additional Assessment Resources......................................................................................8
Student Assessment Workbook..........................................................................................9
Student Information..............................................................................................................9
Submitting your assessment.......................................................................................................9
Self-Paced Learning......................................................................................................................9
Academic Support.........................................................................................................................9
LLN Support.................................................................................................................................10
Authentication.............................................................................................................................10
Purpose of assessment.......................................................................................................10
Assessment Context.............................................................................................................10
WHS Consideration..............................................................................................................10
Overview of the Unit of Competency................................................................................11
Units Descriptor...................................................................................................................11
Application of the unit........................................................................................................11
Unit Sector.............................................................................................................................11
Unit Learning outcomes.....................................................................................................11
Licensing/Regulatory Requirements...............................................................................11
Prerequisite..........................................................................................................................12
Foundation Requirement...................................................................................................12
Competency Evidence Submission Details......................................................................12
Reasonable Adjustment......................................................................................................12
Final Record Sheet...............................................................................................................15
Assessment Cover Sheet.....................................................................................................17
Critical Assessment Task (CAT) 1.....................................................................................18
Task 1 – Written Questions.......................................................................................................18
Task 2 – Multiple Choice Questions.........................................................................................29
Written Questions.....................................................................................................................30
Task 3 – Case Study/Observation.............................................................................................43
Assessment overview
This assessment workbook contains theory-based tasks designed and mapped to the performance
criteria required for the units of competency within this workbook. This assessment is aimed towards
those that would like to increase and improve their skills in the workplace and or personal life. It
provides the tools to confidently prepare for and work in a variety of situations. This assessment will
provide you with opportunities to learn new skills and techniques as well as building on existing or
previously learned expertise.
Your completed assessment tasks will provide evidence for your trainer/assessor to determine
whether you have successfully performed and satisfied all of the requirements to achieve
competency.
Each Critical Assessment Task (CAT) includes clear and explicit instructions detailing how you are to
complete the task, and what evidence must be submitted to be successful. Critical Assessment task
(CAT) instructions also indicate how long each task is expected to take and what you need to do to
complete that task. Please don’t hesitate to contact your trainer/assessor or email
assessmentcentre@skilledup.edu.au for any further question(s) regarding your assessment task.
Assessment outcomes/Feedback
How do I demonstrate competency?
The assessment outcomes for a competency-based course are Competent in whole unit and
satisfactory in one Critical Assessment Task (CAT), when the student can demonstrate competency
in all learning outcomes, and Not Yet Competent in a unit and NYS for one CAT when the student
has not yet demonstrated competency in all learning outcomes.
You are deemed to be competent when all critical assessment tasks in this student assessment
workbook have been completed to the satisfaction of your trainer/assessor in making the decision
and complete the unit evidence requirements.
At each submission of the Critical Assessment Task (CAT), students are required to fill up the
Assessment Cover Sheet contained in the Student Assessment Workbook. You must ensure that it is
completely and accurately filled up. Your assessor must provide a submission receipt to evidence that
you have received the completed Assessment Task. The Critical Assessment Task (CAT) may be
submitted in print – out form to your assessor on due date or email to
assessmentcentre@skilledup.edu.au. You need to complete extension form if not be able to submit
your assessment on due date. You can download “Assessment Extension Form” from Skilled Up
(SKUP) website www.skilleudup.edu.au/forms. or send email request to assessment centre.
Upon completion of the Unit CATs, your assessor will mark the Assessment Tasks within 10 working
days and accomplish a Unit Assessment final record Sheet to record the result and provide your with
the constructive feedback and sign by your Trainer/ Assessor Declaration to check the plagiarism. You
will discuss the result/feedback with your trainer/assessor. Please ensure that the you sign the
declaration to evidence that the feedback session has occurred. For your information, there are two
(2) outcomes of individual assessments tasks:
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 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 your trainer submits the physical evidence to support department
including the assessment cover sheet signed and dated and Final Record Sheet signed and dated.
Support officer (SO) will review and quality check prior to enter the result entry into the Student
Management System (Vettrak). The student completed assessment works along with the assessment
Cover Sheet and Final Record Sheet will be filed into the individual student academic folder.
Re-Assessment
What action is required if I am deemed NYC?
If you are found to be NYC, your trainer/assessor will provide you with feedback either orally or in
writing. Your trainer/assessor will identify additional training needs and, where appropriate, provide
training to address any skills gaps identified in the assessment process.
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 Skilled Up 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 Skilled Up.
What type of assessments are contained within this assessment kit?
Critical Assessment tasks (CAT) may include knowledge questions, demonstrations or presentations,
projects, case studies, gathering workplace documents into a portfolio of evidence, etc.
Where do I find the information required to complete the assessments?
This is an open book assessment. You may refer to your workbook or any other materials at any time
during the assessment.
You may also be required to conduct some independent research to complete some assessment
tasks. Responses to assessment activities might be drawn from:
- Knowledge gained in your training

- Additional reading and research both within and outside the workplace
- Practical workplace experience
- Personal experience
- Industry or subject matter experts
What time has been allocated to the completion of assessment tasks within this assessment kit?
Time expected to be taken to complete each assessment task is detailed in the instructions at the
beginning of each task. You must submit your CAT as per your assessment due date. If you not be
able to submission or time you must seek extension of the assessment submission by
emailing the extension form to assessmentcentre@skilledup.edu.au. You make sure that ALL
critical assessment tasks must be completed within one study period and submit with completing all
assessment requirements to your trainer/assessor or email soft or scan copy to
assessmentcentre@skilledup.edu.au.
What am I required to do?
 You are encouraged to read over the critical assessment task (CAT) and discuss any concerns with
your trainer/assessor immediately. You are also encouraged to ensure you have your
trainer/assessor’s contact details so that you can discuss any aspects or concerns relating to your
tasks with them if required.
 You are required to attend ALL scheduled classes and complete the self-paced learning log weekly
to ensure that you are progressing in your study and learning the required skill and knowledge.
 You are required to submit the evidence requested in this assessment tasks to be assessed.
 You will only be deemed competent in all areas of the unit, once all tasks are satisfactorily
completed in their entirety.
 Competency will only be achieved once your trainer/assessor deems the responses to be 100%
complete and correct across all tasks in this assessment workbook.
 If you do not understand any part of the assessment workbook, you may ask your trainer/assessor
for guidance.
 You will get two chances to resubmit the assessment if you are deemed as ‘Not Yet Competent’.
Additional time required to provide support the resubmission will be agreed to with your
trainer/assessor.
How do I submit my work?
Once you are satisfied with your assessment and are ready to submit your work, you must sign and
date the Student Declaration on Assessment Cover Sheet and submit the materials in line with the
‘Assessment Submission/ Assessment Requirements’ instructions below in the individual task. It is
highly recommended that you retain a full copy of your completed assessment workbook.
Appeal against assessment outcome

How can I appeal a decision relating to an assessment outcome?
You may appeal a decision made by the trainer/assessor in regard to an assessment outcome. This is
detailed further in the Skilled Up appeals process contained within the Skilled Up ‘Student
Handbook.’ A copy of this document can be found on the Skilled Up website (www.skilledup.edu.au)
or can be obtained upon request from Skilled Up (SKUP).
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 student support department or training manager or they can access the Complaints
and Appeal Policy and Procedure to lodge their appeal. Appeal against assessment outcome must
be lodge within 5 working days after receiving the assessment outcome. You can email your
complaint or appeal form to support@skilledup.edu.au. This is detailed further in the Skilled Up
appeals process contained within the Skilled Up ‘Student Handbook.’ A copy of this document can
be found on the Skilled Up website (www.skilledup.edu.au/policy) or can be obtained upon
request from Skilled Up support officer.
Plagiarism
What is plagiarism? How does Skilled Up deal with cases of plagiarism?
Plagiarism is the act of claiming the work of another person as that of your own. Examples include
copying the work or responses of another student or taking information or responses directly from
another source without appropriate permission or credit. If you are found to be plagiarising work,
you will receive a non-completion result in the unit of competency or cluster being attempted.
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 Empire Website: http://www.skilledup.edu.au/policy
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.
 Learner book – Australian training products (Textbook)
 Access to appropriate documentation and resources at SKUP
 Reference books (available on request from library)
 PowerPoint Presentation
 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 Unit outline/Assessment plan for each unit.
Additional Assessment Resources

 Skilled Up commercial kitchen storage areas, hand washing facilities and hand washing soap
and sanitiser
 Food ingredients and ready to eat food items to prepare dishes
 Skilled Up food safety program
 First aid box
 Commercial kitchen equipment as per unit of competency requirements.
Student Assessment Workbook
This Critical Assessment Task contains practical and theory-based tasks designed and mapped to the
performance criteria required for the unit/s of competency being assessed.
Student Information
This student assessment work is for SITXFSA001 – Use Hygienic Practice for Food Safety dishes of
cookery contains details for your Critical Assessment Task (CAT) work requirements and the
guidelines/instructions for individual critical assessment task (CAT) work you need to complete to
achieve the competency in the subject. You MUST complete your workflow plan prior to your
practical assessment.
Submitting your assessment

Before submitting your assessment please ensure that you have:
Completed an Assessment Cover Sheet (signed and dated)

Clearly labeled any additional pages with your name, unit code and task number Completed ALL Critical Assessme
Please note that all assessment submissions are the responsibility of the student. All evidence will be retained by S
Self-Paced Learning
Self-paced learning meaning outside the teaching hours you need to spend your approx. 4 - 8 hours
self-paced study in a week and to complete your critical assessment task or any homework (if) given
by your trainer/assessor. It’s means student can start planning and complete there require learning
which unit of competency/Skilled Up targets at the time of student stay with Skilled Up. 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 Skilled Up campus. 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. Please email support@skilledup.edu.au for any additional academic support require
during your study or see the notice board for upcoming tutorials or academic workshops
Academic Support
Skilled Up provides academic support for all students who are struggling to achieve the required skills
and knowledge. The following academic support is offered to all students but not limited to:
➢ Additional tutorial classes (please contact assessment centre to organise the tutorial session.
Group tutorial information will be posted on notice board.
➢ 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
At Skilled Up Pty Ltd, will provides additional language, literacy and numeracy support for those
having difficulties with their LLN. This support is provided in addition to the current study load of the
student. Your trainer/assessor may identify your support requirement after marking your
assessment or during the session and notify management to provide additional LLN support during
your term.
Authentication
At Skilled Up Pty Ltd, your trainer/assessor MAY ask you verbal question on your submitted critical
assessment task (CAT) to ensure your own work authentication. You MUST satisfy your
trainer/assessor that the submitted work is your own work. At Skilled Up (SKUP), it is required you
MUST sign the assessment cover sheet to provide the declaration that the critical assessment task is
your own work.
Note: if you fail to satisfy your trainer/assessor on authentication of your won work, your
trainer/assessor may mark you not – yet competency (NYC) and issue a academic misconduct
warning notice.
Purpose of assessment
It applies to food handlers who directly handle food or food contact surfaces such as cutlery, plates
and bowls during the course of their daily work activities. This includes cooks, chefs, caterers, kitchen
stewards, kitchen hands, bar, and food and beverage attendants, and sometimes room attendants
and front office staff.
This unit describes the performance outcomes, skills and knowledge required to use personal hygiene
practices to prevent contamination of food that might cause food-borne illnesses. It requires the
ability to follow predetermined organisational procedures and to identify and control food hazards.
The unit applies to all organisations with permanent or temporary kitchen premises or smaller food
preparation or bar areas
SITXFSA001 – Use Hygienic Practice for Food Safety in SIT30816 – Certificate III in Commercial Cookery.
Assessment Context
Training Room (classroom). Skilled Up Commercial Kitchen/ Outside classroom (home/library)
WHS Consideration
Your trainer and assessor will ensure to provide the safe assessment environment to complete your
critical assessment task during the session (if require).
Work health and safety requirements are covered either by:

➢ Embedding requirements in the unit of competency
➢ Including specific WHS units in qualification
➢ Commercial kitchen safety requirement
➢ PPE for commercial kitchen
Overview of the Unit of Competency

SITXFSA001 – Use hygienic practices for food safety unit describes the performance outcomes, skills
and knowledge required to use personal hygiene practices to prevent contamination of food that
might cause food-borne illnesses. It requires the ability to follow predetermined organisational
procedures and to identify and control food hazards.
Units Descriptor
Application of the unit
This unit describes the performance outcomes, skills and knowledge required to use personal hygiene
practices to prevent contamination of food that might cause food-borne illnesses. It requires the
ability to follow predetermined organisational procedures and to identify and control food hazards.
The unit applies to all organisations with permanent or temporary kitchen premises or smaller food
preparation or bar areas. This includes restaurants, cafes, clubs, hotels, and bars; 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. It applies to food handlers who
directly handle food or food contact surfaces such as cutlery, plates and bowls during the course of
their daily work activities. This includes cooks, chefs, caterers, kitchen stewards, kitchen hands, bar,
and food and beverage attendants, and sometimes room attendants and front office staff.
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
Unit Learning outcomes

➢ Follow hygiene procedures and identify food hazards
➢ Report any personal health issues.
➢ Prevent food contamination
➢ Prevent cross-contamination by washing hands
Licensing/Regulatory Requirements
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Prerequisite
SITXFSA001 – Use Hygienic Practices for Food Safety
Foundation Requirement
➢ Writing
➢ Reading
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 plan or on your timetable or advised by your
trainer/assessor. If you are not be able to submit on time you must submit application to get the
extension of your submission form to assessmentcentre@skilledup.edu.au. You MUST achieve a
satisfactory outcome in individual Critical Assessment Task (CAT) to achieve a competency in the
whole unit (subject). Your CAT must be submitted in print – out or in good readable writing if you
willing to write your task on the assessment workbook.
CAT Number Method Venue of Due Date

of Assessment
Assessm
Task 1 Written questions Skilled trainin 10 May 2020
g
Up
room/outsi
Task 2 Written Questions Skilled trainin 10 May 2020
g
Up
room/outsi
Task 3 Case Skilled trainin 10 May 2020
study/observati g
on Up
room/outsi
At each submission of your critical assessment task (CAT) you MUST fill up the assessment
cover sheet sign on the cover sheet and ensure that it is completed and accurately filled up.
Answered ALL question of the assessment task. The trainer/assessor or Skilled Up delegate
will provide you with submission receipt to evidence that you have handled over your critical
assessment task workbook.
Reasonable Adjustment
Reasonable adjustments can be made to the learning environment, training delivery, learning
resources and/or assessment tasks to accommodate the support needs of a learner with disability.
The purpose of reasonable adjustments is to make it possible for learners to participate fully. It is not
to give learners with additional or different needs an advantage over others, to change course
standards or outcomes, or to guarantee success.
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
Skilled Up. A reasonable adjustment in learning and assessment activity needs to be justifiable
and uphold the integrity of the unit/qualification. At Skilled Up we do the adjustment to
accommodate the learner’s support needs while also taking into account factors such as the views
of the leaner, the potential
effect on the adjustment on the learner and others, the cost and benefits of making the adjustment.
Reasonable adjustment will be negotiated with you, recognising that each person with disability will
have specific learning needs and requirements for adjustment.
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
 Accessible classrooms
 Physical disabilities, assessment may be broken down into shorter/longer lengths of time,
where applicable.
 Modification to presentation mediums and techniques or teaching practices
 Course materials, information and learning tasks in alternative formats
 Alternative assessment formats, timeframes or tasks
 Sick or have medical condition, due date extension may be provided.
Adjustment must:
 Be discussed with and agreed to by the student.
 Benefit the learner
 Maintain the integrity of the competency standards
 Be a reasonable expectation in a workplace or training and assessment environment
Note: Adjustments are not required if they could:
 Cause the Skilled Up unjustifiable hardship.
 Harm other students
What your assessor will collecting against your performance of the task:
The evidence collected by your assessor will demonstrate your ability to complete the critical
assessment task outlined in the elements and performance criteria of the unit in the context of the
job role you will performance in the actual workplace and;
Follow standard recipes to prepare dishes for at least six different customers using each of the
following products:
➢ demonstrate use of safe food handling practices in food handling work functions in line with
organisational hygiene procedures on at least three occasions
➢ demonstrate procedures to:
➢ identify food hazards
➢ report unsafe practices
➢ report incidents of food contamination
Demonstrating your knowledge
The evidence of your knowledge assessor will collect once you complete the CATs, by completing the
task in the commercial kitchen you MUST demonstrate;
Culinary terms and trade names for ingredients used in standard recipes for vegetable, fruit, egg and
farinaceous dishes, relating to:
➢ basic aspects of commonwealth, state or territory food safety laws, standards and
codes as follows:
➢ meaning of contaminant, contamination and potentially hazardous foods as defined
by the Australia New Zealand Food Standards Code
➢ employee and employer responsibility to participate in hygienic practices
➢ reasons for food safety programs and what they must contain
➢ role of local government regulators
➢ ramifications of failure to observe food safety law and organisational policies and
procedures
➢ health issues likely to cause a hygiene risk relevant to food safety:
➢ airborne diseases
➢ food-borne diseases
➢ infectious diseases
➢ hygiene actions that must be adhered to in order to avoid food-borne illnesses
➢ hand washing practices:
➢ before commencing or recommencing work with food
➢ immediately after:
➢ handling raw food
➢ smoking, coughing, sneezing or blowing the nose
➢ eating or drinking
➢ touching the hair, scalp or any wound
➢ using the toilet
➢ basic aspects of hazard analysis and critical control points (HACCP) method of
controlling food safety
➢ specific industry sector and organisation:
➢ major causes of food contamination and food-borne illnesses
➢ sources and effects of microbiological contamination of food
➢ workplace hygiene hazards when handling food and food contact surfaces
➢ basic content of organisational food safety programs
➢ contents of organisational hygiene and food safety procedures
➢ hygienic work practices for individual job roles and responsibilities
Final Record Sheet
Student’s Name
Student ID
Qualification
SIT30816 – Certificate III in Commercial Cookery
Term One
Units
SITXFSA001 - Use hygienic practices for food safety
Critical Assessment Tasks
Completed
Trainer/assessor Initials
Successfully
Task 1 – Written Questions Y / N
Task 2 – Written Questions Y / N
Task 3 – Case Study/Observation Y / N
Task 4 – Formative activities (Self-paced learning logbook) Y / N
Y / N
Student 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. I have saved a copy of my work. I confirm that I received the final
feedback from my trainer/assessor.
Student’s signature
Date
Trainer/assessor Feedback
FINAL OUTCOME
UNIT OF COMPETENCYCompetent
RESULT NYC
SITHCCC008 – Prepare vegetable, fruit, egg and farinaceous
Resubmission arrangements if NYC:
Re-submission Date:
Trainer/assessor Declaration
I confirm that the above-named student has satisfied all requirements of the unit of competencies. I have informed
the student of the assessment decision.
Trainer/assessor’s Name:
Date:
Trainer/assessor’s Signature:
Assessment Cover Sheet
Student Details
Student Full Name: Student ID:
Code/Title Qualification: SIT30816 – Certificate III in Commercial Cookery
Contact No: Email ID
Trainer/Assessor Name: Group/Intak GP1March20

e
Assessment Details
Unit of competency: SITXFSA001 Use hygienic practices for food safety
Critical Written Questions

Assessment
Task:
Date of submission:
Student Plagiarism Declaration: By submitting this assessment task to the Skilled Up, 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.
Student
Assessment Task Outcome: Satisfactory Not Yet Satisfactory
Assessor Comments/ Feedback:
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

Check for Copying/Collusion Yes No
Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes
No
Assessor Name: …………………………
Signature: ............................................. Date: …………………...

Note: You MUST keep a copy of your original work.
Critical Assessment Task (CAT) 1
Task 1 – Written Questions
Critical Assessment Task Instruction
For this task you are required to work individually to provide written responses to the questions
below. There are two case study to complete this project task that will assess your skill, knowledge
and foundation skill (numeracy, reading, writing). You are required to provide correct responses to
100% of the questions to be able to achieve competency in this task.
You need to complete all written question of the critical 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 CAT 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
This is an open book assessment – you will have access to the internet and may refer to your
workbook or any other material at any time during the assessment. You can ask for your
assistance if you have a special need that requires reasonable adjustment to the assessment (e.g.
the questions to be asked and answered orally).
You need to write your answer in Microsoft word file and email to
assessmentcentre@skilledup.edu.au
Assessment Context:
Training room
Timeframe for Assessment Tasks:
This assessment task is due in the final week of the term. Approximately 1 - 2 hours per day self-study
needs to complete this unit assessment task. Students are encouraged to discuss the assessment
topic in class with their facilitators. This assessment can be completed at a place of your choosing.
This task should take approximately 4-8 hours to complete (depends on individual learning and
writing capabilities). All questions MUST be answered.
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 Prepare vegetable,
fruit, egg and farinaceous dishes of cookery.
 You must be able to identify the appropriate steps that they will take to implement a sound
financial management approach
Assessment Submission:
The completion and submission of the Part A and Part B and any other information or documents
outlined by the case study. Please email your answers soft copy to
assessmentcentre@skilledup.edu.au.
Assessment Requirements:
1. MUST complete ALL questions
2. Write your answer in clear and neat write or highly recommended to type and submit your
soft copy to assessment centre.
© SKUP | PM-CAT C2 | V1.1.19 Next Review Dec 2020. | RTO # 40471 | CRICOS # 03666M 18
Written Questions:
Q1. The authority governing correct food handling processes in Australia and New
Zealand is:
1. Food Standards New Zealand Australia

2. OZ Food Standards
3. Food Standards Australia New Zealand
4. Commonwealth Food Standards
Q2. List the website you can visit to get information about food safety in Vic
 https://www2.health.vic.gov.au/public-health/food-safety.
 https://www.casey.vic.gov.au/sites/default/files-public/user-files/For
%20business/Forms/Application%20to%20Register%20a%20Food%20Premises
%20Form.pdf
 https://www.knox.vic.gov.au/files/Health/2019_Application_to_Transfer_a_Food_Premi
ses.PDF
Q3. Related to legal requirements for food safety, Indicate TRUE or FALSE for the
below mentioned statements:
1. The food acts outline basic hygiene and temperature requirements for food
handling. True False
2. FSANZ details the role of Environmental Health Officers (EHOs) in Australia.

True False
3. Each state and territory in Australia has its own legislation which governs food
safety. True False
4. An EHO has the right to enter food premises at any time during operating hours.
True False
5. An EHO can only inspect food production and storage areas of a business.
True False
6. Failure to comply with food legislation can result in breach notices, fines and
prosecution
True False
7. Food businesses cannot be closed down, no matter how serious a food safety law
breach True False
8. Pathogenic bacteria gets double every 20 min. True Fals
Q4. What are the 4 groups of people most at risk of food poisoning?
1. Adults Aged 65 and Older.

2. Children Younger Than 5 Years.
3. People with Weakened Immune Systems.
4. Pregnant women are more likely than other people to get sick from certain germs.
Q5. Related to 2hr / 4 hr rule for foods storage, Indicate TRUE or FALSE for the below
mentioned statements:
1. If the food has been held at temperatures between 5 C and 60 C for a total of less
than two hours, it can still be stored again in the refrigerator or used before the 4 hour
limit
True False
2. If the food has been held between 5 C and 60 C for longer than two hours but less
than four hours, it can still be used but cannot be returned to the refrigerator or cool
room.
True False
3. If the food has been held between 5 C and 60 C for longer than two hours but less
than four hours, use it before the 4-hour limit is up and return the leftover to the
refrigerator or cool room.
True False
4. If the food has been held between 5 C and 60 C for a longer than four hours, it will be
safe to eat and can be stored again.
True False
5. If the food has been held between 5 C and 60 C for a total of four hours (or longer),
discard it—it may not be safe to eat
True False
Q6. Explain in brief
HACCP :
List 8 steps involved in catering cycle according to HACCP
Catering Cycle
HACCP is a systematic preventive approach to food safety from biological, chemical,

and physical hazards in production processes that can cause the finished product to be
unsafe and designs measures to reduce these risks to a safe level. In this manner,
HACCP attempts to avoid hazards rather than attempting to inspect finished products
for the effects of those hazards. The HACCP system can be used at all stages of a food
chain, from food production and preparation processes including packaging,
distribution, etc.
The 7 principles of HACCP and required procedures are as below:
1. Conduct a hazard analysis: identifying and assessing the seriousness and likelihood
of the hazard occurring.
2. Determine the critical control points (CCPs): so the hazard can be prevented,
eliminated or reduced to an acceptable level.
3. Establish critical limits for each CCP: maximum or minimum levels which ensure
safety of the product.
4. Establish monitoring systems for each CCP: to make sure they are being followed.
Samples are taken at each step so they can be tested to see whether the critical limits
have been breached.
5. Establish corrective actions: if the monitoring and sampling indicates an
unacceptable level, then the processes and procedures must be adjusted to prevent it
happening again.
6. Establish verification procedures: to make sure that the procedures are working
correctly.
7. Establish documentation and record keeping: all testing monitoring and verification
must be recorded and must be stored so that it meet the requirements.
Q7. As a food handler, identify the correct examples of personal hygiene
requirements.
Indicate TRUE or FALSE
1. It is important to take shower every day.

Ture False
2. At work, long hairs should be tied back or covered with a hairnet or hat.
Ture False
3. Wash uniform trousers daily.
Ture False
4. Keep your nails short and clean, as dirt and bacteria can thrive under them.
Ture False
5. Wear only translucent nail polish to avoid coloured particles from chipped polish in
foods.
Ture False
6. Use skin coloured, waterproof Band-Aids in case of cuts or open wounds.
Ture False
Q8. Food handling staff who suffers from illnesses such as flu, diarrhoea or vomiting
must DO the following. Indicate TRUE or FALSE:
1. Report it to the supervisor.

Ture False
2. In case of severe diarrhoea consult a doctor immediately
Ture False
3. Continue to engage in handling of food even where there is a reasonable likelihood
of food contamination as a result of the disease.
Ture False
4. Stay away from work or take all practicable measures to prevent food
contamination even if required to continuing at work.
Ture False
Q9. Match the type of contamination to the correct definition (Put same number in the
box to match the reasons):
CONTAMINATION REASONS
1. Biological contamination  occurs when food contains foreign

matter such as glass, scourer
shavings, wood and porcelain pieces
2. Physical contamination  happens when food is in contact

with pesticides, toxic material or
other substances, such as detergents
3. Chemical contamination  arises from disease-causing

microorganisms such as bacteria,
moulds, yeasts, viruses and fungi
Q10. The following are common causes of cross-contamination: Indicate TRUE or

FALSE
1. Using the same utensils (knives, cutting boards) for preparing raw food, then
cooked food without washing between tasks.
Ture False
2. Using colour-coded equipment and chemicals for cleaning tasks.
Ture False
3. Defrosting meat without a drip tray and on a high shelf, so that the juices drip onto
cooked food.
Ture False
4. Storing meat in the same cool room as vegetables.
Ture False
5. Using the same cloth to clean benches, cutlery, crockery and tables.
Ture False
6. Storing cooked and uncooked food together.
Ture False
7. Not washing hands when changing tasks.
Ture False
Q11. List 4 most common food poisoning symptoms

3. .......................................................................
1. e. coli, listeria, salmonella, and norovirus
Q12.The following are essential requirements for appropriate hand washing

procedures. Indicate TRUE or FALSE
1. Hand washing should be carried out in a designated hand washing sink

Ture False
2. Wash your hands in a food preparation basin if there is soap available.
Ture False
3. Taps should be lever or foot pedal operated to avoid recontamination.
Ture False
4. If bar soap is used it must be rinsed after washing hands.
Ture False
5. Soap and sanitiser should be contained in dispensers.
Ture False
6. Use single use drying aids such as paper towels.
Ture False
7. The water supply should be hot.
Ture False
Q13. Number the steps for the Hand washing procedure in correct order:
Ste Action
p
1 Dry hands thoroughly using single use paper towels
☐
2 Lather hands with an anti-bacterial liquid soap
☐
3 Scrub hands thoroughly including between the fingers, the wrists, up to the elbows
☐ and under nails (use a brush to assist)
4 Apply a sanitiser
☐
5 Rinse off hands under hot running water
☐
6 Wet your hands under hot running water (don’t burn yourself!)
☐
Q14. List 3 instances, where you MUST wash your hands before engaging in
any handling or preparation of food or beverages.
Before, during, and after preparing any food.

After handling raw meat, poultry, seafood, and eggs.
Before eating.
3. .......................................................................
Q15. Briefly describe the following:
Cleaning Cleaning is the process of removing unwanted

substances, such as dirt, infectious agents, and other
impurities, from an object or environment. Cleaning
occurs in many different contexts, and uses many
different methods. Several occupations are devoted to
cleaning.
Sanitation Sanitation refers to public health conditions related to

clean drinking water and adequate treatment and
disposal of human excreta and sewage. Preventing
human contact with feces is part of sanitation, as is
hand washing with soap.
Cleaning schedule A cleaning schedule is an easy and effective way of

demonstrating all equipment is regularly cleaned. It is
a set of instructions that describe everything that
needs to be done in order to maintain the premises in
a clean and sanitary condition.
Q16. List the steps involved in effective cleaning process in the correct order.
 Cleaning. The first step is to remove all organic material. ...

 Washing. This step is the most time-consuming of the entire process, but it is also
the most important. ...
 Disinfecting — This is a critical step in the cleaning process that requires some use
of science. ...
 Drying time
Q17. Provide 5 examples for foods which are considered as potentially hazardous
according to Food Safety Standards:
 raw and cooked meat, or foods containing meat such as casseroles, curries and
lasagne.
 dairy products such as milk, custard and dairy‐based desserts.
 seafood (excluding live seafood)
3. .......................................................................
 processed or cut fruits and vegetables, such as salads.

 cooked rice and pasta.
Q18. Choose the correct option for the statements listed below:
1. Who is responsible for safe food handling in any food premise?

 Head Chef
 Manager
 Cooks
 All of the above
2. Which of the following are ready-to-eat foods?
 Frozen pies and Pasties
 Unwashed and unpeeled fruits and vegetables
 Prepared sandwiches and stuffed rolls
 Uncooked rice and pasta
3. What can you do to stop food poisoning?
 Protect the food
 Prevent the growth of food poisoning bacteria
 Destroy or reduce bacteria
4. How can food poisoning affect a business?
 Bad publicity
 Legal actions
 Customers getting sick
 Closure of the business
5. How should chemicals be stored in food premises?
 Away from the food preparation / storage areas
 In food grade containers
 In empty soft drink bottles
 In the dry stores
6. How should potentially hazardous food be cooled after cooking?
 It should be put into refrigerator straight away.
 It should be transferred to suitable container, cooled on the bench and then put
into the refrigerator.
 It should be left out overnight to cool and put into the fridge or refrigerator in
the following morning.
 It should be transferred to a suitable container, put in the freezer for rapid
cooling and then stored in the refrigerator
7. What is a bain-marie ideal for?
 Cooking foods
 Keeping hot foods hot above 60C all day
 Keeping hot foods above 60C for a short time
 Re-heating of food
8. What should the temperature at the centre of the hot food reach after cooking?
 600C
 750C or higher
 700C
 1500C
9. When should food handling gloves be changed?
 After handling rubbish
 After every break
 After picking things off the floor
 Between handling raw and cooked foods
10. What should NOT be done when storing food?
 Cover, label and date foods
 Place raw and cooked meat on the same tray
 Store cooked food above raw food
 Rotate stock – First in, First out
11. What should you do before handling food when you have a cut on your hand?
 Cover it with a band aid
 Leave it uncovered
 Cover it with a blue band aid and disposable gloves
 Bandage with gauze
12. How can you tell if food has enough bacteria to cause food poisoning?
 It smells bad
 It tastes bad
 It looks bad
 You can’t – it can look, smell and taste normal
13. Which of the following could be a physical hazard in food?
 Herbs and spices
 Glass
 Chocolate
 Orange peel
 Nuts
14. What are the basic steps for cleaning effectively in the order it should be
done?
 Washing and rinsing
 Scraping, washing, sanitising and wiping
 Scraping, washing, sanitising, rinsing and air drying
 Scraping and sanitising
15. Why is it important to keep food preparation areas, equipment and areas
clean?
 It prevents spreading diseases
 It creates a safe work environment
 It discourages pests
 It helps to keep the equipment well maintained
16. What should happen with rubbish bins in a food preparation area?
 Keep them out of sight
 Keep them in a dry storage area
 Regular empty and wash them out
 Leave them to overflow
 Colour them to match the kitchen
17. What is a correct way to de frost a frozen chicken?
 On the bench
 In the refrigerator on the bottom shelf
 z In the sink
 Cook it while it is frozen
18. What is the temperature range of danger zone
 500C – 600C
 300C – 800C
 50C – 600C
 00C – 350C
19. What is the main reason a food handler should wear protective clothing?
 To stop their clothes from getting dirty
 To protect the food from contamination
 To make them look good
 To identify them as food handlers
20. Good personal hygiene means:
 Daily shower
 No or minimal make up or jewellery
 Washing of hands after smoking
21. Pathogenic bacteria in the danger zone will double every:
 5 minutes
 20 minutes
 40 minutes
 1 hour

Student Details

e
Assessment Details
Critical Written Questions

Assessment
Task:
Date of submission:
Student
integrity checks.

No
Signature: ............................................. Date: …………………...


Task 2 – Multiple Choice Questions
Task Instructions
For this task, you are required to work individually to define a project as agreed with your
trainer/assessor. The activity is to be conducted at a venue relevant to your chosen project (e.g. your
workplace, home, sporting club or social group meeting place). During this project activity you will
demonstrate the required skill, knowledge and foundation skills (oral communication).
workbook or any other material at any time during the assessment. You can ask your
trainer/assessor for assistance if you have a special need that requires reasonable adjustment to the
assessment (e.g. the questions to be asked and answered orally).
You must complete all tasks and provide correct responses to 100% of the questions to achieve
competency in this task.
Each multiple – choice question has four responses, out of these four responses only one has a right
answer. You need to answer all Written Question’s.
➢ You must able to demonstrate the skills and knowledge required to Use hygienic practices for
food safety
Assessment Context:
Training room/outside classroom

This assessment task is due in the final week of the term. Approximately 1 - 2 hours per day self-study
needs to complete this unit assessment task. Students are encouraged to discuss the assessment
topic in class with their facilitators.
There is no set time limit for this task, but it is expected to take approximately 120 minutes.
The completion and submission of the Written Question’s answer to your trainer/assessor or email
soft copy or scan copy to assessmentcentre@skilledup.edu.au.
Assessment Requirements
1. ALL answers including Assessment Cover Sheet signed and dated.
Written Questions
This test consists of 24 short answer questions. You must complete them all.
Q1. Why do we need to report incidents of food contamination that might have
resulted from personal health issue? Give an example.
It's imperative to report incidents of food contamination resulting from personal health issues. If these incidents are
ignored, your customers are at greater risk of eating contaminated food resulting in food poisoning.
Q2.Give one example of the following types of food Contamination
Chemical Contamination : heavy metals - lead and mercury.
Physical Contamination : hair and glass
Microbiological Contamination : Undercooking chicken can give rise to campylobacter
Q3. What kind of personal health issues/afflictions should be reported, so that the
workplace remains safe and hygienic?
Food handlers must tell their work supervisor if they have any of the following symptoms while they are at
work - vomiting, diarrhoea, a fever or a sore throat with a fever.
The danger zone is the temperature range in which food-borne bacteria can grow. Food safety agencies, such
as the United States' Food Safety and Inspection Service (FSiIS), define the danger zone as roughly 40 to 140 °F
(4 to 60 °C).
Q4. Why should we not participate in food handling activities if we have a health issue
that can pose a risk of contaminating the food?
It is important not to work when you are ill, especially if you handle food. Infectious diseases can spread in
small drops of saliva when coughing or talking. Contamination can also occur from direct contact such as
shaking hands, touching a door knob or a dirty tea towel.
Q5. Why do we need to Identify and report poor organisation practices that are
inconsistent with hygiene procedures?
 Hygiene procedures may relate to:

 personal hygiene.
 safe and hygienic handling of food and beverages.
 regular hand washing.
 correct food storage.
 suitable dress and personal protective equipment and clothing.
 avoidance of cross-contamination.
 hygienic cleaning practices to avoid cross-contamination.
 Do and Don'ts of Personal Hygiene In The Workplace

 Do clean up after yourself.
 Do regularly wipe down your workstation.
 Do wash your cups and mugs daily.
 Do use sanitiser provided for you.
 Do adhere to the company's hygiene policy.
 Don't sneeze or cough without covering your nose and mouth.
Q6. Why should we promptly report hygiene hazards to appropriate persons for follow
up where their control is beyond the scope of our responsibility?
Promptly report hygiene hazards to appropriate person for follow up where control of hazard is beyond the scope of
individual responsibility. Report any personal health issues. ... Do not participate in food handling activities where
there is a risk of food contamination as a result of the health issue.
Q7. Why do we need to access and follow Food safety programs and policies
correctly consistently according to organisation and legal requirements?
A food safety program is an important tool for businesses that handle, process or sell potentially
hazardous foods, as it helps to maintain safe food handling practices and protect public health. ...
However, they must ensure that staff members have the skills and knowledge needed to safely handle food
in their work roles.
Q8. List the items that must be covered in a food safety program:
Food safety programs:

 identify potential hazards that may occur in all food handling operations carried out in the
business.
 identify where these hazards can be controlled.
 monitor these control methods.
 provide corrective actions when a hazard is found to be not under control.
 establish, document and verify detailed pre-requisite programs.
Q9. What are the roles and responsibilities of the local council regarding food safety?
Supervise staff in food handling to ensure compliance with food safety regulations. Manage the food
business' Food Safety Plan and Food Safety Program. If away, ensure the food business is protected and
maintains high standards of food safety in their absence.29-Jun-2016
Q10. What are the roles and responsibilities of the FSANZ regarding food safety?
FSANZ's role is to protect the health and safety of people in Australia and New Zealand by maintaining a safe food
supply. FSANZ is responsible for: developing and making changes to standards for food. developing standards for
primary production (Australia only)
Q11. Who is responsible for inspecting food premises and what powers do they have
regarding breaches in food safety procedures?
Food premises inspections are mainly conducted by Environmental Health Officers employed by the local
government (council) where the business is located. Food premises inspections assess compliance with the Code,
particularly the Food Safety Standards (Chapter 3 of the Code).
Business Owner
A food business' owner has a legal responsibility to its customers’ welfare to protect their health and safety.
A business owner must:
 Notify the local council with details of their food business

 Ensure the business complies with the Food Standards Code
 Ensure the food business is protected by an FSS who is reasonably available at all times
 Appoint an FSS from the time food is first handled and sold
 Keep the FSS Statement of Attainment on premises as evidence of the food business’ commitment to food
safety
 Appoint a new FSS within 30 operational days (i.e. days that food is processed and sold) of the FSS
leaving or ceasing to act in that role
 Have a Food Safety Plan and food safety processes in place
 Ensure all food handlers are adequately trained
 Ensure the FSS has a reasonable time in each day to contribute to FSS tasks and duties
Food Safety Supervisor

A Food Safety Supervisor is an employee, licensee, manager, or external contractor nominated by a food business
to manage its food safety. A business manager can also nominate themselves to perform the role of FSS.
For a more comprehensive description of an FSS, please read our article 'What Is A Food Safety Supervisor?'
A Food Safety Supervisor has an array of duties which relate to maintaining and improving a business’ food safety.
To responsibly manage a business’ food safety, an FSS must:
Demonstrate the authority to act as an FSS with a Statement of Attainment from a nationally registered RTO
Supervise staff in food handling to ensure compliance with food safety regulations
Manage the food business’ Food Safety Plan and Food Safety Program
If away, ensure the food business is protected and maintains high standards of food safety in their absence
An FSS is a business’ food safety encyclopaedia and should keep up to date on changes to food safety
regulations.
Q12. What are the possible penalties a food business can receive for failing to follow
food safety legislation?
If a food business operator or importer fails to comply with the requirements of the FSSAI Act
or orders issued by the Food Safety Officer, he would be liable to a penalty which might
extend to a fee of two lakh rupees. Unless there is a valid reason for non-compliance, a
restaurant will have to pay the penalty.17-Jan-2020
Q13. Why should we use clean equipment and following safe and hygiene practices in
the workplace?
Cleaning with soap and other detergents is just one step of the cleaning procedure. It is also
necessary to sanitize. Cleaning will remove any dirt or grease, but will not necessarily kill any
bacteria or other pathogens. Only a sanitizer will kill bacteria and ensure the area is safe for
food preparation. Leading sanitizers used in the food service industry are chlorine solutions
(bleach), quaternary solutions (quats), and iodine. Use these materials according to the
manufacturer’s instructions that accompany the product and that are found on the material
safety data sheet (MSDS) using the appropriate personal protective equipment.
A sanitation plan is important in any food service preparation area. It ensures that all surfaces
are cleaned on a regular basis and reduces the risks of transferring bacteria or other
pathogens from an unclean surface to clean equipment such as cutting boards or tools. A
sanitation plan has two components:
A list of cleaning and sanitizing agents or supplies with instructions on their safe use and
storage
A cleaning schedule, outlining how each item needs to be cleaned, who is responsible, and
how frequently it happens
Q14. List the requirements of storing food for each category, in order to minimise the
risk of causing food contamination and food borne illness?
Refrigerated foods : When you store food: Separate raw food from cooked food, and store raw
food at the bottom of the fridge to avoid juices dripping onto and contaminating other food.
Check your fridge temperature is below 5 °C and your freezer temperature is below -15 °C.
Frozen foods : Separate raw food from cooked food, and store raw food at the bottom of the
fridge to avoid juices dripping onto and contaminating other food. Check your fridge
temperature is below 5 °C and your freezer temperature is below -15 °C.
Dry stored foods : When you store food: Separate raw food from cooked food, and store raw
food at the bottom of the fridge to avoid juices dripping onto and contaminating other food.
Check your fridge temperature is below 5 °C and your freezer temperature is below -15 °C.
Q15 List the 4 types of microbiological contamination?
 Bacteria. Bacteria are microorganisms with a size of up to 5 µm and represent the

most important group of pathogens when discussing microbiological contamination. ...
 Viruses. Viruses are subcellular biological objects with a size of 20-200 nm. ...
 Prions. Prions are infectious protein particles. ...
 Funghi, Yeasts and Protozoa.

Q16 What are the possible symptoms of food poisoning cause by microbiological
contamination?
 abdominal cramps.
 diarrhea.
 vomiting.
 loss of appetite.
 mild fever.
 weakness.
Q17 What food types must you only use when using each colour coded chopping
board?
RED : Raw Meat

..........GREEN : Salads and Fruits
....................BLUE : Raw Fish
..............................WHITE : Bakery and dairy
........................................BROWN : Vegetables
...................................................YELLOW : Cooked Meat
Why must you use colour coded chopping boards?
The main reason to use different coloured chopping boards for different foods is to stop
cross-food contamination. ... As well as preventing a food poisoning outbreak, using colour
coded chopping boards can help cater to particular allergies.
Q18 List 5 equipment items that must be cleaned and sanitised after each use in a
kitchen:
Gloves & Brushes.

Spin Mop.
Spray Cleaner.
Sponge Wipe.
Garbage Bag Holder.
Wire brush set.
Q19 List the critical control points for a kitchen that must be listed in a food safety
program:
 Critical control point decision trees

 food ingredients and packaging.
 food and beverage suppliers.
 policies and procedures.
 equipment and preparation surfaces.
 food safety training programs.
 number of Food Safety Supervisors in the business.
 physical layout of the premises.
Q20 Explain how improper food safety practices pose a potential risk for food
poisoning for the following areas.
Fruit and Vegetable:

Poultry, seafood, deli meat, eggs, unpasteurized dairy, rice, fruits and vegetables carry a high risk of
food poisoning, especially when they're not stored, prepared or cooked properly.
Temperature Control: Temperature – food poisoning bacteria grow best in the temperature
range between 5 °C and 60 °C. This is referred to as the 'temperature danger zone'. This
means that we need to keep perishable food either very cold or very hot, in order to avoid food
poisoning.
Cross Contamination: It can result in a range of symptoms such as stomach cramps, diarrhea,
vomiting and even death. Poultry, seafood, deli meat, eggs, unpasteurized dairy, rice, fruits
and vegetables carry a high risk of food poisoning, especially when they're not stored,
prepared or cooked properly.
Pests: Pests present a big risk to the food industry. Not only can they cause damage to a
business' reputation, but can also contaminate food throughout the food supply chain.
Rodents and cockroaches are known for spreading harmful bacteria and viruses through their
urine, droppings, vomit, and also their feet and bodies.
Cleaning procedures: Food poisoning occurs when sufficient numbers of particular types of
bacteria, or their toxins, are present in the food you eat. These bacteria are called pathogens.
Q21 Which legislation governs correct food handling processes in Australia and New
Zealand and how can you access information related to this legislation?
The Australia New Zealand Food Standards Code (the Code) sets legal requirements for the labelling,
composition, safety, handling, and primary production and processing of food in Australia. The Code is applied and
enforced in Victoria under the Food Act 1984.
Q22 List the three (3) types of contamination and provide three (3) examples for each
type:
Here are the three types of contaminants: Biological: Examples include bacteria, viruses, parasites, fungi,
and toxins from plants, mushrooms, and seafood. Physical: Examples include foreign objects such as dirt,
broken glass, metal staples, and bones. Chemical: Examples include cleaners, sanitizers, and polishes.
Q23 What are the hygiene requirements for handling linen in order to prevent cross –
contamination?
Use gloves and wash hands. Require housekeeping employees to either wear disposable gloves when handling
soiled linens or always wash their hands with soap and hot water for at least 20 seconds after handling soiled
linens but before handling fresh linens.
Student Details

e
Assessment Details
Critical Case Study/Observation

Assessment
Task:
Date of submission:
Student
integrity checks.

No
Signature: ............................................. Date: …………………...


Task 3 – Case Study/Observation:
Task Instructions
For this task, you are required to work individually to demonstrate your skills, knowledge and
foundation skills (Numeracy, writing, reading).
You are required to successfully complete all assignment activity in this CAT and provide correct
responses to 100% of the questions to achieve competency in this task.
workbook or any other material at any time during the assessment. You can ask for assistance
from your trainer/assessor if you have a special need that requires reasonable adjustment to the
assessment (e.g. the questions to be asked and answered orally).
Assessment Context:
Training room/outside classroom

This assessment task is due in the final week of the term. Approximately 2 - 3 hours per day self-
study needs to complete this unit assessment task. Students are encouraged to discuss the
assessment topic in class with their facilitators.
There is no set time limit for this task, but it is expected to take approximately 4-7 hours.
The completion ALL assignment activities and submission of the task and any other identified
information or documents outlined by the questions.
 You must be able to demonstrate the skill and knowledge required to competent in this unit.
Assessment Requirements:
1. All assignment activities complete by writing in the assessment workbook or type in the MS
word and email the soft copy to assessment centre.
2. Complete the short answer questions.
Case Study
Instructions
Q1) Case study: List all of the hygiene hazards listed in the picture below:
Provide a list of all the hygiene hazards in the picture above. For each hazard provide
a Standard Operating Procedure for each hazard to your trainer to ensure the hazards
do not cause a risk of food poisoning to a customer.
 washing the body often.

 If this happens, a swim or a wash all over the body with a wet sponge or cloth will do.
 cleaning the teeth at least once a day. ...
 washing the hair with soap or shampoo at least once a week.
 washing hands with soap after going to the toilet.
 washing hands with soap before preparing and/or eating food.
Q2) Scenarios/Practical: Draft a checklist for the following tasks and then you will
need to conduct each task in the kitchen.
The scenarios to be written addressing the following issues:
▪ Storage of food
▪ In the Skilled Up kitchen you will be required to check the storage of foods in the dry store,
cool room and freezer areas.
 The trainer will deliberately have foods stored incorrectly for you to find and correct.
 Prior to conducting the task you will be required to prepare and checklist set of standard
operating procedures of how food must be stored in a kitchen. This checklist must be
submitted to the trainer.
 This checklist will then be used as your guide to correcting the food safety issues you
have identified in the Skilled Up kitchen food storage areas. Find all the food storage
hazards set by the trainer in the Skilled Up kitchen food storage area and correct them.
Also discuss ramifications of not following these procedures with your trainer.
 You will also be required to take the temperature log for the cool room and freezer area.
▪
▪ Washing hands
 List the steps and explain each step regarding washing hands to your trainer.
 Also explain why we must follow this hand washing procedure and explain when a food
handler must wash their hands. Also discuss ramifications of not following these
procedures with your trainer.
 You will then demonstrate the procedure for washing hands for the trainer.
▪
Checklist for Assessment 2–Practical Observations
Student Name:
Assessor Name:
Location:
Unit of Competency:
SITXFSA001 Use hygienic practices for food safety
Has the candidate satisfactorily provided the following policies: Satisfactory Response
1. Student able to communicate verbally to the trainer receiving Yes No
and storage procedures and hand washing procedures
2. Student displays understanding of hygiene procedures as per Yes No
the food safety program
3. Student displays understanding of hygiene procedures as Yes No
per relevant food safety legislation and codes of practices
4. Student understands all relevant Hazard Analysis and Yes No
Critical Control Points (HACCP) practices relevant to the
5. task displays problem-solving skills to identify and report
Student No
Yes
hygiene hazards from the case study, receiving and storage
procedures and handwashing procedures.
6. Student shows ability to integrate the use of predetermined Yes No
hygiene procedures and food safety practices regarding hand
washing and receiving and storage procedures
7. Student shows ability to integrate, into daily work activities, Yes No
knowledge of the basic aspects of food safety standards and
codes and the ramifications of disregarding this.
Did the candidate’s overall performance meet the standard? Yes No
Comments:
Student’s overall performance is:  Satisfactory (S) Not Satisfactory (NS)
Is re-assessment necessary?  Yes No
Student Signature Date:
Assessor Signature Date:

Practical Observation Assessment
During a practical cookery class relevant to your training your trainer will observe you performing your
typical workplace tasks whilst adhering to and including hygienic and food safe practices.
1. It is required that you wear the specified uniform required for your job role
2. Your trainer may ask your questions to assess your theory knowledge or to support some of your
practical tasks you undertake.
3. The checklist below provides a guideline for aspects which may be part of this observation.
Assessment Marking Sheet
Assessment Criteria
During the demonstration of skills, the Student is able: Session 1 Session Session
2 3
Shows good working knowledge of personal hygiene
standards and their application in the relevant hospitality
environment
Identifies and chooses correct cleaning and sanitising
materials according to cleaning instance or requirement
Identifies and chooses correct cleaning equipment for
particular cleaning tasks
Uses cleaning equipment according to manufacturer’s
instructions
and application requirements.
Demonstrates acceptable level of food hygiene practices
Can identify actions and processes which may result in

cross- contamination
Demonstrates safe work practices to avoid cross
contamination through clothing/uniform
Demonstrates awareness of employee’s obligations regarding
food safety
Demonstrates correct hand washing procedures
Uses hand washing facilities correctly
Identifies requirements/reasons/instances for frequency of

hand washing
Demonstrates awareness of reporting requirements relating
to personal health issues which relate to hygiene risks
Takes appropriate action to remove hazards as identified
Suggests appropriate actions for follow-up of hazards,

where these exceed individual responsibility
PA - Progressive Assessment
Final Assessment: Satisfactory Not Satisfactory

Feedback to Student:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -
Student signature:
Assessor signature:
Date:
Q3)
Case study Scenario:

You are working in a busy restaurant situated in CBD Melbourne. You identify that Chart
box’s recent Escherichia coli outbreak. This outbreak currently impacts at least 12 people
by the virus and the restaurants effected locations are just starting to reopen after the recent
incident. As of today, nearly 25 food samples taken from locations and have found no trace
of E. coli, although results are still pending from additional tests.
Chart box restaurant is a great brand with a very strong following and should endure this
unfortunate situation. However, while the outbreak was not the sole responsibility of Chart
box restaurant, they are the ones in the news.
Incidents like this remind us of how important stringent food safety procedures are in this
industry. There is a high level of trust in the food supply chain that is often taken for granted.
Consumers put their trust in the hands of the restaurants that they patronise manufacturers
put their trust in the growers of the raw materials, etc. just like with any sports team, the food
supply chain is only as strong as it weakest link. This is why constantly enforcing food safety
protocols throughout every stage of the food supply chain is critical.
Chipotle also took swift and decisive steps to minimise further contamination by implementing
immediate actions and cooperated fully with health officials. Additional steps Chipotle has
taken includes the disposal of food, a deep cleaning of its restaurant and the hiring of two
food safety consulting firms to help the company improve product safety.
As a new chef employer by Chart box’s in re-opening the restaurant. The owner of the
restaurant asked you to write a report. In your report you MUST include:
➢ Identify food hazards – for the outbreak
➢ Report unsafe practice, which cause the E. coli break up in the restaurant
➢ Write an incident report of food contamination.
Note: you can use separate sheet to provide your answer.


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SITXFSA001

Student Assessment Workbook RTO # 40471

Please email assessmentcentre@skilledup.edu.au to inform us of any inaccuracies or breaches of

No part of this document may be reproduced, transmitted or communicated without the

S = Satisfactory NS = Not Satisfactory (requires more training)

What type of assessments are contained within this assessment kit?

Where do I find the information required to complete the assessments?

- Knowledge gained in your training

Appeal against assessment outcome

Additional Assessment Resources

Submitting your assessment

Completed an Assessment Cover Sheet (signed and dated)

Work health and safety requirements are covered either by:

Overview of the Unit of Competency

Unit Learning outcomes

Competency Evidence Submission Details

CAT Number Method Venue of Due Date

This may include but not limited to:

SIT30816 – Certificate III in Commercial Cookery

SITXFSA001 - Use hygienic practices for food safety

Critical Assessment Tasks

Task 1 – Written Questions Y / N

Task 2 – Written Questions Y / N

Task 3 – Case Study/Observation Y / N

Task 4 – Formative activities (Self-paced learning logbook) Y / N

Code/Title Qualification: SIT30816 – Certificate III in Commercial Cookery

Contact No: Email ID

Trainer/Assessor Name: Group/Intak GP1March20

Critical Written Questions

Assessment Task Outcome: Satisfactory Not Yet Satisfactory

Assessor Comments/ Feedback:

Google check for plagiarism Yes No

Assessor Name: …………………………

Signature: ............................................. Date: …………………...

1. Food Standards New Zealand Australia

2. FSANZ details the role of Environmental Health Officers (EHOs) in Australia.

8. Pathogenic bacteria gets double every 20 min. True Fals

1. Adults Aged 65 and Older.

List 8 steps involved in catering cycle according to HACCP

HACCP is a systematic preventive approach to food safety from biological, chemical,

Indicate TRUE or FALSE

1. It is important to take shower every day.

1. Report it to the supervisor.

1. Biological contamination  occurs when food contains foreign

2. Physical contamination  happens when food is in contact

3. Chemical contamination  arises from disease-causing

Q10. The following are common causes of cross-contamination: Indicate TRUE or

Q11. List 4 most common food poisoning symptoms

1. e. coli, listeria, salmonella, and norovirus

Q12.The following are essential requirements for appropriate hand washing

1. Hand washing should be carried out in a designated hand washing sink

Before, during, and after preparing any food.

Q15. Briefly describe the following:

Cleaning Cleaning is the process of removing unwanted

Sanitation Sanitation refers to public health conditions related to

Cleaning schedule A cleaning schedule is an easy and effective way of

 Cleaning. The first step is to remove all organic material. ...

 processed or cut fruits and vegetables, such as salads.

1. Who is responsible for safe food handling in any food premise?

Assessment Cover Sheet

Contact No: Email ID

Trainer/Assessor Name: Group/Intak GP1March20

Critical Written Questions