Assessment For SITXFSA006

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Skills Test – Scenario on standard of Food S / NS (First Attempt)
Safety Practices S / NS (Second Attempt)
Unit Assessment Task 3 Role Play/ Presentation S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed
Trainer/Assessor
Signature
Unit Name: SITXFSA006 - Participate in safe food handling practices

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Assessment Conditions
Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to handle food safely
during the storage, preparation, display, service and disposal of food. It requires the ability to follow
predetermined procedures as outlined in a food safety program.
The unit applies to all organisations with permanent or temporary kitchen premises or smaller food
preparation areas. This includes restaurants, cafes, clubs, and hotels; tour operators; attractions;
function, event, exhibition and conference catering; educational institutions; aged care facilities;
correctional centres; hospitals; defence forces; cafeterias, kiosks, canteens and fast food outlets;
residential catering; in-flight and other transport catering.
Safe food handling practices are based on an organisation’s individual food safety program. The
program would normally be based on the hazard analysis and critical control points (HACCP)
method, but this unit can apply to other food safety systems.
It applies to food handlers who directly handle food during the course of their daily work activities.
This includes cooks, chefs, caterers, kitchen hands and food and beverage attendants.
Food handlers must comply with the requirements contained within the Australia New Zealand Food
Standards Code.
In some States and Territories businesses are required to designate a food safety supervisor who is
required to be certified as competent in this unit through a registered training organisation.
Food safety legislative and knowledge requirements may differ across borders. Those developing
training to support this unit must consult the relevant state or territory food safety authority to
determine any accreditation arrangements for courses, trainers and assessors.
What the student can expect to learn by studying this unit of competency
• Follow food safety program

• Store food safely
• Prepare food safely
• Provide safe single use items
• Maintain a clean environment
• Dispose of food safely
Training and assessment resources required for this unit of competency
The student will have access to the following:

• Learner guide
• PowerPoint presentation
• Unit Assessment Pack (UAP)
• Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word.
• Business related environment area, this can be a:
o Real industry workplace

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o Simulated industry environment
• Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Yourtrainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse yourwork.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used,
which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

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Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
•This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competencyto be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
• Food Standards Australia New Zealand Act 1991

• Food Standards Australia New Zealand Regulations 1994
• Imported Food Control Act 1992
• Food Act 1984
• Food Act 2006
• Food Regulation 2006
• Food Production (Safety) Act 2000
• Food Production (Safety) Regulation 2014
• Food Act 2003
• Food Regulation 2015
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984

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• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go tohttps://training.gov.au/Training/Details/SITXFSA002
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorilycomplete and submit all assessment tasks that
contribute to the assessment for a unit.
• Studentswillbe provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies

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• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

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Unit Pre-Assessment Checklist
Unit Knowledge Test
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure thatyou have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for anextension to submit yourassessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix”to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

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• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
¨ LLN ¨ Speaking ¨ Verbal assessment
¨ Reading ¨ Presentations
¨ Writing ¨ Demonstration of a skill
¨ Confidence ¨ Use of diagrams
¨ Use of supporting documents such as wordlists
¨Non- ¨ Speaking ¨ Discuss with the student and supervisor (if applicable)
English ¨ Reading whether language, literacy and numeracy are likely to
Speaking ¨ Writing impact on the assessment process
Background ¨ Cultural ¨ Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
¨ Confidence ¨ Use short sentences that do not contain large amounts
of information
¨ Clarify information by rephrasing, confirm understanding
¨ Read any printed information to the student
¨ Use graphics, pictures and colour coding instead of, or to
support, text
¨ Offer to write down, or have someone else write, oral
responses given by the student
¨ Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Ïndigenous ¨ Knowledge and ¨ Culturally appropriate training
understanding ¨ Explore understanding of concepts and practical
¨ Flexibility application through oral assessment
¨ Services ¨ Flexible delivery
¨ Inappropriate ¨ Using group rather than individual assessments
training and ¨ Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Äge ¨ Educational ¨ Make sure font size is not too small
background ¨Trainer/Assessor should refer to the student’s experience
¨ Limited study ¨ Ensure that the time available to complete the
skills assessment takes account of the student’s needs
¨Provision of information or course materials in accessible
format.
¨Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
¨Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
¨Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
¨Changes to course design, e.g. substituting an assessment

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task
¨Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Ëducational ¨ Reading ¨ Discuss with the Student previous learning experience
background ¨ Writing ¨ Ensure learning and assessment methods meet the
¨ Numeracy student’s individual need
¨ Limited study
skills and/or
learning strategies
¨Disability ¨ Speaking ¨ Identify the issues
¨ Reading ¨ Create a climate of support
¨ Writing ¨ Ensure access to support that the student has agreed to
¨ Numeracy ¨ Appropriately structure the assessment
¨ Limited study ¨Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies ¨ Changes in teaching practices, e.g. wearing an FM
¨ Supply of specialised equipment or services, e.g. a note-
¨ Changes in lecture schedules and arrangements, e.g.
task
¨Modifications to physical environment, e.g. installing
Explanation of reasonable adjustments strategy used (If required)

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Unit Assessment Task
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
• Written Questions
Assessment task description:

• This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
• The Unit Knowledge Test is comprised of twenty-three (23)written questions
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
• You will receive your feedback within two weeks - you will be notified byyour
Trainer/Assessor when results are available.
Applicable conditions:
• All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment taskyou are predominately demonstrating your written
skills and knowledge to yourtrainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is yourown work.
Resubmissions and reattempts:

• Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to your RTO Student Handbook.
Location:
• This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
• Yourtrainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:

• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer all the questions.

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• Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
• Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research yourwork, you must always acknowledge the source.
How yourtrainer/assessor will assess yourwork?

• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:
• Knowledge to identify workplace and its stimulated environment.
• Knowledge to classify key features of local food safety compliance requirements.
• Knowledge to show use of safe food handling practices.
• Knowledge to take steps within scope of responsibility to ensure food handling areas.
• Knowledge to follow instructions for safe food handling.
• Knowledge to understand policies and procedures in food safety program.
• Knowledge toconclude food safety monitoring processes.
• Knowledge to complete documents required for food safety.
• Written and oral/speech communication skills to organize and deliver information to
effectively communicate about safe food handling.
• Knowledge to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
• Ability/skill to sequence/in order and schedule/plan activities and manage communication.
• Knowledge to analyse relevant/appropriate information to identify scope/range of work,
goals and objectives and to evaluate/review options/other choices.
• Knowledge to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.

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Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
• This is an individual assessment.
• The purpose of this assessment task is to assess the students’ knowledge essential to
participate in safe food handling practices in a range of contexts and industry settings.
• To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answeredin order to gain competency for this assessment.
Question 1: What is the importance of the food safety program? Write your answer in 100-150
words.
A food safety program is a written plan that implicates the rules a business must comply to ensure
that the food that is being served is safe for the customers to consume without any fear of risks or
potential hazards. it an effective and helpful tool to help restaurants safely process, handle, or make
monetary exchange for the products that could be harmful for the people, it is mandatory to help
protect people’s health.
Question 2: How you can access and use the relevant information from organisational food safety
program? Write your answer in 50-100 words.
Theres a lot of purposes and methods that is applied by the food safety program and should be
practiced in the workplace to avoid any hazards associated with food handling in the workplace. The
acts and regulations can be access via the Food Authority website (the URL defers depending on
which state you are in).
Question 3: Discuss the steps to follow policies and procedures in food safety program? Write your
answer in 100-150 words.

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Below are some mandatory information that has to be included in the food safety programs, they
are:
• hazard identification: identifying the hazards in the workplace be regularly talking and
keeping yourself on board with any new incident in the workplace
• hazard control: understanding which method works best to solve the said hazard
• monitoring: the systematic monitoring of the controls
• corrective action
• review
• record keeping: maintain an incident report
Question 4: How will you control the food hazards at critical control points? Write your answer in
100-150 words.
Maintaining the hazard and controlling your steps to help minimize the exposure of the said
potential risk to the customer is non negligible to avoid hefty fines, so understanding that hazard
identification and learning how to adapt to changes to avoid any future incidents is one of the main
tasks as a food handler according to the food safety law.
An example might help you assess the situation better:

Let us think that we work in a very busy restaurant in the middle of the city, and it is lunch shift a
customer specifically ordered a Caesar salad without any peanuts in is to maintain her allergen
requirement, now the salad leaves are usually kept next to the nuts and so when serves the lady had
a severe reaction and is now threatening to call her lawyers and report our organization.
Now, this situation could have been avoided if the proper measure were adhered on to the
workplace, i.e.: storing food separately to avoid cross contamination.

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Question 5: Define the steps to complete the food safety monitoring processes? Write your answer
in 100-150 words.
As aforementioned it is very important to monitor the workplace to make sure all the changes that
have been made are being followed and communicated to the staff effectively, monitoring at every
step with the rules established via HACCP (Hazard Analysis Critical Control Point) there are seven
basic principles that meet the stated goal:
• conduct a hazard analysis
• identify control points
• establish critical limits
• establish monitoring procedures
• established new methods of approaching
• verify procedure the help the employees get their training
• keep regular incident reports

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Question 6: How will you identify and report the non-conforming practices?Write your answer in
100-150 words.
There will be times when the policies that have been agreed on previously is not being followed by
the staff or is not reaching the state where the situation has been handled efficiently. In those cases,
it is important that the managers are able to identify those non-conforming ahead of time to be able
to tackle it proficiently without causing any losses for the business. For example: the oven mitts that
are used in the café for baking muffins has been wearing out, and the employees have failed to let
the manager know to buy a new one, an employee burned his hand while on duty. New rules have
been established to let the superiors know one month before the gloves start looking risky, but the
employees failed to do so again.
It is the manager’s’ duty to ensure workplace safety but it is important for everyone to be able to
work with each other, better communication has to be practices on site and staff must go through
intensive training before they are allowed back on site.
Question 7: What actions you must consider for incidents where food hazards are not controlled?
Write your answer in 100-150 words.
A few examples of preventative corrective actions: repairing broken equipment, throwing out food
that’s showing sign of rotting, transferring unrefrigerated perishable items into cold storage, etc.
A few actions must be taken if some incidents end up recurring and is out of control:
Stop the line or process and separate affected products.
Adjust process to bring the CCP under control and correct cause of risks
Document and record the steps taken
Consult with food safety authorities or any other organization deemed appropriate.

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Question 8: Write down the selection process of the food storage conditions for specific food type?
• keep perishable food items stored at/ below 5 degrees Celsius or above 60 degrees
to avoid the temperature danger
• store raw food below cooked food
• store food suitable, covered airtight containers
• avoid refreezing thawed food
Question 9: Discuss why and how to store food in environmental conditions for quality purposes?
Storing food is a traditional skill that has been used for decades after decades in times where there is
abundant supply to prepare for time when there is a scarce source of supply in the market.
The best range for food storage is a constant temperature between 40-60 degrees. avoid freezing
fresh foods, like fruits, veggies, spices.
Keep high-risk food 5<Celsius>60 to avoid food poisoning and avoid being a potential risk in the
workplace. take special care with high-risk foods. such as raw and cooked meat like chicken and
minced meat and food containing them, like pot pies, schnitzel, etc.

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Question 10: What is the importance of the controlling temperature in storing food?Write your
Food that are easily prone to going bad or potentially hazardous need to be kept at a constant
temperature to avoid food-poisoning bacteria from multiplying to dangerous levels. the temperature
where the bacteria gets the room to grow is between (5-60) degrees Celsius. controlling the
temperature of the food is extremely important in deeming to food safe to consume, proper steps
must be taken to ensure that the food is always prepared, cooked, chilled, or served properly to
minimize the risk if harmful levels of bacteria in the food that you sell.
Question 11: What is correct method to store food at controlled temperatures? Write your answer
in 100-150 words.
Potentially hazardous food that need to be stored at controlled temperatures include cold meats,
cold cooked chicken, etc. The AFSC states the below processes to apply to store the potentially
hazardous items at these correct temperatures:
1) If the food is sold cold, it must be store in a temperature below 5 degrees, e.g.: sandwiches,
salads
2) Food on display must be kept in a refrigerated condition to maintain quality
3) if the food display is meant to be sold fresh and hot, the temperature needs to be between
60-70 degrees, for example: service station selling fried food like: chicken nuggets, chippies,
etc.

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Question 12: How will you use cooling and heating processes that support microbiological safety of
food? Write your answer in 150-200 words.
The main step of learning to maintain a proper temperature to avoid the food from becoming a risk
to the customers is extremely important.
When heating up cold food stored below 5 degrees is being prepared make sure it reaches an
internal core temperature of 70 degrees Celsius for two minutes to avoid serving frozen food that
contains many potential risks.
Cool food safely to 21 degrees Celsius in two hours and then to less than 5 degrees Celsius within a
further 4 hours, this is the most effective and safe way to thaw frozen food out before they are
ready to be prepared/served.
Question 13: Discuss the importance of monitoring food temperature during preparation using
appropriate temperature measuring device? Write your answer in 50-100 words.

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In Australia any restaurant owner of food handler must have a working thermometer in the kitchen
to measure food temperatures, it must be made available at all. time and used regularly. it is a legal
obligation to not keep the thermometer in an inaccessible place, safety check must be made
regularly to ensure the thermometer is working properly.
Question 14: What are the steps taken to protect the food from any contamination to ensure safety
of the food items? Write your answer in 100-150 words.
There must be step taken to ensure cross contamination doesn’t occur to protect customers’
health, I’ve noted some steps below:
Use clean utensils, plates, or containers to prevent cook food from being nixed up with raw
food.
Use gloves where you really need to mix with hands, otherwise use clean equipment pick up
food rather than hands.
Wear clean clothes.
Wash your fruits and veggies that are meant to be eaten raw under running water.
Question 15: How will you store, display, and provide single use items to protect from damage and
contamination? Write your answer in 50-100 words.
The main way to ensure that food is kept safe using single-use items includes: protecting the
single use item with packaging or a container; using dispensers that will allow only the
customers who will use the item to touch it; also make sure to store the said iem from
cleaning supplies to help prevent contaminating the item with hazardous chemical fumes.

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Question 16: Discuss the steps to follow instructions for items intended for single use? Write your
There are 4 critical preventative measure that can applied for this situation that the
employer should follow during the display of single use items:
• make sure potentially hazardous food is displayed at a safe temperature.
• use cabinets or wind shields on display
• keep food away from open windows, doors, fans, and insect sprays
• protect food with food-grade clingwrap, bags, paper strips or containers.
Question 17: Write down the cleaning and sanitizing processes of the equipment, surfaces, and
utensils? Write your answer in 50-100 words.
There are 7 steps in cleaning and sanitizing equipment:

• remove debris, use a lint free cloth to wipe of any dirt on cooking and preparing
surfaces.
• rinse all residues
• apply soap and scrub with some elbow grease

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• rinse thoroughly
• examine: take a second look to go through hard-to-reach areas to ensure no soil
deposits or oil residues are left behind.
• sanitize to kill any bacteria and make sure the surfaces are ready to be used for the
next time.
• dry
Question 18: What is the use of the appropriate containers to prevent the accumulation of garbage?
Taking care of our environment is very important, and as a functioning member of the society its
normal to leave a footprint wherever you go but it matters how you chose to tale action against it, I
am noting a few measures below that help prevent recycle and prevent excess wastage:
Avoid single use items wherever possible, and when you do make sure it is environment friendly,
such as: using paper straws.
Recycle your bottles and cans.
Compost your food scraps.
Question 19: How can you identify and report cleaning, sanitizing and maintenance requirements
with the appropriate person? Write your answer in 50-100 words.
People who handle food before it is served to the customer must maintain good personal
hygiene when handling and preparing food to minimize contamination, ive noted down
three steps below that help highlight this issue:
Never smoke, chew gum or touch food after using the toilet. if any activities where the
hands have been exposed to known bacterias, you need to clean and sanitise before. you

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are allowed to handle the food.
Don’t cough or sneeze over food
Wear clean clothing, have your hair out of the way, use single use gloves where needed
Question 20: Discuss the procedure to dispose and report the damage offood handling utensils?
There are 7 steps to safely handle waste:

1) Reduce, monitor your wastage and try and make less wastage.
2) reuse, whatever you can use twich after properly washing and sanitising.
3) recycle
4) compost your food scraps
5) burn trash to make energy
6) crush and dispose properly
7) throw bulky waste materials into landfill
Question 21: How can you maintain the food handling areas safely from animals and pests to
prevent any damage to the food or the equipment? Write your answer in one (1) or
two (2) sentences.
Store any food in tightly sealed containers to avoid it being contaminated from being exposed to
insects like flies, cockroaches, etc. make sure that the places that you store the food in are cleaned
regularly and is working properly to avoid the food being exposed to the temperature danger zone

Page | 23
Question 22: Write down the procedures to separate the disposable food for disposal from the
foodstuffs? Write your answer in 100-150 words.
Food identified for disposal must be held and kept separate as soon as it is discovered to avoid
contaminating any other food, and/or food handling area; that is because it becomes a hazard
and can cause serious illnesses for our customers.
The procedure to dispose of the food that has been deemed disposable is as stated below:
• clearly labelled as not safe or suspected of not being safe for consumption, has been
recalled by the supplier
• destroyed
• disposed of so that it is not any risk of being consumed by a person
• returned to supplier
• not on wastage list
Question 23: In what ways, you can dispose of food promptly to avoid cross-contaminations? Write
our answer in 50-100 words.
Store food in the optimal temperature in closed containers or covered in food grade cling wrap to
reduce the risk of cross contamination. encourage. the use of clean utensils, plates or containers to
prevent mixing up raw and cooked food, wherever possible use clean utensils instead of hands to
pick up food.

Page | 24
Unit Assessment Result Sheet
Assessment Task 1 – Unit Knowledge Test
Student and Trainer/Assessor Details
Unit code SITXFSA002
Unit name Participate in safe food handling practices
Outcome of First attempt:
Unit
Assessment
Task (UAT) Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):

Feedback to First attempt:

Student
Second attempt:
Student • I declare that the answers I have provided are my own work. Where I have

Page | 25
Declaration accessed information from other sources,I have provided references and or
links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as
part of my submission.
• I have provided references for all sources where the information is not my
own. I understand the consequences of falsifying documentation and
plagiarism. I understand how the assessment is structured. I accept that all
work I submit must be verifiable as my own.
• I understand that if I disagree with the assessment outcome, I can appeal the
assessment process, and either re-submit additional evidence undertake gap
training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student
Signature
Date
Trainer/Asse
ssor Name
Trainer/Asse I hold:
ssor
Declaration þ Vocational competencies at least to the level being delivered
þ Current relevant industry skills
þ Current knowledge and skills in VET, and undertake
þ Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The

assessment tasks were deemed current, sufficient, valid and reliable. I declare that I
have conducted a fair, valid, reliable, and flexible assessment. I have provided
feedback to the above-named candidate.
Trainer/Asse
ssor
Signature
Date
Office Use Outcome of Assessment has been entered onto the Student Management System on
Only _________________ (insert date)
by (insert Name) __________________________________

Page | 26
UAT 2 – Unit Skills Test
Scenario on standard of Food Safety Practices

assessment.
to be completed.
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
with your request for anextension to submit your assessment work.

Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.

Page | 27

Page | 28

of information
support, text
¨ Provision of information or course materials in accessible
format.
¨ Changes in teaching practices, e.g. wearing an FM

Page | 29
task
¨ Modifications to physical environment, e.g. installing
¨ Limited study
skills and/or
learning strategies
¨ Limited study ¨Provide information or course materials in accessible
skills and/or format, e.g. a text book in braille
¨ Supply of specialised equipment or services, e.g. a note
¨ Changes to course design, e.g. substituting an
assessment task

Page | 30
Assessment Task 2 – Unit Skills Test (UST) - Scenario on standard of
Food Safety Practices
Assessment type
• Unit Skills Test - Scenario on standard of Food Safety Practices
Assessment task description

• This is the second (2) unit assessment task you have to successfully complete to be deemed
• This assessment task is comprised of a Unit Skills Test (UST).
• You are required to answer the questions of given the scenario in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task
• You must answer the questions of given the scenario by following all given instructions, for
your trainer/assessor to assess your competency in this assessment task.
• You will receive your feedback within two weeks - you will be notified by your
Applicable conditions
• This skill test is untimed and conducted as an open book test (this means you are able to
refer to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• As you complete this assessment taskyou are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts

• Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
and require reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a learning management system (i.e. Moodleetc.)
or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the skills test:

• You will be required to correctly attempt all activities of this assessment task.
• You will be answering the questions of given scenario in this assessment task.
• You will be expanding the knowledge and skills acquired during the previous assessment
task.
• Instructions to answer the questions of given scenario are provided within the assessment
task.

Page | 31
How your trainer/assessor will assess your work?
• This assessment task requires the student to answer the questions of given scenario.
• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
• Skill to identify workplace and its stimulated environment.
• Skill to classify key features of local food safety compliance requirements.
• Skill to show use of safe food handling practices.
• Skill to take steps within scope of responsibility to ensure food handling areas.
• Skill to follow instructions for safe food handling.
• Skill to understand policies and procedures in food safety program.
• Skill toconclude food safety monitoring processes.
• Skill to complete documents required for food safety.
• Reading skills to collect, review, interpret/understand and analyze/review text-based
business information from a range/number of sources.
effectively communicate about safe food handling.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
• Skill to work independently/freely as well as collaboratively/together to make decisions
about safe food handling.
• Skill to interact/cooperate with others using appropriate conventions/systems when
• Skill to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
• Skill to use familiar/known digital technology to access/get to information, document

Page | 32
Assessment Task 2 – Unit skills test - Scenario on standard of Food
Safety Practices
Assessment Instructions
• You are required to answer the questions of given scenario.
• Your assessor will assess your work according to the given performance criteria/
performance checklist.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
• Computer
• Internet
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
Assessment task Instructions:

• You must identify, analyse and answer the given questions of the scenario on food standard
requirement.
• You must answer the given questions as per the provided template.
• Assessor/trainer will assess your performance as per the performance criteria and checklist
provided.
Case Study
Under Standard 3.2.2 Food Safety Practices and General Requirements, the owners of food
businesses are responsible for making sure that people who handle food or food contact surfaces in
their business, and the people who supervise this work, have the skills and knowledge they need to
handle food safely.
The only exception to this requirement is for charitable or community fundraising events, which sell
food that is not potentially hazardous or that will be properly cooked and then eaten straightaway.
The skills and knowledge requirement was included in the standard to ensure that staff handle food
correctly and that it remains safe to eat.

Page | 33
Food handlers must have the skills and knowledge that they need to handle food safely as they carry
out the work that they are responsible for. They do not need skills and knowledge for other jobs in
the business. For example, in a catering business, someone who makes sandwiches will need skills
and knowledge that are quite different from the skills and knowledge needed by someone who does
the cleaning for the business.
However, if some staff help with other work when people are away, or sometimes supervise other
food handlers, then they must also have the skills and knowledge for this other work, as well as the
skills and knowledge to do their regular work.
Staff skills and knowledge must include food safety and food hygiene matters. Food safety issues
cover what staff must do to food to keep food safe. Food hygiene practices cover what staff must do
to keep things clean so they do not contaminate food.
Questions :
Question 1: What is included under Standard 3.2.2? Write your answer in 40-50 words.
Under standard 3.2.2 food safety practises and general requirements it is mandated any person
related to the workplace and who will come close to food handling areas or prepare food; that they
have been given the proper skills and knowledge training to do so to prevent any potential hazards.
Question 2: By reading the above given case, what do you mean by skill and knowledge?Write your
By skill and knowledge according to the passage above they mean to say to understand the
processes that come with proper food handling safety, knowing how to apply them in real life to
avoid crisis situations, and learning how to properly communicate the methods to staff.

Page | 34
Question 3: What must be included in staff skill and knowledge? Write your answer in 40-50 words.
Hygiene measure: it is very important for people handling food to understand the trivial issue that
can occur due to cross contamination via touching food after touching for one example of person to
food hazard.
Safely storing food in safe temperature for best and fresh quality and avoid food poisoning.
Question 4: Give an example of your own to show difference between food safety issues and food
hygiene practices.Write your answer in 100-150 words.
Food safety: is related to incidents where the site is holding potentially hazardous food,
e.g: raw meat, cold sliced meat, eggs, etc. an example to show the problem in real life in
shown in the scenario stated below: a café thaws out their ham outside just on the
countertops instead of thawing it out following the 2-hour 4-hour method, this caused the
cold sliced meat to turn grimy and that got served making a customer very sick.
food hygiene practises: as covid 19 happened the whole world had to take a second look
at their own hygiene measure, hands need to be washed very frequently and after being
exposed to any activities such as: smoking, using the toilet, etc. an example to showcase
better hygiene measures: using masks for employees when they come close to food to
avoid any exchange of germs to keep the customers feeling protected.
Question 5: Where is the exception included for Food Safety Practices and General Requirements?
Explain in two (2) or three (3) sentences.
All working sites that serve food must follow the rules adhered on by food safety practises except for
charitable organisations who don’t sell any potentially hazardous foods, and will be eaten and

Page | 35
served right away, usually has no monetary gains.
Question 6: According to you, how one can ensure that staff have the skills and knowledge they
need for their work? Write your answer in 50-100 words.
Making sure the staff has proper training before they are allowed to be on shift is very important
for a manager to avoid any accidents in work; because as a novice employee they might not
have the proper knowledge and skill to do a certain task if it had not been shown to them before
by a supervisor. creating intensive training modules and providing on the job training for a
month is required for an employee to feel comfortable with the way the workplace works.
Helping to encourage asking for help when they don’t feel comfortable doing a task.
Establishing accessible communicative platforms to be able to reach out to ask question to
anyone simultaneously as needed.
Question 7: Why skills and knowledge was included in the standard? Explain in one (1) or two (2)
sentences.
The skills knowledge was included for food handlers to understand how to store, prepare and keep
handling food that is safe for consumption.

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Page | 37
Performance criteria checklist for unit assessment task:
S N/S Trainer/Assessor to complete
To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) - Successfully identified and use the

relevant information of food safety
q
standard according to organisational food
safety program.
b) – Adequately read and use the policy and

procedures in food safety program.
q q
c) - Adequately got to know how to be

monitoring processes of food and
q q
completed the documentation as
required.
d) – Successfully gone through the

instructions of each items intended.
q q

Page | 38
e) -Successfully Read and interpreted food
safety programs, policies, procedures.
q q
f) Successfully Coordinated different food

handling tasks to take account of food
q q
safety issues.

Page | 39
Scenario on standard of Food Safety
Practices
Assessment Task 2 – Unit skills test
Unit
Assessment
Second attempt:


Student
Second attempt:

Page | 40
Declaration
accessed information from other sources, I have provided references and or
Student
Signature
Date
Trainer/Asse
ssor Name
ssor
Declaration þ Vocational competencies at least to the level being delivered

feedback to the above-named candidate.
Trainer/Asse
ssor
Signature
Date
Only _________________ (insert date)
by (insert Name) __________________________________

Page | 41
UAT 3 –Role Play/ Presentation
assessment.
to be completed.
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
with your request for anextension to submit your assessment work.

Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.

Page | 42

Page | 43

of information
support, text
¨ Provision of information or course materials in accessible
format.
¨ Changes in teaching practices, e.g. wearing an FM

Page | 44
task
¨ Limited study
skills and/or
learning strategies
¨ Limited study ¨ provision of information or course materials in accessible
skills and/or format, e.g. a text book in braille
¨ Supply of specialised equipment or services, e.g. a note
task

Page | 45
Unit Assessment Task (UAT)
Assessment Task 3 Presentation
Assessment type:
• Presentation
Assessment task description:

• This is the third(3) unit assessment task you have to successfully complete to be deemed
• This assessment task is comprised of a role play to be completed in front of your
trainer/assessor.
• The premise of the role play must be closely related to the previous assessment task.
• You will receive your feedback within two weeks - you will be notified by your
Applicable conditions:
• This skill test is timed.
• Time allowed to deliver the presentation is 15-20 minutes.
• Time allowed to develop required resources for presentation is 3 weeks prior to the
presentation.
• You are expected to make 15-20 slides of PowerPoint presentation.
• Electronic devices are allowed during this assessment task.
• You must complete the task independently.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:

• Where your answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
and require reasonable adjustments (e.g. can be given as an oral assessment).
Location:
• This assessment task may be completed in an independent learning environment or learning
management system.
• Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the role play:

• You must not cut and paste chunk of text on the presentation slides however you are
advised to write down the keywords and important phrases to help you to deliver the
presentation.

Page | 46
• You must not read the presentation word-by-word and should use the presentation for
reference purpose only.
• You must explain the topics appropriately.
• Your tone, gestures, body language has to be according to the role you are portraying.
• You will be required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
Information about role play:

• Please note that the task includes participation in the role play.
• This type of learning provides a controlled environment in which role players can practice
skills, roles and processes.
• In addition to preparing your own role play, learning is reinforced by observing other team
members and offering comments and constructive feedback.
• This role play focuses on the elements and performance criteria for the unit of competence,
which is available on the training package website http://training.gov.au.
• You have to present your role play to your trainer/assessor on the due date.
• Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
• Please read through the instructions and assessment information carefully, prior to
commencing the tasks.
How your trainer/assessor will assess your work?

• This assessment task requires you to participate in a role play and present your handout on
training to the audience.
• Presentation must demonstrate the student’s understanding and skills of the unit.
• Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as
set out in the delivery and assessment guide for this unit.
• A copy of the observation checklist (found in the Assessment Guide) in relation to this unit
must be made available to students a minimum of three weeks prior to the assessment.
• Your assessor will provide you with initial oral feedback in class, after the presentations by
yourself and others. This may take the form of individual feedback, if time allows, or it may
be incorporated in observations of a general nature in the debriefing exercise following the
role play. Written feedback incorporating the feedback on your individual presentation, role
play and preparatory work will be provided within two weeks from the due date of your
assessment.
• Your assessor will use an observation checklist/observation guide and provide written
feedback indicating whether your role play and related preparatory work is satisfactory or
not satisfactory.
• A copy of the observation checklist will be made available to students with this role play
task, a minimum of three weeks prior to the assessment.
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome

Page | 47
• Skill to identify use relevant information from organizational food safety program.
• Skill todistinguish food control hazards at critical control points.
• Skill tofind and report non-conforming practices.
• Skill to undertake corrective actions within scope of job.
• Skill to identify food storage conditions for specific food type.
• Skill tofigure out temperatures of frozen items during storage.
• Skill tomake sure safety of food prepared, served and sold to customers.
• Skill torecognize clean and sanitise equipment, surfaces and utensils.
• Skill to understand food safety system principles.
• Skill to examine monitoring techniques for food safety.
• Skill to identify fixtures and small equipment required for food processing.
• Reading skills to collect, review, interpret/understand and analyze/review text-based
business information from a range/number of sources.
effectively communicate about food safety.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
• Skill to work independently/freely as well as collaboratively/together to make decisions
about food safety.
• Skill to interact/cooperate with others using appropriate conventions/systems when
• Skill to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
Skill to use familiar/known digital technology to access/get to information, document

Page | 48
Assessment Task 3–Role Play/ Presentation
Instructions to complete this assessment task:
• This task requires you to develop and deliver a presentation on training to new employees.
• You must use PowerPoint to develop your presentation.
• You may use models, aids, equipment’s to deliver your presentation effectively.
• Presentation may include diagrams, infographics, pictures to be interactive and interesting.
• Role plays provide students with the opportunity to take part in activities which mirror real
life career-related scenarios.
• During the role play, the assessor will be looking for:
o Appropriate interaction, body language and communication skills
o The student’s ability to establish rapport and defuse potentially difficult situations
o The ability to understand, interpret and answer the questions appropriately.
o Suitably documenting and presenting the topics to audience.
o The student meet the requirements of the unit of competency or performance
criteria mentioned in the assessment task.
• The presentation should be consistent, well organised and must cover all the criteria
mentioned in the observation guide.
Resources required to complete the assessment task:
• Computer
• Internet
• MS Powerpoint
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
Assessment task Instructions

• This activity will require you to participate in a role play, assuming the role of a supervisor at
ABC factory.
• You will be required to prepare and present a handout about this information to all team
members/trainer/assessor.
• Youwill be required to prepare and present a power-point presentation to all team
members/trainer/assessor.
• You must develop 15-20 pages of Power-point slides containing relevant information from
task 2.
• Presentation delivery time is 15 to 20 minutes.
• You will submit a preparatory work to you before presenting.
• Assessor/trainer will assess your performance as per the performance criteria and checklist
provided.

Page | 49
Role Play/Presentation:
Suppose you are a supervisor at ABC factory which provides packaging and storing services for food
items. Your company has planned induction training for the new employees, and has given you the
task to provides training to them. You are required to prepare and give a presentation to the new
employees in your factory.
Your presentation must include:
• Food ingredients prepared for food

• Monitoring techniques for food safety.
• Food safety program
• Methods to ensure food safety
• Amenities needed for washing hands
• Small equipments required
• Procedures of operating equipment
• Cleaning at food preparation
• Maintaining food safety environment
• Methods for sanitizing food storage area
• Methods to control food hazards

Page | 50
Your presentation will be assessed by your assessor and must cover the following “Observation
guide”:
S N/S Comments and feedback to student

To be assessed as satisfactory (S) in this
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Appropriate and professional body
language, gestures and tone q q
b) Effectiveness of the PowerPoint

presentation, overall (Interesting, q q
informative and interactive)
c) Discuss the monitoring techniques for food

safety and method to ensure food safety. q q

Page | 51
d) Discuss the requirements of small
equipmens and procedures of handling and q q
operating all the required equipments.
e) Details of cleaning procedures at the food

preparations q q
f) Discuss about the amenities needed for

washing the hands. q q
g) Details the different methods for sanitising

environment. q q

Page | 52
Assessment Task 3 – Presentation
Unit
Assessment
Second attempt:


Student
Second attempt:

Page | 53
Declaration accessed information from other sources,I have provided references and or
Student
Signature
Date
Trainer/Asse
ssor Name
ssor
Declaration þVocational competencies at least to the level being delivered

feedback to theabove-named candidate.
Trainer/Asse
ssor
Signature
Date
Only _________________ (insert date)
by (insert Name) __________________________________

Page | 54

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Assessment Plan

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

Final result C/NYC Date assessed

Unit Name: SITXFSA006 - Participate in safe food handling practices

• Follow food safety program

The student will have access to the following:

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

• Food Standards Australia New Zealand Act 1991

Unit Name: SITXFSA006 - Participate in safe food handling practices

For further information about this unit go tohttps://training.gov.au/Training/Details/SITXFSA002

Unit Name: SITXFSA006 - Participate in safe food handling practices

For more information, please refer to RTO Student Handbook.

Unit Name: SITXFSA006 - Participate in safe food handling practices

Section 2: Reasonable adjustments

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Category Possible Issue Reasonable Adjustment Strategy

Unit Name: SITXFSA006 - Participate in safe food handling practices

Explanation of reasonable adjustments strategy used (If required)

Unit Name: SITXFSA006 - Participate in safe food handling practices

Assessment task description:

Resubmissions and reattempts:

Instructions for answering written questions:

Unit Name: SITXFSA006 - Participate in safe food handling practices

How yourtrainer/assessor will assess yourwork?

Purpose of the assessment task:

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

An example might help you assess the situation better:

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

There are 7 steps in cleaning and sanitizing equipment:

Unit Name: SITXFSA006 - Participate in safe food handling practices

Recycle your bottles and cans.

Compost your food scraps.

Unit Name: SITXFSA006 - Participate in safe food handling practices

There are 7 steps to safely handle waste:

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

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

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

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

Feedback to First attempt:

Unit Name: SITXFSA006 - Participate in safe food handling practices

þ Current relevant industry skills

þ Current knowledge and skills in VET, and undertake

þ Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s submission. The

Unit Name: SITXFSA006 - Participate in safe food handling practices

Section 1: Information for Students

Section 2: Reasonable adjustments

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Category Possible Issue Reasonable Adjustment Strategy

Unit Name: SITXFSA006 - Participate in safe food handling practices

Unit Name: SITXFSA006 - Participate in safe food handling practices

Assessment task description

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

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

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

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

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

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