2. Understand the importance of keeping him/herself clean and hygienic
1. Understand how individuals can take personal responsibility for food safety
1.1 Outline the importance of food safety procedures, risk assessment, safe food handling and behaviour.
The learner can identify appropriate cleaning techniques for instance take extra care in how packaging and food waste from raw food is thrown away. If packaging from raw food touches clean work surfaces they should be washed and disinfected afterwards. The learner can identify the impact and proper use of cleaning products and understands the possible effect on human health and environment as well as on the material it is applied on. The learner can identify when to use which specific cleaning tools and is able to use the different cleaning tools correctly. The learner can apply various cleaning methods and is able to clear tables efficiently, avoid cross contamination and keep in mind food hygiene regulations.
1.2 Describe how to report food safety hazards.
The learner can observing and taking account in everyday catering work and taking decisions and measures in the everyday catering work, also that colleagues or guests are not injured, observing and taking account of all conditions in the work environment. The learner can observe and take into account all conditions in the food work environment capable of affecting health and safety.
1.3 Outline the legal responsibilities of food handlers and food business operators.
The learner can outline the requirements of various regulations in food preparation and health and safety. For example regulations, preparation, storage, infections, cross contamination, reporting, date marks, reporting illness and basic first aid in the kitchen. The learner should also outline the law that requires; to report accidents, incidents and near misses, to report equipment that is broken or damaged, to properly use and look after any personal protective equipment, to make sure any guards are in place before operating machinery, not distract anyone else operating machinery, not to clean dismantle or operate dangerous equipment if you are under 18 years old, not to operate any machinery or use any chemical until it has been assessed by your employer and you have been properly trained and not to engage in horseplay which would put fellow employees at risk.
2.1 Explain the importance of personal hygiene in food safety including its role in reducing the risk of contamination
The learner explains how personal hygiene affects food safety; gives justification to the thesis that food handlers may act as a sources of, and vehicles for, food poisoning bacteria; explains how the risk to food safety is raising due to poor personal hygiene and practices; how good personal hygiene reduces the risk of contaminating food with bacteria.
2.2 Describe effective personal hygiene practices, for example, protective clothing, hand washing, personal illnesses, cuts and wounds
The learner knows the purpose and types of protective clothing; design features of protective clothing to reduce the risk of contamination and importance of keeping protective clothing clean and in good condition. He/she explains the role of hands in transferring bacteria to food; he/she is able to demonstrate the proper ways of washing hands and name the set of circumstances and situations in which personal hygiene is crucial in terms of reducing the risk of contamination. The learner explains the connections between wearing jewellery and accessories, long nails, unprotected hair, clothing and food safety. He/she knows how to protect cuts and wounds so that they would stay secured and how to prevent the bacteria from skin damages from contaminating the food. The learner describes the risk caused by stomach upsets, infected lacerations and burns, severe colds, ear, eye, throat infections and skin diseases. The learner is aware that smoking in rooms where food is produced, stored, served or processed is prohibited. He/she is aware of the need to report cuts, wounds, illnesses listed above to supervisors and/or managers.
4.1 State the sources and risks to food safety from contamination and cross contamination to include microbial, chemical, physical and allergenic hazards.
The learner can recognise the role micro-organisms play in causing food poisoning. He/she knows the growth requirements of microorganisms and those foods which are high risk.
The learner can state the sources of food poisoning bacteria. He/she can give examples of chemical and physical hazards and allergens. The learner can also give the risks of contamination and cross contamination and the measures which need to be taken to minimise these risks.
4.2 Explain how to deal with food spoilage including recognition, reporting and disposal.
The learner can recognise and describe the appearance of spoiled food. He/she can explain the required reporting procedures for food spoilage and why these steps are necessary. The learner can explain the disposal of spoiled food process, methods and reasons for these processes.
4.3 Describe safe food handling practices and procedures for storing, preparing, cooking, chilling, reheating, holding, serving and transporting food.
The learner can describe what the ‘Temperature Danger Zone is’. He/she can state the necessary temperatures for the destruction of bacterial toxins and spores. He/she can describe the safe food handling procedures for reheating, cooking and thawing food and explain the risks involved. The learner can describe the safe food handling practices for using chillers and chilled food and the prevention of contamination and cross contamination during these processes.
4.4 Explain the importance of temperature controls when storing, preparing, cooking, chilling, reheating, holding, serving and transporting food.
The learner can identify the range of the ‘Temperature danger zone’ and explain its importance to bacterial growth. He/she can explain the importance of checking food temperatures during cooking and the importance of temperature control for high risk foods. He/she can state the correct temperatures for the storage of different food types and explain the necessary monitoring and recording practices of temperatures.
4.5 Describe stock control procedures including deliveries, storage, date marking and stock rotation.
The learner can describe the importance of checking deliveries. He/she can explain how canned and dried food should be stored and be able to explain the processes for safe disposal of food. He/she can explain the risks of contamination and cross contamination from inadequate stock control procedures and can explain the importance of keeping food storage areas clean and tidy. The learner can also explain the importance of the separation of raw and ready-to-eat foods and the necessary food preparation practices for storage.
3.1 Explain how to keep the work area and equipment clean and tidy including cleaning and disinfection methods.
Learner can explain how to keep the work area and equipment clean and tidy: He/she is familiar and can describe definitions and examples of “clean-as-you-go”, “scheduled cleaning”, “cleaning in place” and “cleaning out of place”. Learner can explain uses of cleaning and disinfection chemicals; cleaning procedures for premises, equipment and utensils; importance of using appropriate cleaning materials; importance of waste disposal; methods for waste disposal; frequency of waste disposal; cleaning and location of waste bins. The learner can describe safe use and storage of cleaning chemicals and materials and explain appropriate storage areas away from food, avoiding prolonged soaking of materials, single use and colour-coded cloths. The learner is familiar with the rules of waste disposal such as regular disposal, no over-night storage, use of bin bags, waste containers kept clean and in good condition, clean as you go, separating food and general waste eg glass policy, external waste storage (covered waste container, impervious surface, away from direct sunlight, kept clean and tidy to avoid odours and so as not to attract pests).
3.2 State how work flow, work surfaces and equipment can reduce contamination risks and aid cleaning.
The learner can explain how correctly designed premises can help food hygiene standards. He/she understands the need for work surfaces, floors, walls, sinks and equipment to be constructed of appropriate materials, in order to aid cleaning, resist wear and damage and reduce the risk of contamination. The learner can describe possible food safety hazard of damaged surfaces and equipment; how the design and layout of kitchens and food rooms can affect hygiene standards; importance of work flow in a kitchen; standard of services and facilities. He can explain that the equipment needs to be easy to take apart, in good state of repair, installed as to allow adequate cleaning of surrounding areas, easily cleaned, impervious, non-tainting , resistant to corrosion and fit for purpose.
3.3 Outline the importance of pest control.
The learner explains what types of food pests there are (birds, insects, rodents). What hazards they provide (droppings, hairs, bodies and microbiological). How they can access buildings, signs of infestation (droppings, smell, smear marks, pupae/egg cases, larvae, damaged/gnawed packaging and food spillages, infrastructure holes), maintenance of premises, reporting and repairs to it.
4. Understand the importance of keeping food safe
3. Understand the importance of keeping the work areas clean and hygienic
Food Safety in Catering (1 credit)