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AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Table of Contents
ABOUT THE TOURISM, TRAVEL AND HOSPITALITY TRAINING PACKAGE 6
ABOUT THIS UNIT OF COMPETENCY 7
LEARNER INFORMATION 8
RESOURCES REQUIRED 9
WORK HEALTH AND SAFETY 9
REASONABLE ADJUSTMENT 10
CONTEXTUALISATION 11
CHAPTER 1: EVALUATE ORGANISATIONAL CHARACTERISTICS THAT IMPACT ON
FOOD 12
Activity 1: All About Organisations 12
Activity 2: Controlling Different Operations 13
Activity 3: The Specifics of Food Specifications 14
Activity 4: Preparing Food at the Lounge 15

CHAPTER 2: DEVELOP FOOD SAFETY PROGRAM 17

Activity 1: Creating a Food Safety Program for Heion 17
Activity 2: A Night at the Lounge 20
Activity 3: Sticking to the Standards 22
Activity 4: Getting Critical 24
Activity 5: Making Revisions 25
Activity 6: Reviews and Audits 26

CHAPTER 3: IMPLEMENT FOOD SAFETY PROGRAM 27

Activity 1: Embracing the new Food Safety Program 27
Activity 2: Monitoring and Correcting 28
Activity 3: Corrective Actions at Work 29
Activity 4: Documents in Food Safety Management 30

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(AITE) a food safety program RTO Provider No.: 91630
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CHAPTER 4: PARTICIPATE IN FOOD SAFETY AUDIT 31

Activity 1: All About Audits 31
Activity 2: How Audits Work 32
Activity 3: Lattetude’s Food Safety Program 33

CHAPTER 5: EVALUATE AND REVISE FOOD SAFETY PROGRAM 35

Activity 1: Keeping Compliant 35
Activity 2: Lattetude’s Nonconformities 37

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About the Tourism, Travel and Hospitality Training

Package

The SIT Tourism, Travel and Hospitality Training Package contains qualifications to provide
skills for people working in the following industry sectors:
 Hospitality
 Cookery
 Tourism
 Travel; and
 Events
Skills covered in these qualifications relate to areas including commercial cookery and
patisserie, event management, travel consultancy, caravan and holiday park management,
tour guiding, attractions management, visitor centre operations, food & beverage service,
hotel operations and management and tour operations.
To know more about this training package, click on this link:
https://www.skillsiq.com.au/FeedbackForum/TrainingPackages1/SITTourismTravelandHos
pitality

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(AITE) a food safety program RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

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About this Unit of Competency

SITXFSA008 - Develop and implement a food safety program
This unit SITXFSA008 Develop and implement a food safety program describes the
performance outcomes, skills and knowledge required to develop, implement and evaluate a
food safety program for all stages in the food production process, including receipt, storage,
preparation, service and disposal of food. It requires the ability to determine program
requirements and prepare policies and procedures for other personnel to follow.
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.
A food safety program would most commonly 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 senior personnel who work independently and who are responsible for making
strategic decisions on establishing and monitoring risk control systems for food related
hazards. This could include chefs, kitchen managers, catering managers, fast food store
managers and owner-operators of small business catering operations or retail food outlets.
In some States and Territories businesses are required to designate a food safety
supervisor who is required to be certified as competent in one or more designated units of
competency through a registered training organisation.
A complete copy of this unit of competency is found in this link:
https://training.gov.au/Training/Details/SITXFSA008

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Learner Information
This Learning Activity Booklet contains formative activities that you will complete on your
own, in a classroom, or a similar environment.
These activities include knowledge questions and practical activities. This aims to test your
understanding of the knowledge and skills required for the unit of competency where you
will undertake the assessment.
These activities are used by your trainers to complement both the learning and training
processes, and to evaluate how you are progressing throughout these processes.
IMPORTANT:
The completion of the formative assessments and learning activities included in this
workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA).

Learner Details

Learner Name Armaan Singh Sandhu

Phone 450 376 250

Email

Trainer Details

Trainer Name

Relevant Qualifications Held

Training Organisation

Phone

Email

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Resources Required
To complete the learning activities in this booklet, you need access to:
 Computer with Internet, email access, and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Your Learner resource

Work Health and Safety

Both the trainers and learners have duty of care in ensuring the learning environment is free
from hazards that may pose risks to their health and safety.
According to WHS legislation, trainers and learners must take reasonable care while
undertaking the activities included in this workbook in the learning environment.

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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a
disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or
making changes to the training delivered to assist a learner with a disability. A reasonable
adjustment can be as simple as changing classrooms to be closer to amenities or installing
a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
 The same learning opportunities as learners without a disability, and
 The same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure learners needs continue to be met

Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must not impact
on the standard expected by the workplace, as expressed by the relevant unit(s) of
competency. For example, if the assessment were gathering evidence of the learner’s
competency in writing, allowing the learner to complete the assessment verbally would not
be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

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Contextualisation
Contextualisation is the process of modifying learning resources to make learning more
meaningful for your learners and their employers.
Precision RTO Resources recommends that your RTO contextualise the learning resources
before using them. Contextualisation must retain the integrity of the assessment and the
outcome of the unit of competency.

Contextualising for your state/territory

The contents of this learning resource are not written for a specific state/territory. Where the
learning resource refers to legislation and other industry requirements which may vary
across states/territories, model answers are based on one state/territory.
Should your RTO intend to use this learning resource for learners from your state/territory,
Precision RTO Resources recommends you to:
 Access and review the legislation and industry requirements applicable in your
learner’s state/territory.
 Update assessments and benchmark answers to reflect the legislation and industry
requirements applicable in your learner’s state/territory.

A comprehensive guide in contextualising your assessment tools for your RTO can be
accessed through this link:
https://precisionrtoresources.com.au/blog/latest-news/rto-contextualisation-guide/

SITXFSA008 – Develop and implement Australis Institute of Technology and Education

(AITE) a food safety program RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

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Chapter 1: Evaluate Organisational Characteristics That

Impact on Food
Activity 1: All About Organisations

The paragraph below talks about the different organisational characteristics. Complete
the paragraph below by filling in the missing words or phrases. Choose your answer in the
selection box provided.

ALL ABOUT ORGANISATIONS

Organisations have a set of unique characteristics that set them apart from other
organisations. These are called organisational characteristics and serve as the business’
demographic information.
Organisational characteristics can encompass a variety of factors. This includes
facilities and equipment, which determine what a business is capable of producing. It
can also encompass factors such as the size of an organisation or its clientele,, which
are the people it serves. The size, products and requirements of an organisation are also
a part of its characteristics. This dictates what they are capable of producing or selling.
These characteristics can be identified through three simple steps. Firstly, you should
look into your organisation's documents. This contains forms, reports, tables and notes
of what the people in your kitchen do. Next, consult with colleagues. This helps provide
additional input on what information in the documents is seen in actual practice. Lastly,
you should filter through the information. This entails verification , which is a
means of establishing the truth or validity of the information you have.

SELECTION

Producing Documents

Clientele Characteristics

Verification

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Activity 2: Controlling Different Operations

Identify at least one control method for each food handling operations identified.

Control Methods for Each Food Handling

Food Handling Operations
Operation

1. Receiving food Inspection upon arrival, verifying supplier

documentation.

2. Storing food Proper labeling and rotation, maintaining

appropriate temperatures.

3. Preparing food Implementing personal hygiene practices,

using sanitized equipment.

4. Processing food Following standardized recipes and

procedures, maintaining cleanliness of
processing equipment.

5. Displaying food Using clean and sanitized display cases,

adhering to FIFO (First In, First Out)
method.

6. Serving food Practicing proper portion control, using

utensils to prevent direct hand
contact.

7. Packaging food Using food-grade packaging materials,

ensuring proper sealing and labeling.

8. Transporting food Using insulated containers or vehicles with

temperature control, securing food to
prevent contamination.

9. Disposing of food Segregating food waste from other waste,

following proper waste disposal
regulations.

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Activity 3: The Specifics of Food Specifications

Match the descriptions provided below to the correct specification in the selection.

DESCRIPTION SELECTION

This is a quality assurance

specification that lets you
Nutritional label (4)
know what ingredients the
food product contains.

This product specification

tells you what the product's
Ingredient listing (1)
colour, smell, taste and
texture is.

This is a quality assurance

specification that certifies Dispatch and storage
that the food product meets methods (5)
a certain set of standards.

This is a quality assurance

specification that indicates
what the product's standard Sensory properties (2)
serving size is and what
nutrients it has.

This product specification

specifies how many units of
a product must be packed Product certifications (3)
together to form a dispatch
unit.

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Activity 4: Preparing Food at the Lounge

PREPARING FOOD AT THE LOUNGE

The Lounge is a premier bar within The Continent Hotel. It is known for its unique
cocktails and scenic views. It is a popular spot for young adults and is often full on Friday
and Saturday nights.
You are the general manager of The Lounge and are in charge of overseeing its
operations. Above all else, you have to make sure that both the food and environment are
safe for your customers. Today, you are asked to review your existing policies to see if
they comply with legislative requirements.
The Lounge serves snacks that are best paired with their home-brewed beer. Of the five
meals they serve, only two are cooked or hot meals. These are fish and chips and
flavoured fries. The ingredients for these dishes arrive frozen. You notice that your
policies simply state that frozen ingredients must be thawed. It does not specify that fish
should be thawed in refrigeration because it is a potentially hazardous food. It does not
specify that ingredients cannot stay in room temperature for more than four hours. This
is specified by legislative requirements. Instead of thawing the ingredients in
refrigeration, both the fries and fish fillet are left on the countertop to thaw. They are
thawed at room temperature several hours before the beginning of service and cooked
as they are ordered.
The other dishes The Lounge serves include salad, fresh fruit, and pretzels. Salads and
fresh fruit slices are prepared upon order but are cut up before the beginning of service.
Your policy states that the pre-cut fruit and salad ingredients are kept in individual, sealed

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containers in the chiller at 5°C or colder. This is in compliance with legislative

requirements. This helps prevent biological and physical contamination. Pretzels are
transferred into an air-tight container and scooped out as plated as it is ordered.
Answer the following questions based on the case study scenario.

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1. Identify which preparation policy presented complies with legislative

requirements.

The preparation policy for pre-cut fruit and salad ingredients complies with
legislative requirements.

2. Identify the issue with the non-compliant preparation policy.

The issue with the non-compliant preparation policy is that fish and fries are
thawed at room temperature for several hours before cooking, which violates legislative
requirements regarding potentially hazardous foods and the time-temperature control
for safety.

3. Rewrite the non-compliant policy so that it assures compliance with legislative

requirements.

"Frozen ingredients, especially potentially hazardous foods like fish, must be

thawed in refrigeration at 5°C or colder to prevent bacterial growth. Thawing at room
temperature for more than four hours is not permitted. Ingredients must be thawed in
the refrigerator and cooked immediately after reaching a safe temperature."

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Chapter 2: Develop Food Safety Program

Activity 1: Creating a Food Safety Program for Heion

CREATING A FOOD SAFETY PROGRAM FOR HEION

Heion is an award-winning Japanese restaurant located inside The Continent Hotel. It is a

go-to spot for young adults, especially those who are fond of omakase.
You have recently been hired as the restaurant's manager. Your work tasks include
coordinating tasks, managing employees and overseeing operations. One of your recent
tasks has been to create a new food safety program for Heion. A new program is needed
because it has been almost one year since the current program was implemented.
To start the process, you look into existing documents and records. You were able to
review the policies and procedures currently in place. You must gather information on
Heion's operations from those who know it best. This means consulting with the
following stakeholders and inquiring about the information listed.
 Food safety team officer - Areas where non-compliance is most frequent
 Procurement team head - Acquisition and storage of fresh fish
 Itamae, or an authorised chef for Japanese sushi - Current process of preparing
and serving sushi omakase-style.
All three stakeholders are available tomorrow at 9:00 am. Show how you can finalise the
details of your consultation schedule. Also, show how you will carry out the remaining
steps of the consultation process.
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(AITE) a food safety program RTO Provider No.: 91630
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Read the following instructions to perform this activity.

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(AITE) a food safety program RTO Provider No.: 91630
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Role Play Activity

Act out the scenario with three volunteers to show how to carry out the stakeholder
consultation process, while demonstrating the practical skills listed in the checklist
below. Perform this activity while being observed by your trainer. If your trainer is not
available to directly observe you, you may video record the role play activity and submit
the recording to your trainer.
Your role
For this activity, you will take the role of the restaurant manager.
The volunteers’ role
For this activity, the volunteers will take the role of:
 Food safety team officer
 Procurement team head
 Itamae

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OBSERVATION FORM (ASSESSOR’S USE ONLY)

During the role play activity, learner: YES/NO

1. Identifies the resources needed to carry out the consultation.

This may include arranging a physical or digital space for consultation. This also ☐ YES ☐ NO
includes preparing the resources needed, like the documents and records
reviewed.

2. Demonstrates knowledge of the different communication channels for

☐ YES ☐ NO
consultation.

3. Discusses areas where non-compliance is most frequent with food safety team
☐ YES ☐ NO
officer.

4. Discusses the acquisition and storage of fresh fish with procurement team head ☐ YES ☐ NO

5. Discusses the current process of preparing and serving sushi omakase style to the ☐ YES ☐ NO
itamae.

6. Confirms understanding of the topics discussed to each stakeholder

The learner must summarise the information gathered from the stakeholders. The
learner must then gather the relevant personnel and communicate all the findings, ☐ YES ☐ NO
such as all the concerns confirmed and raised. They must also ask questions to
clarify or confirm the information received from each stakeholder.

Trainer’s Overall Feedback

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Activity 2: A Night at the Lounge

A NIGHT AT THE LOUNGE

The Lounge is a premier bar within The Continent Hotel. It is known for its unique
cocktails and scenic views. It is a popular spot for young adults and is often full on Friday
and Saturday nights.
You are the general manager of The Lounge and are in charge of overseeing its
operations. Above all else, you have to make sure that both the food and environment are
safe for your customers.
On a particularly busy Saturday night, you notice that your service staff keep moving.
Once an order is served, another one is taken. It is like a continuous cycle, but it is good
because it means many people are purchasing from The Lounge.
Not long after, several customers came up to you to ask for help. One complained that
they found hair in their dish. Another complained that their platter of fish and chips had
undercooked fish. Upon inspection of both dishes, you confirmed that their claims were
correct. You quickly ask for a replacement of the two dishes and have them served
accordingly.
You understand that it is a busy night, but these errors are dangerous and can put
customers at risk. It also presents a bad image of the bar. You briefly speak to your
employees about this concern and proceed with the night with no additional reported
issues.
At the end of the shift, you update your non-conformance records and list the following:
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 Hair found in dish

 Fish undercooked
Upon reviewing non-conformance records, you learn these issues resurface on the
weekends. You decide an effective approach to this is to make sure staff undergo
training.
Answer the following questions based on the case study scenario.

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(AITE) a food safety program RTO Provider No.: 91630
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1. What were the two issues raised in the case study? Identify what the situation
would look like if proper food safety practices were carried out.

The two issues raised in the case study were:

Hair found in a dish.

Undercooked fish served in a platter of fish and chips.
If proper food safety practices were carried out, these issues would not have occurred.
Hair found in dishes suggests poor hygiene practices in the kitchen, while undercooked
fish indicates a failure to adhere to cooking standards, potentially leading to foodborne
illnesses.Proper food safety practices would involve maintaining cleanliness in the
kitchen, following standardized recipes and cooking procedures, and conducting regular
quality checks to ensure the safety and quality of the food served.

2. Why did the manager need to speak to employees immediately after the issues
were identified?

The manager needed to speak to employees immediately after the issues were
identified to address the concerns and reinforce the importance of adhering to food
safety protocols. By addressing the issues promptly, the manager can prevent further
occurrences and ensure that all staff members understand the seriousness of
maintaining food safety standards.

3. Why do you think training is needed in this situation?

Training is needed in this situation to educate staff members on proper food

handling and safety practices. This includes proper hygiene protocols, such as wearing
hairnets or caps to prevent hair from contaminating food, and ensuring that all food
items are cooked to the appropriate temperature to kill harmful bacteria. Training will
help reinforce these practices and ensure that all staff members are equipped with the
knowledge and skills necessary to maintain a safe and hygienic environment for
customers.

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(AITE) a food safety program RTO Provider No.: 91630
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Activity 3: Sticking to the Standards

The items below are related to the different standards referenced during food safety
program development. Carefully read them, then choose the letter of the correct answer.

1. This is the primary food regulatory body in Australia. It was established as a result
of the Food Standards Australia New Zealand Act 1991.
a. Australia New Zealand Food Standards (ANZFS)
b. Food Standards Australia New Zealand (FSANZ) ✓
c. Australia New Zealand Food Safety (ANZFS)
d. Food Safety Australia New Zealand (FSANZ)

2. Which of the following is not a standard in Chapter 3 of the Food Standards

Code?
a. Standard 3.2.1 Food Safety Programs
b. Standard 3.1.1 Interpretation and Application ✓
c. Standard 3.3.1 Food Safety Programs for Food Service to Non-Vulnerable
Persons
d. Standard 3.2.3 Food Premises and Equipment

3. How many principles does the Hazard Analysis and Critical Control Points
(HACCP) System have?
a. 5
b. 7 ✓
c. 6
d. 11

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(AITE) a food safety program RTO Provider No.: 91630
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4. Which of the below scenarios is an example of non-compliance to food safety

practices?
a. Adhering to personal hygiene guidelines
b. Checking for food temperatures upon delivery, especially for frozen or
chilled food
c. Storing food within the safe temperature zone
d. Use of cloth rags for unsuitable purposes ✓

5. Which best explains why policies and procedures must reflect regulatory
requirements and standards?
a. Regulations and standards on food safety and handling help ensure that
the production process of food is safe.
b. Regulations and standards allow consumers to purchase potentially
hazardous food. ✓
c. Regulations and standards are universal and do not change depending on
the country.
d. Policies and procedures do not care about hazards. The Continent Hotel
wants its staff to look like one another by making sure they all dress the
same.

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Activity 4: Getting Critical

Read each statement below. Tick ‘True’ if the statement is correct, and ‘False’ if not.

Statement True False

A critical control point is a step in the food production

✓ ☐
process wherein preventive measures can be applied.

Flow diagrams can help you map out all possible outcomes
of food handling operations. It helps you map out a mode of ✓ ☐
action for each path taken.

The most accurate way to get an idea of what hazards can

occur in the workplace is to look at generic operation ☐ ✓
procedures.

The HACCP has identified how many critical control points

☐ ✓
can be present in food handling operations.

Critical limits must be observed, measured and monitored in

✓ ☐
real-time.

Documents such as food receipt records and storage

✓ ☐
temperature records outline control methods.

States and territories manage a food handling business’

☐ ✓
monitoring documents.

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Activity 5: Making Revisions

The passage below is about revising documents and incorporating standards into
workplace documents. Choose a word from the selection below to fill in each of the
blanks in the text.

FILL IN THE BLANKS

When hazards are seen in the workplace, there are actions that need to be taken to tackle
them. One is to find Corrective Actions suited for each hazard.
These actions fix an existing problem as it occurs. They address hazards at different
critical control points. It is composed of two elements, namely Immediate action and
investigation of the loss of control. When you have decided on what corrective action to
take, you should record it in your template. This will indicate what hazard was seen, when
and where it was seen, and what was done to combat it.
Another action that needs to be taken when hazards are present is updating existing
documents. As a food handling business, it is important that you keep the Specifications
of your foodstuffs up to date. Any corrective action that can affect how food is made,
packed, stored and Transported must reflect in your specifications. When it is time to
update your documents, be sure to use the proper HACCP Plan and involve other
knowledgeable Personnel. This helps assure your document is accurate.

SELECTION

Template Personnel

Immediate Corrective Actions

Transported Specifications

HACCP Plan Points

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Activity 6: Reviews and Audits

1. Identify the steps in the process of developing a schedule for food safety program
review. In your own words, briefly discuss each.

Developing a schedule for a food safety program review involves several key steps:

1. Define the Scope and Objectives: Identify the specific areas of the food safety program
to be reviewed (e.g., food handling, sanitation, employee training) and establish the
objectives of the review. This ensures that the review is focused and aligned with the
program's goals.

2. Determine the Frequency of Reviews: Decide how often reviews will take place. This
could be annually, quarterly, or monthly, depending on the size of the operation and any
regulatory requirements.

3. Set the Timeline: Establish a clear timeline for the review process, including specific
dates for each phase, such as data collection, assessment, and feedback.

4. Assign Responsibilities: Identify who will be responsible for conducting the review and
ensure they have the necessary training and resources. This could include food safety
officers, managers, or external auditors.

5. Prepare Review Tools and Resources: Create or gather any tools necessary for the
review, such as checklists, inspection forms, or audit criteria. These tools ensure that the
review process is thorough and consistent.

6. Communicate with Stakeholders: Inform all relevant stakeholders (e.g., kitchen staff,
management, suppliers) about the review schedule and what will be expected of them.
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This helps prepare everyone involved for the review.

7. Conduct the Review: Execute the review as per the established timeline, ensuring all
relevant areas are assessed. Gather data, observe practices, and document findings.

8. Analyze Results and Report Findings: After the review, analyze the results to identify
strengths, weaknesses, and areas for improvement. Prepare a report summarizing the
findings and recommending corrective actions.

9. Implement Changes: Based on the findings, make necessary changes or updates to

the food safety program. This could involve revising procedures, providing additional
training, or addressing equipment issues.

10. Follow-up and Monitor: After changes are made, schedule follow-up reviews to ensure
that improvements are implemented and the program remains effective.

2. Identify the steps in the process of documenting a food safety program.

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1. Identify Program Requirements: Determine the specific requirements and

objectives of the food safety program based on regulatory standards, industry best
practices, and the unique needs of the establishment.

2. Develop Program Documentation: Create written documentation outlining the

components of the food safety program, including policies, procedures, protocols, and
control measures. This documentation should cover all aspects of food handling,
preparation, storage, and serving to ensure compliance with food safety regulations and
standards.

3. Review and Approval: Review the draft documentation with key stakeholders, such as
management, food safety experts, and relevant regulatory authorities, to ensure
accuracy, completeness, and alignment with requirements. Obtain approval for the final
version of the documentation before implementation.

4. Training and Communication: Communicate the contents of the food safety program
documentation to all relevant personnel through training sessions, meetings, and written
materials. Ensure that staff understand their roles and responsibilities in implementing
the program effectively.

5. Implementation: Put the documented food safety program into practice across all
areas of the establishment involved in food handling and preparation. This may involve
updating existing procedures, implementing new protocols, and providing necessary
resources and support to staff.

6. Monitoring and Evaluation: Continuously monitor the implementation of the food

safety program to ensure adherence to documented procedures and control measures.
Evaluate the effectiveness of the program through regular inspections, audits, and
feedback mechanisms.

7. Documentation Updates: Periodically review and update the documentation of the food
safety program to reflect changes in regulations, industry standards, and best practices.
Ensure that all revisions are documented and communicated to relevant stakeholders to
maintain compliance and effectiveness.

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Chapter 3: Implement Food Safety Program

Activity 1: Embracing the new Food Safety Program

The descriptions below describe terms related to communicating food safety programs
and organising training and mentoring. Match the descriptions provided below to the
correct specification in the selection.

DESCRIPTION SELECTION

This is one of the means of

communicating with
colleagues that involves
physical documents. These
Scope of changes (4)
communicate official
business between
individuals or teams within a
workplace.

These serve as a reminder

to employees of the
Peer evaluations(5)
organisation's policies and
procedures.

This is a person with the

necessary knowledge and
experience that allows them Memorandums (1)
to provide guidance to
others.

This refers to the exact

changes made when a food Mentor (3)
safety program is revised.

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This lets you know what an

employee is capable of
doing in terms of working in
Signage (2)
a team. This helps you
identify the current
capacities of an employee.

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Activity 2: Monitoring and Correcting

1. List the three different modes of action you may take to monitor operational
activities. Briefly describe how each can be effective in monitoring.

a. Direct Observation:
Description: Direct observation involves physically observing operational activities
in real-time. This can include observing food handling practices, cleanliness of the
kitchen, and adherence to safety protocols.
Effectiveness: Direct observation allows for immediate feedback and correctionof
any deviations from established procedures. It provides firsthand insight into how
operations are being carried out and enables supervisors to identify areas for
improvement or training needs.

b. Documentation Review:
Description: Documentation review involves examining records, logs, and
documentation related to operational activities. This may include temperature
logs, cleaning schedules, inventory records, and food safety checklists.
Effectiveness: Reviewing documentation provides a comprehensive overview of
operational activities over time. It allows for trend analysis, identification of
recurring issues, and verification of compliance with regulatory requirements.
Documentation review also serves as a valuable tool for auditing and
accountability.

c. Feedback from Staff and Customers:

Description: Gathering feedback from staff and customers involves soliciting
input, comments, and observations regarding operational activities. This can be
done through staff meetings, suggestion boxes, customer surveys, or direct
communication.
Effectiveness: Staff and customer feedback provide valuable perspectives on
operational performance and customer experience. Staff members can offer
insights into day-to-day operations, potential challenges, and suggestions for
improvement. Customer feedback helps gauge satisfaction levels, identify areas
for enhancement, and address any concerns promptly to ensure a positive dining
experience.

2. List the five elements of corrective action. Briefly describe the purpose of each.

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a. Identification of Nonconformity:
Purpose: The first step in corrective action is to identify the nonconformity or
deviation from established standards, procedures, or requirements. This involves
recognizing any deficiencies, errors, or failures within the operational processes
that need to be addressed.

b. Root Cause Analysis:

Purpose: After identifying the nonconformity, conducting a root cause analysis
helps determine the underlying reasons or factors contributing to the issue. This
involves investigating the causes behind the nonconformity to understand why it
occurred and prevent its recurrence in the future.

c. Development of Corrective Actions:

Purpose: Based on the findings of the root cause analysis, corrective actions are
developed to address the identified nonconformity effectively. These actions are
specific measures or steps designed to eliminate the root cause and prevent
similar issues from occurring again.

d. Implementation of Corrective Actions:

Purpose: Once the corrective actions are developed, they need to be implemented
promptly and effectively. This involves putting the planned measures or
interventions into action to address the nonconformity and resolve the underlying
issues within the operational processes.

e. Verification of Effectiveness:
Purpose: After implementing corrective actions, it is essential to verify their
effectiveness in addressing the nonconformity and preventing its recurrence. This
involves evaluating the results of the corrective actions to ensure that the root
cause has been eliminated and that the operational processes are functioning as
intended. Verification may include monitoring, testing, or follow-up assessments
to confirm that the corrective actions have been successful.

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Activity 3: Corrective Actions at Work

1. Complete the following tasks below:

a. Identify the two elements of corrective action.
b. Briefly explain each element of corrective action.

Root cause analysis is the process of identifying the underlying reasons or factors
contributing to a nonconformity or deviation from established standards or requirements.
It involves investigating the causes behind the issue to understand why it occurred and to
prevent its recurrence in the future. Root cause analysis helps uncover the fundamental
factors that need to be addressed to effectively resolve the problem and improve
operational processes.

2. Identify the actions that can be taken to make changes to an organisation’s food
safety practices. In your own words, briefly discuss each.

Once the root cause of the nonconformity has been identified through root cause
analysis, the next step is to develop corrective actions. Corrective actions are specific
measures or steps designed to address the identified root cause and prevent similar
issues from occurring again. These actions are developed based on the findings of the
root cause analysis and are aimed at eliminating the underlying causes of the
nonconformity to improve operational performance and ensure compliance with
standards and requirements.

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Activity 4: Documents in Food Safety Management

Hidden below are words related to maintaining food safety management documents.
Refer to the items below to identify the words you must find. Once you have identified the
word, search for them in the word search table below.
1. Physical and digital are the two ways you can maintain food safety
management documents.
2. This type of storage is also known as 'pen-and-paper' filing.
3. This type of storage makes use of encoded documents or scans of physical
documents.
4. What organisations have to indicates what method of storage they are able
to use. It mostly depends on what facilities are available.
5. When you want to know what method of storage is easier to use, you will ask the
question, 'What is more for everyone?’

F S L H X D G P T I W P H S W H Z L Q K

S Z C L Q Y R T D P V I C M Y W D F G I

T C U P S C Y O E S D U O P Y A Y I X O

M K C E H N L A R U R P N J T H Y O S B

E G O T T Y L E I M Y K V W E S R H X D

R D L W R D S P D M Z Z E K A Z U B X M

O S V A C E I I E A K R N A D R L F M S

L Y N E L H E G C E Y V I X B R L Z I V

Q U P P S S E C C A C O E H R E A E I O

V G L C U K O K L K L E N I L E T L F F

W A O S M X E L W F O S T E M C I J L U

Z P Z D X B F W T V T V T A F U G S N G

A B O C I F F Z G A E V N G S E I L X Q

F A N J U S T O R A G E K Z I G D I C E

S V K P O Y N O A X O K J B T N X X H A

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Chapter 4: Participate in Food Safety Audit

Activity 1: All About Audits
Read each statement below. Tick ‘True’ if the statement is correct, and ‘False’ if not.

Statement True False

There are three main types of audits. These are first-party, second
✓ ☐
-party and third-party audits.

All types of audits are official audits that can be done for
☐ ✓
compliance.

Second- and third-party audits can be carried out by government-

✓ ☐
employed and privately-employed auditors.

An auditor's duties include determining appropriate audit

✓ ☐
frequency and assessing a business' compliance.

An audit memo is the most tangible evidence that proves that an

✓
audit occurred.

The requirements for an audit include the application form,

✓
application fee and a copy of the food safety program.

Local regulator bodies determine the frequency of a business'

☐ ✓
audit. This is dependent on the name of the business.

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Activity 2: How Audits Work

Arrange the steps in the selection below to form the audit process.

SELECTION

Examination of the business Closing meeting

Reporting of audit findings Audit preparation

Opening meeting

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Activity 3: Lattetude’s Food Safety Program

LATTETUDE’S FOOD SAFETY PROGRAM

Lattetude is a small, emerging café in the city of Cairns. Young adults and teenagers
frequent the café for their cheap, light snacks or for a quick chat with their peers or with
the friendly baristas.
You are Lattetude's manager. Your work tasks include coordinating tasks, managing
employees and overseeing operations. In addition, you assure the safety of both
customers and employees and work to make sure the items being served are fresh,
delicious and safe.
The business is currently preparing for its routine food safety audit. As a manager, you
have compiled all necessary documents, such as non-conformance reports, the previous
food safety program and so on. You were able to do this by accessing your
organisation's physical records and locating food safety documents from the past
months.
To prepare for the opening meeting, you have created a team of personnel that you can
depend on to provide assistance to your auditor. They can answer any questions an
auditor may have during their examination. This team includes Miller, the head barista,
Gabrielle, the junior server, and Wendy, the cashier. Miller will help walk the auditor
through the process of preparing the drinks on their menu. Gabrielle will assist by
showing the auditor the organisational processes for serving and transporting drinks
throughout the hotel. Lastly, Wendy will assist the auditor by guiding them through the
process of assembling and packing orders.
Answer the following questions based on the case study scenario.

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1. Why do you need to compile old documents?

Compiling old documents, such as non-conformance reports and previous food safety
programs, is essential for the food safety audit process. These documents provide
historical data and evidence of past performance, allowing the auditor to assess the
café's compliance with food safety regulations over time. Additionally, reviewing old
documents helps identify any recurring issues or areas for improvement that need to be
addressed during the audit.

2. What is the purpose of creating a team to assist the auditor?

Creating a team to assist the auditor serves several purposes. Firstly, it demonstrates
the café's commitment to transparency and cooperation during the audit process.
Secondly, having knowledgeable personnel available to answer the auditor's questions
helps ensure that accurate information is provided promptly, facilitating a smoother and
more efficient audit. Finally, involving key staff members like the head barista, junior
server, and cashier allows the auditor to gain insights into different aspects of the café's
operations, such as drink preparation, serving processes, and order assembly.

3. What are the steps that follow the opening meeting?

1. Document Review: The auditor reviews the compiled documents, including non-
conformance reports and previous food safety programs, to assess the café's
compliance history and identify any areas of concern.
2. On-Site Inspection: The auditor conducts an on-site inspection of the café's facilities,
equipment, and operational processes to evaluate adherence to food safety regulations
and standards.
3. Interviews and Observations: The auditor may conduct interviews with staff members,
observe food handling practices, and review operational procedures to gather additional
information about the café's food safety practices.
4. Audit Findings: Based on the document review, on-site inspection, interviews, and
observations, the auditor identifies any non-conformities or areas for improvement and
communicates these findings to the café's management.

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5. Corrective Actions: The café's management implements corrective actions to address

any identified non-conformities or areas for improvement, ensuring that necessary
changes are made to improve food safety practices.
6. Closing Meeting: The auditor holds a closing meeting with the café's management to
discuss the audit findings, review any corrective actions taken, and provide
recommendations for ongoing improvement in food safety practices.

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Chapter 5: Evaluate and Revise Food Safety Program

Activity 1: Keeping Compliant

The statements below discuss various compliance requirements. Carefully read each
statement below. Then, choose the letter of the correct answer.

1. This is one of the fields of information included in a product specification.

a. Name of auditor
b. Signature of personnel in charge of monitoring temperature
c. Nutritional values ✓
d. Price

2. All of the following are steps in reviewing workplace policies, procedures,

monitoring systems and record keeping methods except:
a. Seek out approval from food product suppliers ✓
b. Identify areas that need revision
c. Implement changes as necessary
d. Identify questions to be asked

3. This is a step in product specification review that involves conducting

experiments. Here, personnel demonstrate the act of preparing food and take
extra precautions to monitor hazards. External personnel can also be contacted
to conduct tests such as bacterial swabs.
a. Contact relevant personnel
b. Identify the specific area of concern
c. Conduct the necessary confirmatory actions ✓
d. Implement changes as necessary

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4. These are the most common sources for food safety parameters. These are
referred to when you validate required food safety controls.
a. Industry guidelines and codes of practice
b. Industry guidelines and codes of practice and Food Standards Code 3.2.2
✓
c. Scientific articles and studies
d. Scientific articles and studies and Food Standards Code 3.2.2

5. This is the step in food safety control validation where you know what parameters
must be met, and you have seen how your processes work. Here, you can learn
what your gaps in food safety are.
a. Document the validation study
b. Define the specific parameters to control the hazard
c. Decide what approach to use as a control measure
d. Analyse the results ✓

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Activity 2: Lattetude’s Nonconformities

LATTETUDE’S NONCONFORMITIES

Lattetude is a small, emerging café in the city of Cairns. Young adults and teenagers
frequent the café for their cheap, light snacks or for a quick chat with their peers or with
the friendly baristas.
You are Lattetude's manager. Your work tasks include coordinating tasks, managing
employees and overseeing operations. In addition, you assure the safety of both
customers and employees and work to make sure the items being served are fresh,
delicious and safe.
Lattetude has recently undergone its routine food safety audit. Below are some of the
non-conformances found upon audit:
 Equipment layout, design and conditions
The ice chest is pressed too close to the display chiller. The equipment does not
provide easy access for cleaning and sanitising.
 Store condition (walls, ceilings, floors, etc.)
Sludge was found under four large pieces of equipment. These equipment are the
display chiller, espresso machine, range oven, and ice chest.

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With the information provided by the auditor, the following changes were made:
 Lattetudes daily cleaning policy has been revised to specify what part of
equipment must be wiped down daily. The new policy is as follows:
o Daily cleaning is done immediately after closing. Daily cleaning tasks
include mopping floors, washing countertops, and wiping down all sides of
equipment.
 Lattetude’s deep cleaning policy has been revised to reflect a new cleaning
schedule. From fortnightly, deep cleaning is now required once a week. The new
policy is as follows:
o Deep cleaning of the premises will occur every Sunday at closing. This
involves removing equipment and cleaning their body and the adjacent
area. This also involves power washing kitchen floors.
After making the necessary changes, you prepare to submit your new food safety
program for approval. Upon their approval, you communicate the revisions to the
personnel in the kitchen. This is to let them know that there are new practices that must
be followed and that they should expect to make adjustments.
The newer employees have not tried cleaning behind the said equipment. Hence, training
was scheduled for them in the coming days.
Answer the following questions based on the case study scenario.

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1. Why is there a need to make changes to existing policies on cleaning?

The need to make changes to existing policies on cleaning arises from the non-
conformances identified during the food safety audit. Specifically, issues were found
related to equipment layout, design, and conditions, as well as the condition of the
store's walls, ceilings, floors, etc. These non-conformances indicate deficiencies in the
current cleaning policies and practices, necessitating revisions to ensure that proper
cleaning and sanitation procedures are followed to maintain a safe and hygienic
environment.

2. What are the changes made to the existing policy to address the issues
identified?

To address the issues identified, several changes were made to the existing
cleaning policies at Lattetude:

Daily Cleaning Policy: The policy was revised to specify what part of equipment must be
wiped down daily, ensuring that all sides of equipment are cleaned regularly.
Deep Cleaning Policy: The frequency of deep cleaning was increased from fortnightly to
once a week, and specific tasks for deep cleaning, such as removing equipment and
power washing kitchen floors, were added to ensure thorough cleaning and sanitation.

3. Why is there a need to re-submit the revised food safety program?

The need to re-submit the revised food safety program arises from the changes
made to the existing policies on cleaning. Re-submitting the revised program for
approval ensures that all updates and revisions are documented and communicated to
relevant stakeholders, including regulatory authorities, to demonstrate compliance with
food safety regulations and standards.

4. Why is training important in this situation?

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Training is important in this situation, especially for newer employees, to ensure

that they understand and adhere to the revised cleaning policies and practices. Since
newer employees have not tried cleaning behind the said equipment, training will provide
them with the necessary knowledge and skills to perform their cleaning duties
effectively and consistently. Additionally, training helps reinforce the importance of
proper cleaning and sanitation practices in maintaining food safety and hygiene
standards at the café.

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W e ll do ne !
Now that you have completed the activities in this
workbook, you are ready to take your assessments. Use
your Learner Assessment Pack for this unit.
Discuss with your trainer/assessor first to know the steps
to complete your assessment.
Good luck!

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End of Document

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