Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver FBPFST4008, 'Preserve food in cans or sealed containers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Preserve food in cans or sealed containers' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Supervise the preparation of the packaging materials for thermal processing | 1.1 Identify suitable containers for thermal processing 1.2 Assess the container’s properties, function, and integrity 1.3 Set up the container closing mechanism and undertake a trial operation 1.4 Measure and calculate the characteristics of the container |
2. Supervise food preparation and filling of containers | 2.1 Identify the quality requirements of raw materials for processing 2.2 Ensure procedures for dicing and slicing are correctly performed 2.3 Implement the blanching process using either steam, water, microwaves or hot gas 2.4 Apply filling procedures for syrups and brines to produce the specified headspace 2.5 Weigh containers with headspaces and record drained and net weights 2.6 Carry out exhausting to remove all gases from the headspace and oxygen from the container 2.7 Monitor closing of the container |
3. Ensure hermetic sealing of processed food product | 3.1 Ensure materials are cooked and prepared in an aseptic environment, according to food safety requirements 3.2 Place materials into containers and hermetically seal |
4. Eliminate harmful microorganisms in the hermetic sealing or canning of low acid foods | 4.1 Identify microorganisms relevant to preserving of low acid foods 4.2 Interpret the D-value of microorganisms 4.3 Assess the types of microbial spoilage important in thermal processing 4.4 Document the process for eliminating the risk of microbial spoilage in a food product |
5. Assess the impact of acidification in relation to hermetic sealing or canning of low acid foods | 5.1 Measure the acidity of a range of foods 5.2 Identify the relationship between acidity and growth of microorganisms 5.3 Establish critical control points (CCPs) for acidified foods |
6. Monitor retort operation | 6.1 Load containers onto baskets 6.2 Ensure retorts are sealed 6.3 Ensure air trapped inside the retort is removed prior to processing 6.4 Build up pressure in the retort and maintain sterilisation temperature 6.5 Cool the container in chlorinated water |
7. Review thermal processing operation | 7.1 Review CCPs for thermal processing operation 7.2 Review data to ensure adherence within critical limits for each CCP 7.3 Review operating procedures to ensure a quality product |