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 FBPFSY5001, 'Develop a HACCP-based food safety plan'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop a HACCP-based food safety plan' 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. Describe the product, and scope the food safety plan | 1.1 Obtain the appropriate product-specific knowledge and expertise 1.2 Specify the segment of the food chain and processes involved 1.3 Identify the scope of the HACCP plan and specify the class of hazards 1.4 Draw up a full description of the product 1.5 Identify the intended use and client group for the product |
2. Construct a flow diagram of production and confirm its applicability | 2.1 Include all steps in the operation, from primary production, processing, manufacture and distribution to the consumer 2.2 Use standard symbols and nomenclature to describe the processes and steps in the operation as a flow diagram 2.3 Specify the steps preceding and following a new operation 2.4 Validate the flow diagram against the operation at all stages of production |
3. Analyse all potential hazards for each step and consider control measures | 3.1 Identify hazards that can reasonably be expected to occur at each step 3.2 Analyse hazards and identify the risks posed to the production of safe food 3.3 Consider control measures for each hazard |
4. Determine critical control points and the critical limits for each | 4.1 Follow a process of decision-making to determine critical control points 4.2 Check hazards at each critical control point to ensure a control measure can be put in place 4.3 Modify the product or process where control measures are not available to allow a control measure at another stage 4.4 Specify critical limits for each critical control point that are either measured or sensory |
5. Establish a monitoring system for each critical control point | 5.1 Establish appropriate monitoring methods for each critical control point 5.2 Design monitoring methods to indicate the critical limit has been reached or is trending towards it 5.3 Monitor frequently to ensure that the critical control point is in control 5.4 Make adjustments on the basis of the monitoring of critical limits to prevent deviation and hazards occurring |
6. Establish and record corrective actions and verification procedures | 6.1 Design specific corrective actions to deal with deviations in the critical control point as they occur 6.2 Document procedures for treating or disposing of product for occasions when critical limits are exceeded 6.3 Develop verification procedures 6.4 Carry out verification to ensure the HACCP system is working effectively |
7. Establish documentation and recordkeeping requirements | 7.1 Document all HACCP procedures 7.2 Maintain records, including the collection of continuous monitoring data if required 7.3 Access records to determine that procedures in place are maintaining critical limits at each critical control point 7.4 Access HACCP procedures and review as part of continuous improvement 7.5 Design food safety systems and documentation to meet the requirements of auditing standards |