Food Safety Training

Level 3 Award in Supervising Food Safety in Catering

April 18, 2011 By davesummers Leave a Comment

The level 3 award in supervising Food safety in catering follows the same syllabi as level 3 award in Food safety in manufacturing and level 3 award in supervising food safety in retail. The syllabus for each is shown below:

A The Beginning
Learning Outcomes:
i Define the terms food hygiene, food poisoning, food-borne disease, food-borne illness, contamination, hazard analysis, food safety management systems and HACCP.
ii Define the role of a supervisor in controlling food safety, identify food safety hazards and understand the methods by which the controls are communicated to others in the workplace.
iii State the economical impact of both good and bad food safety practice on businesses, employees and customers.
iv Describe the trends in reported outbreaks of food-borne illness over recent years and the foods most commonly involved.
v List the groups of people who are most at risk from food-borne illness and the foods most commonly involved in outbreaks of food-borne illness.
B Food Safety Law
Learning Outcomes:
i State the current food safety legislation which relates to food premises and be aware of where guidance on the law may be sought.
ii State the role and powers of enforcement officers in respect to food safety.
iii Explain the consequences of non-compliance with food safety legislation.
iv Explain the concept of due diligence.
v State the responsibilities that employers and employees have with regard to keeping food safe.
vi State the role of the supervisor in the investigation of an outbreak of food-borne illness.
C Best Hygiene Practice Learning Outcomes:
i Define the terms, and give examples of, physical, chemical (including metals), microbial and allergen contaminants and explain the concept of cross-contamination.
ii Describe the procedures used to prevent food from being contaminated on receipt, during storage, preparation, cooking, service/ and display.
iii State the procedures available for the detection of contaminants and any corrective actions that may be taken.
iv State the risks caused by allergens in foods and the controls measures and labelling needed in food handling to prevent harm.
v State the effects that spoilage bacteria can have on food and those who ingest it.
vi State the sources, level of incidence, onset times and symptoms for common food poisoning bacteria.
vii State the sources, level of incidence, onset times and symptoms for common food-borne diseases.
viii Describe the process of binary fission and list the factors influencing bacterial reproduction.
ix Describe the function of bacterial spores, the risks that they pose and the controls required to reduce the risk.
x Describe the food safety hazards caused by toxins produced by some food poisoning bacteria.
xi Give some examples common food-borne viruses, explain the risks they cause to food safety and how these might be reduced.

D Regulation of Temperature
Learning Outcomes:
i State the temperatures required to control bacterial and enzyme activity in food.
ii Describe the temperature controls required for food deliveries, food storage, cooking and reheating food, hot and cold holding and the cooling of food.
iii Describe safe methods of checking, verifying and recording food temperatures.
iv State the principles involved in preventing food deterioration through the use of high and low temperatures, dehydration and the use of sugar and salt to preserve.
E The Construction of Food Premises and Equipment
Learning Outcomes:
i List the design features of a suitable premise for the preparation of food, including the importance of layout and food flow.
ii State the requirements for adequate lighting and ventilation.
iii Describe suitable finishes for fixtures and fittings.
iv Describe the properties of equipment for use in food premises.
v Develop and implement effective recording and labelling systems for the receipt and storage of food.

F Cleaning, Disinfection and the Disposal of Waste Learning Outcomes:
i Describe suitable methods for the storage and removal of waste and state how the process can be adequately supervised.
ii State the need for, and benefits of, systematic cleaning and how it can be implemented and supervised.
iii Explain the products employed in cleaning, disinfecting, sanitising and sterilising and the methods of cleaning food equipment, food and hand contact surfaces and other surfaces in the food premise.
G Integrated Pest Management
Learning Outcomes:
i List common food pests and describe the risks they pose to food safety.
ii Describe the different methods of control that can be used and the role of supervisory management in controlling food pests.
H Food Handlers’ Personal Hygiene
Learning Outcomes:
i Explain the importance of personal hygiene and the responsibilities of food handlers and how that standards can be monitored.
ii Describe the supervisor’s role in monitoring and preventing contamination from food handlers who are carriers of infection and include those hazards associated with unclean hands and nails, wounds and skin infections, jewellery, unsatisfactory
protective clothing, smoking and eating.
iii State that suspected cases of persons suffering from food-borne illnesses should be excluded from food handling duties.
I Supervisory Staff Training
Learning Outcomes:
i State the importance of staff induction and on-going training and the contribution that a supervisor can make towards it.
ii Explain the importance of keeping staff training records.
iii Describe the supervisor’s and manager’s role in the effective communication of food safety procedures to employers and all employees.
J HACCP and the Food Safety Management System
Learning Outcomes:
i Identify the hazards in a food process.
ii Determine critical control points.
iii Establish critical limit(s).
iv Establish a system to monitor control of the critical control points.
v Establish the corrective action to be taken when monitoring indicates that a particular critical control point is not under control.
vi Establish procedures for verification to confirm that the HACCP system is working effectively.
vii Evaluate controls and documentation concerning all procedures and records appropriate to these principles and their application.
viii Explain the supervisor’s contribution towards both internal and external inspections and food safety audits.
K How to Manage Food Safety Learning Outcomes:
i Explain safe methods of cooking, chilling, cleaning and avoiding contamination.
ii Adapt safe methods to suit individual business needs.
iii Explain how safe methods can be verified.
iv Describe the concept of ‘management by exception’.
v Explain the opening and closing checks that staff should carry out in maintaining a safe environment for food preparation.
vi Identify methods of documenting a food safety management system.
For more information and training go to Food Safety.

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Level 4 Award in Managing Food Safety in Manufacturing

April 17, 2011 By davesummers Leave a Comment

The level 4 award in managing Food safety in manufacturing follows exactly the same syllabus as the level 4 award in catering. However, the exam questions would be more heavily biased towards manufacturing than catering.

This qualification meets industry’s need for a high-level practical training programme with external accreditation.
The training programme is delivered by registered centres and trainers and consists of at least 36 hours of teaching time, typically over five or more days.

Successful candidates will be able to:
• guide and advise on the management of Food safety in a catering business
• contribute to the management of food safety in a catering business
• identify further technical knowledge necessary in food safety management procedures
• determine further training requirements
• identify areas for legal compliance
• determine good practice
• design an improvement plan
• outline a HACCP-type plan
• promote and encourage good standards of food safety
• liaise with enforcement officers
• deliver level 1 and 2 food safety training (with appropriate training skills).

The programme is ideal for:
• owners or managers of catering businesses
• trainers
• supervisors with level 3 food safety knowledge
• those who monitor and audit food safety systems.

Syllabus
A Introduction to food safety management
Candidates should understand the relationship between
Learning Outcomes:
i Outline the economic costs to employers and the personnel costs of food-borne illnesses.
ii Explain the benefits to the employer of high standards of food safety.
iii Describe the manager’s role in managing food safety.
iv State the trend in the incidence of reported cases of food-borne illnesses over recent years and the foods that are most commonly involved.
v Explain the reasons for seasonal variations and the groups most at risk in reported outbreaks of food-borne illness.

B Ensuring compliance with legislation and industry guidance
Learning Outcomes:
i Understand the application of EC Directives to member states.
ii Explain the key aspects of present UK legislation.
iii Describe the role of industry guides and codes of practice.
iv State how legislation is applied, actions that may be taken by enforcement officers and the consequences of non-compliance.
v State the responsibilities of proprietors, managers, supervisors and food handlers towards food safety.
vi Explain the role that managers have in communicating food safety to staff.
vii State the responsibility that managers have towards the maintenance of appropriate food safety records and demonstrating due diligence.
viii Describe the role of management when working with enforcement officers to investigate an outbreak of food-borne illness.

C Food safety hazards
Learning Outcomes:
i Explain the hazards associated with skin injuries and infections, wearing of jewellery, nail varnish, inadequate protective clothing, personal bad habits and practices.
ii Describe the most common intrinsic and extrinsic physical contaminants, inherent and introduced chemical contaminants (including mycotoxins), microbial contaminants (including bacterial toxins) and food allergens and explain the controls for prevention, detection and removal.
iii State, with examples, the symptoms of acute and chronic food-borne illness caused by some chemicals, poisonous plants and certain types of fish.
iv Describe the structure, shape and size of bacteria, the functions of spores and their role in the survival of bacteria and describe toxin formation and distinguish between exotoxins and endotoxins.
v Explain how bacteria multiply, the influencing factors, the generation times and the significance of the growth curve.
vi Explain the principles involved in using time and temperature to control microbial and enzyme activity in food.
vii Explain the methods used to identify bacteria.
viii State the differences between food poisoning and food-borne infection and the symptoms of illness they cause.
ix State the sources, common foods involved, incidences, vehicles, routes of transmission, onset times, symptoms, likely carrier status and control measures for Salmonella spp, Clostridium perfringens, Staphylococcus aureus, Clostridium botulinum, Bacillus cereus, Vibrio parahaemolyticus, E-coli and E-coli O157, Bacillary dysentery, Listeria monocytogenes, Salmonella typhi and Salmonella Paratyphi, Campylobacter enteritis, viruses, moulds and parasites.

D Allocation of responsibilities
Learning Outcomes:
i State the personal requirements necessary for a food handler and explain the need for careful staff selection.
ii State why all staff have responsibilities in respect of food safety.
iii State the controls necessary in respect of persons suffering from, or suspected of, suffering from foodborne illness.
iv Explain the problems caused by carriers and the controls that can be implemented in a catering environment.
v State how changes of menu and operations can affect food safety procedures and how these can be managed.
vi Explain how non-food personnel, such as maintenance staff, visitors and delivery persons, can contaminate food and how this can be managed.

E Managing the operational requirements of a safe food business
Learning Outcomes:
i Describe the criteria used in selecting a suitable site for a food premises and the internal design with regard to work flow, personnel facilities, waste disposal and adequate cleaning and disinfection.
ii Explain how standards are maintained in respect of transporting food and outside catering.
iii Explain the importance and use of suitable materials for work surfaces, sinks and food equipment.
iv Describe the design features and properties of food equipment.
v Explain the requirements for efficient and hygienic use of chillers, refrigerated and frozen food storage units.
vi Establish a priority list for repairs and improvements based on food safety risks.
vii Explain the principles involved with methods of preservation and how preserved foods should be stored.
viii Explain the role of safe storage of food to minimise contamination and how stock control systems can be implemented, monitored and recorded.
ix Explain the role of safe food handling practices commonly used in catering with particular reference to vulnerable groups.

F Cleaning and disinfection regimes
Learning Outcomes:
i Explain the need for and benefits of cleaning and the principles of implementing and managing a cleaning system including safe storage of cleaning materials.
ii Define the terms cleaning, detergent, disinfection, sanitiser and sterilisation and the properties required for the chemicals used for each process.
iii Describe cleaning processes, including CIP, for a range of activities, areas and equipment in a catering premise.
iv Describe the management and administrative functions in relation to cleaning and cleaning schedules.

G Supplier quality and safety controls
Learning Outcomes:
i Explain the importance of purchasing only from reliable sources.
ii Describe the methods that can be used to assess the safety of incoming stock and food equipment.
iii Describe the requirements for safe transport, delivery and receipt of stock.

H Pest controls
Learning Outcomes:
i Explain the habitat and characteristics of food pests, such as rats, mice, flies, cockroaches, psocids, pharaohs ants, stored product insects and birds and the reasons for controlling them in food premises.
ii Explain the environmental, physical and chemical methods of controlling food pests, including their limitations.
iii Explain the importance of obtaining and/or utilising professional advice or personnel, and monitoring the effectiveness of their methods.

I Establish food safety management procedures
Learning Outcomes:
i Explain the importance of implementing a food safety management procedure and how it can be applied to various catering businesses.
ii Explain how to develop a food safety system, including composition of a food safety management team.
iii Produce product workflow diagrams for a range of dishes and explain how they can be verified.

J Monitoring the implementation of food safety management procedures
Learning Outcomes:
i Explain how hazards are identified and how they are assessed as being critical to food safety.
ii State how critical limits are set, implemented, including tolerance parameters, recorded and monitored.
iii Explain how corrective actions are implemented if controls are not met and managed.
iv Establish procedures to verify the efficiency of the food safety management system.
v State how changes of menu and operations can affect food safety procedures and how changes can be managed.

K Maintaining food safety management procedures
Learning Outcomes:
i Explain the importance of monitoring and reviewing procedures and responding to problems.
ii Explain the importance of regular management inspections and internal audits.
iii State how the food safety management procedure can be communicated to all staff and develop a communication system when changes in procedure occur.
iv Establish procedures to evaluate and review the food safety management procedure.

L Communication, sources of information and training
Learning Outcomes:
i Describe how food safety procedures can be communicated to all staff responsible for its implementation, maintenance, monitoring and evaluation to develop and maintain a food safety culture.
ii Describe the sources of further information and guidance on food safety and food safety management systems and acknowledge when this may be required.
iii State the need for, and benefits of, food safety training.
iv Explain the factors to be considered in the development, content and methods of effective food safety training programmes required for all associated personnel.
v Explain the use and benefit of assessing training needs and the maintenance of training records.

For more information go to Food Safety Training

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Filed Under: Food Safety Training Tagged With: Cases Of Food Borne Illnesses, Catering Business, Food Borne Illness, Food Borne Illnesses, Food Safety Knowledge, Food Safety Management, Food Safety Systems, food safety training

Level 4 Award in Managing Food Safety in Catering

April 16, 2011 By davesummers Leave a Comment

Successful candidates will be able to:
• guide and advise on the management of Food safety in a catering business
• contribute to the management of Food safety in a catering business
• identify further technical knowledge necessary in food safety management procedures
• determine further training requirements
• identify areas for legal compliance
• determine good practice
• design an improvement plan
• outline a HACCP-type plan
• promote and encourage good standards of food safety
• liaise with enforcement officers
• deliver level 1 and 2 food safety training (with appropriate training skills).

The programme is ideal for:
• owners or managers of catering businesses
• trainers
• supervisors with level 3 food safety knowledge
• those who monitor and audit food safety systems.

For more information go to Food Safety Training

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Filed Under: Food Safety Training, General Information Tagged With: Cases Of Food Borne Illnesses, Catering Business, Ec Directives, Food Borne Illness, Food Borne Illnesses, Food Safety Knowledge, Food Safety Management, Food Safety Systems, food safety training, Further Training, Industry Guidance, Legal Compliance, Plan Outline, Practical Training, Uk Legislation

Intermediate Food Hygiene Training

April 16, 2011 By davesummers Leave a Comment

Intermediate Food Hygiene Training has been superseded by the Level 3 Food Safety for Supervisors Award in Catering/Retail/Manufacturing. The level 3 course is designed for those working in all food businesses at supervisory level. This includes ‘traditional’ supervisors and team leaders, but also anyone who needs a broad understanding of food hygiene as part of their work.

Among those who would benefit are people who have responsibility for the jobs and functions listed below:

Quality assurance
One to one or on the job
Instruction/training
Customer complaints investigations
Raw materials buying
Sales
Owners and managers in small to medium sized organisations, depending on the type of food business, may also find that the intermediate course provides them withsufficient knowledge to carry out their responsibilities effectively.

In addition the level 3 course is an ideal development stage for those considering future progression to the advanced level programme. The course has a general syllabus. It should be tailored to suit the background of the individual students, so that all facets of food production, processing, storage, transport, wholesaling, catering and retailing are covered.

Successful completion of the course and examination will enable candidates to:

Play an active part in monitoring food hygiene standards.
Be involved in training activities, especially on the job training.
Be equipped to effectively supervise food handlers on hygiene issues.
Be able to carry out hygiene audits.
Encourage good standards of personal hygiene.
Be able to assist in hazard analysis programmes.
Help in the formulation and writing of hygiene policies, instructions etc.

Suitable students for the course and examination will need to have an analytical approach to food hygiene and will be encouraged to demonstrate how they can influence others and positively encourage good standards. The training time to cover the syllabus must be at least 18 hours, typically covered in 3 days. The students are then assessed on the basis of their performance in a psychometric, 2 hour objective test. The assessment can be offered immediately following the training programme, or after a period for consolidation and revision, to suit trainer and candidates. It is possible to offer the test either as a traditional pencil and paper examination or

as an online test at an Accredited Online Testing Centre. Online testing has the added benefit of an individual diagnostic score report and instant notification of

results.

Intermediate Food Hygiene Course.

The Intermediate Food Hygiene Course has been superseded by the Level 3 Award in Supervising Food Safety in Catering/Retail/Manufacturing.

Rigorous enforcement of food hygiene legislation is important but it is not, in itself, sufficient to prevent food poisoning. Food poisoning is normally caused by negligence or ignorance and consequently most experts in food hygiene believe that a reduction in the high level of food poisoning cases will be achieved only by the education of food handlers.

One of the most successful and cost effective methods of reducing the risk of food poisoning is to ensure that all staff receive comprehensive training in the aspects of hygiene relating to their work. A well trained and informed staff member is essential in every food establishment. All personnel must be motivated to work towards the objectives of the organisation.

The level 3 course follows a specific syllabus to ensure all staff employed in a supervisory capacity have sufficient food safety knowledge in order to undertake their roles successfully. The areas covered are shown below:

Introduction to Food Safety:

The expected outcome is that the student understands the relationship between food hygiene and food poisoning, is aware of the socio-economic costs of food poisoning and their relationship to food safety and is able to:

Define the terms food hygiene, contamination, high-risk foods, pathogen, food poisoning, gastroenteritis, healthy carrier, convalescent carrier, incubation period, onset period and allergic responses to food and toxins, food-borne disease.

State the cost of food poisoning in economic terms to the employer and in terms of inconvenience to employees.

State the benefits to the employer of high standards of food hygiene.

State that food poisoning may be caused by the ingestion of:

Poisonous plants and fish.

Food contaminated by:

Bacteria or their toxins.

Chemicals including metals.

Viruses.

Also to be able to give examples of each.

State the incidence of food poisoning over the most recent 10 year period.

State those foods most commonly involved in outbreaks of food poisoning.

Microbiology:

The expected outcome is that the student understands the structure and characteristics of bacteria and their potential to cause illness and spoil food and is able to:

Describe the structure, shape and size of bacteria.

State that bacteria contaminating food include spoilage and pathogenic organisms.

Describe the function of spores and their role in the survival of bacteria and the relevance of bacterial toxins.

State that bacteria reproduce by binary fission and state the average generation time under optimum conditions.

State the factors influencing bacterial growth such as nutrients, moisture, temperature, atmosphere and pH.

State that bacteria can be killed by the application of adequate heat, irradiation and/or chemicals.

Food Poisoning and Foodborne Disease.

The expected outcome is that the student understands the causes and control measures of food poisoning and of four specific food-borne diseases and is able to:

Distinguish between food poisoning and foodborne disease;

State the sources, types of food commonly involved, vehicles and routes of transmission, average onset times, symptoms, likely carrier status and control measures for:

(a) Salmonella sp.

(b) Clostridium perfringens

(d) Clostridium botulinum

(e) Bacillus cereus

(f) Escherichila coli 0157

State the causative organisms, sources, incubation periods, symptoms, likely carrier status, vehicles and routes of transmission and control measures for:

(a) Campylobacter enteritis

(b) Bacillary dysentery

(d) Typhoid.

Explain the potential for bacterial contamination of food and measures available for prevention.

Describe the methods whereby contamination of high-risk food can be prevented.

State how chemical, metallic and viral food poisoning differ from bacterial food poisoning in terms of symptoms and onset times.

Physical Contamination and its Prevention:

The expected outcome is that the student understands the potential for physical

contamination of food and measures available for its prevention and is able to:

Define the term physical contamination of food.

List the common contaminants of food.

Describe the procedures used to prevent physical contamination of food.

State that food may be contaminated by non-food personnel, such as engineers, painters and maintenance staff.

State the procedures available for the detection and removal of contaminants.

Temperature Control and Food Storage Conditions:

The expected outcome is that the student understands the importance of providing and maintaining suitable conditions for the storage of food and is able to:

State the importance of satisfactory storage to minimise decomposition and infestation.

State the temperatures necessary to control enzyme and bacterial activity in food.

State the requirements for hygienic and efficient use of temperature controlled storage including refrigerated, frozen and heated storage units.

State the function of date labelling of food.

Explain the necessity for the rapid chilling of food.

Explain the relevance of stock rotation.

State how frozen food should be completely thawed in a manner which avoids cross contamination.

State how stocks may be examined for damage and the methods employed for dealing with damaged stock.

Food Preservation:

The expected outcome is that the student understands the causes of food spoilage and the principles involved in its prevention and is able to:

State that spoilage of food is mainly caused by bacteria, moulds and enzyme activity;

State that spoilage organisms affect the appearance, smell, texture and taste of food and may result in off-flavours and slime.

State the principles involved in preventing the deterioration of food by spoilage organisms by the use of :

(a) low temperatures

(b) high temperatures

(d) salt and sugar.

Design and Construction of Food Premises and Equipment:

The expected outcome is that the student understands the importance of satisfactory design and the use of suitable materials in the construction of food premises and equipment and is able to:

List the features of satisfactory design of food premises and food equipment.

Explain the importance and use of appropriate materials in the fabric of food premises and for work surfaces, sinks and food equipment.

State the necessity for adequate site services.

State the necessity for the satisfactory levels of lighting and ventilation in food premises.

Cleaning and Disinfection:

The expected outcome is that the student understands the principles and the procedures for the satisfactory cleaning and disinfection of food premises and is able

to:

Define the terms bactericide, cleaning, detergent, disinfectant, disinfection, sanitiser, sterilisation.

State the need for, and benefits of, cleaning and disinfection.

State the principles of systematic cleaning and disinfection

Explain the procedures and methods employed in cleaning and, if necessary, disinfecting equipment, work surfaces and premises.

Describe the role of supervisory management in relation to cleaning and disinfection.

Pest Control:

The expected outcome is that the student understands the habitat and characteristics of food pests and acceptable methods for their control and is able to:

Define the term food pest.

Describe the habitat, characteristics and reasons for control of the following:

(a) rodents

(b) birds

Describe the methods of control available for rodents, birds and insects in and around food premises, including:

(a) environmental control

(b) physical control

Describe the role of supervisory management in relation to pest control.

Personal Hygiene:

The expected outcome is that the student understands the need for high standards of personal hygiene and is able to:

Explain the importance of personal cleanliness for food handlers.

Explain why personal hygiene is the responsibility of each member of staff.

Explain the problems associated with skin injuries and infections and describe the use of appropriate dressings.

Explain the hazards associated with smoking, eating and wearing jewellery and nail varnish.

Explain the methods of monitoring the hygiene of personnel.

State the properties of satisfactory protective over-clothing for food handlers.

State that suspected cases and persons suffering from certain food-borne diseases or food poisoning should be excluded from food handling duties.

Legislation:

The expected outcome is that the student understands the format and relevance of UK and European Union legislation as it relates to food quality and safety and is able to:

Describe the nature of current legislation on food safety, including any general requirements which relate to all food premises.

Explain the consequences of non-compliance with legislation on food safety.

State the role of the Environmental Health Practitioner in food safety law enforcement and describe the powers and actions available to enforcement

officers.

Supervisory Management:

The expected outcome is that the student understands the importance and application of the techniques involved in monitoring and controlling food standards and is able to:

State the need for standards and specifications relating to food safety.

Describe the supervisor’s role in maintaining, communicating and monitoring workplace standards.

State the need for monitoring procedures and processes.

Explain the supervisor’s role in inspections and audits.

State how monitoring of food and equipment may be carried out.

State the importance of staff training and the keeping of training records.

State the relative roles of the supervisor and the Environmental Health Practitioner in the investigation of outbreaks of food poisoning and food-borne disease.

Describe the role of the supervisor in food hygiene management.

Describe the use of hygiene policies, hygiene manuals and other documents relevant to management control.

For more information go to Food Safety Training

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Basic Food Hygiene Course

April 15, 2011 By davesummers Leave a Comment

Rigorous enforcement of Food hygiene legislation is important but it is not, in itself, sufficient to prevent Food poisoning. Food poisoning is normally caused by negligence or ignorance and consequently most experts in food hygiene believe that a reduction in the high level of food poisoning cases will only be achieved by the education of food handlers.

A Basic Food Hygiene Course gives first tier workers an appreciation of the fundamentals of good food hygiene practice.

This course has been renamed the Level 2 Award in Food Safety in Catering/Retail/Manufacturing to reflect the additional content to the original course. The contents include:

Food Poisoning

Learning Outcomes:

Explain what is meant by the terms “food hygiene”, “food poisoning”, “foodborne disease” and “contamination”.

Describe the symptoms of food poisoning.
State the causes of food poisoning.
List sources of bacteria which cause food poisoning and the ways in which bacteria are transferred to foods. (“Bacteria” should at least include Salmonella,Clostridium perfringens, Staphylococcus aureus and E.coli).
Define and give examples of high-risk foods.

Microbiology

Learning Outcomes:

Explain what bacteria and other microorganisms are and where they are to be found.
Explain the process by which bacteria reproduce and the timescale of that process.
Describe factors which influence the growth of micro-organisms.
State the difference between pathogenic and spoilage bacteria.
Explain what toxins are and why they are dangerous.
Explain what spores are and their effect on the survival of bacteria.

Cross Contamination and Food Poisoning

Learning Outcomes:

Explain the role of temperature in the control of bacteria.
Explain the importance of correct handling, preparation, cooling and processing of food.
Explain the importance of stock rotation in preventing food poisoning and spoilage.
State the main ways in which food is preserved.
Give examples of common food contaminants.

Personal Hygiene

Learning Outcomes:

Explain the importance of personal hygiene in food handling.
Describe the sources of contamination from injuries, personal clothing or habits and how risks can be eliminated.
Explain the risks associated with food being handled by carriers of, or sufferers from, food poisoning or food-borne diseases.
Explain the importance and properties of protective clothing.
Describe the essential first aid equipment required for food premises.

Premises, Equipment and Pest Management

Learning Outcomes:

Explain the importance of food premises being suitably constructed, fitted out and equipped.
Describe the washing facilities which should be provided for food, equipment and food handlers.
Describe acceptable methods of disposing of waste from food premises.
Define the term “food pest”.
Describe the conditions in which the following pests thrive:

a) rodents

b) birds

c) insects.

List the signs of infestation by food pests.
Describe acceptable methods of controlling pests in food premises.

Cleaning and Distinfection

Learning Outcomes:

Explain the difference between cleaning and disinfection.
Explain the importance of regular, systematic cleaning and disinfection procedures.
Give examples of acceptable methods of cleaning and disinfection.

Legislation

Learning Outcomes:

Describe the powers which local authorities have to control the sale of unfit, sub-standard or injurious food.
State in general terms the requirements of the current Regulations, in relation to:

a) construction and cleanliness of premises and equipment

b) food handlers and their training

c) the handling of food

d) facilities to be provided in premises

e) the temperatures at which food must be stored.

Explain the circumstances in which insanitary food premises may be closed.

For more information go to Food Safety Training

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Food Hygiene Training

April 15, 2011 By davesummers Leave a Comment

Food Hygiene Training is essential for any Food handler, from a person setting up tea and biscuits to a food factory manager. Food Hygiene Training has lately been re-termed food safety training. There are various levels of food safety training such as level 1, 2, 3 and 4.

The Certificate in Food Hygiene Awareness was a basic qualification appropriate for anybody wishing to have an awareness of food hygiene. It was also designed to help the food and catering industries to provide training to a safe level for those who perform “low risk” tasks such as clearing tables, maintaining stores,”meals on wheels” and other such similar duties. This qualification was also relevant to employees working in food factories but not in “high risk” sections of the plant. This award is now the level 1 award.

The level 1 syllabus includes:

State the need for food hygiene.
Outline the importance of food poisoning bacteria.
Describe hygiene procedures.
Incidence of food poisoning; possible reasons for increase.
Symptoms and causes of food poisoning; legal responsibilities of food handlers.
The nature of food poisoning bacteria and their effects on food; growth requirements of bacteria; range of “The temperature Danger Zone”
The importance to food storage; high risk foods; sources of bacterial contamination.
The need for appropriate hygiene standards; methods of preventing food contamination; signs of pest infestation; definitions of “clean-as-you-go” and “scheduled cleaning”; uses of cleaning and disinfection chemicals; cleaning procedures for premises, equipment and utensils.

The level 2 award is the main qualification for food handlers who wish to deal with high risk food. Level 3 is for supervisors, whilst level 4 is for managers, business owners and those wishing to train food safety.

For more information go to Food Safety Training

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Filed Under: Food Safety Training Tagged With: Bacterial Contamination, Catering Industries, Disinfection, food contamination, Food Factories, Food Factory, food handler, food handlers, food hygiene training, Food Level, food poisoning, food safety training, Food Storage, High Risk Foods, Hygiene Procedures, Hygiene Standards, Legal Responsibilities, Meals On Wheels, Pest Infestation, Temperature Danger Zone

Intermediate Food Hygiene Course

April 15, 2011 By davesummers Leave a Comment

Rigorous enforcement of Food hygiene legislation is important but it is not, in itself, sufficient to prevent Food poisoning. Food poisoning is normally caused by negligence or ignorance and consequently most experts in food hygiene believe that a reduction in the high level of food poisoning cases will be achieved only by the education of food handlers.

The correct handling of food at all stages in its manufacture, storage, distribution and sale is essential to ensure the food remains safe and wholesome. This in turn will ensure a profitable operation by reducing food spoilage and the exposure of customers to food poisoning. One of the most successful and cost effective methods of reducing the risk of food poisoning is to ensure that all staff receive comprehensive training in the aspects of hygiene relating to their work. A well trained and informed staff member is essential in every food establishment. All personnel must be motivated to work towards the objectives of the organisation.

Introduction to Food Safety:

Define the terms food hygiene, contamination, high-risk foods, pathogen, food poisoning, gastroenteritis, healthy carrier, convalescent carrier, incubation period, onset period and allergic responses to food and toxins, food-borne disease.
State the cost of food poisoning in economic terms to the employer and in terms of inconvenience to employees.
State the benefits to the employer of high standards of food hygiene.
State that food poisoning may be caused by the ingestion of:

Poisonous plants and fish.
Food contaminated by:
Bacteria or their toxins.
Chemicals including metals.
Viruses.
Also to be able to give examples of each.

State the incidence of food poisoning over the most recent 10 year period.
State those foods most commonly involved in outbreaks of food poisoning.

Microbiology:

The expected outcome is that the student understands the structure and characteristics of bacteria and their potential to cause illness and spoil food and is able to:

Describe the structure, shape and size of bacteria.
State that bacteria contaminating food include spoilage and pathogenic organisms.
Describe the function of spores and their role in the survival of bacteria and the relevance of bacterial toxins.
State that bacteria reproduce by binary fission and state the average generation time under optimum conditions.
State the factors influencing bacterial growth such as nutrients, moisture, temperature, atmosphere and pH.
State that bacteria can be killed by the application of adequate heat, irradiation and/or chemicals.

Food Poisoning and Foodborne Disease.

The expected outcome is that the student understands the causes and control measures of food poisoning and of four specific food-borne diseases and is able to:

Distinguish between food poisoning and foodborne disease;
State the sources, types of food commonly involved, vehicles and routes of transmission, average onset times, symptoms, likely carrier status and control measures for:

(a) Salmonella sp.

(b) Clostridium perfringens

(d) Clostridium botulinum

(e) Bacillus cereus

(f) Escherichila coli 0157

State the causative organisms, sources, incubation periods, symptoms, likely carrier status, vehicles and routes of transmission and control measures for:

(a) Campylobacter enteritis

(b) Bacillary dysentery

(d) Typhoid.

Explain the potential for bacterial contamination of food and measures available for prevention.
Describe the methods whereby contamination of high-risk food can be prevented.
State how chemical, metallic and viral food poisoning differ from bacterial food poisoning in terms of symptoms and onset times.

Physical Contamination and its Prevention:

The expected outcome is that the student understands the potential for physical contamination of food and measures available for its prevention and is able to:

Define the term physical contamination of food.
List the common contaminants of food.
Describe the procedures used to prevent physical contamination of food.
State that food may be contaminated by non-food personnel, such as engineers, painters and maintenance staff.
State the procedures available for the detection and removal of contaminants.

Temperature Control and Food Storage Conditions:

The expected outcome is that the student understands the importance of providing and maintaining suitable conditions for the storage of food and is able to:

State the importance of satisfactory storage to minimise decomposition and infestation.
State the temperatures necessary to control enzyme and bacterial activity in food.
State the requirements for hygienic and efficient use of temperature controlled storage including refrigerated, frozen and heated storage units.
State the function of date labelling of food.
Explain the necessity for the rapid chilling of food.
Explain the relevance of stock rotation.
State how frozen food should be completely thawed in a manner which avoids cross contamination.
State how stocks may be examined for damage and the methods employed for dealing with damaged stock.

Food Preservation:

The expected outcome is that the student understands the causes of food spoilage and the principles involved in its prevention and is able to:

State that spoilage of food is mainly caused by bacteria, moulds and enzyme activity;
State that spoilage organisms affect the appearance, smell, texture and taste of food and may result in off-flavours and slime.
State the principles involved in preventing the deterioration of food by spoilage organisms by the use of :

(a) low temperatures

(b) high temperatures

(d) salt and sugar.

Design and Construction of Food Premises and Equipment:

The expected outcome is that the student understands the importance of satisfactory design and the use of suitable materials in the construction of food premises and equipment and is able to:

List the features of satisfactory design of food premises and food equipment.
Explain the importance and use of appropriate materials in the fabric of food premises and for work surfaces, sinks and food equipment.
State the necessity for adequate site services.
State the necessity for the satisfactory levels of lighting and ventilation in food premises.

Cleaning and Disinfection:

The expected outcome is that the student understands the principles and the procedures for the satisfactory cleaning and disinfection of food premises and is able to:

Define the terms bactericide, cleaning, detergent, disinfectant, disinfection, sanitiser, sterilisation.
State the need for, and benefits of, cleaning and disinfection.
State the principles of systematic cleaning and disinfection
Explain the procedures and methods employed in cleaning and, if necessary, disinfecting equipment, work surfaces and premises.
Describe the role of supervisory management in relation to cleaning and disinfection.

Pest Control:

The expected outcome is that the student understands the habitat and characteristics of food pests and acceptable methods for their control and is able to:

Define the term food pest.
Describe the habitat, characteristics and reasons for control of the following:

(a) rodents

(b) birds

Describe the methods of control available for rodents, birds and insects in and around food premises, including:

(a) environmental control

(b) physical control

Describe the role of supervisory management in relation to pest control.

Personal Hygiene:

The expected outcome is that the student understands the need for high standards of personal hygiene and is able to:

Explain the importance of personal cleanliness for food handlers.
Explain why personal hygiene is the responsibility of each member of staff.
Explain the problems associated with skin injuries and infections and describe the use of appropriate dressings.
Explain the hazards associated with smoking, eating and wearing jewellery and nail varnish.
Explain the methods of monitoring the hygiene of personnel.
State the properties of satisfactory protective over-clothing for food handlers.
State that suspected cases and persons suffering from certain food-borne diseases or food poisoning should be excluded from food handling duties.

Legislation:

The expected outcome is that the student understands the format and relevance of UK and European Union legislation as it relates to food quality and safety and is able to:

Describe the nature of current legislation on food safety, including any general requirements which relate to all food premises.
Explain the consequences of non-compliance with legislation on food safety.
State the role of the Environmental Health Practitioner in food safety law enforcement and describe the powers and actions available to enforcement officers.

Supervisory Management:

The expected outcome is that the student understands the importance and application of the techniques involved in monitoring and controlling food standards and is able to:

State the need for standards and specifications relating to food safety.
Describe the supervisor’s role in maintaining, communicating and monitoring workplace standards.
State the need for monitoring procedures and processes.
Explain the supervisor’s role in inspections and audits.
State how monitoring of food and equipment may be carried out.
State the importance of staff training and the keeping of training records.
State the relative roles of the supervisor and the Environmental Health Practitioner in the investigation of outbreaks of food poisoning and food-borne disease.
Describe the role of the supervisor in food hygiene management.
Describe the use of hygiene policies, hygiene manuals and other documents relevant to management control.

For more information go to Food Safety Training

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Filed Under: Food Safety Training Tagged With: Allergic Responses, Food Borne Disease, Food Establishment, food handlers, food hygiene course, Food Hygiene Legislation, food poisoning, Food Safety Knowledge, Food Spoilage, High Risk Foods, Incubation Period, Intermediate Food Hygiene

HACCP Food Safety

April 15, 2011 By davesummers Leave a Comment

The need to adopt preventative strategies in the preparation of Food to ensure its safety has increasingly become the focus of good practice and regulatory requirements. Current regulations require the owners of Food businesses to conduct a hazard analysis of their food operations and to implement suitable and sufficient controls to eliminate or at least reduce the risks posed by identified hazards. A number of formal systems of hazard analysis exist e.g. Hazard Analysis Critical Control Point (HACCP) and Assured Safe Catering (ASC). While both these systems have merit they are not appropriate in every situation.

One of the main objectives of the HACCP Food Safety training programme is to assist proprietors of food businesses to operate more safely and meet the requirements of current legislation by introducing a rational and realistic system of analysis.

There are a number of basic steps and principles involved in a hazard analysis system but no matter how ‘simple’ the system or the operations it may cover it can only be effective if the personnel concerned:

Understand the principles.
Have experience of the working environment or activity.
Appreciate the need to develop realistic controls.
Understand the importance of monitoring and periodic review.

Among those who would benefit from this training programme are:

Owners and managers and sole proprietors.
Supervisors.
Team leaders.
Trainers.

Participants should have a broad understanding of food safety issues in advance of attending this programme. It is therefore strongly recommended that prospective candidates have previously successfully completed the level 2 award in food safety.

The training time to cover the syllabus areas must be at least 10 hours, typically covered in 2 days. The students then undertake an assignment. Successful completion of the programme will enable delegates to:

Play an active part in the design of hazard analysis systems.
Take responsibility for all, or elements of hazard analysis systems depending on the size, nature and complexity of the business.
Manage the monitoring of controls and their periodic review.
Assist in the formulation of more effective work practices.
Identify the need for further advice and guidance in specialised food industry sectors or processes.

The overall aim of the training programme is that trainees acquire the knowledge and skills to develop or improve their competency in carrying out hazard analysis activities in a food business. The general objectives are that following satisfactory completion of the course and assignment trainees will be able to:

State the relevance, purpose and benefits of hazard analysis in terms of protecting the consumer, legal compliance and good management practice.
State the key legal requirements for hazard analysis and determine an appropriate and realistic approach, the format and extent for different types of food businesses, processes and operations.
Understand the key principles involved in any hazard analysis.
Plan, carry out, document and review a suitable and effective hazard analysis for a variety of types of food business, including:

a) identifying food hazards and their location within the process

b) determining the points where food hazards are critical to food safety

c) developing suitable control and monitoring procedures.

Determine when technical assistance or additional knowledge is necessary for particular specialised food operations or processes.

The syllabus follows:

HACCP Introduction

The expected outcome is that the student will understand the extent of occurrences of food borne illnesses, appreciate the need for food businesses to take a proactive approach to analysing potential food hazards and implementing suitable controls, and is able to:

Define the term food hazard.
Describe the nature and variety of food hazards and the implications of failing to control them.
State the benefits of an organised food hazard identification and control system.
State the factors which are within the scope of hazard analysis studies.
Compare and contrast hazard analysis with other management control systems such as health and safety risk assessment and quality assurance.

HACCP Principles

The expected outcome is that the student will understand the principles of hazard analysis, the need for a systematic and flexible approach and is able to:

Understand the concept and importance of criticality in food safety.
Define and differentiate between control points and critical control points.
Explain the terms: preventative measures, corrective action, monitoring.
Understand the techniques involved in planning, analysing and documenting a hazard analysis study.
Appreciate the need to take into account personal skills and knowledge and that of other personnel both internal and external.
Understand the nature of suitable control measures and monitoring procedures
Explain the importance of review procedures.
Appreciate the differing nature and relevance of other hazard analysis systems including: HACCP (Hazard Analysis Critical Control Point) and ASC (Assured Safe Catering).

Application of HACCP Principles

The expected outcome is that the student will appreciate the practicalities of planning and carrying out a hazard analysis in a familiar food business or process and is able to:

Produce a suitable flow chart describing the process.
Construct a hazard analysis plan identifying additional information/guidance and determining the appropriate involvement of other personnel.
Identify relevant food hazards, their location within the process and preventative measures available.
Identify points where control is critical and determine suitable control measures.
Determine the limits for, and nature of, corrective actions.
Determine suitable monitoring procedures.
Identify the need for review.
Devise suitable and appropriate documentation.

Legal Requirements

The expected outcome is that the student understands the legislative requirements for hazard analysis and is able to:
State the general requirements for ‘hazard analysis’ contained within the Food Safety Regulations .
Describe the nature of additional requirements for hazard analysis found in special food industries covered by ‘vertical regulations’.
Understand the likely requirements of enforcement officers for hazard analysis to be carried out and demonstrated to a suitable extent.

For more information go to Food Safety Training

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Filed Under: Food Safety Training Tagged With: Analysis Critical Control Point, Asc, Critical Control Point, Food Businesses, Food Operations, Food Safety Issues, food safety training, haccp food safety, haccp training, Hazard Analysis Critical Control, Hazard Analysis Critical Control Point, Preventative Strategies, Training Programme

Basic Food Hygiene Exam

April 14, 2011 By davesummers Leave a Comment

The Basic Food Hygiene Exam has been upgraded to The Level 2 Award in Food Safety in Catering, which is a qualification aimed at caterers and other food handlers. The qualification is intended for candidates already working in catering and those who are preparing to work in the industry.

Persons gaining this qualification will know that food safety is the responsibility of everyone involved in the storage, preparation, cooking service and handling of food. Its topics are regarded by the Foods Standards Agency as being important to maintaining good practice in the production of safe food. The qualification is firmly based on the Level 2 National Occupational Standards developed by People 1st the Sector Skills Council for the hospitality industry.

The qualification can be taken as a free standing qualification or as part of a wider programme of training.

This qualification provides the opportunity for candidates to develop competence in key skills and produce evidence towards attaining key skills. The qualification does not ensure key skills are met as this would depend upon candidates producing a portfolio of evidence and the mode of study adopted.

There are no pre-requisites for this qualification. It is advised that candidates have a minimum of Level 1 in literacy or numeracy or equivalent. Arrangements are in place for special needs.

Guided learning hours for this qualification are 6-9 hours depending upon the mode of study and training needs of candidates. This is a single unit qualification, assessed by a 30 question multiple-choice examination. Successful candidates must achieve a score of at least 20/30.

For more information go to Food Safety Training

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Filed Under: Food Safety Training Tagged With: basic food hygiene, food handlers, food safety, Foods Standards Agency, Hospitality Industry, National Occupational Standards, Safe Food, Sector Skills Council

Intermediate Food Hygiene Training

April 14, 2011 By davesummers Leave a Comment

The level 3 course is designed for those working in all Food businesses at supervisory level. This includes ‘traditional’ supervisors and team leaders, but also anyone who needs a broad understanding of food hygiene as part of their work. Among those who would benefit are people who have responsibility for the jobs and functions listed below:

Quality assurance
One to one or on the job
Instruction/Training
Customer complaints investigations
Raw materials buying
Sales
Owners and managers in small to medium sized organisations, depending on the type of food business, may also find that the intermediate course provides them withsufficient knowledge to carry out their responsibilities effectively.

Successful completion of the course and examination will enable candidates to:

Play an active part in monitoring food hygiene standards.
Be involved in training activities, especially on the job training.
Be equipped to effectively supervise food handlers on hygiene issues.
Be able to carry out hygiene audits.
Encourage good standards of personal hygiene.
Be able to assist in hazard analysis programmes.
Help in the formulation and writing of hygiene policies, instructions etc.

It is possible to offer the test either as a traditional pencil and paper examination or as an online test at an Accredited Online Testing Centre. Online testing has the added benefit of an individual diagnostic score report and instant notification of results.

For more information go to Food Safety Training

Level 3 Award in Supervising Food Safety in Catering

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