Food hygiene Module 3- Cleaning and personal hygiene.doc

7/30/2019 Food hygiene Module 3- Cleaning and personal hygiene.doc

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FHy Module 3 Cleaning and personal hygiene

PAGE 3:1

Hygiene habitsPeople are a common source of food poisoning through carrying pathogenic bacteria and following poor

hygiene procedures. This page highlights good and bad hygiene habits while reinforcing reading skills. Learnersneed to recognise the difference between information and instructions and be able to act upon the latter. Thispage builds on the work done on instructional texts on page 2:6.

MaterialsSource page 0:09

Learning outcomes (objectives)1 To learn about and understand the importance of personal hygiene habits in food handling.

2 To distinguish between instruction and information in a piece of text.3 To recognise instructional language, e.g. imperatives.

4 To know that some instructions are conditional.FH Syllabus ref: 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.

Suggestions for how to use this page Begin by asking learners how often they wash their hands when handling food. Ask the group to compile a

list of all the times in a day when hands should be washed and write it up on the flipchart or whiteboard.Supplement the list as necessary.

Discuss what hand washing facilities learners have in their own places of work. Do they meet food hygiene

standard requirements? Discuss the use of different kinds of soap, drying facilities and location of washbasins.

Ask learners to read the text on hand hygiene on the learner page in small groups. Read the information

boxes with learners and ask learners to perform the tasks in small groups.

Feed back to the main group, comparing answers.

Find the instructions in the text that do not give reasons for following them and check whether learnersunderstand the reasons for these instructions.

Go over the use of the imperative in instructions (see also page 2:6 for an introduction to this) and underline

these and the other verbs in the Hand hygiene text which also appear on source page 0:09. You couldcompare the use of verbs in instruction sentences and those used in information sentences. Talk about the

difference between information and instructions, or ask learners to define the two.

Go around the group asking each learner to give a conditional instruction to the person sitting next to him orher, e.g. if you are hungry, tap the table; if you are wearing blue, wink your left eye, etc.

Now move on to and read the hand washing instructions together on the learner page. Point out to learners

that this text contains only instruction sentences; there are no information sentences.

Ask learners to work individually to i) underline all of the verbs in the instructions, and ii) circle the use ofthe conditional.

Suggestions for learners who are having difficulties Help learners who are having difficulty with the reading tasks by discussing a particular instruction or piece

of information, writing down the key words and asking the learner to find the relevant sentence in the text.

Some learners may have difficulty reading fully justified text as in the central text on the learner page. Offer

a ruler or straight edge to help learners keep track of the correct line.

Suggestions for advanced learnersLearners who have little difficulty with the reading tasks could benefit from preparing a short talk on goodand bad hygiene habits to take back to their place of work and present to colleagues and management in a

staff meeting.

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Curr ref Standards Key Skills

Rt/L1.2Rs/L1.1

2GEN3.13GEN1.12GEN4.1

C1.2WO1.1


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Hygiene habits 3:1

Hand washing is one of the most important features of food hygiene, and the one most often

neglected. You have to follow good hygiene habits if you want to protect food.

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Instructions on what to do to keep good hygiene habits andinformation on hygiene could be mixed together in thesame piece of text. Recognising the difference can make thetext easier to read and follow.

Hand hygiene

Wash your hands frequently throughoutthe day, especially when you begin work,whenever you have handled food, aftergoing to the toilet or outside, and aftersmoking. Never test food with yourfinger, always use a clean spoon. Dontwear nail varnish it could flake off intofood or jewellery, which could trap bitsof food and cause cross-contamination.

Covercuts, scratches and spots with awaterproof plaster to prevent spreadingbacteria to food and to protect the wound

or spot. Waterproof plasters should bebrightly coloured they are usually blue so that they can be easily seen if theycome off. Some plasters contain a thinmetal strip so that they can beautomatically identified by a metaldetector on production lines. If a plasterdoes fall into food, tell your employerimmediately.

Ifyou have a weeping spot or boil, youmust report this to your employerbeforeyou start work. People are the main

source of Staphylococcus aureus foodpoisoning bacteria, which can spreadfrom infected spots or boils

Look out for theinstruction oraction words

that tell youwhat to do, likewash andcover. Can youfind any more?

Somesentencesgive youinformation.Find two moresentences that

are notinstructionsbut insteadgive youinformation.

Some instructionsinclude informationabout reasons.Sometimes youhave to work outthe reasons foryourself. Circle thereasons for notwearing jewelleryor nail varnish.

Some instructionsare conditional.This means youonly have to followthem in certaincircumstances

Look out for theword if.

How to wash hands thoroughly:1 Rinse any bits of food or dust off your hands.2 Use comfortably hot, running water.3 Use one squirt of soap from the dispenser.4 Rub soap all around, including between your fingers.5 Scrub nails with a nailbrush, especially if you have been to

the toilet or have been handling raw food.6 Rinse the nailbrush off carefully.7 Rinse hands thoroughly, back and front.8 Dry hands carefully on paper towels.

Numberedinstructionsshould befollowed in order.


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PAGE 3:2

Preparation areasFood hygiene learners need to know what to clean and how to clean it when it comes to food preparation

surfaces. In the workplace learners often need to follow complicated verbal instructions. This page combinespractise in following instructions with learning about and understanding acceptable methods of cleaning anddisinfecting.

MaterialsAudio CD and player

Learning outcomes (objectives)1 To learn about and understand acceptable methods of cleaning and disinfecting preparation areas.

2 To use strategies for picking out relevant details from verbal instructions.3 To recognise key order words in instructions.

4 To know how to clarify and confirm understanding.

Suggestions for how to use this page Begin by discussing which parts of a food preparation area need regular cleaning and disinfecting, focusing

especially on those contact areas which are sometimes forgotten, for example handles of appliances.

Explain to learners that you are going to play them an audio clip, but dont tell them what it is about. Assoon as it is finished, quiz learners as to what the supervisor was telling the food worker to do. Talk about

how difficult it might be to remember what was said.

Point out to learners that the audio was a set of cleaning instructions given to a food worker in theworkplace.

Discuss instructions in general. What is meant by an instruction? Who gives instructions? How are they

given (e.g. verbally, written)? How can you tell when something is an instruction (as opposed to advice, acomment on progress, etc.)? Instructions can often be identified by tone of voice and the use of instruction

words. Ask learners for examples of each of these. Talk about the difference between written instructions and spoken instructions (note that pages 2:6 and 3:1

deal with written instructions). You generally only get to hear verbal instructions once so it is important to

develop good strategies for listening carefully and picking out exactly what you need to do.

Give learners a copy of the learner page, and read through the listening tips together. Make sure thatlearners understand the colour coding used for information boxes, speech bubbles and thought bubbles. If a

colour copy is not available, these different features are distinguishable by shape.

Discuss other order words and phrases, and write these on the board/flipchart (e.g. Before you do anythingelse ..., At the end ..., and so on).

Look at the examples of self-questioning based on the instructions on the page. How will this help the

worker to establish exactly what to do?

Task 1 based on learner page: Explain that you are going to play the audio again, and this time you wouldlike learners to note down how many things the food worker is being asked to do (see answers Task 1).

Point out to learners that they will need to listen out carefully for the action words to count exactly howmany instructions there are.

Listen to the audio two or three times to get the gist of what the supervisor is saying.

Task 2 based on learner page: Listen to the audio again. This time ask learners to listen out for the order

words and put their list of instructions into the order that the tasks need to be carried out. Make sure that

learners know what they need to do before they listen.

Discuss what the food worker has been asked to do, especially leaving the disinfectant on the food surfaces.

Discuss the reason for this, i.e. allowing sufficient contact time for the disinfectant to work.

Suggestions for learners who are having difficulties Pause the audio several times to think about and discuss what has just been said; use the audio transcript

from the learner page to follow along, highlighting any key order and action words.

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Listening and making notes requires multi-tasking which most dyslexic learners will find difficult. They

will need extensive practice.

Suggestions for advanced learnersLearners who have no difficulty following verbal instructions could usefully design a cleaning schedule for theirown place of work.

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SLlr/L1.1SLlr/L1.2SLlr/L1.3SLlr/L1.4SLc/L1.1SLc/L1.2

2GEN3.22GEN4.23GEN1.1

WO1.1C1.1


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Preparation areas 3:2

Food preparation areas need to be kept spotlessly clean and disinfected. You will be cleaning

as you work, but a thorough clean has to be carried out at regular intervals. Make sure you

know what to do by listening carefully.

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(Audio 2)Ill tell you what to clean, then Ive got to dash outto the office. Just remember, you have to spraythe disinfectant on after you cleaned, and leave itfor at least 3 minutes, or it doesnt work. Start withthe sinks and the drainer, and check the drainsare clear and not clogging up. Then do the worksurfaces, give them a good scrub, and use thespecial cleaner on the hob, just read the

instructions first. You dont have to do inside theoven today, but make sure you wipe down theoutside of the door and be specially careful of thehandles.

Get ready to listen.

Look as if you are listening:

nod

look at the speaker.

Listen for the words that letyou know what orderto dothings in.

Order words mightbe things like first,second, then,afterwards, beforethat, later, next

and finally.

Keep anotepad tojot downwhat youhave to do orkeep a

mental note.

Right,thats fourthings Ivegot to do.

I have to listen forkey words like doand dont. Is thereanything Imustnotdo?

Listen for the words which tellyou what action to take or notto take. Action words might bethings like do, dont, go,

scrub, leave, remember.

Check that what you hearmakes sense to you. If youdont understand, askquestions.

The special cleaner is that the Zapco one?

Repeat key points to checkyouve got it right.

Did you say threeminutes?


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PAGE 3:3

Protective clothingProtective clothing is essential equipment for workers in the food industry, ensuring food is protected from hair,

skin, and dust and dirt from outdoors. Employers have different requirements when it comes to a dress code andvarious processes need particular protection. This page introduces a range of protective clothing as well as

giving practice in listening to verbal information and instructions.

MaterialsExamples of protective clothing would be an advantage where available, audio CD and player

Learning outcomes (objectives)1 To understand the importance and properties of protective clothing.

2 To practise listening for and picking out key details in instructions and explanations.

FH Syllabus ref: explain the importance and properties of protective clothing.

Suggestions for how to use this page Begin by asking learners what items of protective clothing they wear and what their purpose is. Using actual

items where available, talk about how particular clothing saves food from contamination. Try to cover a fullrange from different food processes.

Go through the particular items of protective clothing on the learner page.

Explain the setting and listening activity before playing the audio.

Point out that the task is to listen forwhat, why, when and how. Ask learners to focus on the box on the

learner page containing these questions.

Listen to the audio through once for gist. Ask learners to complete the task on the learner page. Point outthat how? can only be answered for two of the items: apron and gloves.

Play the audio as many times as it is necessary for learners to record their answers.

Discuss the answers as a whole group. (See the model answers provided on the answer pages.)

Check for and discuss any unfamiliar words or phrases could they be understood from the context?

Discuss strategies to help learners remember all the relevant information. Discuss whether it helps to have

thought about what you are listening for before you listen (key words and phrases). See also the work doneon listening to verbal instructions on page 3:2.

Ask the group to write or to give a similar set of instructions for the protective clothing they wear for their

own work. Have learners swap with a partner to check how easy their instructions are to follow, andwhether every reasonable item of clothing has been included.

Suggestions for learners who are having difficulties Give learners a table to complete for each item of protective clothing mentioned on the audio. The table

should have four columns What/Why/When/How. Blank out the parts of the How column which will not

require an answer.

Listening and making notes requires multi-tasking which most dyslexic learners will find difficult. They

will need extensive practice.

Some, but not all, dyslexic learners may experience auditory processing difficulties, and could find a group

listening task difficult and frustrating. Allow these learners space to think before responding; encouragethem to take their turn to respond and contribute; use their favoured learning style to reinforce their

understanding of the key listening skills listed above.

Play the audio clip, or read the script again, stopping frequently to allow learners to respond.

Suggestions for advanced learnersLearners who are familiar with protective clothing and the role it plays could usefully write a dress code fortheir own place of work, including a reason for using each piece of protective clothing worn, as a training

resource for new members of staff where they work.

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Curr ref Standards Key SkillsSLlr/E3.2 2GEN3.1

3GEN1.12GEN4.1

WO1.1C1.1


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Protective clothing 3:3

What you wear at work plays an important role in protecting food from contamination.

Employers will often have a dress code for staff to follow.

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You need to listen very carefully to know what to wear. Youneed to be able to answer these questions:

What is the name of the piece of protective clothing? Why is the item used? When should you wear the item? How should the item be worn or put on?

(Audio 3)

TaskListen to a supervisor explaining what staff at one companyneed to wear at work.Can you pick out all the items of protective clothing?Can you answer all the four questions in the box above?


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PAGE 3:4

Washing upMultiple-choice assessment is used at the end of many short courses. Learners can make errors on this style of

test by not reading either the question or the choices carefully or by responding impulsively. This page offerssome tips for completing multiple-choice questions within the context of washing up. The latter is also an area

where people are often complacent and assume that they know the correct procedures.

MaterialsFlip chart, sticky notes, Source page 0:10

Learning outcomes (objectives)1 To learn and understand acceptable methods of washing utensils and the reasons for following procedures

when washing up.

2 To practise answering multiple-choice style comprehension questions.

FH Syllabus refGive examples of acceptable methods of cleaning and disinfection.

Suggestions for how to use this page Discuss how learners feel about tests. Were they put off them at school? Have they taken any tests before?

For example, the driving theory test. If so, what was their experience?

Ask learners to share their own exam/test tips and/or disasters before handing out the learner page.

Learners feelings and/or tips about exams/tests could be written on sticky notes (one colour for positive

ideas, one for negative) and stuck on wall, flipchart or whiteboard.

Stress the importance of listening carefully throughout the course in order to learn and remember importantinformation. Talk about different learning styles and how learners, if they know they dont learn well

through listening, should use other methods to help them retain information. This could be taking notes,talking things through with a colleague or friend, or reading through handouts and the course book.

Read through the tips at the top of the page with learners.

Discuss the dangers associated with multiple-choice tests for example, predicting the answer before readingthe options thoroughly is a common error; guessing the answer; not reading the test instructions; notchecking answers; recording answers incorrectly. Give examples of each danger.

Point out the structure of some multiple-choice questions which use incomplete sentences.

Explain to learners that they are going to read a text on the correct procedure for washing up by hand and

then answer some practice multiple-choice questions.

Encourage learners to read the questions first, before reading the information on the Source page; this givesa focus and reason for reading.

When reading the Source page information encourage learners to read it through once for gist and overview.

This could be done with pencil in hand to underline words that cannot be decoded or are not understood.Then read again in detail, making sure that they understand the text.

Make sure the glossary is available to learners who would like to use it, and be prepared to offer help with

particular words and understanding.

Check and discuss the answers to the questions as a whole group. If learners answered incorrectly, try to

establish whether it was because of misreading the question or the information.

Check that all learners are aware of why certain answers are correct. For example why is the ideal

temperature of rinse water 82C? Where available, look at the different chemicals for washing dishes and read the labels together. Discuss the

different roles of detergent and disinfectant, rinse agents and dishwasher salt; and the purpose of using veryhot water in the rinse cycle. Discuss the importance of using scrupulously clean drying cloths if there isnt

time to air dry utensils.

Suggestions for learners who are having difficulties Assist learners in using the glossary to look up some of the words.

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Some learners could benefit from writing key words from the questions on slips of card, and searching the

information for words which match those on the card.

Suggestions for advanced learnersLearners who have read and assimilated the information on washing up quickly could benefit from posing theirown multiple-choice questions on the use of the different chemicals. Remind learners to use question marks

where appropriate.

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Rt/L1.5 3GEN1.1 C1.2


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Washing up 3:4

You may need to take a multiple-choice test at the end of your course. Here are some tips to

help you.

Read the instructions on Washing up in the Source material and answer these questions.

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Tips for multiple-choice questions Read the instructions carefully and check that you understand

how to record your answers. Read all the choices before choosing an answer. If you think there is more than one answer, choose the answer

that is most correct. Do the questions you find easiest first and come back to the

harder ones. Dont rush. Check your answers through at the end.

1 When using a dishwasher, you should:a Set it to run at 80C.b Make sure the cleaning jets are blocked.c Stack the machine according to the

manufacturers instructions.d Fill the machine with chemicals.

2 What items of protective clothing should you wear

when washing by hand?a An apron to protect your clothes from

splashes.b Rubber gloves to protect your hands.c An overall to protect your clothes from

chemicals.d Insulated gloves to protect your hands from hot

water.3 What is the ideal temperature for rinse water when

washing by hand?

a 82Cb 89C

c 55Cd 30C

4 What is the best way to dry items after washingthem by hand?a Paper towelsb Clean, dry clothsc Leave them to dry in the aird A purpose designed basket

Questions may beginwith a sentence whichis not finished. Youneed to choose whichphrase will completethe sentence correctly.

Sometimes you canthink a questionthrough and decidewhich makes bestsense.

Sometimes you have toknow the facts.


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PAGE 3:5

Using chemicalsAny person using chemicals or cleaning products must be aware that many of these substances can be dangerous

if used, or stored, incorrectly. The hazard warning symbols are the first and most visible indication that productsneed to be handled carefully. Learners should be aware of the format and meaning of COSHH symbols. This

will alert them to the danger and they must then read and follow manufacturers instructions about the safe useand storage of these products. This page explores some of the common symbols and cautions seen on cleaning

chemical labels.

MaterialsExamples of different kinds of cleaning product labels would be an advantage

Learning outcomes (objectives)1 To read and understand warning symbols and caution labels on cleaning chemicals.2 To relate common chemical COSHH symbols to print and use them to obtain meaning.

Suggestions for how to use this page Where you have actual cleaning chemicals available, display them and discuss their different purposes and

methods for use.

Ask learners what chemicals they use in their place of work, either to clean, or to disinfect appliances, work

surfaces, floors and windows, handles, utensils, etc.

Discuss the difference between cleaning and disinfecting using chemicals. Ask learners whether they useproducts which do both at once, or whether they clean first and then disinfect with something different.

Talk about the safe storage of chemicals and the importance of keeping food covered and away from allcleaning activities to avoid contamination with splashes or drift from fine mist sprays, etc. Ask learners if

they are aware of COSHH and ask them to interpret the acronym if possible (Control of substances

hazardous to health). Discuss the implications of COSHH regulations. Some learners may be familiar withdata sheets for products that they use at work.

Look at the labels on the learner page together. Talk about the colour of the symbols, i.e. black on orange,

which stands out clearly and symbolises caution. Look for the same, similar or other symbols on the labels

of any cleaning chemicals you have available.

Using the symbols as a guide, ask learners to choose definitions for irritant, corrosive and flammable from

the options available. Ask learners to think about the way in which graphics can give messages withoutwords. Ask for other examples of this.

Talk about the effect each substance could have on users, and ask learners for anecdotes, or examples, of

anyone suffering ill effects from cleaning chemicals.

Read through each of the warning labels together and explore the possible effects of not heeding thewarnings given. Use the glossary to look up any unknown words.

Look for similar warnings on any available cleaning chemical labels you have available and read them

together.

Suggestions for learners who are having difficulties Warning labels are commonly written in language that is not usually used in informal speech, so the style of

the language used might be unfamiliar to some learners. This could distract them from understanding themeaning of what they are reading. Rewrite the language together in more familiar language, for example

instead of seek medical advice, use ask a doctor or nurse. Discuss the meaning, then use learners ownwords to paraphrase the labels. Note: it is important that the meaning is not altered.

Suggestions for advanced learners Learners who are able to read and understand the language and symbols immediately could benefit from

reading actual cleaning chemical labels and creating a glossary of unfamiliar terms used on each label to

share with colleagues. Where Internet access is available, learners could search for definitions of words and

terms.

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Rt/E3.9 2GEN3.2 C1.2


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Using chemicals 3:5

Chemical cleaning products can be dangerous. They have to be used carefully and stored

correctly. Look out for these symbols on product labels. They are there to warn you that these

chemicals can harm you.

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Irritant Keep out of reach of

children Store away from food

products Avoid contact with eyes Seek medical advice if

swallowed

CAUTION

Corrosive Causes severe burns Wear gloves, eye and

face protection In case of contact with

eyes or skin, rinseimmediately with water

and seek medicaladvice

Do not breathe spray Use only in well

ventilated areas

CAUTION

Flammable Do not expose to

temperatures above50C

Keep out of directsunlight

Keep away fromsources of ignition

NO SMOKING

CAUTION

Irritant means:a Annoyingb Likely to cause

reddening, swelling,itching, burning, orblistering

c Likely to cause anallergic reaction

Corrosive means:a A chemical with the

power to dissolve oreat away human skin,metal and othersubstance

b Dangerously

poisonousc Likely to catch fire

Flammable means:a Powered by flameb Extremely hot to the

touchc Likely to catch fire

Documents

Food hygiene Module 3- Cleaning and personal hygiene.doc