Learning and Teaching Plan - SQA Academy€¦ · Web viewThis Learning and Teaching Plan forms part of a tutor resource which was developed based on the SQA National Unit specification

Learning and Teaching Plan

This Learning and Teaching Plan forms part of a tutor resource which was developed based on the SQA National Unit specification as at August 2010.

Unit title Food Hygiene for the Hospitality Industry

Unit number F792 10

SCQF level SCQF level 4

Outcome Description Assessment approaches and conditions1 Identify the dangers and

effects of contamination of food.

A simple case study with questions relating to all three Outcomes. This will be assessed by means of a marking scheme.

There will also be a 20 question multiple choice paper based on the same three Outcomes. Students must achieve 70% or over to pass.

2 Identify the four food safety hazards and unhygienic practices which affect food or can lead to food poisoning.

3 Identify how effective design of premises and equipment is important to facilitate good hygiene practices and to conform to the law.

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4 Demonstrate appropriate personal hygiene and food handling practices during practical situations.

Assessed by means of a checklist completed by the teacher on at least two separate occasions before and during food preparation or food service.

Recommended duration 20 hours

Integration with other Units(if applicable)

Outcome 4, due to the practical nature of the assessment, can be integrated into other practical based NQ Units

Previous knowledge, understanding and skills required for the Unit

Whilst entry is at the discretion of the centre, students would normally be expected to have attained one of the following:

• Standard Grade Home Economics Foundation level

• Food Hygiene for the Hospitality Industry (Access 3)

• Access 3 Units in Home Economics

• Access 3 Units or Standard Grade at Foundation level in a relevant subject area.

• REHIS Introduction to Food Hygiene Certificate

The Unit is also suitable for new starts and adult returners with appropriate prior experience.




Outcome 1: Identify the dangers and effects of contamination of food

Key words/concepts

Contamination, Allergens, Food Poisoning, Infections, Preserved, Bacteria

Knowledge, understanding and skills for the stated Outcome:

The dangers and effects of food contamination including food allergens are correctly identified. Identify the difference between food poisoning, foodborne infection and food spoilage. The conditions which will allow multiplication of bacteria are correctly identified. The main food poisoning bacteria and foodborne infections are correctly identified. The physical contaminants, how they can occur and how they can be prevented are correctly identified. The ways in which food can be preserved are correctly identified.

Connecting to Curriculum for Excellence

Feature(s) Making the connectionLearning and teaching approaches

Delivery should be in a manner that encourages the use of learning and teaching approaches in which the Outcome can be achieved in a student-centred, participative and practical way.

Assessment Integrated assessments for Outcomes 1-3A simple case study with questions relating to all three Outcomes. This will be assessed by means of a marking scheme.

There will also be a 20 question multiple choice paper based on the same three Outcomes.




Students must achieve 70% or over to pass.

Development of capacities As the learning approaches are student-centred these activities will allow the learner to feel involved in the learning process reflecting on their own behaviours when managing food hygiene.

Successful learners Effective

contributors Confident

individuals Responsible

citizens

Effective contributors able to work in partnership and in teams. Use Technology for learning Learn independently and as part of a group – planning activities both individually and with others Achieve success – pass outcome Have respect for others – giving feedback

The capacity that has a focus in this Outcome

Effective contributors who are able to work in partnership and in teams.




Outcome 1

What is to be learned Suggested learning and teaching approaches Feedback and assessment strategies

The dangers and effects of food contamination including food allergens are correctly identified.

Tutor-led group discussion on food contamination with the use of a range of items relating to the topic

Presentation with biological contaminates’ images to reinforce the range

Internet based student research on allergens, chemical, physical and biological.

Text book The Food Hygiene Handbook (REHIS) Electronic quiz

Observation of discussions and participation in group work.

Match individual food contaminant to group ( biological, chemical, physical, allergen) electronic quiz

Identify the difference between food poisoning, foodborne infection and food spoilage.

Tutor-led discussion on the differences between food poison, foodborne infection and food spoilage.

Create VoiceThread resource on topic to allow interaction from group

Internet based student research on topic Use of tutor-led discussion of case studies on topic

Use VoiceThread to gather feedback on food spoilages, infections, etc


key words associated with the topic to support remembering the content

The conditions which will allow multiplication of bacteria are correctly identified.

Individual brain storming on topic Group work discussion and presentation to class using text

book The Food Hygiene Handbook (REHIS) Tutor-led discussion on the conditions for multiplication Individual completion of electronic quiz VoiceThread activity

Electronic quiz completed individually to assess progression on the topic and provide feedback

Observation of discussions and participation in group work

Use of VoiceThread to measure the feedback from individuals on an image from the topic

The main food poisoning Class discussion on food poisoning led by the tutor With the use of the electronic quiz




bacteria and foodborne infections are correctly identified.

Possible mind mapping to record outcome of class discussion

Students, in small groups, research food poisoning and foodborne diseases with the use of the internet

Group presentations to class on research findings Electronic quiz to allow individuals to match specific food

poisoning into appropriate category

students will be able to assess their own learning and will receive feedback on their initial understanding of the topic

Tutor gives students feedback during discussions and on the results from their research on the internet


The physical contaminants, how they can occur and how they can be prevented are correctly identified.

Classroom discussion with the use of some items (paper, pins, flaking paint, etc) to reinforce physical hazards

With the use of a mind map (mind master) allow the class to collectively create a map with all food poisoning possibilities entering the data into part of mind map

Throughout class discussions, the use of case studies on the topic

Feedback could be given from the information on the mind map

With an extensive range of physical hazard props the class could be encouraged to categorise the props into raw, packaging, building, cleaning, pest, sabotage


Students research the internet for case studies on physical contamination individually or as a small group presenting their findings to the other groups and tutor for further discussion

The ways in which food can be preserved are correctly identified.

Practical experiments, perhaps in the kitchen in small groups using preservation techniques (salting, vacuum, high temperatures, etc) each group could be encouraged to create a Blog on their findings allowing other groups to

Interactive whiteboard drag and drop activity/matching exercise





evaluate and feedback to other groups With the use of a mind map (mind master) allow the class

to collectively create a map with all food poisoning possibilities entering the data into part of mind map

Throughout class discussions, the use of case studies on the topic

Through a SWOT analysis on individual preservative measures undertaken when delaying, destroying or inhibiting the growth of pathogenic organisms

Feedback through class discussion on the finding of the shared mind map and data entered




Outcome 2: Identify the four food safety hazards and unhygienic practices which affect food or can lead to food poisoning.

Key words/concepts

Unhygienic, Contamination, HACCP, Hazards, Poisoning, Bacteria


The four food safety hazards are correctly identified. Common personal hygiene habits which can lead to the contamination of food are identified. Situations which allow bacterial multiplication during storage, preparation and holding of food are identified. The role of food safety management systems based on HACCP principles is identified. The ways in which cross contamination can occur during storage, preparation and holding of food are identified. Breaches of legislation that could occur are identified.




Assessment

Integrated assessments for Outcomes 1-3A simple case study with questions relating to all three Outcomes. This will be assessed by means of a marking scheme.

There will also be a 20 question multiple choice based paper based on the same three Outcomes. Students must achieve 70% or over to pass

Development of capacities As the learning approaches are student-centred these activities will allow the learner to feel involved in the




learning process reflecting on their own behaviours when managing food hygiene Use Technology for learning Learn independently and as part of a group – planning activities both individually and with others Achieve success – pass Outcome Have respect for others – giving feedback

Successful learners Effective



citizens


Successful learners: Learn independently and as part of a group – planning activities both individually and with others.

Outcome 2What is to be learned Suggested learning and teaching approaches Feedback and assessment strategies

The four food safety hazards are correctly identified.

Tutor-led introductory discussion Class is broken down into groups to define

contamination and to discuss food safety hazards (microbiological, physical, chemical and allergenic)

Feedback and observation/assessment during discussions on hazards Electronic quizzes to consolidate learning and provide personal

feedback and assessment Feedback given from the discussion on the VoiceThread images, this

could be as a group or individually with use of an interactive




Use of mind map to stimulate discussion VoiceThread images to encourage audible,

imagery discussion on hazards Electronic quizzes to consolidate learning and

provide personal feedback and assessment

whiteboard

Common personal hygiene habits which can lead to the contamination of food are identified.

With the use of VoiceThread and the use of an image or video of poor practice in relation to personal hygiene, promote discussion which may lead to contamination of food

The use of case studies to highlight poor personal hygiene

Students’ research practices from different food producers when dealing with personal hygiene. This could be through visits to premises or witness testimony from the group

Electronic quiz J-Close, this will allow individual to fill in the gaps within an extract on personal hygiene. The results will give an opportunity for the tutor to feedback on the topic

Students to produce a short report on findings after site visit to food premises demonstrating how the employer implements good personal hygiene habits.

Situations which allow bacterial multiplication during storage, preparation and holding of food are identified.

With a younger group a short theatrical play could be developed by the group with individuals in the class taking the role of characteristics of requirements for bacterial multiplication e.g. Mr Time, Miss Food, Master Temperature, Mrs Moisture.

For the more mature groups a Go!Animate clip could be developed by the group

Text book The Food Hygiene Handbook (REHIS) Laboratory based class work when looking at the

effect on bacterial microorganisms with heat, moisture, and time, etc.

Formative assessment could be on questions on characters in the play and how their characteristics have an impact on bacterial multiplication.

Feedback could also be from students’ critique of the play/animation. This will encourage the group to participate in the process of evaluation whilst dealing with the topic.




The role of food safety management systems based on HACCP principles is identified.

Class discussion with the use of a Presentation where emphasis is on the flow of a HACCP chart

Review with the group different examples of documentation used in the food safety management system

Practical exercise where group participate in recovering data for CCPs and the recording of the data

Research through internet different software which complies with the legal requirements in using a HACCP hygiene management system

A completed record of HACCP documentation Matching quiz where the HACCP flow chart is correctly numbered in

the correct sequence SWOT analysis on the HACCP software available from the group

The ways in which cross contamination can occur during storage, preparation, and holding of food are identified.

Tutor-led discussion Tutorial video Group work discussion and feedback to class Electronic quiz

Feedback is provided from the tutor and peers during discussion and group work

Students’ feedback to the class and participation in discussion enables assessment of learning

The electronic quiz provides assessment and instant personal feedback

Breaches of legislation that could occur are identified.

Through supported class discussion areas of legislation that safeguards consumers. This activity would be enhanced by the use of the text book ‘The Food Hygiene Handbook’ (REHIS).

Feedback will be generated through the completion of the crossword. Observation of discussions and participation in group work.




Case studies of incidents where there has been a breach of legislation should be explored.

The use of an Electronic quiz J-Cross will aid students to pick up on key words associated with legislation.




Outcome 3: Identify how effective design of premises and equipment is important to facilitate good hygiene practices and to conform to the law.

Key words/concepts

Hygiene, Premises, Cleaning, Equipment, Food, Pests


Good design principles are identified. Reasons why and how pests in food premises should be controlled are identified. Reasons for cleaning and methods of effective cleaning are identified.




Assessment

Integrated assessments for Outcomes 1-3A simple case study with questions relating to all three Outcomes. This will be assessed by means of a marking scheme.

There will also be a 20 question multiple choice based paper based on the same three Outcomes. Students must achieve 70% or over to pass




Development of capacities Successful learners Effective



citizens

As the learning approaches are student-centred these activities will allow the learner to feel involved in the learning process reflecting on their own behaviours when managing food hygiene

Use Technology for learning Learn independently and as part of a group – planning activities both individually and with others Achieve success – pass Outcome Have respect for others – giving feedback


Successful learners: Learn independently and as part of a group – planning activities both individually and with others.




Outcome 3

What is to be learned Suggested learning and teaching approachesFeedback and assessment strategies

Good design principles are identified.

Tutor-led introductory discussion After a holistic approach to the design of equipment and kitchen

design through tutor-led discussion the class will break down into sub-groups to explore good design principles and their impact on hygiene practices

Groups to present findings to class Tutorial video to supplement learning Electronic quizzes to consolidate learning and provide personal

feedback and assessment

Issues of principles discussed within the group discussions will highlight student participation and any areas for further discussion or reinforcement

Electronic quizzes to consolidate learning and provide personal feedback and assessment

Reasons why and how pests in food premises should be controlled are identified.

Guest speakers, from perhaps Rentokil, to identify key pest control measures used by specialist within the industry. This would be enhanced by a tutor-led exercise where questions can be agreed within the group.

With the use of a central electronic source, key areas within the topic can be discussed.

During a site visit a prepared pro forma allows key design issues to be recorded for subsequent discussion.

Issues of principles discussed within the group discussions will highlight student participation and any areas for further discussion or reinforcement.

Feedback can be generated for individual students from input from the discussion forums on a central electronic source.

Reasons for cleaning and methods of effective cleaning are identified.

Tutor-led introductory Class room discussion on cleaning chemicals and rationale in their

use, resources such as labels to distinguish the difference between detergents and sanitisers.

Practical group activity where students discuss what should be in a

Electronic quiz in the sequence of six basic steps in cleaning (individually) will provide feedback and self assessment

Observation of discussions and




cleaning plan. Possible mind map to note findings Groups to feed back to class Electronic quiz to consolidate learning and provide personal


participation in group work.




Outcome 4: Demonstrate appropriate personal hygiene and food handling practices during practical situations.

Key words/concepts:

Hygiene, Contamination, Personal, Equipment, Food, Hospitality


Appropriate personal hygiene practices before and during preparation or service of food are carried out. Appropriate food hygiene practices before and during preparation or service of food are carried out.


Feature(s) Making the connection

Learning and teaching approaches

Tutor-led discussionIndividual and group activitiesElectronic quizzesParticipation in VoiceThreads

Assessment

Students must demonstrate by practical activity on a minimum of one occasion that they can use appropriate personal and food hygiene practices before and during preparation or service of food.

Personal hygiene relating to hands, nails, protective clothing, and jewellery.

Food hygiene relating to separation of raw and cooked foods, avoidance of cross contamination, cleaning up ‘as you go’, cleaning and disinfection, internal disposal of waste, temperature control.

The activity must be carried out under supervised conditions and an assessor observation checklist must be retained as evidence of performance.




Development of capacities Successful learners Effective



citizens

As the learning approaches are student-centred these activities will allow the learner to feel involved in the learning process reflecting on their own behaviours when managing food hygiene

Use Technology for learning Learn independently and as part of a group – planning activities both individually and with others Achieve success – pass Outcome Have respect for others – giving feedback


Successful learners: Learn independently and as part of a group – planning activities both individually and with others




Outcome 4

What is to be learned Suggested learning and teaching approachesFeedback and assessment strategies

Appropriate personal hygiene practices before and during preparation or service of food are carried out.

Tutor-led introductory discussion GoAnimate animation to reinforce learning With the use of VoiceThread images/video of a cook and

waitresses which can be discussed in relation to personal hygiene Classroom discussion on the issues relating to food hygiene and

the consequences of poor personal hygiene and other factors brought up by discussion


Ongoing feedback throughout the classroom discussions

With the information given from the discussion on the VoiceThread individual and/or group feedback can be given


Appropriate food hygiene practices before and during preparation or service of food are carried out.

Tutor-led introductory discussion Tutorial movie to stimulate class discussion Practical group work to answer questions posed in the movie and

provide presentation to fellow students Electronic quizzes to consolidate learning and provide personal


Ongoing feedback throughout the classroom discussions

Tutor gives conclusion from the groups finding





Documents

Learning and Teaching Plan - SQA Academy€¦ · Web viewThis Learning and Teaching Plan forms part of a tutor resource which was developed based on the SQA National Unit specification