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12 September 2018

© Highfield Products Limited 2018

All rights reserved. No part of this product may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, including electronic,
photocopying, recording or otherwise, without the prior permission of Highfield
Products Ltd. The commission of any unauthorised act may result in civil or
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The publisher of this product has made every effort to ensure the accuracy of the
information contained in this product. However, neither the author, nor Highfield
Products Ltd nor anyone involved in the creation of this publication accepts any
responsibility for any inaccuracies or failure to implement correctly, however
caused.

Disclaimer of Endorsement

Reference to or any image of any specific commercial or non-commercial product,

process or service by company name, trade name, trade mark, manufacturer or
otherwise does not constitute or imply endorsement or recommendation by
Highfield Products Ltd. This should be the year in which the document was
created. It can be a period of years if the document has been created and then
amended.

1
 Ed.6 August’18

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Tel: 0845 2260350
Tel: 01302 363277

© 2018 Highfield Products Limited.

All rights reserved. No part of this publication may be
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consent of Highfield Products Ltd.

The UK and Middle East’s leading supplier of compliance, work-based

learning and apprenticeship training materials.

Disclaimer: The information provided in this training package has been carefully
compiled to ensure its relevance and accuracy. However, no liability or legal
responsibility is accepted for the content or any errors or omissions.

Apart from any fair dealing for the purpose of private study or the purpose
permitted under the UK Copyright, Designs and Patents Act, 1988 no part of this
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without the prior permission in writing of Highfield Products Ltd.

Tutor guidance and general advice

Carefully study the training pack and ensure that you are familiar with its contents.
On this first slide, enter your name in the space provided. The date will update
automatically.
Ensure you have a full set of training aids to enhance your lecture.
Include any additional aids you intend to use with the list provided.
Add the visual aids and examples of group exercises, handouts, newspaper
articles, anecdotal stories and jokes you intend to use at the relevant page of
each of these notes. Any omissions or new information you wish to include in the
lecture should also be added.
Group work and interactive sessions are an essential feature of any successful
course. Several examples are included with the pack.
Ensure that there are adequate strategically timed breaks and always finish on
time.
Lecturers should arrive at least 30 minutes prior to the lecture to check:
• all equipment is working satisfactorily, that they know how to operate it
and participants can clearly see and read the information projected
• the projector is properly focused and the screen is clearly visible from
all parts of the room; ensure it is safe and there are no trip hazards
caused by wires. It is also useful to have a spare bulb and to know how
to change it.

2
 • the lecture room is arranged to suit the style of lecture and the
visual aids being used.
The PowerPoint™ slides in this pack will enhance your lecture.
Always face the audience when speaking and do not address your comments
to the screen, with your back to the participants.
If you have any suggestions for improving this training pack or would like any
specific amendments, please do not hesitate to contact Highfield on 0845
2260350.

Good luck with your course.

© Highfield Products Ltd

2
 Ground rules

● Fire escapes
● Toilets
● Smoking
● Drinks
● Breaks
● Lunch
● Questions
As a courtesy to
● Talking over others
others please set
● Respect others’ points of view your mobile phone
● Timekeeping to SILENT MODE.

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3

Suggested total time for introductions, course overview, subject

related icebreakers etc. 30 minutes

• Welcome delegates – introduce yourself. Explain domestic

arrangements, emergency evacuation procedures, refreshments,
security and toilet location.
• Ask delegates to switch off mobile phones, etc.
• Provide a short overview of the course and its purpose.
• Use ‘icebreakers’ if appropriate e.g. Highfield L2 playing cards.
• Encourage participation by asking delegates to write their name on
badges/stickers or display in front of them.
• You could ask if anyone has had food poisoning, how they got it,
what happened (if appropriate!), etc.
• Refer to recommended course book and explain about the
handouts.
• Discuss the way you will use group exercises. Divide delegates
into groups of 3-4 for group exercises.

• It is important that delegates are made aware of general

housekeeping and safety matters.
• This is also an ideal time to establish any ground rules with regards
to the tutor’s and students’ expectations, expected involvement
and information regarding home study.
• Tutors could also take this opportunity to outline briefly the
examination procedures relating to the awarding body being used.

3
 GDPR requirements

It is a regulatory requirement for all delegates

attending an accredited course to provide:

• their name
• workplace address
• date of birth

This information will be held by the awarding

organisation in compliance with the requirements
of the GDPR.

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4

4
 Highfield PowerPoint presentations
KEY

Class Individual Key

KEY POINT
Question Exercise Point

Group Class
Law
Exercise Exercise

Next
Definition Handouts # NEXT
Slide

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5

Highfield PowerPoint presentation key

If CQ appears in the top-left corner of the slide, it is a Class Question.

If the group icon appears, it is a Group Exercise.

If the individual icon appears it is meant as an Individual Exercise to test each

person’s understanding.

If a Class Exercise icon appears, it is an exercise which requires every member of

the group to display a ‘card’ with a ‘tick’ or a ‘cross‘ or A, B, C or D.

The HO sign indicates that this is an exercise where learners are able to
write/complete a Handout as opposed to calling out

If the Definition symbol appears, this indicates the wording is an official definition.

5
 Module guide

An introduction to
1 7 Cleaning and disinfection
food safety

Module guide
Microbiological
2 8 Food pests and control
hazards

Contamination Food safety management

3 hazards and controls
9
from purchase to service
Food poisoning and
4 its control 10 Food Safety Legislation

5 Personal hygiene
11 Revision and examination
Design of premises technique
6 and equipment

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6

Trainers can return to this slide and go to any module. This may be particularly
useful when summarising at the end of the course, or to reiterate a point during
the course if a delegate has misunderstood.

Trainers should refer learners to the course evaluation handout and explain that
they will need to complete this at the end of the course.

Suggested timetable for 1 day course where no prior learning, homework

etc has been given; 7 hours teaching time excluding breaks and lunch and
including the examination as per the TQT guidance for the qualification.
Where homework, additional work or where learners already have some
knowledge, it is likely that this time will be reduced. Please remember this
is flexible, it is provided to give an idea.

09:00 Registration and welcome

09:15 An introduction to food safety
10:00 Microbiological hazards
10:55 BREAK
11:10 Contamination hazards and controls
12:05 Food poisoning and its control
12:25 LUNCH
13:00 Personal hygiene
13:45 Design of food premises and equipment
14:05 Cleaning and disinfection
14:30 Food pests and control
15:00Food safety management controls from purchase to service
15:30 BREAK
15:45 Food Safety Management from purchase to service
16:40 Legislation
16: 50 Revision
17:00 Examination

6
18:00 Close.

6
 An introduction to
food safety
1
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7

By the end of this module learners will be able to:

Understand how individuals can take personal responsibility for food safety
The importance of food safety procedures, risk assessment, safe food handling
and behaviour:
• Prevention of food poisoning
• Ensuring safe food
• Benefits to customers, food handlers and food businesses of effective food
safety procedures
• The costs of poor food safety practices to a business

Reporting food safety hazards:

• Examples of food safety hazards
• When and how to report hazards to supervisors

This module should take approximately 25 minutes (including information

regarding aims and objectives of the course etc.)

Activities in this module include:

Class Question - What food safety problems should you report?

Handout 1 - What are the definitions of...?
Class Question - What do you think are the most common hygiene faults that
result in food poisoning?
Class Exercise - Benefits or costs of food safety?
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

7
 What food safety problems should
you report?

● Food out of temperature control

● Unfit and spoiled food/food out-of-date code
● Damaged equipment/structure and broken windows
● Pest problems
● Unclean areas
● Sickness
● Unhygienic habits
● Build up of waste
● No hot water, soap or towels etc.

Who would you report problems to?

● Manager or supervisor.
NEXT
Class Question 8

CLASS QUESTION
This slide links to the importance of communication and reporting.

Tutors should also ensure learners are aware of methods of reporting such as
verbal or logging into books etc. and following company procedures.

Another good question to ask learners here is when they need to report problems
– hopefully the answer will be immediately or as soon as possible

8
 1 What are the definitions of…?

The measures to control hazards and to

Contamination
A (of food) 1 protect consumer health – safeguards food
from harm

The presence or introduction of something

B Food hygiene/safety 2 harmful (a hazard) or objectionable in food

Food that is free of contamination and will

C HACCP 3 not cause harm, injury or illness

Hazard analysis critical control point –

D Hazard 4 a food safety management system to
protect food safety

E Safe food 5 Something with the potential to cause harm

Group Exercise 9

GROUP EXERCISE: Refer to handout 1 in delegate pack.

This exercise can be completed as a group or individual exercise. It has been

suggested as a group exercise as often learners feel a little nervous early in the
course and completing exercises in a group may help them to gain confidence
and motivate them to learn.

Completion of the exercise allows for participation early in the course and also
helps to identify the base knowledge of the group.

9
 1 What are the definitions of…?

Contamination The presence or introduction of something

A (of food) 2 harmful (a hazard) or objectionable in food

The measures to control hazards and to

B Food hygiene/safety 1 protect consumer health – safeguards food
from harm

Hazard analysis critical control point –

C HACCP 4 a food safety management system to
protect food safety

D Hazard 5 Something with the potential to cause harm

Food that is free of contamination and will

E Safe food 3 not cause harm, injury or illness

NEXT
Group Exercise 10

10
 Hazards

(Micro)biological Physical
(Results in (Results in
food poisoning) injury)

Chemical Allergenic

(Results in (Results in
poisoning) adverse reaction)

KEY POINT
If you see any food safety hazard, report it to your
supervisor straight away.
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11

Ask learners to state the most horrific, interesting or amusing food complaint they
have had, either privately or commercially.

Microbiological hazards are often referred to as bacteriological hazards.

11
 What do you think are the most common
hygiene faults that result in food poisoning?

● Preparing food too far in advance

and storing at room temperature
● Slow cooling
● Not reheating/cooking properly
● Contaminated food
(cross-contamination or raw)
● Not thawing completely before cooking
● Food handlers being infected/having bad personal
hygiene

‘Food handler’s responsibility is to report immediately to their

supervisor or manager any food safety faults they identify’.

NEXT
Class Question 12

CLASS QUESTION

This slide is useful to get learners to see the underlying reasons for food
poisoning as opposed to just looking at the different contaminants.

Trainers could generate more interest in the course by asking learners to provide
specific examples of how this may occur.

For example, preparing rice salad first thing in the morning for an evening meal
and then leaving it in a warm kitchen, would be an example of how the first point
could occur.

At this point learners should be asked what they would do if they identified any
issues in their workplace. Learners should be reminded of the importance of
reporting faults.

12
 Benefits or costs of food safety

 = benefits
 = costs Show all answers

Closure of the business 

A good reputation 
Protects brand 
Outbreaks of food poisoning (death/suffering) 
Less waste 
Food contamination and customer complaints 
Improved food safety, less risk of food poisoning 
Pest infestations 
Waste food due to spoilage 
Loss of business

Higher profits

Good working conditions.

Class Exercise 13

CLASS EXERCISE

Whilst all these points are correct, trainers should stress that food poisoning is the
most important cost of poor hygiene and safer food is the main reason for having
high standards of food hygiene.

13
 Benefits or costs of food safety

 = benefits
 = costs

Closure of the business 

A good reputation 
Protects brand 
Outbreaks of food poisoning (death/suffering) 
Less waste 
Food contamination and customer complaints 
Improved food safety, less risk of food poisoning 
Pest infestations 
Waste food due to spoilage 
Loss of business

Higher profits

Good working conditions. 
NEXT
Class Exercise 14

Whilst all these points are correct, trainers should stress that food poisoning is the
most important cost of poor hygiene and safer food is the main reason for having
high standards of food hygiene.

14
 Which of the following would be the most serious effect of
poor hygiene in a catering business?

Higher running costs

More food waste

Food poisoning

Poor working conditions

NEXT
Class Exercise 15

It is a good idea to read the questions out loud as some learners may struggle
with reading or may not be able to see the screen well.

When using the ABCD cards ensure that all learners put up their cards at once so
that they cannot copy from each other. Do not allow learners to call out as
otherwise some learners will just wait for others to answers and copy from them,
instead of trying to answer a question themselves.

Where learners get an answer wrong do not isolate them by identifying who got it
right and who didn’t. Just outline that there were some incorrect answers in the
room, identify which is the right answer and why it is that answer not another.

This question frequently catches learners out. It has been included so that
learners are able to realise that food safety is more than just cleaning, personal
hygiene and temperature control. It encompasses all of these things.

Q1: remind learners it is the MOST serious effect. All are bad effects of poor
hygiene, but one is more serous than the others.

Q2: remind learners that food safety is not just about cleaning or cooking correctly
or good personal hygiene. It is about all those things and more!

15
 Which of the following is the BEST meaning of
‘food safety’?

Using enough cleaning chemicals

to keep surfaces clean

Keeping food at the right temperature

so that bacteria will not multiply

Ensuring food is free from

harm of any kind

Washing hands regularly

throughout the day

NEXT
Class Exercise 16

16
 What is contamination?

The multiplication of
bacteria in food

Something objectionable
in food

Something that is not

destroyed by cooking

A rapid method of
cooling food

NEXT
Class Exercise 17

Q3: this links to the definition quiz. Contamination is something in the food which
should not be there. It can be either microbiological, physical, allergenic or
chemical.

17
 Which of the following hygiene faults is most likely to
result in food poisoning?

A badly organised
dry store

Dirty floors

Preparing food too far

in advance

Overflowing waste bins

NEXT
Class Exercise 18

Q4: all are faults, but one is more serious than the others.

18
 Microbiological hazards
2
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19

By the end of this module learners will be able to outline:

• The types of microbiological hazards e.g. bacteria, virus and mould
• The main characteristics of pathogenic bacteria
• Why spores and toxins are formed and the consequences these may have for
food safety
• The main factors which influence the multiplication of pathogenic bacteria
• The methods used to destroy pathogenic bacteria in food
• The methods of minimising and preventing bacterial multiplication in food
• The meaning of the terms and examples of multiplication and survival
• The terms and examples of: raw food, high-risk food, low-risk food, ready to-
eat raw food
• The ‘risk (danger) zone’

How to deal with food spoilage including recognition, reporting and disposal:
• Signs of spoilage
• Preservation techniques
• When to dispose of spoiled food
• The need to report any spoiled food to a supervisor

This module should take approximately 45 minutes

Activities in this module include:

Handout 2 - What are the definitions of...?
Class Question - How can you prevent the multiplication of food poisoning
bacteria?
Class Question - How can you kill bactera in food?
Class Exercise - Bacteria - true or false?
Class Exercise - Spores - true or false?
Class Exercise - Which food type?
Class Question - What are the signs of food spoilage?

19
Class Exercise - High risk/not high risk
Class Exercise - Where should I store it?
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

19
 2 What are the definitions of…?

Risk (danger) zone

A of bacterial growth 1 Poisons produced by pathogens

Temperature range within which there is a

B High-risk food 2 risk of food poisoning bacteria multiplying

A dormant state of bacteria which protects

C Pathogen 3 them against unfavourable conditions

D Spores 4 A disease-causing organism

Ready-to-eat foods which support the

E Toxins 5 multiplication of pathogenic bacteria

NEXT
Group Exercise 20

GROUP EXERCISE: Refer to handout 2 in delegate pack.

Learners should be encouraged to identify the definitions themselves in small

groups. Trainers should then discuss each definition and simplify/explain as
required.

20
 2 What are the definitions of…?

Risk (danger) zone Temperature range within which there is a

A of bacterial growth 2 risk of food poisoning bacteria multiplying

Ready-to-eat foods which support the

B High-risk food 5 multiplication of pathogenic bacteria

C Pathogen 4 A disease-causing organism

A dormant state of bacteria which protects

D Spores 3 them against unfavourable conditions

E Toxins 1 Poisons produced by pathogens

NEXT
Group Exercise 21

21
 Types of micro-organisms

Bacteria Mould

● Single celled ● Type of fungal species.

Viruses

● Smaller than bacteria;

only need a small
number to cause illness
● Multiply in living cells

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22

Many learners are confused about the difference between bacteria, mould and
viruses.

Most of this module relates to bacteria, but trainers should ensure that learners
are aware of the difference between the three types of microbiological hazard.

Moulds are also often classified as chemical hazards as the toxins they produce
are chemicals, however, there is some argument regarding this. The most
important thing to remember is that some moulds can be harmful and consuming
mouldy food is unacceptable.

22
 Bacteria

Can only be seen using a microscope

and are found everywhere

Types of bacteria
● Pathogens – cause illness
● Spoilage – makes food unfit
● Some essential
● Some helpful/useful, e.g. to
make yoghurt.

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23

Bacteria are too small to see with the naked eye.

Most bacteria need to be magnified by a 1000 to be seen.
Spoilage bacteria affect the appearance, smell and touch of food, e.g. it is
discoloured and slimy; they cause food to rot or perish.

Food contaminated with pathogenic bacteria usually looks, tastes and smells
normal.

Many learners at Level 2 have problems differentiating between pathogenic and

spoilage bacteria. Trainers should ensure they take the time to ensure learners
are aware that pathogens cannot be seen, tasted or smelt. They are not
detectable before food is eaten.
Spoilage bacteria are unlikely to cause illness, not least because, as they spoil
the food, it becomes unpalatable.

23
 Types of microbiological hazards

Contamination by micro-organisms,
including bacteria, moulds, viruses
and parasites

Multiplication of bacteria

Survival of bacteria and other

pathogens.

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24

Whilst physical, chemical and allergenic hazards can only be through

contamination, microbial hazards also include multiplication and survival.

This is important to know because the controls for each is different.

24
 What bacteria need to multiply or grow

Moisture

Warmth

Food

Time.

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25

Trainers should discuss each of these requirements in turn.

Each of the requirements is covered in more depth in the food safety handbook
(Level 2).

25
 Bacteria

Rapid multiplication or growth

if right conditions

Some bacteria
can double in
number every.
10
minutes

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26

Tutors should stress that this growth rate is in ideal conditions.

26
 Preventing multiplication

How can you prevent the multiplication of food

poisoning bacteria?
● Cold temperatures
● Hot temperatures
● Short time in risk (danger) zone
● Cool rapidly
● Salt/sugar/acid
● Dehydration and keep food dry
● Preservatives.

NEXT
Class Question 27

CLASS QUESTION

Cold temperatures such as freezing at -18oC will stop multiplication of bacteria

and refrigeration (chilling) will slow down multiplication.

Trainers should ensure that they explain why salt and sugar will slow down
multiplication.

In this course it is not necessary for learners to have any in-depth understanding
of preservation techniques, but they should be able to identify that preservation
will help to slow down and/or prevent microbial multiplication.

Examples of preservation methods commonly used are:

• Pasteurisation
• Canning
• Ultra heat treatment
• Dehydration
• Use of chemicals
• Salt/sugar
• Smoking
• Freezing

27
 How can you kill bacteria in food?

● Thorough cooking
● High temperatures
● Chemicals (including salt/sugar/acids)

Methods of preserving foods include:

● using high temperatures
● using very low temperatures
● using chemicals
● irradiation and ultraviolet light.

NEXT
Class Question 28

CLASS QUESTION

This slide is about destroying bacteria.

Some examples of treatment using very high temperatures include canning/ultra

heat treatment of milk etc.

Chemicals include nitrates, acids, etc. The use of some are carefully controlled by
legislation as they can also have adverse effects on human life.

28
 Germometer

Dead!

Most pathogens start to die at 63ºC

and above

Multiply rapidly between 20ºC – 50ºC

Spoilage slow growth; most

pathogens no growth <5°C

Dormant with no growth of spoilage

or pathogens at -18ºC.

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29

• 100°C boiling water – dead

• 82°C disinfecting equipment with hot water
• 75°C core cooking temperature (or 70°C for 2 mins) – destroys most
pathogens/bacteria
• 63°C or above – too hot - start to die (no multiplication)
• 37°C ideal temperature for the multiplication of most pathogenic bacteria
• 5°C to 63°C theoretical risk (danger) zone
• 20°C to 50°C (most rapid multiplication if right conditions)
• 8°C maximum legal temperature for the cold storage of food
• 1-4°C chiller/refrigerator temperature (slow growth of spoilage organisms, most
pathogens won’t grow - exception listeria)
• 0°C the temperature at which water freezes
• -18°C freezer temperature (dormant - no growth of spoilage or pathogenic
organisms)

Learners should be able to identify significant temperatures.

Trainers could use a probe thermometer to demonstrate temperature, e.g. cup of
tea, room temperature, hot food, refrigerator, body temperature, etc.

29
 Bacteria – true or false  ?
Show all answers

Bacteria are too small to see with the naked eye


Bacteria are only found in raw meat and soil

All bacteria are harmful

In the right conditions bacteria divide every 10-20 hours

Bacteria require food, moisture, time and warmth to grow

Pathogens are bacteria which often cause illness

Spoilage bacteria affect the appearance, smell and texture of food.



Class Exercise 30

CLASS EXERCISE

This exercise helps to ensure delegates have understood the basics of

bacteriology. It picks up on the most common misconceptions and allows the tutor
to re-enforce the correct answer and to explain the reasons behind the answer.

30
 Bacteria – true or false  ?

Bacteria are too small to see with the naked eye


Bacteria are only found in raw meat and soil

All bacteria are harmful

In the right conditions bacteria divide every 10-20 hours

Bacteria require food, moisture, time and warmth to grow

Pathogens are bacteria which often cause illness

Spoilage bacteria affect the appearance, smell and texture of food.

NEXT
Class Exercise 31

31
 Toxins
(poisons produced by some bacteria)

Produced when bacteria grow in food

T
T T T

T T
T T T

T T
T T

Many heat resistant and unaffected by freezing

Cause food poisoning with a short incubation period

May also be produced when bacteria die or when spores

are formed.
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32

Prevent multiplication to prevent toxin formation

Toxins most likely to be found in cooked foods that have been handled, e.g.
stripping meat off cooked chickens followed by temperature abuse. Also cooked
rice slow cooling/temp abused.
Rarely found in raw products.
Outbreak due to chef scratching boil then making trifle – left at ambient.

Why are toxins a food safety threat?

May not be destroyed during normal cooking process.

Bacterial toxins cause illness not food spoilage.

32
 Spores

● A dormant state of some bacteria

● Spores are formed due to lack of nutrients, they can
survive:
− High temperatures, e.g. boiling for up to 5 hours
− Chemicals (disinfectants)
− Dehydration (drying)

Do not multiply

Spores survive freezing.

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33

Some pathogenic bacteria produce spores which can survive high temperatures
including cooking and freezing, dehydration and disinfection. Spores do not
multiply.

Spores are formed due to a lack of nutrients, starvation triggers their formation, it
takes 6 – 8 hours for a spore to form in a vegetative cell.. Spores are a survival
mechanism, they are released as the cell dies due to unfavourable conditions
such as high temperatures, chemicals and lack of moisture.

33
 Bacterial spores – unsuitable conditions

Cell

99.3ºC
Spore forms in cell

Cell disintegrates due to

lack of nutrients

T
Spores survive
Releases spore and may
normal cooking
release toxin (poison). T

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34

• Unsuitable conditions, e.g. lack of nutrients triggers sporulation

• Spores survive normal cooking/boiling for up to 5hrs.
• Cooking provides a heat shock which activates the spores so they germinate
during cooling.
• Spores are unaffected by refrigeration of freezing.

34
 Bacterial spores – suitable conditions

Spore germinates

Cell produced and multiplies

T
Toxin may be released in
intestine or in food T
T

Cool food rapidly to stop

germination and
multiplication. 
NEXT
Class Question 35

CLASS QUESTION
• Which foods are most likely to be affected by spores?

Answer
• Dry foods – especially spices, cereals (rice)
• Food that has been cooked (stews)
• Intestine of fish
• Mushrooms
• Vegetables - soil

35
 Spores – true or false?
Show all answers
 = True
 = False

All bacteria produce spores


Spores can survive high temperatures

Bacteria can multiply inside the spore

Spores can survive dehydration

Spores keep the bacteria warm.

Class Exercise 36

CLASS EXERCISE

As learners often find spores a hard concept to grasp, this exercise identifies the
most common misconceptions regarding spores and helps to ensure learners
have understood the main facts.

36
 Spores – true or false?

 = True
 = False

All bacteria produce spores


Spores can survive high temperatures

Bacteria can multiply inside the spore

Spores can survive dehydration

Spores keep the bacteria warm.

NEXT
Class Exercise 37

As learners often find spores a hard concept to grasp, this exercise identifies the
most common misconceptions regarding spores and helps to ensure learners
have understood the main facts.

37
 High-risk foods

High-risk food is ready-to-eat and supports the

growth of bacteria it usually needs refrigerated/frozen
storage or hot storage above 63oC.
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38

High-risk foods:
Usually identified as food vehicles in outbreaks of food poisoning, such as ready-
to-eat foods which support the rapid multiplication of pathogenic bacteria.
Intended for consumption without treatment, such as cooking, which would
remove or destroy these bacteria.
Require refrigerated/frozen storage.
Must be kept separate from raw foods.

The trainer could ask each delegate in turn to provide other relevant examples of
high-risk foods.

NB Frozen high-risk foods have the available moisture removed and are safe
whilst frozen, but should be stored separately from raw frozen foods as
contamination can still occur.
Frozen foods can be categorised into:
• Frozen raw food: vegetables, chips etc.
• Frozen ready-to-eat: ice cream, sorbet
• Frozen high-risk to be cooked: chilled ready meals.

38
 Raw foods to be cooked

Raw foods to be cooked must be separated from

ready-to-eat food. They are a major source of food
poisoning bacteria.

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39

Raw foods intended to be cooked:

Perishable and support the multiplication of bacteria.
Often contaminated with large numbers of pathogenic bacteria.
Must be kept separate from ready-to-eat foods, even if frozen.

Learners often confuse high-risk and raw foods; trainers should ensure that they
emphasise that raw food is a major source of pathogens, but a high-risk food is
one on which bacteria will multiply and which is ready to eat.

39
 Low-risk foods

Low-risk food can usually be stored at ambient/room

temperatures as they do not support the multiplication of
pathogenic bacteria.
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40

Trainers should emphasise that they are low-risk NOT no risk foods!
They are rarely implicated in cases of food poisoning, but chocolate and
fermented meat products have been implicated in outbreaks of food poisoning on
several occasions (Salmonella).
Once powders such as gravy or custard are reconstituted they become high-risk.

40
 Ready-to-eat raw foods

Should always be washed and if possible blanched

or scrubbed before eating as some low dose
bacteria may be present.
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41

Ready-to-eat raw foods

Raw foods such as lettuce or fruit may be contaminated with low-dose pathogens
and must always be double-washed in running water before eating. (NB Cut
melons have been implicated in outbreaks of food poisoning.) Lettuce, raspberries
and apple juice have been implicated in food poisoning.

NB Large numbers of pathogenic organisms are usually needed to cause illness.

However, some pathogens only need a few organisms to be present to cause
illness: these are known as low-dose organisms.

Class question: Why do we need to know the four different types of food?
We need to know which foods are likely to be contaminated with pathogenic
organisms and use the information to prevent cross-contamination during delivery,
storage, preparation and serving.

Additional information: The statement included about washing/scrubbing ready-

to-eat raw food comes from the Food Standards Agency E. COLI O157
CONTROL OF CROSS-CONTAMINATION Guidance for food business operators
and enforcement authorities. Tutors may wish to add that the FSA do not
advocate the use of a food sanitiser for caterers.

41
 Which food type?

A High-risk Low-risk B

C Ready-to-eat raw Raw food to be cooked D

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Class Exercise 42

CLASS EXERCISE:

This exercise summarises the different food groups by using common examples
of foods. It helps the trainer to ensure that learners have understood the different
food types before they move on to the next subject area.

42
 What are the signs of food spoilage?

● ‘Off’ smells
● Discolouration
● Slime/stickiness
● Mould
● Texture change
● Unusual taste
● The production of gas
● Blown cans or packs

‘Food handlers’ responsibility is to report all signs

of food spoilage to a supervisor and ensure that it
is disposed of safely’.
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Class Question 43

CLASS QUESTION:

Food spoilage commences when food is harvested, animals are slaughtered or

fish are removed from the sea.

Causes of spoilage:
• Bacteria
• Moulds
• Enzymes – protein-based catalysts that speed up a metabolic reaction
• Yeasts.

43
 High risk Not high risk 
Show all
answers

 Margarine  Dried apricots  Toast

 Vacuum-packed meat
 Pickled onions

 Wine
 Biscuits
 Bag of sugar 2 years old

 Coffee
 Rice dish
 Curry

 Baked potato in foil  Raw milk  Prawn cocktail

 Oysters
 Raw egg products
Breakfast cereals

Class Exercise 44

CLASS EXERCISE:

You can choose how to display the answers on screen

They will automatically appear one by one (left to right).
Click ‘Show ALL the answers’ to bring them all up at once.

Baked potato in foil:

There have been cases of food poisoning associated with the outgrowth of spore
formers when potatoes have been left in foil after baking.

Tutors may wish to alter the examples given depending upon the group they are
delivering to.

Delegates to draw a ‘tick’ or a ‘cross’ on a piece of card or paper

All the delegates must hold up a ‘tick or a ‘cross’ to indicate which of the foods is
high-risk or not high-risk.

Ask the delegates to write down the five most important things they have learnt.

These should include:

• Definitions of contamination, food hygiene, food safety management system,
safe food, food poisoning
• High-risk foods
• Benefits of good hygiene
• Costs of poor hygiene

44
 High risk Not high risk 

 Margarine  Dried apricots  Toast

 Vacuum-packed meat
 Pickled onions

 Wine
 Biscuits
 Bag of sugar 2 years old

 Coffee
 Rice dish
 Curry

 Baked potato in foil  Raw milk  Prawn cocktail

 Oysters
 Raw egg products  Breakfast cereals

NEXT
Class Exercise 45

CLASS EXERCISE:

You can choose how to display the answers on screen

They will automatically appear one by one (left to right).
Click ‘Show ALL the answers’ to bring them all up at once.

Baked potato in foil:

There have been cases of food poisoning associated with the outgrowth of spore
formers when potatoes have been left in foil after baking.

Tutors may wish to alter the examples given depending upon the group they are
delivering to.

Delegates to draw a ‘tick’ or a ‘cross’ on a piece of card or paper

All the delegates must hold up a ‘tick or a ‘cross’ to indicate which of the foods is
high-risk or not high-risk.

Ask the delegates to write down the five most important things they have learnt.

These should include:

• Definitions of contamination, food hygiene, food safety management system,
safe food, food poisoning
• High-risk foods
• Benefits of good hygiene
• Costs of poor hygiene

45
 Where should I store it?
See all answers

 Refrigerator  Dry store

Sterilised milk (unopened)


Vacuum-packed pasteurised meat

Pasteurised canned meat (unopened)

UHT milk (unopened)

Bananas

Cut melon

Dry ice-cream mix

Bottle of tomato sauce (opened)

Jar of mayonnaise (unopened)

Class Exercise 46

CLASS EXERCISE:

Tutors may wish to alter the examples dependant upon the food produced.
This exercise ensures that delegates consider the difference between opened and
unopened products.

Many delegates will not have heard of pasteurised canned meat, but it is still
widely produced and tutors should take the opportunity to identify that it is
important to identify any pasteurised product (other examples include apple juice
and some other fruit juices), as they will always need to be stored in the
refrigerator.

46
 Where should I store it?

 Refrigerator  Dry store

Sterilised milk (unopened)


Vacuum-packed pasteurised meat

Pasteurised canned meat (unopened)

UHT milk (unopened)

Bananas

Cut melon

Dry ice-cream mix

Bottle of tomato sauce (opened)

Jar of mayonnaise (unopened)

NEXT
Class Exercise 47

CLASS EXERCISE:

Tutors may wish to alter the examples dependant upon the food produced.
This exercise ensures that delegates consider the difference between opened and
unopened products.

Many delegates will not have heard of pasteurised canned meat, but it is still
widely produced and tutors should take the opportunity to identify that it is
important to identify any pasteurised product (other examples include apple juice
and some other fruit juices), as they will always need to be stored in the
refrigerator.

47
 Bacteria, moulds and viruses are all:

toxins

micro-organisms

poisons

pathogenic

NEXT
Class Exercise 48

Q1: Helps learners to differentiate between the different types of micro-organisms

and classifications.

Q2. Ensures learners are able to differentiate between different types of bacteria.

Q3. Many learners incorrectly seem to think that bacteria need light in order to
multiply – this is not the case!

Q4. Specifically links to pathogens.

48
 What type of bacteria cause food to rot or perish?

pathogenic

mouldy

friendly

spoilage

NEXT
Class Exercise 49

49
 Which one of the following is required by bacteria to
multiply?

Time

An acid pH

Dryness

Light

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Class Exercise 50

50
 Pathogens are:

useful for making cheese

chemical hazards

harmful to humans

cleaning chemicals

NEXT
Class Exercise 51

51
 Which of these statements is correct?

All bacteria are harmful

Spoilage bacteria are

called pathogens
You can easily see
bacteria on food
Most pathogenic bacteria
grow best at 37oC

NEXT
Class Exercise 52

Q5: This slide ensures the learners are able to identify ideal temperature
requirements for multiplication of bacteria.

52
 Contamination hazards
and controls
3
NEXT
53

By the end of this module learners will be able to outline:

• The common sources of bacteria

• The meaning of the terms and examples of: contamination and survival: cross-
contamination; sources, routes and vehicles of contamination
• The difference between contamination and multiplication; hazards and control
• Why it is important to separate raw and ready-to-eat foods

Chemical hazards
• Examples of chemical hazards
• Risks associated with chemical hazards
• Ways of preventing chemical contamination

Physical hazards
• Examples of physical hazards
• Risks associated with physical hazards
• Ways of preventing physical contamination

Allergenic hazards
• Common allergens
• Risks associated with allergenic hazards
• Symptoms of allergic reaction
• Ways of preventing allergenic contamination

This module should take approximately 55 minutes

Activities in this module include:

Handout 3 - What are the definitions of...?
Class Question - What are the 4 types of contamination hazard?
Class Question - What are the sources of bacteria?
Class Question - How would you control cross-contamination?

53
Class Question - Match the contaminant to the source of the hazard
Class Question - How can you control physical contamination?
Class Question - What are the controls for chemical hazards?
Class Question - What are the symptoms of an allergic reaction?
Class Question - What hidden allergenic ingredients are likely to be in these
products?
Class Question - What hidden allergenic ingredients are likely to be in these
products?
Class Exercise - Which type of contamination?
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

53
 3 What are the definitions of…?

The transfer of bacteria from a

A Allergen 1 contaminated source, usually raw food,
to ready-to-eat food

B Allergy 2 A protein that induces an allergy

Contamination A response by the body that may affect the

C (of food) 3 skin, digestive tract or respiratory system

The point from which the causative agent

D Cross-contamination 4 first enters the specific food chain

The presence or introduction of something

E Sources of bacteria 5 harmful (a hazard) or objectionable in food

Group Exercise 54

GROUP EXERCISE: Refer to handout 3 in delegate pack.

Trainers should ask learners to attempt to match the definitions and then discuss
the answers.

54
 3 What are the definitions of…?

A Allergen 2 A protein that induces an allergy

A response by the body that may affect the

B Allergy 3 skin, digestive tract or respiratory system

Contamination The presence or introduction of something

C (of food) 5 harmful (a hazard) or objectionable in food

The transfer of bacteria from a

D Cross-contamination 1 contaminated source, usually raw food,
to ready-to-eat food

The point from which the causative agent

E Sources of bacteria 4 first enters the specific food chain

NEXT
Group Exercise 55

55
 What are the 4 types
of contamination hazard?
Physical
Foreign bodies

Microbiological
Bacteria, viruses, moulds,
yeasts and parasites

Allergenic

Chemical

May be present in raw materials or introduced during storage,

preparation or service.
NEXT
Class Question 56

CLASS QUESTION:
This slide is essentially the same as the slide in module 1. It has been deliberately
incorporated to reinforce an important point.

Microbiological hazards are often referred to as bacteriological hazards.

56
 What are the sources of bacteria?

People/sewage Raw food Insects Animals/birds

Soil/dust Refuse/waste Rodents Contaminated

packaging.
NEXT
Class Question 57

CLASS QUESTION:

A source may be considered as the origin of the food poisoning bacteria, for
example, the chicken on the farm that laid the contaminated egg, or the 'thing'
that brought bacteria into the food business, e.g. the egg.

Group Exercise: list common sources of food poisoning bacteria under each of
the headings. Trainers could give each group one or two of the headings and then
ask each one to report back to the rest of the groups.

People/sewage
Spots/contaminated dressings, hands, intestines, septic cuts and boils;
nose, mouth, sneezing; hair, skin cuts and grazes.
Raw food
Meat; raw vegetables (soil); milk & eggs; shellfish; fruit and salad vegetables
(sewage-polluted irrigation water, manure and poor hygiene of people during
harvesting).
Insects
Flies, cockroaches, etc. (from feet, vomit, faeces etc.)
Rodents
Rats, mice (from feet, urine, faeces, mouths, etc.)
Soil and dust
Problems during dry cleaning.
Refuse and waste food
From accumulations, contaminated waste, dust and dirt.
Animals and birds
Faeces from feral cats; bird droppings brought in on boxes (contaminated
packaging).

57
 Sources, vehicles and routes
of contamination

Route:
The path taken by bacteria from sources to
ready-to-eat foods

Sources Vehicles Ready-to-eat foods

Origins of pathogens Transfer bacteria from sources to

that bring them ready-to-eat food. Hands, cloths,
into food premises food and hand-contact surfaces.
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58

Routes
A route is the path taken by bacteria to get from the source to the ready-to-eat
food. This may be direct or indirect via a vehicle. Cleaning, disinfection and good
hygiene practice are essential to remove routes.
Utensils/pans/crockery etc., that have been in contact with raw poultry/meat are
likely to be contaminated with large numbers of pathogens.

A good idea for an additional exercise would be to split learners into small groups
and give each group an example of a source and a ready-to-eat food and ask
them to identify potential routes of contamination.

58
 Cross-contamination
(Micro) biological hazards
Raw Cooked
Direct contact

Raw Surface Cooked

Indirect contact

Raw

Drip
Ready-to-eat (direct contamination)

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59

Cross-contamination
The transfer of bacteria from contaminated sources (usually raw food) to ready-to-eat foods.

Additional class question: Identify other common vehicles of contamination with regard to
indirect cross-contamination.
• Hands
• Cloths
• Equipment, e.g. cutting boards, knives
• Work surfaces etc.

59
 How would you control
cross-contamination?

● Training and supervision of food handlers

● Handwashing between raw and cooked food
● Separating raw and ready-to-eat food (colour coding)
● Using disposable paper cloths or colour-coded cloths
● Cleaning and disinfection
● Using separate equipment
(always use separate vacuum
packers, slicers etc. for raw
and ready-to-eat food)
● Not using hand washbasins for
washing food or equipment.

NEXT
Class Question 60

CLASS QUESTION:

This question helps learners to identify control of contamination. Some learners

may try to control contamination by use of temperature or time. In these cases
learners need to be reminded that this controls multiplication NOT contamination.

Some learners may try to control physical, chemical or allergenic hazards.

Trainers should ensure that they recognise that these are valid controls, but for
another hazard!

Contaminated food should be disposed of so that it cannot get back into the food
chain.

Additional note: as per the FSA E.coli O157 guidance information – the FSA see
no time when it would be acceptable to use the same piece of complex equipment
for raw and ready-to-eat foods. This would be an ideal opportunity to discuss the
main elements of this guidance. Temperature probes are also identified as
complex equipment. The guidance also identifies the importance of identifying
separate areas for the preparation of raw and ready to eat foods wherever
possible.

60
 Physical (foreign material) hazards

Sources:
● Raw ingredients (leaves, stalks, stones etc.)
● Cleaning materials/equipment
● Maintenance – bolts/screws/nails
● People
● Packaging
● Notice boards/pins
● Buildings
● Equipment
● Pests
● Sabotage.
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61

A glass, or hard plastic, breakage procedure should be available and should be

followed by staff in the event of breakage.
Hair is probably the most common physical hazard.
Sabotage is also described as ‘malicious tampering or malicious adulteration’: real
examples include things such as razor blades and small pieces of glass.

Additional Class Question: How can you control physical contaminants?

Implement a glass policy and a glass breakage policy.
Ensure equipment and structure are well maintained and in good repair and
condition.
Avoid repairing equipment in food rooms and don’t carry out temporary repairs.
Ensure pests don’t end up in food.
Insist on staff training, including the need to report defects immediately.
Allow no pins or drawing pins in food rooms.
Don’t use soft wood.
Ensure staff wear appropriate protective clothing.

61
 Match the contaminant to the
source of the hazard
Physical hazards

Staples, cardboard, string, cloth,

Contamination in glass, plastic, wood and paper
delivered product Jewellery, fingernails, buttons,
combs and pen tops

Introduced during Glass, paint flakes, rust,

unpacking oil, bristles and drawing pins

Droppings, bait, eggs and larvae

From premises/ Wood, nuts, bolts, screws,
equipment/pests plaster, glass and pests

Pebbles, snails, stalks, leaves,

wood, glass, metal and pests
From people/visitors
Sweet papers, sabotage,
cigarette ends and hair

NEXT
Class Question 62

CLASS QUESTION:

This exercise allows learners to identify different points in a process where physical
contamination may occur.
Once the trainer clicks on the examples they automatically move to the correct category
and the background turns that colour.

62
 How can you control
physical contamination?

Implement a glass policy and a glass breakage policy

Ensure equipment and structure are well maintained and in
good repair and condition
Avoid repairing equipment in food rooms and don’t carry out
temporary repairs
Ensure pests don’t end up in food

Staff training, including the need to report defects immediately

No pins or drawing pins in food rooms

Don’t use soft wood

Staff to wear appropriate protective clothing.

NEXT
Class Question 63

CLASS QUESTION:

Learners may well identify other relevant controls within their businesses. Tutors
should ensure that the control relates to physical contamination as delegates
commonly have problems distinguishing between controls for microbiological,
chemical, physical and allergenic contamination.

Some controls identified may well affect more than one hazard. In this case tutors
should ensure that they are satisfied the delegate understands this. One way to
identify this would be to ask learners for a specific example.

63
 How can you control
physical contamination?

Check deliveries and de-box area – no staples, string, card etc.

Waste control

Reporting damaged equipment

Not storing food in unsuitable containers such as old ice-cream tubs

Enforce dress code: wear head covering/no jewellery/short nails/

no nail varnish/no personal effects

Effective cleaning.

NEXT
Class Question 64

CLASS QUESTION:

Learners may well identify other relevant controls within their businesses. Tutors
should ensure that the control relates to physical contamination as delegates
commonly have problems distinguishing between controls for microbiological,
chemical, physical and allergenic contamination.

Some controls identified may well affect more than one hazard. In this case tutors
should ensure that they are satisfied the delegate understands this. One way to
identify this would be to ask learners for a specific example.

64
 Chemical hazards

Sources:

Deliveries

Packaging materials (leaching)

Maintenance operatives/contractors

Cleaning chemicals

Pesticides

Additives.

NEXT
65

CLASS QUESTION:

Before asking learners to answer this question, it is an idea to ask them to

consider controls from purchase to service as opposed to just when food is being
prepared.

65
 What are the controls for
chemical hazards?

Approved suppliers/safe packaging

Training of cleaners


Separation of chemicals from food
Don’t store food in old chemical containers
Don’t store chemicals in unmarked containers
Follow correct dilution procedures
Rinsing following chemical cleaning
Protect food – cleaning and pest control
Don’t clean above open food
Use approved food-grade chemicals.

NEXT
Class Question 66

CLASS QUESTION
• Protect food – cleaning & pest control
• Use approved food-grade chemicals
• No chemicals in food/drink containers
• Follow correct policies/procedures

66
 Allergenic hazards

● Increasing problem
● Immune system reacts – minutes
● Anaphylactic shock (rash,
burning sensation, swelling,
difficulty breathing, collapse).

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67

For more information on allergies visit www.anaphylaxis.org.uk and

www.allergyaction.org.uk

Food intolerances are usually less severe and do not involve the immune system.
They may be due to a lack of enzymes or a response to an irritant.

Additional Group exercise: identify common dishes which contain these foods:
Peanuts – also called groundnuts, e.g. satay, cakes and desserts, Indonesian,
Thai, Indian, Bangladeshi dishes and peanut flour and groundnut oil.
Nuts – these include walnuts, hazelnuts, Brazil nuts, cashew, pecan, pistachio,
macadamia, Queensland nuts and almonds. Found in sauces, e.g. pesto,
desserts, salad dressings, crackers, bread, ice cream, oils, praline, frangipane
and marzipan.
Milk – including lactose, in liquid or in powder form, in yogurt, cream, cheese,
butter, whey, casein and other milk products. Ready-made or glazed dishes may
contain milk powder.
Eggs - found in mayonnaise, cakes, mousses, pasta, sauces and quiche.
Sometimes used to bind meat in burgers, or to provide a glaze.
Fish – e.g. anchovies used in salad dressings, sauces, e.g. Worcestershire
sauce, relishes and on pizzas.
Shellfish – including prawns, scampi, mussels, lobster and crab. Shrimp paste
and oyster sauce are found in Chinese and Thai dishes.
Soya – may be found as tofu, bean curd, flour, and textured soya protein. Also
found in ice cream, sauces, desserts, meat products and vegetarian products,
e.g. veggie burgers.
Cereals containing gluten – people with coeliac need to avoid wheat, rye and
barley, oats, spelt and kamut and foods made from these. Bread, pasta, cakes,
pastry, and meat products may contain wheat flour. Soups and sauces, dusted,
battered or bread-crumbed foods may contain flour.
Sesame seeds – used in bread and breadsticks. Sesame paste (tahini) in Greek
or Turkish dishes, including hummus. Sesame seed oil used in cooking or salad

67
dressings.
Mustard and celery.
Some fruits such as strawberries and kiwi fruit, or salad items, and lupin flour
can cause problems; in addition to colourants, artificial flavourings and
preservatives all pose a risk to allergy sufferers.

67
 Symptoms

What are the symptoms of an allergenic reaction?

● Shortness of breath/wheezing
● Swelling of tissue in the mouth and throat
● Difficulty in swallowing and speaking
● Severe asthma
● Cramps/gastrointestinal symptoms
● Generalised flushing of the skin
● Rash/hives
● Alterations in heart rate
● Sudden feeling of weakness
● Collapse and unconsciousness
● Death.
NEXT
Class Question 68

CLASS QUESTION:

Some people with the oral allergy syndrome get a localised red itchy mouth and
throat on eating certain fruit, vegetables and nuts.

68
 Facts about food allergy

Even the tiniest amount of a food allergen can

cause a reaction
Some people are more susceptible to being
allergic to certain foods
There is a difference between food allergy and
food intolerance

Food allergy is very serious and controls must

be put in place throughout food production from
farm to fork.

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69

69
 Most common allergenic ingredients

● Cereals containing gluten ● Sulphur dioxide and

● Crustaceans sulphites
● Eggs ● Lupin
● Fish ● Molluscs
● Peanuts
Any products containing
● Soya these ingredients.
● Milk (including lactose)
● Nuts
● Celery
● Mustard
● Sesame seeds
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70

Crustaceans include crabs and lobster

Molluscs include oysters and mussels

This used to be grouped together as shellfish

List of allergenic ingredients required to be labelled,

• Cereals containing gluten, (i.e. wheat, rye, barley, oats, spelt, kamut)
• Crustaceans
• Eggs
• Fish
• Peanuts
• Soya
• Milk (including lactose)
• Nuts i.e. almonds, hazelnuts, walnuts, cashews, pecan nuts, brazil nuts,
pistachio nuts, macadamia nuts etc.
• Celery
• Mustard
• Sesame seeds
• Sulphur dioxide and sulphites at concentrations of more than 10 mg/kg or 10
mg/litre expressed as SO2.
• Lupin
• Molluscs

• Also products with these ingredients in them (products thereof).

70
 What hidden allergenic ingredients
are likely to be in these products?
Example food Possible allergenic ingredient

Worcestershire sauce Fish, nuts or barley malt (gluten)

Soy sauce Soya and gluten

English mustard Wheat flour (gluten)

Beer, lager, stout, ale Barley (gluten)

Cider and wine Sulphites

Tofu Soya

Malt vinegar Barley malt (gluten)

Prawns Sulphites

Spaghetti bolognese Celery, wheat (gluten)

Hummus Sesame seeds.

NEXT
Class Question 71

CLASS QUESTION

71
 Ingredients information

Ingredients are listed in descending order of their

weight, with the largest ingredient first.

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72

72
 Allergy information

● This helps people with a food

allergy or intolerance to identify
the ingredients they need to avoid
● Food labels must list all the
ingredients, and ingredients
derived from allergenic foods
must be clearly identified in the
ingredient list
● Some manufacturers choose to
also use statements to highlight
production methods etc.

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73

73
 Checking labels

Allergens in bold
in ingredient list

Additional allergy
information. Informs
customer of other allergens
handled in the factory.

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74

This label meets the UK requirements regarding allergen labelling, In other

countries, outside Europe, different requirements may apply, but the principle of
checking a label still applies.

74
 How would you control
allergenic hazards?

Avoid contamination
● Approved suppliers
● Suitable packaging and labelling
● Segregation of allergens from
delivery to service
● Separate preparation areas
● Separate equipment (colour coding)
● Discard/re-label accidently or potentially
contaminated food
● Cleaning and clearing spillages
● Handwashing.
NEXT
Class Question 75

CLASS QUESTION:

Food businesses should implement an allergen control system based on HACCP

and prerequisite programmes to reduce risk from allergens. This will involve
using reputable suppliers with all ingredients and foods clearly labelled.
Satisfactory packaging and segregated storage. Using specific equipment for
preparation, cooking, etc. separate utensils/cloths and clear labelling. Ingredient
information must be available for all products and staff should know how to check
this. In the event of a product becoming contaminated with an allergen it must be
discarded or dealt with as a contaminated product.

If there is any risk of a product containing an allergen, it must be clearly labelled.

Requirements for labelling allergens are defined in the Food Labelling
Regulations.
Staff must be instructed and trained about allergens and the implementation of
effective control measures, especially preventing contamination, effective
cleaning and handwashing. Regular audits and effective supervision are important
to ensure control measures are working.

75
 How would you control
allergenic hazards?

Communication
● Menu descriptions/labelling
● Listen carefully to customer requests
● Effective staff training

All caterers will need a system whereby

they can accurately provide information
regarding ingredients in the food
they sell to their customers.

NEXT
Class Question 76

CLASS QUESTION:

Food businesses should implement an allergen control system based on HACCP

and prerequisite programmes to reduce risk from allergens. This will involve
using reputable suppliers with all ingredients and foods clearly labelled.
Satisfactory packaging and segregated storage. Using specific equipment for
preparation, cooking, etc. separate utensils/cloths and clear labelling. Ingredient
information must be available for all products and staff should know how to check
this. In the event of a product becoming contaminated with an allergen it must be
discarded or dealt with as a contaminated product.
If there is any risk of a product containing an allergen, it must be clearly labelled.
Requirements for labelling allergens are defined in the Food Labelling
Regulations.
Staff must be instructed and trained about allergens and the implementation of
effective control measures, especially preventing contamination, effective
cleaning and handwashing. Regular audits and effective supervision are important
to ensure control measures are working.

Communication
Menu descriptions/labelling – information needs to be accurate and accessible.
Listen carefully to customer requests – never guess, or ignore their requests.
Effective staff training – all staff need to know where to find information, what to
do if they are not sure and who to summon in an emergency.

76
 Food which is not packaged

● Also applies to:

– food which is given away
(for example tasters and samples)
– complimentary meals
(i.e. airline meals, meals served at
events)
● Buffet meals:
– Ingredients to be identified in
each dish, cannot just group
together the whole buffet.

NEXT
77
 Breach for food business operators to:

● Provide inaccurate or incomplete

information about allergenic
ingredients used in foods
● Refuse to provide allergen
information on foods served or
give the wrong information on a
menu or through verbal
communication

Applies to all businesses

however large or small.

NEXT
78
 Ways information could
be communicated

● Menus
● Chalkboards
● Food order tickets
● Food labels
● Webpages
● Signage encouraging people to ask

It is no longer enough to say:

‘some of our products may
contain nuts and other allergens’.

NEXT
79

Where it is not practical for this information to be provided in a written format, the
food business should use clear signposting to direct the customer to where this
information can be found, such as asking members of staff. In such situations
there must be a statement to this effect on written information.

Remember it’s not just nuts that cause a problem!

 Which type of contamination?

A Allergenic B Microbiological C Chemical D Physical

Pathogens B Leaves on apples D
Grease C D Jewellery D
Hair D Peanuts A
Disinfectant C Raw eggs on cream cake A B
Toxins B C Detergent C
Cereals A Shellfish A
String D Rat bait C D
Metal D Viruses B
Insects D Celery A
Soya A Milk stored at room temperature

Show all answers

Class Exercise 80

CLASS EXERCISE:

This is a simple exercise to ensure learners are able to distinguish easily between
different types of contamination.

You can choose how to display the answers on screen.

They will automatically appear one by one (left to right).

Click ‘Show ALL the answers’ to bring them all up at once.

80
 Which type of contamination?

A Allergenic B Microbiological C Chemical D Physical

Pathogens B Leaves on apples D
Grease C D Jewellery D
Hair D Peanuts A
Disinfectant C Raw eggs on cream cake A B
Toxins B C Detergent C
Cereals A Shellfish A
String D Rat bait C D
Metal D Viruses B
Insects D Celery A
Soya A Milk stored at room temperature A B

NEXT
Class Exercise 81

CLASS EXERCISE:

This is a simple exercise to ensure learners are able to distinguish easily between
different types of contamination.

You can choose how to display the answers on screen.

They will automatically appear one by one (left to right).

Click ‘Show ALL the answers’ to bring them all up at once.

81
 Which one of the following could be a physical
contaminant of food?

Virus

Disinfectant

Plastic

Gluten

NEXT
Class Exercise 82

Q1: remind learners that this question relates to physical contamination

Q2: this question rarely causes too many problems, but does help to ensure that
learners can identify that viruses are microbiological hazards
Q3: this question re-enforces what cross-contamination is. On occasions learners
confuse explanations with controls or examples of hazards, in which case they
may answer C or D.

82
 Which of the following is a microbiological hazard in food?

String

Peanuts

Viruses

Detergent

NEXT
Class Exercise 83

83
 Which one of the following statements best explains the
term ‘cross-contamination’?

Chemicals beings put

into the wrong container
Bacteria being moved from
raw to ready-to-eat food
Storing raw and ready-to-eat
food in the same refrigerator
Using colour-coded
equipment

NEXT
Class Exercise 84

84
 Which one of the following could be a chemical
contaminant of food?

Using nuts in a recipe

Too many bacteria in food

Too much preservative

added to a recipe
Presence of metal nuts and
bolts in product

NEXT
Class Exercise 85

Q4: learners may need to be reminded that this question refers to chemical
contamination.
Q5: this question rarely causes a problem.

85
 Raw and cooked food must be stored separately because:

they will be needed in different

parts of the kitchen

cooked food may make raw

food smell bad

cooked food must be stored at a

lower temperature than raw food

bacteria in raw food can

contaminate ready-to-eat food

NEXT
Class Exercise 86

86
 Food poisoning
and its control
4
NEXT
87

By the end of this module learners will be able to outline:

• The definitions of carrier, food poisoning, incubation period and vulnerable

(risk) groups
• Why some groups of people are more likely to suffer serious illnesses if they
suffer from food poisoning and identify who these groups of people are
• Common symptoms and duration of food poisoning
• Causes of food poisoning
• The names of common foodborne diseases

This module should take approximately 30 minutes

Activities in this module include:

Handout 4 - What are the definitions of...?
Class Question - What are the symptoms of food poisoning?
Class Exercise - Food poisoning-true or false?
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

87
 4 What are the definitions of…?

Those people most at risk from food

A Carrier 1 poisoning and most likely to die

Any disease of an infectious or toxic nature

Duration of an
B illness 2 caused by the consumption of food or
water

The period between eating contaminated

C Food poisoning 3 food and the first signs of illness

Incubation (onset) The time that an illness lasts, i.e. for

D period 4 symptoms to disappear

Vulnerable (risk) A person who transmits pathogens

E groups 5 without showing signs of illness

Group Exercise 88

GROUP EXERCISE: Refer to handout 4 in delegate pack.

Trainers may wish to explain the difference between a healthy and a convalescent
carrier, when discussing each of the definitions.

• I am not sure if there is any value in differentiating between the terms “food
poisoning”, “foodborne illness” or “foodborne disease”
The Food Standards Agency and the HPA do not seem to differentiate between
any of the 3 terms.
• In 1992 the CMO defined food poisoning as “Any disease of an infectious or
toxic nature caused by or thought to be caused by the consumption of food or
water. This includes all food and waterborne illness regardless of signs or
symptoms, e.g. listeriosis The same definition was used by the FSA in Jan
2004 in their document “Plan for handling major outbreaks of food poisoning”
• The FSA Foodborne Disease Strategy 2010-2015 uses the terms “Foodborne
disease and foodborne illness” interchangeably (They include Salmonella, C.
perfringens, listeria, campylobacter and norovirus)
• The FSA refer to the WHO definition: foodborne illness are “diseases, usually
either infectious or toxic in nature, caused by agents that enter the body
through the ingestion of food”
• Many of us try to differentiate between food poisoning and foodborne disease –
in relation to low dose, no need to multiply in food, multiply in the body,
incubation periods etc. But this certainly contradicts the above definitions and
there are many anomalies. (It was much easier in the 1970’s before all of the
emerging pathogens)

88
 4 What are the definitions of…?

A person who transmits pathogens

A Carrier 5 without showing signs of illness

Duration of an The time that an illness lasts, i.e. for

B illness 4 symptoms to disappear

Any disease of an infectious or toxic nature

C Food poisoning 2 caused by the consumption of food or
water

Incubation (onset) The period between eating contaminated

D period 3 food and the first signs of illness

Vulnerable (risk) Those people most at risk from food

E groups 1 poisoning and most likely to die

NEXT
Group Exercise 89

89
 Food poisoning organisms

Salmonella

Bacillus cereus

Clostridium perfringens

Staphylococcus aureus.

NEXT
90

There is no need to go into detail regarding specific pathogens, they are just
examples of common food poisoning bacteria that learners may have heard of.
These bacteria generally (not always), require to multiply to relatively high
numbers to cause illness.

90
 Food poisoning

Usual incubation (onset) time 1 to 36 hours

Common duration 1 to 7 days.

NEXT
91

Trainers should stress that onset, duration and symptoms will differ depending
upon the type of bacteria. It would be a good idea to link this back to the slide
about toxins and identify that this will be one of the factors which influences
symptoms and duration. Other factors will include health of person, type of food
eaten, strain of the bacterium etc. and so it is not an exact timescale or duration
and can vary.
There have been several outbreaks of food poisoning when only a small number
(low dose) of pathogens were present in the food, e.g. chocolate.

This course does not require learners to be able to identify different bacteria.

91
 What are the symptoms of
food poisoning?

Stomach cramps

Diarrhoea

Vomiting

Nausea/feeling sick

Fever

Dehydration

Collapse.

NEXT
Class Question 92

CLASS QUESTION:

A rare but serious form of food poisoning affects the nervous system.

92
 Vulnerable (risk) groups

Elderly

Very young children/babies

Expectant mothers/unborn babies

People who are ill.

NEXT
93

93
 Causes of food poisoning

Micro-organisms (biological hazards)

Poisonous
plants/fish Bacteria/toxins

Poisonous Moulds
metals (mycotoxins)

Poisonous Viruses
chemicals (do not multiply
in food.)

NEXT
94

Bacteria/toxins - most common:

Moulds (mycotoxins) – rare, but have been linked to some very serious food
poisoning outbreaks.
Chemicals, e.g. cleaning chemicals, methyl alcohol, phenol, excess nitrates
(occasional).
Metals, e.g. copper, cadmium, mercury (occasional).
Poisonous plants/fish, e.g. deadly nightshade, toadstools, puffer fish, red
kidney beans (occasional).
Viruses are smaller than bacteria and do not multiply in food or on utensils or
equipment. They are a common cause of food poisoning.

Body’s defence mechanisms

• Vomiting (toxins in food)
• Diarrhoea (toxins in intestines)

94
 Common food vehicles

Poultry Shellfish
and fish

Desserts Milk and milk

products

Cooked meat and

meat products
Egg products
and eggs
Salads, vegetables
and fruit

NEXT
95

Common food vehicles involved in food poisoning and foodborne disease

outbreaks (ready-to-eat foods):
• Poultry (undercooked)
• Undercooked red meats and cooked meat products
• Desserts
• Shellfish (usually raw and usually viral) and fish (scombrotoxin)
• Salads, vegetables and fruit (usually viral/low-dose organisms). Not usually
considered high-risk but increasingly identified as vehicle for low-dose
organisms
• Lightly cooked or uncooked egg products and occasionally eggs
• Milk (usually raw) and milk products

There have been several outbreaks of food poisoning when only a small number
of pathogens were present in the food, e.g. chocolate.

95
 Prevent food poisoning
Break the chain

1 2 3
Food Person eats
Bacteria
contaminated contaminated
multiply
food

KEY POINT
Some bacteria only require low numbers and do not
need to multiply in food to cause illness.

NEXT
96

The control of food poisoning

Food poisoning rarely occurs because of a single isolated mistake.
Food poisoning results from management failing to identify hazards and/or failing
to control these hazards.

The chain consists of three links:

• The contamination of high-risk food
• The multiplication of bacteria within the food
• The contaminated food being eaten.

96
 Specific food poisoning organisms

● Campylobacter enteritis
● Escherichia coli O157
● Norovirus
● Listeria (refrigerator)
● Typhoid/paratyphoid
● Hepatitis A
● Dysentery
● Parasites

Faecal-oral route
Pathogens → faeces → hands → food → eaten.

NEXT
97

These food poisoning organisms may also be transmitted by ways other than
food, for example, person to person spread or contact with animals. They are low
dose pathogens in the main and when transmitted via food, the faecal oral route
is common.

97
 Food poisoning – true or false ?
See all

Incubation period is the time between eating food and the first signs
of illness 
Viruses multiply in the food 
Some food poisoning bacteria can multiply in a refrigerator

Sometimes very low numbers of food poisoning bacteria
can cause illness 
Food poisoning bacteria always need to multiply in food to
cause illness 
Sewage contamination of food can result in food poisoning

Animals and flies are a source of food poisoning bacteria

Class Exercise 98

GROUP EXERCISE
This exercise helps to ensure learners have understood the basics of
bacteriology. It picks up on the most common misconceptions, allows the trainer
to reinforce the correct answer and to explain the reasons behind the answer.

98
 Food poisoning – true or false ?
Incubation period is the time between eating food and the first signs
of illness 
Viruses multiply in the food 
Some food poisoning bacteria can multiply in a refrigerator

Sometimes very low numbers of food poisoning bacteria
can cause illness 
Food poisoning bacteria always need to multiply in food to
cause illness 
Sewage contamination of food can result in food poisoning

Animals and flies are a source of food poisoning bacteria

NEXT
Class Exercise 99

This exercise helps to ensure learners have understood the basics of

bacteriology. It picks up on the most common misconceptions, allows the trainer
to reinforce the correct answer and to explain the reasons behind the answer.

99
 Which one of the following is a common symptom of food
poisoning?

Stiff neck

Sore legs

Diarrhoea

Headache

NEXT
Class Exercise 100

Q1: this is a fairly simple question which should give learners confidence
Q2: this question can cause some learners issues as they have to compute a
number of potential options over more than one option. Trainers should ensure
they give learners enough time to read this question carefully before they ask for
an answer.

100
 Food poisoning can be caused by:

chemicals, bacteria,
moulds
bacteria, poisonous
plants, moisture
poisonous metals,
oxygen, bacteria
oxygen, poisonous plants,
moisture

NEXT
Class Exercise 101

101
 Which one of the following belongs to a vulnerable group?

Food handlers

Teenagers

Babies

Nurses

NEXT
Class Exercise 102

102
 Which is the usual duration of food poisoning?

1 – 36 hours

1 – 7 days

1 – 36 days

1 – 7 hours

NEXT
Class Exercise 103

103
 Personal hygiene
5
NEXT
104

By the end of this module learners will be able to outline:

• The legal responsibilities of food handlers and food business operators
─ The requirement for adequate training of food handlers commensurate
with their role
─ The requirement for hand washing facilities
─ The requirement for food handlers to report personal illness
• The importance of personal hygiene in food safety
─ Its role in reducing the risk of microbiological, allergenic, physical and
chemical contamination
─ Why food handling should be kept to a minimum
─ The importance of reporting any personal illness or cuts/wounds to a
supervisor and characteristics of suitable wound dressings
─ Why people with open wounds should not enter or work in food
production areas
• Effective personal hygiene practices
─ Protective clothing
─ Examples of protective clothing appropriate to the worker’s role
─ Characteristics of protective clothing
─ How jewellery and personal effects can cause a hazard
─ Order of dress
• Hand washing
─ How to wash hands correctly
─ When critical and when important
• Personal illnesses
─ Why persons who are, or are suspected of being ‘carriers’ of food
poisoning may expose food to risk of contamination
─ When to come into work and when to call in sick

This module should take approximately 45 minutes

Activities in this module include:

104
Class Exercise - Food handlers - sources and causes of hazards
Class Question - What are the facilities required for handwashing?
Class Question - When is it critical to wash your hands?
Class Question - What are the properties of protective clothing?
Class Question - What is the responsibility of the food handler regarding
protective clothing?
Class Exercise - Which of the following illnesses or conditions must be
reported?
Handout 5 - Hazards and controls associated with food handlers
Handout 6 - Spot the hazards (personal hygiene)
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

The DVD ‘in safe hands’ would also be ideal to use in this module.

104
 Legal responsibilities of food handlers

Food handlers must:

● have high standards of
personal hygiene
● wear clean protective clothing
● not work if ill or suspected of
being a carrier of harmful
bacteria (contaminate food) –
report to supervisor
● be trained in line with work
activities – persons
responsible for HACCP must
receive HACCP training.

NEXT
105

105
 Food handlers – sources
and causes of hazards
Show ALL the answers

A Allergenic B Microbiological C Physical

Contaminated hands B A
Food handler ill or/and diarrhoea and vomiting B
Boil/septic cut B
Cuts and abrasions B
First-aid dressing B C
Poor hygiene B C A
Contaminated clothing B C A
Jewellery B C
Body parts B C
Smoking

Class Exercise 106

CLASS EXERCISE

Class discussion:
How do food handlers transfer pathogens to food?
Hands (main vehicle) (mouth/nose/hair/intestine/raw food/waste etc).
Nose (sneezing) – droplets carry several metres. 40% of people carry food poisoning
bacteria in their nose. Sneeze or cough into shoulder or upper arm or disposable tissue
(then wash hands).
Mouth (coughing/eating/smoking).
Food handlers who are ill and/or have diarrhoea and vomiting are a major risk.
Boils/spots/septic cuts.
Skin, commonly contaminated with pathogens depending on occupation.
Jewellery (bacteriological and physical).
Body parts (hair, fingernails, teeth, etc).

Discuss hazards (M/P/C/A) in relation to personal hygiene.

Why are FP bacteria in the nose a food safety hazard? Cough or sneeze into the
shoulder.

GROUP EXERCISE: List why each of these hazards needs to be controlled.

Why are plasters A) waterproof B) blue? (stop blood/bacteria contaminating food and
aids detection).

Smoking whilst handling open food is unacceptable

Bacteria transferred from lips to hands to food and via saliva to work surfaces.
Encourages coughing.
Risk of physical contamination (cigarette ends or ash).

106
 Food handlers – sources
and causes of hazards

A Allergenic B Microbiological C Physical

Contaminated hands B A
Food handler ill or/and diarrhoea and vomiting B
Boil/septic cut B
Cuts and abrasions B
First-aid dressing B C
Poor hygiene B C A
Contaminated clothing B C A
Jewellery B C
Body parts B C
Smoking B C

NEXT
Class Exercise 107

CLASS EXERCISE

Class discussion:
How do food handlers transfer pathogens to food?
Hands (main vehicle) (mouth/nose/hair/intestine/raw food/waste etc).
Nose (sneezing) – droplets carry several metres. 40% of people carry food poisoning
bacteria in their nose. Sneeze or cough into shoulder or upper arm or disposable tissue
(then wash hands).
Mouth (coughing/eating/smoking).
Food handlers who are ill and/or have diarrhoea and vomiting are a major risk.
Boils/spots/septic cuts.
Skin, commonly contaminated with pathogens depending on occupation.
Jewellery (bacteriological and physical).
Body parts (hair, fingernails, teeth, etc).

Discuss hazards (M/P/C/A) in relation to personal hygiene.

Why are FP bacteria in the nose a food safety hazard? Cough or sneeze into the
shoulder.

GROUP EXERCISE: List why each of these hazards needs to be controlled.

Why are plasters A) waterproof B) blue? (stop blood/bacteria contaminating food and
aids detection).

Smoking whilst handling open food is unacceptable

Bacteria transferred from lips to hands to food and via saliva to work surfaces.
Encourages coughing.
Risk of physical contamination (cigarette ends or ash).

107
 Responsibility of the food handler
regarding preventing food poisoning?

Help to prevent microbiological, physical, chemical

and allergenic hazards by ensuring you follow the
rules for personal hygiene at all times

● Keep yourself clean

● Wash hands regularly
● Follow the correct dress code
● Minimise handling of food.

NEXT
108

108
 What are the facilities
required for handwashing?

● Clean wash-hand basin

• Not used for food or equipment
• Sinks for food or equipment not
used for hands
● Non-hand operated taps
recommended
● Hot and cold running water
(mixed 30-40°C)
● Liquid soap (disposable cartridge)
● Soft, heat-resistant, clean nailbrush
● Hygienic hand-drying facilities,
preferably paper towels.

NEXT
Class Question 109

CLASS QUESTION
Discuss why hands need to be washed regularly throughout the day – reduce
levels of pathogens.

• Legal requirement
• Adequate number of wash basins for cleaning hands
• Hot and cold running water
• Materials for cleaning hands and hygienic drying

One of the main reasons for not wearing jewellery is that it prevents the proper
washing of hands.

109
 When is it critical to wash your hands?

Wash your hands before starting work/handling food and regularly

throughout the day

After:
● Using the toilet ● Touching hair, nose or face
● Handling raw food ● Smoking, eating, coughing,
● Changing a dressing sneezing and blowing
● Dealing with an ill customer/colleague the nose
● Cleaning up animal droppings/ ● Cleaning
contaminants ● Handling waste
● Handling a dirty nappy ● Handling money
● Handling boxes – bird droppings = Critical = Important

Why is it important to wash hands?

To prevent microbiological contamination of ready-to-eat foods.
NEXT
Class Question 110

CLASS QUESTION:

Delegates should be advised of critical times to wash hands (indicated in red) and
also important times (indicated in blue).

Handwashing is critical if the hands may have been in contact with millions of food
poisoning bacteria for example:
• Entering a food room before handling food
• Visiting the toilet (when using toilet paper)
• NB. Some cultures do not use toilet paper and this should be addressed in
training
• Changing or putting on a dressing especially on a boil or septic cut (may be
preferable to exclude)
• Handling packaging soiled with bird droppings
• Dealing with an ill person (vomiting/diarrhoea)
• After handling raw food, especially meat, poultry or 'soily' vegetables, before
handling ready-to-eat food

110
 When is it critical to wash your hands?

BEFORE AFTER BEFORE AFTER

AFTER AFTER AFTER AFTER

NEXT
Class Question 111

CLASS QUESTION

111
 Effective handwashing

Wet hands Apply 1 shot of

under warm liquid soap to hands
running water

Rub hands
… especially the nails
together under
and fingertips
running water,
clean all parts of
hands…

Cont…
NEXT
112

CLASS DISCUSSION:
This slide is used to demonstrate the 2nd wash after using a nailbrush and routine
washing throughout the day.

CLASS DISCUSSION:
The benefits and disadvantages of various types of hand drying.

112
 Effective handwashing

Dry hands
Rinse off all
completely using
the lather
a paper towel or
(and bacteria!) warm air dryer

Use paper towel Dispose of paper

to turn towel in a foot-
off tap operated container.

NEXT
113

113
 Effective handwashing using a nailbrush

Wet hands and Apply one shot

nailbrush under of liquid soap to
warm running water the nailbrush

Rub the fingertips and

fingernails on the brush
under running water.

NEXT
114

Effective handwashing using a double wash

Unwashed hands transfer pathogens to food. Legal requirement for food
handlers to keep hands clean. A double wash, reduces the number of bacteria on
the hands which reduces bacteria on the fingertips from about 1000 to 1. First
wash with nailbrush and second wash without is recommended when
handwashing is critical.

Anytime after coming into contact with faecal material, e.g. clearing up rodent
droppings or handling packaging soiled with bird droppings.

1st wash (using a nailbrush)

Soft nailbrush - especially in toilet areas (not a legal requirement).
Wet nailbrush, hands and forearms with warm running water.
Apply one shot of liquid soap to the nailbrush (soft).
Rub the fingertips and nails on the nailbrush under warm running water.
Continue until no more lather. The nailbrush must always be used under running
water to remove bacteria from the fingertips and the fingernails.
Store nailbrush bristles up.

NB The use of bactericidal soap and stiff nailbrushes increases risk of

dermatitis/damaged skin: as does too frequent use of nailbrush. If used properly,
i.e. under running water, the risk of contamination from nailbrushes is minimal.
Nailbrushes should be cleaned and disinfected as and when necessary, and
always at the end of the day (a dishwasher is ideal).

114
 Effective handwashing using a nailbrush

Continue brushing
until there is no more
lather (and bacteria!)

Store nailbrush
bristles up.

NEXT
115

115
 What are the properties of protective clothing?

HAZARDS
Physical and microbiological
contamination
● Protects food from risk of contamination
● Easy to clean and keep clean
● No buttons
● No outside pockets
● Completely cover own clothing
● Head covering – to reduce risk of hair in food.

NEXT
Class Question 116

CLASS QUESTION:

Dressing in the correct order

Request a volunteer to put on 6 items of protective clothing. The class should
state if they dressed correctly (hairnet, hat, coat, apron, boots, gloves). (Hands
should be washed before putting on gloves.)
Emphasise that protective clothing is worn to protect food from contamination.
Staff must know when to change dirty or damaged protective clothing and the
procedures for obtaining replacements.
Controls (ask why each control is necessary).
Protects food from risk of contamination.
Should be clean and easy to clean (most important).
Press studs or Velcro fastenings (buttons more likely to end up in food).
No external pockets.
Hairnets and hats are primarily worn to prevent hairs/dandruff ending up in food.
They should completely enclose the hair.
Should cover all ordinary clothing likely to contaminate food.
T-shirts/blouses etc. underneath aprons or tabards must be clean. Long-sleeved
cardigans/jumpers are unacceptable.
Not worn outside food room, e.g. travelling to and from work.
Remove when visiting toilet.
Comfortable and smart.
All visitors to food rooms should wear suitable protective clothing and head
covering.
Outdoor clothing should be placed in suitable lockers.
Never comb hair when wearing protective clothing.

116
 What is the responsibility of the food
handler regarding protective clothing?

● Wear the protective clothing

you are provided with
● Ensure your protective clothing
is clean and in good condition –
report any problems
● Ensure you always put your head
covering or hat on before the rest
of your protective clothing so that
hair does not fall onto shoulders
and potentially contaminate food
● Should not be worn outside the
food premises.

NEXT
Class Question 117

117
 Using disposable gloves

If gloves are worn:

● Wash hands before and after use
● Replace immediately if damaged
● Replace regularly and always at breaks
● Use new gloves when entering a food room

Gloves become contaminated

just like hands and should not be
used instead of handwashing.

NEXT
118

118
 Which of the following illnesses
or conditions must be reported?
Show all answers
 = Reported
 = Not reported

Eaten suspect food

 Moles

Septic cuts/boils  Skin infection

Backache  Black eye 
Discharge from eyes, nose
or ears  Diarrhoea, vomiting or food
poisoning 
Broken toe  Serious cold/flu 
Unwell whilst abroad  Close family contact has
diarrhoea, vomiting or food
Sunburn when abroad  poisoning

Class Exercise 119

CLASS EXERCISE

Health of food handler

Medical questionnaire should be completed and assessed before starting work.
Report illness or suspected infection to supervisor at the earliest opportunity and
before entering a food room or handling food.
Main hazard - transfer of pathogenic organisms to high-risk food.
NB: Equality Act 2010 prohibits employers from asking pre-employment
questions EXCEPT to establish whether the person will be able to carry out a
function intrinsic to the work concerned.

Action by supervisor
Exclude from food production if food exposed to risk.
Transfer to low-risk work, e.g. if carrier but no symptoms.
May be required to see a doctor.
May advise environmental health practitioner.
Normal duties resumed when medical clearance obtained.
Food Handlers Fitness to Work (FSA) states that any person excreting
pathogenic organisms must not be allowed to engage in food handling until they
have been free of symptoms for 48 hours, any treatment has ceased and they
have received medical clearance AND THAT THEY OBSERVE HIGH
STANDARDS OF PERSONAL HYGIENE, ESPECIALLY HANDWASHING,
AFTER USING THE TOILET.

119
 Which of the following illnesses
or conditions must be reported?
 = Reported
 = Not reported

Eaten suspect food

 Moles

Septic cuts/boils  Skin infection

Backache  Black eye 
Discharge from eyes, nose
or ears  Diarrhoea, vomiting or food
poisoning 
Broken toe  Serious cold/flu 
Unwell whilst abroad  Close family contact has

Sunburn when abroad 

diarrhoea, vomiting or food
poisoning


NEXT
Class Exercise 120

CLASS EXERCISE

Health of food handler

Medical questionnaire should be completed and assessed before starting work.
Report illness or suspected infection to supervisor at the earliest opportunity and
before entering a food room or handling food.
Main hazard - transfer of pathogenic organisms to high-risk food.
NB: Equality Act 2010 prohibits employers from asking pre-employment
questions EXCEPT to establish whether the person will be able to carry out a
function intrinsic to the work concerned.

Action by supervisor
Exclude from food production if food exposed to risk.
Transfer to low-risk work, e.g. if carrier but no symptoms.
May be required to see a doctor.
May advise environmental health practitioner.
Normal duties resumed when medical clearance obtained.
Food Handlers Fitness to Work (FSA) states that any person excreting
pathogenic organisms must not be allowed to engage in food handling until they
have been free of symptoms for 48 hours, any treatment has ceased and they
have received medical clearance AND THAT THEY OBSERVE HIGH
STANDARDS OF PERSONAL HYGIENE, ESPECIALLY HANDWASHING,
AFTER USING THE TOILET.

120
 Carriers

Carrier:
A person who harbours, and may transmit bacteria
without showing signs of illness

Food handlers returning to work following

food poisoning must observe additional
high standards of personal hygiene: in
particular handwashing.

NEXT
121

Convalescent carrier: had illness and has recovered, but still carrying the bacteria
on or in their bodies
Healthy carrier: shows no symptoms, but is carrying the bacteria on or in their
bodies

121
 Hazards and controls associated
5
with food handlers
Hazard Control
Contamination of food by food Washing hands/clean protective clothing/
handlers when they start work fit for work/short nails/no jewellery

Contaminated hands after Wash hands (before touching

touching raw food ready-to-eat food)

Touching mouth, nose, etc. Wash hands

Hair falling into food Head covering completely covering hair.

Putting on head covering before
protective clothing
Sneezing or coughing in a food Sneezing/coughing into shoulder, away
room from food or into a disposable
handkerchief and wash hands
Cuts on the hand causing Brightly coloured, waterproof dressing
contamination which completely covers the cut

NEXT
Group Exercise 122

GROUP EXERCISE: Refer to handout 5 in delegate pack.

CLASS DISCUSSION
To discuss potential hazards associated with symptomatic and asymptomatic
carriers

CLASS DISCUSSION
To discuss potential hazards associated with visitors

Cuts should be covered immediately with a waterproof, coloured plaster, which

completely covers the cut (waterproof fingerstalls may be necessary). Any food
contaminated with blood should be discarded. Contaminated equipment should
be cleaned and disinfected.
First-aid materials should include brightly coloured (to aid detection in food if they
drop off) waterproof dressings (most important to reduce risk of contamination of
food) but not antiseptic creams.

122
 Hazards and controls associated
5
with food handlers
Hazard Control
Septic cut/boil, which cannot be Do not allow to enter food room and
covered by a suitable dressing exclude until healed

Bad cold where food handler has Do not allow to handle food/enter food
runny nose room until symptom free

Discharge from ear/nose/eye Do not allow to handle food/enter food

room until no discharge

Food handler suspected of having Do not allow to handle food/enter food

food poisoning room until 48 hours symptom free

Food handler who is wearing dirty Ensure it is changed

protective clothing

Jewellery falling into food or Ensure it is removed

harbouring bacteria

NEXT
Group Exercise 123

123
 6 Spot the hazards (personal hygiene)

NEXT
Individual Exercise 124

INDIVIDUAL EXERCISE: Refer to handout 6 in delegate pack.

Click on the image to start interactive spot the hazard exercise. Identify and click
on the 21 faults in this picture.

124
 Which one of the following is good practice for food
handlers?

Wearing nail varnish

Leaving a cut uncovered

so the air can get to it
Coughing and sneezing
into their hands
Washing hands after
handling unfit food

NEXT
Class Exercise 125

125
 When should new food handlers receive their first food
hygiene training?

After they have been with

the company for one week
Within 13 weeks of
starting work
Before starting any food
handling duties
During their first week of
work

NEXT
Class Exercise 126

126
 If a close friend, or member of your family have symptoms
of food poisoning you must:

stay off work for at least

48 hours

report it to your supervisor

place yourself on non-food

handling duties

go and see your doctor

NEXT
Class Exercise 127

127
 The main reason for wearing protective clothing is to:

keep your own clothes

clean and in good condition
look neat and tidy when the
company has a customer
help identify your job role
as a food handler
protect the food from bacteria
and other contamination

NEXT
Class Exercise 128

128
 Design of premises and
equipment and waste control
6
NEXT
129

By the end of this module learners will be able to outline:

How work flow, work surfaces and equipment can reduce contamination
risks and aid cleaning:
• Adequate ventilation and suitable light and heat
• Work surfaces to be in good repair and made of suitable materials
• Keep raw and cooked food areas separate
• Colour-coding of equipment and areas
• The need to report any damaged equipment or area of the food premises to a
supervisor

This module should take approximately 20 minutes

Activities in this module include:

Class Question - How can a food business reduce the risk of contamination from
premises?
Class Question - What are the properties of containers?
Class Question - What is the role of a food handler with regard to premises and
equipment?
Handout 7 - What design problems need to be reported?
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

129
 How can a food business reduce the risk
of contamination from premises?

● Linear workflow to prevent cross-contamination

● Separate areas for raw and ready-to-eat (colour
coding can assist in this)
● Good ventilation to prevent condensation
and reduce temperature
● Cleaning and disinfection
− Easy to clean and disinfect
− Sinks – used for food/equipment
− Washbasins – used for personal
hygiene
● Always use separate cleaning equipment
and materials when cleaning toilets.
NEXT
Class Question 130

CLASS QUESTION:

Food handlers must not do anything which would negate the effect of linear
workflow, for example: by taking short cuts or moving tables or workstations.
Sinks must not be used for handwashing.
Washbasins must not be used for washing food or equipment.

Additional note: E. COLI O157 CONTROL OF CROSS-CONTAMINATION

Guidance for food business operators and enforcement authorities indicates that
the following list describes situations when physical separation is always required:

Separation in storage and display accommodation, including refrigerators and

freezers, should always be sufficient to ensure that the designated clean areas for
ready-to-eat foods are fully protected from the risk of E. coli O157 contamination.
Where separate units are not provided, the clean storage areas should be clearly
identifiable and sufficiently separated to ensure that the hands and clothing of
staff are not exposed to contamination when loading or unloading ready-to-eat
foods.
Under no circumstances should it be considered safe to use the same
complex equipment, such as vacuum packing machines, slicers, mincers, etc,
for both raw and ready-to-eat foods. Where, for example vacuum packing of
ready-to-eat foods is carried out, the vacuum packing machine for this purpose
should be located in a designated clean area where there is no risk from cross-
contamination via splashes, hands, clothing, packaging or other equipment and
should never be used for packing raw foods. Dual use of complex equipment for
raw and ready-to-eat foods should NEVER be regarded as a safe practice.
Separate chopping boards and utensils must be used for raw and ready-to-
eat foods unless all such equipment is cleaned and disinfected by heat in a
commercial dishwasher, and there is a system in place to ensure that
disinfected equipment is not subject to recontamination from raw foods.
Cash registers and similar non-food equipment should never present a

130
cross-contamination risk and therefore should not be shared by staff
handling ready-to-eat foods or working in clean areas and staff working in
other areas. A single cash register can be used if appropriate measures are
taken to prevent the spread of bacteria. Separate cleaning materials
including cloths, sponges and mops should be provided, and materials
for use in clean areas should be stored in designated clean areas
accessible by staff in a way that ensures that their clothing and hands are not
contaminated when storing or removing materials.
Physical separation of the above should be achievable by all businesses
involved in the handling of raw and ready-to-eat foods. A commercially
desired throughput for an establishment should not constitute a physical
limitation that prevents separation. In such cases operations should be
scaled-down to a level in the establishment that permits physical separation.
It is recognised that, in some establishments, there will be particular areas
where it is not possible to achieve physical separation, but where it is possible
to reduce the risk of cross-contamination through the implementation of
alternative procedural controls such as cleaning and disinfection. These
areas should be limited to non-food contact surfaces, sinks and staff
who handle raw and ready-to-eat foods at different times and FBOs
should ensure that their alternative procedural controls are effective in
controlling cross-contamination, and are implemented to a consistently
high standard.

130
 What the law says about the
storage and disposal of waste

Waste must not be allowed to build up in food rooms

Waste must be disposed of in closable containers

Hazards from waste:

● Microbiological contamination
● Physical contamination
● Attracts pests
● Smells.

NEXT
131

Why should waste be cleared and disposed of promptly?

• To reduce risk of contamination
• To prevent multiplication of pathogens
• To facilitate cleaning
• To prevent smells
• To avoid attracting pests
• To comply with the law

131
 Internal waste management

Internal:
● No accumulations
● Emptied frequently
● Refuse collectors
● Care when siting
What are the properties of containers?
● Cleanable or disposable
● Strong
● Waterproof KEY POINT

● Foot-operated lid Unfit/out-of-date

● Polythene sacks food should be
isolated and
● Emptied frequently
discarded.

NEXT
Class Question 132

CLASS QUESTION:
What hazards could arise from poor refuse storage?

ANSWER:
Build-up of accumulations/odour.
Risk of contamination (physical/microbiological).
Attract pests (fly maggots).
Cleaning problems.

Unfit food should be clearly labelled and kept separate from fit food pending
disposal.

132
 External waste management

● Keep waste areas

clean and tidy
● Waterproof base and
standpipe

Containers:
● Cleanable, hard wearing, pest-proof
● Tight-fitting lids KEY POINT

● Waterproof Report waste

● Emptied as often as necessary problems to
● Cleaned after emptying your supervisor.

NEXT
133

Tight-fitting lids prevent pest access

133
 The law requires that food
equipment must:

Be kept clean and in good condition

Be designed to allow cleaning and disinfection

Be installed to allow cleaning of the surrounding area

Minimise the risk of contamination.

NEXT
134

Food-grade stainless steel is ideal.

GROUP EXERCISE:
Split class into two: one half to discuss good properties of equipment
the other half to discuss bad properties of equipment.

Staff must be aware of the action they should take if equipment is damaged,
faulty, dirty, unsuitable or has loose parts. This will include reporting to their
supervisor.

Discard cracked/chipped crockery.

134
 What is the role of a food handler with
regard to premises and equipment?

● Keep surfaces and equipment clean

● Keep windows and doors closed
● Do not ruin good design, e.g. placing food under an
electric fly killer
● Do not use dirty or broken equipment
(clean it or replace it)
● Only use sinks or washbasins
for the correct purpose
● Do not make temporary repairs
● Clear-and-clean-as-you-go
● Keep waste areas tidy.

NEXT
Class Question 135

CLASS QUESTION:

Few food handlers have much responsibility for the initial design, layout or
purchase of premises and equipment. This slide and the next can be used to
generate the idea of the food handler’s role in design.

135
 What design problems
7
need to be reported?

Potential risks of contamination

Difficulties in cleaning
Damaged or defective premises
or equipment
High temperatures/condensation

Access points for pests.

NEXT
Group Exercise 136

GROUP EXERCISE: Refer to handout 7 in delegate pack.

Class question to expand on this could be to ask group for specific examples of
each:
• Rust damage
• Faulty ovens
• Broken refrigerator seals
• Build-up of ice
• Damaged waste containers
• Broken windows
• Chipped equipment or dials on machinery
• Equipment which vibrates when in use as screws may come loose etc.

136
 By law food-contact surfaces should be:

toxic and easy to clean and

disinfect
clean and easy to clean
and disinfect

clean and absorb moisture

hard-wearing and toxic

NEXT
Class Exercise 137

137
 Food waste must be disposed of correctly to:

help increase profits

prevent fire hazards

prevent contamination

reduce cleaning costs

NEXT
Class Exercise 138

138
 Which of the following is the best way to store waste
in a kitchen?

In a plastic bag in a cleanable

container with a foot-operated lid

In a black paper sack inside a

foot-operated bin

In a neat pile on floor until the

end of the meal preparation

In a cardboard box lined with

a clean bin bag

NEXT
Class Exercise 139

139
 Waste should be removed from the kitchen:

every 24 hours

regularly throughout the

day
when the waste bins are
overflowing

when there is a break

NEXT
Class Exercise 140

140
 Cleaning and disinfection
7
NEXT
141

By the end of this module learners will be able to outline:

Reasons for cleaning
• Cleaning and disinfection methods, chemicals and equipment
─ Detergents, sanitisers, disinfectants
─ Cleaning and disinfection techniques
─ Contact time
─ Clear and clean as you go
─ Order in which to clean areas and equipment
─ Importance of using the correct equipment
• Safe use of cleaning chemicals and materials
─ Use manufacturers’ instructions
─ Never mix chemicals
─ Avoid the risk of chemical contamination of food left uncovered whilst cleaning
is taking place
• Safe storage of cleaning chemicals and materials
─ Never store chemicals with food
─ Never store chemicals in food containers
─ Store chemicals in a lockable cupboard away from food
• Waste disposal
─ Empty bins regularly throughout the day
─ Ensure internal and external bins have lids

This module should take approximately 35 minutes

Activities in this module include:
Handout 8 - What are the definitions of...?
Class Question - What are the hazards from poor cleaning?
Class Question - Why is cleaning important?
Class Question - What safety precautions need to be applied when cleaning?
Class Exercise - What to clean AND disinfect
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

The DVD ‘A clean sweep’ would also be ideal to use in this module.

141
 8 What are the definitions of…?

A Bactericide 1 A combined detergent and disinfectant

A chemical used to remove dirt, grease and

B Disinfectant 2 food particles. Does NOT kill bacteria

C Biodegradable 3 A substance which destroys bacteria

The process of destroying all

D Detergent 4 micro-organisms and their spores
A chemical used to reduce pathogens
E Cleaning 5 to a safe level
A substance capable of being decomposed
F Sanitiser 6 by bacteria or other living organisms
The application of energy to a surface to
G Sterilising 7 remove dirt and grease

Group Exercise 142

GROUP EXERCISE: Refer to handout 8 in delegate pack.

The maximum time the trainer should spend on this slide is 10 minutes.

142
 8 What are the definitions of…?

A Bactericide 3 A substance which destroys bacteria

A chemical used to reduce pathogens

B Disinfectant 5 to a safe level
A substance capable of being decomposed
C Biodegradable 6 by bacteria or other living organisms
A chemical used to remove dirt, grease and
D Detergent 2 food particles. Does NOT kill bacteria
The application of energy to a surface to
E Cleaning 7 remove dirt and grease

F Sanitiser 1 A combined detergent and disinfectant

The process of destroying all

G Sterilising 4 micro-organisms and their spores

NEXT
Group Exercise 143

143
 What the law says

Food premises are to be kept clean

All food-contact equipment to be cleaned and,

where appropriate, disinfected as often as necessary.

Disinfectant
NEXT
144

144
 What are the hazards from poor cleaning?

● Cross-contamination
especially from cloths
(disposable and
colour-coded preferred)
● Chemical contamination
(tainting)
● Physical contamination
(e.g. from brush bristles)
● Allergenic contamination
● Failure to destroy bacteria
● Dirty cleaning equipment.

NEXT
145

CLASS QUESTION

Staff training/supervision is essential as poor cleaning may result in chemical,

microbiological, physical and allergenic contamination.

Photo shows a variety of chemicals being stored in the food preparation area and
also cloths (rags really) being stored, wet and dirty, next to each other. These
could easily be picked up and used so there is a real risk of cross-contamination
here.

145
 Cleaning

Hot water

Chemicals

Physical energy

MUST be used to clean

KEY POINT

Clear-and-clean-as-you-go.

NEXT
146

Keep work surfaces clean and tidy whilst working.

Clean equipment, e.g. slicing machines, immediately after use.
Clear up spillages immediately.
All cleaning equipment must be suitable for purpose and clean/disinfected before
use. Damaged or unsuitable equipment poses a hazard and should be reported
to your supervisor.

Always clean toilet areas with separate equipment/cloths which are not used in
food areas.
Always clean high-risk areas before raw food preparation areas.

146
 Why is cleaning important?

● Reduces the risk of food poisoning

● Removes the food supply for bacteria
● Removes materials/food for pests
● Reduces the risk of food contamination
● Removes dirt and grease
● Allows disinfection
● Promotes a good company image
● To comply with the law
● Provides a safe and pleasant
workplace.

NEXT
Class Question 147

CLASS QUESTION:

Discuss common difficulties associated with cleaning and disinfecting premises

and equipment.

Food scraps, dirt, grease, detergent which prevent chemical disinfectants from
working.

147
 Cleaning must be planned (schedules)

What Type/amount of chemical

Who Time

When Safety information

How Check/record

KEY POINT
Cleaning schedules are used to ensure
that all areas are cleaned properly at
the right time.

NEXT
148

148
 What safety precautions need to
be applied when cleaning?

Only purchase chemicals from reputable suppliers

Always clean from the cooked area to the raw area
Do not use the same cloth for everything
Use colour-coded chemicals/equipment/cloths
Always follow manufacturers’ instructions
Wear suitable protective clothing
Use suitable equipment in good condition for specific
tasks.

NEXT
Class Question 149

CLASS QUESTION:

Question: Why use colour-coded cloths?

Answer: To prevent cross-contamination

149
 What safety precautions need to
be applied when cleaning?

Do not clean near food

Do not mix chemicals
Do not store chemicals near food
Dilute and rinse as required
Do not put chemicals into food or unlabelled
containers
Use dispensers/dosing systems provided by
manufacturers
Clean and store cleaning equipment properly.

NEXT
Class Question 150

CLASS QUESTION:

Question: Why use colour-coded cloths?

Answer: To prevent cross-contamination

150
 What to disinfect

Food-contact surfaces
● Food utensils/equipment
● Chopping boards
● Preparation surfaces
● Walls adjacent to preparation

Disinfectant
surfaces
● Sinks
● Refrigerators

Disinfection can be achieved by using chemicals,

high temperatures or steam.

NEXT
151

There is no need to disinfect surfaces which are heated to high temperatures

such as inside ovens, grills, pans used for cooking – but they must be cleaned

151
 What to disinfect

Hand-contact surfaces
● Touch points such as handles on doors, drawers,
refrigerators
● Taps/hand washbasins
● Nailbrushes

ALSO cleaning materials and equipment.

NEXT
152

152
 Key points when handling chemicals
in a food preparation area

Effective cleaning/disinfection reduces the

risk of contamination

Allow enough contact time (the time a

chemical needs to work effectively)

Follow manufacturers’ instructions

Food residues/dirt/detergent prevent

chemical disinfection.

NEXT
153

Commercial dishwashers clean and disinfect if effectively maintained.

153
 What to clean AND disinfect
Show all answers
 = Clean & Disinfect
 = Clean only

Knives and forks

 Shelves used for packaged
dry goods 
Inside an oven  Shelves of display chillers

Can opener  Juice extractor

Kitchen or store floors  Mixer

Chopping board  Sweeping brush 
Ceiling tiles  Cleaning cloths

Hand washbasin  Brushes used for wet cleaning

Drawer handle
 Buckets used for cleaning floors

Fridge door handle  Protective clothing 
Pans for use in cooking
 Windows

Class Exercise 154

CLASS EXERCISE

154
 What to clean AND disinfect

 = Clean & Disinfect

 = Clean only

Knives and forks

 Shelves used for packaged
dry goods 
Inside an oven  Shelves of display chillers

Can opener  Juice extractor

Kitchen or store floors  Mixer

Chopping board  Sweeping brush 
Ceiling tiles  Cleaning cloths

Hand washbasin  Brushes used for wet cleaning

Drawer handle
 Buckets used for cleaning floors

Fridge door handle  Protective clothing 
Pans for use in cooking
 Windows

NEXT
Class Exercise 155

CLASS EXERCISE

155
 Six-stage cleaning

1 Pre-clean 2 Main clean 3 Rinse

Detergent
4 Disinfect 5 Final rinse 6 Air dry

Disinfectant
and store to prevent contamination.
NEXT
156

156
 Three/four-stage sanitising

1 Pre-clean 2 Sanitise

Any work surface that has to be used for both raw and
ready-to-eat foods must be cleaned and sanitised. Sanitising
alone will not be effective against some bacteria.
3 Rinse (if required) 4 Air dry and store
to prevent
contamination.

NEXT
157

CLASS DISSCUSION
What is the procedure for cleaning and disinfecting a work surface?

ANSWER
• Remove food debris/grease using a clean bunched cloth
• Use hot water (55˚C-60˚C) and sanitiser to sanitise the surface
• Allow sufficient contact time (e.g. 30 seconds)
• Rinse, if required by manufacturer’s instructions – use clean cloth and leave to
air dry
• If required, a disposable paper towel may be used to ‘polish’ surface
• NB: Wear gloves, and do not put the bucket on the surface

CLASS DISCUSSION
When you would use 6-stage cleaning and when you would use 3/4-stage
cleaning.

CLASS DISCUSSION
Different coloured cutting boards and utensils should not be washed in the same
sink at the same time or in the same water unless they are being disinfected.
However, it is preferable to clean and disinfect boards used for raw food
separately from those used for ready-to-eat or high-risk food.

157
 Which one of the following reduces bacteria to a safe level,
but does not remove dirt, grease and food waste?

Disinfectant

Sanitiser

Sterilant

Detergent

NEXT
Class Exercise 158

158
 Which of the following is correct?

It is a good idea to top up

cleaning chemicals
Cleaning should only be carried
out at the end of the day
Cleaning equipment must be
used for specific tasks only
All cleaning equipment
should be cleaned weekly

NEXT
Class Exercise 159

159
 What does a sanitiser do?

Removes dirt and grease

Cleans and disinfects

Kills all spoilage bacteria

Sterilises surfaces

NEXT
Class Exercise 160

160
 In a food business, a cleaning schedule is important in
order to:

make sure everyone does

their fair share
check what time each cleaning
operative started work
make sure all areas are
cleaned properly
make sure enough cleaning
chemicals are ordered

NEXT
Class Exercise 161

161
 Which information should be included in a cleaning
schedule?

What to clean, how to clean

and cost of cleaning
How to clean quickly, chemicals
to use, who is to do it
What to clean, methods to
use and result of swab tests
What to clean, how to clean
and when to clean

NEXT
Class Exercise 162

162
 Food pests and control
8
NEXT
163

By the end of this module learners will be able to outline:

The importance of pest control:

• Common food pests
• Signs of food pests
• The need to report any signs of food pests to a supervisor
• Basic control measures for food pests
─ Removing food debris, food spillages and cleaning regularly
─ Good proofing
─ Flyscreens
─ Lids on waste bins
─ Removal of hiding places

This module should take approximately 30 minutes

Activities in this module include:

Class Question - What is a food pest?
Class Question - What are the common food pests?
Class Question - What do pests need to survive?
Class Question - Why is it important to control food pests?
Class Exercise - Signs of rodents or signs of insects?
Class Question - How can we prevent pests getting into the premises?
Class Question - How can we remove food and harbourage?
Handout 9 - The odd one out
Multiple-Choice Questions - ABCD cards for candidates to hold up for their
chosen answer

The DVD ‘Uninvited guests’ would also be ideal to use in this module.

163
 What is a food pest?

An animal, insect or bird which lives

in or on our food. It contaminates
food and is noxious, destructive or
troublesome

How do pests contaminate food?

● Breeding in food
● Feeding (vomit back previous meal)
● Faeces
● Walking on it/work surfaces
● Laying eggs on uncovered food
● Dead bodies.

NEXT
Class Question 164

CLASS QUESTION
NB Weil’s disease – rat urine in contact with cuts/eyes (fish filleters/
slaughterhouse workers) are particularly prone.

164
 What are the common food pests?

Rodents
• Rats
• Mice
Insects
• Flies
• Wasps
• Cockroaches
• Stored product insects
Birds
Dogs
Cats.
NEXT
165

165
 Food pests

Mouse Mouse nest

NEXT
166

166
 Food pests

Fly maggots Fly eggs

NEXT
167

167
 Food pests

Black rat Brown rat

NEXT
168

168
 Food pests

Cockroach

NEXT
169

169
 What do pests need to survive?

Food

Moisture

Shelter/harbourage for breeding

Security (undisturbed)

Warmth.

NEXT
Class Question 170

CLASS QUESTION:

Same things that people need to live.

Pests like quiet undisturbed areas.

170
 Why is it important to control
food pests?

Because they can result in:

● food poisoning
● contamination
● wastage
● damage
● loss of custom
● complaints
● staff losses KEY POINT

● legal action Always report any signs of pests

to your supervisor immediately.

NEXT
Class Question 171

CLASS QUESTION

171
 Signs of rodents or signs of insects?

A Rodent B Insect Show all answers

Bodies A B Runs A

Droppings A B Eggs and egg cases B

Smears A Smell A B

Bodies/nymphs A B Chewed packaging A

Larvae/pupae B Chewed food/paper A

Holes in food e.g. biscuits A B Dust piles B

Footprints/tail marks A Gnawing damage A

Webbing B Nests (paper, wool, wood) A

Noise A B Hair/fur

Class Exercise 172

CLASS QUESTION
Food handlers must report signs of pests or potential entry points to their
supervisor immediately.

172
 Signs of rodents or signs of insects?

A Rodent B Insect

Bodies A B Runs A

Droppings A B Eggs and egg cases B

Smears A Smell A B

Bodies/nymphs A B Chewed packaging A

Larvae/pupae B Chewed food/paper A

Holes in food e.g. biscuits A B Dust piles B

Footprints/tail marks A Gnawing damage A

Webbing B Nests (paper, wool, wood) A

Noise A B Hair/fur A

NEXT
Class Exercise 173

Food handlers must report signs of pests or potential entry points to their
supervisor immediately.

173
 Environmental control
(deny access and remove food/harbourage)

How can we prevent pests getting into the premises?

● Proofing (mesh screen at windows, doors and
airbricks)
● Keep windows and doors closed (repair broken)
● Effective maintenance/block up holes in walls
● Check deliveries.

NEXT
Class Question 174

CLASS QUESTION

174
 Environmental control
(deny access and remove food/harbourage)

How can we remove food and harbourage?

● Good housekeeping
● Keep food covered
● Clean as you go (spillages)
● Do not leave food outside
● Store food off floor/clear of walls
● Keep premises/refuse areas clean
and tidy
● Check stock regularly
● Store in pest-proof containers
● Remove vegetation.

NEXT
Class Question 175

CLASS QUESTION

175
 Destroying pests

Physical control Chemical control

● U/V fly killers ● Solid bait for rodents

● Sticky boards ● Often sprays, gels or
● Traps – rodents powder for insects – not to
be used near food or food
● Hormone traps – insects
equipment.
Preferred method because:

 Pests caught dead or alive

 No risk of dead bodies

in food

 No risk of chemical
contamination

NEXT
176

Although good housekeeping and proofing are the most important

pest control methods they may not always be successful and therefore physical
and chemical controls need to be used.

Electric fly killers (u/v) light but care is needed in siting to avoid risk of flies
dropping onto surfaces below). Sticky surface often used instead of electric grid -
regular emptying. Switch off unit before cleaning. Tubes to be replaced annually
around spring - date sticker on unit advising when new tube to be fitted.
Rodent traps (live or dead).
Bird mist nets (warehouses).
Cockroach traps (hormone and glue).
Use a reputable pest control contractor.
The use of pest control contractors does not absolve managers from their
responsibility for keeping premises pest-free.
Tamper-proof bait boxes and solid bait should be used.

Class question: What is the risk of contamination from chemical control methods?
1. Dead pest ending up in food
2. Pesticides ending up in food
3. Rodents dying in inaccessible places (odour/fly problem).

176
 9 The odd one out

1 Rats and mice

Eggs (rodents don’t lay eggs)

2 Cockroaches
Feathers (cockroaches don’t have feathers)

3 Birds
Hair (birds don’t have hair)

4 Flies
Gnawed food (flies don’t gnaw food as they don’t have teeth)

NEXT
Individual Exercise 177

INDIVIDUAL EXERCISE: Refer to handout 9 in delegate pack.

177
 What must food handlers do first if they see a rat in a food
store?

Put down poison bait

Tell the supervisor

immediately

Tell a local policemen

Clean and disinfect all

food-contact surfaces

NEXT
Class Exercise 178

178
 Which of the following is a typical sign of pests in a food
room?

Food waste

Droppings

Bait boxes

Overflowing bins

NEXT
Class Exercise 179

179
 How can food handlers help to prevent pests getting into
kitchens?

Keep windows and doors

closed
Wear suitable protective
clothing

Store food off the floor

Keep floors clean

NEXT
Class Exercise 180

180
 The most important reason to control pests in a food
business is because they:

frighten staff

create a bad impression to

inspectors

increase cleaning time

can spread disease

NEXT
Class Exercise 181

181
 Food safety management
from purchase to service
9
NEXT
182

By the end of this module learners will be able to outline:

• An awareness of the law regarding food safety management systems and
temperature control
• What HACCP and food safety management systems are.
• Deliveries: Selecting reputable suppliers.
• Storing : The importance of correct temperature and conditions for storage of
all foods. Usual operating temperatures for refrigerators and freezers. The
importance of clear labelling of food. Stock control procedures. The importance
of stock rotation. Date marking and the difference between ‘use by’ and ‘best
before’ date codes.
• Preparing: Not to prepare food too far in advance.
• Cooking: To cook food thoroughly.
• Chilling: The need to cool food quickly.
• Reheating: To meet the required core temperature when reheating food.
• Holding :The amount of time hot food can be below the legal temperature: the
amount of time cold food can be above the legal temperature.
• Serving and transporting food.

This module should take approximately 55 minutes

Activities in this module include:

Handout 10 - What are the definitions of...?
Class Question - What are the prerequisites for HACCP?
Class Question - What are the control measures for delivery and unloading?
Class Exercise - Accept or reject?
Class Question - What are the control measures for chilled food storage?
Class Question - Loading the fridge, which shelf should it go on?
Class Question - Why is stock rotation important?
Class Question - What are the control measures for dry food storage?
Handout 11 - Spot the hazards (storage)
Class Question - What are the control measures for frozen food storage?

182
Class Question - What are the control measures for food preparation?
Class Question - What are the control measures for cooking/reheating?
Class Question - What are the control measures for hot holding?
Class Question - What are the control measures for cooling of food?
Class Question - What are the control measures for displaying and serving
food?
Class Question - What are the control measures for transportation and
delivery of food?
Class Question - What mistakes can be made using a probe thermometer?
Multiple-Choice Questions - ABCD cards for candidates to hold up their
chosen answer

The DVD ‘HACCP 4U’ would also be ideal to use in this module, for
learners who work for catering companies and who are involved in
developing and maintaining a HACCP system.

182
 10 What are the definitions of…?

Observations of control measures to confirm

A Control measures 1 the process is under control, e.g. measuring
the temperature of food in a refrigerator
A proven limit that ensures food can be eaten
B Critical (safe) limits 2 safely (separates the acceptable {safe} from
the unacceptable {unsafe})
Actions required to prevent or eliminate
C Corrective action 3 a food safety hazard
The policies, procedures and documentation that
Food safety
D management system 4 ensure the food sold by a food business is safe
to eat and free from contaminants
The action to be taken when something
E Monitoring 5 goes wrong

Group exercise 183

GROUP EXERCISE: Refer to handout 10 in delegate pack.

HACCP definitions should be completed in less than 10 minutes.

183
 10 What are the definitions of…?

Actions required to prevent or eliminate

A Control measures 3 a food safety hazard
A proven limit that ensures food can be eaten
B Critical (safe) limits 2 safely (separates the acceptable {safe} from
the unacceptable {unsafe})
The action to be taken when something
C Corrective action 5 goes wrong
The policies, procedures and documentation that
Food safety
D management system 4 ensure the food sold by a food business is safe
to eat and free from contaminants
Observations of control measures to confirm
E Monitoring 1 the process is under control, e.g. measuring
the temperature of food in a refrigerator

Group exercise NEXT

184

184
 What is HACCP?

HACCP
Hazard Analysis Critical Control Point

HACCP:
A food safety management system aimed at
identifying and controlling significant food safety
hazards BEFORE they cause harm

There is a legal requirement for every food business to

implement a food safety management system based on
HACCP principles.

NEXT
185

Many variations including ‘CODEX HACCP’, ‘safer food better business’, ‘assured
safe catering’, ‘cook safe’ and company specific systems

185
 What are the prerequisites for HACCP?

Management commitment/adequate resources

Prerequisite programmes
● Approved suppliers
● Good design
● Equipment calibration
● Preventive maintenance
● Personal hygiene/competency
● Stock rotation
● Cleaning and disinfection
● Pest management
● Good housekeeping
● Waste management
● Labelling and traceability
● Contingency plans.
NEXT
Class Question 186

CLASS QUESTION:
What does traceability mean?

ANSWER:
Traceability involves identifying the journey of a food product from farm to
consumer. Records of all deliveries must be kept by caterers to ensure
traceability, for example, in the event of food poisoning.

Class Question:
How could a member of staff negate good design?

ANSWER:
Placing open food on a trolley under an EFK.
Preparing sandwiches near raw food.

186
 7 Principles of HACCP

1 Identify hazards and controls

2 Determine critical control points (CCPs)
3 Establish critical limits
4 Implement monitoring at CCPs
5 Establish corrective actions
6 Establish verification procedures
7 Establish documentation
Review annually or if there are changes, e.g. to menu or
justified complaint of hazard such as food poisoning.
NEXT
187

Trainer note: The maximum time the trainer should spend on this slide is 3
minutes.

187
 What are the control measures
for delivery and unloading?

HAZARDS
Contamination and multiplication

CONTROL MEASURES
● Approved supplier
● Protect/cover food
● Chilled <5°C frozen -18°C
● De-boxing area
● Transfer to store immediately
● Check labels (allergens & date code).

NEXT
Class Question 188

CLASS QUESTION:

What is the maximum temperature for delivery of frozen food?

Answer: -15°C
Whilst the ideal is -18°C, it is generally accepted that this is a storage temperature
and some variance to this temperature would be allowable during delivery as it
has to be unloaded and checked etc..

Approved suppliers reduce the risk of receiving contaminated food.

Corrective action involves telling your supervisor – every time.

188
 Accept or reject?
Show all answers
 = Accept
 = Reject

Raw meat delivered with

raw poultry  Carrots delivered at 10°C

Cooked meat delivered with
raw poultry on top of it 
Cheese delivered in same box
as cleaning chemicals 
Pasteurised milk at 15°C 
Delivery of raw eggs
with dirt on the shells 
Blown bag of bacon
 Unsealed bag of grated cheese 
Frozen poultry at -17°C
 Rusty cans 
Damaged sack of dry
ingredients  Dry ingredients with ants
inside the box
Delivery of packed cooked
meat with a single fly in the
back of the delivery vehicle

Class Exercise 189

CLASS EXERCISE:

The purpose of this exercise is to encourages learners to concentrate on

significant hazards. It makes people realistic and think logically about what is
acceptable and what is not.

189
 Accept or reject?

 = Accept
 = Reject

Raw meat delivered with

raw poultry  Carrots delivered at 10°C

Cooked meat delivered with
raw poultry on top of it 
Cheese delivered in same box
as cleaning chemicals 
Pasteurised milk at 15°C 
Delivery of raw eggs
with dirt on the shells 
Blown bag of bacon
 Unsealed bag of grated cheese 
Frozen poultry at -17°C
 Rusty cans 
Damaged sack of dry
ingredients  Dry ingredients with ants
inside the box. 
Delivery of packed cooked
meat with a single fly in the
back of the delivery vehicle

NEXT
Class Exercise 190

CLASS EXERCISE:

The purpose of this exercise is to encourages learners to concentrate on

significant hazards. It makes people realistic and think logically about what is
acceptable and what is not.

190
 What are the control measures
for chilled food storage?

HAZARDS
Contamination and multiplication

CONTROL MEASURES
● Temp <5°C
● Separate raw and ready-to-eat
● Cover/label
● Stock rotation (according to date codes)
● Keep clean
● Do not overload/keep tidy
● Door closed
● No hot food/no open cans.

NEXT
Class Question 191

CLASS QUESTION: Discuss types of food stored in refrigerator and position of

storage.
Class question: How would you monitor these controls?
Check dial temperature at the start of the day and regularly throughout the day. If
the temperature on the dial is above 8°C check the temperature of a food
simulant, in between food packs or the food itself. Check and record temperature
of food in the warmest part of the refrigerator, using an accurate, disinfected
calibrated digital thermometer at beginning and end of the day.
(Check warmest part of refrigerator.) Check date codes, condition of food and
packaging. Check separation of raw and ready-to-eat foods. Often temperatures
are monitored automatically.

Many learners will ask about where to store eggs; the current guidance is: eggs
should be stored cool and dry, <20°C avoiding fluctuating temperatures. Any
which are 21 days or older must be stored in fridge.

Corrective action
Reject unfit, contaminated, out-of-date or temperature-abused food (8°C for >4
hrs).
Staff must be aware of the action to take, e.g. reporting to their supervisor, if food
is out of date or at too high a temperature. Segregation and disposal of unfit food
is particularly important.
CLEAN - COOL - COVER – SEPARATE

The maximum legal temperature for the storage of high-risk food in a refrigerator
is 8°C.

191
 Loading the fridge

Which shelf should it go on?

B Ready-to-eat raw food

A
A High-risk food
B
Low-risk food
C
D Raw food (to be cooked)
D
C Oyster/steak tartare

Low-risk food doesn’t belong in

the fridge.

NEXT
Class Question 192

CLASS QUESTION

The purpose of this exercise is to ensure that learners have understood where
food should be stored to prevent contamination.

Trainers could also add to this exercise by asking learners where they would store
specific food items, for example:
Where would you store sushi? Hopefully the answer would be on shelf A or at
least B, but it definitely wouldn’t be on shelf C or D!

192
 Why is stock rotation important?

● Ensures older stock is used first

● Avoids spoilage, mould, slime and unfit food
● Avoids wastage (loss of stock/infestations)
● Consistent quality (customer satisfaction)
● Maintains correct stock levels
● Reduced risk of pest infestation

KEY POINT

Effective storage slows down

spoilage.

NEXT
Class Question 193

CLASS QUESTION

193
 What are the control measures
for dry food storage?

HAZARDS
Contamination and multiplication
(mould, spoilage and pests)

CONTROL MEASURES
● Keep dry, cool, well ventilated and clean
● Off floor/away from walls
● Area for returns
● Protect, separate and label allergens
● Stock rotation.

NEXT
Class Question 194

CLASS QUESTION

Monitoring
Canned food - Do not use if:
• blown
• holed or rusty
• badly dented/seam damaged
• label missing and contents unknown

Corrective action
Unfit, damp, damaged, contaminated or out-of-date stock should be rejected and
kept in a container marked ‘unfit for human consumption’ - do not use.
Blown cans or vacuum packs usually occur because of the production of gas by
bacteria or, in the case of cans, the production of hydrogen from the reaction
between acid food and the can wall. Food in blown or damaged containers may
be contaminated with pathogenic bacteria and should not be consumed.

194
 Stock rotation – date coding

● Expiry date
● Internal date coding
● A 3-day shelf life if satisfactory cooking
and cooling
● Discard out-of-date food
● Use-by (safety/offence)
● Best-before (quality)
● Shelf life depends on satisfactory storage conditions
● FIFO – First In First Out
● FEFO – First Expiry date First Out

Also ensure ingredient labels are clear to ensure allergen control.

NEXT
195

FEFO is probably a better term than FIFO! As it doesn’t always follow that the last
stock in has the longest date. Many businesses may make an additional purchase
of food which has been reduced as it is nearing its expiry date code; whilst there
is nothing wrong with this, obviously, it should be the food to use first

Traceability (business to business)

A system must be in place to ensure that the supplier of food can be identified.
This will usually be achieved by keeping records of deliveries and codes. If
deliveries are made to another business, instead of supplying food to the end
user, then records of businesses supplied with specific foods must be retained.

195
 11 Spot the hazards (storage)

NEXT
Individual Exercise 196

INDIVIDUAL EXERCISE: Refer to handout 11 in delegate pack.

Click on the image to start interactive spot the hazard exercise. Identify and click
on the 24 faults in this picture.

196
 What are the control measures for
frozen food storage?

HAZARDS
Contamination and multiplication (if it thaws)

CONTROL MEASURES
● Store -18°C
● Load line
● Packaging (freezer burn)
● Segregation
● Stock rotation
● No hot food
● Keep clean and tidy
Correct freezing temperatures stop the multiplication of ALL
micro-organisms.
NEXT
Class Question 197

CLASS QUESTION

NB Bacteria do not multiply in a freezer unless there is serious temperature abuse

and thawing of food.
The lowest temperature at which a foodborne pathogen can multiply, albeit slowly,
is –2°C.

Once thawed, high-risk food should be stored in the refrigerator and eaten within
48hrs, unless the manufacturer recommends otherwise.

Group exercise: Design a set of rules for thawing and cooking a small frozen
chicken.
Use fresh or portions instead of a whole bird.
Separate from high-risk foods.
Thaw completely in a container at the bottom of the refrigerator separate from
other foods. 10°C is an ideal temperature for defrosting food.
Remove giblets.
Don’t wash before cooking.
Cook thoroughly, within 24 hours.
Clean/disinfect area where it has defrosted.
Eat immediately or cool rapidly.
Minimise handling of the cooked chicken.

197
 What are the control measures for
food preparation?

HAZARDS
Contamination and multiplication

CONTROL MEASURES
● Minimise handling
● Good hygiene practices
● Separate raw and ready-to-eat food
● Minimise time in the risk (danger) zone
● Clear-and-clean-as-you-go
● Use disposable cloths
● Colour coding.

NEXT
Class Question 198

CLASS QUESTION: What are the corrective actions at the stage of food
preparation?
Corrective action:
• Discard contaminated ready-to-eat food.
• Discard food at ambient temperature for more than two hours.
• Retrain staff.

198
 What are the control measures
for cooking/reheating?

HAZARDS
Survival and multiplication

CONTROL MEASURES
● Cook/reheat thoroughly > 75°C
● (legal requirement to reheat to 82°C
in Scotland)
● Protect from contamination
● Only reheat once.

NEXT
Class Question 199

CLASS QUESTION

Reheat requirement of 82°C in Scotland.

Additional considerations:
• Thorough cooking is essential to destroy pathogens
• Spores/toxins can survive boiling
• Cooking vessels need to be clean
• Extra care with minced products to cook through to the middle
• Completely thaw frozen food prior to cooking.

199
 Microwave cooking

● Follow instructions on pack

● Use commercial microwave ovens
● Stir
● Probe
● Allow standing time.

NEXT
200

200
 What are the control measures
for hot holding?

HAZARDS
Multiplication

CONTROL MEASURES
● 63°C (Legal requirement)
● Stir stews/sauces
● Protect/cover
● Preheat hot cupboards etc.

NEXT
Class Question 201

CLASS QUESTION

The highest temperature any pathogenic bacteria can multiply at is 55°C.

Chill-holding requirements:
UK law - 8°C or below unless:
● hot food
● no health risk
● canned or dehydrated
● raw
● less than 4 hours (single occasion)

Hot-holding requirements

UK law - 63°C or above unless:

● cold food
● no health risk
● less than 2 hours (single occasion).

201
 What are the control measures
for cooling of food?

HAZARDS
Multiplication and contamination

CONTROL MEASURES
● Rapid cooling - blast chiller, ice bath,
ice paddle, electric fan, reduce bulk
(<2.25 kg), then refrigerate
● Protect/cover/segregate
● Cooling starts at 63°C
● Cool from 63°C to 21°C in 2 hours and from
21°C to 8°C in 4 hours. 90 minutes in blast chiller.

NEXT
Class Question 202

CLASS QUESTION

Why is slow cooling a major risk of food poisoning?

• Rapid multiplication of food poisoning bacteria (survived cooking or introduced
after cooking)
• Spores – germinate – start multiplying
• Especially cooked rice

Additional hazards:
• Spores germinate
• Toxin production

Class question to expand on these controls:

Rapid cooling - several method available (cooling can start at 63ºC. The critical
cooling time is from 50ºC to 20ºC as this is when bacteria are most likely to
multiply).
Maximum 90 minutes then refrigerate (in practice this standard may not be
achievable with large quantities of food - even with a blast chiller).
Refrigerate once close to room temperature.
Keep separate from raw food.
Decant large containers of liquid soup/stew into separate containers with large
surface area, use ice baths, running water, cook smaller joints so they can cool
more easily.
Cover/protect food during cooling, especially from flies and other foreign objects.

NB:
If cooked food is to be frozen it is essential that the correct equipment is available
to rapidly freeze the food. A blast freezer is recommended. Clear instructions
should be provided regarding weights/quantities of food that can be frozen.
Provided cooked food is cooled quickly, freezing is primarily a quality issue.

202
What are the benefits of a blast chiller?

202
 What are the control measures
for displaying and serving food?

HAZARDS
Contamination and multiplication

CONTROL MEASURES
● Minimise time at room temperature
● No topping up
● Separate serving utensils for different foods
● Protect/cover
● Good hygiene practices
● Label food, clear menus and
descriptions (allergen control)
● Serve quickly.
NEXT
Class Question 203

CLASS QUESTION

203
 What are the control measures for
transportation and delivery of food?

HAZARDS
Contamination and multiplication

CONTROL MEASURES
● Minimise time out of temperature
● Clean delivery vehicle
● Temperature controlled vehicles
where required
● Protect/cover food
● Food labelled (allergen control)
● Plan delivery route
● Good hygiene practices.

NEXT
Class Question 204

CLASS QUESTION

204
 Calibration (checking accuracy)
of thermometers
Thermocouple thermometers

Cold Hot

Melting crushed ice Boiling water

-1°C to +1°C 99°C to 101°C

NEXT
205

Monitoring is a check to make sure that controls are in place and working.

Ways to monitor include:

• Measuring (for example taking temperatures)
• Observation (for example checking deliveries or date codes)
• Using the senses (for example smell or look of food)

If monitoring identifies that a control has not worked make sure you report it to
your supervisor.

It is important to implement the right corrective action!

Thermometers - use and calibration

A digital, electronic probe thermometer (thermocouple or thermistor) should be
used to measure storage and cooking temperatures. The core temperature is
usually at the centre or the thickest part of the food.
Probe thermometers should be validated (calibrated) regularly.
Electronic calibration test caps may be used to check the accuracy of some types
of thermometer.
Each probe should be numbered and the result of the validation should be
recorded.
Probes which are more than 1°C adrift should be replaced.
External calibration is recommended annually.

205
 Checking and recording temperatures

● Use a clean, disinfected probe (or infrared)

● Take the temperature at the centre/thickest part
● Allow minimum of 30 seconds contact time
● Avoid fat, bone or gristle or container sides
● Use food substitute in fridges where possible
● Record the temperature
Infra-red thermometers should only be used to measure
surface temperatures (hot or cold storage). No risk of
cross-contamination and quick but less accurate
KEY POINT
Bimetallic coil thermometers should not be used as they are
not tip sensitive.

NEXT
206

Checking and recording temperatures.

Probes should be cleaned and disinfected between each use. Never probe raw
food and then ready-to-eat food without disinfecting in between. Probes must be
cleaned before chemical disinfection as food residues inactivate disinfectants.
Water above 82°C can be used to disinfect probes.

NB Trainer may wish to demonstrate the correct use of a thermometer.

Infrared is not suitable for core temperatures.

206
 What mistakes can be made using
a probe thermometer?

● Not calibrated
● Not taken the core temperature (warmest/coolest point)
● Not cleaned and disinfected
● Used for both raw and
ready-to-eat food
● Not allowing sufficient time
(not stabilised)
● Touching bone/container
● Recording Fahrenheit as Celsius.

NEXT
Class Question 207

CLASS QUESTION

207
 The main food safety reason to keep delivery records is to:

help ensure traceability

of product
give information about
nutritional value
know how much food
costs
help organise stock
rotation

NEXT
Class Exercise 208

208
 A best-before date on food tells people when food:

must be eaten by

may be on a shop shelf until

is safe until

is in its best condition until

(quality)

NEXT
Class Exercise 209

209
 What must be done if food is past its use-by-date?

It must be used that day

It should be put into a freezer

until it is needed

Food should be discarded

Nothing as food has three days past its

use-by date before it is unsafe

NEXT
Class Exercise 210

210
 What is the most accurate method of checking a product
has been thoroughly cooked?

Check the temperature of

the oven
Check the product is steaming as
it comes out of the oven
Cook the product as per
the recipe
Check the core temperature
of the product

NEXT
Class Exercise 211

211
 The most important reason to separate nut and non-nut
products from delivery to sale is because it will help:

to prevent smells from one

product to another

with stock rotation

stop people who have an

allergy from eating
cross-contaminated food
to stop nut products from
going mouldy

NEXT
Class Exercise 212

212
 Food Safety Legislation
10
NEXT
213

By the end of this module learners will be able to outline:

• the key reasons for food safety legislation
• Main aspects food safety legislation is concerned with

It is advised that no more than 10 mins is spent on this module as at L2 learners

do not need an in depth understanding of legislation and all legal aspects that are
relevant to this qualification have been included throughout the presentation in the
relevant modules.

Activities in this module include:

Multiple-Choice Questions - ABCD cards for candidates to hold up their chosen

answer
NB these mainly link to aspects previously covered in other modules, such
as legal temperatures etc.

213
 Food safety legislation

Reasons for food law

● Sets minimum standards
● Reduces risk of food poisoning
● Protects public health
Concerned with:
● Hygiene of food handlers, premises and equipment
● Preventing contamination
● Temperature control
● HACCP (food safety management system)
Food law applies to owners/managers (food business
operators) and food handlers.
NEXT
214

214
 Food safety legislation requires:

food handlers to be
hygienic
chilled food to be stored
above 8°C
food handlers to have
short hair

food to contain no fat

NEXT
Class Exercise 215

215
 Which one of the following is correct?

Cold food to be displayed

above 8°C
Frozen food to be stored
at -10°C
Dry foods to be stored
below 5°C
Hot food to be displayed
above 63°C

NEXT
Class Exercise 216

216
 A catering business can be closed down for:

being an imminent risk

to health
staff not wearing gloves
when serving food

having full dustbins

storing food past its

best-before date

NEXT
Class Exercise 217

217
 Environmental health practitioners/officers have the
power to:

inspect catering premises

at any reasonable time
imprison food handlers
for serious offences
search food handlers
suspected of abusing food
issue spot fines for serious
hygiene offences

NEXT
Class Exercise 218

218
 Revision and
examination technique
11
NEXT
219

This module should take approximately 10 minutes

Activities in this module include:

Handout 12 - Important temperatures for food safety

Trainers may also find that the Level 2 Food Safety Card games4Safety available
from Highfield are also very useful revision aids.

Level 2 Card games include: Definitions and Question & Answer.

219
 Important temperatures
12
for food safety
The temperature of boiling water 100°C

The temperature of water used to disinfect equipment 82°C

The minimum core temperature for cooking chicken and most foods 75°C

The minimum temperature for the hot holding of food 63°C

The best temperature for the multiplication of most food poisoning
organisms 37°C R Z
I O
S N
The maximum legal temperature for the cold storage of high-risk food 8°C K E

The maximum recommended temperature for a general purpose 5°C

refrigerator

The temperature at which water freezes 0°C

The temperature for the storage of frozen food. -18°C

NEXT
Individual Exercise 220

INDIVIDUAL EXERCISE: Refer to handout 12 in delegate pack.

220
 Examination technique
(multiple choice exams)

Read the questions carefully

Be prepared with stationery, pencils and pens
Keep an eye on the time
Don’t speak to anyone once the paper is given out
Try to allow some time at the end to check your
answers

MULTIPLE-CHOICE QUESTIONS
You always have a 25% chance of getting it right
So, if you don’t know, have a guess!

NEXT
221

Check the exam instructions.

Ensure that you answer all questions (usually 30).
Read the question carefully.
Decide the best answer for the question.
Ensure you indicate the correct answer in the way required by the examination
instructions.
Do not use biro or felt-tip pens.
If you make a mistake and want to change an answer – use the eraser to rub out
the incorrect choice.
Always keep one eye on the time remaining.
Try to allow 10 minutes at the end of the exam to check through your answers.

221
 Keep up to date with the latest
food safety news and opinions

The Highfield Food Safety

Forum on LinkedIn
Benefits:
• regular news updates on topics like food poisoning,
fines, recalls and research
• participate in thought-provoking discussions
• being able to grow your social network with
people interested in food safety

To join:
• search for Highfield Food Safety Forum
on www.linkedin.com
• select the option to request to join the group.

NEXT

Learners should be aware that qualifications indicate a level of knowledge demonstrated

by exam success. However, to comply with the law it is important to implement this
knowledge and keep up to date with new food safety developments that are relevant to
the job. ‘Being trained commensurate with your activities’ can, arguably, be seen as
being competent. This means keeping up to date.

There are many ways of keeping up to date including reading, learning from
knowledgeable managers and colleagues, attending further training/seminars and using
the internet. There are lots of websites that can be used. Using the Highfield Food Safety
Forum will save time because you won’t have to ‘surf the net’ for info as Highfield has
already checked out a large number of sites to obtain the most relevant information.

Members can request advice and information from other Forum members, they can start
discussions and can post ‘evidence‐based information’.

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 The important things to do now are…

1 to put into practice what you have learnt

2 to develop competency in your work activities

3 to keep your knowledge up-to-date

4 to pass the examination.

quality, value, service & integrity

This slide is very important, attending a training course does not make people
competent food handlers, the way they achieve this is by applying their
knowledge in practice. Trainers may consider using this opportunity to discuss
with learners how they will do this, or liaising with their employers to identify what
has been learnt and ways in which they can ensure the learning is practically
applied into the workplace.

Keeping knowledge up to date is not just about taking a refresher course.

Repeating the same old content year after year will not always meet learner or
business needs. It is important that new technologies, up to date processes, and
trends are considered. Tutors should identify ways in which learners can keep up
to date.

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