CIEH Food Safety Shorts

Transcription

1 CIEH Food Safety Shorts A guide to getting the most out of this DVD Use these notes to enhance your food safety training when using the DVD If you are playing the DVD from a computer or laptop, use Windows Media which will allow you to play and pause the animations and films.

2 Animations For each animation use the following activities to consolidate the learning Binary fission Prior to playing the animation, describe the process of binary fission. Explain how the animation will show this process speeded up over five hours. Play the animation and whilst it is playing make the following points, pausing as and when required: l the sandwich looks normal as we zoom in to it l inside the sandwich at 9am there is only one bacteria, ask learners to notice how this changes l the hands on the clock move and every 15 minutes the bacteria double in number l by 12pm there are 2,048 bacteria and by 2pm there are 1,048,576 bacteria in the sandwich (pause at 45 seconds to see this). As the animation zooms back out of the sandwich ask learners what they would do with the sandwich now. Remind learners that they would not be able to see, smell, taste or hear the bacteria. Discuss the factors required for binary fission moisture, warmth, food and time. Additional activity Ask learners to think of a time when they have left high-risk food at ambient temperature. Ask them to suggest what they would do differently in the future. This could lead to a discussion on storage methods. Questions to cover: l Approximately how many minutes does it take for bacteria to double in number? l What four factors do bacteria require for multiplication to occur? l Where should high-risk foods be stored? l Why is binary fission a threat to consumer health? My responsibility for food safety

3 Danger zone View this animation and ask learners to see if they can tell you why the food ends up in the bin. Explain that within the temperature range 5 63 C bacteria multiply quickly, hence it is known as the danger zone. Ask learners what could happen if someone ate high-risk food that had been left in the danger zone. Relate this back to their workplace. View the animation again to aid memory retention. Additional activity Divide the class into three groups and ask: l one group to write down some examples of when food might enter the danger zone l one group to write down ways to avoid food being in the danger zone l one group to suggest possible consequences of leaving food in the danger zone. Ask each group to go through their answers, with the rest of the class adding further details if necessary. Questions to cover: l What is the danger zone? l Why should high-risk foods not be left in the danger zone for long periods? The importance of keeping products safe

4 Fridge loading Divide learners into groups or pairs for this activity. Whilst the animation is zooming round the first fridge, ask learners to write down all the hazards they can spot. Pause after 1 minute. (Repeat this part if learners need more time to view.) Discuss the hazards spotted by the learners. Play part two of the animation, which places crosses over the bad practice. Pause the animation at 2.50 minutes and go through the answers (as listed below) with learners. Bad fridge answers Top shelf: l sausages (raw meat) are above vegetables Third shelf: l uncovered chicken with dirt from the potatoes on it l uncovered plate of melting frozen food in front of this Bottom shelf: l cucumber in a puddle of water Top door shelf: l dirty carrot above some cheese l an open tin of food is stored in the fridge l uncovered meat next to vegetables with blood dripping from it, onto items below Second shelf: l cooked meat uncovered next to a l steaming hot dish in the fridge fresh cream cake l eggs lying loose on the very edge l uncovered mixing bowl in the of the shelf next to a cucumber fridge, which has blood dripping in to it from above l salad leaves are squashed on top of some eggs l raw sausage is next to vegetables l eggs next to vegetables could easily fall out and smash onto the floor The importance of keeping products safe Base of fridge: l puddle of water leaking from the fridge Additionally: l the temperature on the door shows 12 C l the fridge door does not shut properly Discuss how a multi-purpose fridge should be loaded. Play part three of the animation and ask learners to pick out the good practice in the second fridge. To improve focus, tell them there is a bonus prize if they can spot the deliberate mistake in this fridge! Pause the animation at 3.25 minutes. Discuss learners answers. Finally play the last part of the animation to see how many things everyone spotted and who spotted the deliberate mistake in the animation. Deliberate mistake on the second shelf of the good fridge the salad, pork pie and coleslaw have the use-by date 01/01. Therefore they are out of date when compared with the other items in the fridge. Food that has exceeded its use-by date should be safely disposed of. Good fridge answers Top shelf: l items are covered and labelled Second shelf: l salad is covered and dated l bowl of salad is covered and labelled Third shelf: l meat and fish are stored below other high-risk items and are covered l temperature shown on the fridge door is correct l blood all over the floor l there is too much in the fridge so cold air cannot circulate and keep items cold l cheese is wrapped l pork pies and coleslaw are covered and labelled l there is lots of space for cold air to circulate The importance of keeping products safe

5 Film shorts For each short film, ask the following questions during the film or after viewing. Print off a sheet of questions for learners to fill in, write up the questions on a board for everyone to see or ask the questions afterwards. Hand washing 1. List three times when you should always wash your hands? 2. What temperature water should you use to wash your hands? 3. Why should you use a liquid soap rather than a bar of soap to wash your hands? 4. What should you use to remove any dirt from under your finger nails? 5. What should you dry your hands with? Answers 1. Any of the reasons stated in the film such as before starting work, working with high-risk food, after going to the toilet, after handling raw eggs in their shells, after coughing or sneezing, after carrying out cleaning jobs or handling rubbish, after eating, drinking or smoking, when switching between raw and cooked foods 2. Warm water 3. A bar of soap could have bacteria left on it by the person who used it last 4. A nail brush 5. A disposable paper towel or a clean roller towel The importance of keeping clean and hygienic

6 Clean as you go 1. What does clean as you go mean? 2. What does the food handler use to remove dirt and grease from the worktop? 3. What chemical does the food handler use to reduce bacteria to a safe level? 4. What must you do straight after cleaning, before handling food? 5. Why does the food handler use a different chopping board to slice the chicken on? Answers 1. Clearing and cleaning up at the end of one task before moving onto the next 2. A detergent 3. A disinfectant 4. Wash your hands 5. To minimise any risk of cross-contamination The importance of keeping work surfaces clean and hygienic

7 The six stages of wet cleaning 1. What must you do before you start any cleaning? 2. What type of shoes is the food handler wearing? 3. What should you do before you use any chemical cleaning product? 4. What colour is the chopping board used for raw meat? 5. How long should items be left in disinfectant? Answers 1. Remove any food from the surrounding area and ensure you are wearing suitable clothing 2. Non-slip shoes 3. Read the manufacturer s instructions on the bottle 4. Red 5. As long as stated on the manufacturer s instructions The importance of keeping work surfaces clean and hygienic