Académique Documents
Professionnel Documents
Culture Documents
PAGE 1:1
Listening to training
It may have been a long time since many food hygiene learners had to listen to as much information as they do for this qualification. This page introduces some key concepts about food hygiene and develops the skills required for active listening in training sessions.
Materials
Audio CD and player, spare pens and paper
28
FHy
Listening to training
(Audio 1) Listen to an extract from a training session to consider these points.
1:1
In learning about food hygiene you will be listening to a lot of new information. Listening to training sessions carefully helps you to do your job more efficiently and safely.
How can I remember all this?
What do I need to remember? Listen for signpost words, like the first; another; also and the last. These words point you to key or new pieces of information. You might ask for added information , or for information to be repeated. Listen for key words. People often emphasise important words or phrases in speech, to make them stand out. Making notes is a good way of remembering information. You need to write information down in a way that you can still read later. At an appropriate time, repeat the information to the trainer in your own words to check you have got it right.
Training sessions
1. Listen out for the main points first and then any extra information. 2. Make notes that you can refer back to later. 3. Ask questions to make things clearer or to get extra information. 4. Repeat back important points to check you have got it right. To make sure everything is clear, go through what you have heard in your mind or refer to your notes.
Try not to get distracted. Keep checking you are following what is being said.
29
FHy
PAGE 1:2
Taking notes
There is a lot of important information to take in when it comes to learning about food hygiene. Some learners may not be used to taking in such a lot of information all at once. It can help to go over some ideas about how to take notes on all the information at the beginning of a course. This page helps learners to begin to organise the information they need to learn in an efficient manner.
Materials
OHP, audio CD and player
30
FHy
Taking notes
Writing things down can help you to remember what you have learned later on. Here are some strategies to help you take notes while you are listening or reading.
Save time by using abbreviations (shortened words). You can use: the first few letters of the word, for example: prob = problem. the first and last letter of the word, for example: yr = year. capital letters for titles, for example: Food Standards Agency = FSA. the apostrophe to show letters have been left out, for example: you are = youre. Here are more examples of common abbreviations: approximately = approx. including = inc. telephone number = tel no. refrigerator = fridge Shorten sentences by: leaving out unnecessary words such as: and the are as to is which using arrows to link ideas Food poisoning can affect everyone, but some people are more at risk of becoming very ill or even dying. Food poisoning affects all, some more @ risk of getting ill or dying. Use a highlighter pen or underline the important parts you want to remember. An allergy to a food or an intolerance to a food is not the same thing as food poisoning. An allergy to a food or an intolerance to a food is not the same thing as food poisoning. Tip Dont worry too much about spelling in notes except for new technical words you need to remember.
1:2
Use symbols in place of words. Symbols are marks that have a meaning. Here are some examples: + plus or more % per cent minus or less therefore = equal, the same as @ at because & and
Use numbers and letters in place of words, like in text messages. First symptoms usually start within twenty-four to forty-eight hours and can be very serious. 1st symptoms usu. Start in 24 2 48 hrs & can b v serious. Write your notes as a list of short main points using numbers, letters or bullet points. Symptoms 1. Stomach pains 2. Diarrhoea 3. Fever Nausea Vomiting Headache a) Stomach pains b) Dehydration c) Diarrhoea
31
FHy
PAGE 1:3
Materials
Where available, access to the Internet and dictionaries, the glossary
32
FHy
1:3
When you are dealing with a new subject, you will probably come across words that you are not familiar with. There are several strategies that you can use to work out their meanings: Ask somebody else to explain the word. Look the word up in a dictionary or glossary. Use the other words around the word or other words like it to work out the meaning. Do a combination of any or all of these.
A dictionary is an alphabetical list of all the different meanings of words. borne 1. (verb) carried; food-borne illness is illness that is carried by food.
Whats contamination?
Its when food has got germs or something else in it that shouldnt be there. Right, so crosscontamination is when the germs are moved from one food to another and contaminants are the things that do the contaminating?
Food Hygiene In order to achieve the foundation certificate in Food Hygiene you will learn about the pathogens that cause food-borne illness and the effect that they have on food. You will learn about microorganisms, including bacteria and mould, and the importance of toxins and spores. You will also find out about the main food poisoning bacteria and their requirements for growth. Sources of food poisoning bacteria and the ways contamination and cross-contamination occur will be covered, along with the way physical and chemical contaminants can enter food. Another area of study is naturally poisonous food.
A glossary is an alphabetical list of specialist words and their meanings. Pathogens: very small forms of life that cause illness.
micro = small You may find parts of some words in lots of other words: microchip microscope microwave Once you know that micro means small you can take a guess that a microorganism is a small organism.
Thats it.
When you find out the meaning of a word from a dictionary, glossary or by asking someone else, try putting it into your own words or explaining it to someone else to check that youve got the right meaning.
33
FHy
PAGE 1:4
Hazards
This page introduces the three types of food hazard and some important key information about each type. Important information of this type is increasingly presented to readers using a range of formats to make it easier to read and digest. It is useful for learners to know how to use headings, lists and other textual features such as the use of emboldened print or block capitals to locate key information. Learners should be aware of the purpose of these features.
Materials
Flipchart, selection of coloured pens, examples of different types of food hygiene information and leaflets
34
FHy
Hazards
1:4
You will need to read important basic information about food hygiene in training course books and at work. This type of information is organised in many different formats or layouts to make it easier to read.
The title of this page is in a large, bold, coloured font. This makes the words stand out and catch your eye. There is a short definition and then the three types. These are bulleted and in bold type to make them stand out. Bullets make a list clear and easy to read. This subheading tells you what the next bit of text is about. It is in bold type and in BLOCK CAPITALS. This makes sure that this very important information catches the readers eye. This is the second subheading. The subheadings relate to the three types of bacteria given in the bulleted list. The examples here are shown in a list following a colon : .
KEY FACTS ABOUT BIOLOGICAL HAZARDS Food may become contaminated with harmful bacteria through contact with people, pests, dirty equipment or raw foods. Bacteria cannot move around on their own, they are carried around on items like cleaning cloths, knives and hands. KEY FACTS ABOUT PHYSICAL HAZARDS Physical contamination of food by foreign bodies is common. Typical examples include: glass, wood, hair, jewellery, insects and metal which somehow fall into food. Sources of these items are packaging, broken equipment and people. KEY FACTS ABOUT CHEMICAL HAZARDS Chemical contamination may occur when cleaning chemicals, rodent baits or insecticides get into food.
The third subheading relates to the third type of bacteria given in the bulleted list at the top of the information. Blank space is an important part of layout it makes a text more readable.
35
FHy
PAGE 1:5
People at risk
This page is designed to give learners an insight into the scale of the problems caused by poor food hygiene, by examining some of the reported figures and giving learners an understanding of large numbers.
Materials
Calculators where available, Source page 0:01
For learners who have difficulty reading large numbers, write 60,000,000 on the flipchart or whiteboard. Write the number 6 on the right-hand side of a piece of card large enough to cover the other numbers. Starting on the left, cover 60,000,000 with the card so that the learners can see and read 60. Move the card gradually to the left, revealing higher numbers for learners to read as you move along. Practise this with some of the other numbers from the page, e.g. 350,000,000 and 5,500,000. For learners who have difficulty understanding what a percentage is and/or the equivalencies of different numbers, refer them to the Skills for Life materials or other resources, e.g. BBC Skillswise (www.bbc.co.uk/skillswise).
36
FHy
People at risk
1:5
Millions of people in the UK have been affected by food poisoning. If everyone followed safe food handling procedures it would save the country a lot of money.
But what do these figures mean? 9% is the same as nine per cent. Per cent means out of 100. Nine per cent means 9 parts out of 100. This is written as 9%. So, 9 people out of every 100 have had food poisoning in the last year. This is almost 1 person out of every 10 people. How many people in your group have had food poisoning in the last year? Have a go: 6 60 600 6000 60000 600000 6000000 60000000
Reading large numbers 60 million is 6 with 7 zeros. It can be written as: 60,000,000 60000000 60 000 000 Sometimes the zeros are separated in groups of 3, to help read the number. The separator is usually a comma or a small space.
six sixty six hundred six thousand sixty thousand six hundred thousand six million sixty million
Now try writing three hundred and fifty million in figures. How many zeros will you need?
37
FHy
PAGE 1:6
Materials
A copy of the table from Source pages 0:02-0:03 for each learner, a copy of the table on an OHP transparency and pieces of blank card
38
FHy
1:6
We now have a lot of information about the causes and symptoms of food poisoning. This type of information is often put into a table to make it easier to read and understand.
Bacteria
Bacillus cereus (toxin in food, or in intestine)
Caused by
leaving cooked rice and cereals too long before eating them allowing soil or dust to come into contact with food by not wearing protective clothing or not washing hands leaving food uncovered so that it comes into contact with dust and dirt.
Symptoms
These bacteria cause different symptoms depending on whether the toxin they produce is in the food or in the intestine. Symptoms from food toxin: nausea vomiting.
Incubates for
Lasts for
19 hours
1224 hours
Activity Use the full table Causes and symptoms of food poisoning in the Source material to answer these questions. 1 How long does Salmonella poisoning last for? 2 Breathing difficulties are a symptom of food poisoning caused by which bacteria? 3 Which bacteria cause food poisoning by leaving cooked rice and cereals too long before eating them? 4 What is the incubation period for Clostridium botulinum?
Tip Use the key words in bold to search for the information you need. Decide what information you already have and look for it on the table. Then use the headings to help you find the information you need.
39
FHy
PAGE 1:7
Bacteria
It can help learners to do some background reading about bacteria, as this information is so important to the Food Hygiene Certificate qualification. This page looks at the technique of using skimming skills to select reading material which is relevant and useful so that learners dont waste time struggling with irrelevant, difficult and inappropriate reading material.
Materials
Source page 0:04, various sources of information about bacteria, including newspaper articles, text books, industry journals and web pages
40
FHy
Bacteria
1:7
There is a lot to learn about bacteria. You can find information in many different places, but not everything will be relevant to you. You can decide if a text is relevant to you by skimming it, or looking through it quickly, to check what its about and whether it has the information you need.
The Food Hygiene certificate asks you to be able to do these things: Explain what bacteria are and where they are found. Explain how bacteria reproduce and how long this takes. Find out what helps bacteria grow or slows their growth. Find out the difference between pathogenic and spoilage bacteria. Before you look for information, it helps to be very clear about what you need to know. Then you can decide what to read and what not to read. Skim reading a piece of writing can give you clues about what to read and what not to read. Skimming clues Use these skimming clues to help you decide what to read and what not to read. 1 Who published the information? Look for the logo or a heading. 2 Headings usually stand out. They are often bigger or bolder. They help you find information. 3 Look at the introduction. Sometimes this is in bigger or bolder writing. 4 Pictures and illustrations can tell you what kind of article you are reading, and what might be in it. 5 Language is a big clue. Is it technical? Full of difficult words? Easy to read?
Or here?
41
FHy
PAGE 1:8
Pests
This page uses a range of information about pests to teach a specific reading skill that will be useful in this and many other contexts. Scanning for particular pieces of information about food pests will help learners to improve both their food hygiene knowledge and their ability to access many different kinds of information more quickly.
Materials
Highlighter pens or pens in a colour which will stand out are useful but not essential. Source page 0:05
42
FHy
Pests
1:8
Control of pests is an important aspect of food hygiene. When you need to find information about a particular pest, remember that you dont need to read all of the information. Scan the page for the word you are looking for.
Scanning is like looking for your name on a list. Think about what you are looking for: Is it one word or a group of words? How long is the word? Have a go how many times can you see these creatures mentioned in the information? Flies Rats Wasps
Kinds of pest Insects that come in from outside, for example: flies moths ants cockroaches fruit flies Insects that live in stored food, for example: beetles mites weevils Rodents: rats mice Birds:
Hazards to health Carrying germs from unhealthy places, for example: rats carrying disease from the sewers they live in flies carrying disease from rubbish tips and animal droppings wasps carrying dirt and germs from dustbins. Carrying bacteria inside their bodies, for example: passing on bacteria from saliva and defecating while eating food passing on food-borne diseases like dysentery and Weils disease carried by rats urine. Contaminating food with:
Methods of control Keep food covered at all times. Store food in sealed containers (this will help to keep it fresh as well as safe). Never leave food outside. Make sure rubbish bins are kept closed and emptied regularly. Check deliveries of fruit, vegetables and cereals for pests, and around all packaging. Check stored food carefully and regularly for signs of pests. Dont keep grains, cereals or spices for too long. Keep the food storage areas and preparation areas clean all the time. Check around bins especially. Clear up any food spillages immediately.
You need to have thought about the words you are looking for before you scan for them, so that the shape of the word jumps out at you. Use the full page of information from the Source material to answer these questions. Answer them as quickly as you can by scanning for the key words shown in bold type.
1 Which of these birds is mentioned as a kind of pest? a) Dove b) Seagull c) Crow 2 How is the hazard Weils disease carried? 3 What should you tell your manager? 4 Where might weevils live? 5 How should you store food?
43