TUTOR GUIDE
Notes on the teaching of this unit
This unit is designed to give students a basic understanding of the
need for good food hygiene and calls for a large amount of
participation by the students.
The unit should go hand in hand with whatever practical cookery unit is
being taught so that students not only learn about food hygiene but put
the knowledge gained into practice. However, it is recommended that
this unit be completed before students are assessed for Outcome 3.
It may not be possible for some students to complete some of the tasks
in a written form. Using a flip chart may be a more suitable form of
recording answers, provided all students participate in the discussions.
True/false questions could be read to the students and answers then
circled by the students on their sheets.
Training material
The Royal Environmental Health Institute of Scotland (REHIS)
has several useful books, leaflets and overheads. Two recommended
titles are the course handbook for their Introduction to Food Hygiene
titled The Essentials of Food Hygiene: A Guide for Food Handlers;
and the handbook for their Elementary course titled The Food Hygiene
Handbook. Both can be purchased from REHIS.
For further information for those teaching this unit it might also be
helpful to read the REHIS Intermediate Food Hygiene Handbook
although there is more in this publication than is necessary for teaching
this unit.
REHIS have overheads (these can also be purchased for Power Point)
and these are cheaper than the Highfield ones (see below).
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
The Food Standards Agency at www.foodstandards.gov.uk has a
large amount of material for students and tutors that can be
downloaded free from the internet as can their on-line quizzes for
students. They also have a large number of leaflets and other
promotional material that can be ordered free, including a video called
‘Bacteria Bites Business’. It is worth while visiting this website.
Another excellent site with a lot of free material to download as well as
on-line quizzes is www.foodlink.org.uk They also have free leaflets on
a variety of hygiene-related topics that can be ordered.
Highfield Publications at www.Highfield.co.uk have extensive
resources such as videos, overheads and books along with other
ideas. Their site is worth a look. Their overheads are very good but
expensive. Not all of the overheads would be suitable for use with this
unit but they would be useful at the next level. These can also be
purchased for PowerPoint.
Much of the Highfield material such as videos and overheads can be
used for other hygiene units and the expense is then not so prohibitive.
Recommended videos are ‘Start Right – The Essentials of Food
Hygiene’ and ‘Food Hygiene, the Movie 1 and 2’. All of these can be
purchased through Highfield Publications. Most suppliers will send
books and videos on approval so it is worth having a look at some of
them (especially the videos) to see what would be most suitable for
your classes. Highfield have the best range of materials to purchase, if
a bit expensive.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
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Summary of outcomes
Outcome 1
Demonstrate knowledge of the main causes and sources of food
poisoning.
Performance criteria
(a) The terms of food hygiene, food poisoning, food spoilage and
food contamination are correctly identified.
(b) The main characteristics of bacteria are correctly identified.
(c) The factors affecting bacterial multiplication are correctly
identified.
Outcome 2
Demonstrate knowledge of how to prevent food poisoning.
Performance criteria
(a) The causes of food poisoning are correctly identified.
(b) The main sources of food poisoning and physical contaminants
are correctly identified.
(c) The symptoms of food poisoning are correctly identified.
(d) The common kinds of physical and chemical contamination are
correctly identified.
(e) Simple measures used to prevent food poisoning are correctly
identified.
(f) The reasons for good personal hygiene are correctly identified.
(g) The role of the supervisor in food production is correctly
identified.
Outcome 3
Demonstrate appropriate personal hygiene and food handling
practices during practical situations.
Performance criteria
(a) Appropriate personal hygiene practices before and during
preparation or service of food are carried out.
(b) Appropriate food hygiene practices before and during
preparation of food are carried out.
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Case study – ‘A recipe for disaster’
The case study (on pages 30–2) is the focus for various hygiene points
and questions throughout the pack.
It may be felt that it is too long a tale for students to take in without a
break. Perhaps at this stage it would be a good idea to stop at suitable
parts of the tale and discuss ‘what has happened so far that is wrong’.
Also, establishing what knowledge candidates already have about food
hygiene is a good starting point for the course; so questions could be
developed along these lines and answers recorded on a flip chart.
Hand washing
Washing of hands is such an important part of food hygiene that there
should be some practical element for the students if possible.
You can buy a ‘Glo-Germ Educational Kit’. This will teach students the
correct way to wash hands and show them what is left on hands if they
are not washed properly. There are also questions on their website for
students on the subject of hand washing. The site is www.glogerm.com
However, if the cost of the kit is prohibitive there are some cheaper
options:
1.
4
Take a cake pan or dish and put about two centimetres of water
in the bottom. Sprinkle pepper (black pepper shows up better)
over the surface. Tell the students to imagine that the pepper
grains are germs and that you will show them how they hate soap.
Then take a very small amount of liquid soap (a tooth pick dipped
into the liquid soap would be enough) and add it to the middle of
the dish. Make sure the pepper is still on the surface before you
add the soap or it will not work. The students will be surprised at
the reaction of the ‘germs’ to the soap. You can then discuss the
importance of using soap when washing hands.
FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
2.
This option can be messy!
Divide students into groups (three in each group is ideal).
• One student in each group will cover their hands in a paint that
can be washed off with soap and water.
• Another student in each group will be the timer.
• The third student will record the results (or will verbally give
their findings at the end).
Each student with paint on will ‘wash’ their hands using one of these
methods:
1.
2.
3.
4.
5.
6.
7.
wash in cold water only for 5 seconds
wash in cold water only for 20 seconds
wash in cold water plus soap for 5 seconds
wash in cold water plus soap for 20 seconds
wash in warm water only for 5 seconds
wash in warm water only for 20 seconds
wash in warm water plus soap for 20 seconds
Discussion can then follow on what method was most effective, on how
important it is to use soap; and the conclusion – that only thorough
washing will remove all bacteria from hands.
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Quiz relating to Outcomes 1 and 2
This could be made fun by having teams. Two points could be awarded
if the person asked the question answers it correctly and one if another
member of the team answers it correctly. If no one from the team can
answer then the other team could be given a chance to get a bonus
point.
The questions have been compiled in the same order as they appear in
the student sections so they could be split up and used at different
stages of learning.
Questions
1.
Give two symptoms of food poisoning.
2.
Give two groups of the population who could be very ill if they got
food poisoning.
3.
Are toadstools and undercooked kidney beans poisonous?
4.
Can we tell if food is contaminated with food-spoilage bacteria?
5.
What can happen to milk if it is contaminated with food-spoilage
bacteria?
6.
Do we have harmful bacteria in and on us?
7.
Give two other sources of food-poisoning bacteria.
8.
Can you tell if food is contaminated with food-poisoning bacteria?
9.
Name two high-risk foods.
10. Name two more high-risk foods (same question to both teams).
11. Why is it important to protect high-risk food from food-poisoning
bacteria?
12. Will a few food-poisoning bacteria give us food poisoning?
13. Given ideal conditions how quickly can bacteria multiply?
14. At what temperature should we keep our fridge?
15. Between what temperatures is the temperature danger zone?
16. What do we mean by the temperature danger zone?
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
17. We must keep food hot above what temperature?
18. When reheating food it should be reheated until it is what
temperature?
19. Give two ways of contaminating food with food-poisoning
bacteria.
20. Give two more ways of contaminating food with food-poisoning
bacteria.
21. Give two vehicles of cross-contamination.
22. Give two physical contaminants that could end up in food.
23. Give two more physical contaminants that could end up in food.
24. How can a chemical contaminate food?
25. Give two ways of protecting food from contamination.
26. Give two more ways of protecting food from contamination.
27. Will cooking destroy all harmful bacteria?
28. Why must frozen chickens be defrosted completely before
cooking?
29. Why is it very important to cook beef burgers thoroughly?
30. Why is it important that hands should be thoroughly washed
before handling food?
31. What should we do if we have a cut?
32. Why should hair be covered when we are working with open food?
33. Why should jewellery not be worn when working with open food?
34. What is the name given to the substance added to water to clean
work surfaces, dishes, etc.?
35. What is the name given to the substance that will kill most
bacteria?
36. When working with food what should your cleaning motto be?
37. Who should you tell at work if you have suspected food
poisoning?
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers (to quiz relating to Outcomes 1 and 2)
1.
Sickness, diarrhoea, stomach pains, nausea,
abdominal pains
2.
Very young, elderly,
3.
Yes
4.
Yes
5.
It will ‘go off’ / turn sour
6.
Yes
7.
Raw foods, dust/dirt, refuse and waste food, insects, rodents
8.
No
9.
Cooked meat and poultry, cooked meat products, gravy and stock,
milk, cream, custards and dairy produce, cooked eggs, shellfish and
cooked rice
10.
From above selection
11.
They are not going to be cooked again and therefore any bacteria
that contaminates the food will not be killed. The bacteria or their
toxins which could be present can give food poisoning.
12. No
13. Every 10 to 20 minutes
14.
1–4ºC
15.
5 – 63ºC
16.
The temperature range within which bacteria can multiply. We must
keep food out of this range whenever possible
17. 63ºC
18.
82ºC, piping hot
19. Examples should be given of bad kitchen or personal hygiene
20. As above
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
21. Hands, cloths, work surfaces, utensils, etc
22. Hair, jewellery, string, nails/nail varnish, etc
23. As above
24. Not washing fruit and vegetables (these have probably been sprayed
to protect them from pests etc) or incorrect use of cleaning
chemicals
25. Keep food covered, have good kitchen and personal hygiene
(examples should be given)
26. As above
27. No
28. If they are not defrosted thoroughly the normal time for cooking will
not destroy any bacteria that could be present. The temperature of
certain parts of the chicken may be ideal for bacteria to multiply
29. When food is minced, any bacteria that may have been on the
surface of the meat will also be mixed through. To kill these bacteria
the beef burgers must be thoroughly cooked
30. Our hands will have bacteria on them and it is important that we do
not then contaminate the food
31. Cover it with a blue, waterproof dressing
32. Our hair and scalp pick will harbour bacteria which could then
contaminate the food. Hair can also fall into food
33. It also harbours bacteria which could contaminate food; even small
stones can lodge in jewellery and these could fall into food
34. Detergent
35. Bacteriacide/disinfectant
36. Clean up as you go
37. Your supervisor
FOOD HYGIENE (HOSPITALITY, ACC 3)
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10
Input on what is meant by food poisoning and
symptoms followed by discussion and mini
survey.
Discuss who are most at risk.
Question and answer session.
Input on types of food poisoning. Ask class
if they know what chemicals might get into
food and what metals and plants are harmful.
Input on spoilage bacteria. Group work on
how we can tell if food has ‘gone off’. Input
briefly contamination but most of this comes
into Outcome 2. Self assessment questions of
input so far.
2
3
FOOD HYGIENE (HOSPITALITY, ACC 3)
Overheads,pens
(real examples of
food spoilage??)
Overheads, flipchart,
pens. More
information can be
downloaded from
www.foodlink.org.uk/
resources also
activity sheets,
quizzes, etc.
Outcome 1 PCs
(a and b)
Outcome 2 PC(b)
Outcome 1 PC(a)
Outcome 2 PC(c)
Outcome 1 PC(a)
Input on Outcome 1.Introduction to the unit.
Read introductory story and discuss (group
or class). Also discuss what is meant by food
hygiene.
1
Flip chart, overheads*
Outcomes and
PCs linked to
learning/teaching
activities
Lesson Suggested learning and teaching approaches Resources
number
Suggested lesson plan covering Outcomes 1 and 2
39–43
36–38
30–35
Page Nos
Self assessment
questions
Discussion and
questions
Student
participation in
discussions
throughout the unit
Opportunities for
gathering
evidence of
progress
TUTOR GUIDE
Outcome 1 PCs
(b and c)
Input on the sources of food-poisoning bacteria
and the conditions bacteria need to multiply.
Examples of high-risk foods. Pictures from
magazines could be cut out and made into
posters/displays. Input on time.
Input on temperature, moisture. Also activity
sheets. Show video ‘Food Hygiene, the
Movie 2’. Part of the end quiz could be given.
Self assessment activity.
Input on cross-contamination, class to be
reminded of the sources of food poisoning
bacteria and these can be written in their packs.
Class discussion on more ways of transferring
bacteria and these to be put on flip chart. Read
through the story about Bertie Pathogen and ask
students to highlight the various ways he
contaminated the food. Discussion on what he
should have done. Findings to be put on flip
chart.
4
5
6
Flip chart and
Outcome 2 PCs
overheads, activity
(a and b)
sheets in pack, more
information and
worksheets from
foodlink also some fun
activity sheets such
as word searches,
spot the difference and
join the dots, highlighter pens, download
from foodlink on ‘Fill
your fridge’
Overheads, room
Outcome 1 PC(c)
and fridge
thermometers,
foodlink downloads
on temperature,
coloured pens/pencils,
video
Poster paper,
scissors, glue, felt
pens, stencils,
rulers and food
magazines
Outcomes and
PCs linked to
learning/teaching
activities
Lesson Suggested learning and teaching approaches Resources
number
59–65
50–57
44–49
Page Nos
Activity sheets and
discussion
Activity sheets
self assessment
questions in pack
Students correctly
gathering examples
of high-risk foods
Opportunities for
gathering
evidence of
progress
TUTOR GUIDE
FOOD HYGIENE (HOSPITALITY, ACC 3)
11
12
Input on physical contamination and discussion
on other physical contaminants and how they
can happen. Findings to be put on flip chart.
Students to complete table on ways of
preventing some common physical
contaminants.
Input on chemical contamination.
Question and answer session.
Input on ways of preventing food poisoning.
Remind students of the three ways of
preventing food poisoning (page 35). Input on
destroying harmful bacteria present in food.
Input on rules for handling frozen chicken
and the importance of cooking beef burgers
thoroughly. Class discussion.
Input on personal hygiene. Stress the
importance, particularly of hand washing. Class
discussion on when hands should be washed
and each student to design and make a poster
on either why or when hands should be
washed. Video ‘Start Right – the essentials of
Food Hygiene’ (Highfield publication).
7
8
9
Outcomes and
PCs linked to
learning/teaching
activities
FOOD HYGIENE (HOSPITALITY, ACC 3)
Outcome 2 PC(e)
Overheads, poster
Outcome 2 PC(f)
paper/coloured card,
pens, pencils, felt
pens, rulers, stencils,
possibly computers,
video, Glo-Germ kit
or demo on
effectiveness of
detergent (see page 4)
Overheads
Flip chart, student
Outcome 2 PCs
activity sheet in pack, (b and d)
overheads.
Lesson Suggested learning and teaching approaches Resources
number
77–79
69–76
66–68
Page Nos
Discussion and
poster
Class discussion
Activity sheet and
discussion
Opportunities for
gathering
evidence of
progress
TUTOR GUIDE
Input on other ways we can personally
contaminate food and the role of the
supervisor.
Students to attempt the ‘true or false’
questions. Input and discussion on cleaning.
Question and answer session on cleaning.
Class quiz and establish if students are ready
for assessment. Give assessment.
Activity sheets and if Outcome 2 PCs
continuing with poster, (e, f and g)
resources as above,
quiz questions and
assessment for
Outcomes 1 and 2.
Outcomes and
PCs linked to
learning/teaching
activities
80–86
Page Nos
There are many worksheets that can be interspersed into the lessons that can be downloaded from
www.foodlink.org.uk/resources. These are on a range of topics pertaining to food hygiene.
* Suggested overheads either from REHIS or Highfield (see notes on resources, on page 1).
10
Lesson Suggested learning and teaching approaches Resources
number
‘True or false’
questions, class
quiz.
EVIDENCE OF
ACHIEVEMENT –
Assessment of
Outcomes 1 and 2
(D8KY 09/NAB001)
Opportunities for
gathering
evidence of
progress
TUTOR GUIDE
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Outcome 3
Demonstrate appropriate personal hygiene and food handling
practices during practical situations.
Students should be encouraged to put into practice what they have
learned in Outcomes 1 and 2. A checklist has been added to the
student pack and they should be made aware through discussion of
what is expected of them in their practical work either during food
preparation or food service.
Cards could be prepared which have for example a star on them or
some other symbol and these could be given out each week for good
personal and kitchen hygiene during the course of the practical lesson
(these could perhaps be tucked into their hat). Stars could perhaps be
added to the checklist for that particular day. Or there could be green
cards (for good hygiene) and red cards (for breaking a hygiene rule)
which could be given out.
Although the checklist for this outcome has to be completed on at least
two separate occasions, it is important that the students understand
that bad hygiene for the rest of the time is not acceptable. It would
probably be better if the assessment for this outcome was not
completed until towards the end of their practical unit and assessed on
more than two occasions.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Checklist of progress throughout the pack and final result
Outcomes 1 and 2
Name:
Activity/questions
Group discussion
Mini survey
Group discussion
Self assessment
Making a display
Fill in the blanks
Fill in temperatures
Fact finding
Self assessment
Question
Class discussion
Question
Question
Group discussion
Complete the table
Give reasons
Group discussion
Designing a poster
Self assessment
Page Topic
34
What does food hygiene mean
to you?
38
Experiences of food poisoning
41
Foods that can ‘go off’
43
Assessing progress so far
48
High-risk foods
52
Temperatures
53
Temperatures
54
Recording temperatures
57
Bacteria
60
Sources of food poisoning
64
Ways we can contaminate food
65
List the ways Bertie
contaminated food
66
What should Bertie have done?
67
Other physical contamination
68
Ways to prevent physical
contamination
75
Rules for handling frozen
chicken
78
Importance of washing hands
78
When or why hands should be
washed
83
Kitchen and personal hygiene
Completed
Achievement of unit
Unit Assessment
Assessment details
Outcomes 1 and 2
NAB pages 18 and 89
Date achieved
(D8KY 09/NABV001)
Outcome 3
Practical checklist
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Outcome 3
Demonstrate appropriate personal hygiene and food handling
practices during practical situations on at least two separate
occasions.
Name:
Checklist
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FOOD HYGIENE (HOSPITALITY, ACC 3)
Appropriate temperature control
Cleans up ‘as you go’
Avoidance of cross-contamination
Separation of raw and cooked food
Clean protective clothing
No jewellery
Nails clean, short and no nail varnish
Personal hygiene and kitchen hygiene
Hands washed at appropriate times
throughout practical sessions
Date
Comments
Signature
TUTOR GUIDE
Unit: Food Hygiene for the Hospitality Industry (Access 3)
Class record of achievement
Names
Outcomes 1
Outcome 3
and 2
checklist
10 multi-choice
questions
Unit result
Signature Date
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers to Section 1
Answers to page 41
Food spoilage
Spoilage bacteria can make foods ‘go off’. Here are some examples:
• Milk spoils in a number of ways. It smells and tastes horrible and it
also affects the texture, making it lumpy. Although we wouldn’t drink
it, it is actually quite good for us.
• Fish stinks and the skin goes slimy.
• Meat changes colour and of course it smells ‘off’.
• Cream goes sour.
Mould can also spoil food. Examples include:
• Mouldy bread
• Mouldy cheese
• Mouldy fruit.
Although most spoilage bacteria are harmless, some yeasts can be
toxic (poisonous). However, if we have food that has ‘gone off’, what
do we do with it? We throw it out, which is always the best way to deal
with it.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Answers to page 43
Self assessment questions
1.
True – there are many ways to protect food and this
is one of them.
2.
False – only a few of the many different types of bacteria are
harmful.
3.
True – these groups will have difficulty fighting off a food
poisoning infection.
4.
True.
5.
False – one or more of our senses will tell us if food has gone off.
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers to page 52
Temperatures
1.
Refrigerator temperature should be 1–4°C.
2.
The temperature danger zone is 5–63°C.
3.
The temperature above which we should keep hot food hot is
63°C.
4.
Food should be cooked to at least this temperature: 75°C.
5.
We must reheat food to what temperature? 82°C
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Answers to page 53
Thermometer
Boiling point
Reheating
Cooking
Hot holding
Best temperature for
multiplication
Range where bacteria multiply quickly
Refrigeration
Freezing point
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers to page 57
Self assessment on bacteria
1.
True. We have food poisoning bacteria on us and
inside us.
2.
False. Food that is contaminated by food poisoning bacteria
smells, looks and tastes normal (unlike food spoilage bacteria).
3.
False. Healthy people need hundreds of thousands of most food
poisoning bacteria to make them ill, but if we give bacteria the
right conditions they will soon multiply to that number.
4.
True.
5.
True. When we are preparing food it will be in the danger zone but
this should be for as short a time as possible.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Answers to page 65
Mistakes made by Bertie Pathogen
1.
He did not wash his hands before he handled food.
2.
He handled cooked (high risk) food with his hands.
3.
He licked his fingers and then handled cooked food. Licking
fingers will not make them clean, it will put bacteria onto them
(remember we can’t see harmful bacteria).
4.
He did not wash his hands after handling raw meat. He wiped
them on a cloth.
5.
He did not wash the chopping board but wiped it with the same
cloth.
6.
He used the same chopping board for raw meat and then for
cutting cherries. Wiping his hands and chopping board with a
cloth would have contaminated the cloth and if someone else
used that cloth, they too could contaminate food.
Bertie did not realise that he was transferring bacteria to the cooked
food. He couldn’t see the bacteria and he had not been told about food
poisoning bacteria and the fact that you cannot see, smell or taste
them. But you know differently don’t you? All or any of the mistakes he
made could have led to the outbreak of food poisoning.
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers to page 66
What Bertie should have done
1.
On entering the bake house and before starting to
handle food Bertie should have washed his hands.
2.
He should have used utensils such as a spatula or tongs to handle
the food or he could have worn gloves.
3.
No matter how tempting, he should never have licked his fingers
when handling food. He should have washed his hands to clean
them.
4.
Remember, raw food can contain harmful bacteria so Bertie
should have washed his hands after handling the raw meat.
5.
The chopping board should have been washed and disinfected
after being used.
6.
Bertie should not have used the same colour coded chopping
board for raw and ready to eat food. Chopping boards are colour
coded so Bertie should have been told which colour of board to
use.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Answers to page 68
How to prevent physical contamination
Some suggested ways to prevent physical contamination:
Glass
Avoid glass being near food whenever possible. If
there is broken glass then it should be carefully
cleared up and any food that could have been
contaminated should be thrown out.
Hair
Staff should wear hair nets and hats that cover
their hair when handling open food.
Fingernails or
nail varnish
Nails should be kept short as well as clean with
no nail varnish. False nails should not be worn.
Plasters
Cuts should be covered with a blue waterproof
plaster and, if there is any danger of it coming off
while dealing with food, plastic gloves
should be worn.
Packaging
materials
When goods come in, they should be unpacked
away from and in a separate area from food.
Jewellery
Jewellery and ornate rings should not be worn
when handling food.
Pen tops
There should be no outside pockets in kitchen
overalls or jackets .
Buttons
Jackets should have press studs or velcro and not
buttons to fasten them.
FOOD HYGIENE (HOSPITALITY, ACC 3)
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TUTOR GUIDE
Answers to page 75
Rules for handling frozen chicken
Can you give reasons for the following good practices?
• When defrosting, put chicken into a deep-sided container and put in
a cool place until completely thawed.
This is done to avoid any drips from chicken contaminating other
foods or surfaces.
• Always keep raw poultry away from cooked food.
This is done to avoid transferring any bacteria to the cooked food.
• Always wash hands, equipment and utensils thoroughly after
handling or preparing chicken.
Bacteria can be on these and if not washed they will contaminate
the cooked food.
• Cook chicken thoroughly until it is piping hot (82ºC) right through.
This is done to kill any harmful bacteria.
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FOOD HYGIENE (HOSPITALITY, ACC 3)
TUTOR GUIDE
Answers to page 83
Kitchen and personal hygiene
1.
True. We will transfer bacteria from the raw food to
the cooked food via the knife.
2.
True. We can colour code knives, etc. but we only have one pair
of hands so we need to make sure they are clean.
3.
False. We must use the correct colour coded equipment and all
equipment must be thoroughly washed after use.
4.
True. A cooked chicken would be a high risk food.
5.
False. Chemicals in fly sprays are harmful so must not be used
near food or equipment.
6.
False. Cuts are an ideal breeding ground for bacteria so must
be covered with a waterproof dressing to protect the food.
7.
True.
8.
False. If you have a very heavy cold you should not be working
with food.
FOOD HYGIENE (HOSPITALITY, ACC 3)
27
TUTOR GUIDE
Bibliography
Publications
The Essentials of Food Hygiene: A Guide for Food Handlers
(Highfield Publications)
The Food Hygiene Handbook for Scotland (Royal Environmental
Health Institute for Scotland’s course handbook for Elementary Food
Hygiene – Highfield Publications)
The Intermediate Food Hygiene Handbook for Scotland (Royal
Environmental Health Institute for Scotland – Highfield Publications)
REHIS Training Briefings
Websites
www.foodstandards.gov.uk
www.foodlink.org.uk
www.glogerm.com
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STUDENT INFORMATION PAGES
STUDENT GUIDE
Unit targets
By the end of this unit you will be able to:
• demonstrate knowledge of the main causes and sources of food
poisoning;
• demonstrate knowledge of how to prevent food poisoning;
• demonstrate appropriate personal hygiene and food handling
practices during practical situations.
As an introduction to the unit, now read the story about Bertie
Pathogen on the next page.
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STUDENT INFORMATION PAGES
Introduction: a recipe for disaster
Bertie Pathogen had just got a Saturday job working for a local baker.
He was delighted because he wanted to save up to buy a new bicycle.
It meant getting up very early in the morning, but it was summer time
and he was on holiday from school so he didn’t mind.
They were very short staffed at the bakery so were pleased to have
Bertie to help them. However, because they were busy they did not
think about giving Bertie the basic knowledge in food hygiene that he
should have had before handling food.
When he arrived he was given a set of clean overalls and
once he had put them on he looked very smart. His mother
had always told him to wash his hands after going to the
toilet and before eating, and he had done that before he left
home. It did not occur to him to wash his hands before he
started to handle food and anyway he was anxious to get started.
His first job was to take the cooled custard pies off the
baking trays and put them onto trays for them to be taken
to the local shops to be sold. Bertie carefully lifted each pie
with his hands and placed it neatly on the tray. He got
some of the filling on his hands so licked his fingers to
clean them. It tasted delicious. After one of the bakers had piped the
cream onto the cream cakes, Bertie again carefully lifted them onto
trays. He felt he was getting quite quick and was pleased with his
efforts. During the morning he handled meat pies, quiches, sausage
rolls and chocolate cakes. In the afternoon the baker in charge told him
he was very pleased with him and said that he would let him help him
make the filling for the meat pies that were to be made the following
day.
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Bertie worked hard and did his best to do what the baker asked of him.
When he had finished, his hands were rather messy from the meat. He
was about to go and wash them but someone else called him to do
some work for them. They told him to bring a chopping board with him
as he was to cut up cherries to decorate iced cakes. Bertie
wiped his hands quickly on a cloth he found and then went
off to do his next task. He also took with him the nice red
chopping board he had been using to cut the meat after he
had wiped it with the cloth.
Soon it was time to go home and, although exhausted from his efforts,
Bertie felt he had worked hard and that he was going to enjoy his
summer job.
Over the next two to three days, many people in the area had to go to
their doctor with symptoms of food poisoning. This was traced to the
bakery and they were investigated by Environmental Health Officers.
The owner of the bakery was taken to court and fined. He was not
closed down but he had to make improvements in his operation,
including the training of all his staff in good food-handling practices.
However, the final consequence of the food-poisoning outbreak was
that once it got into the local paper and people knew about the food
poisoning they stopped buying the bakery’s products. It was not nearly
as busy and Bertie lost his job and his chance to earn money for his
longed-for bicycle.
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STUDENT INFORMATION PAGES
Lessons of this story
This case was certainly a recipe for disaster and we will come back to
it later on. Bertie had not been trained, and so he did not know what the
consequences of his bad hygiene would be. Everyone (from the
highest manager down to people like Bertie) has a duty to take care
when handling, preparing, cooking and serving food … and that
includes YOU. To do this everyone needs to be trained. So let’s get
started.
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Section 1
At the end of this section you will be able to:
Outcome 1
(a)
correctly identify the terms:
•
•
•
•
food hygiene
food poisoning
food spoilage
food contamination.
(b)
correctly identify the main characteristics of bacteria.
(c)
correctly identify the factors affecting bacterial multiplication.
and
Outcome 2
Correctly identify:
(d)
the main sources of food poisoning and food-poisoning bacteria.
(e)
the symptoms of food poisoning.
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STUDENT INFORMATION PAGES
Topic 1: Food hygiene
We are always being told that we should practise good
‘food hygiene’, but what does that mean?
Activity – Food hygiene
Get together with some of your fellow students and make a list below of
what ‘food hygiene’ means to you. This list can then be compared,
using a flip chart, with the answers of other groups of students.
Go to the next page to find the definition of food hygiene.
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Food hygiene is about:
• protecting food from contamination, especially harmful
bacteria, poisons and foreign bodies;
• preventing bacteria that may be present in food from multiplying;
• destroying any harmful bacteria by cooking food thoroughly.
Your list on the previous page probably included some from each of the
above categories. For example, if you put ‘keeping hands clean’ you
are protecting food from contamination. This would also apply to good
cleaning practices, for example using different colour-coded chopping
boards for raw and cooked meat, and much more.
Keeping food in the fridge will help prevent bacteria that may be
present from multiplying.
Thorough cooking of food is a way of destroying harmful bacteria.
There are many more good practices and you will find them out as we
go along.
Now you have started on the road to the understanding of food hygiene.
However, when you have completed the unit you will hopefully have an
even greater knowledge of food hygiene which (very importantly) you
will be able to apply whenever you are handling food.
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STUDENT INFORMATION PAGES
Topic 2: Food poisoning
Poor Bertie Pathogen managed to give many of
the bakery’s customers food poisoning.
It didn’t say in the story what symptoms the
sufferers had. The main symptoms could be one
or more of the following:
•
•
•
•
•
stomach pain
abdominal pain
vomiting
diarrhoea
fever.
Food poisoning is very unpleasant. The illness usually lasts 1–2 days
but a serious attack can last longer. It is caused by eating food
contaminated with food-poisoning bacteria or other agents such as
chemicals, metals and viruses.
Who can get food poisoning?
We can all be affected by food poisoning but some people are
particularly at risk. The most vulnerable people are:
•
•
•
•
babies and toddlers
people who are very old or frail
people who are already ill
pregnant women.
This is because they have less resistance to illness and therefore
getting food poisoning can be very serious.
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How common is food poisoning?
It is very common. In the year 2000 the number of
reported cases in Scotland was nearly 10,000.
That is only a small proportion of those who
actually had food poisoning because most
people do not go to their doctor so their cases go
unrecorded.
Most people recover in a few days but sometimes the illness can be
much more serious and can kill people.
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STUDENT INFORMATION PAGES
Activity – food poisoning
Have you ever had food poisoning? Have any of your fellow students
ever suffered from food poisoning?
Mini survey
Find out how many people in your class have experienced food poisoning,
or know someone who has. Ask them to describe the symptoms and to
name the foods which they think may have caused the illness.
Name
38
Symptoms
FOOD HYGIENE (HOSPITALITY, ACC 3)
Food causing poisoning
STUDENT INFORMATION PAGES
Topic 3: Types of food poisoning
Most cases of food poisoning come from
bacteria but we can also get food poisoning
from:
• chemicals – we will look at chemical food
poisoning in a later section
• metals – some old water pipes are made of lead and this is toxic
(poisonous). Copper and mercury are also metals that are toxic
• poisonous plants – toadstools, undercooked kidney beans and
green and sprouting potatoes can all cause food poisoning
• viruses – these are even smaller than bacteria and can be
transmitted through the air.
Are all bacteria harmful? Turn the page to find out.
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STUDENT INFORMATION PAGES
Bacteria
Although bacteria cause most outbreaks of food poisoning, not all
bacteria are harmful. In fact, there are only a few that are harmful and
we will come to these later. Bacteria are known as micro-organisms
because you can only see them by looking at them through a powerful
microscope.
Many bacteria are very useful and beneficial.
• We all have bacteria inside us, and many of them are very useful and
necessary in keeping us healthy.
• Some antibiotics are made using bacteria.
• Bacteria in the soil help to break down decaying matter.
• Bacteria are used in the manufacture of cheese and yoghurt.
Spoilage bacteria
However, some bacteria, when allowed to multiply, will spoil our food.
Although most of these will not make us ill, they will make food ‘go
off’. You can tell if food has gone off by:
•
•
•
•
smell
taste
slime or stickiness
texture change.
Food can also be spoiled by mould. I am sure you have seen food
that has gone mouldy.
There are also yeasts that affect food and can make foods such as
yoghurt and fruit juices become acidic (they taste sharp and sour).
Some yeasts are used in the production of bread and alcohol.
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Activity – Food spoilage
In groups write down foods that can ‘go off’ and say how you can tell
(by smell, taste, texture change, colour or mould).
Name of food
How it has been spoilt
FOOD HYGIENE (HOSPITALITY, ACC 3)
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STUDENT INFORMATION PAGES
Topic 4: Food contamination
Food that is going to be served to ourselves, our guests or
our customers should be safe to eat. If we are not careful it
can be contaminated by food-poisoning bacteria as well as
by foreign bodies or chemicals. This can happen if we handle, store,
prepare or serve food incorrectly.
Before we move on, have a go at the questions about this section on
the next page.
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Activity – self assessment questions
TRUE OR FALSE?
Decide which of these statements are true or false and put a circle
around the answer you think is correct.
1.
Using different kitchen utensils for raw and cooked food will help
protect food from contamination.
TRUE/FALSE
2.
All bacteria are harmful.
TRUE/FALSE
3.
The very young and the elderly are most at risk if they get food
poisoning.
TRUE/FALSE
4.
Sickness and diarrhoea are two of the main symptoms of food
poisoning.
TRUE/FALSE
5.
You cannot tell if food is contaminated with food spoilage
bacteria.
TRUE/FALSE
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STUDENT INFORMATION PAGES
Topic 5: Food-poisoning bacteria
As we said earlier, there are many different types of bacteria and some
can cause illness. These harmful bacteria are the ones that are
responsible for food poisoning.
Where do these harmful bacteria come from?
Sources of food-poisoning bacteria
These bacteria are found everywhere including:
• In and on humans (yes, we all have bacteria inside and outside us)
• On raw food such as meat and poultry
• In the soil – that means vegetables that have been grown in the soil
can have bacteria on them when they come into the kitchen
• In the air (in the dust and dirt)
• On rubbish, including waste food
• In and on pests and pets.
Unlike spoilage bacteria there is no way of telling if food is
contaminated with food-poisoning bacteria
Food contaminated with food-poisoning bacteria looks, smells and
tastes normal.
Most of these bacteria produce a poison at various stages of their
life cycle and of course it is this poison that gives us food poisoning.
We still cannot see, smell or taste the poison so we could eat food
containing food poisoning bacteria and the poison without knowing
there was anything harmful in it.
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Bacteria are so small that you could get millions of them on the end of
a pin. The only way to be sure if food-poisoning bacteria are present in
food would be to take it to a laboratory and put it under a very powerful
microscope.
These bacteria come in various shapes.
We need a very large number of these bacteria to make us ill, so what
conditions do bacteria need in order to grow and multiply?
FOOD HYGIENE (HOSPITALITY, ACC 3)
45
STUDENT INFORMATION PAGES
Topic 6: Bacteria multiplying
Given the right conditions, all bacteria will
divide into two.
The four main conditions bacteria need
in order for them to grow and multiply are:
Food
Time
46
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STUDENT INFORMATION PAGES
Warmth
Moisture
Good hygiene is about controlling these four conditions, so we
will now look at each one more closely.
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STUDENT INFORMATION PAGES
Food
The food bacteria like and will grow on are those foods that have
already been cooked and are ready-to-eat. Most of them are foods
that are high in protein. They are called high-risk foods because they
are going to be eaten as they are without further cooking. If they get
contaminated we are at high risk of getting food poisoning if we eat
them. It is very important therefore that high-risk foods are protected
from contamination.
Examples of high-risk foods
• Cooked meat and poultry
• Cooked meat products such as
stews, pies and sausage rolls
• Gravy, stock and products made from stock such as soups and
sauces
• Cream and other dairy products and dishes made from them
• Cooked egg products
• Seafood and shellfish
• Cooked rice.
These foods are usually stored in the fridge and must always be kept
away from raw foods. We need to protect these foods very carefully
otherwise we could cause food poisoning. Bertie handled some of these
foods with unwashed hands and equipment and look what happened.
Activity – Display of high-risk foods
Collect pictures from magazines of foods that you consider are ‘high
risk’. Cut them out and make a display of these foods that need special
care.
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STUDENT INFORMATION PAGES
Time
We don’t live in a sterile world (one without any
harmful bacteria) and, as you have just seen, we live
with bacteria around us all the time. Small numbers
(a few thousand) of most harmful bacteria can be
swallowed without doing us any harm, but if we allow
bacteria to multiply to hundreds of thousands or millions then these can
cause illness. You might think that if we need so many there is nothing
to worry about but:
• given ideal conditions bacteria can multiply every ten to twenty
minutes.
So if you start with one thousand bacteria (that’s a very small number
as far as bacteria are concerned) and you give them all the conditions
that they need to grow and multiply:
• in one hour and forty minutes you will have over one million bacteria.
That’s certainly enough to cause food poisoning! But bacteria will only
multiply if they are given the right temperature so let’s have a look at
this next.
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STUDENT INFORMATION PAGES
Temperature
Temperature is extremely important to bacteria as it dictates
whether on not they will be able to multiply. They like warm
conditions and they will lie dormant (sleeping) if it is too cold,
waiting for the temperature to warm up.
Warmth – bacteria can multiply between 5ºC and 63ºC and
this temperature range is known as the temperature danger
zone. They will multiply slowly at the bottom and top end of this range
but they will multiply quickly between 20ºC and 50ºC.
So we now have one of the ways to stop bacteria from multiplying and
that is to keep food out of the danger zone. This means we should
keep food whenever possible either cold (below 5ºC) or hot (above
63º C). This gives us a clue to the temperature at which we need to
keep our fridge. Can you think what that should be?
Yes, that’s right. Refrigerators should be kept below 5ºC or, to be
more correct, between 1ºC and 4ºC. Obviously when we are preparing
food in the kitchen, that food will be in the danger zone as kitchens are
usually very warm places. So the golden rule
is to keep food in the danger zone for as
short a time as possible. That means that
once we have prepared the food, if it is not
going to be eaten straight away, it should
either be cooked or put into the fridge until
needed.
Note: all refrigerators and freezers should have a thermometer and
temperatures should be checked and recorded at least twice a day to
ensure that they are operating correctly.
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What if we have cooked food and are not going to serve it straight
away? At what temperature do you think we should keep that food hot
before it is served? I’ll give you a clue. We said we need to keep the
food out of the danger zone so it will have to be kept above what
temperature?
Yes, we need to keep food hot above 63ºC. As bacteria will not
multiply above this temperature, we know that we are helping to keep
the food safe.
Although bacteria will not multiply above 63ºC we need to cook food
to a higher temperature so that it is thoroughly cooked right through.
To do this the temperature must reach at least 75°C.
If we reheat food (and you should only do this once), we need to
reheat it until it is piping hot. The temperature by law to which food
should be reheated is 82ºC. A temperature probe should be used to
make sure food has reached this temperature.
I have given you a lot of temperatures. But keeping food at the correct
temperature is very important. Try to fill in the blanks on the next page.
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STUDENT INFORMATION PAGES
Activity – Temperatures
Can you fill in the blanks?
1.
Refrigerator temperature should be
2.
The temperature danger zone is
3.
The temperature above which we should keep hot food hot is
4.
Food should be cooked to at least this temperature:
5.
We must reheat food to what temperature?
52
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Activity – Temperatures
In the thermometer below, write in their correct places the following
temperatures:
1.
2.
3.
Refrigeration
Danger zone
Range where bacteria multiply quickly
4.
5.
6.
Cooking
Reheating
Hot holding
Boiling point
Best temperature for
multiplication
Freezing point
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STUDENT INFORMATION PAGES
Activity – Recording temperatures
On the chart below record the temperature of the refrigerator in the
kitchen both before you start working and when you finish. Do this on
three separate occasions. If you have access to a room thermometer,
take a reading of the temperature of the kitchen sometime during the
time you are there.
Date
54
Refrigerator
temperature
before starting
Refrigerator
temperature
when finished
FOOD HYGIENE (HOSPITALITY, ACC 3)
Room
temperature
STUDENT INFORMATION PAGES
Was the fridge within the correct temperature range of 1°C
and 4°C every time? I hope so. If it was not then ask the
following questions:
• Was the door opened too often or left open too long, letting in the
warm air?
• Is the fridge too full? If the air cannot circulate then the temperature
can rise.
• Was hot food put into the fridge to cool? This should never be done
as it raises the temperature of the fridge and can put it into the
danger zone.
If the answer to any of the questions is ‘yes’, then there is something
you can do about it.
If the answer to these questions is ‘no’, then you should tell your tutor/
supervisor so that he/she can investigate the problem.
Was the temperature of the kitchen in the danger zone? It’s OK for the
kitchen to be within the danger zone (you would be very cold working in
there if the temperature was below the danger zone), but remember the
food must be in the danger zone for as short a time as possible.
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STUDENT INFORMATION PAGES
Moisture
Just like us, bacteria need moisture and cannot
multiply without it. Most bacteria will die without
moisture (although not all). That is why dried food
can be stored in a cool, dry cupboard and why it
can have a much longer shelf life than high-risk
food. It is very important that these dried foods do
not become damp as this would be adding
moisture back into them and could give any
bacteria that might be present the conditions needed to multiply.
Similarly, once dried foods such as packets of soup and sauces have
been reconstituted (had liquid added to them), they then become a
high-risk food and need to be treated as such.
We have seen that bacteria need time and temperature as well as
moisture in order to grow and multiply, so it is extremely important that
we store food correctly. This will stop bacteria from growing to such
numbers that they will make us ill.
However, there are some bacteria that can make us ill even if we eat
only a very few of them. It is important therefore that food that is ready
to eat does not get contaminated in any way and that we cook food
thoroughly. This means we always need to practise good kitchen
hygiene. We will look at this later.
Before we leave this section, have a go at the true/false questions on
the next page.
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Activity – Self assessment on bacteria
TRUE OR FALSE?
Circle the answer you think is correct.
1.
There are food-poisoning bacteria inside us.
TRUE/FALSE
2.
You can tell by looking at food if it is contaminated by foodpoisoning bacteria.
TRUE/FALSE
3.
Only a few food-poisoning bacteria are needed to make us ill.
TRUE/FALSE
4.
Given ideal conditions some bacteria can multiply every ten
minutes.
TRUE/FALSE
5.
Food should be kept in the danger zone for as short a time as
possible.
TRUE/FALSE
Well done. You have finished this part of the course and
we will now look at the rest of Outcome 2.
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STUDENT INFORMATION PAGES
Section 2
Outcome 2
Demonstrate knowledge of how to prevent food poisoning.
At the end of this section you will be able to:
(a)
correctly identify the main causes of food poisoning
(b)
correctly identify the main sources of physical contaminants
(c)
(correctly identify the symptoms of food poisoning. This is dealt
with in Section 1.)
(d)
correctly identify the common kinds of physical and chemical
contamination
(e)
correctly identify simple measures to prevent food poisoning
(f)
correctly identify the reasons for good personal hygiene
(g)
correctly identify the role of the supervisor in food production.
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Causes of food poisoning and how to avoid them
There are many ways we can cause food poisoning and it is very
important that we take great care when working with food to avoid
cross-contamination.
Cross-contamination occurs when bacteria are transferred from a
contaminated source to a ready-to-eat (high-risk) food.
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STUDENT INFORMATION PAGES
Activity – sources of food-poisoning bacteria
Can you remember where food-poisoning bacteria come from? If you
can’t remember all the sources then go back to page 39 to remind
yourself. Write them down:
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Topic 7: Cross-contamination
Bacteria don’t have wings or legs with which to move around. We help
them to move from one place to another. Transferring the bacteria from
their source to a cooked food is known as cross-contamination.
There are two ways we can cross-contaminate:
1.
Direct contamination. This means that the bacteria go direct
from the source to the cooked food. Examples of this would be:
• coughing or sneezing directly onto food
• a fly landing on the food
• putting raw food next to cooked food
• putting raw meat above cooked food in the refrigerator and
allowing drips from the raw meat to fall onto the cooked food.
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STUDENT INFORMATION PAGES
2.
Indirect contamination. This means that the bacteria were
transferred to the food with some help. This could be with the help
of our hands, equipment (such as chopping boards, bowls, pots
and pans), utensils (such as knives, spoons and whisks), cloths,
work surfaces. These are known as vehicles of contamination.
Examples include:
• licking fingers then handling food
• not washing hands after going to the toilet
• tasting food with a spoon and reusing the spoon without
washing it
• using the same chopping board or knife for raw and then for
cooked food
• using the same cloth after wiping a raw-food area to wipe a
cooked-food area.
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Cross-contamination
Look at the diagram below to see how it works.
Sources of food-poisoning bacteria:
humans, raw meat and poultry, soil on raw
vegetables, dirt and dust, rubbish, pests
(such as insects, rats and mice) and pets
!
Vehicles of contamination:
hands, equipment, utensils,
flies, cloths, work surfaces
!
!
High-risk food:
all cooked meat and poultry; cooked meat products such as
stews, pies and sausage rolls, as well as soup, stock, sauces and
gravy; milk and milk products such as custards and cream,
cooked eggs and products made from eggs; shellfish and
seafood; cooked rice
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STUDENT INFORMATION PAGES
Activity – cross-contamination
Discuss with your class or group some more ways you could
contaminate food either directly or indirectly.
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STUDENT INFORMATION PAGES
Activity – cross-contamination
Go back to the story about Bertie Pathogen on pages 30–2. Read it
again and highlight all the ways he cross-contaminated the bakery
products.
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STUDENT INFORMATION PAGES
Activity – how to prevent cross-contamination
Can you now write down what Bertie should have done in each
instance to avoid his mistakes?
1.
2.
3.
4.
5.
6.
There are other nasty things that can get into food if we do not take
care or practise bad kitchen hygiene. Let’s look at them next.
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STUDENT INFORMATION PAGES
Topic 8: Common physical and chemical contaminants
Physical contamination
Physical contamination occurs when something falls into or onto food.
It will most likely not cause food poisoning but could cause harm to the
person who eats it. Imagine if you ate food that contained a splinter of
glass for instance. There have been many objects found in food through
carelessness. Here are a few common physical contaminants:
• glass
• hair
• finger nails or nail varnish
• plasters
• packaging materials
• jewellery (ring or stone from ring, earring, etc.)
• pen tops
• buttons
• flaking paint
• pieces of metal from machinery.
Activity – physical contamination
There are lots more examples of physical contamination. Can you think
of any others? Discuss this with your fellow students.
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STUDENT INFORMATION PAGES
Activity – how to prevent physical contamination
Using some of the examples of physical contamination on the previous
page, can you suggest ways of avoiding each of these getting into
food?
Glass
Hair
Fingernails or
nail varnish
Plasters
Packaging
materials
Jewellery
Pen tops
Buttons
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STUDENT INFORMATION PAGES
Chemical contamination
Chemical food poisoning is very rare. This is fortunate as it can be
very serious. It can make someone extremely ill.
This type of poisoning may be due to neglect and includes:
• Pesticides and insecticides: these might have been
sprayed onto fruit and vegetables by the farmer as they
grow. Fruit and vegetables must always be washed
before using. Do you always wash fruit before eating it?
Fly sprays should not be used in a kitchen or where
there is food, and if there is a problem with rats and
mice, we should bring in experts to deal with them.
• Cleaning chemicals: using the wrong quantities of
cleaning agents when cleaning; not storing these
correctly. These must be stored away from food and in
their original container with the label still on.
Care must also be taken to make sure they do not spill.
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Measures to prevent food poisoning
Do you remember that one of the first things we looked at was good
food hygiene? We said that this was about three things:
• protecting food from contamination
• preventing bacteria from multiplying
• destroying any harmful bacteria.
You have more knowledge of food hygiene now, so let’s look at some
good practices for each of these.
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Protecting food from contamination
1.
Keep food covered whenever possible.
2.
Do not use dirty equipment. Equipment should not just
look clean but it should be clean.
3.
Use disposable cloths and do not use the same cloth for cleaning
a raw-food area and a cooked-food area or equipment.
4.
Avoid handling food as much as possible and do not handle
cooked food (use tongs or other equipment such as trays).
5.
When handling crockery and cutlery do not handle the parts that
food will come into contact with. For example, pick up cups by
their handles.
6.
When tasting food, use a clean spoon each time (and
never use the same spoon twice without washing it).
7.
Never lick your fingers when working with food.
8.
Always keep raw and cooked food apart at all times. If
there is only one refrigerator raw meat and poultry
must be stored at the bottom of the refrigerator with
cooked food above.
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9.
Use the correct colour-coded equipment.
10. Always clean up properly after you have finished a task. CLEAN
AS YOU GO should be your motto.
11. All food handlers must wear suitable, clean protective clothing.
12. Food handlers must keep themselves clean and have good
personal hygiene.
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Preventing harmful bacteria that are present in food from
multiplying
Can you remember the temperature range within
which bacteria can multiply? Bacteria can multiply if
the food is kept at temperatures between 5ºC and
63ºC. So to prevent bacteria from multiplying, we
must keep food out of the temperature danger zone
whenever possible. We can do this by keeping food
either cold in a refrigerator at a temperature of
between 1ºC and 4ºC or hot above 63ºC. Food
should be in the danger zone for as short a time as possible.
Of course, food can also be frozen. The temperature should be very
cold so that it will help preserve food for longer.
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Destroying harmful bacteria that are present in food
We can kill bacteria by heat. By thoroughly cooking food most bacteria
will be killed.
However, not all bacteria will be killed by
thorough cooking. There are some really
clever ones that can protect themselves
from heat (even boiling). They then wait,
and if the temperature drops and
becomes nice and warm again, they will
start multiplying. They can then cause
harm. The bacteria that can do this are
also protected from dehydration and
disinfectants which would kill most
bacteria. While the bacteria are in this state they are called spores.
Only a few types of bacteria can do this and most will be killed by high
temperatures, dehydration and disinfectants.
We therefore need to take great care not to allow bacteria to multiply.
We can do this by keeping food out of the danger zone, even if the food
is eventually going to be cooked. It is important, if we are not going to
use the food we have just cooked until later, that we cool it quickly
before putting it into the refrigerator. The recommended time for
cooling is 90 minutes.
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Rules for handling frozen chicken
In order to cook them thoroughly it is
vital that frozen chickens are defrosted
completely. If not, the parts that are still
frozen will be protected from the heat and
will stay at a nice warm temperature
allowing bacteria to multiply.
Can you give reasons for the following good practices?
• When defrosting, put chicken into a deep-sided container and put in
a cool place until completely thawed.
• Always keep raw poultry away from cooked food.
• Always wash hands, equipment and utensils thoroughly after
handling or preparing chicken.
• Cook chicken thoroughly until it is piping hot (82ºC) right through.
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Beefburgers
When we mince meat we mix any bacteria
present right through the meat. If the meat is
then made into beefburgers and they are not
thoroughly cooked, it can cause food poisoning.
The golden rule is ‘beefburgers must be
thoroughly cooked right through’. If when we are cooking them the
heat is too fierce or not hot enough, the outside can be cooked but the
inside will not be heated to a high enough temperature to kill the
bacteria. There have been many cases of food poisoning caused by
eating undercooked beef burgers.
The same rule applies for rolled joints of meat.
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Topic 9: Personal hygiene
One of the main sources of harmful bacteria is you (as well as
everyone else). We have harmful bacteria inside us and on our skin. So
when we go into a kitchen we are taking these bacteria in with us. We
accept this but what is not acceptable is passing them on to our
customers through food. It is absolutely vital that we have good
personal hygiene at all times when we are working in any way
with food.
Washing of hands
Hand-washing is recognised as the key factor in
controlling the spread of bacteria.
Remember we said that hands were one of the vehicles used to
transfer bacteria to cooked food. If we don’t keep our hands clean
when handling food, we put our customers at risk of infection.
Make sure also that you dry your hands thoroughly as you are a
thousand times more likely to spread bacteria with wet hands than with
dry hands.
We are wasting our time if we do not wash our hands properly.
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Procedure for washing hands
• Fill wash-hand basin with hand-hot water.
• Wet the hands and use a non-perfumed liquid
bacteriacidal soap from a dispenser. This will help to kill bacteria as
well as cleaning the hands.
• Wash the hands thoroughly including in between fingers, tips of
fingers, fingernails, backs of hands and thumbs. You should also
wash your wrists and forearms.
• Rinse carefully and then dry thoroughly on a disposable paper towel
or automatic roller towel.
If a nailbrush is used, it should be cleaned and disinfected regularly.
Do not wipe your hands on your uniform or a cloth.
Activity – Importance of washing hands
In groups discuss the importance of washing hands thoroughly and then
design a poster with information about when or why hands should be
washed when working with food. This could then be displayed in the
kitchen. Some of the most important rules regarding when to wash your
hands are listed on the next page.
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When hands should be washed
After:
• entering the food room (that’s each time you enter even
when you have just had a break)
• using the toilet
• handling raw food and before handling cooked (high-risk) food
• handling waste food and rubbish
• coughing, sneezing or blowing your nose
• after smoking
• cleaning.
Remember, there is no point in washing your hands if you then touch
your face, rub your nose, lick your fingers or scratch your head.
There are other ways we can contaminate food. Have a look on the
next page.
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Other ways we can personally contaminate food
• Dirty fingernails carry millions of germs so it is very
important that our fingernails should be short, clean
and not bitten. We must also not wear nail varnish or
false nails.
• Uncovered cuts can also infect food so cuts should be covered
with a blue waterproof plaster. That way any bacteria in the cut
cannot get onto the food and if it’s blue we can see it if the plaster
comes off.
• Severe septic spots or boils could easily contaminate food.
Therefore if we have any of these we must tell our supervisor and we
must not work with food.
• Hair (and dandruff). If we don’t cover our hair, it and dandruff can fall
onto food. Food handlers should therefore wear a suitable head
covering so that this cannot happen. Our hair must also be clean
which means shampooing regularly. We must not comb our hair with
our work clothes on, and this should never be done in a food room.
• Smoking in food rooms is illegal. There are a number of reasons
but the main ones are:
– When you smoke, your fingers touch your lips and bacteria get
onto your fingers and are then transferred to the food.
– If you lay the cigarette on the work surface you will contaminate
the surface.
– Cigarette ash could fall onto the food.
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• Protective clothing must be worn when handling food. This is
because the clothes that we wear to work will have bacteria on them
so we must protect the food from contamination. We change into our
work clothes when we get to work, we do not go to work in them.
This clothing should be suitable for the work we are doing, and
above all it must be clean.
• Eating, drinking, coughing and sneezing in a food room can all
spread bacteria from our mouth over food and equipment. We must
not eat or drink when we are working with food and if you have to
cough or sneeze then do this away from food and equipment (and
remember to wash your hands afterwards). If we have a very heavy
cold we should not be working with food.
• Strong perfume and aftershave can taint food so they should not
be worn.
• Jewellery can harbour a lot of bacteria and could contaminate food.
(You can get more bacteria under a ring than there are people in
Europe – and there are over seven hundred million people in
Europe!) And as we said earlier, a stone from a piece of jewellery
could end up in the food. The rule is: do not wear jewellery (including
watches) when handling food.
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Role of the supervisor
At work there will be someone who will supervise you. That person will
be there to help train you, not just in food hygiene but in your work and
in the skills you will learn. They will be responsible for the work that you
do and the success of the business depends on everyone working well.
If you are unwell you must tell your supervisor
and especially if you:
• know or suspect that you are suffering from
food poisoning (with symptoms such as
sickness or diarrhoea) or any other illness
that could be transmitted via food to your
customers;
• have an infected wound or skin condition that
could contaminate food with food-poisoning
bacteria.
Your supervisor will then either give you some non-food duties or will
send you home.
If there is a problem with food hygiene that concerns you, you must
speak to your supervisor. Everyone has a duty of care to ensure that
the food we give our customers is safe to eat at all times.
Have a go at the questions on the next page.
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Activity – Kitchen and personal hygiene
TRUE OR FALSE?
Circle which of these statements you think is true or false:
1.
Using the same knife for raw and cooked food is a form of crosscontamination.
TRUE/FALSE
2.
Hands are a vehicle of cross-contamination.
TRUE/FALSE
3.
It is OK to use the same chopping board for raw and cooked food
so long as you wipe it.
TRUE/FALSE
4.
Raw chicken is not a high-risk food.
TRUE/FALSE
5.
Fly sprays can be used in a kitchen to kill flies.
TRUE/FALSE
6.
When working with food it is better to leave a cut uncovered so
that the air can get at it.
TRUE/FALSE
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7.
Washing-up liquid accidentally getting into food is a form of
chemical contamination.
TRUE/FALSE
8.
If you have a very heavy cold it is OK to work with food so long as
you use a hankie to blow your nose.
TRUE/FALSE
Before we leave this section we need to look at a very important part of
food hygiene. Can you guess what this is?
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Topic 10: Cleaning
I expect this is your least favourite part of cooking. Am I
right?
No one wants to work in dirty premises and no customer wants to eat in
them either.
It is vital that we keep all our equipment, utensils, work surfaces,
machinery and premises clean. It will ensure that it is a safe
environment for food and will not attract pests such as flies and mice.
The golden rule is always ‘Clean up as you go’.
Unlike Bertie, you should be shown how to go about cleaning and,
although it is usually looked on as a chore, it is a very important part of
any catering operation.
Water alone will not clean. We need to use a substance that will take
away the grease and food residue from surfaces. This is called a
detergent and it is used to clean.
In catering we also need to disinfect anything that is going
to come into contact with food or hands. A disinfectant
will kill most bacteria.
Generally a chemical that combines both a detergent and a
disinfectant is used. This is known as a sanitiser. It is important that
we use this substance correctly.
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Here are some of the guidelines to follow when washing dishes by
hand:
• Wear protective waterproof gloves.
• Remove any left-over food and rinse.
• Wash dishes in clean hand-hot water with the correct
quantity of sanitiser using a clean cloth or brush.
• Change the water frequently as the chemical will not
work in dirty water.
• Rinse in hand-hot water.
• Air dry.
Other hand-and-food contact surfaces also need to be cleaned in much
the same way.
This includes such things as door and fridge handles. Remember also
that refrigerators need to be kept clean and tidy. Checks need to be
made daily to see that there is no food going past its ‘use by’ date and
a thorough clean should be done weekly. Food must not be used if it is
past its ‘use by’ date; it must be thrown out.
If a cloth has been used to clean a raw-food area, waste bin or other
dirty area it will be dirty even although it might not look dirty. If it is then
used for a high risk-food area, it will only spread bacteria rather than
clean.
Bad cleaning is worse than no cleaning at all.
Remember the motto: CLEAN UP AS YOU GO
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A checklist of your progress through the pack is added along with the
final result of the unit.
We have come to the end of Section 2 and it is hoped that you now
have a better understanding of food hygiene.
However, as I said at the beginning, it is not just the knowledge that is
important, it is putting that knowledge into practice. Doing what you
know to be good practice is the important part.
In Outcome 3 you will be assessed during practical sessions when you
are in the kitchen and so you will be able to show your tutor the good
practices that you have learned.
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Outcome 3
Demonstrate appropriate personal hygiene and food-handling
practices during practical situations.
This is where you show that you can put your new food hygiene
knowledge into practice. Remember, it’s not what you know but what
you do with that knowledge that is important.
There are one or two points to note:
• Hands washed at appropriate times throughout
practical sessions. This means from when you enter
the kitchen until you are completely finished. Look back to pages 79
to check when you need to wash your hands.
• Avoidance of cross-contamination. Remember the many
different ways you can transfer the bacteria from their source to the
high-risk (cooked) food. Cross-contamination, sources and high-risk
food are dealt with on pages 59–63.
• Appropriate temperature control. There are a number of
temperatures that need to be controlled. See pages 51–2.
• Good personal and kitchen hygiene. It is very important that you
observe the rules for these all the time you are handling food.
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Checklist of progress throughout the pack and final result
Outcomes 1 and 2
Name:
Activity/questions
Group discussion
Mini survey
Group discussion
Self assessment
Making a display
Fill in the blanks
Fill in temperatures
Fact finding
Self assessment
Question
Class discussion
Question
Question
Group discussion
Complete the table
Give reasons
Group discussion
Designing a poster
Self assessment
Page Topic
34
What does food hygiene mean
to you?
38
Experiences of food poisoning
41
Foods that can ‘go off’
43
Assessing progress so far
48
High-risk foods
52
Temperatures
53
Temperatures
54
Recording temperatures
57
Bacteria
60
Sources of food poisoning
64
Ways we can contaminate food
65
List the ways Bertie
contaminated food
66
What should Bertie have done?
67
Other physical contamination
68
Ways to prevent physical
contamination
75
Rules for handling frozen
chicken
78
Importance of washing hands
78
When or why hands should be
washed
83
Kitchen and personal hygiene
Completed
Achievement of unit
Unit Assessment
Assessment details
Outcomes 1 and 2
NAB pages 18 and 89
Date achieved
(D8KY 09/NABV001)
Outcome 3
Practical checklist
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Outcome 3
Demonstrate appropriate personal hygiene and food handling
practices during practical situations on at least two separate
occasions.
Name:
Checklist
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Appropriate temperature control
Cleans up ‘as you go’
Avoidance of cross-contamination
Separation of raw and cooked food
Clean protective clothing
No jewellery
Nails clean, short and no nail varnish
Personal hygiene and kitchen hygiene
Hands washed at appropriate times
throughout practical sessions
Date
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