Teacher guide Meat safety
Teacher guide
Meat Safety Toolbox (Certificate III)
3 May 2012: Version 1.1
National VET E-learning Strategy 2012 – 2015
Page 1
Teacher guide Meat safety
The views expressed in the copyright work do not necessarily represent the views of the Commonwealth of Australia.
Broadband Content Services, National VET E-learning Strategy, © Commonwealth of Australia (Department of Industry Innovation,
Science, Research and Tertiary Education) 2012.
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where
otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-ShareAlike 3.0 Australia
(http://creativecommons.org/licenses/by-sa/3.0/au ) licence.
National VET E-learning Strategy 2012 – 2015
Page 2
Teacher guide Meat safety
Table of Contents
Table of Contents ..................................................................................................................... 3
Introduction............................................................................................................................... 5
Getting started delivering e-learning....................................................................................... 7
How to install the Toolbox ....................................................................................................... 7
Preparing to use the Toolbox .................................................................................................. 7
Computer and technical requirements .................................................................................... 8
Hardware ................................................................................................................................ 8
Software .................................................................................................................................. 8
Customisation ......................................................................................................................... 9
Online teaching strategies ..................................................................................................... 10
Social networking .................................................................................................................. 10
Preparing the learners to use the materials ........................................................................... 11
Qualifications and competencies .......................................................................................... 13
Toolbox qualifications and competencies .............................................................................. 13
Mapping to current Training Package, qualifications and units .............................................. 14
Unit guides ............................................................................................................................ 18
Employability Skills ................................................................................................................ 18
Target audiences .................................................................................................................... 20
Learners ................................................................................................................................ 20
Tailoring the Toolbox to your needs ...................................................................................... 20
Knowledge and skills requirements ....................................................................................... 20
Language, Literacy and Numeracy (LLN) requirements ........................................................ 20
Teachers/trainers/facilitators ................................................................................................. 21
Mentors ................................................................................................................................. 21
Toolbox structure and design ................................................................................................ 22
Site map ................................................................................................................................ 22
Unit structure ......................................................................................................................... 25
Potential of each resource ..................................................................................................... 28
Key features ............................................................................................................................ 33
Learning objects .................................................................................................................... 34
Teaching and learning design ............................................................................................... 35
Problem-based activities ....................................................................................................... 35
Learning context/delivery method .......................................................................................... 35
Tasks and activities ................................................................................................................ 36
Purpose of activities, scenarios and problem-based exercises .............................................. 36
National VET E-learning Strategy 2012 – 2015
Page 3
Teacher guide Meat safety
Unit topics ............................................................................................................................. 36
Supplementary resources ..................................................................................................... 46
Assessment strategies ........................................................................................................... 47
Assessment tasks ................................................................................................................. 47
Recognition of prior learning (RPL) ....................................................................................... 47
Access, equity and Indigenous Toolboxes ........................................................................... 48
Getting help............................................................................................................................. 49
Contact Information ................................................................................................................ 49
Appendix A – Unit guides....................................................................................................... 50
MTMMP48B—Handle animals humanely while conducting ante-mortem inspection ............. 50
MTMMP80B—Inspect transportation container/vehicle ......................................................... 54
MTMMP73B—Maintain food safety of meat .......................................................................... 56
MTMP3071A—Perform ante-mortem inspection and make disposition ................................. 60
MTMP3072A—Perform post-mortem inspection and make disposition ................................. 65
PMLDATA300A—Process and record data ........................................................................... 71
PMLSAMP400A—Obtain representative samples in accordance with a sampling plan ......... 76
PMLTEST302A—Calibrate testing equipment and assist with its maintenance ..................... 81
Appendix B – Units of competency as of May 2012 ............................................................. 85
MSL954001A Obtain representative samples in accordance with sampling plan................... 85
MTMP3073B Implement food safety program ....................................................................... 94
MTMP3071C Perform ante-mortem inspection and make disposition ................................. 101
MTMP3003A Handle animals humanely while conducting ante-mortem inspection ............. 107
MTMP3072C Perform post-mortem inspection and make disposition .................................. 113
MSL904001A Perform standard calibrations ....................................................................... 121
MSL922001A Record and present data............................................................................... 130
MTMP408A Inspect transportation container/vehicle ........................................................... 136
National VET E-learning Strategy 2012 – 2015
Page 4
Teacher guide Meat safety
Introduction
Welcome to the Meat Safety Toolbox. This Teacher guide will assist trainers and teachers wishing
to use the Toolbox, either in its complete form or as a source of learning components, in the
development of their own teaching programs.
The purpose of the Teacher guide is to show how the Toolbox resources can be effectively used to
assist in the delivery of a program. It is written in a non-prescriptive way, assuming that the trainers
will want to select aspects of the Toolbox, substitute others and customise aspects for their own
audience including learners with language, literacy and numeracy needs.
These strategies will provide opportunities to maximise the learning experience through the use of
the Toolbox and take advantage of the collaborative learning environment that can be achieved
through facilitated discussion and information sharing amongst a group of learners.
Series 4 Flexible Learning Toolbox
Supporting resources for:
 MTM30300 Certificate III in Meat Processing (Meat Safety) (superseded)
from the MTM00 Meat Industry (Australian) Training Package (superseded)
with mapping to:
 MTM30311 Certificate III in Meat Processing (Meat Safety)
from the MTM11 Australian Meat Industry Training Package released 30 June 2011.
This Teacher guide has been reviewed and updated to support the continued use and application of
the Meat Safety Toolbox (Certificate III) to meet the requirements of the MTM11 Meat Industry
Training Package, released 30 June 2011.
National VET E-learning Strategy 2012 – 2015
Page 5
Teacher guide Meat safety
Training Package
Superseded Training
Package
Training
Package (as of
November
2011)
Date
released
Comment
MTM00 Meat Industry
(Australian)
MTM11
Australian Meat
Industry
30/06/2011
MTM00 updated to
MTM07
MTM07 updated to
MTM11
Qualification
Superseded
qualification(s)
Superseded
date
Qualification
MTM30300
Certificate III in Meat
Processing (Meat Safety)
30/07/2011
Certificate III in Meat
Processing (Meat
Safety)
Comment
(as at November 2011)
Different packaging
rules
See Section ‘Qualification and competencies’ for detailed mapping information.
National VET E-learning Strategy 2012 – 2015
Page 6
Teacher guide Meat safety
Getting started delivering e-learning
If you are new to e-learning, we suggest you visit http://designing.flexiblelearning.net.au/.
This site provides some answers to two big questions: What is e-learning? and How do you do it?
There are a number of resources that provide learning designs, learning materials, strategies that
come with downloadable guides. Some of the areas covered are:
 Get started in e-learning.
 Explore e-technologies.
 Plan an e-learning initiative.
 Design an e-learning course.
 Develop an e-learning plan.
How to install the Toolbox
To start using this CD-ROM:
Insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if it
doesn't then do one of the following:
 Using Windows Explorer (or your equivalent) double click on the CD-ROM icon to view the
files contained on the CD-ROM. Then double-click on the file called ‘index.htm’ at the root
directory level.
or
 Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse to the location of
the CD-ROM and open the file 'index.htm' at the root directory level.
Preparing to use the Toolbox
As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself
with the Toolbox and its resources so you can properly support your learners. Teachers have
reported the greatest successes when they first familiarised themselves with the Toolbox,
integrating it with their course, developing student activities and additional material and thus guiding
the learners through using the Toolbox.
It is important to prepare to use the Toolbox. The following tips for trainers highlight important
information you should consider when introducing Toolboxes into your training.
 Set aside adequate time to familiarise yourself with the Toolbox so you can properly support
your learners.
 Internet sites change over time so make sure you check for broken links prior to using the
Toolbox.
 Set realistic time frames for implementation.
 Integrate the Toolbox into your teaching delivery, just as you would any new teaching
resource.
 Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery strategy.
 If you choose to conduct group activities via discussion boards or wikis, you will need to set up
discussion threads/wiki headings prior to commencing the activity.
National VET E-learning Strategy 2012 – 2015
Page 7
Teacher guide Meat safety
 You may need to provide instructions to the learners on how to use communication tools such
as email, WIKI, virtual conferencing or chat.
Computer and technical requirements
Nothing spoils a computer-based learning experience more than technical problems and difficulties.
On the opening screen of the Toolbox there is a link to GETTING STARTED. Some users do not
check this prior to using the Toolbox and discover they don’t have the required software installed on
their computer, or that their computer doesn’t meet the minimum requirements. It is worth checking
with your Systems or IT Coordinator.
However, Toolboxes are designed for a standard specification computer and Internet connection
eliminating many problems. You can help by making sure your learners have checked their
computer against the minimum specifications listed, and where necessary help them to download
required plugins. For your reference, below is a copy of the information presented within that link
from the home page.
Hardware
To use the learning material in this unit, you will need a computer with at least the minimum
following features:
 IBM® compatible with a 1 GHz processor running Windows 2000, XP, Vista, or
 Apple Macintosh® with a 500 MHz processor running OSX v10.5 with:
o
512 MB of RAM
o
1024 x 768 pixel display
o
CD-ROM drive
o
internet access
o
sound card.
Software
Learners will also need the following software/plug-ins installed on their computer:
 Internet Explorer 7.0 or 8.0 (http://www.microsoft.com/)
or
 Firefox 3.0 or above (http://www.mozilla.com/)
or
 Safari 3 or above (http://www.apple.com/)
 Microsoft® Word 97 or a similar word processing program to open and use downloadable
forms, checklists and worksheets.
 Adobe® Flash Player 10. If you haven’t got this plug-in, you can download and install the
latest free version from www.adobe.com.
 Adobe® PDF Reader 8.0 or above. If you haven’t got this plug-in, you can download and
install the latest free version from www.adobe.com.
Incorrect versions of these applications could result in information being shown in an unreadable
form or not shown at all.
National VET E-learning Strategy 2012 – 2015
Page 8
Teacher guide Meat safety
Access to a printer would also be useful as you may have to print out pages from within the
Toolbox.
Customisation
Toolboxes are designed to be customised. This is an important feature. Teachers are invited to use
parts of a Toolbox that compliment their training sessions and/or incorporate their own materials into
a Toolbox.
There are a series of mini tutorials available on the Toolbox website that may assist you in
customising a Toolbox. These can be found at: http://tle.tafevc.com.au/toolbox/access/search.do.
If you require assistance with your customisation, please contact the Content Services Advisor in
your state. You will find a list of Content Services Advisors at
http://toolboxes.flexiblelearning.net.au/support.
To customise resources in this Toolbox you will need software such as:
 An HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web
pages. Alternatively, for a free downloadable text editor, try Kompozer http://www.kompozer.net/download.php.
 A word processor such as Microsoft® Word to edit documents.
 If customisation of multimedia interactions is required, then the following applications may be
necessary:
o
Flash CS3
o
XML SPY or equivalent XML editing tool
o
Photoshop/Fireworks (or equivalent) for editing still images
o
SoundEdit16 (or equivalent) for editing sound content
o
Premiere (or equivalent) for editing video content.
Detailed instructions for customising the Toolbox is provided in the Technical guide, which can be
accessed from the link on the ‘Enter CT Express’ page of the Toolbox.
National VET E-learning Strategy 2012 – 2015
Page 9
Teacher guide Meat safety
Online teaching strategies
Teaching in an online environment focuses on facilitating and guiding the learner’s progress.
Learners have significant learning resources available to them in the Toolbox, in the
workplace and on the internet. Helping learners to navigate this information and pinpoint the
relevant materials to meet performance criteria is the central role. It requires a clear statement of
learning objectives and regular feedback on learner progress.
Toolboxes are designed to encourage this learner collaboration and the activities are customisable,
depending on requirements. It is the trainer’s decision how this collaboration occurs. For example:
 A trainer might set up a discussion board or online discussion forum around the reasons for
inspections. A start and finish date might be set for the discussion, and a proportion of final
assessment weighted to participation. Learners may be notified of these requirements by
email, as well as through an initial posting on the bulletin board. The bulletin board (along
with other tools) is a useful record of learner contributions for assessment purposes.
Online discussions will only work if there is a sense of team collaboration, so it is important that you
consider how to develop this team environment. Throughout the tasks in this Toolbox there are
many opportunities for learners to communicate with their colleagues. Below are some tips that
could help you to set up and facilitate communication activities with the learners:
 You can use an online icebreaker in a computer training room or with learners who are at
different locations.
 If you intend for your learners to collaborate online (using email, a learning management
system, or a web discussion board) it’s important to give them a chance to get familiar with
each other by using the medium, before they get down to the serious part.
 Set group projects based on the workbooks.
Social networking
Every day, your learners communicate with each other in new and different ways and emails and
bulletin boards are not always the preferred options. Mobile phones, text messaging and creating
and sharing media files (videos, graphics, podcasts) are other common forms of communication that
people currently use.
Social networking tools allow you to assist learners to network with other learners as they complete
Toolbox activities. For example, you can ask learners to create networks by:
 reviewing Your Guide to Social e-learning for additional information and ideas
http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm
 sharing their work in weblogs, for example writing in their own blog or sharing mobile phone
photos in moblogs (mobile weblogs)
 collaborating with others to develop documents, for example using wikis to put together a
response to a problem
 creating and sharing photos of their work using photo sharing software, for example, Flickr,
www.flickr.com
 creating and sharing bookmarks of sites they have found useful in research, for example,
www.delicious.com
 creating and sharing media files capturing their work, for example, MP3s or video files
National VET E-learning Strategy 2012 – 2015
Page 10
Teacher guide Meat safety
 sharing their evidence for assessment in social networking spaces on the internet
 sharing ideas and information via a virtual conference.
Preparing the learners to use the materials
It is recommended that you provide an orientation to the Toolbox in a practical, face-to-face session
with learners actually using the Toolbox. In addition to the resources that are located in the Toolbox,
it is highly recommended that you refer your learners to a range of other resources, including
textbooks, websites, video etc.
The following tips for learners highlight important information you should consider when introducing
the use of Toolboxes into your delivery strategy:
Implementing successful Toolbox delivery
 Flexible delivery is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery structure that is well defined.
 In an evaluation of Toolboxes, the overall message from teachers was that ‘structure means
success’ and reflects their recognition that effort is required to integrate the Toolbox into their
teaching delivery – just like building any new teaching resource.
 Feedback from the same evaluation of Toolboxes suggested that orientation sessions
appeared to be a feature of the more successful trials. Providing orientation to the Toolbox in
a practical, face-to-face session with learners actually using the Toolbox is clearly a key to a
successful use. It provides a mixture of technical and pedagogical assistance that aligns the
Toolbox with the qualification and the course.
Providing support
 It is important to plan ahead and obtain management support, set realistic timeframes for
implementation and gain support from the learner’s employer before introducing the Toolbox.
 Make sure that you are aware of legislation and regulations which may impact on flexible
delivery of the Toolbox. For example, learners working at home, traineeship agreements,
apprenticeship agreements and enterprise-based arrangements.
 Establish whether your learners have completed any previous units online. This way you can
gauge how much support you will need to provide to coach learners in development of online
learning skills, as well as the content in the units. You will probably find learners require
different levels of support. In the first few weeks get a clear picture of how each learner is
coping to enable early intervention.
 If you manage a very large group of learners, create a sense of community online by setting
up study groups of four to eight students, all of whom begin the unit at more or less the same
time. This makes it easier for learners to gain the benefits of social learning and to form
networks and provide support to each other as they study.
 Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners
start the unit. You could include ideas for facilitating this activity within the Teacher guide.
 Plan ahead and be clear to your learners about which group work activities you expect them
to complete.
Tasks and discussion board activities
 If you choose to include discussion board exercises, you will need to set up discussion
threads prior to commencing the activity. You will also need to advise learners of these
requirements if you have not included instructions in the Toolbox content.
National VET E-learning Strategy 2012 – 2015
Page 11
Teacher guide Meat safety
 You should also encourage learners to use the discussion board to ask for assistance if they
are unsure of where to find a resource. You may need to provide instructions to the learners
on how to use communication tools such as e-mail, discussion board or chat. TIP: make
use of the LMS delivery tools
 If you are delivering the program online, email will be the primary method of communication
with your learners, so ensure that you have a clear system of email folders for managing the
traffic.
 Send emails to all learners with reminders of the tasks that should be completed, the tasks in
progress with reminders for times of chats or forums during that week. Alerting learners to
activities for which they should be undertaking individual learning (eg in learning tasks and
learning packs) prior to a group activity in the week to come can also be helpful. You might
comment on the quality of work in the preceding week and provide tips and encouragement
for the task at hand.
 Be clear about timeframes by setting targets for learning. These can help you with your ‘online
lesson’ planning. You will need to set frameworks so that learners know what to do, and
when to do it.
 When learners are about to start an online group activity, send them an email with instructions
on what teams they will be in or whose job it is to start a round robin activity. Do not presume
learners will work it out.
Literacy and numeracy
 Find out whether the learner will need literacy support to read the online material or complete
the exercises. Workplace supervisors are often aware of the literacy difficulties of their
employees, and often already have support mechanisms in place, such as pairing the worker
up with another person with better literacy skills.
National VET E-learning Strategy 2012 – 2015
Page 12
Teacher guide Meat safety
Qualifications and competencies
The Meat Safety Toolbox was developed to support the Certificate III in Meat Processing (Meat
Safety) for the MTM00 Meat Industry (Australian) Training Package. This Training Package was
superseded in 2011 by the MTM11 Training Package. As a result the units of competency
supported by the Toolbox are no longer current, though the content is still applicable to the training
package MTM11 as of May 2011.
The learning objects contained in the Toolbox are applicable to the Certificate III in Meat Processing
qualification and support eight units of competency.
The content within this Teacher guide has been updated to align with the current Training Package
requirements (as of May 2012). The Toolbox itself has not been altered; hence the Toolbox
structure and design, Teaching and learning design and Tasks and activities sections within the
Teacher guide remain consistent with the Toolbox.
Toolbox qualifications and competencies
The units of competency supported by the Toolbox are:
Competency code
Competency name
MTMMP73B
Maintain food safety of meat
MTMP3071A
Perform ante-mortem inspection and make disposition
MTMMP48B
Handle animals humanely while conducting ante-mortem
inspection
MTMP3072A
Perform post-mortem inspection and make disposition
PMLTEST302A
Calibrate testing equipment and assist with maintenance
PMLDATA300A
Process and record data
PMLSAMP400A
Obtain representative samples in accordance with a sampling
plan
MTMMP80B
Inspect transportation container/vehicle
National VET E-learning Strategy 2012 – 2015
Page 13
Teacher guide Meat safety
Mapping to current Training Package, qualifications and units
The following tables detail the mapping between the superseded Training Package MTM00 Meat
Industry (Australian) and the MTM11 Australian Meat Industry Training Package and the
qualifications and competencies as referenced in the Toolbox and the applicable qualification(s) and
units as of May 2012.
Training Package
Superseded
Training
Package
Training
Package
MTM00 Meat
Industry
(Australian)
MTM11
Australian
Meat Industry
V 1.1
Date
released
Comment
19/12/2011
MTM00 updated to MTM07 included a
significant number of new units across all
sectors to reflect changes to legislation and
regulatory requirements, new practices and
technology and workplace changes. MTM07
updated to MTM11 including additional skill
sets, inclusion of green skills, restructuring of
qualification requirements to address NQC
requirements and replacement of superseded
imported units of competency. MTM11 v 1.1
includes correction of typographical errors
and amendments for clarity in MTM30311
Certificate III in Meat Processing (Meat
Safety)
(as of May
2012)
Qualification
Superseded
qualification
Superseded
date
Qualification Comment
(as of May
2012)
MTM30300
Certificate III in
Meat
Processing
(Meat Safety)
30/07/2011
MTM30311
Certificate
III in Meat
Processing
(Meat
Safety)
National VET E-learning Strategy 2012 – 2015
MTM30300-MTM30307 - New units added,
outcomes deemed as approximately
equivalent.
MTM30307-MTM30311 Outcomes deemed
as equivalent. BSBFLM312C moved from
core to elective. MTMPSR203A added to
core; new elective units added; changes
made to qualification requirements.
Page 14
Teacher guide Meat safety
Competencies
Superseded
competency
code
Competency
code (as at May
2012)
Equivalency
statement
Comment
MTMMP73B
MTMP3073B
Implement food
safety program
New elements
and
performance
criteria
Additions to performance criteria as well
as new elements and performance criteria.
MTMP3071A
MTMP3071C
Perform antemortem
inspection and
make disposition
Upgraded and
equivalent –
adjusted skills
and knowledge
Minor consideration to modification to fit
requirements for MTMP3071C
(clarification of conditions in Performance
criteria 3.2 and 5.1).
MTMMP48B
MTMP3003A
Handle animals
humanely while
conducting antemortem
inspection
Updated and
equivalent
Slight wording changes to Performance
criteria 1.1, 1.2, 3.2 and 4.1 to clarify
intent.
MTMP3072A
MTMP3072C
Perform postmortem
inspection and
make disposition
Updated and
equivalent
Minor changes in Performance criteria 4.1
and 9.2 to clarify intent.
PMLTEST302A
MSL904001A
Calibrate testing
equipment and
assist with
maintenance
Unit replaced
MSL904001A is sufficiently different to
PMLTEST302A and will impact on the
content of the associated learning object.
PMLDATA300A
MSL922001A
Process and
record data
Superseded
and replaced
PMLDATA300A compares to
MSL922001A – although the structure of
the two units are different, the content of
PMLDATA300A can be found outside of
the elements and performance criteria of
MSL922001A.
PMLSAMP400A MSL954001A
Obtain
representative
samples in
accordance with
sampling plan
Superseded
and replaced
Elements and performance criteria have
been included in the new MSL954001A
unit of competency, which contains a
number of additional performance criteria
and additional and/or different elements.
Care should be taken to cover new
content not covered by the existing
learning object.
MTMMP80B
Updated and
equivalent
Additional Performance criteria 1.5
Corrective action is taken if vehicles or
containers do not meet regulatory
requirements is covered in the learning
object.
MTMP408A
Inspect
transportation
container/vehicle
National VET E-learning Strategy 2012 – 2015
Changed title of Element 2.
Page 15
Teacher guide Meat safety
Specific changes between the competencies are listed below:
Superseded
competency code
Competency
code (as at
May 2012)
Changes
MTMMP73B
MTMP3073B
Implement
food safety
program
MTMP3073B:
Changes to Element 1:
Extension to Performance criteria 1.2 major
microbiological threats to meat … are identified and
assessed to determine the risk level and control
requirements.
New Performance criteria: 1.8, 1.9 and 1.10 in relation to
control methods to prevent or reduce microbiological
hazards, customer and regulatory requirements and
relevant microbiological tests.
Changes to performance criteria in Element 2 –
2.2 extended to common sources of chemical hazards or
contamination ... are assessed to determine the risk level
and control requirements.
2.3 control methods which prevent or reduce chemical
contamination to acceptable levels ... are determined and
implemented.
New Performance criteria 2.5 Chemical residue testing
programs and level requirements are identified.
Changes to performance criteria in Element 3 –
3.2 Common sources of physical hazard and/or
contamination ... assessed to determine the risk level and
control requirements.
3.3 Control methods to prevent contamination reaching an
unacceptable level are determined and implemented.
New Element 4 – Calibrate thermometers (1 Performance
criteria).
New Element 5 – Identify the components of a Hazard
Analysis Critical Control Point (HACCP) – based QA
program for meat processing plants (six performance
criteria).
New Element 6 – Conduct preoperational hygiene check
(three performance criteria).
New Element 7 – Conduct microbiological test swabbing
(three performance criteria).
MTMP3071A
MTMP3071C
Perform antemortem
inspection and
make
disposition
National VET E-learning Strategy 2012 – 2015
MTMP3071C – Minor additions in wording:
Performance criteria 3.2 conditions … responsible for
abnormalities.
Performance criteria 5.1 … documented on at least one
species.
Page 16
Teacher guide Meat safety
MTMMP48B
MTMP3003A
Handle
animals
humanely
while
conducting
ante-mortem
inspection
MTMP3003A – slight changes to wording of some
Performance criteria to clarify:
1.1 'Common' breeds are identified.
1.2 …. Relevant species are identified.
3.2.. Identified and 'complied with'.
4.1 'Suspect' sick or injured …
Changed title for Element 2 – Identify and comply with
animal welfare requirements for stock handling and lairage
facilities (was in MTMMP48B Identify handling
requirements and facilities).
MTMMP48B – Performance criteria 2.2 –
Reasons/objective of handling the stock understood (ie
outcome) – removed in MTMP3003A.
MTMP3072C
Perform postmortem
inspection and
make
disposition
MTM3072C – minimal changes:
PMLTEST302A
MSL904001A
Calibrate
testing
equipment and
assist with
maintenance
MSL904001A is the unit associated with MTM30311.
However, its predecessor unit was not the unit directly
aligned as the successor to PMLTEST 302A.
Consequently the elements and performance criteria for
MSL904001A are more specific to the processes for
performing standard calibration (ie prepare items for
calibration, perform calibration, document results and
finalise calibration).
PMLDATA300A
MSL922001A
Process and
record data
The performance criteria have been rewritten in
MSL922001A and are less detailed. The processes of
PMLDATA300A are covered in MSL922001A, but
PMLDATA300A has specific calculation requirements not
detailed in the Performance criteria in MSL922001A.
These are instead covered in required knowledge.
PMLSAMP400A
MSL954001A
Obtain
representative
samples in
accordance
with sampling
plan
The elements and performance criteria of MSL954001A
have been rewritten. Although they contain some of the
performance criteria and elements of PMLSAMP400A,
they are different and include more processes.
MTMMP80B
MTMP408A
Inspect
transportation
container/vehic
le
MTMP408A – additional Performance criteria:
MTMP3072A
National VET E-learning Strategy 2012 – 2015
Performance criteria 4.1 – extended to include for at least
one species.
Performance criteria 9.2 – Specimens are collected and
submitted according to workplace procedures (ie rewritten
to clarify intent).
1.5 Corrective action is taken if vehicles or containers do
not meet workplace or regulatory requirements
Page 17
Teacher guide Meat safety
This Teacher guide has been developed to help you to use the Meat Safety (Certificate III) Toolbox
to deliver the Certificate III in Meat Processing (Meat Safety). It explains the types of activities and
resources contained in the Toolbox and offers suggested delivery strategies and opportunities for
customisation to help you to maximise the learning experience for your learners. This includes
providing guidance on how to create a collaborative learning environment through facilitating
discussions and information sharing amongst the group of learners.
Unit guides
A Unit guide for each of the learning objects/units in the Toolbox has also been developed. The Unit
guides are available within the Toolbox and are also included as Appendix A of this Teacher guide.
The Unit guides provide an overview of the Employability Skills that are implicit within the unit, a
detailed breakdown of the featured interactive activities and the resources required to complete the
unit.
You should ensure that the Section outcomes cover the requirements of the relevant performance
criteria by comparing the elements of competency in the Unit guides with the up-to-date
competency.
For additional information on this qualification refer to the TGA website
http://www.training.gov.au/
Employability Skills
Employability Skills are sometimes referred to as generic skills, core skills, essential skills,
capabilities or Key Competencies. The Commonwealth of Australia defines them as, “skills required
not only to gain employment, but also to progress within an enterprise so as to achieve one’s
potential and contribute successfully to enterprise strategic directions”. (Employability Skills
Summary, http://employabilityskills.training.com.au/index.php, accessed 14 January 2010).
 A summary of the Employability Skills applicable to the units of competency supported by the
Toolbox are provided below:
Employability Skills qualification summary
The following table contains a summary of the Employability Skills required by the meat industry for
this qualification. The Employability Skills facets described here are broad industry requirements
that may vary depending on qualification packaging options.
Learning and assessment strategies for this qualification should be based on the requirements of
the units of competency for this qualification.
Employability
Skill
Communication
Industry/enterprise requirements for this qualification include:
 listening and carrying out instructions
 speaking clearly and directly with other personnel
 reading and interpreting workplace documentation such as work
instructions, Standard Operating Procedures, Australian Standards
and AQIS directives
 preparing written documentation, such as reports
 using mathematical skills relating to areas such as time and
temperature
 sharing information with supervisors and regulatory authorities
 applying negotiation, persuasion and assertiveness skills when
National VET E-learning Strategy 2012 – 2015
Page 18
Teacher guide Meat safety
addressing food safety issues
Teamwork
 working effectively as an individual as well as in a work team
 working effectively with workers from another country
 applying own food safety knowledge to assist other members of the
work team
 using teamwork skills in a range of situations, such as when
addressing food safety issues
Problem solving
 developing practical and creative solutions to workplace problems,
such as food safety issues
 showing independence and initiative in identifying problems, for
example, the need to revise and update a work instruction
 using numeracy skills to resolve problems, such as calculation and
estimation
 resolving concerns raised by external groups, such as customers or
regulatory authorities
Initiative and
enterprise
 adapting to new situations, such as changes to products or
introduction of new equipment
 translating ideas into action, for example contributing to the revision of
a work instruction or Standard Operating Procedure
Planning and
organising
 collecting, analysing and organising information, such as HACCP
reports
 using basic business processes for planning and organising, for
example, production schedules
 taking initiative and making decisions within workplace role, for
example condemnation of a carcase
 managing time and priorities such as meeting report deadlines and
timely implementation of corrective actions
Self-management
 monitoring and evaluating own performance to ensure meat safety
requirements are met efficiently
 taking responsibility for own work output
Learning
 being receptive to learning new ideas and techniques, such as
changed food safety requirements, new equipment and processes
 learning in a range of settings, such as through formal training or
informally from other workers
 learning new skills and techniques to adjust to production or
equipment changes
 managing own learning to ensure currency, for example, by attending
technical workshops or through internet research
Technology
 using technology, such as workplace machinery, computers and
testing equipment
 demonstrating skilled use of workplace technology
 applying OH&S requirements when using technology
National VET E-learning Strategy 2012 – 2015
Page 19
Teacher guide Meat safety
Target audiences
Learners
The Toolbox is designed for learning in the workplace.
The worker will normally be engaged in a workplace in which he or she:
 demonstrates some relevant theoretical knowledge
 applies a range of well-developed skills and known solutions to a variety of predictable
problems
 performs processes that require a range of well-developed skills where some discretion and
judgment is required
 interprets available information using discretion and judgment
 takes responsibility for own outputs in work and learning and limited responsibility for the
output of others.
Tailoring the Toolbox to your needs
Teachers should note the flexibility of the Toolbox. Everything can be tailored to specific course and
learner needs. The activities and assessment tasks in each of the units can be altered to reflect
specifics of a learning environment. For example, the generic Toolbox units use examples from the
largest industry sectors of cattle, calves, sheep and pigs. If your learners are working with deer,
goats, horses, kangaroos or emus, the activities can be changed to reflect the differences. The
procedure for making changes is detailed later in this guide.
Knowledge and skills requirements
Students
Students will need to have some familiarity with using a computer. At the least, they will need
access to pre-training, or access to technical assistance during training.
They will need to be able to:
 search the Internet to find information
 download and print documents from the Internet
 use email.
Language, Literacy and Numeracy (LLN) requirements
The assessment environment should not disadvantage the participant. The design of assessment
tools must reflect the language, literacy and numeracy competence required for the performance of
a task in the workplace and not exceed these expectations. You can identify specific literacy and
numeracy requirements within the required skills section of each unit.
Assessors must ensure that assessment processes do not place inappropriate emphasis on
language, literacy or numeracy and do not disadvantage candidates on inappropriate grounds such
as gender or cultural background.
National VET E-learning Strategy 2012 – 2015
Page 20
Teacher guide Meat safety
Teachers/trainers/facilitators
The Toolbox is designed so that the online teacher or training organisation can use it to meet
different delivery needs. These needs may be determined by the influence of industry sector,
training setting and individual learning styles.
The Toolbox will suit a range of delivery and assessment contexts, including:
 workplace trainers working in a one-to-one or group training situation
 vocational trainers and/or assessors in a workplace setting who deliver training, conduct
assessments and issue qualifications
 team leaders/supervisors and/or line managers who are involved in implementing learning in
the workplace and assessing its effectiveness
 new practitioners, part-time or full-time, casual or sessional
 facilitators of online learning programs.
Mentors
If learners have access to mentors, mentors could be utilised in a variety of ways. For example,
some activities require learners to fill in worksheets. The worksheets could be reviewed by the
business mentor as an alternative to trainer feedback. Mentors could be also used by individual
learners to help complete activities requiring group discussion or input.
National VET E-learning Strategy 2012 – 2015
Page 21
Teacher guide Meat safety
Toolbox structure and design
Important notice:
In the ‘Toolbox structure and design’ section, all reference to units of competency and qualifications
are based on the superseded qualifications and units of competency that the Toolbox was originally
built to support.
Mapping to qualifications and units of competency as of May 2012 is available in the section
‘Qualification and competencies’ beginning on page fourteen (14).You will see that units are either
equivalent, contain minor changes only, or are new. The Toolbox remains a relevant and useful
resource to support the learner.
The Toolbox has NOT been updated and as a result all qualification and unit of competency codes
and names are as per the original Toolbox design.
Site map
Below is a full site map which provides an overview of the Toolbox structure:
 Getting started
 Resources
 Training units
 Meeting room
 Guide for teachers
Resources
 Virtual meatworks
 Pork
 Small stock (sheep and calves)
 Beef
 Lab
 Animal anatomy
 Cattle
 Pig
 Sheep.
 Gallery
 Beef
 Calves
 Pigs
 Sheep
 Quality assurance
 Load-out and transport
National VET E-learning Strategy 2012 – 2015
Page 22
Teacher guide Meat safety
 Tags. stamps and forms
 Tags
 Stamps
 Forms
 MINTRAC resources
 HACCP Plan
 Case studies and scenarios
 MTMMP73B Maintain food safety of meat
 MTMMP48B Handle animals humanely while conducting ante-mortem inspection
 PMLTEST302A Calibrate testing equipment and assist with its maintenance
 PMLSAMP400A Obtain representative samples in accordance with a sampling plan
 MTMP3071A Perform ante-mortem inspection and make disposition
 MTMP3072A Perform post-mortem inspection and make disposition.
 References
 Glossary
Training units
 MTMMP48B Handle animals humanely while conducting ante-mortem inspection
 Unit information
 Training
 Assessment tasks
 Workbook
 MTMMP73B Maintain food safety of meat
 Unit information
 Training
 Assessment tasks
 Workbook
 MTMMP80B Inspect transportation container/vehicle
 Unit information
 Training
 Assessment tasks
 Workbook
 MTMP3071A Perform ante-mortem inspection and make disposition
 Unit information
 Training
 Assessment tasks
National VET E-learning Strategy 2012 – 2015
Page 23
Teacher guide Meat safety
 Workbook
 MTMP3072A Perform post-mortem inspection and make disposition
 Unit information
 Training
 Assessment tasks
 Workbook
 PMLDATA300A Process and record data
 Unit information
 Training
 Assessment tasks
 Workbook
 PMLSAMP400A Obtain representative samples in accordance with a sampling plan
 Unit information
 Training
 Assessment tasks
 Workbook

 PMLTEST302A Calibrate testing equipment and assist with its maintenance
 Unit information
 Training
 Assessment tasks
 Workbook
Meeting Room
Guide for teachers
 PDF format
 RTF format
 Microsoft Word format
National VET E-learning Strategy 2012 – 2015
Page 24
Teacher guide Meat safety
Unit structure
All units in the Meat Safety Toolbox follow the same layout and structure, as detailed below.
Although the pages within each section are designed to be read sequentially, learners can go to any
page using the Home tab at the of the navigation screen.
The front menu provides links to: Getting started; Resources; Training units; Meeting room and
Guide for teachers.
National VET E-learning Strategy 2012 – 2015
Page 25
Teacher guide Meat safety
Selecting ‘Training units’ allows you to open any of the units in the Toolbox. The Unit home page
provides links to Unit information, Training, Assessment tasks and the Workbook:
The Resources tab takes the learner to supporting resources including the virtual meatworks:
In this context, you may adapt the Toolbox for different training scenarios.
National VET E-learning Strategy 2012 – 2015
Page 26
Teacher guide Meat safety
Conduct orientation session:
This introduces students to each other and facilitates demonstration of the
online/electronic environment. ▼
Direct students to the specific training unit:
Various activities in the unit can be adapted or omitted by the teacher,
depending on individual training requirements. ▼
Direct students to the main assessment tasks:
The unit workbook is one assessable task. Other assessment tools are
available to use as provided, or to be adapted for individual needs. There
will need to be practical assessment with the teacher or workplace
supervision for some performance criteria, probably towards the end of the
unit. ▼
Direct students to other resources to help them complete activities and
assessment tasks:
The animal anatomy model, glossary and references may be especially
useful for the post-mortem unit. Detailed MINTRAC notes will also help. The
picture gallery and tags, stamps and forms provide practical examples, and
some of the activities may require reference to case studies, scenarios and
examples. ▼
Encourage and demonstrate the use of communication tools:
Email and discussion amongst the learner group will facilitate evaluation
and synthesis, especially when focused on assigned activities or
assessment tasks. The Meeting room is one way to employ asynchronous
conferencing, but will require active facilitation and monitoring to keep
topics and time frames on target.
National VET E-learning Strategy 2012 – 2015
Page 27
Teacher guide Meat safety
Potential of each resource
The Toolbox concept encourages the development of discrete resources. The eight Certificate III
units naturally integrate the resource categories, but there is significant scope for you to draw on the
resources separately in order to tailor training to student needs.
The Workbook can be used as an assessment tool that allows you to view a compilation of the
student’s learning. Activities can be simply added or removed depending on student and teacher
needs. You will find the assessment tasks embedded in relevant unit materials within the Toolbox.
For example, the teacher of Maintain food safety of meat may require students to submit
workbook activities two weeks before the final assessment tasks. There may be three or four
activities to leave out because they are not relevant to this workplace. The teacher emails these
directions to students in the first week and reminds them in the meeting room when the due date for
the workbook approaches.
The Assessment tasks provide a bank of suggestions for final assessment. They can be used
discretely or adapted to circumstances. You will find the assessment tasks embedded in relevant
unit materials within the Toolbox. Teachers can also seek assessment ideas from the MINTRAC
training notes.
For example, the teacher for Handling animals humanely while conducting ante-mortem
inspection may ask students to compile the suggested assessment report, but omit the section on
how to effectively communicate with people suspected of handling animals inhumanely. It depends
on the workplace situation.
The Virtual meatworks provides a generic map of meat processing operations, with many possible
training applications. It was developed in consultation with a functioning processing facility and
active industry trainers.
For example, the teacher of Process and record data may tailor an activity so that students print
out the maps of the virtual meatworks and highlight where the main data collection points should be.
This could be part of a larger assessment task that asks for some computations at each point.
The Animal anatomy presents an original schematic diagram of the basic anatomy of common
food animals. Based on a three-dimensional model. It may be used for quizzes, puzzles and all
kinds of multiple-choice questions.
For example, the teacher of Perform post-mortem inspection and make disposition may
organise an asynchronous discussion in the meeting room where sections of the animal anatomy
model are called up and everyone is asked to post a comment about anatomy and the common
diseases found at each point. This conference could be coordinated over one week, towards the
end of the course.
The Gallery is an extensive collection of real images from the industry. Use them for activities,
assessment and general scene setting.
For example, the teacher of Perform ante-mortem inspection and make disposition may need
images of ante-mortem inspection in the yards. A search of the gallery returns a compressed video
of some real action in the yards, so the teacher directs students to this for one of the activities to be
completed in the workbook.
Tags, stamps and forms provide a collection of the most common documentation in Australian
meat processing. Use them for practical activities and assessment.
For example, the teacher of Obtain representative samples in accordance with a sampling plan
may need to highlight the procedures to follow chain of custody and trace-back. National vendor
declarations and the various line tags can be extracted from the resource and presented to students
to be filled out for hypothetical examples.
National VET E-learning Strategy 2012 – 2015
Page 28
Teacher guide Meat safety
The HACCP plan provides an example of Hazard Analysis Critical Control Point (HACCP) planning
in action, the NASA-created program referred to in the Australian Standards. This important
resource shows how the system works.
For example, the teacher of Maintain food safety of meat may need students to work through
specific planning processes for a certain workplace. The HACCP pro-forma can be extracted and
adapted to industry-specific examples. It can also be compared with what’s happening with hazard
control in students’ own workplaces.
MINTRAC notes the National Meat Industry Training and Advisory Council (MINTRAC) has
developed detailed notes for these units. Complete versions are available in this Toolbox for
reference and in-depth information.
For example, the teacher of Calibrate testing equipment and assist with its maintenance may
have students who will never work with certain pieces of laboratory equipment, but need some
knowledge of how they fit into the workplace. The MINTRAC notes are available to refer to or to
generate multiple-choice tests in order to cover all competency requirements.
Case studies and scenarios are general resources often referred to in unit activities but generic
enough for other applications. They are useful for class discussion and activities, and may be
tailored for individual assignments.
For example, the teacher of Inspect transportation container/vehicle may decide the assessment
tasks provided in the unit are not appropriate for their student group. A search of case studies picks
up a relevant example that the teacher draws down and applies a set of questions to for
assessment purposes.
The Glossary provides a collection of industry related terms and phrases complemented by
audiovisual entries. Select terms from this resource to enhance specific learning episodes.
For example, the teacher of Perform post-mortem inspection and make disposition might like to
give anatomy spot tests to students each week. A set of anatomy terms is emailed each week for
students to research and record definitions. The glossary provides benchmark feedback.
The Meeting room is a classic asynchronous communication tool. Use it to enhance problembased learning. Activities requiring interaction and discussion are enabled here, provided facilitation
is prompt and appropriate.
For example, there are case studies and scenarios covering every unit of study. Teachers may draw
down specific examples for discussion each week. By setting up a discussion string and actively
feeding back on the comments posted by students, a real conference feeling can be created inside
set time frames. This helps to generate a team-based problem-solving approach. Assessment may
be partially based on conference participation to encourage everyone to interact.
References is a list of current books, videos, websites and other multimedia resources from which
students can draw information. Research activities and assessment tasks can be tailored to take
advantage of these up-to-date references.
For example, the teacher of Perform post-mortem inspection and make disposition may identify
some export requirements which may have changed since the MINTRAC notes were published. For
the activities dealing with export, students may be directed to Andriessen, E. (2003) Meat safety
quality and veterinary public health in Australia, 5th Edn., for the latest guidelines.
This guide has been developed to assist teachers to use the toolbox to support their own teaching
of Meat Safety. The units addressed in this Toolbox are at Certificate III level of the Australian Meat
Industry Training Package.
Australia is the largest exporter of meat products in the world and is recognised as a producer of
high quality and safe meat products. Australia’s geographic isolation has ensured that our meat
industry has been isolated from exotic diseases. Strict quarantine and inspection laws have further
enhanced the safety and quality of our meat products.
National VET E-learning Strategy 2012 – 2015
Page 29
Teacher guide Meat safety
Australia has led the development of technology for livestock management and meat production.
Australia’s quality assurance and hygiene and sanitation standards are among the highest in the
world. Australia’s environment and climate is recognised for its contribution to the production of high
quality beef and lamb.
In order to protect the meat industry in Australia, meat inspection is a regulatory requirement for any
domestic or export meat processing plant. Qualified meat inspectors are responsible for the
inspection of livestock, the carcase and the internal organs. Inspection helps identify any diseases
or injury to the animal, contamination of the carcase or instances where hygienic standards have not
been met.
A number of factors contribute to the demand for meat inspection training.
The industry has also seen significant restructuring with the closure of the majority of metropolitan
abattoirs and the relocation of processing capacity to regional areas. This has meant that the
demand for training has moved from urban to regional areas.
The Australian Standard for the Hygienic Production and Transportation of Meat and Meat Products
for Human Consumption published in 2002, and the ever-increasing exporting requirements, have
increased the demands on meat inspectors.
The need for flexible delivery of meat safety training has come about because trainee meat
inspectors work in a variety of regional and metropolitan locations, and access to on-campus
training may be difficult. They are often required to work long hours which limits availability for set
classroom-based training.
This Toolbox is a collection of resources, suggested learning strategies and supporting material for
delivery of Meat Safety (Certificate III). It is a library of resources designed for computer-based
delivery. Teachers will find a flexible range of resources for use in online learning programs.
Teachers can use the Toolbox as a complete functioning program, select one or more discrete
units, or extract specific learning segments, pages or resources.
Toolbox resources tend to facilitate synthesis and evaluation in student learning. These higher-level
skills are critical in problem-based or constructivist learning. Bloom’s taxonomy (over page) supports
this pedagogical view.
National VET E-learning Strategy 2012 – 2015
Page 30
Teacher guide Meat safety
Bloom’s taxonomy
* Adapted from Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of
educational goals: Handbook I, cognitive domain. New York, Toronto: Longmans, Green.
National VET E-learning Strategy 2012 – 2015
Page 31
Teacher guide Meat safety
This Toolbox has been developed to allow teachers to apply a constructivist learning approach.
Activities and assessment tasks are industry-relevant, offer a multitude of practical, situational
models, and draw from original resources that help students develop their own solutions to posed
problems. Collaborative tools, such as the meeting room and email, can be used to encourage
learners to interact with each other.
Students learn in a wide variety of locations, with different levels of available resources.
Communication skills also vary and can affect the value of the constructivist learning approach.
Careful consideration should be given to the level of learning required at Certificate III.
Attention should be paid to the scope and requirements of student–teacher communication in any
training course developed with these Toolbox resources.
National VET E-learning Strategy 2012 – 2015
Page 32
Teacher guide Meat safety
Key features
Units
 There are eight available units. Each unit contains training topics, activities, a workbook and
suggested assessment tasks. The unit packages can stand alone or be tailored by mixing
and matching toolbox resources with the usual teaching strategies employed at industry
level.
Glossary
 The glossary is a collection of trade-specific terms. All words are spoken in audio files. Some
definitions include diagrams or video clips. All have written definitions that help the student
better understand the language of the industry.
Virtual meatworks
 The virtual meatworks is a simulated map of a typical plant and its processes. The detailed
multi-room pictures provide perspective on meat processing. Trainers have plenty of scope
to tailor activities in this environment.
Animal anatomy
 The animal anatomy model provides multiple layers of diagrams and labels. It is a unique
teaching tool with many possible applications.
Gallery
 The picture gallery has many stills, action sequences and audiovisual clips of meat processing
in action. Teachers can tailor activities and assessments with a broad range of visual aids to
assist learning.
Case studies, scenarios and examples
 This is a significant bank of case studies, scenarios and examples. Most of these resources
are generic and can be adapted by teachers for assessment.
Tags, stamps and forms
 Tags, stamps and forms contain printable pictures and samples of common documentation in
meat processing. These are suitable for assessments involving record-keeping and other
documentary procedures.
HACCP plan
 This working example of a Hazard Analysis Critical Control Point (HACCP) Plan is a useful
tool, especially as the most recent Australian Standards have reinforced this important
quality and meat safety method.
MINTRAC resources
 The National Meat Industry Training and Advisory Council (MINTRAC) has developed detailed
notes for each of the eight units. Complete versions are available in this Toolbox.
References
 There are textbooks, web sites, videos and CD-ROMs listed in the reference section. It is a
useful resource for students interested in undertaking further research.
Glossary
 The glossary is an alphabetic listing of words that are used or associated with the content in
this Toolbox. It consists of a single html page with alphabetic navigation and links back to
the top of the page. You can customise this page to add further references.
National VET E-learning Strategy 2012 – 2015
Page 33
Teacher guide Meat safety
Learning objects
An alternative way to access this Toolbox content is via discrete learning objects which can be
downloaded from http://tle.tafevc.com.au/toolbox/access/home.do.
Learning objects are smaller components of content forming a self-contained sequence of learning.
A ‘learning object’ is defined as:
 A digital entity designed to support a particular learning experience, that can be repurposed
for use in another setting, and which forms or is part of an IMS content package. Essential
characteristics of learning objects are that they incorporate a self-contained sequence of
learning and be discoverable, interoperable, editable and reusable. (source: Australian
Flexible Learning Framework Trials of Learning Objects (Series 7) http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17.
A learning object does not imply that it is an entire competency or one of the key performance
criteria from a unit of competency. A learning object is an output that can be used by others as a
stand-alone product. The best way to identify a learning object is as a segment of content that can
stand alone and be used independently from the rest of the competency.
This Toolbox supports eight learning objects which are (from the MTM00 Training Package):
PMLTEST302A
Calibrate testing equipment and assist with maintenance
PMLSAMP400A
Obtain representative samples in accordance with a sampling plan
MTMMP80B
Inspect transportation container/vehicle
MTMMP73B
Maintain food safety of meat
MTMMP48B
Handle animals humanely while conducting ante-mortem inspection
MTMP3072A
Perform post-mortem inspection and make disposition
MTMP3071A
Perform ante-mortem inspection and make disposition
PMLDATA300A
Process and record data
These learning objects can be accessed from
http://toolboxes.flexiblelearning.net.au/index.htm
National VET E-learning Strategy 2012 – 2015
Page 34
Teacher guide Meat safety
Teaching and learning design
The teaching and learning strategies employed in the Meat Safety Toolbox are:
 Task-centred
 cction-based
 project-based
 problem-based
 reflection/evaluation
 self-paced
 interactive
 identify, interpret and analyse.
Problem-based activities
Activities have been developed to reflect situations that may occur within the learner’s workplace, to
reinforce the instruction and maximise learning opportunities.
 Activities include:
 reflection
 demonstration
 practice
 quizzes
 puzzles
 short reports
 using the World Wide Web to seek information
 workplace research
 discussion.
Learning context/delivery method
Electronic learning provides opportunities for learners to study in their own time and at their own
pace. Many of the learners will have limited experience using computer-based training programs
and will need you to provide a supported environment to guide them to make the best use of
technology and communication tools.
National VET E-learning Strategy 2012 – 2015
Page 35
Teacher guide Meat safety
Tasks and activities
Important notice:
In the ‘Toolbox structure and design’ section, all reference to units of competency and qualifications
are based on the superseded qualifications and units of competency that the Toolbox was originally
built to support.
Mapping to qualifications and units of competency as of May 2012 is available in the section
‘Qualification and competencies’ beginning on page fourteen (14).You will see that units are either
equivalent, contain minor changes only, or are new. The Toolbox remains a relevant and useful
resource to support the learner.
The Toolbox has NOT been updated and as a result all qualification and unit of competency codes
and names are as per the original Toolbox design.
Purpose of activities, scenarios and problem-based exercises
Learners are presented with activities and tasks within each unit. These activities and tasks are
based on solving a problem or seeking a solution to an issue that they may face in their day-to-day
work. Most of these activities provide suggested feedback and follow-up information. However, you
may decide to use some of the activities as part of your assessment strategy by asking the learner
to forward their responses to you.
Throughout the units, learners also have the option of keeping notes, reflections and information
that will assist in the completion of the assessment assignments at a later stage.
The learners are also asked to seek information or conduct research at their own workplace. You
should encourage learners to relate their learning to their own workplace and work experience
where possible.
Unit topics
MTMMP48B Handle animals humanely while conducting ante-mortem inspection
This unit deals with the competencies required for the safe and humane handing of animals prior to
slaughter.
This unit contains three topics:
 Ante-mortem stock handling
 Knowing about animals
 Practical humane handling
MTMMP73B Maintain food safety of meat
This unit deals with the competencies required to maintain food safety in a meat processing plant.
This unit contains four topics:
 Microbiological hazards
 Chemical hazards
 Physical hazards
 HACCP.
National VET E-learning Strategy 2012 – 2015
Page 36
Teacher guide Meat safety
MTMMP80B Inspect transportation container/vehicle
This unit deals with the competencies required to inspect meat transport containers/vehicles.
This unit contains seven topics:
 Introduction
 The Australian Standard for meat transport
 Export requirements for meat transport
 Contamination of meat during transport
 Identification of product during transport
 Inspect of transport vehicles
 Records
MTMP3071A Perform ante-mortem inspection and make disposition
This unit deals with the competencies required for the detection of abnormalities and diseases in the
major livestock species prior to slaughter.
This unit contains six topics:
 Reasons for ante-mortem inspection
 Regulations and workplace requirements
 Breeds used for meat production
 Ante-mortem procedures and dispositions
 Handling live animals
 Diseases and chemical residues
MTMP3072A Perform post-mortem inspection and make disposition
This unit deals with the competencies required for the identification and disposition of diseases
detected in a post-mortem inspection carried out on major food species according to regulatory
requirements.
This unit contains seven topics:
 Anatomy of domestic food animals
 Reasons for post-mortem inspection
 Equipment and protective clothing
 Post-mortem procedures
 Make disposition and treat the carcase
 Pathological and residue samples
 Stunned animal and retained carcase
National VET E-learning Strategy 2012 – 2015
Page 37
Teacher guide Meat safety
PMLDATA300A Process and record data
This unit deals with the competencies required to process data and keep accurate records in meat
processing.
This unit contains five topics:
 Data in meat processing
 Recording and storing data
 Performing laboratory calculations
 Presenting and interpreting data
 Keeping accurate records
PMLSAMP400A Obtain representative samples in accordance with a sampling plan
This unit deals with the competencies required to do sampling in meat processing.
This unit contains six topics:
 Introduction
 Prepare for sampling
 Obtain the samples
 Prepare sample for testing
 Store backup samples
 Dispose of waste and spent samples
PMLTEST302A Calibrate testing equipment and assist with its maintenance
This unit deals with the competencies required to set-up, do pre-use checks, calibrate and maintain
testing equipment in meat processing.
 This unit contains four topics:
 The calibration problem
 Setup and safety
 Calibrating and recording
 Maintenance
Learners can progress through the eight units in any given order. Set out below are the individual
learning activities contained in the Toolbox:
National VET E-learning Strategy 2012 – 2015
Page 38
Teacher guide Meat safety
Topic
Learning activities
MTMMP48B Handle animals humanely while conducting ante-mortem inspection
Ante-mortem stock
handling
Humane handling
Knowing about animals
The different species and breeds of animals
The law
Animal behaviour in the lairages
Nature, handling and herding
Vision and noise
Age and sex
The flight zone
The reason for humane handling of animals
Practical humane
handling
Animal welfare before slaughter
How handling techniques affect meat quality
Aids to effective animal handling
How to respond to cruelty
The handling of sick or injured livestock
OHS around wild and uncooperative animals
National VET E-learning Strategy 2012 – 2015
Page 39
Teacher guide Meat safety
MTMMP73B Maintain food safety of meat
Microbiological hazards
Types of microorganisms
Major biological threats to meat
Bacteria that cause food poisoning and meat spoilage
What bacteria need to grow
Effects of bacterial contamination
Sources of contamination
Chemical hazards
Chemical hazards affecting meat
Effects of chemical residues
Control methods
Physical hazards
Types of physical hazards
Effects of physical contamination
Control of physical contamination
HACCP
HACCP Introduction
Step 1: Assemble the HACCP team
Steps 2 & 3: Describe the product and its distribution method
Steps 4 & 5: Construct and verify flowcharts
Step 6: Identify potential hazards and consider preventative/control
measures
Step 7: Determine critical control points
Step 8: Establish critical limits for each CCP
Step 9: Establish a monitoring system for each CCP
Step 10: Establish corrective action
Steps 11 and 12: Keep records and verify procedures
Reassessment of HACCP plans
National VET E-learning Strategy 2012 – 2015
Page 40
Teacher guide Meat safety
MTMMP80B Inspect transportation container/vehicle
Introduction
Introduction
The Australian Standard
for meat transport
The Australian Standard for meat transport
Export requirements for
meat transport
Export requirements for meat transport
Contamination of meat
during transport
Contamination of meat during transport (cont.)
Identification of product
during transport
Identification of product during transport
Inspection of transport
vehicles
Inspection of transport vehicles
Records
Records
National VET E-learning Strategy 2012 – 2015
Page 41
Teacher guide Meat safety
MTMP3071A Perform ante-mortem inspection and make disposition
Reasons for ante-mortem
inspection
What is ante-mortem?
Regulations and
workplace requirements
Reasons for regulations
Why is ante-mortem inspection necessary?
Acts and codes of practice
Market requirements
Occupational health and safety (OHS)
Breeds used for meat
production
The need to know breeds
Behaviour between breeds
Age and sex
Other differences between breeds
Ante-mortem procedures
and dispositions
Knowing the ante-mortem process
Signs of common abnormalities
Disposition
Disposition: hold over
Disposition: suspect pen
Disposition: emergency slaughter
Disposition: condemned
Practical disposition
Handling live animals
What is inhumane handling?
Factors affecting handling
Reasons for humane handling
Bobby calves
Sheep
Pigs
Electric prodders (goads)
Dogs
Diseases and chemical
residues
Exotic diseases
Notifiable diseases
Residue testing
National VET E-learning Strategy 2012 – 2015
Page 42
Teacher guide Meat safety
MTMP3072A Perform post-mortem inspection and make disposition
Anatomy of domestic food
animals
Cells, tissues and organs
Muscles and bones
Blood and lymph
Respiration
Digestion
Reproduction and urination
Nerves and glands
Skin
Reasons for post-mortem
inspection
Identifying common reasons for inspection
Knowing the legal requirements
Facilities for post-mortem
Equipment and protective
clothing
Knowing the types of gear
Following Quality Assurance (QA) and workplace requirements
Following Occupational Health and Safety (OHS) requirements
Post-mortem procedures
Common procedures
Detecting problems
Requirements for the export market
Follow legal and work requirements
Quality assurance
Make disposition and treat
the carcase
Common diseases
Exotic diseases
Detecting and documenting
Procedures for notifiable diseases
Regulations for treating carcases
Importance of knowing anatomy
Pathological and residue
samples
Lesions and tissues identified
Collecting and submitting specimens
Holding carcases awaiting results
Interpreting results
Stunned animal and
retained carcase
Effective stunning
Humane slaughter and animal welfare
Procedures for retained carcase
Retain rail inspection
Addressing problems
Regulatory and work requirements
National VET E-learning Strategy 2012 – 2015
Page 43
Teacher guide Meat safety
PMLDATA300A Process and record data
Data in meat processing
What exactly is data?
Why keep data?
Types of data
Recording and storing data
Coding and labelling
Traceability
Entering data
Correcting errors
Storing data
Performing laboratory
calculations
Doing calculations
Decimals
Percentages
Proportions
Concentrations
The molarity problem
Mean
Median
Standard deviation
Scientific quantities
Accuracy
Significant figures
Uncertainties
Estimations
Units
Presenting and interpreting
data
Using tables
Using graphs
Line graphs
Bar graphs
Pie charts
Run charts
Interpreting graphs
Drawing graphs
Using scales
Gradients
Reporting data from graphs
National VET E-learning Strategy 2012 – 2015
Page 44
Teacher guide Meat safety
Keeping accurate records
Transcribing data
Verifying accuracy
Filing records
PMLSAMP400A Obtain representative samples in accordance with a sampling plan
Introduction
Introduction
Prepare for sampling
Sampling plan
Safety procedures
Sampling equipment
Ensuring equipment is in working order
Preserving sample integrity
Procedure and frequency of sampling
Obtain the samples
Inspection of materials and unusual observations
Collecting the sample
Chain of custody requirements
Labelling and logging
Maintaining integrity during sampling
Prepare sample for testing
A representative sample
Sample reduction
Safety procedures
Transport of samples
Store backup samples
Store back-up samples
Dispose of waste and spent
samples
Dispose of waste
National VET E-learning Strategy 2012 – 2015
Clean work area
Page 45
Teacher guide Meat safety
PMLTEST302A Calibrate testing equipment and assist with its maintenance
The calibration problem
Customers complain
Your job
Setup and safety
Types of testing equipment
Pre-use checks
Safety
Logbook information
Calibrating and recording
Operating procedures
Standards
How to calibrate
Recording calibration data
How to maintain records
Quarantine out of calibration equipment
Maintenance
Basic maintenance
Following procedures
Cleaning and storing equipment
Dealing with damage.
Supplementary resources
Each unit includes a Workbook which contains space for writing answers to activities in the unit.
You’ll find the different headings of the unit, along with activates for each section. Some activities
have tables and check lists also provided in this workbook.
You can access the Resources tab at any time to get further information about: animal anatomy,
taps, stamps and forms, MINTRAC resources, HACCP Plan, case studies and scenarios,
references, glossary, gallery and to explore the virtual meatworks.
National VET E-learning Strategy 2012 – 2015
Page 46
Teacher guide Meat safety
Assessment strategies
The Meat Safety Toolbox does not specifically support assessment of the competencies, as
assessment methodologies and practices can vary greatly for RTOs nationally. Toolboxes, in
general, do not provide summative assessment(s). However, some of the activities contained in a
Toolbox may lend themselves to be used in the context of formative assessment(s).
The Toolbox supports the summative assessment process as learners will be working on tasks that
directly align with the competencies and will be producing evidence of their skills and knowledge
through the work they complete in the Toolbox. As part of an evidence portfolio, an assessor may
choose to use completed worksheets and journals presented by a learner online or face-to-face, as
well as meaningful contributions to online discussions or the project work recommended in the
Toolbox.
However, you will in most cases be using additional assessment methods to ensure learners fully
demonstrate their competency, for example:
 observation of workplace performance – will need a well planned observation guide; will need
to be combined with other methods to assess underpinning knowledge
 simulation – role plays to assess negotiation or consultation skills; useful for overcoming
ethical issues when direct observation in the workplace is not appropriate
 demonstration through videos of performance
 interview/dialogue – present case scenarios and ask learners how they would respond;
include questions to assess underpinning knowledge; improves access and equity; when
integrated with observation of performance can assess understanding in context; may be
conducted online with voice tools, or face-to-face.
Assessment tasks
It is important to consider the practical implications for assessment of a learner’s competency in all
of the performance criteria for each unit. Much of the assessment will be workplace based and
therefore will fall outside the scope of resources offered in this Toolbox. Assessment is the
responsibility of the Registered Training Organisation (RTO) and the teacher delivering the program.
Activities and assessment assignments have been developed as suggestions to both the teacher
and the learner to assist in the provision of clear evidence of competency in each of the unit
elements.
To customise the assessment assignments and activities, follow the instructions in the Customising
files section of this guide.
In addition to the bank of assessment tasks provided within each unit, the MINTRAC notes included
here provide further suggestions for teachers.
Further assessment requirements to supplement the Toolbox content are the RTOs responsibility, in
accordance with AQTF standards and requirements for competency-based assessment.
Recognition of prior learning (RPL)
Learners
Toolboxes can offer RPL Expressways to help learners decide whether they should apply for
recognition of prior learning in any of the units covered. This Toolbox does not provide this resource.
Learners should refer directly to the units of competency for evidence gathering for RPL
assessment and confirm the process with their RTO.
National VET E-learning Strategy 2012 – 2015
Page 47
Teacher guide Meat safety
Access, equity and Indigenous Toolboxes
Nationally the goals of all VET policies on equity are the same: to improve access to study and
related outcomes within VET for all clients and potential clients.
Improving access might involve strategies such as including accessibility features; ensuring that
selection criteria and course materials do not discriminate against learners and adapting activities to
encourage all learners.
Strategies to improve access contribute to equity of outcomes from training regardless of individual
circumstances, background and identity.
Examples of equity strategies include providing a supportive learning environment; adjusting
assessments and the means of accessing information to meet individual circumstances; and
developing and using inclusive training materials.
In the context of VET, equity refers to the capacity for all learners to achieve results in training and
to receive training in an inclusive environment with inclusive materials. Inclusive environments and
materials acknowledge and value the differences between people and cultures. They include rather
than exclude.
Things to consider include:
 Is the learning environment (virtual or other) familiar to the learners?
 How does the cultural background of these learners influence their use and view of time?
 What cognitive styles characterise the target learners?
 What previous educational levels may the target learners achieved?
 How do learners conceive the role of the teacher/trainer/facilitator?
 Do the target learners have an increased likelihood of particular forms of disability?
 How does the Toolbox recognise the diversity and uniqueness of people as well as of
individuals?
 What kind of relationship do learners expect/want with their teacher/trainer/facilitator?
 What kinds of assessment tasks are fair and unbiased for the target learners?
 What rewards and forms of feedback are most motivating and beneficial for these learners?
 How do the learning materials respect Indigenous knowledge systems and processes?
 Does the Teacher Guide explain how the Toolbox respects and preserves the intellectual and
cultural property rights of Indigenous people?
For further information see:
“e-Learning Guidelines for Aboriginal and Torres Strait Islander Learners”
http://www.flexiblelearning.net.au/accessequity/downloads/R018G.pdf
Adherence to accessibility requirements is mandatory under Australian law see
http://e-standards.flexiblelearning.net.au/topics/accessibility.htm for an outline of the Framework’s
requirements.
For more in-depth details refer to: “Cross-cultural Issues in Content Development and Teaching
Online”. http://flexiblelearning.net.au/guides/crosscultural.pdf
National VET E-learning Strategy 2012 – 2015
Page 48
Teacher guide Meat safety
Getting help
If there are any technical issues, users should refer to the specifications in the Technical guide. If
assistance is still required:
 Discuss the issue with your Content Services Advisor
 Call the Help Desk on 1300 736 710
 Email your issue to toolboxhelp@flexiblelearning.net.au
What is a Content Services Advisor?
There is a Content Services Advisor in each State and Territory. The Content Services Advisor
service is provided to assist Private RTOs, Industry bodies, TAFE, ACE and Schools in VET in the
successful implementation of Flexible Learning Toolboxes. Funded under the National VET Elearning Strategy, the Content Services Advisors are the "face" of Toolboxes in their state or
territory. To locate your Content Services Advisor, please visit –
http://toolboxes.flexiblelearning.net.au/support/.
What can the Content Services Advisors do for you?
 Organise and conduct professional development activities.
 Mentor teams wishing to implement Toolboxes.
 Provide advice about using the Toolboxes.
 Disseminate information and broker other types of support (eg customisation).
Contact Information
For further information on Flexible Learning Toolboxes, please contact:
Flexible Learning Toolbox Help Desk
Phone:
1300 736 710
Email:
Toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/Toolbox
For further information on the National VET E-learning Strategy, please contact the FLAG
Secretariat:
Phone:
03 9954 2700
Email:
flag_enquiries@natese.gov.au
Website: flexiblelearning.net.au
National VET E-learning Strategy 2012 – 2015
Page 49
Teacher guide Meat safety
Appendix A – Unit guides
Please refer to the mapping information to support comparison with the competency unit as of May
2012. The competency units as they relate to MTM30311 Certificate in Meat Processing (Meat
Safety) are listed in Appendix B.
MTMMP48B—Handle animals humanely while conducting ante-mortem
inspection
Superseded
competency
code
Competency
code (as at May
2012)
Changes
MTMMP48B
MTMP3003A
Handle animals
humanely while
conducting antemortem
inspection
MTMP3003A – slight changes to wording of some
Performance criteria to clarify intent:
1.1 'Common' breeds are identified
1.2 Relevant species are identified
3.2. Identified and 'complied with'
4.1 'Suspect' sick or injured
Changed Title for Element 2 – Identify and comply with
animal welfare requirements for stock handling and lairage
facilities (was in MTMMP48B Identify handling requirements
and facilities).
MTMMP48B – Performance criteria 2.2 Reasons/objective
of handling the stock understood (ie outcome) – removed in
MTMP3003A.
Please refer to the Elements and Performance criteria for the related Competency Unit
MTMP3003A (as of May 2012) in Appendix B.
Unit description
This unit deals with the skills, knowledge and competencies required for the safe and humane
handling of animals prior to slaughter.
Elements of competency
Identify animal species and breeds and their behavioural characteristics.
 Species and breeds are identified.
 Normal behavioural characteristics are understood.
Identify handling requirements and facilities.
 Animal welfare regulatory requirements are identified and explained.
 Reasons/objective of handling the stock understood (ie outcome).
 Workplace and regulatory requirements for lairage are identified and explained.
 Facilities and equipment identified and confirmed as suitable for use.
Handle animals to achieve objective/outcome required.
National VET E-learning Strategy 2012 – 2015
Page 50
Teacher guide Meat safety
 Animals moved and ‘processed’ (eg, for ante-mortem inspection) and sorted as required by
workplace and regulatory standards.
 OHS requirements for handling animals are identified and explained.
 Animals are handled appropriately to prevent injury, minimise stress and maintain the quality
of hides or pelts.
Handle contingencies.
 Sick or injured stock are handled in accordance with workplace and regulatory requirements.
 Wild or unco-operative animals are handled humanely without disturbing or injuring other
animals or people.
Deal with affected animals appropriately.
 Affected animals are treated in accordance with:
 regulatory requirements
 workplace requirements
 OHS requirements.
Unit guide
There are three sections in this unit:
 Ante-mortem stock handling
 Knowing about animals
 Practical humane handling
Section 1: Ante-mortem stock handling
This section provides information and activities to help improve the learners knowledge and
understanding of the skills required to minimise stress and injury to animals. It also covers the laws
and regulations regarding the safe and humane handling of animals.
By the end of the section students should be able to demonstrate understanding and knowledge of:
 why animals should be treated well
 where to find information regarding the humane handling of animals
 laws and regulations pertaining to the humane handling of animals.
Teacher’s role
This section requires students to participate in a number of self monitoring activities that require
them to refer to a number of sources of information. It is a good idea to check that your students
have access to the publication: Australian standard for the hygienic production and transportation of
meat and meat products for human consumption. It is also important to check that your students are
able to access the web links and use the appropriate technology.
Other suggestions
You could ask students to forward some of their findings in the form of a report. Alternatively you
could lead a discussion in the Meeting room where students share their findings with others.
National VET E-learning Strategy 2012 – 2015
Page 51
Teacher guide Meat safety
Section 2: Knowing about animals
This section provides information and activities to help the learners identify the species and breeds
of animals they are likely to work with in a meat processing environment. The section will also help
learners to understand the behavioural characteristics of those animals and how those
characteristics will impact on the way they handle animals.
By the end of the section students should be able to:
 identify common species and breeds in the meat processing industry
 understand the behavioural characteristics of animals and apply this understanding to the
appropriate handling of animals
 suggest appropriate strategies for dealing with certain animals.
Teacher’s role
This section requires students to apply their knowledge to solving a number of situations. A number
of activities require the student to record responses in their workbooks; other activities provide
feedback that is monitored by the student. You should check that students are completing the work
required for their workbook entries.
The section is supported by a number of audio and video segments. You will need to check that the
students have the technical capability to access these resources.
Other suggestions
 You could organise guest speakers to present sessions on animal behavioural characteristics.
 You could facilitate discussion about how behaviour can determine how animals should be
handled.
 You could also provide a range of situations that require the student to match handling options
with the nominated behavioural characteristic.
 Rather than have the student record responses in their workbooks, you could ask them to
forward their responses to you.
Section 3: Practical humane handling
This section assists students to understand the importance of handling animals humanely and the
practical application of OH&S requirements, workplace requirements and regulatory requirements.
By the end of the section students should be able to:
 identify and explain regulatory, workplace and OHS requirements
 explain the correct procedures for handling sick or injured animals
 explain how to process and sort animals for ante-mortem inspection
 identify and explain the appropriate use of aids and equipment for handling animals.
Teacher’s role
This section involves a range of self-monitored interactive activities for students. Students are also
asked to record a number of responses in their workbooks. Many of these activities also provide
feedback. It is possible for students to look directly at the feedback without completing the activity so
it is important that you emphasise the value of completing those activities.
The section is supported by a number of audio and video segments. You will need to check that the
students have the technical capability to access these resources.
National VET E-learning Strategy 2012 – 2015
Page 52
Teacher guide Meat safety
Other suggestions
Given the highly practical nature of this section, it would be a good idea to organise some practical
demonstrations. You could organise a visit to a meat processing plant where students watch a
number of demonstrations.
You could also arrange discussions about various topics related to this section, for example,
implications of handling on meat quality.
You could arrange visits from relevant experts in the meat industry, for example an RSPCA
Inspector, AQIS Inspector and so on.
You could visit students in their work place and have students demonstrate their competency in the
elements of this unit.
National VET E-learning Strategy 2012 – 2015
Page 53
Teacher guide Meat safety
MTMMP80B—Inspect transportation container/vehicle
Superseded
competency
code
Competency
code (as at May
2012)
Changes
MTMMP80B
MTMP408A
Inspect
transportation
container/vehicle
Updated and
equivalent
Additional performance criteria:
1.5 Corrective action is taken if
vehicles or containers do not
meet regulatory requirements is
covered in the learning object.
Please refer to the elements and performance criteria for the related unit MTMP408A (as of May
2012) in Appendix B.
Unit description
This unit deals with the competencies required to understand and apply the regulatory and
workplace requirements for the inspection of meat transport containers/vehicles.
Elements of competency
Inspect meat transport container/vehicle.
 Regulatory and workplace requirements for vehicles/containers are identified.
 Sources of potential contamination are identified and explained.
 Meat transport vehicle/container is inspected for compliance with licensing requirements.
 Meat transport vehicle/container is inspected for compliance with regulatory and workplace
requirements. Corrective action is taken if vehicle/containers do not meet workplace or
regulatory requirements.
 Reports are completed to workplace requirements.
Unit guide
There is only one element of competency to this unit. Activities and information are spread across
six topic areas that cover the content above.
By the end of the unit, students should be able to:
 identify and explain workplace and regulatory requirements for containers/vehicles used for
the transportation of meat
 identify and explain possible sources of contamination
 inspect a container/vehicle for compliance with workplace, regulatory and licensing
requirements
 identify and explain the corrective actions required for any non-compliance
 complete any workplace reporting requirements.
Teacher’s role
This unit provides a number of opportunities for the student to refer and apply the regulations set by
the Australian standard for hygienic production of meat and meat products for human consumption.
You may wish to check that students have access to a copy of the latest publication.
National VET E-learning Strategy 2012 – 2015
Page 54
Teacher guide Meat safety
Some activities require the learner to record notes in their workbooks. You may wish to encourage
students to keep comprehensive evidence of the activities they have completed, as this evidence
(the workbook) could be used as part of their assessment.
Other suggestions
This unit is highly practical in nature and, whilst the Toolbox provides video and audio
demonstration of an inspection of a container, it is more appropriate for students to participate in
actual workplace demonstrations.
National VET E-learning Strategy 2012 – 2015
Page 55
Teacher guide Meat safety
MTMMP73B—Maintain food safety of meat
Superseded
competency
code
Competency
code (as at
May 2012)
Changes
MTMMP73B
MTMP3073B
Implement
food safety
program
New elements and
performance criteria
Additions to performance criteria
as well as new elements and
performance criteria.
Please refer to the elements and performance criteria for the related unit MTMP3073B (as of May
2012) in Appendix B.
Unit description
This unit deals with the competencies required to maintain food safety in a meat processing plant.
Elements of competency
Identify micro-biological hazards for meat and meat safety.
 Types of micro-organisms eg bacteria, virus, yeast and mould, are identified.
 Major threats to meat ie bacteria and relevant yeasts/moulds, are identified.
 Types of bacteria causing food poisoning and meat spoilage are identified.
 Effects of bacterial contamination for food poisoning (ie impact on people) and food spoilage
(ie shelf life) are identified.
 Sources of bacterial contamination are identified.
 Growth characteristics and requirements of bacteria are identified.
 Critical control points and control points for prevention and control of bacterial contamination
(eg process controls and systems) are identified.
Identify chemical hazards for meat and meat safety.
 Chemical hazards which may affect meat are identified.
 Common sources of chemical hazards/contamination are identified eg cleaning chemicals,
drug residues.
 Control methods which prevent chemical contamination locally and relevant national programs
(eg residue testing) are explained.
 Effects/impacts of chemical residues on meat (eg poisoning, tainting, rejections) are
explained.
Identify physical hazards on meat and meat products.
 Physical hazards which may affect meat are explained.
 Common sources of physical hazards and/or contamination are identified.
 Control methods to prevent contamination are explained.
 Effects/impact of physical hazards on meat are explained.
National VET E-learning Strategy 2012 – 2015
Page 56
Teacher guide Meat safety
Unit guide
There are four sections in this unit:
 Microbiological hazards
 Chemical hazards
 Physical hazards
 HACCP
Section 1: Microbiological hazards
This section provides information and activities to assist students to identify the microbiological
hazards that can affect the food safety of meat.
At the completion of the section students should be able to:
 identify types of micro-organisms and their threat to meat safety
 identify the types of bacteria that cause food poisoning and meat spoilage and the effects of
bacterial contamination
 identify the critical control points and control points for the prevention and containment of
bacterial contamination.
A range of interactive activities provide learning opportunities for the students. Students can access
additional support for the activities by linking to some of the resources such a web sites, glossary
and gallery.
Teacher’s role
 Some students may not be familiar with the pronunciation of the names of micro-organisms,
so you may need to direct them to the glossary where they can hear audio files of relevant
words.
 Whilst a significant amount of information is provided in the unit, the teacher can also
challenge students to find information from sources other than the drop down descriptions or
the resources sections.
 This is a highly interactive unit where learners are encouraged to move around the screen
more actively by being required to select and items, move them and get feedback
for
self assessment. These types of activities will support those learners who are not familiar
with learning technologies and will encourage them to further develop their interactive skills.
Some students may need teacher support and encouragement to fully utilise this section.
 Students may perceive this unit as difficult because of its ‘scientific’ nature. The teacher will
need to be familiar with the content of the unit and provide support and encouragement
where needed. A number of activities require the students to record responses in their
workbooks. The teacher will need to encourage students to complete the activities.
Other suggestions
It is important that students appreciate the importance of identifying microbiological hazards and to
identify to broader implications of microbiological contamination.
Other approaches to this unit could include asking students to compile a portfolio of food safety
issues. Students could then select one issue to research and develop or review paper that includes:
 causes of and reasons for the food safety issue
 microbiological organisms involved and the characteristics of those organisms
National VET E-learning Strategy 2012 – 2015
Page 57
Teacher guide Meat safety
 what processes could have prevented the issue arising
 how the issue should be dealt with.
Section 2: Chemical hazards
This section provides information and activities to assist students to identify the chemical hazards
that can affect the food safety of meat.
At the completion of the section students should be able to:
 identify chemical hazards that can affect the food safety of meat
 identify common sources of chemical contamination
 identify and explain the effects of chemical hazards on meat safety
 identify and explain how chemical contamination is controlled in meat processing plants.
Teacher’s role
This section requires the student to conduct a range of workplace-based investigations. Students
may need a bit of guidance and support in finding information for this section. Once again, you will
need to encourage students to complete the activities that require input to their workbooks. You can
reinforce that collecting evidence of competency as they complete activities will make final
assessment much simpler.
Other suggestions
Rather than have students record responses in their workbooks, you could have them submit work
directly for your feedback.
You might also arrange for a guest speaker for a presentation or discussion session. Possible
discussions could include:
 use of agricultural and veterinary chemicals
 chemical contamination monitoring programs
 implications of chemical contamination.
Section 3: Physical contamination
This section provides information and activities to assist students to identify the physical hazards
that can affect the food safety of meat.
At the completion of this section students should be able to:
 identify and explain the physical hazards that can affect the food safety of meat
 identify potential sources of physical contamination and the effect on meat safety
 identify and explain the control methods to prevent physical contamination of meat.
Teacher’s role
The activities and information in this section are less complicated than the previous sections. This is
largely due to the more visible (and therefore more readily detectable) nature of physical hazards.
Students are required to conduct workplace-based research regarding physical hazards that could
cause contamination to meat. You will need to communicate with students regarding the progress of
their workplace-based research.
National VET E-learning Strategy 2012 – 2015
Page 58
Teacher guide Meat safety
Other suggestions
It would be appropriate to have the students think about the broader implications of physical
contamination. Most students will be able to relate stories of finding rubber bands in pies, pieces of
glass in a bottle of tomato sauce and so on. You could ask students to investigate an example of
physical contamination of a meat product to determine the source of the contaminant.
Students could also conduct a workplace-based study of the control measures in place to minimise
the possibility of physical contamination.
Section 4: HACCP
This section provides information and activities to assist students to understand and be familiar with
the principles and practice of HACCP planning.
At the completion of this section students should be able to:
 identify and explain the steps involved in developing a HACCP plan.
Teacher’s role
This section actually guides the student through the development of a HACCP plan, and will require
much of the work to be done in the workplace. You will need to support students in this activity, as it
will require some effort on the part of the student. You may need to talk to the student’s workplace
supervisor to arrange for the student to be able to complete this activity at work.
Other suggestions
Students could work in pairs or small groups to complete the activities for this section.
You could also invite a HACCP team leader from a meat processing plant to speak to the students
about how physical hazards are identified in a meat processing plant.
National VET E-learning Strategy 2012 – 2015
Page 59
Teacher guide Meat safety
MTMP3071A—Perform ante-mortem inspection and make disposition
Superseded
competency
code
Competency
code (as at May
2012)
Equivalency
Statement
Comment
MTMP3071A
MTMP3071C
Perform antemortem
inspection and
make disposition
Upgraded and
equivalent – adjusted
skills and knowledge
Minor consideration to modification
to fit requirements for MTMP3071C
(clarification of conditions in
Performance criteria 3.2 and 5.1).
Please refer to the elements and performance criteria for the related unit MTMP3071C (as of May
2012) in Appendix B.
Unit description
This unit covers the competencies required to examine an animal prior to slaughter in order to
identify and segregate animals that show signs of disease or abnormality. The unit also assist
students to learn appropriate actions to be taken when animals are detected to have a disease or
abnormality.
Elements of competency
Identify types of stock and market requirements of food animals commonly slaughtered for meat.
 Major breeds of commonly slaughtered domestic animals are identified.
 Distinguishing features of major breeds are identified.
 Market requirements of commonly slaughtered domestic animals are identified.
Identify the main reasons for ante-mortem inspection.
 Reasons for ante-mortem inspection are identified.
 Regulatory requirements associated with ante-mortem inspection are identified.
Perform an ante-mortem inspection on live animals.
 Procedures and principles of humane handling of animals are identified.
 Signs of common conditions seen at ante-mortem are detected and identified as abnormal.
 Procedures for emergency and suspect slaughter are identified.
 Ante-mortem inspection is performed on at least one species according to relevant OHS,
workplace and regulatory requirements.
 Quality assurance aspects of ante-mortem inspection are identified.
Identify and isolate animal requiring testing for residue.
 Reason for residue testing identified.
 Procedures for identifying and isolating animals for testing.
Make disposition as a result of inspection and take appropriate action.
 Common diseases/conditions responsible for abnormalities are identified, detected and
documented.
 Segregate suspect stock according to regulatory and workplace requirements.
 Signs of major exotic/notifiable diseases are identified.
National VET E-learning Strategy 2012 – 2015
Page 60
Teacher guide Meat safety
 Exotic/notifiable disease procedures followed in accordance with regulatory requirements.
Unit Guide
This unit is broken into six sections:
 Reasons for ante-mortem inspection
 Regulations and workplace requirements
 Breeds used for meat production
 Ante-mortem procedures and dispositions
 Handling live animals
 Diseases and chemical residues
Section 1: Reasons for ante-mortem inspection
This section provides activities and information regarding the need for ante-mortem inspection and
the regulatory requirements relevant to ante-mortem inspection. At the completion of this section
students should be able to:
 identify and explain the reasons why ante-mortem inspection is necessary.
Teacher’s role
This section is about assisting the student to understand the importance of ante-mortem inspection.
It is also important for the student to be fully aware of their workplace operating procedures for antemortem inspection. You should give students any extra guidance they may need.
Other suggestions
You could facilitate a discussion about why ante-mortem inspection is necessary, addressing issues
such as:
 what ante-mortem inspection is
 the broader implications of not conducting ante-mortem inspections.
Section 2: Regulations and workplace requirements
This section covers:
 reasons for regulation
 Acts and codes of practice
 market requirements
 OHS.
At the completion of the section students should be familiar with the legislative, export and animal
welfare requirements relevant to ante-mortem inspection.
Teacher’s role
There are a number of activities for students to complete that require students to have an
understanding of the Australian Standards, market requirements, export meat orders and animal
welfare legislation, notifiable diseases and so on. You may need to provide extra guidance to
students in making sure they are able to find all the information they need.
National VET E-learning Strategy 2012 – 2015
Page 61
Teacher guide Meat safety
Some of the activities require workplace-based research. It would useful to provide some feedback
to the student’s findings.
Other suggestions
You could ask students to send their responses directly to you rather than keeping their responses
in their workbooks.
You could arrange some guest presenters to speak about their area of expertise, for example, an
RSPCA inspector, an OHS officer or a veterinarian who conducts ante-mortem inspections in a
meat processing plant.
Section 3: Breeds used for meat production
This section provides comprehensive information and activities about the types of breeds commonly
used for meat production and the market requirements of animals used for meat production.
By the end of this section students should be able to:
 identify common breeds and species of animals used for meat production
 identify features and behavioural characteristics of the common breeds used for meat
production
 identify the market requirements of animals commonly used for meat production.
Teacher’s role
This section does require the student to remember and identify the distinguishing features of various
breeds and species of animals. You may need to guide students to access the gallery in the
resources section of the Toolbox for images of the animals. You could also encourage them to seek
information through the Internet or other sources.
Other suggestions
You could ask the students to compile a portfolio of pictures and information about relevant breeds
and species.
You could arrange guest presenters to speak about their area of expertise. For example:
 the stock buyer could discuss the features of different breeds in terms of product yield and
suitability and customer requirements
 someone working in the yards could talk about the dangers of working with various breeds.
Section 4: Ante-mortem procedures and dispositions.
This section provides information and activities that will assist students to conduct an ante-mortem
inspection and then make a disposition decision regarding the animal. By the end of the section
students should be able to:
 identify the principles and procedures of humane handling of animals
 identify the signs of common conditions and diseases seen at ante-mortem
 identify the procedures for emergency and suspect slaughter
 identify quality assurance requirements of ante-mortem inspection
 perform an ante-mortem inspection according to relevant OH&S, workplace and regulatory
requirements.
National VET E-learning Strategy 2012 – 2015
Page 62
Teacher guide Meat safety
Teacher’s role
The nature of this unit is highly practical. Whilst the online environment can provide some
experience and knowledge regarding ante-mortem inspection, nothing can replace actual
experience.
The Toolbox provides an extensive collection of resources that will assist you and your students in
this unit. You should make yourself familiar with the extent of the resources so you can then direct
students to areas you wish them to access.
The Australian Standard for the Hygienic Production and Transportation of Meat and Meat Products
for human consumption provides the legislative guidelines for ante-mortem inspection and
disposition, but workplaces will also have their own workplace procedures in response to the
legislative requirements. It is important that you reinforce the need for students to reflect upon their
own workplace procedures.
This section also contains significant content and navigation, so you may need to support students
who are not confident using online technologies. There is also a significant amount of information
that students need to learn, such as diseases, conditions and symptoms. Some students may feel
overwhelmed by the extent of content to be learnt and will need encouragement and support.
Other suggestions
Encourage students to compile their own portfolio of information about diseases and conditions that
may be evident at ante-mortem inspection. They can build on this portfolio throughout their careers
in the meat industry.
It is important that students have as many opportunities for practical application of the skills and
knowledge required for ante-mortem inspection and disposition. The more workplace-based and
hands-on practice the better. Arrange for visits by experts such as veterinarians who are working in
ante-mortem inspection. Arrange for students to visit meat processing plants as often as possible.
You can ask students to make presentations to the class and test each other about different
diseases and conditions, workplace procedures and dispositions.
Students can be asked to make dispositions and then justify their decisions.
Encourage students to build up their own collection of appropriate resources such as the CD-ROM
from Safe Food Queensland: A guide to diseases and conditions of Australian livestock.
Section 5: Handling live animals.
This section is about treating animals appropriately during ante-mortem inspection. By the end of
the section students should be able to:
 identify the principles and procedures of humane handling of animals
 identify factors that may affect animal behaviour
 identify the regulatory requirements of treating animals
 identify the OH&S requirements when working with animals.
Teacher’s role
Once again, it is important that you are familiar with the section and the extent of the resources
available in the Toolbox. Encourage students to seek further information.
Other suggestions
It is important that students have as many opportunities for practical application of the skills and
knowledge required for working with animals. The more workplace-based and hands-on practice the
National VET E-learning Strategy 2012 – 2015
Page 63
Teacher guide Meat safety
better. Arrange for visits by experts such as veterinarians who are familiar with the requirements for
working with live animals, and particularly RSPCA inspectors who will be able to reinforce the laws
pertaining to the treatment of animals.
Arrange for students to visit meat processing plants as often as possible so observe:
 how animals are moved and handled
 what equipment is used to assist with the movement of animals
 what personal protective equipment do stockyard workers use.
Section 6: Diseases and chemical residues
This section covers the requirements for acting up and reporting incidences of exotic and/or
notifiable diseases and chemical residues at ante-mortem. By the end of the section students
should be able to:
 identify the signs of major exotic and notifiable diseases
 identify the signs of chemical residues
 identify and follow the appropriate notification and disposition procedures.
Teacher’s role
Once again, it is important that you are familiar with the section and the extent of the resources
available in the toolbox. Encourage students to seek further information regarding the major exotic
and notifiable diseases.
Provide students with as many opportunities to practise identification and decision making by
providing additional scenarios and examples.
Encourage students to add relevant information to their workbooks for this section.
Other suggestions
Presumably there will be limited opportunity for students to witness exotic and notifiable diseases in
their workplace so there will be a reliance of images and information contained within the Toolbox
and other suggested resources such as the CD-ROM from Safe Food Queensland: A guide to
diseases and conditions of Australian livestock.
Encourage the students to seek further information from the World Wide Web.
Students can challenge each other with images or descriptions of exotic diseases.
Find news articles about various exotic or notifiable disease outbreaks throughout the world.
Discuss the implications of those outbreaks and how they have been deal with. Conduct discussion
regarding the implications of those diseases arising in Australia.
National VET E-learning Strategy 2012 – 2015
Page 64
Teacher guide Meat safety
MTMP3072A—Perform post-mortem inspection and make disposition
Superseded
Competency
Code
Competency
Code (as at May
2012)
Equivalency
Statement
Comment
MTMP3072A
MTMP3072C
Perform postmortem
inspection and
make disposition
Updated and
equivalent
Minor changes in performance
criteria 4.1 and 9.2 to clarify intent.
Please refer to the elements and performance criteria for the related unit MTMP3072C (as of May
2012) in Appendix B.
Unit description
This unit deals with the competencies required for the identification and disposition of diseases
found during a post-mortem inspection.
Elements of competency
Identify base anatomical structure systems of domestic food animals.
 Organs of animals are identified.
 Lymphatic, circulatory, digestive, urinary, nervous and respiratory systems are identified and
explained.
 Basic skeletal structure is identified.
Identify the main reasons for post-mortem inspection.
 Reasons for post-mortem inspection are identified.
 Regulatory requirements associated with post-mortem inspection are identified.
Perform post-mortem inspection of major food animals.
 Procedures for post-mortem inspection are identified.
 Abnormalities are identified and detected.
 Post-mortem inspection performed on at least one species in accordance with regulatory
requirements, hygiene and sanitation requirements and OHS requirements, in a work
environment and under normal production conditions.
 Quality assurance issues of post-mortem inspection identified.
Make disposition.
 Common diseases/conditions responsible for abnormalities are identified, detected and
documented.
 Symptoms of exotic/notifiable diseases identified and explained.
Treat affected carcase appropriately.
 Carcase treated in accordance with:
 regulatory requirements
 hygiene and sanitation requirements
 OHS requirements
National VET E-learning Strategy 2012 – 2015
Page 65
Teacher guide Meat safety
 anatomical knowledge of carcase demonstrated in disposition process.
Monitor stunning of animals
 Requirements for effective stunning are identified.
 Procedures for stunning of animals according to workplace and/or regulatory requirements are
identified.
 Corrective action is taken in the event of ineffective stunning.
 Describe the procedures followed for retained carcase on the slaughter floor.
 Procedures for retained carcase are identified and described in accordance with workplace
and regulatory requirements.
Identify and use equipment and protective clothing required to perform post-mortem inspection.
 Equipment for post-mortem inspection is identified and described.
 Equipment used in accordance with QA and workplace requirements.
 Use, maintenance and storage of protective equipment is demonstrated to OHS requirements.
Take pathological and residue samples to assist in determining disposition.
 Lesions and tissues necessary for determining dispositions are identified.
 Procedures for collection and submission of specimen are identified.
 Results are interpreted.
 Procedures for retention of carcases awaiting results are identified.
Unit guide
This unit is broken into seven sections:
 Anatomy of domestic food animals
 Reasons for post-mortem inspection
 Equipment and protective clothing
 Post-mortem procedures
 Make disposition and treat the carcase
 Pathological and residue samples
 Stunned animal and retained carcase
Section 1: Anatomy of domestic food animals
At the completion of this section students should be able to:
 identify the organs and the skeletal structure of an animal
 identify and explain the lymphatic, circulatory, digestive, urinary, nervous and respiratory
systems of an animal.
Teacher’s role
This section is reasonably straightforward for students. There is a great deal of information available
both within the training activities as well as the resources section. You may be required to provide
additional support in the areas of negotiating the interactive activities for those students who are not
confident in using learning technologies.
National VET E-learning Strategy 2012 – 2015
Page 66
Teacher guide Meat safety
You may also need to encourage students to make full use of the resources section of the Toolbox.
Other suggestions
It is important that students have as many opportunities as possible to acquire knowledge of the
anatomy and physiology of slaughter animals. The more familiar students are with the anatomy and
physiology, the easier it will be for them to identify any abnormalities and conditions during their
inspections.
Section 2: Reasons for post-mortem inspection
At the end of this section, students should be able to identify the reasons for post-mortem inspection
and be familiar with the regulatory requirements relevant to post-mortem inspection.
Teacher’s role
It is important that you make sure that students have an appropriate appreciation of the reasons for
post-mortem inspection and the associated regulations. You may need to follow up on the
completion of the activities and the use of the resources available.
Other suggestions
So that students have a full appreciation of the reasons for post-mortem inspection and a familiarity
with the regulations, you might consider conducting some online quizzes and online discussion.
Students could also contribute to quizzing other students.
Section 3: Equipment and protective clothing
At the end of this section students should be able to identify and use appropriate equipment and
protective clothing required for the performance of post-mortem inspections.
Teacher’s role
 It is important for you to refer students to their own workplace requirements for equipment and
protective clothing. Some of the activities are workplace-based and even though students
are asked to make notes in their workbooks, it is useful for you to provide some feedback in
the short term.
Other suggestions
 You could have students post some of their workplace-based findings for discussion with
other students.
 You could arrange some guest presenters to speak about QA and OH&S requirements in
terms of equipment and protective clothing.
 You could provide a number of scenarios and examples of non-compliance with QA, OH&S
and workplace requirements and ask students to identify the non-compliance and then
explain the correct equipment and protective clothing to be used in each case.
Section 4: Post-mortem procedures
At the completion of this section students should be able to:
 identify the common post-mortem inspection procedures as well as their specific workplace
procedures
 identify examples of abnormalities in slaughtered animals
 perform a post-mortem inspection in the workplace.
National VET E-learning Strategy 2012 – 2015
Page 67
Teacher guide Meat safety
Teacher’s role
This section is comprehensive and highly practical in nature. Whilst we have endeavoured to
provide an extensive range of real video and photographic material to assist students to identify
abnormalities and conditions, nothing can replace actual workplace experience.
The section does require students to undertake workplace activities, and students may need your
assistance to arrange these activities in a workplace. You may also need to assist by speaking with
workplace supervisors, as well as participating in workplace observations.
Students are required to apply their knowledge to solving problems and identifying appropriate
procedures and actions. Those students who have limited workplace and post-mortem inspection
experience may require additional support throughout this section.
You will need to be familiar with the extent of the resources available in the toolbox so that you can
refer students to appropriate tools.
Many of the activities provide feedback, but it is also a good idea for you to check on student
progress and provide additional feedback if required.
Other suggestions
The highly practical nature of this section lends itself to practical demonstrations including:
 visits to the processing floor to identify any abnormalities
 demonstrations of inspection procedures
 inspections of retained or condemned meat.
Arrange for visits from experts who can present a range of resources and information that will assist
students to further develop their skills and knowledge of post-mortem inspection procedures.
Section 5: Make disposition and treat the carcase
By the end of this section students should be able to identify and explain both common and
exotic/notifiable abnormalities and conditions of animals that may present during the production
process. They should also identify and explain the correct procedures for dealing with any
abnormalities or conditions in accordance with regulatory, hygiene and sanitation and O&S
requirements.
Teacher’s role
It is important that students understand the importance of making the right decision about classifying
the meat they have inspected and determining any further action.
This section is complex and requires students to become familiar with a vast range of anatomical
and pathological terminology. Make sure you refer students to the glossary where the
pronunciations of many of these terms are available.
Many of the activities provide feedback to students, but it is useful if you can monitor student
progress and provide feedback and further support, where required.
Other suggestions
Making disposition and determining the treatment of affected carcases carries much responsibility. It
is important that students have as much practical opportunity as possible to observe, discuss and
perform inspections and dispositions.
It would be valuable if you could establish a mentoring system where students can work alongside a
post-mortem inspector. This provides authentic training opportunities with additional support and
guidance from the mentor.
National VET E-learning Strategy 2012 – 2015
Page 68
Teacher guide Meat safety
Once again, by arranging guest presenters to discuss various aspects of disposition and treatment
of affected carcases provide valuable learning experience to students.
Section 6: Pathological and residue samples
At the end of this section students should be able to:
 identify, explain and demonstrate workplace procedures for collecting and submitting
pathological and residue samples
 interpret pathological and residue sampling results to determine disposition.
Teacher’s role
Students are required to complete many of the activities for this section in the workplace. It will be
useful to students if you are able to provide a number of examples showing the sorts of samples a
meat inspector may be required to take.
Other suggestions
It would be useful to provide a range of sample results that can be presented to students for
interpretation regarding disposition. These samples could be presented in a training room or online.
You could collect real examples of results and have them presented by an inspector who could then
field questions and suggestions.
Students could be asked to obtain results from their workplace and then present an interpretation to
the class or directly to you.
Section 7: Stunned animal and retained carcase
At the completion of this section students should be able to identify the regulatory and workplace
requirements for effective stunning of animals and any corrective action required if stunning is not
performed correctly. Students should also be able to identify and explain workplace procedures for
retained carcases.
Teacher’s role
It is important that students have a full understanding of the regulatory requirements for stunning of
animals, along with workplace requirements. It is not the role of inspectors to perform stunning
process but, rather, they may be required to monitor the process. It is useful for you to have an
understanding of general procedures for monitoring the stunning of animals, and who may be
responsible for the monitoring process, as it may or not fall within the duties of someone conducting
post mortem inspections.
Many of the activities for this section are best completed in the workplace. You may need to contact
workplace supervisors to arrange opportunities for students to complete the tasks.
You may need to remind students to refer to the Australian standards for the hygienic production
and transportation of meat and meat products for human consumption regarding the disposition of
meat.
Other suggestions
You could organise onsite visits for students to observe the stunning process, and later hold
discussion regarding the corrective action, should stunning not be performed as required.
Students will benefit from observations of retaining rail inspection procedures and demonstrations.
It is important that students are provided with as many opportunities to make judgements regarding
the action that should be taken on a carcase that has been retained.
National VET E-learning Strategy 2012 – 2015
Page 69
Teacher guide Meat safety
You could organise guest speakers to make presentations and case studies regarding retention and
procedures.
National VET E-learning Strategy 2012 – 2015
Page 70
Teacher guide Meat safety
PMLDATA300A—Process and record data
Superseded
competency
code
Competency
code (as at May
2012)
PMLDATA300A MSL922001A
Process and
record data
Equivalency
statement
Comment
Superseded and
replaced
PMLDATA300A compares to
MSL922001A – although the
structure of the two units are
different, the content of
PMLDATA300A can be found
outside of the elements and
performance criteria of
MSL922001A.
Please refer to the elements and performance criteria for the related unit MSL922001A (as of May
2012) in Appendix B.
Unit description
This unit deals with the competencies required to record and store data, perform basic laboratory
computations and accurately present and interpret information in tables and graphs.
Elements of competency
Record and store data.
 Code and transcribe data as directed.
 Record data in accordance with document traceability requirements.
 Enter data into laboratory information system or record sheets as directed.
 Rectify errors in data using enterprise procedures.
 Store and retrieve data using appropriate files and/or application software.
Perform laboratory computations.
 Calculate expressions involving fractions, decimals, percentages, proportions and
concentrations.
 Calculate the mean, median, mode and standard deviation for given data.
 Calculate scientific quantities and associated uncertainties using given formulae and data.
 Ensure calculated quantities are consistent with estimations.
 Report all calculated quantities using the appropriate units and correct number of significant
figures.
Present data in tables, charts and graphs.
 Present data accurately in clearly labelled tables and charts.
 Graph data accurately using the most appropriate scales to span the range of data or display
trends.
 Report all data using the appropriate units and number of significant figures.
Interpret data in tables, charts and graphs.
 Retrieve data from appropriate sources.
National VET E-learning Strategy 2012 – 2015
Page 71
Teacher guide Meat safety
 Interpret significant features of graphs such as gradients, intercepts, maximum and minimum
values, and limit lines.
 Recognise and report trends in data.
Keep accurate records and maintain their confidentiality.
 Transcribe required information accurately and by the specified time.
 Verify the accuracy of records following enterprise procedures.
 File and store workplace records in accordance with enterprise procedures.
 File all reference documents logically and keep them up to date and safely secured.
 Maintain enterprise confidentiality standards.
Unit guide
This unit is broken into five sections:
 Data in meat processing
 Recording and storing data
 Performing laboratory computations
 Keeping accurate records
 Presenting and interpreting data
Section 1: Data in meat processing
This section is about the data and record-keeping requirements of the meat processing industry. By
the end of this section students should be able to demonstrate an understanding of the nature of
keeping data in the meat processing industry.
Teacher’s role
If students are experienced workers in the meat industry, they will have a sound understanding of
the need for and requirements for keeping records and data. Students who are not so experienced
may not have a similar understanding.
This could be an area of work and study that causes some stress and concern to students who may
have some literacy and numeracy skills. You will need to ascertain the literacy and numeracy skills
of students and perhaps arrange additional support where needed.
Other suggestions
In conjunction with workplace supervisors, you could organise for students to spend time with
sampling staff, observing and perhaps taking part in the recording of results. Students should report
their findings regarding:
 workplace procedures and requirements for recording data
 forms used for recording data
 how data is coded (how the origin and history of the data is identified)
 what the coded data means
 how data is stored in their workplace
 why recording data is so important
 how samples can be traced.
National VET E-learning Strategy 2012 – 2015
Page 72
Teacher guide Meat safety
Section 2: Recording and storing data
This section is about the data and record keeping requirements of the meat processing industry. By
the end of this section students should be able to demonstrate an understanding of the workplace
requirements for entering, recording and storing data.
Teacher’s role
If students are experienced workers in the meat industry they will have a sound understanding of
the need for and requirements for keeping records and data. Students who are not so experienced
may not have a similar understanding.
This could be an area of work and study that causes some stress and concern to students who may
have some literacy and numeracy skills. You will need to ascertain the literacy and numeracy skills
of students and perhaps arrange additional support where needed.
Other suggestions
In order to gain an appreciation of the breadth of processes used to record and store data, students
could survey their workplace and conduct an audit of the different ways data is recorded and stored
throughout the plant.
Section 3: Performing laboratory computations
This section requires the student to perform a number of laboratory calculations. By the end of this
section students should be able to:
 calculate fractions, decimals, percentages, proportions and concentrations
 calculate mean, median, mode and standard deviation of data
 calculate quantities, and associated uncertainties
 use appropriate reporting processes.
Teacher’s role
This is a difficult unit for students studying to be meat safety officers. Much of their work will be on
the processing floor and not in the laboratory. Many students may be confused by the requirements
of this unit. Others may find the section to be quite daunting. You may need to provide additional
support and encouragement to students who show some reluctance. You will need to be aware that
students may have literacy and numeracy issues and support them to make additional
arrangements to achieve the competencies for this unit.
Other suggestions
It may be useful to consider having students work in pairs or small groups to complete this section.
This may provide a less daunting approach for those students who have literacy or numeracy
difficulties.
It is important to refer students to other sources that may assist them with this section. The Learning
guide to support the unit of competency PMLDATA300A – Process and record data in the
Laboratory operations Training Package, developed by Manufacturing Learning Australia, provides
additional print based support and instruction for students.
You may be able to invite a laboratory operations teacher to conduct training sessions related to this
unit. It would also be useful to organise visits to laboratories for students to observe this type of
work in action.
It would also be useful for students to develop an understanding of the relevance of this section to
their work. Invite guest presenters to discuss the relevance.
National VET E-learning Strategy 2012 – 2015
Page 73
Teacher guide Meat safety
Section 4: Keeping accurate records
This section is about ensuring that records are maintained in an accurate and confidential way. At
the end of the section, students should be able to demonstrate competency in:
 transcribing information in a timely manner
 verifying that records are accurate and have followed workplace procedures
 filing and storing records according to workplace procedures
 keeping records up-to-date and secured
 maintaining workplace confidentiality requirements.
Teacher’s role
Students undertaking this section will have an understanding that in most areas of their work they
will be required to record and maintain information. You will need to reinforce the need for results to
be recorded accurately.
In this section students are required to conduct a number of activities in their workplace. You may
need to assist in arranging training opportunities in the workplace.
You will need to be aware that students may have literacy and numeracy issues and support them
to make additional arrangements to achieve the competencies for this unit. Some students may
require additional support in the development of tables and graphs.
Other suggestions
It is important that students havea clear understanding of workplace requirements for keeping and
maintaining the confidentiality of records.
 Students could be asked to address the consequences of a case study where accurate
records have not been kept.
 Students could be asked to conduct workplace-based research regarding the importance of
keeping records safe and secure. (For example, what would happen to records and
references if there were a fire in the workplace?)
 Students could be asked to compile a resource folder of their workplace requirements for
record and reference material safe storage.
 You could invite guest presenters to talk about the consequences of not adhering to
workplace requirements, possible damage to the meat industry and so on.
Section 5: Presenting and interpreting data
This section provides information and activities about presenting data in tables or graphs and
interpreting information that is presented in table or graph form.
By the end of the section students should be able to:
 identify different ways information is presented in a meat processing plant
 present information in table and graph form
 interpret significant features of graphs and tables
 identify and explain trends in data.
National VET E-learning Strategy 2012 – 2015
Page 74
Teacher guide Meat safety
Teacher’s role
This section may be difficult for some students in that they may be required to complete activities
with which they are not familiar. Literacy and numeracy may be an issue and require additional
support from you.
You will need to relate as much of the content and competency requirements of this section and the
rest of the unit to the work actually performed by people working in meat safety. Encourage students
to apply as much of the learning content of this section to their work as they can.
Other suggestions
Students could find examples of graphs and tables used to present data in their own workplaces.
You could present students with sample data and work with students to transcribe that data into a
table format. Work with students to then produce a graph to illustrate the data contained in the table.
Work with students to determine the best way to present information about the following:
 number of abnormalities found on carcases over a period of a week
 disposition results from ante-mortem inspections over a period of a week
 results of container/vehicle inspections over a period of a week.
Ask students to find other examples of their work that they could chart or graph for presentation.
Have students interpret each others graphs and tables.
National VET E-learning Strategy 2012 – 2015
Page 75
Teacher guide Meat safety
PMLSAMP400A—Obtain representative samples in accordance with a
sampling plan
Superseded
competency
code
Competency
code (as at May
2012)
PMLSAMP400A MSL954001A
Obtain
representative
samples in
accordance with
sampling plan
Equivalency
statement
Comment
Superseded and
replaced
Elements and performance criteria
have been included in the new
MSL954001A unit, which contains
a number of additional
performance criteria and additional
and/or different elements. Care
should be taken to cover new
content not covered by the existing
learning object.
Please refer to the elements and performance criteria for the related ynit MSL954001A as of May
2012.
Unit description
This unit deals with the competencies required to take samples that are representative of the source
batch and prepare them for further processing and testing.
Elements of competency
Prepare for sampling.
 Receive and confirm instructions from appropriate sampling plan, safety procedures and
reporting procedures.
 Select sampling equipment and conditions to preserve sample integrity during collection,
storage and transit.
 Ensure equipment is in working order.
 Confirm the procedure and frequency of sampling in accordance with enterprise requirements
and/or relevant standards.
Obtain the samples.
 Inspect materials to ensure materials are fit for sampling.
 Recognise and report atypical observations made during sampling.
 Collect samples ensuring that sample types, sampling locations and sampling times are in
accordance with sampling plan.
 Record all information in accordance with chain of custody requirements.
 Maintain the integrity of the samples and source during sampling.
Prepare sample for testing.
 Prepare subsample(s) to ensure that they are representative.
 Follow approved safety procedures to limit hazard or contamination to self, work area and
environment.
 Prepare sample for transport in accordance with hazardous goods legislation.
Store backup samples.
National VET E-learning Strategy 2012 – 2015
Page 76
Teacher guide Meat safety
 Prepare subsamples as a backup.
 Label backup sample(s) and record information to maintain chain of custody.
Dispose of waste and spent samples.
 Dispose of waste and surplus/spent samples in accordance with enterprise procedures.
 Clean equipment, containers and work area in accordance with enterprise procedures.
Unit guide
This unit is broken into five sections:
 Prepare for sampling
 Obtain the samples
 Prepare sample for testing
 Store back up samples
 Dispose of waste and spent samples
Section 1: Prepare for sampling
This section provides information and activities regarding preparation for collecting samples. By the
end of the section, students should be able to:
 identify and explain sampling instructions from a sampling plan
 select appropriate sampling equipment and ensure that it is in good working order
 identify and explain the procedures and frequency of sampling according to workplace
requirements and standards.
Teacher’s role
This section requires students to participate in a number of self-monitoring activities that require
them to refer to a number of sources of information. It is a good idea to check that your students are
able to access the web links and use the appropriate technology.
Many of the activities ask students to record their findings and responses in their workbook. It will be
useful if you can monitor students’ progress and offer additional support if required.
Other suggestions
You could ask students to forward some of their findings in the form of a report. Alternatively you
could lead a discussion in the Meeting room where students share their findings with others.
It is valuable to provide students with workplace-based activities to complete. These could include:
 developing a portfolio of sampling procedures and sampling plans from the workplace
 conducting workplace research and observation and presenting a report explaining the
following:
Why is sampling necessary?
What types of samples are taken in the workplace?
What are the safety procedures to be followed?
Where does the sample go?
Facilitate discussion about the consequences of incorrect sampling.
National VET E-learning Strategy 2012 – 2015
Page 77
Teacher guide Meat safety
Ask students to obtain a copy of a workplace sampling plan and explain it to the class.
You could arrange a number of visits from relevant speakers who could conduct presentations
regarding sampling procedures.
You could visit students in their workplace and have students demonstrate their sampling
procedures.
Section 2: Obtain the samples
This section provides information and activities about the requirements for taking samples. By the
end of the section students should be able to:
 explain the procedures for making sure that source material is fit for sampling
 recognise atypical observations and explain the procedures for reporting those observations
 identify, explain and perform sampling procedures according to a sampling plan
 identify, explain and perform recording procedures according to chain of custody
 explain procedures for maintaining sample integrity.
Teacher’s role
This section involves a range of self-monitored activities for students. Students are also asked to
record a number of responses in their workbooks. It is important for you to provide feedback and
support throughout the section.
You should support students to perform activities in their workplace. You may need to contact
workplace supervisors to arrange workplace-training opportunities for students.
Other suggestions
Given the highly practical nature of this section, it would be a good idea to organise some practical
demonstrations. You could organise a visit to a meat processing plant where students watch a
number of demonstrations.
You could also arrange a number of discussions about various topics related to this section, for
example, chain of custody requirements.
Invite meat safety inspectors and laboratory technicians to demonstrate different sampling
techniques.
You could visit students in their workplace and have students demonstrate their competency in the
elements of this unit.
Section 3: Prepare sample for testing
This section provides information and activities about preparing samples to be tested. At the end of
the section students should be able to:
 demonstrate the preparation of samples that are representative of the source batch
 demonstrate understanding of safety procedures in relation to preparing samples for testing
 demonstrate the preparation of a sample for transportation to a laboratory
 identify and explain the relevance of hazardous goods legislation.
Teacher’s role
This section requires students to apply their knowledge to solving a number of situations. A number
of activities require the student to record responses in their workbooks; other activities provide
National VET E-learning Strategy 2012 – 2015
Page 78
Teacher guide Meat safety
feedback that is monitored by the student. You should check that students are completing the work
required for their workbook entries.
Video segments support the section, so you will need to check that the students have the technical
capability to access these resources.
Other suggestions
Given the highly practical nature of this section, it would be a good idea to organise some practical
demonstrations. You could organise a visit to a meat processing plant where students watch a
number of demonstrations.
You could also arrange a number of discussions about various topics related to this section, for
example, the importance of samples being representative, how samples can be logged, or sampling
preparation principles.
Invite meat safety inspectors and laboratory technicians to demonstrate different sampling
preparation procedures.
You could visit students in their work place and have them demonstrate a range of sample
preparation procedures.
Section 4: Store backup samples
This section provides information and activities to assist students in the preparation of subsamples
for backup, and labelling and record-keeping requirements. At the end of the section students
should be able to:
 demonstrate the preparation of a subsample for backup
 demonstrate the labelling of subsamples and the recording of associated information.
Teacher’s role
This is a short section and can be completed in the workplace. It is important to emphasise that
procedures can vary from workplace to workplace. Students should become familiar with their own
workplace procedures for the storage of backup materials. This section may appear to be
laboratory-based, so it will be important for you to relate this section to the students work.
Other suggestions
You could facilitate discussion regarding workplace procedures. Students could spend time in a
workplace laboratory to find out the range of storage and back up procedures.
Arrange appropriate guest presenters to discuss issues such as the following:
 Why is it necessary to back up and store samples?
 What could happen if samples were mislabelled?
 What could happen if a sample could not be traced?
Section 5: Dispose of waste and spent samples
This section provides information and activities about correct procedures for the disposal and waste
and spent samples. By the end of the section students should be able to:
 explain workplace disposal procedures
 explain workplace cleaning procedures for equipment, containers and work areas.
National VET E-learning Strategy 2012 – 2015
Page 79
Teacher guide Meat safety
Teacher’s role
This section is relatively straightforward; students should be familiar with their own workplace
procedures. You could contact workplace supervisors to ensure that workplace learning
opportunities are available.
You will need to ensure that students have an appreciation of legislative requirements and so on.
Other suggestions
You could facilitate discussion regarding workplace procedures. Students could spend time in a
workplace laboratory to observe workplace disposal procedures.
Arrange appropriate guest presenters to discuss issues such as:
 legislative requirements
 environmental issues.
Visit the workplace and have the student demonstrate clean up procedures.
National VET E-learning Strategy 2012 – 2015
Page 80
Teacher guide Meat safety
PMLTEST302A—Calibrate testing equipment and assist with its
maintenance
Superseded
competency
code
Competency
code (as at May
2012)
Equivalency
statement
Comment
PMLTEST302A
MSL904001A
Calibrate testing
equipment and
assist with
maintenance
Unit replaced
MSL904001A is sufficiently
different to PMLTEST302A and will
impact on the content of the
associated learning object.
Please refer to the elements and performance criteria for the related unit MAL904001A (as of May
2012) in Appendix B.
Unit description
This unit deals with the skills, knowledge and competencies required to set up, check, calibrate and
maintain testing equipment.
Elements of competency
Perform setup and pre-use checks of laboratory equipment.
 Perform laboratory equipment setup and pre-use checks in accordance with enterprise
procedures.
 Perform safety checks in accordance with relevant enterprise and instrumental procedures.
 Identify faulty or unsafe components and equipment and report to appropriate personnel.
 Complete instrument log books to enterprise requirements.
Perform calibration checks.
 Start up equipment according to operating procedures.
 Use specified standards for calibration check.
 Check equipment as per calibration procedures and schedules.
 Record all calibration data accurately and legibly.
 Quarantine out of calibration equipment.
Assist with equipment maintenance.
 Ensure all equipment work areas are clean during and after equipment use.
 Perform basic maintenance in accordance with enterprise procedures.
 Clean and store equipment as per enterprise and/or manufacturer’s specifications/procedures.
 Identify and replace, repair or dispose of damaged/worn equipment as appropriate.
Maintain records.
 Record and report information on unsafe or faulty equipment as per enterprise procedures.
National VET E-learning Strategy 2012 – 2015
Page 81
Teacher guide Meat safety
Unit guide
This unit is broken into four sections:
 The calibration problem
 Set-up and safety
 Calibrating and recording
 Maintenance
Section 1: The calibration problem
This section provides information and activities regarding the calibration of instruments. By the end
of the section students should be able to identify workplace instruments and equipment that require
calibration and identify consequences of incorrectly calibrated instruments.
Teacher’s role
It would be useful for you to check that students have responded to the questions posed in this
section.
Other suggestions
Ask students to identify instruments and equipment that they use that require calibration.
Facilitate discussion about the need for instruments and equipment to be calibrated. Discussion
topics could include:
 the consequences of inaccurate calibration
 regulations, standards and manufacturers requirements.
Section 2: Set-up and safety
This section provides information and activities regarding the correct set up and pre-use checking
procedures for instruments and equipments they may use. By the end of the section students
should be able to:
 demonstrate a set up and pre-use check of an instrument or equipment they use
 identify and explain safety checks on instruments and equipment
 identify faulty or unsafe equipment and explain reporting requirements
 demonstrate completion of appropriate log book requirements.
Teacher’s role
This section involves a range of self-monitored activities for students. Students are also asked to
record a number of responses in their workbooks. Many of these activities also provide feedback. It
is possible for students to look directly at the feedback without completing the activity, so it is
important that you emphasise the value of completing those activities.
There is quite a lot to do in this section, so you may need to provide additional support to some
students. You may also need to determine if any students have literacy or numeracy difficulties.
Other suggestions
 Ask students to prepare a list of set up, pre-use and safety checks for each item of equipment
they use during the course of their work. Also include calibration schedules.
 Discuss safety checks and follow up requirements if a safety issue is found.
National VET E-learning Strategy 2012 – 2015
Page 82
Teacher guide Meat safety
 Arrange for OH&S officers to present information regarding safety when checking and using
equipment.
Section 3: Calibrating and recording
This section deals with calibration and recording procedures. At the end of the section students
should be able to demonstrate workplace procedures for the calibration and recording requirements
of an item of equipment they may commonly use.
Teacher’s role
This section is highly practical in nature. Whilst we have endeavoured to provide an extensive range
of activities to assist students to understand calibration requirements, nothing can replace actual
workplace experience.
The section does require students to undertake workplace activities, and students may need your
assistance to arrange these activities in a workplace. You may also need to assist by speaking with
workplace supervisors, as well as participating in workplace observations.
Other suggestions
Present students with an instrument and the associated instrument manuals and have them perform
calibrations according to those manuals.
Arrange for manufacturer’s representatives to demonstrate calibration procedures for relevant items
of equipment.
Arrange demonstrations and practice sessions for students to:
 set up and check equipment
 follow operating procedures to start equipment
 conduct calibration check
 record calibration data.
Section 4: Maintenance
This section is about assisting with the maintenance of the equipment they use. By the end of the
section students should be able to:
 identify and explain workplace procedures for cleaning work areas
 explain and demonstrate workplace procedures for performing basic maintenance
 explain and demonstrate workplace procedures for cleaning and storing equipment
 identify workplace procedures for replacing, repairing and disposing of equipment.
Teacher’s role
This section is highly practical in nature. Whilst we have endeavoured to provide an extensive range
of activities to assist students to understand calibration requirements, nothing can replace actual
workplace experience.
The section does require students to undertake workplace activities, and students may need your
assistance to arrange these activities in a workplace. You may also need to assist by speaking with
workplace supervisors, as well as participating in workplace observations.
Other suggestions
Ask students to write a short report outlining their equipment maintenance responsibilities.
National VET E-learning Strategy 2012 – 2015
Page 83
Teacher guide Meat safety
Arrange for practical demonstrations of basic maintenance procedures.
National VET E-learning Strategy 2012 – 2015
Page 84
Teacher guide Meat safety
Appendix B – Units of competency as of May 2012
Units copied from http://training.gov.au.
MSL954001A Obtain representative samples in accordance with
sampling plan
Unit Descriptor
 This unit of competency covers the ability to obtain a range of samples that are representative
of the source material (e.g. raw ingredients, product in process and final product) and to
prepare the samples for testing. All sampling activities are conducted in accordance with a
defined sampling plan. This unit does not cover the subsequent testing of the samples.
Application of the Unit
 This unit of competency is applicable to laboratory technicians in all industry sectors. It
involves:
o
a range of sampling plans, samples and sampling procedures, which apply to the
enterprise site, plant laboratory or field sites
o
enterprise products/materials and hazardous materials
o
a range of sampling points and/locations.
 Industry representatives have provided case studies to illustrate the practical application of
this unit of competency and to show its relevance in a workplace setting. These are found at
the end of this unit of competency under the section 'This competency in practice'.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance Criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
National VET E-learning Strategy 2012 – 2015
Page 85
Teacher guide Meat safety
Elements and Performance Criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Prepare for
sampling
1.1. Confirm the sampling location, number and type of samples, and
timing and frequency of sampling from enterprise or client's sampling
plan
1.2. Liaise with relevant personnel to arrange site access and, if
appropriate, all necessary clearances and/or permits
1.3. Select sampling equipment and conditions to achieve
representative samples and preserve sample integrity during
collection, storage and transit
1.4. Check that all procedures are in accordance with client or
enterprise requirements, relevant standards and codes
1.5. Identify site and sampling hazards and review enterprise safety
procedures
1.6. Assemble and check all sampling equipment, materials,
containers and safety equipment
1.7. Arrange suitable transport to, from and around site as required
2.
Conduct
sampling and log
samples
2.1. Locate sampling sites and, if required, services at the site
2.2. Conduct representative sampling in accordance with sampling
plan and defined procedures
2.3. Record all information and label samples in accordance with
traceability requirements
2.4. Record environment or production conditions and any atypical
observations made during sampling that may impact on sample
representativeness or integrity
2.5. Transport all samples back to base according to standard
operating procedures (SOPs) and relevant codes
3.
Prepare samples
for testing
3.1. Prepare sub-samples and back-up sub-samples that are
representative of the source
3.2. Label all sub-samples to ensure traceability and store in
accordance with SOPs
3.3. Follow defined preparation and safety procedures to limit hazard
or contamination to samples, self, work area and environment
3.4. Distribute sub-samples to defined work stations maintaining
sample integrity and traceability requirements
4.
Address client
issues
4.1. Enter approved information into laboratory information
management system (LIMS)
4.2. Report all relevant aspects of the sampling and preparation
phases in accordance with enterprise procedures
4.3. Ensure that information provided to client is accurate, relevant
and authorised for release
4.4. Maintain security and confidentiality of all client/enterprise data
National VET E-learning Strategy 2012 – 2015
Page 86
Teacher guide Meat safety
and information
5.
Maintain a safe
work environment
5.1. Clean all equipment, containers, work area and vehicles
according to enterprise procedures
5.2. Check serviceability of all equipment before storage
5.3. Use defined safe work practices and personal protective
equipment to ensure personal safety and that of other laboratory
personnel
5.4. Minimise the generation of wastes and environment impacts
5.5. Ensure the safe collection of all hazardous wastes for
appropriate disposal
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include:
 collecting representative samples in accordance with a sampling plan
 techniques to preserve the integrity of samples
 identifying atypical materials and samples and taking appropriate action
 maintaining sampling equipment
 completing sampling records
 working safely
 following requirements for the disposal of waste and the preservation of the environment
Required knowledge
Required knowledge includes:
 principles of representative samples
 principles and procedures for random, systematic and stratified sampling, consistency of
sampling procedures
 preservation of the integrity of samples
 maintaining identification of samples relative to their source
 enterprise and/or legal traceability requirements
 cost effectiveness of sampling
 characteristics of product/material to be sampled and likely contaminants
 links between quality control, quality assurance, quality management systems and sampling
procedures
 enterprise procedures dealing with legislative requirements for the handling, labelling and
transport of hazardous goods
 links between correct occupational health and safety (OHS) procedures and personal and
environmental safety particularly at high risk sites
National VET E-learning Strategy 2012 – 2015
Page 87
Teacher guide Meat safety
Specific industry
Additional knowledge requirements may apply for different industry sectors. For example:Biomedical
and environmental services:
 specific legislation on biohazards
 documentation procedures for the chain of custody for samples to be used as evidence or for
blood transfusion
Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with
the performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for
assessment and
evidence required to
demonstrate
competency in this unit
Assessors should ensure that candidates can:
 collect the specified quantity of sample to enable all processing
and testing to occur and back-up samples to be stored
 obtain a sample that is representative of the bulk material
 preserve the integrity of samples by closely adhering to
procedures
 label samples and sub-samples to satisfy enterprise/legal
traceability requirements
 identify atypical materials and samples and take appropriate
action
 maintain sampling equipment in appropriate condition
 complete sampling records using enterprise procedures
 follow safety regulations and enterprise OHS procedures during
sampling, transport and storage
 follow relevant legislative requirements for the disposal of waste
and the preservation of the environment.
Context of and specific
resources for
assessment
This unit of competency is to be assessed in the workplace or
simulated workplace environment.
This unit of competency may be assessed with:
 MSL924001A Process and interpret data
 MSL943002A Participate in laboratory/field workplace safety
 relevant MSAL974000 series units of competency
 relevant MSAL975000 series units of competency relevant to the
sampling.
Resources may include:
 variety of sample types
 sampling plans
National VET E-learning Strategy 2012 – 2015
Page 88
Teacher guide Meat safety
 a selection of sampling containers and sampling equipment.
Method of assessment
The following assessment methods are suggested:
 inspection of samples collected by the candidate
 review of sampling documentation completed by the candidate
 feedback from peers, customers and supervisors that sampling
plans were followed
 questioning to assess underpinning knowledge of representative
sampling procedures
 observation of the candidate taking a range of samples.
In all cases, practical assessment should be supported by questions
to assess underpinning knowledge and those aspects of competency
which are difficult to assess directly.
Where applicable, reasonable adjustment must be made to work
environments and training situations to accommodate ethnicity, age,
gender, demographics and disability.
Access must be provided to appropriate learning and/or assessment
support when required.
The language, literacy and numeracy demands of assessment should
not be greater than those required to undertake the unit of
competency in a work like environment.
This competency in
practice
Industry representatives have provided the case studies below to
illustrate the practical application of this unit of competency and to
show its relevance in a workplace setting.
Manufacturing
A metallurgical laboratory technician is very familiar with preparing
representative samples for a range of final products in a steelmaking
plant. One day, he/she is asked to sample a 50 tonne small-particle
coal delivery which is believed to have a higher than acceptable
sulphur content. Having never prepared representative samples for
such a large quantity of material, the technician consulted their
supervisor and developed an appropriate sampling plan. The
technician arranged for the operator of a small front-end loader to take
buckets of coal from five equally spaced points around the pile. The
resulting material was then combined and mixed in one heap. The
technician coned and quartered the heap enough times to obtain a
representative sample of about 5kg. He/she arranged for the
unwanted material to be returned to the stockpile. On return to the
laboratory, the technician crushed the sample and repeatedly coned
and quartered the material to obtain an analytical portion.
Environmental
A field technician trained in sampling natural water systems is asked
to sample a bright yellow industrial wastewater discharge into a small
creek. The relevant sampling plan specifies that the samples should
be collected where the waste water is well mixed near the centre of
the creek and at the mid-depth point. The technician also notes that
the samples must be collected where turbulence is at a maximum so
that the settling of solids is minimal. On arrival at the site, the
National VET E-learning Strategy 2012 – 2015
Page 89
Teacher guide Meat safety
technician locates where the wastewater is entering the creek. He/she
moves downstream to where the waste water and creek water is well
mixed and there is little apparent loss of the yellow suspended solids.
The technician dons the required personal protective equipment and
uses a convenient bridge to collect a set of six samples and duplicates
over a half-hour period using the equipment and procedures specified
in the sampling plan. Using a field notebook, the technician records all
information specified in the laboratory's chain of custody requirements
and safety plan for handling potentially hazardous industrial waste.
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold italicised wording, if used in
the performance criteria, is detailed below. Essential operating conditions that may be
present with training and assessment (depending on the work situation, needs of the
candidate, accessibility of the item, and local industry and regional contexts) may also be
included.
Codes of practice
Where reference is made to industry codes of practice, and/or
Australian/international standards, it is expected the latest version will be
used
Standards, codes,
procedures and/or
enterprise
requirements
Standards, codes, procedures and/or enterprise requirements may
include:
Australian and international standards, such as:
 AS 1199 Sampling procedures and tables for inspection by
attributes
 AS 1678 Emergency procedure guide -Transport
 AS 1940-2004 Storage and handling of flammable and
combustible liquids
 AS 3780-2008 The storage and handling of corrosive substances
 AS 4433.2-1997 Guide to the sampling of particulate materials Preparation of samples
 AS/NZS 4452:1997 The storage and handling of toxic substances
 American Association of Cereal Chemists (AACC) Approved
Methods of Analysis
 Australian Dangerous Goods Code
 enterprise and/or client sampling schemes and sampling plans
 enterprise recording and reporting procedures
 gene technology regulations
 material safety data sheets (MSDS)
 methods and procedures which may be written to meet enterprise,
client and/or regulatory/certifying body requirements
 National Code of Practice for the labelling of workplace substances
[NOHSC:2012 (1994)]
National VET E-learning Strategy 2012 – 2015
Page 90
Teacher guide Meat safety
 site plans, maps and specifications
Basic principles of
sampling
Basic principles of sampling include:
 representative samples
 preservation of integrity of samples
 maintaining identification of samples relative to their source,
enterprise and legal traceability
 cost-effectiveness of sampling
 consistency of sampling procedures
 sampling principles, including random, systematic and stratified
sampling
Materials sampled
Materials sampled may include:
 gas or air samples
 liquid samples, such as water, groundwater, waste water,
stormwater, sludges and sewage
 solid samples, such as soil, sediments, rocks, concrete, quarry and
mining material
 solid wastes
 raw materials, start, middle, end of production run samples, final
products and materials used in production processes, such as
flocculants
 plants
 animals
 microbiological samples
Types of samples
Types of samples may include:
 grab samples
 composite samples
 quality control samples
 research or one-off samples
 environmental or survey samples
Sampling tools and
equipment
Sampling tools and equipment may include:
 shovels, augers and chain saws
 sampling frames, sampling tubes, dip tubes, spears, flexible
bladders and syringes
 front-end loader, backhoe, excavator and drill rig
 sample bottles or containers, plastic containers and disposable
buckets
 access valves
 sample thief
National VET E-learning Strategy 2012 – 2015
Page 91
Teacher guide Meat safety
 auto samplers
 pumps and stainless steel bailers
 traps and cages
 sterile containers, pipettes, inoculating loops and disposable
spoons
Maintenance of
integrity of samples
Maintenance of integrity of samples may include:
 use of compatible container, such as glass, plastic, amber and
opaque bottles
 use of appropriate preservatives, such as sodium azide, toluene or
antibiotics
 decontamination of sampling tools between collection of
consecutive samples
 wrapping container in foil
 purging of sample lines and boxes
 handling and transport to avoid disturbance or damage
 temperature control which may involve insulation of sample without
direct contact with the coolant
 wrapping in wet newspaper, cloth, sand or sawdust
 transfer of sterile sample into sterile container
 monitoring of storage conditions
Site and sampling
hazards
Site and sampling hazards may include:
 solar radiation, dust and noise
 wildlife, such as snakes, spiders and domestic animals
 biohazards, such as micro-organisms and agents associated with
soil, air, water, blood and blood products, and human or animal
tissue and fluids
 chemicals, such as acids and hydrocarbons
 aerosols
 sharps and broken glassware
 manual handling of heavy sample bags and containers
 crushing, entanglement and cuts associated with moving
machinery and hand tools
 vehicular and pedestrian traffic
Safety procedures
Safety procedures may include:
 use of MSDS
 use of personal protective equipment, such as hard hats, hearing
protection, gloves, safety glasses, goggles, face guards,
coveralls, gowns, body suits, respirators and safety boots
 use of biohazard containers and laminar flow cabinets
National VET E-learning Strategy 2012 – 2015
Page 92
Teacher guide Meat safety
 correct labelling of reagents and hazardous materials
 handling, and storing hazardous materials and equipment in
accordance with labels, MSDS, manufacturer's instructions, and
enterprise procedures and regulations
 regular cleaning and/or decontaminating equipment and work
areas
 machinery guards
 signage, barriers, service isolation tags, traffic control and flashing
lights
 lockout and tag-out procedures
Occupational health
and safety (OHS) and
environmental
management
requirements
OHS and environmental management requirements:
 all operations must comply with enterprise OHS and environmental
management requirements, which may be imposed through
state/territory or federal legislation - these requirements must not
be compromised at any time
 all operations assume the potentially hazardous nature of samples
and require standard precautions to be applied
 where relevant, users should access and apply current industry
understanding of infection control issued by the National Health
and Medical Research Council (NHMRC) and State and Territory
Departments of Health
National VET E-learning Strategy 2012 – 2015
Page 93
Teacher guide Meat safety
MTMP3073B Implement food safety program
Unit Descriptor
 This unit covers the skills and knowledge required to maintain food safety in a meat
processing plant.
Application of the Unit
 This unit is applicable to those intending to work as supervisors, meat inspectors and Quality
Assurance (QA) officers in meat processing plants.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
Elements and Performance criteria
1.
Identify
microbiological
hazards for meat and
meat safety
1.1. Types of micro-organisms (e.g. bacteria, virus, yeast and mould)
are identified
1.2. Major microbiological threats to meat (i.e. bacteria and relevant
yeasts or moulds) are identified and assessed to determine the risk
level and control requirements
1.3. Types of bacteria causing food poisoning and meat spoilage are
identified
1.4. Effects of bacterial contamination in relation to food poisoning
(i.e. impact on people) and food spoilage (i.e. shelf life) are identified
1.5. Sources of bacterial contamination are identified
1.6. Growth characteristics and requirements of bacteria are identified
1.7. Critical Control Points (CCP) and control points for prevention
and control of bacterial contamination are identified
1.8. Control methods required to prevent or reduce microbiological
hazards are determined and implemented
1.9. Customer and regulatory requirements for microbiological
contamination levels are identified
1.10. Relevant microbiological tests are identified and test results are
assessed
2.
Identify chemical 2.1. Chemical hazards which may affect meat are identified.
hazards for meat and
National VET E-learning Strategy 2012 – 2015
Page 94
Teacher guide Meat safety
meat safety
2.2. Common sources of chemical hazards or contamination are
identified (e.g. cleaning chemicals and drug residues) are assessed to
determine the risk level and control requirements
2.3. Control methods which prevent or reduce chemical contamination
to acceptable levels including national programs (e.g. residue testing)
are determined and implemented.
2.4. Effects of chemical residues on meat (e.g. poisoning, tainting,
and rejections) are explained
2.5. Chemical residue testing programs and level requirements are
identified
3.
Identify physical
hazards on meat and
meat products
3.1. Physical hazards which may affect meat are explained
3.2. Common sources of physical hazards and/or contamination are
identified and assessed to determine the risk level and control
requirements
3.3. Control methods to prevent contamination reaching an
unacceptable level are determined and implemented.
3.4. Effects of physical hazards on meat are explained
4.
Calibrate
thermometers
4.1. Thermometers are calibrated according to regulatory
requirements
5.
Identify the
components of a
Hazard Analysis
Critical Control Point
(HACCP)-based QA
program for meat
processing plants
5.1. Regulatory basis for compliance with a HACCP-based QA
program is identified and explained.
5.2. Steps in the development of a HACCP program are identified and
explained
5.3. Nature and importance of work instructions or task descriptions
and operating procedures are identified and workers are coached in
their implications
5.4. Elements of a HACCP program are identified.
5.5. Nature and importance of Good Manufacturing Practices (GMP)
and pre-requisite programs are identified
5.6. Mechanisms for validation, monitoring and verification are
identified and explained
6.
Conduct preoperational hygiene
check
6.1. Pre-operational checklists are identified
6.2. Corrective action procedures are identified and explained
6.3. Pre-operational hygiene check is conducted
7.
Conduct
microbiological test
swabbing
7.1. Appropriate microbiological testing regimes are identified
7.2. Swabbing for microbiological testing is performed according to
workplace and regulatory requirements
7.3. Microbiological test results are assessed and where necessary
appropriate corrective action is taken
National VET E-learning Strategy 2012 – 2015
Page 95
Teacher guide Meat safety
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Ability to:
 conduct a pre-operational hygiene check
 complete reports as required by regulators or the enterprise
 identify and culture different types of micro-organisms
 identify and describe features of major types of micro-organisms affecting the meat industry
 identify and interpret relevant regulations and Australian Standards
 identify and utilise sources of information
 apply relevant communication and mathematical skills
 calibrate a thermometer
 work effectively as an individual and as part of a team
 take action to improve own work performance as a result of self-evaluation, feedback from
others and in response to changed work practices or technology
 use relevant problem-solving skills
Required knowledge
Knowledge of:
 aerobic and anaerobic requirements of micro-organisms
 growth traits of different types of micro-organisms
 bacterial contamination testing programs used in abattoirs
 how bacterial contamination can be prevented
 how bacterial growth can be controlled
 how hazard risk assessment is undertaken
 effect each requirement has on microbial growth
 effects of incorrect removal of contamination
 effects on microbial growth of refrigeration, handling techniques etc
 effects on microbial growth of wet carcase surfaces
 impact of chemicals on meat and meat products
 importance of food chain security and the implications of a break down in control
 symptoms, effects and means of prevention of microbial infection contamination of meat
 major sources of physical contamination
 function of the elements of a HACCP-based QA system
 major chemical contamination control programs
 major sources of chemical contamination
National VET E-learning Strategy 2012 – 2015
Page 96
Teacher guide Meat safety
 monitoring and control methods employed such as inspection and metal detectors
 relevant Occupational Health and Safety (OH&S), regulatory and workplace requirements
 elements of a HACCP-based QA program including hazard identification, control points, CCP,
critical limits, control measures, preventative measures, GMP, pre-requisite programs,
verification, monitoring, documentation and validation
 habitat of different types of micro-organisms and their ability to survive outside the host animal
 actions to prevent physical and chemical contamination of meat
 conditions under which food poisoning occurs
 symptoms of bacterial food poisoning
 steps to limit and remove contamination.
National VET E-learning Strategy 2012 – 2015
Page 97
Teacher guide Meat safety
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment
The meat industry has specific and clear requirements for
evidence. A minimum of three forms of evidence is required to
demonstrate competency in the meat industry. This is specifically
designed to provide evidence that covers the demonstration in the
workplace of all aspects of competency over time.
These requirements are in addition to the requirements for valid,
current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence not three pieces of the same kind. In practice it will mean that
most of the unit is covered twice. This increases the legitimacy of
the evidence.
All assessment must be conducted against Australian meat
industry standards and regulations.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Competency must be demonstrated while complying with current
HACCP and approved program regulations in an operating meat
processing plant.
Context of, and specific
resources for
assessment
Assessment must involve reference to an actual or simulated
meat processing HACCP program.
Method of assessment
Recommended methods of assessment include:
assignments
 quiz of underpinning knowledge
 simulated demonstration
 workplace demonstration
 workplace referee or third-party report of performance over
time.
Assessment practices should take into account any relevant
language or cultural issues related to Aboriginality or Torres Strait
Islander, gender, or language backgrounds other than English.
Language and literacy demands of the assessment task should
not be higher than those of the work role.
Guidance information for
assessment
A current list of resources for this Unit of Competency is available
from MINTRAC www.mintrac.com.au or telephone 1800 817 462.
National VET E-learning Strategy 2012 – 2015
Page 98
Teacher guide Meat safety
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording,
if used in the Performance criteria, is detailed below. Essential operating conditions that
may be present with training and assessment (depending on the work situation, needs
of the candidate, accessibility of the item, and local industry and regional contexts) may
also be included.
Regulatory requirements
may include:
 Export Control Act
 relevant Australian Standards
 relevant regulations
 requirements set out in AS 4696:2007 Australian
Standard for Hygienic Production and Transportation of
Meat and Meat Products for Human Consumption
 state and territory regulations regarding meat processing.
Workplace requirements
may include:
 enterprise-specific requirements
 hygiene and sanitation requirements
 OH&S requirements
 QA requirements
 Standard Operating Procedures (SOPs)
 the ability to perform the task to production requirements
 work instructions.
Reports may:
 be in diagrammatic, sketch, tabular, graphic formats
 be presented in writing, in standard formats
 be presented orally
 include information and mathematical data gathered,
interpreted and summarised from a range of sources.
Communication skills may
include:
 applying numeracy skills to workplace requirements
 being appropriately assertive
 interpreting needs of internal and/or external customers
 listening and understanding
 reading and interpreting workplace documentation
 sharing information
 speaking clearly and directly
 using negotiation and persuasion skills
 working with diverse individuals and groups
 writing to audience needs.
Mathematical skills may
National VET E-learning Strategy 2012 – 2015
 calculation, estimation, collation and recording of data
relating to cell counts, time, temperature, humidity,
Page 99
Teacher guide Meat safety
include:
quantity, etc
 interpretation of control screens and panel, dials and
controls.
Problem-solving skills may
involve:
 applying a range of strategies to problem-solving
 developing practical and creative solutions to workplace
problems
 listening to and resolving concerns in relation to
workplace issues
 resolving customer concerns relative to workplace
responsibilities
 showing independence and initiative in identifying
problems
 solving problems individually or in teams
 using numeracy skills .
OH&S requirements may
include:
 enterprise OH&S policies, procedures and programs
 OH&S legal requirements
 Personal Protective Equipment (PPE) which may include:
 coats and aprons
 ear plugs or muffs
 eye and facial protection
 head-wear
 lifting assistance
 mesh aprons
 protective boot covers
 protective hand and arm covering
 protective head and hair covering
 uniforms
 waterproof clothing
 work, safety or waterproof footwear
 requirements set out in standards and, codes of practice.
National VET E-learning Strategy 2012 – 2015
Page 100
Teacher guide Meat safety
MTMP3071C Perform ante-mortem inspection and make disposition
Unit Descriptor
 This unit covers the skills and knowledge required to the detect abnormalities and diseases in
the major livestock species (cattle, sheep and pigs) prior to slaughter. This unit will be
assessed for the species for which competency is demonstrated in the workplace and the
outcome and the species will be recorded appropriately on the assessment sheet. (Note:
Poultry, game and ratites are covered by separate units).
Application of the Unit
 This unit is applicable to meat inspectors and/or stock handlers responsible for ante-mortem
inspection.
Pre-Requisites
 MTMP3003A Handle animals humanely while conducting ante-mortem inspection
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
National VET E-learning Strategy 2012 – 2015
Page 101
Teacher guide Meat safety
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Identify types of
stock and market
requirements of food
animals commonly
slaughtered for meat
1.1. Major breeds of commonly slaughtered domestic animals are
identified
2.
Identify the main
reasons for antemortem inspection
2.1. Reasons for ante-mortem inspection are identified
3.
Perform antemortem inspection on
live animals
3.1. Procedures and principles of humane handling of animals are
identified
1.2. Distinguishing features of major breeds are identified
1.3. Market requirements of commonly slaughtered domestic animals
are identified
2.2. Regulatory requirements associated with ante-mortem inspection
are identified
3.2. Signs of common conditions responsible for abnormalities at antemortem are detected and identified
3.3. Procedures for emergency and suspect slaughter are identified
3.4. Ante-mortem inspection is performed on at least one species
according to relevant Occupational Health and Safety (OH&S),
workplace and regulatory requirements
3.5. Quality Assurance aspects of ante-mortem inspection are identified
4.
Identify and
isolate animals
requiring testing for
residue
4.1. Reasons for residue testing are identified.
5.
Make disposition
as a result of
inspection and take
appropriate action
5.1. Common diseases and conditions responsible for abnormalities are
identified, detected and documented on at least one species
4.2. Procedures for identifying and isolating animals for testing are
followed
5.2. Suspect stock are segregated according to regulatory and
workplace requirements
5.3. Signs of major exotic or notifiable diseases are identified
5.4. Exotic or notifiable disease procedures are followed in accordance
with regulatory requirements.
National VET E-learning Strategy 2012 – 2015
Page 102
Teacher guide Meat safety
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Ability to:
 estimate size of stock pens
 estimate number of cattle in a mob
 identify animals using brand, tags, tattoos and electronic identification devices
 identify common diseases and conditions in beef, sheep and pigs
 describe appropriate dispositions for common diseases and conditions in beef, sheep and
pigs
 identify major exotic or notifiable diseases
 demonstrate procedures for humane handling of livestock
 perform ante-mortem inspection to Australian Standards and other relevant regulatory
requirements on at least one major domestic food species in a workplace environment under
normal operating conditions
 identify suspect animals that may be suffering from a notifiable disease on ante-mortem
examination according to Australian Standards
 make disposition according to workplace and regulatory requirements
 report notifiable diseases promptly and accurately according to regulatory requirements
 take action to improve work performance as a result of self-evaluation, feedback from others,
or in response to changed work practices or technology
 apply relevant communication skills
 work effectively as an individual and as part of a team
 perform tasks to workplace requirements
 work cooperatively with company stock handlers to ensure smooth flow of stock
Required knowledge
Knowledge of:
 regulatory requirements for suspect stock, hygiene and sanitation standards, and workplace
standards associated with ante-mortem inspection
 segregation requirements for suspect animals
 sources of information to keep up-to-date with current theories or findings
 steps and procedures for emergency and suspect kill
 steps in ante-mortem inspection and recognise abnormal conditions
 symptoms of major exotic or notifiable diseases (including Ovine Johne's Disease (OJD))
 principles and procedures for humane handling of livestock
 regulatory requirements associated with exotic or notifiable diseases
National VET E-learning Strategy 2012 – 2015
Page 103
Teacher guide Meat safety
 steps to be taken to notify of suspect exotic or notifiable disease
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of
assessment
The meat industry has specific and clear requirements for evidence. A
minimum of three forms of evidence is required to demonstrate
competency in the meat industry. This is specifically designed to
provide evidence that covers the demonstration in the workplace of all
aspects of competency over time.
These requirements are in addition to the requirements for valid,
current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence - not
three pieces of the same kind. In practice it will mean that most of the
unit is covered twice. This increases the legitimacy of the evidence.
All assessment must be conducted against Australian meat industry
standards and regulations.
Critical aspects for
assessment and
evidence required to
demonstrate
competency in this
unit
Competency in the practical aspects of this unit must be assessed
under normal production conditions.
Context of, and
specific resources for
assessment
Assessment must include demonstration of competency in an operating
abattoir. Assessment of the diagnosis of the less common conditions
can be undertaken by simulation.
Method of assessment
Recommended methods of assessment include:
Candidates must be able to:
perform ante-mortem inspection on at least one species.
The identification of diseases and conditions in other species can be
undertaken in a simulated situation utilising samples and photographs.
 assignments
 debriefs
 quiz of underpinning knowledge
 simulation
 verified work log or diary
 workplace demonstration
 workplace project
 workplace referee or third-party report of performance over time.
Assessment practices should take into account any relevant language
or cultural issues related to Aboriginality or Torres Strait Islander,
gender, or language backgrounds other than English. Language and
literacy demands of the assessment task should not be higher than
those of the work role.
Guidance information
for assessment
A current list of resources for this Unit of Competency is available from
MINTRAC www.mintrac.com.au or telephone 1800 817 462.
National VET E-learning Strategy 2012 – 2015
Page 104
Teacher guide Meat safety
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording, if
used in the Performance criteria, is detailed below. Essential operating conditions that
may be present with training and assessment (depending on the work situation, needs of
the candidate, accessibility of the item, and local industry and regional contexts) may also
be included.
Regulatory
requirements may
include:
 Export Control Act
 relevant Australian Standards
 relevant regulations
 requirements set out in AS 4696:2007 Australian Standard for
Hygienic Production and Transportation of Meat and Meat
Products for Human Consumption
 state regulations regarding meat processing.
OH&S requirements
may include:
 enterprise OH&S policies, procedures and programs
 OH&S legal requirements
 Personal Protective Equipment (PPE) which may include:
 coats and aprons
 ear plugs or muffs
 eye and facial protection
 head-wear
 lifting assistance
 mesh aprons
 protective boot covers
 protective hand and arm covering
 protective head and hair covering
 uniforms
 waterproof clothing
 work, safety or waterproof footwear
 requirements set out in standards and codes of practice.
Workplace
requirements may
include:
 enterprise-specific requirements
 OH&S requirements
 hygiene and sanitation requirements
 QA requirements
 Standard Operating Procedures (SOPs)
 the ability to perform the task to production requirements
 work instructions.
Dispositions may be
 in prescribed formats, according to regulatory requirements.
National VET E-learning Strategy 2012 – 2015
Page 105
Teacher guide Meat safety
made:
Diseases detected at
ante-mortem
inspection include:
 exotic or notifiable diseases.
Reports may:
 be in diagrammatic, sketch, tabular or graphic formats
 be presented in writing, in standard formats
 be presented orally
 include information and mathematical data gathered, interpreted
and summarised from a range of complex and unfamiliar
sources.
Communication skills
may include:
 applying numeracy skills to workplace requirements
 being appropriately assertive
 interpreting needs of internal and/or external customers
 listening and understanding
 reading and interpreting workplace-related documentation
 sharing information
 speaking clearly and directly
 using negotiation and persuasion skills
 working with diverse individuals and groups
 writing to audience needs.
National VET E-learning Strategy 2012 – 2015
Page 106
Teacher guide Meat safety
MTMP3003A Handle animals humanely while conducting ante-mortem
inspection
Unit Descriptor
 This unit covers the skills and knowledge required for the safe and humane handling of
animals prior to slaughter.
Application of the Unit
 This unit is for workers who are employed to undertake ante-mortem inspection or who assist
those undertaking ante-mortem inspection. Such inspection may occur in a slaughtering
establishment or saleyard, up to and including the knocking box.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
National VET E-learning Strategy 2012 – 2015
Page 107
Teacher guide Meat safety
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Identify animal
species and breeds,
and their behavioural
characteristics
1.1. Common breeds are identified.
2.
Identify and
comply with animal
welfare requirements
for stock handling and
lairage facilities
2.1. Animal welfare regulatory requirements are identified and
complied with
1.2. Normal behavioural characteristics of relevant species are
identified
2.2. Workplace and regulatory requirements for lairage are
identified and confirmed as suitable for use
2.3. Facilities and equipment are identified and confirmed as
suitable for use
3.
Handle animals
to achieve objective
or outcome required
3.1. Animals are moved and 'processed' (e.g. for ante-mortem
inspection) and sorted as required by workplace and regulatory
standards
3.2. Occupational Health and Safety (OH&S) requirements for
handling animals are identified and complied with
3.3. Animals are handled appropriately to prevent injury, minimise
stress and maintain the quality of hides or pelts
4.
Handle
contingencies
4.1. Suspect sick or injured stock are handled in accordance with
workplace and regulatory requirements
4.2. Wild or uncooperative animals are handled humanely without
disturbing or injuring other animals or people
5.
Deal with
affected animals
appropriately
5.1. Affected animals are treated in accordance with regulatory,
workplace and OH&S requirements
National VET E-learning Strategy 2012 – 2015
Page 108
Teacher guide Meat safety
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Ability to:
 take steps to minimise stress and injury to stock during handling procedures
 handle animals humanely during ante-mortem inspection
 handle sick and injured animals in accordance with workplace and regulatory requirements
 apply emergency procedures as required
 work effectively as an individual and as part of a team
 use effective interpersonal skills in a range of contexts, including stressful situations
 comply with OH&S requirements for handling stock
 take action to improve own work performance as a result of self-evaluation, feedback from
others, or in response to changed work practices or technology
 use communication skills relevant to the task
Required knowledge
Knowledge of:
 methods to handle livestock in a calm and stress-free manner
 impact of stress during handling on the ultimate pH and quality of meat
 impact of poor handling
 OH&S requirements for handling stock
 regulatory and workplace requirements for animal welfare
 documentation required for ante-mortem inspection
 regulatory requirements when dealing with animals affected by common and exotic or
notifiable diseases
 procedures for dealing with animal-handling emergencies
National VET E-learning Strategy 2012 – 2015
Page 109
Teacher guide Meat safety
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment
The meat industry has specific and clear requirements for
evidence. A minimum of three forms of evidence is required to
demonstrate competency in the meat industry. This is
specifically designed to provide evidence that covers the
demonstration in the workplace of all aspects of competency
over time.
These requirements are in addition to the requirements for
valid, current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of
evidence - not three pieces of the same kind. In practice it will
mean that most of the unit is covered twice. This increases the
legitimacy of the evidence.
All assessment must be conducted against Australian meat
industry standards and regulations.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Competency must demonstrate compliance with:
 animal welfare legislation
 Australian Quarantine Inspection Service (AQIS) and/or
state meat authority regulation
 company procedures
 any specific company requirements.
Context of, and specific
resources for assessment
Competency must be assessed in a stockyard or lairage under
real working conditions.
Method of assessment
Recommended methods of assessment include:
 quiz of underpinning knowledge
 workplace demonstration
 workplace referee or third-party report of performance
over time.
Assessment practices should take into account any relevant
language or cultural issues related to Aboriginality or Torres
Strait Islander, gender, or language backgrounds other than
English. Language and literacy demands of the assessment
task should not be higher than those of the work role.
Guidance information for
assessment
National VET E-learning Strategy 2012 – 2015
A current list of resources for this unit of competency is
available from MINTRAC www.mintrac.com.au or telephone
1800 817 462.
Page 110
Teacher guide Meat safety
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording, if
used in the Performance criteria, is detailed below. Essential operating conditions that
may be present with training and assessment (depending on the work situation, needs of
the candidate, accessibility of the item, and local industry and regional contexts) may
also be included.
Workplace
requirements may
include:
 enterprise-specific procedures
 OH&S requirements
 Quality Assurance (QA) requirements
 Standard Operating Procedures (SOPs)
 the ability to perform the task to production requirements
 work instructions.
Regulatory
requirements may
include:
 Export Control Act
 federal, state and territory regulations regarding meat
processing
 hygiene and sanitation requirements
 relevant Australian Standards
 relevant regulations
 requirements set out in AS 4696:2007 Australian Standard for
Hygienic Production and Transportation of Meat and Meat
Products for Human Consumption.
OH&S requirements
may include:
 enterprise OH&S policies, procedures and programs
 OH&S legal requirements
 Personal Protective Equipment (PPE) which may include:
 coats and aprons
 ear plugs or muffs
 eye and facial protection
 head-wear
 lifting assistance
 mesh aprons
 protective boot covers
 protective hand and arm covering
 protective head and hair covering
 uniforms
 waterproof clothing
 work, safety or waterproof footwear
National VET E-learning Strategy 2012 – 2015
Page 111
Teacher guide Meat safety
 requirements set out in standards and codes of practice.
Contingencies may
include:
 livestock of various temperaments, from very tame to wild,
which are unused to human contact or any handling
procedures.
Communication skills
may include
 listening and understanding
 sharing information
 speaking clearly and directly
 working with diverse individuals and groups.
National VET E-learning Strategy 2012 – 2015
Page 112
Teacher guide Meat safety
MTMP3072C Perform post-mortem inspection and make disposition
Unit Descriptor
 This unit covers the skills and knowledge required to identify and dispose of diseases
detected in a post-mortem inspection carried out on major food species in accordance with
regulatory requirements for animals slaughtered for human consumption. This unit will be
assessed for the species for which competency is demonstrated in the workplace and the
outcome and species will be recorded appropriately on the assessment sheet.
Application of the Unit
 This unit is applicable to meat inspectors performing post-mortem inspection on food animals
in registered meat establishments.
Pre-Requisites
 MTMPSR203A Sharpen knives
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
National VET E-learning Strategy 2012 – 2015
Page 113
Teacher guide Meat safety
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Identify base
anatomical structure
systems of domestic
food animals
1.1. Organs of animals are identified
1.2. Lymphatic, circulatory, digestive, urinary, nervous and respiratory
systems are identified and explained
1.3. Basic skeletal structure is identified
2.
Identify the
main reasons for
post-mortem
inspection
2.1. Reasons for post-mortem inspection are identified.
3.
Perform postmortem inspection of
major food animals
3.1. Procedures for post-mortem inspection are followed.
2.2. Regulatory requirements associated with post-mortem inspection
are identified
3.2. Abnormalities are identified and detected
3.3. Post-mortem inspection is performed on at least one species in
accordance with regulatory requirements, hygiene and sanitation
requirements and Occupational Health and Safety (OH&S)
requirements, in a work environment and under normal production
conditions
3.4. Quality Assurance (QA) issues of post-mortem inspection are
identified
4.
Make
disposition
4.1. Common diseases and conditions responsible for abnormalities
are identified, detected and documented for at least one species
4.2. Symptoms of exotic or notifiable diseases are identified and
explained
5.
Treat affected
carcase appropriately
5.1. Carcase is treated in accordance with:
5.1.1. regulatory requirements
5.1.2. hygiene and sanitation requirements
5.1.3. OH&S requirements
5.2. Anatomical knowledge of carcase is demonstrated in the
disposition process
6.
Monitor
stunning of animals
6.1. Requirements for effective stunning are identified.
6.2. Animals are stunned according to workplace and regulatory
requirements
6.3. Corrective action is taken in the event of ineffective stunning
7.
Describe the
procedures followed
for retained carcase
on the slaughter floor
7.1. Procedures for retained carcase are identified and described in
accordance with workplace and regulatory requirements
8.
Identify and use
Personal and
Protective Equipment
(PPE) required to
perform post-mortem
8.1. Equipment for post-mortem inspection is identified and described
8.2. Equipment is used in accordance with QA and workplace
requirements
8.3. PPE is used, maintained and stored to OH&S requirements
National VET E-learning Strategy 2012 – 2015
Page 114
Teacher guide Meat safety
inspection
9.
Take
pathological and
residue samples to
assist in determining
disposition
9.1. Lesions and tissues necessary for determining dispositions are
identified
9.2. Specimens are collected and submitted according to workplace
procedures
9.3. Results are interpreted
9.4. Carcases awaiting results are retained according to workplace
procedures
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Ability to:
 perform post-mortem in accordance with Australian Standards
 perform post-mortem inspections to meet QA, OH&S and regulatory requirements
 identify common diseases and conditions in beef, sheep and pigs
 describe appropriate dispositions for common diseases and conditions in beef, sheep and
pigs
 identify exotic or notifiable diseases on post-mortem examination
 carry out procedures for identifying, collecting and submitting specimens
 identify and label diagrams of the structure of animal cells
 follow procedures for making disposition of carcase
 follow procedures for retained carcase
 carry out procedures for disposal of carcase
 complete reports for exotic or notifiable disease detected according to regulatory
requirements
 apply relevant communication skills
 work effectively as an individual and as part of a team
 maintain currency of knowledge through independent research or professional development
 take action to improve own work performance as a result of self-evaluation, feedback from
others or in response to changed work practices or technology
 use problem-solving skills relevant to scope of authority
Required knowledge
Knowledge of:
 role of equipment for meeting hygiene and sanitation, OH&S and workplace requirements
 role, maintenance and storage of protective equipment to meet OH&S requirements
 correct technique for incision of parts and organs
National VET E-learning Strategy 2012 – 2015
Page 115
Teacher guide Meat safety
 basic structure and locations of animal tissues
 procedures for disposal of carcase
 procedures for identifying, collecting and submitting specimens
 procedures for making disposition of carcase
 procedures for retained carcase
 steps in post-mortem inspection
 properties of living cells
 equipment used for post-mortem inspection
 protective equipment and clothing used in post-mortem inspection
 major exotic or notifiable diseases and their signs
 OH&S and other relevant regulatory requirements associated with the disposal of carcases
 regulatory requirements associated with exotic or notifiable diseases
 functions of animal cells
 two types of cellular reproduction and difference between them
 carcase parts and organs incised during post-mortem inspection
 common parasitic conditions in post-mortem inspection
 regulatory requirements, hygiene and sanitation standards, and OH&S requirements related to
post-mortem inspection
 symptoms of major exotic or notifiable diseases (including Ovine Johne's Disease (OJD))
 function of the lymphatic, circulatory and respiratory systems
National VET E-learning Strategy 2012 – 2015
Page 116
Teacher guide Meat safety
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of
assessment
The meat industry has specific and clear requirements for evidence. A
minimum of three forms of evidence is required to demonstrate
competency in the meat industry. This is specifically designed to
provide evidence that covers the demonstration in the workplace of all
aspects of competency over time.
These requirements are in addition to the requirements for valid,
current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence - not
three pieces of the same kind. In practice it will mean that most of the
unit is covered twice. This increases the legitimacy of the evidence.
All assessment must be conducted against Australian meat industry
standards and regulations.
Critical aspects for
assessment and
evidence required to
demonstrate
competency in this
unit
Competency in post-mortem skills must be demonstrated in a
registered, operating meat processing plant.
Context of, and
specific resources for
assessment
Assessment of practical post mortem skills on a slaughter floor will
require approval of the operator and regulators. The assessment of
diagnostic skills can be undertaken under simulated conditions.
Method of assessment
Recommended methods of assessment include:
Candidates must be able to:
 perform post-mortem inspection on at least one species.
The identification of diseases and conditions in other species can be
undertaken in a simulated situation utilising samples and photographs.
 assignments
 debriefs
 quiz of underpinning knowledge
 simulation
 verified work log or diary
 workplace demonstration
 workplace project
 workplace referee or third-party report of performance over time.
Assessment practices should take into account any relevant language
or cultural issues related to Aboriginality or Torres Strait Islander,
gender, or language backgrounds other than English. Language and
literacy demands of the assessment task should not be higher than
those of the work role.
Guidance information
for assessment
A current list of resources for this Unit of Competency is available from
MINTRAC www.mintrac.com.au or telephone 1800 817 462.
National VET E-learning Strategy 2012 – 2015
Page 117
Teacher guide Meat safety
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording, if
used in the Performance criteria, is detailed below. Essential operating conditions that may
be present with training and assessment (depending on the work situation, needs of the
candidate, accessibility of the item, and local industry and regional contexts) may also be
included.
Regulatory
requirements may
include:
 Export Control Act
 relevant Australian Standards
 relevant regulations
 requirements set out in AS 4696:2007 Australian Standard for
Hygienic Production and Transportation of Meat and Meat Products
for Human Consumption
 state and territory regulations regarding meat processing.
Hygiene and
sanitation
requirements may
include:
 relevant government regulations
OH&S requirements
may include:
 enterprise OH&S policies, procedures and programs
 workplace requirements.
 OH&S legal requirements
 Personal Protective Equipment (PPE) which may include:
 coat and apron
 ear plugs or muffs
 eye and facial protection
 head-wear
 lifting assistance
 mesh apron
 protective boot covers
 protective hand and arm covering
 protective head and hair covering
 uniforms
 waterproof clothing
 work, safety or waterproof footwear
 requirements set out in standards, codes of practice etc.
Dispositions may be
made:
 in prescribed formats, according to regulatory requirements.
Common diseases
may include:
 a range of common as well as exotic or notifiable diseases.
National VET E-learning Strategy 2012 – 2015
Page 118
Teacher guide Meat safety
Workplace
requirements may
include:
 enterprise-specific requirements
 OH&S requirements
 QA requirements
 Standard Operating Procedures (SOPs)
 the ability to perform the task to production requirements
 work instructions.
Specimen collecting
tools and equipment
may include:
 cutting board
 forceps
 plastic bags
 polystyrene boxes
 preservatives
 scalpel or surgical knife
 specimen advice sheet
 specimen jars
 vacuum tubes.
Reports may:
 be in diagrammatic, sketch, tabular, graphic formats
 be presented in writing, in standard formats
 be presented orally
 include information and mathematical data gathered, interpreted and
summarised from a range of complex and unfamiliar sources.
Communication
skills may include:
 applying numeracy skills to workplace requirements
 being appropriately assertive
 interpreting needs of internal or external customers
 listening and understanding
 reading and interpreting workplace-related documentation
 sharing information
 speaking clearly and directly
 using negotiation or persuasion skills
 working with diverse individuals and groups
 writing to audience needs.
Problem-solving
skills may involve:
 applying a range of strategies to problem-solving
 developing practical and creative solutions to workplace problems
 listening to and resolving concerns in relation to workplace issues
 resolving customer concerns relative to workplace responsibilities
 showing independence and initiative in identifying problems
 solving problems individually or in teams
National VET E-learning Strategy 2012 – 2015
Page 119
Teacher guide Meat safety
 using numeracy.
National VET E-learning Strategy 2012 – 2015
Page 120
Teacher guide Meat safety
MSL904001A Perform standard calibrations
Unit Descriptor
 This unit of competency covers the ability to calibrate test and measurement equipment in
accordance with standard calibration procedures and documented test methods. These
procedures/methods specify all associated reference standards, materials, equipment and
methods to be used and the required parameters or quantities and ranges to be tested,
including the criteria for rejection or approval.
Application of the Unit
 This unit of competency is applicable to laboratory and calibration technicians who carry out
tests and/or calibrations using standard calibration methods in first, second and third party
laboratories, and laboratories where testing and/or calibration forms part of inspection or
product certification. Personnel are not permitted to deviate from explicit instructions in any
manner, modify the procedure, nor substitute alternative equipment. They work under limited
supervision and results of their work are interpreted and checked by the laboratory
supervisor, quality inspector or designated signatory.
 Industry representatives have provided case studies to illustrate the practical application of
this unit of competency and to show its relevance in a workplace setting. These are found at
the end of this unit of competency under the section 'This competency in practice'.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
National VET E-learning Strategy 2012 – 2015
Page 121
Teacher guide Meat safety
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Prepare items
for calibration
1.1. Select the authorised calibration procedure in accordance with
enterprise procedures
1.2. Identify hazards and use appropriate personal protective
equipment, safety equipment and procedures
1.3. Confirm all measuring equipment meets the laboratory's
specification requirements and complies fully with the calibration
procedure
1.4. Assemble and set up specified reference standards and associated
equipment prior to testing
1.5. Verify performance of reference standards and measuring
equipment prior to use and adjust or calibrate as necessary
1.6. Identify and minimise potential sources of measurement error
2.
Perform
calibration
2.1. Perform individual tests without variance according to the
documented procedure to ensure repeatability of measurement
2.2. Confirm readings are the result of a valid measurement and record
data as required (as-found or before adjustment)
2.3. Adjust device under test to bring readings within specification and
record data (as-left or after adjustment) if required
2.4. Analyse resulting test data to detect trends or inconsistencies that
would significantly affect the accuracy or validity of test results
2.5. Seek appropriate advice when interpretation of results is outside
authorised scope of approval
3.
Document
results
3.1. Document compliance/non-compliance with requirements of test
and/or specifications
3.2. Estimate and document uncertainty of measurement in accordance
with enterprise procedures, if required
3.3. Record the results of each test/calibration accurately,
unambiguously and objectively
3.4. Ensure confidentiality of enterprise information
4.
Finalise
calibration
4.1. Prepare and issue a final report on the job/item detailing testing
carried out, traceability, statement of compliance and relevant
information as required
4.2. Report any non-compliance and verify next course of action with
supervisor
4.3. Attach calibration labels, equipment stickers, quality control tags
and tamper resistant seals as required in enterprise procedures
4.4. Store test equipment/measurement standards and results in
accordance with enterprise procedures
National VET E-learning Strategy 2012 – 2015
Page 122
Teacher guide Meat safety
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include:
 selecting and applying appropriate test methods and calibration procedures
 maintaining close attention to procedures, accuracy and precision of measurement to ensure
the integrity of test/calibration results
 using calibration and correction charts
 calculating to give results in appropriate accuracy, precision and units
 preparing test/calibration documentation that is accurate and complies with requirements
 operating equipment correctly and safely
 recognising problems or departures in systems and documentation and initiating actions to
prevent or minimise them
 recognising and report opportunities for improvements to procedures
Required knowledge
Required knowledge includes:
 purpose of metrology and calibration, including common terminology, concepts, principles,
procedures, and applications
 National Association of Testing Authority's (NATA) and National Measurements Institute's
(NMI) role in the measurement and testing system in Australia
 traceability, including legal requirements for traceability
 requirements for the competence of testing and calibration laboratories (e.g. AS ISO/IEC
17025) as they affect job role and responsibilities
 hierarchy and appropriate selection of reference materials and instruments
 non-conformance/non-compliance procedures and protocols associated with equipment,
reference material and calibration procedures
 troubleshooting procedures for equipment and test methods
 methods for statistical analysis (means, ranges and standard deviations) and estimation of
uncertainty of measurement (may include the use of software)
 reporting procedures and legislative requirements
 handling, transport, storage and operation of reference and working standards
 laboratory environmental control requirements
 relevant health, safety and environmental requirements
 layout of the enterprise, divisions and laboratory
 organisational structure of the enterprise
 lines of communication
 role of laboratory services for the enterprise and customers
National VET E-learning Strategy 2012 – 2015
Page 123
Teacher guide Meat safety
Specific calibration fields
Additional knowledge requirements may apply for different calibration fields. For example, testing
and calibrations conducted in the following:
 acoustic and vibration measurement
 chemical testing
 construction materials testing
 electrical testing
 heat and temperature measurement
 mechanical testing
 metrology
 non-destructive testing
 optics and radiometry
 pressure measurements
Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Assessors should ensure that candidates can:
 maintain very close attention to procedures, accuracy and
precision of measurement to ensure integrity of
test/calibration results (especially during lengthy tests)
 critically examine each calibration step to ensure repeatability
and validity of data
 apply all relevant procedures and regulatory requirements to
ensure the quality and integrity of the services or data
provided
 prepare test/calibration documentation that is accurate and
complies with requirements
 operate equipment correctly and safely
 recognise problems or departures in systems and
documentation and initiate actions to prevent or minimise
them
 recognise and report opportunities for improvements to
procedures.
Context of and specific
resources for
assessment
This unit of competency is to be assessed in the workplace or
simulated workplace environment.
This unit of competency may be assessed with:
 MSL924001 Process and interpret data
 relevant MSL974000 series unit of competency
National VET E-learning Strategy 2012 – 2015
Page 124
Teacher guide Meat safety
 relevant MSL975000 series unit of competency.
Resources may include:
 specialised calibration/test equipment, reference standards
and laboratory facilities
 access to a library of calibration methods, procedures and
equipment specifications
 enterprise quality manual and procedures.
Method of assessment
The following assessment methods are suggested:
 review of calibration results, uncertainty calculations and
workplace documentation completed by the candidate
 feedback from supervisors and/or customers regarding
quality of calibration services provided by the candidate
 observation of the candidate performing standard calibrations
 oral or written questioning to check underpinning knowledge
of standard calibration procedures.
In all cases, practical assessment should be supported by
questions to assess underpinning knowledge and those aspects of
competency which are difficult to assess directly.
Where applicable, reasonable adjustment must be made to work
environments and training situations to accommodate ethnicity,
age, gender, demographics and disability.
Access must be provided to appropriate learning and/or
assessment support when required.
The language, literacy and numeracy demands of assessment
should not be greater than those required to undertake the unit of
competency in a work like environment.
This competency in
practice
Industry representatives have provided the case studies below to
illustrate the practical application of this unit of competency and to
show its relevance in a workplace setting.
Background
Calibration work may be simple or highly complex depending upon
the type of equipment being calibrated and the accuracy or
uncertainties required. Manual calibrations may involve
interconnecting equipment and setting the stimulus devices to the
settings listed in the procedure. At each setting, the technician must
verify that the response or output of the unit under test (UUT) is
within the tolerances specified in the procedure. In addition, many
procedures require that 'as-found' (before adjustment) and 'as-left'
(after adjustment) results are recorded for maintaining the UUT
documentation history.
Often calibration technicians must assess and document the total
uncertainties for a given measurement by analysing equipment
specifications and methodology during calibration. They have to
interpret specifications and technical information and demonstrate
initiative when adjusting and repairing instruments.
The calibration technician's workload can be routine and repetitive.
National VET E-learning Strategy 2012 – 2015
Page 125
Teacher guide Meat safety
A perpetual backlog of work and the constant need to reduce turnaround-time to meet client demands, coupled with enterprise
productivity goals, can induce stress and mental fatigue if not
carefully managed. However, it is essential that all personnel are
able to perform tests and associated work tasks without undue
pressure that might influence technical judgement if 'integrity of
measurement' is to be retained. Errors arising from items
incorrectly calibrated will, at best, have to be recalled which wastes
time, resources and destabilises enterprise credibility. At worst, if
undetected, they may have severe safety implications to personnel
or equipment, depending on the nature of the item.
Calibration (1)
A customer delivers a test pressure gauge and requires certification
that the gauge conforms to manufacturer's specifications.
Personnel in the item reception area log the job and the laboratory
supervisor assigns it to a calibration technician. He/she reads the
work order and retrieves the approved calibration procedure. The
procedure requires the customer's gauge to be tested to 1000 kPa
using a hydraulic test station. The technician assembles the
required apparatus and personal protective equipment. The gauge
is visually inspected for defects and contamination. The
temperature of the environment is checked and the hydraulic test
station confirmed as fully operational. The required pressures are
applied to the gauge and the indicated readings are transcribed
onto the test report. The technician notes that some readings are
outside the allowable tolerance and adjustments will have to be
made. He/she takes another set of readings after making the
necessary adjustments and records them on the report. The
technician applies the required labels to the gauge, updates the
database, produces a test report and places the item on the quality
assurance bench for inspection by the supervisor. The supervisor
visually inspects the item and checks the readings on the report.
The job has taken two hours to complete.
Calibration (2)
A client has asked the laboratory to calibrate a spectrum analyser
to manufacturer's specification. The supervisor assigns the job to a
calibration technician who reads the job sheet and locates the
appropriate calibration procedure. Although this spectrum analyser
will be calibrated partly with the aid of automated technology, the
technician estimates that the calibration will still take about nine
hours to complete. The technician reads the procedure and
assembles the equipment and allows for the required warm-up time
for instrument stabilisation. Possible sources of error are minimised
by cleaning connectors and tensioning them with the torque
spanner. The technician performs the manual phase of the test and
manually records 12 pages of results. The equipment is
reconnected for the automated part of the procedure the test
recommenced. The technician produces a further six pages of
results. These are assessed for errors and non-conformances and
all calculations are carefully checked. A final report is produced
which accompanies the spectrum analyser to the quality assurance
bench for checking by the supervisor. All cables and equipment
National VET E-learning Strategy 2012 – 2015
Page 126
Teacher guide Meat safety
used for the calibration are returned to the store.
Range Statement
The range statement relates to the unit of competency as a whole. It allows for
different work environments and situations that may affect performance. Bold
italicised wording, if used in the Performance criteria, is detailed below. Essential
operating conditions that may be present with training and assessment
(depending on the work situation, needs of the candidate, accessibility of the
item, and local industry and regional contexts) may also be included.
Codes of practice
Where reference is made to industry codes of practice, and/or
Australian/international standards, it is expected the latest
version will be used
Standards, codes,
procedures and/or
enterprise
requirements
Standards, codes, procedures and/or enterprise procedures
may include:
Australian and international standards, such as:
 AS ISO 17025-2005 General requirements for the
competence of testing and calibration laboratories
 AS/NZS ISO 9001:2008 Quality management systems Requirements
 AS/NZS ISO 10005:2006 Quality management systems
- Guidelines for quality plans
 AS/NZS ISO 10012:2004 Quality assurance
requirements for measurement equipment
 ISO 5725 Accuracy (trueness and precision) of
measurement methods and results
 ISO/IEC Guide 98-3:2008 Uncertainty of measurement Part 3 Guide to the expression of uncertainty in
measurement (GUM)
 Eurachem/CITAC Guide CG4 Quantifying uncertainty in
analytical measurement
Standards, codes,
procedures and/or
enterprise
requirements
(continued)
 material safety data sheets (MSDS)
 enterprise recording and reporting procedures and standard
operating procedures (SOPs)
 quality manuals, equipment and operating/technical manuals
 test methods and calibration procedures (validated and authorised)
 test methods and calibration procedures published by international,
national or regional standards, reputable technical organisations,
scientific texts or journals and equipment manufacturers
 incident and accident/injury reports
schematics, work flows, laboratory layouts and production and laboratory
schedules
Standard calibrations
Standard calibrations may include testing and/or calibrating the following
equipment and reference materials using standard methods and
procedures:
National VET E-learning Strategy 2012 – 2015
Page 127
Teacher guide Meat safety
 test equipment, such as anemometers, balances, barometers,
calipers, environmental chambers, hygrometers, manometers,
masses, micrometers, pressure equipment, spectrophotometers,
tape measures, rules, temperature (digital) indicating systems,
thermometers, thermocouples, timing devices, vibration analysis
equipment and weighing instruments
 electrical reference standards, such as air-lines, analogue meters,
attenuators, bridges-manual balance, capacitors, DC voltage
references, digital instruments (calibrators, DMMs, electronic
transfer standards), inductors, instrument and ratio transformers,
instrument transformer test sets, potentiometers, resistors, radio
frequency (RF) power meters, RF thermistor mounts and thermal
converters, shunts, time interval and frequency standards,
transfer standards AC-DC, voltage dividers, volt ratio boxes and
watt-hour references
 working standards, instruments and testing equipment, such as
electromagnetic compatibility (EMC) test equipment, field strength
meters, flammability test equipment, gauges/test fingers/test pins,
hipot testers, impact hammers, impulse testers, instrument
calibrators, network analysers, signal generators and spectrum
and harmonic analysers
Hazards
Hazards may include:
 electric shock
 disturbance or interruption of services
 manual handling of heavy equipment boxes
 sources of electromagnetic radiation (lasers and RF
generators/transmitters)
 fluids under pressure
 heat sources, such as ovens
Safety procedures
Safety procedures may include:
 use of personal protective equipment, such as hearing protection,
gloves, safety glasses and coveralls
 ensuring access to service shut-off points
 handling and storing hazardous materials and equipment in
accordance with labels, MSDS, manufacturer's instructions, and
enterprise procedures and regulations
 regular cleaning of equipment and work areas
Reference materials
Reference materials may include:
 colour standards
 graded granular materials
 hardness blocks
Communication
Communication may be with:
 supervisors and managers (laboratory, quality and customer
service)
National VET E-learning Strategy 2012 – 2015
Page 128
Teacher guide Meat safety
 peers and other laboratory or relevant technical personnel
 clients and end users of equipment
 external auditors, or accreditation agency for example, NATA
 manufacturers of equipment and suppliers of spare parts and
materials
Working environment
The working environment will have a controlled environment but may
include:
 purpose-built designed facility
 mobile facility in the field
Occupational health
and safety (OHS) and
environmental
management
requirements
OHS and environmental management requirements:
 all operations must comply with enterprise OHS and environmental
management requirements, which may be imposed through
state/territory or federal legislation - these requirements must not
be compromised at any time
 all operations assume the potentially hazardous nature of samples
and require standard precautions to be applied
 where relevant, users should access and apply current industry
understanding of infection control issued by the National Health
and Medical Research Council (NHMRC) and State and Territory
Departments of Health
National VET E-learning Strategy 2012 – 2015
Page 129
Teacher guide Meat safety
MSL922001A Record and present data
Unit Descriptor
 This unit of competency covers the ability to record and store data, perform simple
calculations of scientific quantities and present information in tables and graphs. The unit of
competency requires personnel to solve predictable problems using clear information or
known solutions. Where alternatives exist, they are limited or apparent.
Application of the Unit
 This unit of competency is applicable to production operators, field assistants and laboratory
assistants working in all industry sectors.
 Industry representatives have provided case studies to illustrate the practical application of
this unit of competency and to show its relevance in a workplace setting. These are found at
the end of this unit of competency under the section 'This competency in practice'.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Record and
check data
1.1. Enter data into laboratory information system or record sheets as
directed
1.2. Check data to identify transcription errors or atypical entries
1.3. Rectify errors in data using enterprise procedures
2.
Calculate
simple scientific
quantities
2.1. Calculate simple scientific quantities using given formulae and data
2.2. Ensure calculated quantities are consistent with estimations and
expectations
2.3. Report all calculated quantities with appropriate precision and units
3.
Present data in
tables, charts and
graphs
3.1. Present data accurately in tables and charts using given formats and
scales
4.
Store and
retrieve data
4.1. File and store data in accordance with enterprise procedures
3.2. Recognise and report obvious features and trends in data
4.2. Maintain enterprise confidentiality standards
National VET E-learning Strategy 2012 – 2015
Page 130
Teacher guide Meat safety
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Required skills include:
 performing simple calculations
 preparing and interpreting straightforward tables, graphs and charts
 applying calculations in the workplace
 coding, recording and checking data accurately
 presenting accurate results in the required format
 recognising obvious trends in data
 maintaining the confidentiality of data in accordance with workplace and regulatory
requirements
Required knowledge
Required knowledge includes:
 concepts of metrology
 the international system of units (SI)
 relevant scientific and technical terminology
 procedures for coding, entering, storing, retrieving and communicating data
 procedures for verifying data and rectifying mistakes
 conversion of units involving multiples and submultiples
 significant figures, estimation, approximation, rounding off
 substitution of data in formulae
 calculations involving fractions, decimals, proportions and percentages
 procedures for maintaining and filing records, security of data
National VET E-learning Strategy 2012 – 2015
Page 131
Teacher guide Meat safety
Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of
assessment
Critical aspects for
assessment and
evidence required
to demonstrate
competency in this
unit
Assessors should ensure that candidates can:
 accurately code, check and record data in the required format
 calculate simple scientific quantities
 recognise obvious trends in data
 maintain the confidentiality of data.
Context of and
specific resources
for assessment
This unit of competency is to be assessed in the workplace or simulated
workplace environment.
This unit may be assessed with technical units, such as:
 MSL973001A Perform basic tests
 MSL973002A Prepare working solutions
 MSL973007A Perform microscopic examination.
Resources may include:
 data sets and records
 computer and relevant software or laboratory information system
 relevant enterprise procedures.
Method of
assessment
The following assessment methods are suggested:
 review of data worksheets, calculations, graphs and tables prepared
by the candidate
 review of records transcribed, maintained or stored by the candidate
 feedback from supervisors and peers
 observation of the candidate as they record data and perform
calculations
 questions to assess understanding of relevant procedures and trends
in data.
In all cases, practical assessment should be supported by questions to
assess underpinning knowledge and those aspects of competency which
are difficult to assess directly.
Where applicable, reasonable adjustment must be made to work
environments and training situations to accommodate ethnicity, age, gender,
demographics and disability.
Access must be provided to appropriate learning and/or assessment support
when required.
The language, literacy and numeracy demands of assessment should not
be greater than those required to undertake the unit of competency in a
National VET E-learning Strategy 2012 – 2015
Page 132
Teacher guide Meat safety
work like environment.
This competency
in practice
Industry representatives have provided the case studies below to illustrate
the practical application of this unit of competency and show its relevance in
a workplace setting.
Construction materials
A laboratory assistant is given 20 soil samples and asked to test their
moisture content by weighing each sample, placing them in an oven for 24
hours and then reweighing them. The assistant performs the tests in
accordance with the standard method and then calculates the % water
content by dividing the weight loss by the wet weight and multiplying by 100.
He/she checks the results. After entering them into the laboratory
information management system (LIMS), they notice that they are
consistently less than the previous results recorded for soils at the same
site. The assistant reports the discrepancy to the supervisor who checks
whether the oven was operated at the required temperature. The supervisor
then discovers that the assistant has calculated the moisture content by
dividing the weight loss by the wet weight instead of the dry weight. The
assistant recalculates the moisture content for the 20 samples and notes
that the results are now consistent with previous results.
Manufacturing
On Friday, a laboratory assistant performs the routine set of temperature,
pressure and humidity measurements at 10 sites in a refinery. They enter
the data on a pre-prepared data sheet that also contains the data recorded
for the previous days of that week. The assistant checks the data for any
significant variations to that recorded previously. They notice that for site #5,
the temperature reading is 250(C which is 100(C below the expected value.
The assistant repeats the measurement and gets the same result. After
returning to the laboratory, the assistant enters the data into the LIMS and
reports the odd result to their supervisor. The supervisor contacts the site
manager and finds out that the pipeline at site #5 has been isolated as part
of unscheduled maintenance in that part of the site.
National VET E-learning Strategy 2012 – 2015
Page 133
Teacher guide Meat safety
Range Statement
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording, if
used in the Performance criteria, is detailed below. Essential operating conditions that
may be present with training and assessment (depending on the work situation, needs of
the candidate, accessibility of the item, and local industry and regional contexts) may also
be included.
Codes of practice
Where reference is made to industry codes of practice, and/or
Australian/international standards, it is expected the latest version will be
used
Standards, codes,
procedures and/or
enterprise
requirements
Standards, codes, procedures and/or enterprise requirements may
include:
 Australian and international standards such as:
 AS ISO 1000-1998 The international system of units (SI) and its
application
 national measurement regulations and guidelines
Concepts of
metrology
Concepts of metrology may include:
 that all measurements are estimates
 measurements belong to a population of measurements of the
measured parameters
 repeatability
 precision
 accuracy
 significant figures
 sources of error
 uncertainty
 traceability
Data
Data may be recorded on:
 worksheets
 spreadsheets or databases linked to information management
systems
Data may include results of:
 observations
 tests and measurements
 surveys
Data may be presented in the form of:
 graphs
National VET E-learning Strategy 2012 – 2015
Page 134
Teacher guide Meat safety
 tables
 control charts
 semi-quantitative observations expressed on a scale (for example,
1 to 4 or + to ++++)
Simple calculations
Simple calculations may be performed with or without a calculator or
computer software and may include scientific quantities such as:
 decimals, fractions, ratios, proportions and percentages
 perimeters, areas, volumes and angles
 concentration
 unit conversion, multiples and submultiples
 use of significant figures, rounding off, estimation and
approximation
 substitution of data in formulae
 conversions between SI units
 areas (m2) and volumes (mL, L, m3) of regular shapes (e.g.
packaging and moulds)
 average mass, mass %, density, specific gravity, moisture, relative
and absolute humidity
 ratios, such as mass to mass, mass to volume and volume to
volume percentages
 industry specific ratios, such as g/cm2 , kg/m2
 concentration (for example, g/100mL, mg/L, mg/(L, dilution mL/L)
 statistical values such as mean, median, mode and standard
deviation
 average count, colonies per swab surface and cell counts (live and
dead/total)
 process variables, such as pressure, velocity and flow rates
 % content of moisture, ash, fat, protein, alcohol, sulphur dioxide
and trace metals, such as calcium or zinc
 food properties, such as % concentration (dry), friability, bitterness,
brix, free amino nitrogen, diastatic power, calorific content and
yeast viability
Obvious features
and trends in data
Obvious features and trends in data could include:
 maximum and minimum values
 spread of data
 increasing/decreasing data, rate of change
 outliers, data beyond control limits or normal range
Occupational health
and safety (OHS)
and environmental
management
OHS and environmental management requirements:
 all operations must comply with enterprise OHS and environmental
management requirements, which may be imposed through
National VET E-learning Strategy 2012 – 2015
Page 135
Teacher guide Meat safety
requirements
state/territory or federal legislation - these requirements must not
be compromised at any time
 all operations assume the potentially hazardous nature of samples
and require standard precautions to be applied
 where relevant, users should access and apply current industry
understanding of infection control issued by the National Health
and Medical Research Council (NHMRC) and State and Territory
Departments of Health
MTMP408A Inspect transportation container/vehicle
Unit Descriptor
 This unit covers the skills and knowledge required to apply regulatory and workplace
requirements for the inspection of meat transport containers and vehicles.
Application of the Unit
 Inspection of containers and trucks prior to the transport of meat products is a mandatory
requirement and is undertaken by meat safety and/or Quality Assurance (QA) officers.
Pre-Requisites
 Nil
Employability Skills Information
 This unit contains employability skills.
Elements and Performance criteria Pre-Content
 Elements describe the essential outcomes of a unit of competency.
 Performance criteria describe the performance needed to demonstrate achievement of the
element. Where bold italicised text is used, further information is detailed in the required
skills and knowledge section and the range statement. Assessment of performance is to be
consistent with the evidence guide.
Elements and Performance criteria
ELEMENT
PERFORMANCE CRITERIA
1.
Inspect meat
transport container or
vehicle
1.1. Regulatory and workplace requirements for vehicles and
containers are identified
1.2. Sources of potential contamination are identified and explained
1.3. Meat transport vehicle or container is inspected for compliance
with licensing requirements
1.4. Meat transport vehicle or container is inspected for compliance
with regulatory and workplace requirements
1.5. Corrective action is taken if vehicles or containers do not meet
workplace or regulatory requirements
National VET E-learning Strategy 2012 – 2015
Page 136
Teacher guide Meat safety
1.6. Reports are completed to workplace requirements
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
Ability to:
 apply mathematical applications where relevant
 complete literacy and numeracy tasks to a standard required in the workplace
 work effectively as an individual and as part of a team
 follow enterprise and regulatory inspection procedures for meat transport vehicles
 identify non-conformance in hygiene and sanitation, Occupational Health and Safety
(OH&S) and licensing requirements
 prepare reports clearly and concisely in standard formats
 take action to improve own work performance as a result of self-evaluation, feedback from
others, or in response to changed work practices or technology
 take corrective action if vehicle or container does not meet workplace or regulatory
requirements
Required knowledge
Knowledge of:
 potential sources of contamination
 regulatory and enterprise hygiene and sanitation requirements related to inspection of meat
transport vehicles or containers
 licensing and registration requirements for meat transport vehicles
National VET E-learning Strategy 2012 – 2015
Page 137
Teacher guide Meat safety
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with
the Performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment
The meat industry has specific and clear requirements for evidence.
A minimum of three forms of evidence is required to demonstrate
competency in the meat industry. This is specifically designed to
provide evidence that covers the demonstration in the workplace of
all aspects of competency over time.
These requirements are in addition to the requirements for valid,
current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence not three pieces of the same kind. In practice it will mean that most
of the unit is covered twice. This increases the legitimacy of the
evidence.
All assessment must be conducted against Australian meat industry
standards and regulations.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Candidates must be able to implement current regulatory
requirements.
Context of, and specific
resources for
assessment
Assessment has to utilise actual containers or vehicles for inspection
activities.
Method of assessment
Recommended methods of assessment are:
 assignment
 quiz of underpinning knowledge
 verified work log or diary
 workplace demonstration of competency for the assessor
 workplace project
 workplace referee or third party report of performance over
time.
Assessment practices should take into account any relevant
language or cultural issues related to Aboriginality or Torres Strait
Islander, gender, or language backgrounds other than English.
Language and literacy demands of the assessment task should not
be higher than those of the work role.
Guidance information for
assessment
A current list of resources for this unit of competency is available
from MINTRAC www.mintrac.com.au or telephone 1800 817 462.
National VET E-learning Strategy 2012 – 2015
Page 138
Teacher guide Meat safety
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different
work environments and situations that may affect performance. Bold italicised wording,
if used in the Performance criteria, is detailed below. Essential operating conditions
that may be present with training and assessment (depending on the work situation,
needs of the candidate, accessibility of the item, and local industry and regional
contexts) may also be included.
Types of container or vehicle
may include those used in
transport by:
 air
 rail
 ship
 truck.
Regulatory requirements may
include:
 Export Control Act
 hygiene and sanitation requirements
 relevant Australian Standards
 relevant regulations
 requirements set out in AS 4696:2007 Australian
Standard for Hygienic Production and
Transportation of Meat and Meat Products for
Human Consumption
 state and territory regulations regarding meat
processing.
Workplace requirements may
include:
 enterprise-specific procedures
 OH&S requirements
 QA requirements
 Standard Operating Procedures (SOPs)
 the ability to perform the task to production
requirements
 work instructions.
Reports may be:
 diagrammatic, sketch, tabular, graphic
 prepared using information and mathematical data
from a range of sources
 presented in writing and in standard formats
 presented orally.
Mathematical applications
may:
 include calculation, estimation, collation and
recording of data
 involve the use of a calculator or other electronic aid
 relate to percentages, decimal numbers, time,
temperature, humidity, quantity, frequency, ratio,
viscosity and density.
National VET E-learning Strategy 2012 – 2015
Page 139
Teacher guide Meat safety
Literacy and numeracy tasks
include:
 accurate transcription and collation of data from a
variety of sources
 recognition and interpretation of signs, symbols,
codes, numbers.
OH&S requirements may
include:
 enterprise OH&S policies, procedures and programs
 OH&S legal requirements
 Personal Protective Equipment (PPE) which may
include:
 coats and aprons
 ear plugs or muffs
 eye and facial protection
 head-wear
 lifting assistance
 mesh aprons
 protective boot covers
 protective hand and arm covering
 protective head and hair covering
 uniforms
 waterproof clothing
 work, safety or waterproof footwear
 requirements set out in standards and codes of
practice.
National VET E-learning Strategy 2012 – 2015
Page 140