Food hygiene Module 3- Cleaning and personal hygiene.pdf

7/30/2019 Food hygiene Module 3- Cleaning and personal hygiene.pdf

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FHy Module 3 Cleaning and personal hygiene

61

PAGE 3:1

Hygiene habits

People are a common source of food poisoning

through carrying pathogenic bacteria and following

poor hygiene procedures. This page highlights good

and bad hygiene habits while reinforcing reading

skills. Learners need to recognise the difference

between information and instructions and be able to

act upon the latter. This page builds on the work

done on instructional texts on page 2:6.

Materials

Source page 0:09

Learning outcomes (objectives)

1 To learn about and understand the importance of

personal hygiene habits in food handling.

2 To distinguish between instruction and

information in a piece of text.

3 To recognise instructional language, e.g.

imperatives.

4 To know that some instructions are conditional.

FH Syllabus ref: explain the importance of personal

hygiene in food handling; describe the sources ofcontamination from injuries, personal clothing or

habits and how risks can be eliminated.

Suggestions for how to use this page

Begin by asking learners how often they wash

their hands when handling food. Ask the group

to compile a list of all the times in a day when

hands should be washed and write it up on the

flipchart or whiteboard. Supplement the list as

necessary.

Discuss what hand washing facilities learners havein their own places of work. Do they meet food

hygiene standard requirements? Discuss the use of

different kinds of soap, drying facilities and

location of wash basins.

Ask learners to read the text on hand hygiene on

the learner page in small groups. Read the

information boxes with learners and ask learners

to perform the tasks in small groups.

Feed back to the main group, comparing answers.

Find the instructions in the text that do not give

reasons for following them and check whetherlearners understand the reasons for these

instructions.

Go over the use of the imperative in instructions

(see also page 2:6 for an introduction to this) and

underline these and the other verbs in the Hand

hygiene text, which also appears on Source

page 0:09. You could compare the use of verbs

in instruction sentences and those used in

information sentences. Talk about the difference

between information and instructions, or ask

learners to define the two.

Go around the group asking each learner to give a

conditional instruction to the person sitting next

to him or her, e.g. if you are hungry, tap thetable; if you are wearing blue, wink your left eye,

etc.

Now move on to and read the hand washing

instructions together on the learner page. Point

out to learners that this text contains only

instruction sentences; there are no information

sentences.

Ask learners to work individually to i) underline

all of the verbs in the instructions, and ii) circle

the use of the conditional.

Suggestions for learners who are having

difficulties

Help learners who are having difficulty with the

reading tasks by discussing a particular instruction

or piece of information, writing down the key

words and asking the learner to find the relevant

sentence in the text.

Some learners may have difficulty reading fully

justified text as in the central text on the learner

page. Offer a ruler or straight edge to help learners

keep track of the correct line.

Suggestions for advanced learners

Learners who have little difficulty with the reading

tasks could benefit from preparing a short talk on

good and bad hygiene habits to take back to their

place of work and present to colleagues and

management in a staff meeting.

Curr ref Standards Key Skills

Rt/L1.2; 2GEN3.1; C1.2;

Rs/L1.1 3GEN1.1; WO1.12GEN4.1


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Module 3 Cleaning and personal hygiene

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FHy FHy 3:1

Hygiene habits

Hand washing is one of the most important features of food

hygiene, and the one most often neglected. You have tofollow good hygiene habits if you want to protect food.

Instructions on what to do to keep good hygiene habits and

information on hygiene could be mixed together in the

same piece of text. Recognising the difference can make the

text easier to read and follow.

Hand hygiene

Wash your hands frequently throughout the

day, especially when you begin work, whenever

you have handled food, after going to the toilet

or outside, and after smoking. Never test food

with your finger, always use a clean spoon.

Dont wear nail varnish it could flake off into

food or jewellery, which could trap bits of

food and cause cross-contamination.

Cover cuts, scratches and spots with a

waterproof plaster to prevent spreading

bacteria to food and to protect the wound or

spot. Waterproof plasters should be brightly

coloured they are usually blue so that they

can be easily seen if they come off. Some

plasters contain a thin metal strip so that they

can be automatically identified by a metal

detector on production lines. If a plaster does

fall into food, tell your employer immediately.

Ifyou have a weeping spot or boil, you must

report this to your employer before you start

work. People are the main source ofStaphylococcus aureus food poisoning

bacteria, which can spread from infected spots

or boils

How to wash hands thoroughly:

1. Rinse any bits of food or dust off your hands.

2. Use comfortably hot, running water.

3. Use one squirt of soap from the dispenser.

4. Rub soap all around, including between your fingers.

5. Scrub nails with a nailbrush, especially if you have been to the toilet or have been

handling raw food.6. Rinse the nailbrush off carefully.

7. Rinse hands thoroughly, back and front.

8. Dry hands carefully on paper towels.

Look out for theinstruction or

action words that

tell you what to do,

like wash and

cover. Can you find

any more?

Some sentencesgive you

information.

Find two more

sentences that are

not instructions but

instead give you

information.

Some instructionsinclude information

about reasons.

Sometimes you

have to work out

the reasons for

yourself. Circle the

reasons for not

wearing jewellery

or nail varnish.

Some instructions

are conditional.

This means you

only have to follow

them in certain

circumstances Look

out for the word

if.

Numbered

instructions should

be followed in

order.


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PAGE 3:2

Preparation areas

Food hygiene learners need to know what to clean

and how to clean it when it comes to food

preparation surfaces. In the workplace learners often

need to follow complicated verbal instructions. This

page combines practise in following instructions

with learning about and understanding acceptable

methods of cleaning and disinfecting.

Materials

Audio CD and player


1 To learn about and understand acceptable

methods of cleaning and disinfecting preparation

areas.

2 To use strategies for picking out relevant details

from verbal instructions.

3 To recognise key order words in instructions.

4 To know how to clarify and confirm

understanding.


Begin by discussing which parts of a food

preparation area need regular cleaning and

disinfecting, focusing especially on those contact

areas which are sometimes forgotten, for example

handles of appliances.

Explain to learners that you are going to play

them an audio clip, but dont tell them what it is

about. As soon as it is finished, quiz learners as to

what the supervisor was telling the food worker to

do. Talk about how difficult it might be to

remember what was said. Point out to learners that the audio was a set of

cleaning instructions given to a food worker in

the workplace.

Discuss instructions in general. What is meant by

an instruction? Who gives instructions? How are

they given (e.g. verbally, written)? How can you

tell when something is an instruction (as opposed

to advice, a comment on progress, etc.)?

Instructions can often be identified by tone of

voice and the use of instruction words. Ask

learners for examples of each of these.

Talk about the difference between written

instructions and spoken instructions (note that

pages 2:6 and 3:1 deal with written instructions).

You generally only get to hear verbal instructions

once so it is important to develop good strategies

for listening carefully and picking out exactly

what you need to do.

Give learners a copy of the learner page, and read

through the listening tips together. Make sure

that learners understand the colour coding used

for information boxes, speech bubbles and

thought bubbles. If a colour copy is not available,these different features are distinguishable by

shape.

Discuss other order words and phrases, and write

these on the board/flipchart (e.g. Before you do

anything else ..., At the end ..., and so on).

Look at the examples of self-questioning based on

the instructions on the page. How will this help

the worker to establish exactly what to do?

Task 1 based on learner page: Explain that you are

going to play the audio again, and this time you

would like learners to note down how manythings the food worker is being asked to do (see

answers Task 1). Point out to learners that they

will need to listen out carefully for the action

words to count exactly how many instructions

there are.

Listen to the audio two or three times to get the

gist of what the supervisor is saying.

Task 2 based on learner page: Listen to the audio

again. This time ask learners to listen out for the

order words and put their list of instructions

into the order that the tasks need to be carriedout. Make sure that learners know what they need

to do before they listen.

Discuss what the food worker has been asked to

do, especially leaving the disinfectant on the food

surfaces. Discuss the reason for this, i.e. allowing

sufficient contact time for the disinfectant to

work.


difficulties

Pause the audio several times to think about anddiscuss what has just been said; use the audio

transcript from the learner page to follow along,

highlighting any key order and action words.


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64

Listening and making notes requires multi-tasking

which most dyslexic learners will find difficult.

They will need extensive practice.


Learners who have no difficulty following verbal

instructions could usefully design a cleaning

schedule for their own place of work.


SLlr/L1.1 2GEN3.2; WO1.1;

SLlr/L1.2 2GEN4.2; C1.1

SLlr/L1.3 3GEN1.1

SLlr/L1.4

SLc/L1.1

SLc/L1.2

3:2 Preparation areasModule 3 Cleaning and personal hygieneFHy


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3:2Module 3 Cleaning and personal hygiene

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FHy FHy

Preparation areas

Food preparation areas need to be kept spotlessly clean and

disinfected. You will be cleaning as you work, but athorough clean has to be carried out at regular intervals.

Make sure you know what to do by listening carefully.

Repeat key points to

check youve got it right.

Keep a notepad

to jot down

what you have

to do or keep amental note.

Look as if you are

listening:

nod

look at the speaker.

Listen for the

words that let

you know

what order to

do things in.

Check that what you hear makes

sense to you. If you dont

understand, ask questions.

Get ready to listen.

Right, thats

four things

Ive got to do.

2

Did you say

three minutes?

The special cleaner is

that the Zapco one?

I have to listen for

key words like do anddont. Is there anything

Imust notdo?

Listen for the words which

tell you what action to take

or not to take. Action words

might be things like do,

dont, go, scrub, leave,remember.

Ill tell you what to clean, then Ive got to dash out to the office.

Just remember, you have to spray the disinfectant on after you

cleaned, and leave it for at least 3 minutes, or it doesnt work.

Start with the sinks and the drainer, and check the drains are

clear and not clogging up. Then do the work surfaces, give them

a good scrub, and use the special cleaner on the hob, just readthe instructions first.

You dont have to do inside the oven today, but make sure you

wipe down the outside of the door and be specially careful of

the handles.

Order words

might be

things like

first, second,

then,

afterwards,

before that,

later, next

and finally.


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PAGE 3:3

Protective clothing

FHy

Protective clothing is essential equipment for

workers in the food industry, ensuring food is

protected from hair, skin, and dust and dirt from

outdoors. Employers have different requirements

when it comes to a dress code and various processes

need particular protection. This page introduces a

range of protective clothing as well as giving practice

in listening to verbal information and instructions.

Materials

Examples of protective clothing would be an

advantage where available, audio CD and player


1 To understand the importance and properties of

protective clothing.

2 To practise listening for and picking out key

details in instructions and explanations.

FH Syllabus ref: explain the importance and

properties of protective clothing.

Suggestions for how to use this page Begin by asking learners what items of protective

clothing they wear and what their purpose is.

Using actual items where available, talk about

how particular clothing saves food from

contamination. Try to cover a full range from

different food processes.

Go through the particular items of protective

clothing on the learner page.

Explain the setting and listening activity before

playing the audio.

Point out that the task is to listen for what, why,when and how. Ask learners to focus on the box

on the learner page containing these questions.

Listen to the audio through once for gist. Ask

learners to complete the task on the learner page.

Point out that How? can only be answered for

two of the items: apron and gloves.

Play the audio as many times as it is necessary for

learners to record their answers.

Discuss the answers as a whole group. (See the

model answers provided on the answer pages.)

Check for and discuss any unfamiliar words or

phrases could they be understood from the

context?

Discuss strategies to help learners remember all

the relevant information. Discuss whether it helps

to have thought about what you are listening for

before you listen (key words and phrases). See also

the work done on listening to verbal instructions

on page 3:2.

Ask the group to write or to give a similar set of

instructions for the protective clothing they wear

for their own work. Have learners swap with a

partner to check how easy their instructions are

to follow, and whether every reasonable item of

clothing has been included.


difficulties

Give learners a table to complete for each item of

protective clothing mentioned on the audio. The

table should have four columns What/Why/

When/How. Blank out the parts of the How

column which will not require an answer.

Listening and making notes requires multi-tasking

which most dyslexic learners will find difficult.

They will need extensive practice.

Some, but not all, dyslexic learners may

experience auditory processing difficulties, and

could find a group listening task difficult and

frustrating. Allow these learners space to think

before responding; encourage them to take their

turn to respond and contribute; use their

favoured learning style to reinforce their

understanding of the key listening skills listed

above.

Play the audio clip, or read the script again,

stopping frequently to allow learners to respond.


Learners who are familiar with protective clothing

and the role it plays could usefully write a dress code

for their own place of work, including a reason for

using each piece of protective clothing worn, as a

training resource for new members of staff where

they work.


SLlr/E3.2 2GEN3.1; WO1.1;3GEN1.1; C1.1

2GEN4.1

66


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FHy FHy

Protective clothing

What you wear at work

plays an important role inprotecting food from

contamination. Employers

will often have a dress

code for staff to follow.

You need to listen very carefully to know what to wear.You need to be able to answer these questions:

What is the name of the piece of protective clothing? Why is the item used? When should you wear the item? How should the item be worn or put on?

Task

Listen to a supervisor explaining what staff at one companyneed to wear at work.

Can you pick out all the items of protective clothing?

Can you answer all the four questions in the box above?

3


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Module 3 Cleaning and personal hygieneFHy

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PAGE 3:4

Washing up

Multiple-choice assessment is used at the end of

many short courses. Learners can make errors on

this style of test by not reading either the question

or the choices carefully or by responding

impulsively. This page offers some tips for

completing multiple-choice questions within the

context of washing up. The latter is also an area

where people are often complacent and assume that

they know the correct procedures.

Materials

Flip chart, sticky notes

Source page 0:10


1 To learn and understand acceptable methods of

washing utensils and the reasons for following

procedures when washing up.

2 To practise answering multiple-choice style

comprehension questions.

FH Syllabus refGive examples of acceptable

methods of cleaning and disinfection.


Discuss how learners feel about tests. Were they

put off them at school? Have they taken any tests

before? For example, the driving theory test. If so,

what was their experience?

Ask learners to share their own exam/test tips

and/or disasters before handing out the learner

page.

Learners feelings and/or tips about exams/tests

could be written on sticky notes (one colour forpositive ideas, one for negative) and stuck on

wall, flipchart or whiteboard.

Stress the importance of listening carefully

throughout the course in order to learn and

remember important information. Talk about

different learning styles and how learners, if they

know they dont learn well through listening,

should use other methods to help them retain

information. This could be taking notes, talking

things through with a colleague or friend, or

reading through handouts and the course book. Read through the tips at the top of the page with

learners.

Discuss the dangers associated with multiple-

choice tests, for example, predicting the answer

before reading the options thoroughly is a

common error; guessing the answer; not reading

the test instructions; not checking answers;

recording answers incorrectly. Give examples of

each danger.

Point out the structure of some multiple-choice

questions which use incomplete sentences.

Explain to learners that they are going to read a

text on the correct procedure for washing up by

hand and then answer some practice multiple-

choice questions.

Encourage learners to read the questions first,

before reading the information on the Source

page; this gives a focus and reason for reading.

When reading the Source page information

encourage learners to read it through once for gist

and overview. This could be done with pencil in

hand to underline words that cannot be decoded

or are not understood. Then read again in detail,

making sure that they understand the text.

Make sure the glossary is available to learners who

would like to use it, and be prepared to offer help

with particular words and understanding.

Check and discuss the answers to the questions as

a whole group. If learners answered incorrectly,

try to establish whether it was because of

misreading the question or the information.

Check that all learners are aware of why certain

answers are correct. For example why is the ideal

temperature of rinse water 82C?

Where available, look at the different chemicals

for washing dishes and read the labels together.Discuss the different roles of detergent and

disinfectant, rinse agents and dishwasher salt; and

the purpose of using very hot water in the rinse

cycle. Discuss the importance of using

scrupulously clean drying cloths if there isnt time

to air dry utensils.


difficulties

Assist learners in using the glossary to look up

some of the words.


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Some learners could benefit from writing key

words from the questions on slips of card, and

searching the information for words which match

those on the card.


Learners who have read and assimilated the

information on washing up quickly could benefit

from posing their own multiple-choice questions on

the use of the different chemicals. Remind learners

to use question marks where appropriate.


Rt/L1.5 3GEN1.1 C1.2

3:4 Washing up


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FHy FHy 3:4

Washing up

You may need to take a multiple-choice test at the end of your

course. Here are some tips to help you.

Read the instructions on Washing up in the Source material

and answer these questions.

Tips for multiple-choice questions

Read the instructions carefully and check that you

understand how to record your answers.

Read all the choices before choosing an answer.

If you think there is more than one answer, choose the

answer that is most correct.

Do the questions you find easiest first and come back to the

harder ones.

Dont rush. Check your answers through at the end.

1 When using a dishwasher, you should:

a Set it to run at 80C.

b Make sure the cleaning jets are blocked.

c Stack the machine according to the manufacturersinstructions.

d Fill the machine with chemicals.

2 What items of protective clothing should you wear when

washing by hand?

a An apron to protect your clothes from splashes.

b Rubber gloves to protect your hands.

c An overall to protect your clothes from chemicals.

d Insulated gloves to protect your hands from hot water.

3 What is the ideal temperature for rinse water when washing

by hand?

a 82C

b 89C

c 55C

d 30C

4 What is the best way to dry items after washing them by hand?

a Paper towels

b Clean, dry cloths

c Leave them to dry in the aird A purpose designed basket

Questions may begin

with a sentence which

is not finished. You

need to choose which

phrase will complete

the sentence correctly.

Sometimes you have

to know the facts.

Sometimes you can

think a question

through and decide

which makes best

sense.


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PAGE 3:5

Using chemicals

Any person using chemicals or cleaning products

must be aware that many of these substances can be

dangerous if used, or stored, incorrectly. The hazard

warning symbols are the first and most visible

indication that products need to be handled

carefully. Learners should be aware of the format

and meaning of COSHH symbols. This will alert

them to the danger and they must then read and

follow manufacturers instructions about the safe use

and storage of these products. This page explores

some of the common symbols and cautions seen on

cleaning chemical labels.

Materials

Examples of different kinds of cleaning product

labels would be an advantage


1 To read and understand warning symbols and

caution labels on cleaning chemicals.

2 To relate common chemical COSHH symbols to

print and use them to obtain meaning.


Where you have actual cleaning chemicals

available, display them and discuss their different

purposes and methods for use.

Ask learners what chemicals they use in their

place of work, either to clean, or to disinfect

appliances, work surfaces, floors and windows,

handles, utensils, etc.

Discuss the difference between cleaning and

disinfecting using chemicals. Ask learners whether

they use products which do both at once, orwhether they clean first and then disinfect with

something different.

Talk about the safe storage of chemicals and the

importance of keeping food covered and away

from all cleaning activities to avoid

contamination with splashes or drift from fine

mist sprays, etc. Ask learners if they are aware of

COSHH and ask them to interpret the acronym if

possible (Control of Substances Hazardous to

Health). Discuss the implications of COSHH

regulations. Some learners may be familiar with

data sheets for products that they use at work.

Look at the labels on the learner page together.

Talk about the colour of the symbols, i.e. black on

orange, which stands out clearly and symbolises

caution. Look for the same, similar or other

symbols on the labels of any cleaning chemicals

you have available.

Using the symbols as a guide, ask learners to

choose definitions for irritant, corrosive and

flammable from the options available. Ask

learners to think about the way in which graphics

can give messages without words. Ask for other

examples of this.

Talk about the effect each substance could have

on users, and ask learners for anecdotes, orexamples, of anyone suffering ill effects from

cleaning chemicals.

Read through each of the warning labels together

and explore the possible effects of not heeding

the warnings given. Use the glossary to look up

any unknown words.

Look for similar warnings on any available

cleaning chemical labels you have available and

read them together.

Suggestions for learners who are havingdifficulties

Warning labels are commonly written in language

that is not usually used in informal speech, so the

style of the language used might be unfamiliar to

some learners. This could distract them from

understanding the meaning of what they are

reading. Rewrite the language together in more

familiar language, for example instead of seek

medical advice, use ask a doctor or nurse.

Discuss the meaning, then use learners own

words to paraphrase the labels. Note: it is

important that the meaning is not altered.


Learners who are able to read and understand the

language and symbols immediately could benefit

from reading actual cleaning chemical labels and

creating a glossary of unfamiliar terms used on

each label to share with colleagues. Where Internet

access is available, learners could search for

definitions of words and terms.


Rt/E3.9 2GEN3.2 C1.2


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FHy FHy 3:5

Using chemicals

Chemical cleaning products can be dangerous. They have

to be used carefully and stored correctly. Look out for thesesymbols on product labels. They are there to warn you that

these chemicals can harm you.

Irritant means:

a Annoying

b Likely to cause

reddening, swelling,

itching, burning, orblistering

c Likely to cause an

allergic reaction

Corrosive means:

a A chemical with the

power to dissolve oreat away human

skin, metal and other

substance

b Dangerously

poisonous

c Likely to catch fire

Flammable means:

a Powered by flame

b Extremely hot to the

touch

c Likely to catch fire

CAUTION

Irritant

Keep out of reach of children

Store away from food products

Avoid contact with eyes

Seek medical advice if swallowed

CAUTION

Corrosive

Causes severe burns

Wear gloves, eye and faceprotection

In case of contact with eyes or

skin, rinse immediately with water

and seek medical advice

Do not breathe spray

Use only in well ventilated areas

CAUTION

Flammable

Do not expose to temperatures

above 50C

Keep out of direct sunlight

Keep away from sources of ignition

NO SMOKING

Documents

Food hygiene Module 3- Cleaning and personal hygiene.pdf