pearson btec level 2 award in food safety for logistics (qcf)...the pearson btec level 2 award in...

Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF)

Specification

Pearson BTEC Specialist qualification First teaching August 2014

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Laura Moran

ISBN 978 1 446 91029 0

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Relationship with previous qualifications 5

Progression opportunities 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Qualification structure 6

Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF) 6

4 Assessment 7

5 Recognising prior learning and achievement 8

Recognition of Prior Learning 8

Credit transfer 8

6 Centre resource requirements 9

7 Centre recognition and approval centre recognition 10

Approvals agreement 10

8 Quality assurance of centres 11

9 Programme delivery 12

10 Access and recruitment 13

11 Access to qualifications for learners with disabilities or specific needs 14

12 Units 15

Unit title 15

Unit reference number 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Essential resources 15

Learning outcomes 15

Assessment criteria 16

Unit amplification 16

Information for tutors 16

Unit 1: Principles of food safety in logistics 17

Information for tutors 28

13 Further information and useful publications 30

14 Professional development and training 31

Annexe A 32

Mapping with National Occupational Standards 32

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF) – Specification – January 2014 © Pearson Education Limited 2014

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Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF) Specification – January 2014 © Pearson Education Limited 2014

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1 Introducing Pearson BTEC Specialist qualifications

For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.

What are Pearson BTEC Specialist qualifications?

Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF)

QCF Qualification Number (QN) 601/1130/6

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 29/08/2013

Operational start date 01/08/2014

Approved age ranges 14-16

16-18

19+

Credit value 1

Assessment Pearson-devised assessment (onscreen testing)

Guided learning hours 9

Grading information The qualification and unit are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment)


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QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF) is for learners who work in, or want to work in, food handling within the logistics industry.

It gives learners the opportunity to:

develop knowledge related to personal responsibilities with regards to food safety and of how to use delivery vehicles appropriately and how to keep the vehicle at the required hygiene standard

learn about the requirements of legislation placed upon the food handler in the logistics industry

achieve a nationally-recognised Level 2 qualification

develop their own personal growth and engagement in learning.

Relationship with previous qualifications

This qualification is a direct replacement for the EDI Level 2 Award in Food Safety for Logistics (QCF).

Progression opportunities

Learners who have achieved the Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF) can progress to relevant level 3 qualifications and job roles within the sector.

Industry support and recognition

This qualification is supported by Skills for Logistics, the SSC for the UK’s freight logistics industries.

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Food Safety. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.


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http://www.edexcel.com/

3 Qualification structure

Pearson BTEC Level 2 Award in Food Safety for Logistics (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 1

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 H/600/6578 Principles of food safety in logistics 2 1 9


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4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Pearson-devised assessment: onscreen test

Pearson-devised assessment (external assessment)

To pass an externally assessed unit, learners must pass an onscreen test. Pearson sets and marks the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.

Further information, including details of test duration and question types is available on the webpage for this qualification.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website, www.edexcel.com.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


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http://www.gov.uk/government/organisations/home-office

7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.


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http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.

Centres must make sure that any legislation taught is up to date.


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10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

These documents are available on our website, at www.edexcel.com/Policies


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http://www.edexcel.com/Policies

12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Principles of food safety in logistics

Unit reference number: H/600/6578

QCF level: 2

Credit value: 1

Guided learning hours: 9

Unit aim

The Principles of Food Safety in Logistics is designed for those working in the logistics industry, the qualification gives an overall knowledge of food safety and the requirements of legislation placed upon the food handler.

The learner will, on completion of the unit, know and understand their personal responsibilities with regard to food safety; they will know the importance of personal hygiene and how to keep their personal hygiene to the required standard. The learner will have knowledge of how to keep the work area clean, and the equipment and materials required to keep the area at the appropriate standard.

The learner will have an understanding of how to use delivery vehicles appropriately and how to keep the vehicle at the required hygiene standard, and will also be aware of the requirements for documentation to support current food hygiene legislation.

The learner will be able to identify the different types of contamination. They will understand the need and how to keep products safe from contamination, such as, chemical contamination, physical contamination, microbial contamination and potent allergens.

Essential resources

There are no special resources needed for this unit.

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t ef

fect

ive

monitoring p

roce

dure

s at

CCPs

; Est

ablis

h

corr

ective

act

ions

when

monitoring indic

ates

that

a C

CP

is n

ot

under

co

ntr

ol;

Est

ablis

h p

roce

dure

s to

ver

ify

that

the

mea

sure

s outlin

ed a

bove

ar

e w

ork

ing e

ffec

tive

ly;

Est

ablis

h d

ocu

men

ts a

nd r

ecord

s co

mm

ensu

rate

w

ith t

he

nat

ure

and s

ize

of

the

food b

usi

nes

s to

dem

onst

rate

the

effe

ctiv

e ap

plic

atio

n o

f th

e m

easu

res

outlin

ed a

bove

; ap

plie

s to

all

st

aff

that

han

dle

food;

usi

ng ‘N

atio

nal

Occ

upat

ional

Sta

ndar

ds’

(N

OS)

as

a g

uid

e

□

Car

ryin

g o

ut

tem

per

ature

contr

ol an

d c

hec

ks,

required

fre

quen

cy o

f te

stin

g m

ust

be

iden

tified

as

par

t of

HACCP

syst

em;

cold

tem

per

ature

m

onitoring a

t th

e st

art

of

the

work

ing d

ay a

nd a

t one

oth

er p

oin

t of

the

day

; se

ttin

g m

axim

um

hold

ing lim

its

for

hot

food;

must

kee

p a

ppro

priat

e re

cord

s

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Rep

ort

ing illn

ess

and n

otify

ing o

f dis

ease

s; c

om

plia

nce

with t

he

Rep

ort

ing o

f In

juries

, D

isea

ses

and D

anger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

□

Rep

ort

ing h

azar

ds:

Who t

o r

eport

to;

Inte

rnal

rep

ort

ing;

report

ing t

o

regula

tory

auth

orities

□

Res

ponsi

bili

ty t

o f

ollo

w p

roce

dure

s to

mai

nta

in h

ealth a

nd s

afet

y of

self

and o

ther

s

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

import

ance

of

per

sonal

hyg

iene

in

contr

ibuting t

o o

vera

ll

food s

afet

y

□

Import

ance

of

per

sonal

hyg

iene:

food b

orn

e ill

nes

ses

are

oft

en c

ause

d

by

bac

teria

or

oth

er m

icro

org

anis

ms

spre

ad b

y peo

ple

who h

andle

food;

to p

reve

nt

conta

min

atio

n a

nd c

ross

-conta

min

atio

n;

risk

s to

cust

om

ers

and s

taff o

f fo

od p

ois

onin

g;

for

cert

ain g

roups,

sen

iors

, yo

ung c

hild

ren,

pre

gnan

t w

om

en,

and t

he

imm

une-

com

pro

mis

ed,

food b

orn

e ill

nes

ses

can b

e fa

tal;

bre

ach o

f le

gis

lation;

pro

secu

tion;

dam

age

to r

eputa

tion

□

How

lap

ses

in p

erso

nal

hyg

iene

can c

ause

conta

min

atio

n;

direc

tly

thro

ugh b

acte

ria

tran

sfer

red f

rom

the

body,

ski

n,

mouth

, han

ds

or

hai

r to

the

pro

duct

; in

direc

tly

via

per

sonal

equip

men

t; c

loth

ing,

footw

ear,

ute

nsi

ls a

nd o

ther

tools

use

d a

t w

ork

2

Under

stan

d h

ow

to

keep

him

/her

self

clea

n a

nd h

ygie

nic

2.2

D

escr

ibe

effe

ctiv

e per

sonal

hyg

iene

pra

ctic

es,

for

exam

ple

, pro

tect

ive

cloth

ing,

han

d w

ashin

g,

per

sonal

illn

esse

s, c

uts

and

wounds

and a

void

ing u

nsa

fe

beh

avio

ur

□

How

to m

ainta

in p

erso

nal

hyg

iene

in t

he

work

pla

ce;

wea

ring o

f Pe

rsonal

Pr

ote

ctiv

e Equip

men

t (P

PE):

ove

rall

to c

ove

r outd

oor

cloth

es;

cove

r fo

r hai

r; g

love

s w

her

e to

uch

ing f

ood;

safe

ty s

hoes

; w

ashin

g h

ands

corr

ectly

follo

win

g H

ealth P

rote

ctio

n A

gen

cy (

HPA

) han

d w

ashin

g t

echniq

ue;

1.

Pal

m t

o p

alm

2.

Rig

ht

pal

m o

ver

left

dors

um

and lef

t pal

m o

ver

right

dors

um

3.

Palm

to p

alm

fin

ger

s in

terlac

ed

4.

Bac

ks o

f finger

s to

opposi

ng p

alm

s w

ith f

inger

s in

terlock

ed

5.

Rota

tional

rubbin

g o

f right

thum

b c

lasp

ed in lef

t an

d v

ice

vers

a

6.

Rota

tional

rubbin

g,

bac

kwar

ds

and forw

ards

with c

lasp

ed f

inger

s of

right

han

d in lef

t pal

m a

nd v

ice

vers

a

□

Unsa

fe b

ehav

iour:

dirty

clo

thin

g;

not

wea

ring e

xces

sive

mak

e-up,

per

fum

e or

afte

rshav

e; r

eport

ing p

erso

nal

illn

esse

s; c

ove

ring c

uts

and

wounds;

com

ply

ing w

ith w

ork

pla

ce p

olic

y an

d p

roce

dure

s

□

Rep

ort

ing c

erta

in illn

esse

s

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

to k

eep s

tora

ge

area

s an

d v

ehic

les

clea

n a

nd

tidy

thro

ugh t

he

effe

ctiv

e use

of

clea

nin

g m

ethods

an

d e

quip

men

t

□

Met

hods

of

clea

nin

g;

dis

infe

ctio

n;

sanitis

atio

n a

nd s

terilis

atio

n;

what

cl

eanin

g m

ater

ials

are

use

d f

or;

diffe

rence

bet

wee

n c

lean

ing a

nd

dis

infe

ctin

g

□

Proce

dure

s fo

r cl

eanin

g a

nd insp

ection o

f st

ora

ge

area

and v

ehic

les:

use

of

a cl

eanin

g s

ched

ule

; re

quirem

ent

to ‘cl

ean a

s yo

u g

o’;

sep

arat

ion

of

equip

men

t; c

olo

ur

codin

g o

f cl

eanin

g m

ater

ials

; fr

equen

cy;

regula

r in

spec

tion;

keep

ing c

lean

ing r

ecor

ds

and r

ecord

s of

insp

ection

□

Usi

ng c

hec

klis

ts t

o c

hec

k fo

r cl

eanlin

ess

□

Saf

e dis

posa

l of

any

food a

nd f

ood w

aste

□

Follo

win

g m

anufa

cture

r’s

inst

ruct

ions

and o

rgan

isat

ion p

roce

dure

s

3.2

Sta

te h

ow

to u

se a

nd s

tore

ch

emic

als

safe

ly t

o a

void

co

nta

min

atio

n

□

Follo

win

g m

anufa

cture

r’s

inst

ruct

ions

and o

rgan

isat

ion p

roce

dure

s

□

Sto

ring c

hem

ical

s se

par

ate

from

food a

nd f

ood a

reas

in a

lock

ed a

rea

□

Kee

pin

g in lab

elle

d c

onta

iner

s

□

Not

mix

ing c

lean

ing m

ater

ials

toget

her

□

Wea

ring p

rote

ctiv

e cl

oth

ing

□

Com

ply

with C

OSH

H r

egula

tions

and r

equirem

ents

3

Under

stan

d h

ow

to

keep

sto

rage

area

s an

d v

ehic

les

clea

n

3.3

O

utlin

e th

e im

port

ance

of

pes

t co

ntr

ol

□

Import

ance

of

pes

t co

ntr

ol;

contr

ol t

he

spre

ad o

f dis

ease

; pre

vent

dam

age

to p

roper

ty;

pre

vent

conta

min

atio

n o

f w

ork

surf

aces

and

foodst

uffs;

pre

vent

poor

public

opin

ion;

loss

of

reputa

tion;

pro

secu

tion

and c

losu

re;

poor

staf

f re

lations

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4

Under

stan

d h

ow

to

keep

food s

afe

4.1

Sta

te t

he

risk

s to

food a

nd

food p

acka

gin

g in t

ransi

t,

stora

ge

and a

t del

iver

y fr

om

m

icro

bia

l, c

hem

ical

, phys

ical

an

d a

llerg

enic

haz

ards

□

Mic

robio

logic

al h

azar

ds

from

cro

ss-c

onta

min

atio

n;

from

lea

king f

ood

pro

duct

s; f

rom

nea

rby

quar

antined

dam

aged

goods;

poor

stora

ge

and

tem

per

ature

contr

ol;

poor

hyg

iene

and w

ork

pra

ctic

es

□

Chem

ical

haz

ard f

rom

cro

ss-c

onta

min

atio

n;

from

cle

anin

g a

nd p

est

contr

ol ch

emic

als

leak

age;

poor

stora

ge;

poor

hyg

iene

and w

ork

pra

ctic

es

□

Phys

ical

haz

ards

from

cro

ss-c

onta

min

atio

n o

f fo

od;

from

dirt,

met

als,

pes

ts,

pac

kagin

g;

poor

stora

ge;

poor

hyg

iene

and w

ork

pra

ctic

es

□

Alle

rgen

ic h

azar

ds

from

cer

eals

conta

inin

g g

lute

n,

crust

acea

ns,

mollu

scs,

eg

gs,

fis

h,

pea

nuts

, nuts

, so

ybea

ns,

milk

, ce

lery

, m

ust

ard,

sesa

me,

lu

pin

and s

ulp

hur

dio

xide

at lev

els

above

10m

g/k

g,

or

10 m

g/l

itre

, ex

pre

ssed

as

SO

2.

from

cro

ss-c

onta

min

atio

n;

from

not

was

hin

g c

lean

ing

equip

men

t pro

per

ly;

poor

stora

ge;

poor

hyg

iene

and w

ork

pra

ctic

es

□

Ris

ks in t

ransi

t; c

arry

ing m

ixed

load

s th

at n

eed t

o b

e st

ore

d a

t diffe

rent

tem

per

ature

; co

nta

min

atio

n f

rom

rubbis

h a

nd w

aste

; poor

per

sonal

hyg

iene;

dam

aged

pac

kagin

g;

from

tim

e ta

ken t

o t

ransp

ort

food

□

Ris

ks d

uring s

tora

ge;

cro

ss-c

onta

min

atio

n f

rom

sto

ring r

aw w

ith c

ooke

d;

lack

of

stock

contr

ol pro

cedure

s; k

eepin

g o

ut-

of-

dat

e pro

duct

s;

inad

equat

e st

ora

ge

faci

litie

s

□

Ris

k at

del

iver

y; e

xcee

din

g m

axim

um

out

of

refr

iger

atio

n t

ime;

exp

ose

d

to m

icro

bio

logic

al,

chem

ical

or

phys

ical

haz

ards;

poor

per

sonal

hyg

iene

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

D

escr

ibe

food s

afet

y pro

cedure

s fo

r del

iver

y,

stora

ge,

dat

e m

arki

ng

and s

tock

rota

tion

□

Org

anis

atio

n p

roce

dure

s in

pla

ce t

o en

sure

com

plia

nce

with leg

isla

tion

□

Del

iver

y: inco

min

g f

ood s

hould

not

be

acce

pte

d if

its

pac

kagin

g is

seriousl

y dam

aged

; in

com

ing f

ood m

ust

not

be

acce

pte

d if

its

‘use

by’

dat

e has

exp

ired

; co

nsi

der

rej

ecting s

tock

bey

ond its

‘bes

t bef

ore

’ dat

e;

Chec

king o

f del

iver

ies

for

infe

stat

ion,

dam

age,

tem

per

ature

, sp

oila

ge

□

Sto

rage

and d

ate

mar

king:

dried

food s

hould

be

store

d in lar

ge

wat

erpro

of

conta

iner

s an

d s

hould

not

be

topped

up;

keep

food t

hat

can

ca

use

alle

rgic

rea

ctio

n s

epar

ate

from

oth

er f

oods;

sep

arat

ing r

aw a

nd

cooke

d f

oods

□

Sto

ck r

ota

tion:

rota

ted o

n a

first

-in-f

irst

-out

bas

is a

nd d

amag

ed s

tock

re

move

d f

rom

the

mai

n s

tora

ge

area

□

Follo

win

g leg

al p

roce

dure

s fo

r m

ainta

inin

g c

orr

ect

tem

per

ature

s;

iden

tify

ing d

ate

mar

kings

and d

ealin

g w

ith s

hort

dat

ed s

tock

; hig

h-r

isk

food a

t 5 °

C o

r bel

ow

and a

bove

60 °

C

4.3

Exp

lain

the

import

ance

of

food a

nd e

nvi

ronm

enta

l te

mper

ature

contr

ols

□

Import

ance

of

tem

per

ature

contr

ol;

ensu

res

that

food is

bei

ng k

ept

at

the

corr

ect

tem

per

ature

to p

reve

nt

dam

age,

det

erio

ration o

r co

nta

min

atio

n;

min

imis

e th

e risk

of

bac

terial

gro

wth

; pre

vent

det

erio

ration o

f fo

od;

com

plia

nce

with leg

isla

tion;

min

imis

e risk

of

food

pois

onin

g o

r fo

od b

orn

e dis

ease

; pre

vents

was

tage

and t

he

monet

ary

cost

of

was

tage

4.4

Sta

te w

hy

accu

rate

rec

ord

s sh

ould

be

kept

of

food t

hat

is

del

iver

ed o

r re

turn

ed

□

Exa

mple

s of

reco

rds;

tem

per

ature

logs;

form

ula

tion s

hee

ts;

equip

men

t m

ainte

nan

ce c

hec

klis

ts;

pes

t co

ntr

ol re

cord

s; H

ACCP

□

Due

dili

gen

ce;

to d

eter

min

e w

het

her

the

food o

per

atio

n c

onfo

rms

to

legal

req

uirem

ents

□

Acc

ura

te r

ecord

s as

sist

org

anis

atio

ns

in v

erifyi

ng t

hat

contr

ols

are

in

pla

ce a

nd a

re b

eing m

ainta

ined

□

Import

ance

of

accu

racy

, tr

acea

bili

ty,

stock

rec

ord

s to

show

due

dili

gen

ce

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

Sta

te t

he

reas

ons

why

food

may

be

retu

rned

□

Fo

od n

ot

del

iver

ed in a

suitab

le v

ehic

le

□

Pack

agin

g d

amag

ed o

r uncl

ean

□

Evi

den

ce o

f pes

t in

fest

atio

n

□

Food h

as v

isib

le d

efec

ts

□

Food is

not

at t

he

corr

ect

tem

per

ature

□

Inco

rrec

t la

bel

ling

□

Food is

out

of

dat

e

4.6

Sta

te t

he

contr

ols

to n

eeded

to

mai

nta

in f

ood s

afet

y in

th

e ev

ent

of

contr

ols

not

bei

ng m

et

□

Iden

tify

ing u

nsa

fe o

r unsa

lable

food

□

Tak

ing c

orr

ective

act

ion incl

udin

g s

pec

ify

the

action t

o b

e ta

ken,

the

per

son r

esponsi

ble

for

taki

ng t

he

action a

nd w

ho s

hould

be

notified

□

Rec

ord

ing a

nd r

eport

ing t

he

inci

den

t

□

Ensu

re H

azar

d A

nal

ysis

and C

ritica

l Contr

ol Po

ints

(H

ACCP)

is

put

in

pla

ce

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Pear

son B

TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.7

Sta

te t

he

corr

ective

ac

tions

that

are

req

uired

to

red

uce

the

risk

of

food

conta

min

atio

n w

hen

contr

ols

ar

e not

met

□

Dea

l pro

mptly

with s

ituat

ions

wher

e in

dic

ators

of

pote

ntial

food s

afet

y haz

ards

occ

ur

□

Rep

ort

pote

ntial

ris

k pro

mptly

□

Com

ple

te a

haz

ard a

nal

ysis

□

Iden

tify

pre

ventive

mea

sure

s co

ntr

ols

□

Tak

e ap

pro

priat

e co

rrec

tive

act

ion f

or

the

food a

t risk

: dis

posa

l; r

eturn

to

supplie

r; f

urt

her

cooki

ng o

r re

hea

ting a

pro

duct

if

it is

safe

to d

o s

o;

isola

ting a

nd h

old

ing p

roduct

for

safe

ty e

valu

atio

n

□

Tak

e ap

pro

priat

e co

rrec

tive

act

ion t

o pre

vent

the

inci

den

t re

occ

urr

ing:

revi

ew s

upplie

r; r

evie

w s

taff t

rain

ing;

det

erm

ine

and c

orr

ect

the

cause

of

non-c

om

plia

nce

□

Food c

onta

min

atio

n r

isks

: cr

oss

-con

tam

inat

ion;

dam

aged

pac

kagin

g;

exposu

re t

o b

acte

ria,

chem

ical

s an

d h

eat;

unsa

fe s

urf

aces

; poor

per

sonal

hyg

iene;

poor

pra

ctic

e in

sto

ring f

ood;

lack

of

monitoring;

non-c

om

plia

nce

with w

ork

pla

ce p

olic

y an

d p

roce

dure

s

Information for tutors

Delivery

Learning outcome 1

Where possible the delivery of this outcome should take into account the learner’s own workplace and their responsibilities regarding food safety. They should be encouraged to draw on their own experiences and to identify the different aspects of their job that are related to food safety. It is important in the early stages of delivery that the learner is made aware of main food safety risks and the means of controlling them.

Learners should review the reporting and recording procedures and documentation in their own workplace and examine, through research on the internet, the exact nature of information that needs to be reported and recorded and the reasons for doing so.

Learners should be encouraged to investigate current legislation and industry standards on the internet and to identify any areas of practice which they could improve. The use of case study identifying lapses in food safety and the consequence of these lapses might be an effective way to drive home the importance of complying with legislation.

Learning outcome 2

For learning outcome 2 learners should review the personal hygiene guidance of their own place of work, considering their own compliance with it, its thoroughness and how effectively it is communicated and monitored at the present time. They should be able to explain how the guidance contributes to overall food safety and, if appropriate, make suggestions for improvement.

They could design a checklist to identify effective personal hygiene practices. The use of case study would be useful in confirming the importance of effective personal hygiene practices.

Learning outcome 3

Learners should explain how they keep their own storage areas and vehicles clean and tidy through the effective use of cleaning methods and equipment. They could design a checklist which could be used to audit their own performance. They should compare their own workplace policies and procedures with industry standards, allowing them to assess compliance and effectiveness and to make recommendations for improvement.

With regard to the use and storage of chemicals learners could revisit their COSHH training and review its effectiveness. They should be made aware of the different types of contamination and they should be able to explain how it can be avoided. They could design a chart or poster outlining how contamination can be avoided.

Learners should investigate the different kinds of pests and the risks they present. They could review their own organisation’s practice in preventing pests and dealing with infestation and compare these to industry standards. A visit from a Pest Control organisation might be useful in emphasising the importance of pest control.


28

Learning outcome 4

Learners should investigate the risks to food and food packaging in transit, storage and at delivery in their own workplace. They could review the risk assessment for this area of work. They should be made aware of the different types of risk from microbial, chemical, physical and allergenic hazards. They could produce a table outlining types of risks and how they should be prevented.

They could review their organisation’s procedures for the delivery, storage, date marking and stock rotation of food against industry standards. They should be confident that they comply with these procedures.

Learners should investigate the risks around transporting, delivering and storing foods at an incorrect temperature. They should audit their own compliance within this area of work and make suggestions for improvement if needed.

They should be given access to delivery and returned food records and the information on these records should be discussed to confirm their understanding of the importance of accuracy. Learners should be given the opportunity to accept deliveries if this is not already part of their job role, comparing the food being delivered to food specifications.

Learners could investigate lapses in food safety on the internet and in their own workplace, giving them an opportunity to identify the controls needed to maintain food safety in the event of controls not being met and to explain the corrective actions that are required to reduce the risk of food contamination when controls are not met.

The types of food being delivered and stored vary considerably therefore it would be useful for candidates to gain some insight into the different type of food safety operations other than their own.

Assessment

The assessment for this qualification is through externally set and externally marked multiple-choice tests.

Each unit will be tested independently through a Multiple Choice Paper containing 20 questions. Learners should attempt all of the questions. The multiple-choice test is graded as Pass or Fail.

The time allowance for each test is 40 minutes

The best preparation for learners taking the tests is to ensure that all of the elements in the Specification and the related learning outcomes have been covered in your teaching and training programme. In this way learners will be appropriately prepared for the test and will have covered all of the underpinning knowledge and understanding that will be needed for progression into employment or to other qualifications.

Suggested resources

Websites

www.food.gov.uk This is the official government website for the Food Standards Agency, with food and food-related issues including food safety and hygiene. It is packed full of information and is always up to date.

www.foodlogistics.com Warehousing and transportation solutions for the food and beverage supply chain


29

http://www.food.gov.uk/

http://www.foodlogistics.com/

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications

Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units

Recognition of Prior Learning Policy and Process

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of Pearson BTEC qualifications are available on our website.

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources


30

http://www.edexcel.com/contactus

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx

http://www.pearsonwbl.com/contactus

http://www.pearsonschools.co.uk/contactus

http://www.edexcel.com/resources/Pages/home.aspx

http://www.edexcel.com/resources


31

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team - immediate, reliable support from a fellow subject expert via the 'contact us' page of the website.

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/resources/training/Pages/home.aspx

http://www.btec.co.uk/training

http://www.edexcel.com/ask

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Unit 1

SFL

FSLE

152

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nta

in p

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nal

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afet

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a

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ent

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158

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afet

y #

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159

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nta

in f

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afet

y during d

eliv

ery

#

SFL

FSLE

155

Apply

and m

onitor

food s

afet

y m

anag

emen

t pro

cedure

s #

SFL

FSLE

157

Mai

nta

in f

ood s

afet

y st

ora

ge

during load

ing

and u

nlo

adin

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#

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Pear

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TEC L

evel

2 A

war

d in F

ood S

afet

y fo

r Lo

gis

tics

(Q

CF)

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

January 2014 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


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