Introduction

Level Descriptors

Assessors must always be aware that whatever a specific criteria formulation reads, it must be interpreted in the context of the level descriptors, as outlined by the QCF and EQF.

This particular THESS qualification is designed at QCF Level 2, which is mapped to EQF Level 3.

• Achievement at Level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straight-forward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance.

• Candidates for qualification at this level are expected to:

1. 1. use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems;

   2. interpret relevant information and ideas;

   3. be aware of the types of information that are relevant to the area of study or work.

• When performing actions (applied knowledge), candidates should:

1. 1. complete well-defined generally routine tasks and address straight-forward problems;

   2. select and use relevant skills and procedures;

   3. identify, gather and use relevant information to inform actions;

   4. identify how effective actions have been.

• With appropriate guidance, candidates should take responsibility for completing tasks and procedures and exercise autonomy and judgement subject to overall direction or guidance.

General requirements

• Conformance of candidate’s individual performance to unit criteria and standards must be confirmed by a trained assessor.

• Centres, in collaboration with the assessors, must ensure that there is a system in place allowing collection and storage of routine evidence of students’ work (e-portfolios), to the extent that this is required by the qualification level. E-portfolios should be in a format allowing online access, on request, by a TLM account manager.

• When the assessor is satisfied with a candidate matching all the criteria to the specification subject to the guidance below, the Centre can request a review of the e-portoflio by an account manager.

• If the account manager confirms the assessor’s judgements, the candidate’s award/certificate/diploma is unlocked and can be printed out from the system.

Method of assessment

Expansion of the assessment criteria

1. Understand the individual’s responsibility with regard to the dangers of allergens and intolerants.

1.1 Identify the consequences and symptoms of allergen and intolerant contamination.

1.2 Identify and manage allergens and intolerants as a food hazard.

Allergen management starts with allergen risk assessment. The learner must be able to discuss allergen risk assessment in a very broad context, demonstrating awareness of the different elements: people, raw materials and supply chain, manufacturing (premises, equipment, processes), cleaning, new product development and re-formulation, packaging.

2. Eliminate potential sources of allergen contamination.

2.1 Read and interpret labels and record the presence of allergens and intolerants.

The learner must be able to locate, read and interpret labels on food and food products. Assessment may be carried out by providing a set of food products, labels, or pictures thereof, and observe while the learner reads, sorts and explains the information on allergens.

2.2 Identify the sources of allergens and intolerants.

This criterion is closely related to knowledge being demonstarted in 1.2. The learner should clearly understand that although allergens and intolerants may be quickly and easily identifialble when considered as a theory in a learning setting, in real life they may come from a much larger spectrum of sources. This means that when discussing fish allergy (as an example), there must be an awareness of the fact that many sub-products and derivatives trigger the same allergic reaction: fish (all species - for this particular allergy, people who are allergic to fish are allergic to all species), fish extracts, fish sauce, fish oils, fish paste, Worcester sauce (some recipes), Omega-3 rich oils derived from fish, fish gelatine (except some uses). Same approach applies to intolerants - not only the "trigger" substance should be identified, but also its different forms and the products in which they may be found.

Evidence: Written statements/documents, test, discussion with assessor, observation.

3. Prepare allergen and intolerant free food, safely.

3.1 Identify safe food handling practices and procedures for preparing, and serving both “specific allergen" free and "intolerant" free food.

3.2 Conduct a hazard analysis..

Conducting a hazard analysis is HACCP's Principle 1. It consists of two stages: hazard identification and hazard evaluation. During the first stage, a list is developed of the potential biological, chemical or physical hazards that may be introduced, increased, or controlled at each step in the food production/processing/handling process. In stage two a decision is taken as to which potential hazards must be addressed in the HACCP plan. Each potential hazard is evaluated based on the severity and its likely occurrence.

3.3 Reduce contamination risks associated with workflow procedures.

3.4 Identify storage methods to avoid cross-contamination.

Based on their knowledge of storage requirements for different foods and food products, the learners should be able to outline practical solutions for storing different products in a way which avoids cross-contamination, e.g. using different colour chopping borards and sets of knifes/tools to chop different foods, etc. It is important that learners are aware of the cross-contamination sources and mechanisms - microbes may be transferred from hands/clothing to food, from used and then unwashed surfaces and tools to tood, or from raw food getting in contact with cooked food. Storage methods may include the type of storage containers, the cleaning of these containеrs, proper labelling of stored food, separation of different types of food, etc.

Evidence: Written statements/documents, test, discussion with assessor, observation.

4.1 Match effective customer communication to circumstances.

 Using a test in the assessment process

A detailed test was prepared by the methodological experts of the THESS project, which can be used to assess learners’ competences in the subject matter. Considering the level of the qualification (Level 2 / EQF Level 3), the test should not be the only evidence, but rather a supplement tool to confirm a broad rabge of inter-related competences.