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Food hygiene- Introduction and curriculum coverage.pdf
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Skills for Life
The national strategy for improving adult literacy and numeracy skills
Materials for Embedded Learning
learner materials in colour and black-and-white
teacher notes
referencing to Adult Core Curricula and Key Skills Standards referencing to Hospitality Occupational Standards
CD-ROM with audio, Word and PDF files, and interactive practice materials
The Department for Education and Skills wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website. In these materials, products, icons, logos, software and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Users should check all website references carefully to see if they have changed and substitute other references where appropriate.
We are grateful to the following for permission to reproduce copyright material: BananaStock / Alamy for photograph on page 1:1. Chef.com.au for the photograph of the apron used on page 3:3. Chesterfield Borough Council for text taken from page 4 of Food In Your Hands (The Newsletter for Chesterfield Food Businesses) on Source material page 0:11. Harrogate Borough Council for text taken from Hazard analysis DIY tool kit used on page 1:4; for text adapted from page 13 of Hazard analysis DIY Tool Kit and used for the flowcharts on page 4:3 and on Source material page 0:12; for glossary definitions of critical control points, control and hazard taken from Hazard analysis DIY tool kit. Nash, Claire, VisaVis Publications, Chadwick House Group Limited for text adapted ` from Food Safety First Principles Chartered Institute of Environmental Health on page 3:4 and Source material page 0:10. Library photographs are posed by models.
Further copies of this document can be obtained from: DfES publications Telephone 0845 60 222 60 Fax 0845 60 333 60 E-mail dfes@prolog.uk.com Please quote reference: embedded/FO Crown copyright 2005 ISBN 1-84478-558-0 Produced by the Department for Education and Skills Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged. www.dfes.gov.uk/readwriteplus/embeddedlearning
Skills for Life: the national strategy for improving adult literacy and numeracy skills The Skills for Life Materials for Embedded Learning project How to use word and pdf files The learning journey Other related initiatives Embedded learning: teaching and learning methodologies Issues affecting learning Adult Core Curriculum documents LSC funding guidance Introduction and curriculum coverage Resources for cross sector skills Introduction to Food hygiene Guide to Teacher notes layout Guide to Learner materials layout Curriculum coverage grids Vocational qualifications in Food hygiene Source material and Glossary Source material Glossary Module 1 Introduction to Food hygiene Listening to training Taking notes What does it mean? Hazards People at risk Causes and symptoms of food poisoning Bacteria Pests Module 2 Food storage and treatment Temperature danger zone Time and temperature Frozen food Best before and use by Preserving food The dos and donts of food storage Food storage 45 48 51 53 55 57 59 29 31 33 35 37 39 41 43 11 25 1 3 5 6 7 10 Module 3 Cleaning and personal hygiene v vii viii xii xiv xvi xviii xxi xxii Hygiene habits Preparation areas Protective clothing Washing up Using chemicals Module 4 Food hygiene and the law Responsibilities Food Acts Hazard analysis Food premises Where next? Check it Audio Answers Monochrome masters Source material Module 1 Module 2 Module 3 Module 4 95 109 117 124 129 73 76 79 82 84 87 91 92 61 63 66 68 71
Skills for Life: the national strategy for improving adult literacy and numeracy skills
Many millions of adults in England need help to improve their literacy, language and numeracy skills. Skills for Life, launched by the Prime Minister in 2001, sets out the Governments strategy, which aims to help 2.25 million learners gain a national qualification by 2010. Since 2001, a massive 2.4 million adults across England have taken up to 4.8 million courses in literacy, language and numeracy skills. Over 750,000 of these learners have gone on to achieve nationally recognised qualifications a commitment set out by the Government in the Skills for Life strategy. Since the launch of Skills for Life, we have gained an even greater insight into the effect low levels of literacy and numeracy skills have on individuals, their families, on the economy and on society. For example, adults with poor literacy and numeracy skills could earn up to 50,000 less over their lifetime and are more likely to have health problems, to live in a disadvantaged area or to be unemployed. They and their children risk being cut off from the benefits of a world increasingly linked through information technology. Additionally, poor literacy, language and numeracy skills have been estimated to cost the country in excess of 10 billion a year. Skills for Life is an ambitious strategy that is designed to address literacy, language and numeracy needs of adults and young people. It covers all post-16 learners on learning programmes at levels from Pre-entry up to and including Level 2. These programmes range from discrete to embedded courses, and from classroom and community provision to voluntary and workbased learning. Achievement and progress in Skills for Life are recognised through certification of Key Skills, GCSE Maths and English, and adult literacy and numeracy. It is therefore crucial that the strategy supports and reflects the successful implementation of all other post-16 strategies. These strategies include Success for All, the strategy for reforming post-16 further education, and the Skills Strategy, which aims to ensure that the skills we develop are valuable to young people and valued by employers. Our goal to improve the skills of young people is also central to the 1419 Opportunity and Excellence strategy and the 1419 Education and Skills White Paper. Each organisation and individual has a contribution to make. We believe that the most important element for successful delivery of Skills for Life is partnership, together with the ownership of the strategy by all our key supporting and development partners. Government departments, the Learning and Skills Council (LSC), Jobcentre Plus, the Prison and Probation Services, development and learning providers in the post-16 learning sector, businesses, the CBI, the TUC, Sector Skills Councils and many other organisations are working together to improve the literacy, language and numeracy skills of adults through:
boosting demand for learning through a highprofile promotional campaign and by engaging all partners across Government and employers in identifying and addressing the literacy and numeracy needs of their clients and employees ensuring capacity of provision by securing sufficient funding and co-ordinating planning and delivery to meet learners needs improving the standards of teaching and learning in literacy, numeracy and English for Speakers of Other Languages (ESOL) provision raising learner achievement through the new national learning, teaching and assessment infrastructure and reducing barriers to learning.
Skills for Life Materials for Embedded Learning
Generic Skills for Life learning materials were first published in 2003 as part of the new national learning infrastructure. These learning materials and teachers guides are high-quality literacy, numeracy and ESOL resources closely mapped to
the core curricula at all levels from Pre-entry up to and including Level 2. The materials are generic, but relate to real-life contexts. To further broaden participation and encourage the effective acquisition of literacy, language and numeracy skills by a wider range of learners, these new Materials for Embedded Learning have been commissioned. These materials make clear the extent to which literacy, language and numeracy skills underpin success at work and in the community, and provide teachers and learners with the means to improve literacy, language and numeracy and vocational/community skills. Crucially, they are referenced both to the Adult Core Curricula and to the National Occupational Standards wherever relevant. These materials have been developed and quality assured by specialists in literacy, language and numeracy and specialists in the relevant vocational and community contexts. They have been trialled by practitioners in a range of programmes and revised in the light of their feedback.
The Materials for Embedded Learning are intended to give learners the confidence to make progress and achieve qualifications in literacy, language or numeracy and in their vocational or other learning programme. I believe their introduction will make an important contribution to the effective implementation of the Skills for Life and Success for All strategies as well as the Skills Strategy. I commend the materials to you, and hope that their use will enhance the learning experiences of the diverse range of young people and adults who need to improve their literacy, language and numeracy skills to realise their potential.
Barry Brooks Head of the Skills for Life Strategy Unit
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Materials for Embedded Learning project
The Skills for Life Materials for Embedded Learning project
First, the definition of embedded learning that the project has used. In the context of the Skills for Life strategy: Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to progress, gain qualifications, and succeed in life and at work. The files that constitute this project (of which this is one) set out to explore this idea in a variety of contexts and media. The resources contained in this project will assist those who are preparing learners for national qualifications in work-, college- and community-based settings. The aim is to bridge teaching the specific content of the programme of learning on the one hand, and Literacy, Language and Numeracy (LLN) on the other. The materials build on the firm evidence that there are many adult learners working towards national qualifications whose vocational skill level is not supported by their literacy, language and numeracy confidence. Thus, literacy, language and numeracy barriers stand in the way of successful vocational attainment. By setting literacy, language and numeracy learning in realistic context-based settings, the hope is that the obvious value of enhancing literacy, language and numeracy skills will be self-apparent to learners. By careful matching of vocational and literacy, language and numeracy content to the relevant National Standards and the Adult Core Curricula, it is hoped that the value to teachers will also be clear. The range of settings planned for the whole project are: Title Order code
Vocational settings Social care embedded/SC Trowel occupations embedded/TR Horticulture embedded/HO Retail embedded/RE Warehousing embedded/WA Catering embedded/CA Hospitality embedded/HOS Painting operations embedded/PA Production line manufacturing embedded/PL Cleaning embedded/CL Hairdressing Transport Early years Employability materials E2E (Entry to employment) embedded/EE First Aid embedded/FA Food hygiene embedded/FO Health and safety (with manual handling) embedded/HS ICT embedded/ICT Skills for construction embedded/CO Professional development Effective communication embedded/NU for international nurses (modules 12) Effective communication embedded/NU/36 for international nurses (modules 36) Community settings Family health embedded/FH Sports leadership embedded/SL Family life: the growing child Family life: focus on parenting Community skills Titles which have been published can be ordered from DfES Publications, telephone number 0845 60 222 60. Alternatively they can be accessed from the Embedded Learning Portal: www.dfes.gov.uk/readwriteplus/embeddedlearning
How the materials are presented: paper-, screen- and audio-based
The resources in this file are intended for use by teachers coming both from vocational and literacy, language and numeracy backgrounds. The file contains extensive Teacher notes linked to Learner materials. The Learner materials are presented in colour in the main teacher reference section of the file, with the relevant Teacher notes interwoven with them. A black-and-white version of the Learner materials, printed at an appropriate resolution that optimises the quality of reproduction when photocopied, is also offered in a separate section at the back of the file.
These resources form just one part of the resources which can be downloaded via the Internet, as explained below.
Availability of the paper- and screen-based materials via the Internet
The screen-based materials are available both via the CD contained in this pack, and via a powerful Internet site that gives access to all the resources. Materials are being published over the period from autumn 2004 to summer 2006. As additional resources are developed, they are entered onto the appropriate screen menus. In this way, progress of the project can be followed. The site can be found at this web address: www.dfes.gov.uk/readwriteplus/embeddedlearning Typing this address into the Internet will bring up this page:
Audio clips on CD
Linked into the Learner materials at various points, are a sequence of audio clips (presented in audio CD format, on the inside front cover of this file). Their role is to help to bring real-life situations into the learning environment. The audio files are presented in two formats. In an audio CD player, the tracks will play in the normal way. In a computer, with a sound card and speakers, MP3 files can be accessed from the launch menu.
Access to the paper-based resources from the same CD
Also on the CD are PDF and Word computer files from which the paper-based resources in this file can be reproduced electronically. The CD also contains generic practice material. When the CD is inserted into the computer, a screen like this one should automatically appear. This screen gives access to the paper-based and interactive practice materials:
Clicking on the Embedded learning tab brings up this screen:
The listing of titles shown in the drop-down menu will be the current listing of all the resources which have been published in the project. Clicking on one of these, or using the straightforward search facility, will bring up a list of content that matches your chosen criteria:
printed. The extent to which the pages can be manipulated will depend on your access to computer software that can not only read, but also alter PDF files. In order to make the resources as flexible as possible for users who do not have access to software that can manipulate PDF files, we have also re-created the pages in a Word version. This does not have the design features of the PDF version, but it can be manipulated using Word software. The Word version of the above page looks like this:
Clicking on one or more of the items in this list will give you access to the resources, which you can save to your computer. All the key files are available in both PDF and Word format, as explained in the next section.
Word and PDF formats
All the resources are available in Word and PDF formats. Clicking on the PDF choice will bring up a sequence of Teacher notes and Learner material pages, which will look like this:
All the text in these boxes can be altered to suit your circumstances. The extent to which you can alter the pages effectively will alter with the software you have, and your familiarity with it. But one simple example of adaptation of the resource would be to copy and drop one aspect of a page in order to focus attention on one learning point at a time:
The Chertsey House staff handbook
Chertsey House hotels
The staff manual or handbook contains all the information about policies and procedures of the company you work for.
Name: ............................................................... Date: .................................................................
Policies tell you about the rules for the company. Procedures tell you how the rules are carried out.
Company policy Company regulations Staff policy Salaries and method of payment Annual/public holidays Maternity leave and pay Leave of absence Sick pay scheme Pension scheme Disciplinary procedure Grievance procedure Health and safety
Page 1 2 4 6 7 8 10 12 15 18 26 30
You want to find out about what happens if you do something wrong at work. Look in the staff handbook for the disciplinary procedure.
The contents page lists everything that is in the handbook. You do not need to read every word of the list. Let your eyes wander down the list looking for the word Disciplinary. Use the same technique as looking for a particular face in a crowd.
These files present the pages in colour, in exactly the same way as they are presented in this file. Using this facility, the pages can be projected using a data projector, or colour copies can be
Web-based generic interactive practice resources
Alongside the PDF and Word versions of the paper-based resources, the project has also developed interactive, generic, screen-based literacy, language and numeracy practice materials. These practice materials are generic in that whilst all the resources are set in everyday recognizable settings, they have not been embedded into different vocational settings. The activities are written to practise rather than to teach key aspects of literacy, language and numeracy: aspects that are well-suited to being handled electronically. The best use of them is likely to be made if they are mediated by a teacher. Clicking on the Interactive learning tab brings up a screen like this one:
Having chosen an area and level of topic, screens such as this one are presented:
The resources are self explanatory using simple icons at the base of the screens. Some of the pages have audio support. A file explaining how to make best use of the resources can be accessed from the Interactive learning screen.
Access to the interactive materials from the enclosed CD
The practice resources accessible from the Internet are also reproduced on the CD enclosed with this file. Since the resources are generic, the interactive practice materials on this CD are identical in content to that in all the other files.
As with the learning materials, this screen enables you to search for particular topics or levels. Having made a choice, a screen like this will appear:
Skills for Work for Advice and Guidance workers
Finally, the project has developed an interactive Advice and Guidance tool, Skills for Work, that enables Advice and Guidance workers and their clients to discuss the literacy, language and numeracy requirements of a wide range of occupations. This can be accessed at: www.dfes.gov.uk/readwriteplus/skillsforwork
How it is anticipated the resources will be used
The materials are seen as a resource, not a course. From this file, it is anticipated that teachers will make copies (and if appropriate, via the PDF and Word resources, amended versions) for their learners, interpreting them in the light of the
Teacher notes suggestions. Please note that: some pages will need to be reproduced in colour (for example, the pages relating to health and safety signs), in order that learners can fully understand the information. It is not the intention that every learner should address every page. The expectation is that by negotiation at the start of a topic, groups of learners will agree with their teacher the best subset of content to address, granted the amount of time available. This will be based on the individual learning plans held by each learner.
The following sections contain the main substance of the file the modules around which the resources are built. These represent the main content subdivisions. The final section (Monochrome masters) contains black-and-white versions of the Learner materials. These have been screened at a dot size that optimises their clarity when photocopied. The black-and-white versions include all the Source material and Learner materials, but not a repeat of the Audio scripts or Answers. If these are required, they should be copied from the section at the end of module 4.
Organisation of the file
The remainder of this general introduction covers topics such as the learning journey within which these resources fit; other related initiatives; teaching and learning issues related to Embedded learning; information on the Adult Core Curriculum, and notes from the Learning and Skills Council related to the funding of embedded teaching. The first main section (Introduction to Food hygiene and curriculum coverage) contains an introduction to this set of employability materials detailing the rationale for their development and their intended role and purpose. This section also includes an explanation of the structure and layout of the Teacher Notes and Learner materials, including the detailed curriculum coverage charts. For each module, the charts map the content both to vocational standards (where relevant), and to the Adult Core Curricula for literacy and numeracy and Key Skills Standards. The second section (Source material and Glossary) offers two elements that will be of value to teachers and learners throughout their use of the file:
Source material is a real-life collection of documents: forms to fill in, notices to read and so on. It offers authentic resources that are used as a point of reference and as a focus for skills development. They can readily be adapted or enhanced to reflect the needs of learners. (pages 1124) Glossary The second element is a glossary for learners, containing relevant vocational and literacy/numeracy terms used in the file. (pages 2527)
The diagram below and the following definitions show the key stages in the learning journey for adults with Skills for Life needs. For more information on Skills for Life assessment tools being developed see the next section overleaf.
Signposting/Referral
indicates an aspiration.
indicates a general need.
identifies a learner's level, allowing selection of the right learning programme.
takes place at the end of each learning episode, giving feedback on learning achievements; may be a qualification, test or a completed ILP.
Diagnostic Assessment
leads to a detailed personal profile, providing the basis for an Individual Learning Plan (ILP).
LEARNING PROGRAMME Individual Learning Plan
based on Diagnostic Assessment and the curriculum.
takes place regularly to review progress against the learning plan.
referenced to the curriculum and linked to a context that is meaningful and motivational for the learner.
The various stages of the learning journey are defined in many different ways. The Department for Education and Skills uses these definitions:
Diagnostic Assessment*
Diagnostic assessment identifies a learners strengths and weaknesses and highlights any skills gaps. It helps provide a detailed learner profile against the standards and curriculum documents and should also be used to inform and structure a learners individual learning plan (see below) to use as a basis for a programme of study. This process takes several hours and should be carried out as part of a learners learning programme.
Individuals are signposted when they are given information on where they can find further information, advice, guidance or learning provision. The individuals act on their own behalf to follow this information up. Individuals are referred when they are transferred to a source of more in-depth information, advice, guidance, related services or learning provision. This process is mediated by the adviser, who makes an appointment for the client or gives the clients details to a provider. Referral always requires the client's permission. The adviser then contacts the agency to ensure that the referral has taken place. The first unit of the Level 2 Adult Learner Support Qualification provides ideal training in Skills for Life awareness and signposting.
Individual Learning Plan (ILP)
An individual learning plan is an outcome of initial and diagnostic assessment. It sets out the learners plan to learn, a timetable for learning, ways of learning and resources required. ILPs are compiled, reviewed and developed by the specialist teacher in consultation with the learner.
Formative Assessment* Screening
Screening is the process of assessing whether an individual has a literacy, language or numeracy need. It should be used to identify learners who might benefit from more in-depth assessment. Screening usually takes around 10 minutes. Screening must be administered by a practitioner trained in the use of the screening tool. The Level 2 Adult Learner Support Qualification equips candidates with these skills. Formative assessment helps both learner and teacher to review progress and is a central part of the learning process. It will take place during a learning programme on a regular basis. It helps learners and their teachers to identify progress in relation to the learning plan. Progress should be recorded and new learning goals identified.
Summative Assessment*
Summative assessment provides evidence of what a learner has achieved at the end of each learning episode. It provides feedback to a learner and teacher on achievements in relation to the standards and curriculum documents. Summative assessment may take the form of a record of achievement, a unit of qualification, a whole qualification or a test. * Ongoing Diagnostic, Formative and Summative Assessments should be carried out by a Literacy/Numeracy/ESOL specialist teacher.
Initial assessment identifies a learner's skills against a level or levels within the National Standards. It should be used to help place learners in appropriate learning programmes at an appropriate level. It is usually followed by detailed diagnostic assessment. Learners may have different levels of reading, writing, numeracy and language skills. The process may take around 30 minutes. Initial assessment should be administered by a practitioner trained to at least Level 3 with the support of a Literacy/Numeracy/ ESOL specialist teacher.
Other related initiatives
The Additional Skills for Life Assessment Tools project
This project is contributing to the development of the Skills for Life learning infrastructure through creating new, dedicated ESOL screening and initial assessment tools and expanding the range of existing tools, materials and guidance for screening and initial assessment to cater for a wider range of contexts and learners. It has developed/is developing the following:
The Success for All strategy
Success for All is the change programme designed to transform quality and responsiveness across the learning and skills sector. Success for All has been developed by the Department for Education and Skills (DfES) and the Learning and Skills Council (LSC). The strategy has four main elements:
Theme 1 Meeting needs, improving choice Theme 2 Putting teaching, training and learning at the heart of what we do Theme 3 Developing the leaders, teachers, trainers and support staff of the future Theme 4 Developing a framework for quality and success.
ESOL screening and initial assessment tools ESOL exemplification for speaking and listening, reading and writing Two leaflets aimed at ESOL learners to explain the new Skills for Life ESOL qualifications Generic workplace assessment tools The addition of individual learning plans (ILPs) to the existing on-screen diagnostic assessment tool On-screen interactive versions of the screening and initial assessment tools Guidance on good practice in screening and initial assessment An item bank that can be used to recreate tests to help learners practise exams for Literacy/Communication, Numeracy/Application of Number and ICT at Levels 1 and 2. Visit: www.itembank.org.uk Generic screening and initial assessment tools Sector-contextualised assessment tools for: Health and Social care Retail Facilities management Passenger transport.
Theme 2 is being led by the DfES Standards Unit. It aims to identify and disseminate good practice and innovative teaching and learning approaches in twelve priority curriculum areas in three phases:
Phase 1 consists of construction, business, Entry to Employment (E2E), and science. New teaching and learning resources in these areas were disseminated in autumn 2004. Phase 2 consists of health and social care, ICT, land-based studies and mathematics. New teaching and learning materials in these curriculum areas were disseminated in September 2005.
For the latest information on which materials are available to order, please visit: www.dfes.gov.uk/readwriteplus To get involved with the trials of assessment tools in development, please visit: www.toolslibrary.com
To support providers in embedding the new teaching and learning approaches the Standards Unit is providing national free training in coaching for teachers and trainers who have been nominated as Subject Learning Coaches by their managers. The programme is designed to provide professional training so that Subject Learning Coaches can work confidently with colleagues.
Phase 3 consists of adult and community learning, engineering, and modern foreign languages. New teaching and learning materials in these curriculum areas are planned to be disseminated nationally in September 2006.
In addition, teaching and learning resources across the above curriculum areas are being mapped for use in initial teacher training as part of the Standards Units support in developing teachers, trainers and managers. All of the materials have been tested and evaluated by practitioners in realistic settings across the learning and skills sector. Visit: www.successforall.gov.uk for more details and to find out how to order materials.
qualification by enabling them to take the National Tests. Move On challenges the notion that widening participation in learning is best achieved by hiding basic skills provision in other activities and offers a direct approach to promotion, recruitment and delivery. It provides a staged approach to embedding Skills for Life provision in other courses and activities. Get On at work is used to promote this opportunity with employers. The Move On project is funded by the Skills for Life Strategy Unit of DfES to extend this approach across the country. Its aims are to:
Skills for Life learning materials for literacy, numeracy and ESOL
The immediate precursor to this project was the development of a wide range of generic Skills for Life learning materials, as part of the new national learning infrastructure. These materials and teachers guides are high-quality literacy, numeracy and ESOL resources closely mapped to the adult core curricula at all levels from Pre-entry up to and including Level 2. The materials are generic, but relate to real-life contexts. These resources are referred to in the Teacher notes in this file, as a source of supplementary back-up resources that can be used to reinforce specific LLN learning points. The resources can be accessed via: www.dfes.gov.uk/readwriteplus/teachingandlearning
Encourage more adults to brush up their English and maths skills and achieve a national qualification by taking the National Tests in Adult Literacy and Numeracy at Levels 1 and 2 Disseminate the Move On approach and give support to organisations wishing to adopt it Develop resources and models of recruitment and delivery for different settings and client groups, and work with stakeholders to adopt them.
Visit www.move-on.org.uk for more details and to order, download or use on line a wealth of resources including:
Nine sets of practice tests on paper and CD and a mini test to inform screening Guidance on becoming a test centre and a digest of different awarding bodies offers and fees Promotion resources: scratch cards, leaflets, posters and screensavers Preparation for testing session plans and materials for tasters and courses.
The Move On project
Move On is a strand of Skills for Life that focuses on people improving their literacy and numeracy skills to Levels 1 and 2 and gaining a national
Embedded learning: teaching and learning methodologies
The material in this pack has been written to enable its use by vocational teachers. The resources may also be used by literacy and numeracy specialists working alongside vocational specialists. It is also recommended that vocational teachers using the materials receive training in:
It would also be useful to have the following:
the ability to assess learners for literacy, language and numeracy needs, record this assessment in an ILP and refer learners for further assessment if required the ability to review learners progress against literacy, language and numeracy objectives and amend ILPs appropriately the ability to amend existing materials used in order to develop embedded materials. In addition, it is assumed that teachers will be familiar with and able to employ a range of teaching methodologies and teaching aids, including the following:
knowledge and understanding of the Adult Literacy and Numeracy Core Curricula and the Adult ESOL Core Curriculum detailed knowledge of and familiarity with how the curriculum documents are organised and used knowledge and understanding of Access for All detailed knowledge of the literacy, language and numeracy demands of their vocational area and the impact this is likely to have on teaching vocational skills knowledge of the mapping of the National Standards for their occupational area an understanding of how the Adult Literacy and Numeracy Core Curricula support the development of Key Skills an understanding of personal and social barriers to learning and how to support learners knowledge of and ability to use a range of support strategies, materials and resources knowledge of a range of strategies to support learners with learning difficulties and disabilities knowledge of a range of strategies to support ESOL learners the ability to match teaching to learning styles and use a range of teaching styles knowledge of how to recognise and use goodquality embedded learning materials knowledge of nationally recognised literacy, language and numeracy qualifications for learners.
group teaching, where learners work as a single group or a number of small groups, encouraging all learners to participate fully, including those with known learning difficulties and ESOL needs
one-to-one teaching, focused on an individual learners learning needs, aimed at accommodating spiky learning profiles teaching that takes account of a range of learning styles, principally visual, auditory and kinaesthetic teaching of speaking and listening skills, where vocationally appropriate teaching of practical skills, i.e. specific vocational skills support for learners practising of newly acquired vocational skills, aiming to develop confidence and independence guided discussion relating to specific vocational issues and achieving a consensus of views on good practice use of audio-visual aids such as OHT, flipchart, whiteboard, interactive whiteboard, CD/audio tape, video use of ICT to enable learners to research and present work.
The material in this pack is intended to offer literacy and numeracy teaching support for learners on a specific programme of learning leading to a nationally recognised qualification. It is not intended to replace learning support and it is recommended that all programmes of learning, however short, include some capacity for incorporating support:
to identify vocational knowledge and skills to identify, via initial assessment, literacy, language and numeracy skill levels to identify any specific issues or barriers that may impact on learning, e.g. transport, childcare to identify any specific learning needs that may impact on learning or that may require support to identify and describe specific support needs.
Whilst the Teacher notes for these learning materials give suggestions for differentiating learning to accommodate learners with spiky learning profiles, it is outside the scope of the materials to provide a fully differentiated programme. For instance, reading skills in these materials are developed mainly at Level 1 and Level 2. Learners whose reading skills are at Entry 1 or Entry 2 will inevitably struggle with reading skills development at Level 1 and Level 2 and will require significant additional support in order to benefit from the learning programme. Learners whose reading skills are broadly at Entry 3 will also struggle with this material, but may be able to benefit from the learning programme with carefully targeted, in-class support.
Programmes of learning are all required to have some capacity for incorporating support for learners with spiky learning profiles, including those learners who:
have more or less prior knowledge and experience of occupational skills may be dyslexic may have patchy reading and writing skills may have more or less expertise in speaking and listening skills may have patchy numeracy skills or more or less experience in the specific numeracy skills required have ESOL needs would benefit from activities that extend skills beyond the specific requirements of the learning programme.
It is the vocational teachers responsibility to differentiate teaching to accommodate learners needs, within reason. It is assumed that any learner whose needs cannot reasonably be accommodated within the main learning programme will be referred for and receive appropriate support. This support will need to be provided by staff with appropriate expertise.
Issues affecting learning
Learners who are dyslexic may or may not know about it. Estimates suggest that as few as a quarter of dyslexic learners are officially identified during their years in statutory education, though this situation varies across the country. It is quite likely therefore that teachers will come across learners who are actually dyslexic though they have not been recognised as such or given specific support for their dyslexia. Suggestions for supporting dyslexic learners described in the Teacher notes are good practice for all learners and can safely be used with any learner experiencing the difficulties described, irrespective of whether they have been officially identified as being dyslexic. Any learner showing significant difficulties with the aspects of literacy or numeracy described in the Teacher notes (If the learner has difficulty section), particularly where there is some suspicion of dyslexia, should be referred for specialist diagnosis and support. learners. Where the files feature suggestions for ESOL learners, these are intended as a starting point for awareness rather than as a comprehensive approach. In the hands of experienced ESOL teachers, a lot of effective learning activities will be possible. In other contexts, teachers should be aware of the possibility that learners may well need to be referenced to specialist ESOL support. The term ESOL is used to refer to learners who live in the UK but whose first language is not English. With very few exceptions, they will have been born in a non-English speaking country and the majority will have come to the UK as adults or teenagers. ESOL learners vary greatly in terms of country of origin, languages spoken, length of time in the UK, educational background, and employment experience. Like other learners on vocational courses, some will have little or no work experience and others may be re-training. However, unlike other learners, some of the ESOL learners who are re-training may be professionals who cannot work in their profession in the UK (e.g. lawyers). Others could be already experienced in the vocational area they are studying, and so be familiar with the vocational content of the course, but need help with the language and the cultural context. It is outside the scope of these learning materials to provide a full English language skills development programme. As a starting point however, the paragraphs that follow offer a brief introduction to the difficulties that ESOL learners face, and strategies for addressing them. The Teacher notes in the materials highlight particular ESOL issues that may cause difficulties for learners in this sector.
Other learning difficulties and disabilities
Sensory: learners may have visual or auditory skills difficulties that affect learning. Learners may need to develop strategies to perform occupational skills and meet the requirements of the workplace. You will need to take specialist advice about appropriate support in the learning programme and strategies for the workplace. Physical: learners may have physical difficulties that affect learning, particularly of practical skills. Learners may need to develop strategies to perform occupational skills and meet the requirements of the workplace. You will need to take specialist advice about appropriate support in the learning programme and strategies for the workplace.
This section contains a brief explanation of the needs of ESOL learners, and an introduction to the range of teaching and learning strategies that have been developed to address them. It should also be pointed out that with the exception of the Effective Communication for International Nurses files, the project is not fundamentally for ESOL xviii
Difficulties experienced by ESOL learners
The difficulties experienced will vary according to a learners situation. For example:
A learner who has been in the UK a long time and picked up English informally may listen and understand well and speak fluently, but have difficulty with reading and writing.
A learner with a good educational background may have learned English by formal methods in school. This learner may read and write well, but have difficulty with listening and speaking. A learner whose own language is written in a different script may have difficulty with reading and writing, but have literacy skills in their own language that they can transfer to English.
Intonation is the rise and fall of the voice (the tune). In English, a change in intonation can change the impression given, e.g. of politeness or rudeness.
Some learners may be good at numeracy, but not be able to express concepts in words, e.g. comparatives X is 2 cm longer than Y.
Other learners may be different again, and it will be necessary to find out about the learner's situation before analysing needs.
Specific areas of difficulty
Some learners may lack basic information about the British system, e.g. the NHS; the fact that there are Health and Safety laws.
Everyday vocabulary as well as specialist vocabulary can cause problems, e.g. relating the word length to the word long; key phrases like except for when reading instructions. Grammar can cause problems, e.g. use of the passive in instructions hard hats must be worn, compared with people must wear hard hats.
Problems with vocabulary
Encourage learners to see vocabulary (lexical items) as meaningful phrases rather than single words, e.g. in accordance with is a whole item, and talking about the meaning of the word accordance on its own is confusing. Show learners how to look up phrases in dictionaries using the key word, (e.g. look under accordance to find in accordance with). Help them to pick the right meaning for the context. Encourage their use of bilingual dictionaries, but try where possible to make sure the dictionary they use is not too basic. Dont ask ESOL learners to write their own definitions of words and phrases. You could write your own definitions, then ask the learners to match the definitions to the words or phrases. To make meaning clear, try mime, visuals or lots of examples of the use of the new vocabulary in a similar context to the one in which they met it.
As with reading, everyday vocabulary can cause problems. Learners may have real difficulty understanding the informal spoken language used by their colleagues or clients, e.g. care workers dealing with elderly British people.
Grammar may be an issue, e.g. writing reports needs accurate use of the past tense.
Learners may not be able to use key phrases with enough fluency. Learners may be incomprehensible when they say longer words, because they do not stress the words properly. Learners may sound rude when they dont mean to be, because their intonation is different from that of English people.
Problems with grammar
Find a good self-help grammar book for learners to use or to get ideas for your own teaching. Particularly useful for learners on vocational courses are those books with sections on past tenses, passives, conditionals, comparatives and superlatives.
Stress is the emphasis put on certain syllables. For example, we say emergency, not emergency.
Problems with formal and informal language
Make time to examine informal phrases learners might hear from colleagues or clients (e.g. Im feeling out of sorts, this machines knackered) and re-phrase them in your own or the learners own words. Discuss with learners the type of person who is likely to use the phrases, e.g. an elderly person or a young person. Discuss with learners whether they only need to understand the phrases or if they are phrases it would be appropriate to use themselves. Discuss with learners any connotations the phrases might have, e.g. hes going round the bend is considered insulting, and although care workers might hear it said, it would be unprofessional for them to use it.
If learners cannot pronounce key vocabulary comprehensibly, demonstrate which syllable is stressed. You can mime this by saying the word and bringing your hand down on the stressed syllable, or you can write the word and underline the stressed syllable (or both). To help learners sound polite or interested, take a key utterance and mime the intonation pattern by moving your hand up and down to show the tune. Learners need to repeat key utterances, trying to get the intonation right, e.g. Is everything all right? in the catering industry.
Lack of experience of the cultural context
Problems with speaking
Learners may not be fluent in utterances they need to use in their work, e.g. How can I help you? in customer service. They can develop fluency by listening and repeating selected utterances from a taped dialogue. They should listen to the whole dialogue at least twice, then listen and repeat selected parts of the dialogue. ESOL learners may find it difficult if they are asked to role-play a situation immediately after listening to a dialogue on tape. Selective repetition from the tape can be a useful interim stage.
If learners lack experience of the British system, for example Entry to Employment or Jobseeker programme, try to draw on their experience of the systems of their own countries and encourage them to make comparisons. Try to encourage an atmosphere where the ESOL learners learn about the British system at the same time as other learners in the group get an insight into the cultures the ESOL learners come from.
Adult Core Curriculum documents
The Adult Literacy and Numeracy Core Curricula define and describe the literacy and numeracy skills required by adults at a range of levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. Print versions of the curricula documents can be obtained from Prolog using the phone number shown on the back cover of this file. Interactive versions of the curricula, which are crossreferenced to Access for All, can be downloaded via www.dfes.gov.uk/readwriteplus. These documents list skills at each level, grouped into: literacy: reading, writing, speaking and listening numeracy: number, measures, shape and space and handling data. Each of these sections is subdivided, with detailed definitions of the specific skills required and descriptions of how they can be taught. Each skill has a unique reference code, described elsewhere in this document. In addition to these two documents, there are the following: Adult pre-entry curriculum framework: this framework sets out the entitlement to learning literacy and numeracy for adults with learning difficulties and/or disabilities who have not yet reached Entry 1 in the Adult Literacy and Adult Numeracy core curricula. It has been organised as a series of eight milestones. Adult ESOL core curriculum: this defines and describes the literacy skills required by English for Speakers of Other Languages. Access for All: this offers guidance on making the adult literacy and numeracy core curricula accessible to the whole range of learners, including those with disabilities and/or learning difficulties.
LSC funding guidance
The LSC has issued guidance on funding embedded literacy, language (ESOL) and numeracy provision. The following is an extract from that guidance:
Funding Embedded Literacy, Language (ESOL) and Numeracy Provision
For the purposes of this briefing note, embedded teaching and learning is defined as follows: Embedded teaching and learning combines the development of literacy, language (ESOL), and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and at work. Embedded basic skills combines the delivery of literacy, language (ESOL) or numeracy learning aims with other learning aims. There is no single learning aim recognised as an embedded basic skills learning aim, and the Council does not recognise this concept for funding purposes. It follows that embedding basic skills is an approach to curriculum delivery and involves at least one vocational learning aim and one basic skills learning aim. What is required therefore is that the teaching and learning of both the vocational and the basic skills learning aims is acknowledged and recorded. Where learners are following multi-learning aim programmes that include basic skills learning aim(s), they maybe eligible for the basic skills disadvantage uplift. Annex F of the Funding Guidance for Further Education in 2004/05 describes in detail how to determine when a basic skills learner is entitled to the disadvantage uplift.
Recording Embedded Basic Skills Provision
The teaching and learning of both the vocational and the basic skills learning aims should be recorded. The Individualised Learner Record (ILR) should contain a separate learning aim record for each learning aim. The learning aim reference (field A09) determines the appropriate programme weighting, as identified by the Learning Aim Database. The start and planned end dates (fields A27 and A28) plus the number of guided learning hours (field A32), will determine the size of each learning aim and the overall learning programme. Where basic skills are embedded within a vocational learning aim, the overall size of the learning programme must be greater than the vocational learning aim delivered in a traditional manner, that is on its own. Register detail will confirm that the teaching has been delivered for both (or all) learning aims involved in the programme. This information was issued by the Learning and Skills Council in August 2004 to supplement the 200405 Funding Guidance for FE. For further information and to see the Funding Guidance for 200506 (published March 2005) please visit the LSCs website: www.lsc.gov.uk or call 0870 900 6800 for publication enquiries.
Funding Embedded Basic Skills Provision
For funding purposes, an embedded approach requires two or more learning aims to be in place one for the vocational programme and the other for the additional literacy, language (ESOL), or numeracy programme. Learners will be enrolled on both of these learning aims, and funding will be drawn down accordingly. Only the basic skills learning aim will be eligible for the 1.4 programme weighting uplift. The vocational learning aim will be paid at the usual programme weight for that subject. There is a generally held misconception that provided at least 50 per cent of a course comprises basic skills, then the 1.4 uplift would apply to the whole course (sometimes referred to as the 50 per cent rule). This is not the case; each learning aim receives its related programme weighting.
LSC August 2004 Published by the Learning and Skills Council. Extracts from this publication may be reproduced for non-commercial educational or training purposes on condition that the source is acknowledged and the findings are not misrepresented. This publication is available in electronic form on the Learning and Skills Council website: www.lsc.gov.uk Publication enquiries: 0870 900 6800 Ref: LSC/AA000/1191/04
Introduction and curriculum coverage
Resources for cross sector skills
A number of key workplace skills have been identified as being central to employability in a wide range of settings. These cross-sector skills include ICT, Food hygiene, First Aid and Health and safety. It therefore makes sense for a wide range of workers, both employed and seeking employment, to attend courses in these subjects either as part of their employment requirements or as employment preparation. This is reinforced by the mandatory aspect of First Aid, manual handling, Food hygiene, and Health and safety certification. Workplace legislation is in place that requires employers to ensure that particular workers are trained to a qualification standard in these areas. Health and safety legislation puts the onus on employers to ensure that employees are suitably trained and qualified and the responsibility on employees to abide by the requirements of Health and safety legislation. Qualifications in these skills have a clear value within the workplace and can make a significant contribution to getting a job in the first place. The awards offered in these skills form an important contribution to a persons CV as well as being critical workplace skills in themselves. The four files in this aspect of the Materials for Embedded Learning project have been designed to complement and support the various short courses that lead to awards in these areas:
Accreditation in Food hygiene is a requirement for all workers in catering, hospitality, food retail and food manufacturing. Health and safety has a broad applicability for all sectors; basic awards recognise that the person receiving certification has studied some generic aspects of health and safety and has increased awareness of this important area. Manual handling certification will be useful for a wide range of jobs, including those in the care, retail and transport/logistics sectors. ICT is a highly valued skill, both by employers and employees. A first-rung qualification is a useful addition to skills for most areas of employment.
Role of Materials for Embedded Learning in cross-sector courses
These materials are designed to support the literacy and numeracy aspects of short courses leading to awards. Typically these are time-limited courses, often delivered over a one- or two-day period. Their purpose is to train participants, mostly adults, in a limited set of knowledge and skills. Courses will often have a strong practical skills development aspect, with delivery sessions on the underpinning knowledge. Assessment may be by a short test and/or test of practical skills. With Key Skills mapping, it will also be possible to signpost for trainers and learners where opportunities exist for contributing to Key Skills programmes.
First Aid Food hygiene Health and safety (with manual handling) ICT
Each set of materials is presented in a separate file for ease of use, but the approach and organisation of each file is identical.
The need for Literacy, Language and Numeracy materials in these areas
There are many thousands of people accessing qualifications in these areas. The qualifications are taken by many levels of workers, including those at the lowest levels of employment. They are also taken by people who are preparing for employment, such as offenders on community service orders. Many of the learners are likely to have literacy, language and numeracy skills needs, which can be supported using these materials.
The selection of topics was done in consultation with providers, prioritising those areas of learning where there is high take-up of courses and where there is commercial value to possessing a qualification. For instance:
Possession of a valid First Aid certificate may well be useful when applying for many jobs.
How the Materials for Embedded Learning work
The embedded materials do not in themselves provide a course leading to these awards, but are intended as a resource to be used to supplement a programme of work leading to a particular award. Many of these awards already have strong sets of materials that work well to deliver the courses to fairly tight time scales. The embedded materials have therefore been designed to work alongside these course materials. They do not aim to provide complete coverage of the vocational course material, but rather to prioritise and select where literacy and numeracy skills development is most crucial to effective completion of the course. It is clear that including these materials is likely to extend the time needed to complete a course. It is also clear that the materials will not be required for all participants on such programmes. It must therefore be left to the discretion and experience of trainers delivering these programmes how much use is made of the materials for specific target audiences. However, for participants on courses with literacy and numeracy needs, the materials will provide a valuable tool to increase achievement rates for harder to reach learners and for those learners whose literacy and numeracy skills are not yet at Level 2. It is also hoped that the resources will be the starting point for many learners to engage with other aspects of literacy, language and numeracy development relevant to their environment.
Comprehensive teaching notes designed for use by vocational as well as LLN teachers Key Skills mapping enabling links to be made to Key Skills development programmes Sample questions in the style of the National Tests Learner checklists to use as self-assessment of current skills Mapping (of LLN, Key Skills and course requirements where applicable) Glossary of technical terms for learners Links to national awards
Key features of the resources in this file
The resources have three main purposes: the development of literacy, language and numeracy skills, improved achievement in and retention of the course content, and to a limited extent, preparation for tests. With these in mind, the files offer these features:
Learner pages to provide the focus for teaching and practice of literacy, language and numeracy skills Authentic source materials to support skills development
Introduction to Food hygiene
The purpose of these materials is to develop specific literacy, language and numeracy skills that will benefit learners undertaking foundation short courses in food hygiene. Food hygiene and safety training is a requirement for every person who works with food in this country, whether they work in food manufacturing or prepare and serve food in catering and retail establishments. There is a wide variety of food hygiene training courses on offer in the current market; broad content coverage typically includes areas such as the prevention of contamination and food poisoning, personal hygiene, temperature control, food preparation, food safety legislation, cleaning and disinfecting and hazard analysis. Courses are typically time limited, assessed by a short multiple-choice end test and often use a set training manual or course book. Learners attending these courses will need specific literacy, language and numeracy skills in order to gain full benefit from the course and to achieve the end qualification. Good literacy, language and numeracy skills are also required for learners to embed their acquired knowledge into their own workplace practice. The learning materials in this pack use authentic content from current food hygiene short courses to develop these underpinning skills. It should be noted that the materials do not provide full coverage of the content of a typical food hygiene course, nor will learners be able to gain a food hygiene qualification though their use. The materials are organised into specific modules each covering vital aspects of food hygiene training. The following is an overview of and rationale for the literacy, language and numeracy skills covered in each module. (For details of specific pages please refer to the pack contents on page iii.) specialist areas, there is also a great deal of technical vocabulary involved. This type of, often scientific, language, can be daunting for many learners. Strategies for helping to understand unfamiliar vocabulary can help learners to access and fully understand information they are presented with. Important information is also often presented in a tabular format. Learners will benefit from an ability to read information presented in this way together with knowledge of and practice in using reading techniques such as skimming and scanning to locate important information. On any short course there is a lot of information to take in and remember and many learners will be concerned about their ability to take in and recall facts. Acquiring skills in active listening and note-taking will help learners to take full benefit from their course. Literacy, language and numeracy skills covered in this module include:
listening for and identifying key words practising note taking strategies using strategies to find out the meaning of unfamiliar words using the format or organisational features of text to find information reading and understanding large numbers using skimming and scanning to locate information.
Module 2 Food storage and treatment
The ability to understand and work with time and temperature with a degree of confidence is essential for effective food hygiene. Learners need to be able to read and understand negative temperatures to fully understand the concept of the temperature danger zone. In addition learners need to be able to add and subtract time to work out the correct times for cooking and defrosting particular foods. In the workplace learners will need to understand and follow a range of procedures to do with the correct treatment and storage of food. Practice in
Module 1 Introduction to Food hygiene
Food hygiene courses can be very intensive and contain a lot of important information that needs to be understood and remembered. As with all
recognising and following instructions will increase learners confidence. Literacy, language and numeracy skills covered in this module include:
Literacy and language skills covered in this module include:
reading to identify the main points and specific detail reading and following flow charts using punctuation to aid understanding of text.
reading and understanding temperature reading and understanding negative temperatures calculating periods of time reading dates in a range of different formats reading and understanding the language of procedures and instructions.
Module 3 Cleaning and personal hygiene
Good personal hygiene habits are essential for anyone working with food. Learners will need to be able to understand and follow a range of procedures in this area, for example procedures for correct hand washing and dish washing by hand. Learners will also need to follow and act on often complex spoken instructions. In the workplace these are often given quickly and in noisy environments. Learners will benefit from knowledge of and use of strategies to clarify and confirm their understanding of spoken instructions. Literacy and language skills covered in this module include:
reading and understanding written instructions following spoken instructions using strategies to clarify and confirm understanding.
Module 4 Food hygiene and the law
Learners will need to have a basic knowledge about food hygiene law, particularly they need to be clear about their personal legal responsibilities to make sure that the food they cook, sell or serve is safe for people to buy and eat. Hazard analysis is an established and common system that is used by many food companies. Learners will need to be able to follow and understand this system. Increasingly flow charts are used to present this type of information.
Guide to Teacher notes layout
This is the abbreviation for the Food hygiene file. The module number and title. Theme title for this sequence of learner pages.
These are the notes for learner page 1:1.
PAGE 1:1
Listening to training
A description of the vocational setting for the Learner material page
It may have been a long time since many food hygiene learners had to listen to as much information as they do for this qualification. This page introduces some key concepts about food hygiene and develops the skills required for active listening in training sessions.
Talk about the importance of asking questions to learning. Explain that good listeners ask themselves questions about what they have heard to check their own understanding. They also ask questions of the teacher and other learners to clarify points or get more information. End by discussing any particular points about how you are going to teach and how you hope learners will respond whether you would like to be interrupted when someone has a question, or you would prefer learners to wait until you ask for questions, for example.
Audio CD and player, spare pens and paper
An indication of any materials required in this theme.
Learning outcomes (objectives)
1 To introduce some key concepts about food poisoning. 2 To be aware of good listening techniques to use when learning about food hygiene.
Suggestions for learners who are having difficulties
Suggestions for how to use this page
Literacy, language and numeracy and other objectives for this theme.
Using 46 titles from different sections of the food hygiene certificate training, ask learners to predict what sort of things they would expect to learn in each section. Discuss the ideas. Ask learners to write down how they remember things they hear. Discuss any different strategies used, for example, some people may see the words, some will remember the actual words spoken. Often learners associate what they hear with other, sometimes unrelated things, e.g. something else that happened in the session or what someone was wearing. Listen to the audio extract (or read the script aloud) about food poisoning. The words in bold are to be emphasised. Discuss the purpose of this information. What would be a good title for the training session? Tell learners that they are going to listen again. Point out that the audio talks about four types of food poisoning and the causes for each. Ask learners to listen and note down the four causes of food poisoning. (See answers for task.) Discuss answers as a group. Listen again to pick up which key phrase is used to signpost the relevant information (the first, another, etc.). Discuss this and other phrases that might be used as signpost words in speech for example, like this, etc., and why these words can be useful.
Listening to a lot of new information can be challenging for both ESOL learners and native English speakers. Encourage learners to make a note of any words or phrases they dont understand and then to keep listening. They may begin to understand from the context, or can check the meaning with you when you have finished speaking. If they keep the question in their heads they wont be able to hear anything else you say. Encourage learners to keep a glossary of their own on a separate page for vocabulary they have just learned. Suggest that learners (where appropriate and with the speakers permission) record information to listen to again later.
Specific guidance and suggestions for supporting learners who are showing evidence of struggling with some aspect of the literacy, language and numeracy skills development.
Suggestions for advanced learners
The teaching suggestions cover both vocational and literacy and numeracy skills development.
Learners who are already skilled listeners could usefully take the information they are hearing and turn it into another form, for example, an information poster for their workplace or a summary for colleagues who couldnt make the training.
Curr ref SLlr/L1.1 SLlr/L1.2 Standards 4GEN1.1; 3GEN1.1 Key Skills C1.3; WO1.1
Key Skills: Key Skills references for Communication Skills or Application of Number.
Curriculum references: Adult Literacy or Numeracy Core Curriculum references, showing the specific literacy or numeracy skills developed.
Standards references, showing the specific vocational skills being developed.
Guide to Learner materials layout
This is the Food hygiene file. There are four modules in this file. This is the module title. This is the module number and page number within the module.
The title indicates the main content for the theme.
In learning about food hygiene you will be listening to a lot of new information. Listening to training sessions carefully helps you to do your job more efficiently and safely.
Listen to an extract from a training session to consider these points.
How can I remember all this?
What do I need to remember?
This audio icon indicates that an audio clip accompanies this page. The number is the track number on the accompanying audio CD.
Listen for signpost words, like the first; another; also and the last. These words point you to key or new pieces of information.
Training sessions 1. Listen out for the main points first and then any extra information. 2. Make notes that you can refer back to later. 3. Ask questions to make things clearer or to get extra information.
Listen for key words. People often emphasise important words or phrases in speech, to make them stand out.
Making notes is a good way of remembering information. You need to write information down in a way that you can still read later.
You might ask for added information, or for information to be repeated.
4. Repeat back important points to check you have got it right. To make sure everything is clear, go through what you have heard in your mind or refer to your notes.
Ask yourself questions: What do I need to remember? Does it make sense?
At an appropriate time, repeat the information to the trainer in your own words to check you have got it right.
Try not to get distracted. Keep checking you are following what is being said.
All the pages in the file are numbered consecutively to enable accurate replacement.
Curriculum coverage grids
The curriculum coverage grids on the following pages will help you to identify where and when to incorporate these materials. They are laid out as shown in Figure 1 below.
The setting and module title: one of four modules in the setting of Food hygiene. Each module covers a specific aspect of vocational skills.
The NOS (National Occupational Standard) reference code. Use this to identify the specific unit of the qualification for which you need to locate suitable learning materials.
The Adult Literacy and Numeracy Core Curricula reference codes, identifying the specific literacy and numeracy skills covered in this theme. Use these codes if you need to identify materials to develop a particular literacy or numeracy skill.
The theme title in this module: one of the themes in the module. Use the theme title to help you to identify an aspect of learning within the module that is relevant to your learners.
Food hygiene Module 1: Introduction to food hygiene
Theme Page reference Standards 4GEN1.1; 3GEN1.1 4GEN1.1; 3GEN1.1 4GEN1.1; 3GEN1.1; 2GEN3.4; 2GEN4.4 Literacy SLlr/L1.1; SLlr/L1.2 Wt/L1.2; Wt/L1.5; Wt/L2.2; Wt/L2.5 Rw/L1.1; Rw/L1.2 Numeracy Key Skills C1.3; WO1.1 C1.3 WO1.1; C1.2
Listening to training FHy 1:1 Taking notes FHy 1:2
What does it mean? FHy 1:3
The Key Skills code as used in the Key Skills Qualifications Specifications. Use this to identify potential Key Skills coverage in the learning materials.
The module:page number for the theme.
Figure 2 offers a brief explanation of what the curriculum references mean. Figure 2
Curriculum area Detailed element Curriculum reference SLlr SLc SLd Rt Wt Rs Ws Rw Ww N1 N2 MSS1 MSS2 HD1 HD2
Listen and respond Speak to communicate Engage in discussion Reading comprehension Writing composition Grammar and punctuation Grammar and punctuation Vocabulary, word recognition and phonics Spelling and handwriting Whole numbers Fractions, decimals and percentages Common measures Shape and space Data and statistical measures Probability
Reading and Writing (Text focus) Reading and Writing (Sentence focus) Reading and Writing (Word focus) Number
A typical entry (for example, the objective Use a calculator to calculate efficiently using whole numbers, fractions, decimals and percentages) is N2/L1.11. The codes after the / indicate the level of the curriculum objective, which can range from Entry 1, 2 and 3 through to Levels 1 and 2. The final number simply indicates the objectives position in the sequence. A full explanation of the curricula and how they are organised is given in the Adult Literacy Core Curriculum and the Adult Numeracy Core Curriculum, both of which can be accessed via www.dfes.gov.uk/readwriteplus
Measures, Shape and Space Handling Data
Theme Page reference Standards 4GEN1.1; 3GEN1.1 4GEN1.1; 3GEN1.1 4GEN1.1; 3GEN1.1; 2GEN3.4; 2GEN4.4 2GEN3.2; 2GEN4.1; 3GEN1.1; 4GEN1.1 4GEN1.1; 3GEN1.1 3GEN1.1 Rt/L1.4 Literacy SLlr/L1.1; SLlr/L1.2 Wt/L1.2; Wt/L1.5; Wt/L2.2; Wt/L2.5 Rw/L1.1; Rw/L1.2 Numeracy Key Skills C1.3; WO1.1 C1.3 WO1.1; C1.2
FHy 1:4
Rt/L1.4
C1.2.1; C1.2.2
People at risk Causes and symptoms of food poisoning Bacteria Pests
FHy 1:5 FHy 1:6
N1/L1.1; N2/L1.8
C1.2 C1.2; N1.1; N1.2 C1.2
3GEN1.2; 2GEN3.4 3GEN1.2; 2GEN3.4 Rt/E3.7
Food hygiene Module 2: Food storage and treatment
Theme Temperature danger zone Time and temperature Frozen food Page reference FHy 2:1 FHy 2:2 FHy 2:3 Standards 2GEN3.4; 2GEN3.3 2GEN3.4; 2GEN3.3 2GEN3.4; 2GEN3.3; 2GEN4.3 2GEN3.3 n/a 2GEN3.3; 4GEN1.1; 4GEN1.3; 2GEN4.3 2GEN3.3; 4GEN1.1; 4GEN1.3; 2GEN4.3 Rt/L1.3; Rt/L2.3 Rt/L1.2; Rs/L1.1; Rw/L1.2 Literacy Numeracy MSS1/L1.4 MSS1/L1.2; MSS1.L1.3 N1/L1.2; MSS1/E3.9 MSS1/L1.2 Key Skills N1.1; C1.2 N1.1; C1.2 N1.1; C1.2 N1.1; C1.2 C1.2 C1.2; WO1.1
Best before and use by Preserving food The dos and donts of food storage Food storage
FHy 2:4 FHy 2:5 FHy 2:6
Rw/L1.2; Rs/L1.1
Food hygiene Module 3: Cleaning and personal hygiene
Theme Hygiene habits Page reference FHy 3:1 Standards 2GEN3.1; 3GEN1.1; 2GEN4.1 2GEN3.2; 2GEN4.2; 3GEN1.1 2GEN3.1; 3GEN1.1; 2GEN4.1 3GEN1.1 2GEN3.2 Literacy Rt/L1.2; Rs/L1.1 Numeracy Key Skills C1.2; WO1.1 WO1.1; C1.1 WO1.1; C1.1 C1.2 C1.2
A head
Preparation areas
SLlr/L1.1; SLlr/L1.2; SLlr/L1.3; SLlr/L1.4; SLc/L1.1; SLc/L1.2 SLlr/E3.2
Washing up Using chemicals
Rt/L1.5 Rt/E3.9
Food hygiene Module 4: Food hygiene and the law
Theme Responsibilities Page reference FHy 4:1 Standards 2GEN3.2; 4GEN1.2; 3GEN1.1; 3GEN1.2 2GEN3.2; 4GEN1.2; 3GEN1.1; 3GEN1.2; GEN3.4; 2GEN3.3 4GEN1.1; 3GEN1.1 4GEN1.1; 4GEN1.2; 4GEN1.3 4GEN1.1; 4GEN1.2; 4GEN1.3 Literacy Rt/L1.3; SLd/L2.4 Numeracy Key Skills WO1.1
Food Acts
Wt/L1.3; Wt/L1.4; Wt/L1.5
Hazard analysis Food premises
Rt/L1.4; Wt/L1.3 Rs/L2.2
PS1.2; N1.1 C1.2
ICT1.1; C1.2
Vocational qualifications in Food hygiene
A wide variety of Awarding Bodies offer qualifications in Food hygiene, utilising a variety of forms of assessment. The following is a list of the qualifications currently accredited by QCA at Level 1 and Level 2, and for which the content of this file should offer support. A full and current list can be found at www.openquals.org.uk
Qualification CIEH Foundation Certificate in Food Hygiene MTC Level 1 Certificate in Food Hygiene RIPH Foundation Certificate in Food Hygiene RSPH Foundation Certificate in Food Hygiene Level 1 1 1 1 Awarding body CIEH MTC RIPH RSPH
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Come on Paul, just declare Godwin's Law and be done with it. If you want reasoned discourse, why don't you post about some of the stuff you disagree with on some of our blogs? Brady people are as welcome to comment here as anyone else. Although, I guess you and your staff are too busy destroying our second amendment rights to bother. A shame, but it's not our fault you guys don't have any real grass roots to back you up.
But But they have over 150,000 online grassroots activists volunteering their time. They must be so busy that they can't post on the pro-gun blogs or even the Brady blog.
Of course the possibility that most of them ARE pro-gunners signing up to keep tabs on them is inconcievable.


Aida Zilelian – Oh, Bernice!
There aren't 40-year-olds sporting Mormon beards in florescent unitards riding unicycles. And the food is amazing.
This entry was posted in Upcoming Events and tagged #IloveQueens, #literarylineup, #valentinesday, Aida Zilelian-Silak, Mormon beards, oh bernice, ramen, unicycle. Bookmark the permalink.


text:
The New Type of Commodity Trading Firms [Part 2 of 2]
The New Type of Commodity Trading Firms
Digitization: How it can be more than lip service and impact the bottom line.
This article will analyze and take in to account the changing environment and factors discussed in part one, and suggest tangible strategies trading firms could adopt to emerge victorious to stay ahead of the shifts underway.
Behind the normal market movements and commodities cycle, there is a structural change — new trends that could spark disruption and alter the very nature of commodity trading. These could unlock potential growth or spell demise for certain firms.
Where are we headed now?
If disruption or innovation used to have negative connotations in the commodities industry, it is now needed and will be the key factor in trading firms survival in the future.
It is not all bad news, as the industry is slowly publicly admitting that digitization in the commodities market is here.
Financial Times / helixtap technologies
This realization could be catalyzed by the fact that their very source of profits or usual modus operandi is being threatened by external forces beyond their control. With extremely tight margins, less investment flowing into the sector the industry needs to think how it will come out stronger.
"The commodity trading industry is on a path that's not sustainable. The typical margin for a trading company is about 0.5 per cent of turnover," said Mercuria Energy Group Ltd. Chief Executive Officer Marco Dunand. "The trend is going to continue. It is not cyclical, it's structural. So we may need to see consolidation."
First, there will be some consolidation to weed out firms who are peripheral in the [commodities] market.
Example (I)
A (recent) example is Goldman Sachs cutting back its commodities trading arm, once a huge moneymaker and training ground for a generation of executives including former chief Lloyd Blankfein.
The retreat follows a months-long review under new chief executive David Solomon that showed the commodities business's dwindling profits don't justify its costs, according to people familiar with the matter. Executives believe the business is unlikely to repeat its heyday of the 2000s when it contributed as much as 15% of Goldman's pretax profits.
Chief financial officer Stephen Scherr last month said there was an "active and engaged move to reallocate capital" away from Goldman's troubled fixed income trading arm and toward priorities including lending and technology upgrades.
Example (II)
Astenbeck Capital Management founder Andy Hall is so highly regarded in the oil trading business that he earned the nickname "god." But Hall has admitted that the value of his analysis has diminished in an age of automated trading. So much so that he closed his hedge fund in 2017.
Many longtime oil traders have found themselves confounded by sharp price moves that run counter to fundamental signals like the balance of supply and demand, stockpile levels and disruptions in oil-producing regions, The Wall Street Journal recently reported.
Then, there are 3 ways in which [surviving] trading firms could evolve to one or the combination strategies below:
Here, the key focus is value addition, and utilizing technology to create a sustainable moat.
#1. Business Model Innovation
With the balance of power not on the commodity trader's side, physical traders would need to have the customer at the centre of how they structure their businesses. Furthermore, simply providing financing to producers or banking on the arbitrage between different geographies cost of borrowing, will not move the needle in terms of value to customers.
One of the best-known examples of successful business model innovation is the "power-by-the-hour" business model of the British aircraft turbine manufacturer Rolls-Royce. It was definitely one of the early adopters of the subscription economy. To satisfy investors concerns on volatile earnings and unpredictability in forecasting revenues, "Trading as a Service"could be one of the ways to quell concern and differentiate from other trading companies.
Other ways could be taking in to account how the industry will take shape, bearing in mind consumer preferences and then incorporating that in to your business model. For example, taking the "Super Just in Time" trend in to account could mean ensuring customers do not pay for excess warehousing or costly shipping or demurrage charges. Otherwise, "Personalization on Scale" could mean utilizing technology or service providers to provide timely services that go beyond buying on FOB (loading port) and selling on CFR (discharging port) to customers.
#2. Niche focus and unbundling
Previously, the cost of setting up a business was so prohibitive that the number of new companies starting out was low. However, if we take a look at the finance sector or FinTech, we see new entrants eating away at major historically "too big to fail" banks by focusing on a niche and banking on new customer trends and demands.
Whilst some consolidation would occur, some firms (existing or new) would thrive in more niche markets, where they focus can focus on:
(I) Frontier markets which lack major banking infrastructure or have limited reach due to sanctions or export restrictions (Iran, Venezuela, Mongolia etc).
(II) Relatively new commodities which are poised to grow in the new energy mix (Cobalt, Palladium etc). This is probably already saturated given the global coverage on electric vehicles but nonetheless could see new producing nations who emerge to take advantage of high prices.
However, these niche firms would aim to keep the cost as low as possible and outsource non-core (trading) functions. For example, accounting, operational management etc. This "unbundling" of a typical trading desk means these niche firms could have several providers on a subscription basis at a fraction of the cost than having them on their books as permanent staff. Like the gig economy, but for commodities. This would then also spur investment into innovative companies in the commodities sector (what I refer to as #Commoditech).
#3. Margin protection & Economies of Scale
For the incumbents who adapt, they would be compensating for reducing margins by increasing volume and market share and focusing on profitable desks.
Trafigura's chief executive Jeremy Weir said big commodity traders would only get bigger. "They are difficult businesses, and very diverse businesses and they have to adapt to markets," he said, adding that in that environment "the big get bigger".
However, if these firms only acquire for market share or volume with no other innovation, then net profitability per asset decreases whilst risk increases — and that does not bode well for return on equity for its shareholders or future investors.
To take advantage of size, one way would be to follow the large banks ie to become an integrated provider or industrial company. For example, from owning upstream assets such as mines or plantations to distribution and consumer-facing downstream (for example petrol or electric vehicle charging stations or producing a new form of vegetable oil or consumer good).
This strategy depends largely on utilizing technology to reduce costs (as with scale comes large human capital costs). Any dollar saved would add directly to the profit and this would be noticeable especially with typical trading firms used to 1–3% margins.
Technology in Commodities — a pipe dream?
In such a traditional industry, it is unrealistic to expect a change in mindset and strategy to happen overnight. Furthermore, as margins are compressing most firms would be focused on the short term (ie survival) either securing funding for daily operations or meeting trading volume targets.
Thus, unless technology directly impacts trading firms P&L (or share price), it would most likely be put on the back burner until better times.
However, given that technology is an enabler, and core to most trade processes, it would be myopic to ignore this. Rather, it would be better to analyze which technologies or area taking into account each firm's budgets or priorities and formulate a plan of attack.
For example, a trader focused on mining or metals could focus on cutting costs to improve returns and thus focus on operational efficiency in the form of automation. This could mean automating contracts, reducing costs in operations teams or utilizing technology to reduce the cost of order execution. They could also combine that with cloud-based services of non-core facilities rather than utilizing on-premise expensive services.
Another firm could focus on building their niche and growing customer base by using data to source new customers or commit to fulfilling ESG initiatives by leveraging off technology to ensure traceability of supply meets customers' criterion.
Where Digitization will impact the commodities markets
Technology is the glue that binds futures trading firms and a catapult into the next era of commodity trading. If used strategically and incorporated into firms core businesses, it would enable trading firms to be more customer-centric, add value and thus, ensure not only survival but prosperity.
"Technology in itself is not the disruptor, not being customer-centric is the biggest threat to any business."
The fact remains that commodity trading is one of the oldest industries. It is central to the global economy and in fact powers it.
However, like how the automobile industry was comfortable and though it's the 100-year advantage of the engine was formidable, most countries and even incumbents have had to swallow the bitter pill of the electric vehicle. Again, the innovation here was a result of a change in regulation, consumer preferences as well as disruption in the industry. It is the tipping point for commodities firms, and an interesting time to lead and shape the future ecosystem.
Published on Medium
Consumer vs Supplier: race to rubber sustainability December 20, 2021
Inflation Risks Triggers Anxiety as Supply Constraints Persist November 18, 2021
Rubber industry grapples with aftershock of China's crackdown October 14, 2021
Commodity Pricing: the Need for Transparent Pricing to Benefit Supply Chains and Address ESG Risks July 27, 2021
Data and Innovation Key Requirements for the Future of Trade Finance May 18, 2021
The Future of Pricing ESG Risk March 18, 2021
Commodity trading and ESG: using technology to support sustainability in the natural rubber industry November 13, 2020
Cloud services kickstart the digital era for commodities markets September 9, 2020

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: rails comments in a post ajax load more I have a standard will_paginate, but I want a button to load more comments, like Instagram. I searched many solutions, but I couldn't apply it to my project.
posts/index.html.erb
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Github my instagram_clone
Heroku my instagram_clone

redpajama_set_name: RedPajamaStackExchange