CIEH Food Safety Shorts
A guide to getting the
most out of this DVD
Use these notes to enhance your food safety training
when using the DVD
If you are playing the DVD from a computer or laptop, use Windows Media
which will allow you to play and pause the animations and films.
Animations
For each animation use the following
activities to consolidate the learning
Binary fission
Prior to playing the animation, describe the process of binary fission.
Explain how the animation will show this process speeded up over five
hours. Play the animation and whilst it is playing make the following
points, pausing as and when required:
l the sandwich looks normal as we zoom in to it
l ‘inside the sandwich’ at 9am there is only one bacteria, ask learners to
notice how this changes
l the hands on the clock move and every 15 minutes the bacteria
double in number
l by 12pm there are 2,048 bacteria and by 2pm there are 1,048,576
bacteria in the sandwich (pause at 45 seconds to see this).
As the animation zooms back out of the sandwich ask learners what they
would do with the sandwich now.
Remind learners that they would not be able to see, smell, taste or hear
the bacteria.
Discuss the factors required for binary fission – moisture, warmth, food
and time.
Additional activity
Ask learners to think of a time when they have left high-risk food at ambient
temperature. Ask them to suggest what they would do differently in the
future. This could lead to a discussion on storage methods.
Questions to cover:
l Approximately how many minutes does it take for bacteria to double
in number?
l What four factors do bacteria require for multiplication to occur?
l Where should high-risk foods be stored?
l Why is binary fission a threat to consumer health?
My responsibility for food safety
Danger zone
View this animation and ask learners to see if they can tell you why the
food ends up in the bin.
Explain that within the temperature range 5–63°C bacteria multiply
quickly, hence it is known as the danger zone. Ask learners what could
happen if someone ate high-risk food that had been left in the danger
zone. Relate this back to their workplace. View the animation again to
aid memory retention.
Additional activity
Divide the class into three groups and ask:
lo
ne group to write down some examples of when food might enter the
danger zone
lo
ne group to write down ways to avoid food being in the danger zone
lo
ne group to suggest possible consequences of leaving food in the
danger zone.
Ask each group to go through their answers, with the rest of the class
adding further details if necessary.
Questions to cover:
l What is the danger zone?
lW
hy should high-risk foods not be left in the danger zone for
long periods?
The importance of keeping products safe
Fridge loading
Divide learners into groups or pairs for this activity. Whilst the animation
is zooming round the first fridge, ask learners to write down all the hazards
they can spot. Pause after 1 minute. (Repeat this part if learners need more
time to view.) Discuss the hazards spotted by the learners.
Play part two of the animation, which places crosses over the bad practice.
Pause the animation at 2.50 minutes and go through the answers (as listed
below) with learners.
Bad fridge answers
Top shelf:
l s ausages (raw meat) are above
vegetables
l an open tin of food is stored
in the fridge
l steaming hot dish in the fridge
l eggs lying loose on the very edge
of the shelf next to a cucumber
l salad leaves are squashed on top
of some eggs
Discuss how a multi-purpose fridge should be loaded. Play part three of the
animation and ask learners to pick out the good practice in the second fridge.
To improve focus, tell them there is a bonus prize if they can spot the deliberate
mistake in this fridge!
Deliberate mistake – on the second shelf of the ‘good fridge’ the salad, pork pie
and coleslaw have the use-by date 01/01. Therefore they are out of date when
compared with the other items in the fridge. Food that has exceeded its use-by
date should be safely disposed of.
Top shelf:
l items are covered and labelled
l salad is covered and dated
Bottom shelf:
l raw sausage is next to vegetables
Top door shelf:
l dirty carrot above some cheese
l the fridge door does not shut properly
l there is too much in the fridge so
cold air cannot circulate and keep
items cold
l cheese is wrapped
Second shelf:
lu
ncovered plate of melting frozen
food in front of this
l cucumber in a puddle of water
l the temperature on the door shows
12°C
Good fridge answers
Third shelf:
lu
ncovered chicken with dirt from
the potatoes on it
Additionally:
Finally play the last part of the animation to see how many things everyone
spotted and who spotted the deliberate mistake in the animation.
Second shelf:
lu
ncovered mixing bowl in the
fridge, which has blood dripping in
to it from above
lp
uddle of water leaking from the fridge l blood all over the floor
Pause the animation at 3.25 minutes. Discuss learners’ answers.
lu
ncovered meat next to vegetables
with blood dripping from it, onto
items below
l c ooked meat uncovered next to a
fresh cream cake
Base of fridge:
l eggs next to vegetables could
easily fall out and smash onto
the floor
The importance of keeping products safe
l bowl of salad is covered and labelled
l pork pies and coleslaw are covered
and labelled
Third shelf:
l meat and fish are stored below other
high-risk items and are covered
l there is lots of space for cold air
to circulate
l temperature shown on the fridge door
is correct
The importance of keeping products safe
Film
shorts
For each short film, ask the following questions
during the film or after viewing. Print off a sheet
of questions for learners to fill in, write up the
questions on a board for everyone to see or ask
the questions afterwards.
Hand washing
1.List three times when you should always wash your hands?
2.What temperature water should you use to wash your hands?
3.Why should you use a liquid soap rather than a bar of soap
to wash your hands?
4.What should you use to remove any dirt from under your
finger nails?
5.What should you dry your hands with?
Answers
1.Any of the reasons stated in the film such as before starting work,
working with high-risk food, after going to the toilet, after handling raw
eggs in their shells, after coughing or sneezing, after carrying out cleaning
jobs or handling rubbish, after eating, drinking or smoking,
when switching between raw and cooked foods
2.Warm water
3.A bar of soap could have bacteria left on it by the person who used it last
4.A nail brush
5.A disposable paper towel or a clean roller towel
The importance of keeping clean and hygienic
Clean as you go
1.What does ‘clean as you go’ mean?
2.What does the food handler use to remove dirt and grease from the
worktop?
3.What chemical does the food handler use to reduce bacteria to a
safe level?
4.What must you do straight after cleaning, before handling food?
5.Why does the food handler use a different chopping board to slice
the chicken on?
Answers
1.Clearing and cleaning up at the end of one task before moving
onto the next
2.A detergent
3.A disinfectant
4.Wash your hands
5.To minimise any risk of cross-contamination
The importance of keeping work surfaces
clean and hygienic
The six stages of wet cleaning
1.What must you do before you start any cleaning?
2.What type of shoes is the food handler wearing?
3.What should you do before you use any chemical cleaning product?
4.What colour is the chopping board used for raw meat?
5.How long should items be left in disinfectant?
Answers
1.Remove any food from the surrounding area and ensure you are wearing
suitable clothing
2.Non-slip shoes
3.Read the manufacturer’s instructions on the bottle
4.Red
5.As long as stated on the manufacturer’s instructions
The importance of keeping work surfaces
clean and hygienic