Training Facilitators' Guide

NQF Level: 1 US No: 116166
Facilitator Guide
Primary Agriculture
Appl y B a s i c
Fo o d S a f e ty
P ra c ti c e s
My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA.
Apply basic food safety practices
2
Primary Agriculture NQF Level 1 Unit Standard No: 116166
Before you get started…

Dear Facilitator,
This Facilitator Guide (together with the relevant Learner Guide) is aimed at
facilitators who will be assisting learners wishing to complete the following unit
standard:
Title: Apply basic food safety practices

US No: 116166 NQF Level: 1 Credits: 1
This guide contains all necessary facilitation instructions to ensure that learners will
attain the expected competencies required by the above-mentioned unit standard.
This guide is designed to be used during the presentation of a learning session
based on this unit standard. The full unit standard is attached at the end of this
guide as well as at the end of the relevant Learner Guide. Learners are advised to
read the unit standard at their time. Please discuss the unit standard with the
learners to ensure that they understand what is expected from them to achieve the
outcomes of the unit standard.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently facilitating, because that will be
determined by the context of application:
Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48970 1 120
National Certificate in Mixed Farming Systems 48971 1 120
National Certificate in Plant Production 48972 1 120
Please mark the learning program the learners are enrolled in:
Are you facilitating a: Y N Note to Facilitator:

Learnership? If you are presenting
this module as part of
Skills Program?
a full qualification or
Short Course? learnership, please
ensure that you have
Please explain the above concepts to the learner. familiarised yourself
with the content of
the qualification.
There are four guides, namely the Learner Guide, the
Learner Workbook, the Assessor Guide and the Facilitator Guide. These guides have
been developed to address specific aspects of the learning experience. You
therefore need to use these guides additional each other.
Make this an enjoyable learning experience!
Version: 01 Version Date: July 2006

3
Context of Application …
Primary Agriculture is a diverse sector and a wide range of commodities is being
produced for both national and international market. Each commodity has its own
production requirements and practices. You will be facilitating the learning process
within a specific context where a specific agricultural commodity is being produced.
The learning material has been written in a generic manner, as it is aimed to be
available on national level and should be suitable to be applied within a variety of
commodities. It is therefore inclusive of all agricultural commodities and crop in this
field. Therefore, the examples that are being used in the materials may not always
be applicable to your specific community, commodity, environment or region.
This presents you, the facilitator, with the challenge to contextualise the learning
material. It is imperative that you, the Facilitator and Assessor interpret and present
activities, case studies and projects related to the material in such a way that
learners can easily identify and apply their knowledge within their own context. This
will require from you to add examples of crop, which are applicable to the
community or farm. Learners must be guided with examples from their own
communities, commodities, environment or regions. This should be done
supplementary to the learning material:
• Examples relevant to the commodity,
• Including commodity specific requirements,
• Including operating procedures of the farm,

• Including agricultural practice specific requirements,
• Agricultural markets,
• Guiding learners to write these specifities down in the learning guide,
• Etc.
The contextualisation of the learning material is a very important step in

preparing for and facilitating the learning experience and enough time
and effort should be put into this exercise.
According to the qualifications mentioned on page 2, this module could be

contextualised to fit the following groups of commodities:
Plant Production Animal Production

• Organic production, • Small stock production, • Natural resources
• Hydroponic production, • Large stock production, harvesting
• Perma-culture production, • Dairy production, • Organic production,
• Agronomy, • Pig production, • Perma-culture
• Horticulture, Natural resources • Poultry production, production,
harvesting. • Game, • Eco/Agri Tourism,
• Aqua / mari culture, • Agro Chemicals,
• Commercial insects • Horse Breeding, etc.
• Animal fibres harvesting,
• Bee keeping.

4
How to use this guide …

Throughout the guide information is given specifically aimed at you, the facilitator,
to assist in the actual presentation of the learning material and/or facilitation of
the learning process. Although this guide contains all the information required for
attaining competency in this unit standard, references to additional resources, both
printed and electronic, are provided for additional reference by the facilitator and
further study by the learner.
Please note that the purpose of this information is merely to guide you, the
facilitator, and is provided as a suggestion of possibilities. It remains the
responsibility of every facilitator to re-assess the learner/s in each learning situation
throughout the learning process in order to stay in touch with their specific learning
needs. This should be the determining factor in the choice of the learning approach
to follow.
Use the different boxes listed below for identification purposes:
Instructions regarding Facilitators’ Tip …

activities, whether
group or individual
activities will be
described in this box.
My Notes …
You can use this box for your own notes/comments.
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What & How will you be Facilitating?
The Learning Experience ................................................................................. 6
Learning Assumed to be in Place ................................................................... 6
Learning Program Time Frames ..................................................................... 7
Tips for level of learning ................................................................................. 7
Facilitator’s Checklist & Training Aids ............................................................ 8
Contextualisation of Content! ......................................................................... 9
Session 1: Good Personal Hygiene Practices ..............................…............... 10
Session 2: Risk factors in food contamination ...................…....................... 12
Session 3: Preventative measures against food contamination .......…....... 14
What will I be doing differently next time? ............................... 16

6
The Learning Experience…

When learners have achieved this unit standard, they will be able to:
Apply sound food safety principles by identifying risk factors in food

contamination and applying preventative measures to ensure product safety.
Learners will specifically be able to:
Apply good personal hygiene practices.
Demonstrate an understanding of risk factors in food contamination.
Apply preventative measures against food contamination.
Understand and adhere to warning signs regarding product safety (where

applicable).
Learners will also gain basic knowledge of:

The qualifying learner is able to demonstrate a basic knowledge and understanding
of:
Effective personal hygiene practices.
Risk factors related to food safety.
Basic principles of food safety.
Food borne illnesses.
Hygiene principles.
Impact of food safety in trade.
The purpose for the study of Food Safety.
Names and terms particular to food safety practices.
Procedures in place to ensure food safety.
All relevant legislation related to food manufacture and food safety.
The relationship between food, food safety and food production.
Learning Assumed to be in Place

None.

7
L ear n in g P r o g r am T ime F r ames

Theoretical Practical learning
Total time allocated Activities to be
learning time time allocated
(hours) completed
allocated (hours) (hours)
Complete Program
(including summative 10 4 hours 4 hours 7
assessment)
Learner Orientation 0.66 0.33 0.33

N/A
and “Ice Breaker” (40 minutes) (20 minutes) (20 minutes)
Purpose, Introduction
0.50 0.25 0.25
and Learner N/A
Directions
(30 minutes) (15 minutes) (30 minutes)
1.67 hours 1: 20 minutes

Session 1 50 minutes 1–2
(100 minutes) 2: 30 minutes
2.5 hours 3: 45 minutes

Session 2 75 minutes 3–4
(150 minutes) 4: 30 minutes
5: 45 minutes
4 hours
Session 3 120 minutes 6: 30 minutes 5–7
(240 minutes)
7: 45 minutes
Preparation for
Assessment & 0.33
revision
T ip s f o r lev el o f lear n in g
Remember the following before you get started:
This unit standard is aimed at level 1 learners.
A typical level 1 learner might be exposed to the world of work through this learning
program for the first time.
Explain concepts and define words in a simple, clear and concise method throughout
the learning program.
Take special care to facilitate for ALL learners. Allow them opportunities to share
experiences, prior knowledge, translate into their mother tongue for each other and
enjoy the learning process.
The examples given in this resource guide might be for a different geographical area
or commodity to what the learner is exposed to – please adapt your examples
accordingly.
There should always be good communication between facilitators and mentors to
ensure effective learning experience.
During practical activities facilitators should be present at all times. Should that not be
possible, the mentor should be available for attendance.

8
F ac ilit at o r ’ s C h ec klist & T r ain in g A id s
Learner support strategies
Learners are supplied with all resources and aids as required by the programme –
including:
• Objects & devices such as equipment, protective clothing, safety gear, etc.
• Learner Guides and Learner Workbook
• Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the
equipment, documents and training aids for a successful session.
Preparation Yes No
Qualification Knowledge – I have familiarised myself with the content of the

applicable qualification
Unit Standard Knowledge – I have familiarised myself with the content of all
aspects of the applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me

to facilitate with ease
Application knowledge – I understand the programme matrix & have prepared

for programme delivery accordingly
Contextualisation – I have included information which is specific to the

commodity and practices related to the commodity
Ability to respond to learners background & experience – I have studied

the learner demographics, age group, experience & circumstances & prepared for
programme delivery accordingly
Enthusiasm & Commitment – I am passionate about my subject & have

prepared my programme delivery to create a motivating environment with real
commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision &
mission of the selected training provided consulting & have prepared my
programme delivery, reporting & administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens

9
Flip chart paper
Proxima projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
Contextualisation of Content!
Go through this module and indicate what specific information / activities /
examples should be included in this module.
Contextualisation
What specific information / activities / examples should I include in this module?
• Commodity specific?
• Operating procedures of the farm?
• Agricultural practices?
• Agricultural markets?

10
Session 1 G ood P e r s on a l H y gi e n e
Pr a c t i c e s
Learner After completing this session, the learner should be able to:
Guide: SO 1: Apply good personal hygiene practices.
Page 6
Concept (SO 1) Time frame Activities related to the concept
Effective personal hygiene

practices are demonstrated.
100 minutes Activity 1 & 2
Current health status is
judged and a decision
whether to report is made.
Please allow learners to complete Activity 1 & 2 in their workbooks
Type of Instructions to give to

Resources Conclusions
activity the learners
1. Explain in Learner This is an individual exercise. The value and

your own Workbook, Read the activity instructions impact of
words Learner Guide, from the learner workbook applying good
Oral instruction. out loud and allow learners personal
an opportunity to make hygiene
notes on their understanding practices.
and finding after each
section.
2. Discuss Learner This is group exercise. Read The value and

with your Workbook, the activity instructions from impact of
group and Learner Guide, the learner workbook out applying good
make notes Oral instruction. loud and allow learners an personal
opportunity to make notes hygiene
on their understanding and practices.
finding after each section.

11
Facilitators’ Tip …
Encourage learners to interpret and answer in “their own words”.
Ensure that learners understand the concepts of personal health & hygiene,
how it links to food safety and how each person can contribute to health,
safety and hygiene in their workplace.
Encourage learners to also consider how to ensure the health and safety of
others in the workplace.
Be certain to emphasise that each workplace will have unique approaches.
Allow time for groups to have discussions and report back on their findings.
Encourage learners to centre the entire activity around communicable diseases
and the role they play in food safety.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
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12
Session 2 R i s k f a c t or s i n f ood
c on t a m i n a t i on
Guide: SO 2: Demonstrate an understanding of risk factors in food
Page 15 contamination.
Concept (SO 2) Time frame Activities related to the

concept
Risk factors pertaining to

food contamination are
identified.
2.5 hours
Activity 3 & 4
The importance of food (150 minutes)
safety practices with regards
to export and marketing is
explained.
Please allow learners to complete Activity 3 & 4 in their workbooks
Type of Instructions to give to the

activity learners
3. Conduct Learner This is research exercise. Read the Practical

an interview Workbook, activity instructions from the examples of
with an Learner learner workbook out loud and hygiene are
expert in Guide, Oral allow learners an opportunity to researched.
your instruction. make notes on their understanding
workplace and finding after each section. Give
guidance to the learner on
preparing for and conducting an
interview.

13
4. Learner This is group exercise. Read the Impact of

Brainstorm Workbook, activity instructions from the food safety
with your Learner learner workbook out loud and practices on
group and Guide, Oral allow learners an opportunity to agriculture
make notes instruction. make notes on their understanding and export.
and finding after each section.
Encourage learners to use good
listening skills and brainstorming
practices.
Encourage learners to arrange time to speak to an expert in their personal

work environment and to answer the questions according to this specific work
environment.
Emphasise the impact of food safety and non-compliance to the “business
aspect” of farming and ensure that learners understand the consequences in
all degrees of severity should food safety be compromised.
My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
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14
Session 3 Pr e v e n t a t i v e me a s u r e s
a ga i n s t f ood c on t a m i n a t i on
Guide: SO 3: Apply preventative measures against food contamination.
Page 22
Concept (SO 3) Time frame Activities related to the

concept
Preventative measures are

identified explained.
4 hours
Activity 5 – 7
The implications of non- (240 minutes)
application of preventative
measures are explained.
Please allow learners to complete Activity 5 - 7 in their workbooks
Type of Instructions to give to the

activity learners
5. Explain Learner This is research exercise. Read Practical

with Workbook, the activity instructions from the examples of
examples Learner learner workbook out loud and hygiene are
from your Guide, Oral allow learners an opportunity to researched.
workplace instruction. make notes and reflect on their
understanding and finding after
each section. Give guidance to
the learner on practical
observation techniques.

15
6. Explain Learner This is group exercise. Read the The impact

what would Workbook, activity instructions from the of poor
happen to Learner learner workbook out loud and hygiene
the following Guide, Oral allow learners an opportunity to within
role-players instruction. make notes on their agriculture
if the fruit understanding and finding after
produced by each section. Encourage learners
the farm to use good listening skills and
were not safe brainstorming practices.
in terms of
food safety
7. Discuss Learner This is group exercise. Read the The value

under Workbook, activity instructions from the and purpose
guidance Learner learner workbook out loud and of safety
from your Guide, Oral allow learners an opportunity to signs.
facilitator instruction. make notes on their
and write understanding and finding after
down what each section. Encourage learners
you discover to use good listening skills and
brainstorming practices.
Encourage learners to seek out examples from their specific work environment
to answer the questions and to answer questions in as much detail as
possible.
Revise the consequences of food safety being compromised and encourage
learners to think from each role-player’s perspective when answering the
questions.
Lead a class discussion around signs found in the workplace, how they
contribute to food safety and what they would look like. Then allow time for
learners to answer the questions according to their understanding and to
interpret signs from their workplace.
My Notes …
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16
Wh at will I d o d if f er en t ly n ex t t ime?
Take some time to reflect on your own activities as facilitator of this Unit Standard.
Then write down five of the most important lessons you have learnt and include a
motivation:
Motivate how or why

What will I do differently next time?
(Give examples, reasons, etc.)
1.
2.
3.
4.
5.
As facilitator, you have hands on experience in the application of the unit standard.
And you might experience difficulties with the unit standard that the developers did
not anticipate. Also, the unit standard will be revised at the end of the registration
period. Your comments below can be an important contribution in the revision
process and should be brought to the attention of either the AgriSETA ETQA
manager or the SGB chairperson.
Please take some time to reflect on your experience and list a few of the difficulties
you had to address.
Recommended Changes to Address the

Difficulties I had with the Unit Standard
Difficulty
6.
7.
8.
9.
10.

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NQF Level: 1 US No: 116166

Before you get started…

Title: Apply basic food safety practices

Title ID Number NQF Level Credits Mark

Are you facilitating a: Y N Note to Facilitator:

Make this an enjoyable learning experience!

Version: 01 Version Date: July 2006

• Examples relevant to the commodity,

• Including commodity specific requirements,

• Including operating procedures of the farm,

• Guiding learners to write these specifities down in the learning guide,

The contextualisation of the learning material is a very important step in

According to the qualifications mentioned on page 2, this module could be

Plant Production Animal Production

Version: 01 Version Date: July 2006

How to use this guide …

Use the different boxes listed below for identification purposes:

Instructions regarding Facilitators’ Tip …

Version: 01 Version Date: July 2006

What & How will you be Facilitating?

The Learning Experience ................................................................................. 6

Learning Assumed to be in Place ................................................................... 6

Learning Program Time Frames ..................................................................... 7

Tips for level of learning ................................................................................. 7

Facilitator’s Checklist & Training Aids ............................................................ 8

Contextualisation of Content! ......................................................................... 9

Session 1: Good Personal Hygiene Practices ..............................…............... 10

Session 2: Risk factors in food contamination ...................…....................... 12

Session 3: Preventative measures against food contamination .......…....... 14

What will I be doing differently next time? ............................... 16

Version: 01 Version Date: July 2006

The Learning Experience…

Apply sound food safety principles by identifying risk factors in food

Learners will specifically be able to:

Apply good personal hygiene practices.

Demonstrate an understanding of risk factors in food contamination.

Apply preventative measures against food contamination.

Understand and adhere to warning signs regarding product safety (where

Learners will also gain basic knowledge of:

Risk factors related to food safety.

Basic principles of food safety.

Food borne illnesses.

Impact of food safety in trade.

The purpose for the study of Food Safety.

Names and terms particular to food safety practices.

Procedures in place to ensure food safety.

All relevant legislation related to food manufacture and food safety.

The relationship between food, food safety and food production.

Learning Assumed to be in Place

Version: 01 Version Date: July 2006

L ear n in g P r o g r am T ime F r ames

Learner Orientation 0.66 0.33 0.33

1.67 hours 1: 20 minutes

2.5 hours 3: 45 minutes

Version: 01 Version Date: July 2006

F ac ilit at o r ’ s C h ec klist & T r ain in g A id s

Learner support strategies

Qualification Knowledge – I have familiarised myself with the content of the

Content Knowledge – I have sufficient knowledge of the content to enable me

Application knowledge – I understand the programme matrix & have prepared

Contextualisation – I have included information which is specific to the

Ability to respond to learners background & experience – I have studied

Enthusiasm & Commitment – I am passionate about my subject & have