Statement of Attainment in Food Safety Supervision

Course Code

Skill Set- SITSS00051



About the Qualification

The Training Program skill set units are:

SITXFSA001 Use hygienic practices for food safety
SITXFSA002 Participate in safe food handling practices

Steps to gain the Food Safety Supervisor’s Certificate – Hospitality

  • Complete your 2 hospitality units
  • Your two case studies
  • The allergen, eggs safety and cleaning questions in the work document, and taken from the NSW Food Authority 3 modules.
  • And attach your business food safety plan OR complete the attached NSW Food Authority template plan including at least 3 checklists.
  • Important

    For more information on the FSS requirements access the NSW Food Saefty Authority webiste ,please Click here



    Course Duration

    Course Duration - ---

    The duration may vary depending on the circumstances of the individual. A training and assessment workshop usually can be from 1 day to few weeks depending on the hours allocated by the employer and/or by the participants.It also depends on the experience of an individual, example, if a participant has been working in the industry for over 1 year will have much more knowledge as opposed to a job seeker.

    Qualification Level

    Statement of Attainment

    Career Opportunities


    Study Mode

    Work based


    A variety of assessment methods are available but not limited to the ones listed below and can be used to assess a unit of competency, these could include:

    1. Questioning Checklist- Theory/Questioning Assessments are delivered in the form of short questions and answers and/or Multiple choice, these are to be completed by the Student.

    2. Projects- These are issued to the student on completion of the training session. The Student may be asked to gather a Portfolio of documents or evidence from the workplace; or, research a topic or area of study prior to the Assessment visit. If the task asked the student to demonstrate to the Assessor a topic or area of study, this will be conducted during the assessment session.

    3. Practical Demonstrations- These are to be conducted by the Trainer/Assessor through observing when the student completes the required tasks consistently and continuously in the various workplace relevant situations.

    4. Workplace Supervisor Report- This report is to be completed by the workplace supervisor, its purpose is to verify that the Student can demonstrate a particular skill or applies relevant knowledge consistently and continuously in various situations. This is used as supplementary evidence.

    The format for delivery of the assessment is as follows: –

    At the Assessment session, the Assessor will:

    • Meet with the student at the workplace and review, discuss and mark the completed Projects. Any areas that were not satisfactorily completed will be reviewed, and the student will be asked to repeat that section until it is satisfactorily completed. The Trainer/Assessor is to record these details on the Assessment Summary sheet.
    • Have the Student complete the Questioning Checklist.
    • Have the Student complete the Practical Demonstrations in the presence of the Assessor.
    • Complete and confirm the Workplace Supervisor Report with Supervisor.
    • Confirm details of the next training session including time, date and attendees.

    Completion of the Assessment requires the Trainer/Assessor to:

    • Ensure the Assessment Kit has been marked.
    • Complete the Assessment Summary.
    • Ensure the Assessment decision and all feedback has been reviewed with the Student and the Workplace Supervisor.
    • Obtain signatures of all parties.
    • Update the training plan with supervisors and introduce the new Unit(s) of the next session.
    • Ensure all paperwork is completed for return to the RTO’s administration office.

    At the end of the theory/training session:

    • The assessment kit is issued to the student.
    • The Student may be asked by the Trainer or Assessor to complete certain projects in the time interval between the issuance and the next scheduled contact.
    • Issue the Workplace Supervisor Report (if applicable for workplace training) to the workplace supervisor, asking them to complete the document before the next scheduled visit.

    Recognition of Prior Learning (RPL)

    Recognition is available (on application) to students with prior skills, experience, knowledge or qualifications obtained from formal studies or training, in a related area. Recognition may reduce the duration of your studies.

    RPL is available for each Unit of Competency-based on relevant workplace experience, formal training, or other expertise.

    RPL is conducted through assessment only pathway

    To apply for RPL, please contact to gain further information.

    Simulated Work Environment

    If a simulated work environment is required, it will be achieved by using suitable facilities, equipment and resources including individualised plans and equipment outlined in the plan, modelling of industry operating conditions, including presence of problem-solving activities and organisational policies, procedures and protocols.

    Work Placement


    Education and Support Services

    In accordance with the requirements of Standards for RTOs 2015, the following support is available to learners:

    Language, literacy and numeracy (LLN) advice. The ACSF informs the identification and description of underpinning English language, literacy and numeracy features and requirements within competency standards. LLN requirements of participants will be assessed using LLN assessment form completed upon enrolment. LLN needs of Learners will be taken into consideration in the delivery and assessment of this qualification.

    The following processes will be applied for students

    • Learning and assessment materials are written in plain English.
    • Delivery modes are negotiated to meet the needs of a diverse range of learners.
    • Entry to courses is in accordance with equal opportunity legislation, anti-discrimination legislation.

    Support strategies include:

    • Identifying requirements (such as literacy, numeracy, English language or physical capabilities) learners would need to complete each course and if necessary, referring them to specialist services prior to enrolling in the course.
    • Developing strategies to make support available where gaps are identified.
    • Assistive technology
    • Additional tutorials

    Reasonable Adjustment

    Reasonable adjustment is the process of adjusting our intended methods of learning and assessment to accommodate the unique requirements of our clients yet remaining within the constraints of the training package whilst still applying the principles of assessment.

    The following processes will be applied for students

    • Learning and assessment materials are written in plain English.
    • Delivery methods are negotiated to meet the needs of a diverse range of learners.
    • Entry to courses is in accordance with equal opportunity legislation, anti-discrimination legislation.

    Reasonable Adjustment is a key strategy in achieving this outcome. Adjustments are made to the learning environment to ensure equal opportunity without imposing unjustifiable hardship on the Australian College of Higher Studies or compromising the integrity of the Qualification Standards.

    Reasonable Adjustment should be catered for without compromising assessment conditions. For example, the Trainer/Assessor should withdraw from assessment to protect privacy, confidentiality and potentially company security concerns. In this instance, Reasonable Adjustment needs to be applied i.e. using a different form of Assessment or a simulated environment.

    We are committed to assisting all of our clients where within our capacity to complete the course. To ensure we understand where we can assist we ask our students to self-identify any areas that we can assist them in. Our options and approach to English language literacy have been raised earlier.

    Obviously, the trainer/assessor can make their own observations as to how they can modify our assessment process to meet the needs of our students. In the case of this course, possible areas of Reasonable Adjustment include: Shorter more frequent sessions for people with attention issues, the use of colour paper or tinted transparencies to assist those with dyslexia. In general, the student will know what form of reasonable adjustment suits their needs address these options with the student but ensure the needs of the Training Package are met, any requests for Reasonable Adjustment that cannot immediately be accommodated should be discussed with the CEO, and where we cannot accommodate the request, we will refer the Student onto a suitable organisation.

    The RTO has incorporated a separate comment section for Reasonable Adjustments into each form of Assessment and in all of its assessment tools, or reasonable adjustments can be made as notes in the general comment sections.


    Course Units

    Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF alignment and contribute to a valid, industry-supported vocational outcome.

    Core Units


    Elective Units


    Use hygienic practices for food safety


    Participate in safe food handling practices

    Course Fees

    Fee for Service


    Smart & Skilled Student Fees

    Fee Free- under NSW Smart and Skilled initiative – Skilling for recovery- Redeployment and Youth

    Enrolment Documents

    Pre- enrolment Information

    Pre- enrolment Information - PDF 936.09 KB

    Student Handbook

    Student Handbook - PDF 1,008.99 KB

    Smart and Skilled Student Information Handbook

    Smart and Skilled Student Information Handbook - PDF 747.20 KB

    Smart and Skilled enrolment form

    Smart and Skilled enrolment form - PDF 834.85 KB

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