SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Maintain the cleaning programme for kitchen areas and equipment

SAQA US ID	UNIT STANDARD TITLE
7845	Maintain the cleaning programme for kitchen areas and equipment
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	6
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2009-11-03	2011-07-31	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-07-31		2015-07-31

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The learner will be able to maintain the cleaning programme for kitchen areas and equipment according to an organisational requirements.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner should have successfully completed: 'Maintain hygiene in food preparation, cooking and storage' (FP01); 'Clean food production areas, equipment and utensils' (FP41).

UNIT STANDARD RANGE

Range statements are included with specific outcomes as necessary.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrated knowledge and understanding.

OUTCOME NOTES

1. Describe potential hazards when using cleaning materials and explain how to avoid accidents or misuse.

2. Describe steps to be followed where problems are identified through inspections.

3. State organisational requirements when cleaning/maintaining kitchen areas and equipment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard must be assessed in a realistic working environment.

The unit standard can be assessed in isolation.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes consistently.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by a combination of observation, product sample, testimony and questioning.

Observation to cover a minimum of 3 areas to which the cleaning programme relates, 2 modes of communication, 2 types of inspections and 4 resources used in cleaning.

Question the learner to cover the remaining range and unexpected situations.

Testimony from relevant persons.

ASSESSMENT CRITERION RANGE

Cleaning programme relates to: food production areas, preparation areas and equipment, storage areas and equipment, wash up areas, cleaning equipment, kitchen offices, staff toilets and change rooms.

Communication: written, verbal, diagrammatic.

Inspections: ongoing, regular, spot checks.

Resources: staff, cleaning equipment, cleaning agents, protective clothing.

Unexpected situations and problems: insufficient cleaning materials and/or chemicals, cleaning machinery is faulty, power/equipment failures, staff sick, insufficient cleaning staff.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 2

Demonstrated ability to make decisions about practice and to act accordingly.

OUTCOME NOTES

4. Given a range of areas where the cleaning programme applies and a range of modes of communication, inform staff and obtain clarification of the cleaning procedures. (Range of cleaning programme relates to: food production areas, preparation areas and equipment, storage areas and equipment, wash up areas, cleaning equipment, kitchen offices, staff toilets and change rooms) (Range of communication: written, verbal, diagrammatic)

5. Conduct inspections while demonstrating correct procedures. (Range of inspections: ongoing, regular, spot checks)

6. Make available the full range of resources necessary for operations. (Range of resources: staff, cleaning equipment, cleaning agents, protective clothing)

7. Take appropriate action to rectify unsatisfactory work and resource problems.

8. Record all relevant information accurately in a suitable format and make this available to the appropriate people.

9. Given a range of unexpected situations and problems, decide what action to take and give reasons for that choice. (Range of unexpected situations and problems: insufficient cleaning materials and/or chemicals, cleaning machinery is faulty, power /equipment failures, staff sick, insufficient cleaning staff)

10. Prioritise, delegate as appropriate and complete all work in an organised and efficient manner according to priorities and deadlines.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard must be assessed in a realistic working environment.

The unit standard can be assessed in isolation.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes consistently.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by a combination of observation, product sample, testimony and questioning.

Observation to cover a minimum of 3 areas to which the cleaning programme relates, 2 modes of communication, 2 types of inspections and 4 resources used in cleaning.

Question the learner to cover the remaining range and unexpected situations.

Testimony from relevant persons.

ASSESSMENT CRITERION RANGE

Cleaning programme relates to: food production areas, preparation areas and equipment, storage areas and equipment, wash up areas, cleaning equipment, kitchen offices, staff toilets and change rooms.

Communication: written, verbal, diagrammatic.

Inspections: ongoing, regular, spot checks.

Resources: staff, cleaning equipment, cleaning agents, protective clothing.

Unexpected situations and problems: insufficient cleaning materials and/or chemicals, cleaning machinery is faulty, power/equipment failures, staff sick, insufficient cleaning staff.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 3

Demonstrated ability to learn from our actions and to adapt performance.

OUTCOME NOTES

11. Given a new supplier of cleaning materials, describe how to ensure that the correct cleaning agents and dilutions of the chemicals are used.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard must be assessed in a realistic working environment.

The unit standard can be assessed in isolation.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes consistently.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by a combination of observation, product sample, testimony and questioning.

Observation to cover a minimum of 3 areas to which the cleaning programme relates, 2 modes of communication, 2 types of inspections and 4 resources used in cleaning.

Question the learner to cover the remaining range and unexpected situations.

Testimony from relevant persons.

ASSESSMENT CRITERION RANGE

Cleaning programme relates to: food production areas, preparation areas and equipment, storage areas and equipment, wash up areas, cleaning equipment, kitchen offices, staff toilets and change rooms.

Communication: written, verbal, diagrammatic.

Inspections: ongoing, regular, spot checks.

Resources: staff, cleaning equipment, cleaning agents, protective clothing.

Unexpected situations and problems: insufficient cleaning materials and/or chemicals, cleaning machinery is faulty, power/equipment failures, staff sick, insufficient cleaning staff.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

4. Moderation of assessment will be done by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Embedded knowledge and Critical cross-field outcomes have been included within the specific outcomes category.

This has been done as it was deemed necessary to ensure holistic assessment occurred.

The specific outcomes can be applied in a range of contexts.

Many of the outcomes have been written in such a way that competence must be demonstrated in the context as opposed to in isolation from a context. The specific outcomes are comparable to outcomes used internationally.

We therefore structured outcomes using the format noun + verb + condition (modifying phrase)Specific outcomes have been split into three categories:
a) knowledge and understanding (what the learner must know and understand)
b) decision-making and acting (what the learner must do)
c) adapting performance ( including reflexive competence)In many instances there are more than six specific outcomes, as the inclusion of critical cross-field outcomes and embedded knowledge has increased the number of specific outcomes.

If competencies are to be clustered in a meaningful way, then these unit standards cannot be split.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems (Specific Outcome 9,11)

UNIT STANDARD CCFO WORKING

Work effectively with others (Specific Outcome 6,7,10)

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively (Specific Outcome 4)

UNIT STANDARD NOTES

Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated KNOWLEDGE and UNDERSTANDING" is required.

Recommendations and Exemplars for the design of:

Learning/Curriculum

Learning can be achieved by observing good cleaning practices in established organisations and copying these procedures.

Prepare a cleaning schedule for all kitchen and support areas.

Estimate the dish washing staff requirements for the type of dishwashing machine in your kitchen and output of dirty dishes.

Explain the main considerations to take into account when planning the design and layout of the kitchen in terms of ease of cleaning.

Performance systems

Ongoing measurement of the learner's ability to meet this standard is recommended.

A new employee should be able to achieve this unit standard within 1 month of being trained.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	14111	National Certificate: Professional Cookery	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	14109	National Diploma: Fast Food Services	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	61596	National Diploma: Food and Beverage Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	14112	National Diploma: Professional Cookery	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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