Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.
Producing food generally refers to that which is for human consumption. It may include:
food or plants from livestock produce, such as beef, lamb, chicken, turkey, eggs and dairy products
growing agricultural crops, such as wheat and grains, legumes, oilseeds and sugar
seafood, such as fish, squid, octopus, shellfish and kelp.
Machinery, equipment and tools may involve:
anchors
engines
field bins
floating structures, such as cages, pens, rafts, moorings and tanks
hand tools, such as brooms, forks, hoes, rakes and spades
hooks
hoses and hose fittings
knives
load shifting equipment, such as augers, wheelbarrows and winches
machinery, such as tractors and harvesters
nets
ropes
spray equipment
vehicles, such as trucks and utilities
vessels, such as boats and trawlers.
Handling practices may involve:
stacking and storing containers to reduce risk of damage to produce or containers
lifting rather dragging containers to avoid contact with dirt
observing fill level of containers
physically handling produce with care to reduce risk of damage.
Appropriate temperature levels may include:
levels set by enterprise work processes
levels set by industry standards.
Cleaning may include:
dusting
ensuring a level of hygiene to standard
fumigating
sterilising
sweeping
washing.
OHS standards may relate to:
protocols, including hazard identification
handling biological wastes
handling chemicals
using personal protective equipment.
Post-harvest treatments can include:
applying fungicides and insecticides
applying preservatives
brushing
drying
observing quarantine requirements
removing dirt and foreign material
ripening or de-greening
storing in a controlled environment
trimming
washing and hydrating
waxing and polishing.
Grading may include:
categorisation according to variety, shape, size, weight, length, colour, maturity, moisture content, ripeness, texture, skin condition, blemishes and health
removing out-of-type plant or animal matter
removing physically damaged, unhealthy, rotten or immature produce.
Labelling may include produce details, such as:
container number
grade
handling instructions
packing date
producer details
quality assurance information
variety
weight, number and origin.
Waste materials may include:
litter and broken components
metal
paper-based materials
plant or animal debris
spent growing media.
Key personnel may include:
specialists in food or plants
management
OHS personnel
persons authorised or nominated by the organisation
security staff
supervisors
team leaders
other workplace personnel.
Hazards may include:
chemicals and other harmful substances
dangerous floor surfaces
environmental hazards that could prohibit or negatively effect food production
exposure such as to dust, noise and pests
extremes in weather conditions
incorrect manual handling practices
micro-organisms in the sand or soil
sharp instruments, knives and equipment
unsuitable lighting levels
untidy work conditions
waste management and disposal.

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Assessment must confirm appropriate knowledge and skills demonstrated over a period of time, in a range of contexts and to a consistent standard. Evidence must demonstrate the individual's ability and understanding to:
apply relevant ethical practices and codes of practice in the course of work activities
communicate effectively in the course of work activities
communicate effectively with others as required when following safety procedures
complete work activities in collaboration with others according to instructions, procedures and applicable regulations
f ollow workplace procedures for hazard identification and risk control
plan own work activities to meet workplace outcomes
recognise and adapt appropriately to cultural differences in the workplace
report and rectify workplace problems according to workplace procedures
complete work with required attention to detail without damage to goods, equipment or personnel
use relevant personal protective clothing and equipment.
Context of and specific resources for assessment
Assessment can be carried out by a using a range of simulated or actual workplace activities that demonstrate the skills and knowledge to adapt to workplace requirements. This unit of competency should be part of a holistic assessment involving other units which make up the job function. A variety of assessment methods is recommended and may include:
written or oral questions
observation of work activities, which can be in a workplace or simulated workplace
evaluation of products or output created through work
logbook of work activities undertaken over a period of time
third-party report, for example from a supervisor.
Where a simulated environment is used for assessment it must be reflective of a workplace environment.