BSBSUS201 Assessment.v1.0 EduardadeOliveiraNejar ID12940576

Name : Eduarda de Oliveira Nejar
ID:12940576
BSBSUS201 Participate in Environmentally Sustainable

Work Practices
LEARNER WORKBOOK
Table of Contents
Table of Contents...........................................................................................................................1
Instructions to Learner...................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details...........................................................................................................................7
Assessment – BSBSUS201: Participate in environmentally sustainable work practices.................7
Observation/Demonstration..........................................................................................................8
Third Party Guide...........................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities......................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 2A....................................................................................................................................20
Activity 2B....................................................................................................................................22
Activity 3A....................................................................................................................................24
Activity 3B....................................................................................................................................26
Activity 3C....................................................................................................................................28
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Activity 3C checklist – for assessor..............................................................................................29
Summative Assessments..............................................................................................................30
Section A: Skills Activity...............................................................................................................31
Summative Assessments: Section A checklist..............................................................................33
Section B: Knowledge Activity (Q & A).........................................................................................34
Summative Assessments: Section B checklist..............................................................................35
Section C: Performance Activity...................................................................................................36
Summative Assessments: Section C checklist..............................................................................37
Workplace Documentation – for learner.......................................................................................38
Workplace documents checklist..................................................................................................38
Supplementary Oral Questions (optional) – for assessor...............................................................39
Competency record to be completed by assessor.........................................................................42
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
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 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
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If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBSUS201: Participate in environmentally sustainable work
practices
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBSUS201: Participate in environmentally sustainable work practices.
Name: Eduarda de Oliveira

Nejar_____________________________________________________________
Address: _____U6 – 64 Old Burleigh

Road________________________________________________________
_____________________________________________________________
Email: ___dudaonej@gmail.com
__________________________________________________________
Employer: _____Cafe Catalina

________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: _Eduarda de Oliveira Nejar

___________________________________________________________
Date: _____________________________09.08.2023_______________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
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Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
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I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify workplace environmental and
resource efficiency issues.
1. Identify three potential workplace environmental and resource efficiency
issues.
Excessive Energy Consumption:
Issue: The workplace might be using more energy than necessary, leading
to higher utility bills and increased carbon emissions.
Waste Generation and Disposal:

Issue: The workplace might be generating excessive waste, including paper,
plastic, and other materials, which could contribute to landfill waste and
environmental pollution.
Inefficient Water Usage:

Issue: Inefficient water use, such as leaks or overuse, can lead to wasted
water resources and higher water bills.
2. What actions could you take to identify resources efficiency issues in the
workplace?
Energy Audit:
Conduct an energy audit to assess energy usage patterns, identify areas of
high consumption, and pinpoint opportunities for energy conservation. This
could involve reviewing utility bills, inspecting equipment for energy-
efficient features, and analysing lighting and HVAC systems.
Waste Audit:
Perform a waste audit to analyse the types and quantities of waste
generated in the workplace. This can help identify areas where waste
reduction or recycling initiatives could be implemented. Monitor waste
disposal practices and assess the potential for composting or recycling
programs.
Water Usage Assessment:

Regularly monitor water consumption through meter readings to identify
abnormal usage patterns or leaks. Implement water-saving practices such
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as installing low-flow faucets and toilets, fixing leaks promptly, and
promoting water conservation awareness among employees.
Technology and Equipment Evaluation:

Assess the efficiency of equipment and technology used in the workplace.
Consider upgrading to energy-efficient appliances, computers, and lighting
systems. Implement power management settings and encourage
employees to turn off equipment when not in use.
Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Activity 1B

Objective To provide you with an opportunity to identify resources used in own work
role.
Within your own work role, create a list of resources that are used regularly.
Chef/Cook:
Ingredients (meat, vegetables, fruits, grains, dairy, etc.)

Spices, herbs, and seasonings
Cooking oils and fats
Sauces, condiments, and dressings
Baking ingredients (flour, sugar, baking powder, etc.)
Cooking utensils (pots, pans, knives, cutting boards, etc.)
Kitchen appliances (ovens, stovetops, blenders, mixers, etc.)
Cookware (pots, pans, baking sheets, etc.)
Cook's tools (whisks, spatulas, ladles, tongs, etc.)
Kitchen scales and measuring cups
Recipe books and culinary references
Refrigeration and storage containers
Gloves and aprons for food handling
Sanitizers and cleaning supplies
Specialty equipment (sous-vide machines, immersion blenders, etc.)
Server/Waitstaff:
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Activity 1B checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
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The learner’s
performance was:
Activity 1C
Objective To provide you with an opportunity to identify how to document and
measure current usage of resources using appropriate techniques.
1. Explain a minimum of two benefits of measuring and monitoring resource
usage within the workplace.
Cost Management and Efficiency: Measuring and monitoring resource
usage within the workplace allows organizations to track how resources
such as energy, materials, and equipment are being utilized. This data helps
identify inefficiencies and areas where resources are being wasted. By
analysing usage patterns, businesses can implement strategies to optimize
their resource allocation and consumption, ultimately leading to cost
savings. For example, identifying energy-intensive processes and
implementing energy-saving measures can significantly reduce utility
expenses.
Sustainability and Environmental Impact: Resource usage measurement

and monitoring are crucial for assessing an organization's environmental
footprint. By quantifying resource consumption, businesses can track their
carbon emissions, water usage, and waste generation. This information is
vital for setting sustainability goals and implementing eco-friendly
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practices. Additionally, measuring resource usage can help organizations
comply with environmental regulations and demonstrate their
commitment to responsible resource management to stakeholders,
customers, and regulatory authorities.
2. Describe the importance of using invoices when measuring resource use.
Invoices are essential documents when measuring resource usage because

they provide detailed and verifiable information about the consumption of
resources and associated costs.
Measuring and monitoring resource usage using invoices offers accuracy,
transparency, and credibility in assessing consumption patterns, cost
management, sustainability efforts, and decision-making within an
organization.
Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
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The learner’s
performance was:
Activity 1D

Objective To provide you with an opportunity to understand how to record and file
documentation measuring current usage, using technology (such as software
systems) where applicable.
1. Describe how you would record and file documentation measuring
current usage. What technology would be required?
Recording and filing documentation measuring current usage involves tracking

and documenting various metrics related to resource consumption, energy
usage, waste generation, and other sustainability factors. Utilizing technology,
such as software systems, can greatly enhance the accuracy, efficiency, and
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accessibility of this process. Here's how you could approach it:
1. Identify Key Metrics:
Determine the specific metrics you need to measure. This could include energy
consumption, water usage, waste generation, carbon emissions, and more.
2. Choose Appropriate Software:
Select software that suits your organization's needs. There are various options
available, including energy management software, sustainability tracking
platforms, and environmental management systems. Examples of popular
software include Energy Management Systems (EMS), Environmental
Management Systems (EMS), and Building Management Systems (BMS).
2. What procedures exist within your organisation regarding the filing of

documentation measuring resource usage? If no procedures exist,
describe procedures that could be implemented.
1. Documentation Standardization:
Establish a standardized format for documenting resource usage data. This
could include fields for date and time of measurement, location, type of
resource (e.g., energy, water, waste), units of measurement, and any relevant
notes.
2. Data Collection Frequency:

Determine how often resource usage data should be collected and
documented. This could be daily, weekly, monthly, or based on specific events
or operational cycles.
3. Data Collection Points:

Identify the specific data collection points, such as energy meters, water
meters, sensors, and other monitoring devices. Ensure that these points are
strategically placed to capture accurate and representative data.
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Activity 1D checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
21
Activity 1E
Objective To provide you with an opportunity to identify workplace environmental
hazards and recognise how to report them to appropriate personnel.
1. Provide at least five examples of workplace hazards.
Examples of Workplace Hazards:
Chemical Hazards: Exposure to harmful chemicals, such as toxic fumes, acids, or

corrosive substances, which can lead to respiratory issues, skin irritation, or
chemical burns.
Physical Hazards: Hazards related to the physical environment, such as

unguarded machinery, tripping hazards, or extreme temperatures that can
cause injuries like cuts, falls, or burns.
Biological Hazards: Exposure to pathogens, bacteria, viruses, or other

microorganisms that can result in infections or illnesses, particularly in
healthcare settings or laboratories.
Ergonomic Hazards: Poorly designed workspaces or equipment that can lead to

repetitive strain injuries, musculoskeletal disorders, and discomfort.
Psychosocial Hazards: Work-related stress, bullying, harassment, or excessive

workload that can impact mental health and overall well-being.
2. When reporting workplace environmental hazards to appropriate

personnel, what are the key details that you should inform them of?
Key Details to Include When Reporting Hazards:
Description of Hazard: Clearly describe the hazard, including its nature,

location, and potential consequences. Use specific details to help personnel
understand the situation accurately.
Location: Specify where the hazard is located within the workplace, providing
information about the department, room, or area.
Date and Time: Note the date and time when the hazard was identified or
when you noticed it. This helps establish a timeline for addressing the issue.
People Affected: Mention if anyone has been affected by the hazard, whether
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through injury or illness, and provide details about their condition.
Potential Risks: Explain the potential risks and dangers associated with the
hazard, emphasizing why it needs to be addressed promptly.
Immediate Actions Taken: If you have already taken any immediate steps to
mitigate the hazard, share those details as well.
When reporting workplace hazards, it's essential to communicate the

information clearly, concisely, and accurately. Providing these key details will
assist appropriate personnel in assessing the situation and taking appropriate
actions to ensure the safety and well-being of employees.
Activity 1E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
competency of the learner?
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(Please circle)
Comments
The learner’s
performance was:
Activity 2A
Objective To provide you with an opportunity to recognise how to follow workplace
procedures to ensure compliance.
1. Where can you locate workplace procedures for your organisation related
to sustainable practices?
1. Locating Workplace Procedures for Sustainable Practices:

Workplace procedures related to sustainable practices can typically be found in
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several places:
Employee Handbook or Manual: Many organizations include information about

sustainable practices, environmental policies, and procedures in their employee
handbooks or manuals.
Intranet or Internal Portal: Companies often have intranet sites or internal
portals where they store important documents, including workplace
procedures. Look for sections related to sustainability or environmental
practices.
Environmental Health and Safety (EHS) Department: If your organization has an
EHS department, they might have specific procedures related to sustainable
practices and compliance with environmental regulations.
Training Materials: If your organization provides training on sustainable
practices, the training materials or modules may contain detailed information
on procedures to follow.
Email Communications: Sometimes, important procedures or updates related
to sustainable practices might be communicated through internal emails or
newsletters
2. What national, state and territory laws do you need to be aware of in

addition to workplace procedures?
It's important to research and stay updated on the relevant laws and
regulations in your specific location and industry. Compliance with these laws,
in addition to following workplace procedures, ensures that your organization
operates sustainably and responsibly while avoiding legal penalties. If you're
unsure about which laws apply to your organization, consulting legal
professionals or regulatory authorities is a recommended step.

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
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Comments
The learner’s
performance was:
Activity 2B
Objective To provide you with an opportunity to recognise how to report breaches or
potential breaches to appropriate personnel.
1. Provide two examples of breaches of environmental and organisational
regulations that would need to be reported.
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Example 1: Environmental Regulation Breach
Breach: Improper Disposal of Hazardous Waste
Scenario: An employee in a manufacturing facility observes that some
colleagues are disposing of hazardous chemicals into the regular trash bins
instead of following the proper hazardous waste disposal procedures
outlined in the company's environmental policy.
Reporting Process: The employee should report this breach by notifying
their supervisor or the environmental health and safety (EHS) department.
They should provide details about what they witnessed, when and where it
happened, and any potential risks associated with improper disposal.
Including any evidence, such as photographs, can also strengthen the
report.
Example 2: Organizational Regulation Breach

Breach: Violation of Confidentiality Agreement
Scenario: An employee working in a financial institution accidentally leaves
confidential customer data exposed on their desk overnight, violating the
organization's data security and confidentiality policies.
Reporting Process: The employee should report the breach to their
immediate supervisor or the data security officer. They should provide a
detailed account of what happened, including the nature of the data that
was exposed, where it was left, and the circumstances leading to the
breach. This information is crucial for assessing the potential impact and
implementing corrective actions.
2. Who do breaches in regulations need to be reported to?
Breaches in regulations typically need to be reported to specific individuals or

departments within an organization, depending on the nature of the breach
and the organization's internal reporting structure. Here are some common
points of contact for reporting breaches:
Immediate Supervisor or Manager: If the breach is relatively minor and can be

addressed at the departmental level, you might report it to your immediate
supervisor or manager. They can then determine the appropriate course of
action and escalate the report if needed.
Environmental Health and Safety (EHS) Department: For breaches related to

environmental regulations, workplace safety, or hazardous material handling,
reporting to the EHS department is often necessary. This department is
responsible for maintaining compliance with environmental and safety
regulations.
Data Security or IT Department: Breaches involving data security, privacy, or

confidentiality should be reported to the data security or IT department. They
can assess the extent of the breach and initiate measures to secure data and
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prevent further breaches.

Learner’s name
28
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 3A
Objective To provide you with an opportunity to understand how to follow
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organisational plans to improve environmental practices and resource
efficiency.
1. What organisational plans exist within your workplace in relation to
travelling procedures?
Workplaces might have in place to improve environmental practices and

resource efficiency:
Travel Policy: A comprehensive travel policy outlines guidelines and procedures

for employee travel, including considerations for sustainability. This policy
might encourage the use of public transportation, carpooling, or video
conferencing to reduce the need for frequent travel.
Remote Work and Telecommuting: Some organizations have remote work or

telecommuting policies that allow employees to work from home or other
remote locations. This can reduce the need for daily commuting and business
travel.
Green Transportation Options: Organizations may provide incentives for

employees to use eco-friendly transportation options, such as offering bike
racks, providing electric vehicle charging stations, or offering subsidies for
public transportation passes.
Virtual Meetings: To minimize the need for travel, organizations might

encourage the use of virtual meetings and video conferencing tools for
communication instead of in-person meetings.
2. Describe three features of eco-builds.
Energy Efficiency:
Energy efficiency is a fundamental feature of eco-builds. These buildings are
designed to minimize energy consumption through various strategies:
Insulation and Passive Design: Eco-builds incorporate effective insulation and

passive design principles to reduce the need for heating and cooling. This
includes optimizing building orientation, using high-quality insulation materials,
and designing windows and shading to maximize natural light while minimizing
heat gain or loss.
Energy-Efficient Appliances and Lighting: Energy-efficient appliances, LED

lighting, and advanced lighting controls are often used to reduce electricity
consumption.
Water Efficiency:
Water conservation is another crucial feature of eco-builds, especially in
regions facing water scarcity. Strategies for water efficiency include:
Low-Flow Fixtures: Eco-builds use low-flow toilets, faucets, and showerheads to

minimize water wastage.
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Materials Selection and Indoor Air Quality:
Eco-builds prioritize the use of sustainable and non-toxic materials to promote
indoor air quality and reduce environmental impact:
Recycled and Renewable Materials: These buildings often incorporate materials

made from recycled content or rapidly renewable resources, such as bamboo
or cork.

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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
32
Activity 3B
Objective To provide you with an opportunity to work as part of a team, where
relevant, to identify possible areas for improvements to work practices in
own work area.
Within small groups of 3-4, discuss possible areas for improvements to work
practices within your work area.
This activity needs to be observed by the trainer/assessor or third party.
Food Waste Reduction:

Collaboratively track and analyze food waste data to identify patterns and areas
where waste can be minimized. Implement better portion control, storage
practices, and menu adjustments to reduce food wastage.
Energy Efficiency:
Work with the team to identify energy-saving opportunities, such as optimizing
the use of kitchen equipment, using energy-efficient appliances, and ensuring
timely maintenance to keep equipment running efficiently.
Water Conservation:
Discuss ways to reduce water consumption, such as fixing leaks promptly, using
dishwashers efficiently, and practicing mindful water use during food
preparation and cleaning.
Hygiene and Sanitation Practices:

Work together to reinforce proper hygiene and sanitation practices, including
regular cleaning routines, personal hygiene habits, and food safety protocols.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
34
Activity 3C
Objective To provide you with an opportunity to make suggestions for improvements to
workplace practices in own work area.
1. In what situations can you make suggestions for improvements to
workplace practices?
Regular Team Meetings: During routine team meetings, you can offer
suggestions for improving specific aspects of kitchen operations, such as food
preparation processes, cleanliness and hygiene routines, or equipment
maintenance.
Performance Reviews: If you're part of the kitchen staff or management,

performance reviews are a good opportunity to discuss areas where
improvements can be made, whether related to individual performance or
overall kitchen operations.
Feedback Sessions: When feedback sessions are held to discuss recent events
or experiences, you can contribute suggestions based on your observations and
experiences in the kitchen.
Problem-Solving Discussions: Whenever the kitchen encounters challenges or

problems, you can propose practical solutions and improvements to address
those issues effectively.
New Menu Planning: When the kitchen is considering new menu items or
adjustments, you can suggest ways to streamline cooking processes, use
ingredients more efficiently, or align with sustainability goals.
2. Provide at least three examples of methods that could be implemented in

your workplace to cut resource use.
Energy-Saving Practices:
Efficient Equipment Use: Train staff to use kitchen equipment efficiently.

Encourage them to turn off equipment when not in use, avoid overloading
appliances, and use the appropriate settings to minimize energy
consumption.
Water Conservation Measures:
Low-Flow Fixtures: Install low-flow faucets, pre-rinse sprayers, and
35
dishwashers to minimize water consumption without compromising on
performance.
Waste Reduction and Recycling:
Source Separation: Set up clearly labeled recycling and compost bins in the
kitchen to separate recyclable materials and organic waste from general
trash.
36
Activity 3C checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
37
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
38
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading
 Recognises and interprets textual information to establish job requirements from relevant
information
Writing
 Completes documents using required formats
Oral Communication
 Articulates ideas clearly and uses simple and relevant language to identify and report issues
to designated person
Numeracy
 Calculates basic metric measurements to determine resource usage
Navigate the world of work

 Understands and adheres to legal and regulatory responsibilities related to own work
Interact with others

 Selects and uses appropriate conventions and protocols when communicating with co-
workers in range of work contexts
 Collaborates and cooperates with others to achieve joint outcomes
Get the work done

 Implements actions as per plan, taking some responsibility for sequencing and timing of
tasks
 Uses main features and functions of digital tools to complete work tasks and access
information
 Analyses current practices to identify opportunities for improvement
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Locate and read through your job requirements in relation to sustainable practices. Interpret
the information to establish what is expected of you in the workplace.
Requirements related to sustainable practices in a kitchen workplace
Waste Management and Recycling:

Kitchen workplaces are expected to implement effective waste separation and recycling practices.
This includes sorting waste into categories like organic, recyclable, and non-recyclable materials.
There should be clearly labelled bins for each category, and employees should be trained on proper
waste disposal.
39
Energy Efficiency:
Sustainable kitchens prioritize energy-efficient appliances and lighting. This involves using energy-
efficient cooking equipment, such as induction stoves, and using LED lighting to reduce electricity
consumption. Additionally, staff should be educated on turning off equipment when not in use.
Water Conservation:
Kitchens should employ water-saving measures, such as using low-flow faucets, repairing leaks
promptly, and encouraging responsible water usage among staff. Dishwashing practices should also
be optimized to minimize water wastage
Local and Seasonal Ingredients:

Sustainable kitchens focus on sourcing local and seasonal ingredients whenever possible. This
reduces the carbon footprint associated with transportation and supports local farmers. Menus can
be designed to highlight ingredients that are currently in season.
2. Within a workplace environment, complete documentation that highlights current resource

usage. If this is not possible, record information provided by the assessor or a fellow learner.
Month Electricity Water Paper

May $1238,09 $988,05 $208,99
June $1107,87 $1004,45 $200,00
July $1409,06 $996,99 $183,98
Year so far $15030,00 $12670,00 $2006,99
3. Inspect your workplace environment to locate any resource efficiency issues or hazards.
Clearly communicate any issues or hazards to relevant personnel within your business and
provide them with the key information.
Appliances left running when not in use.

Leaky faucets, pipes, or equipment.
Lack of proper waste separation (organic, recyclable, non-recyclable).
Malfunctioning equipment using more energy than necessary.
Inadequate training on waste separation and disposal
4. Using basic metric measurements, calculate the resource usage within the organisation you
work for.
Energy Usage:
The dishwasher uses 2.5 kWh (kilowatt-hours) of energy per cycle, and you run it for 23 cycles in
a morning shift
Total morning shift energy usage = Energy per cycle × Cycles per day
Total morning shift energy usage = 2.5 kWh/cycle × 23 cycles/day = 57.5 kWh/day
Water Usage:
The dishwasher uses 15 liters of water per cycle.
40
Total morning shift water usage = Water per cycle × Cycles per day
Total morning shift water usage = 15 liters/cycle × 23 cycles/day = 345 liters/day
5. What national, state and territory laws do you need to be aware of in addition to workplace
procedures? How can you abide by these in your job role?
Australia Queensland food safety regulations.To abide by kitchen laws in Queensland, Australia,
it's crucial to adhere to food safety regulations and workplace health and safety guidelines.
Below are some key aspects to consider in order to comply with these laws in a kitchen job role:
Food Safety Regulations:
Food Handling and Storage: Follow proper food handling and storage practices to prevent
contamination. Store perishable foods at safe temperatures (below 5°C for cold storage, above
60°C for hot holding).
Personal Hygiene: Maintain personal hygiene by wearing clean uniforms, washing hands
frequently, and avoiding contact with ready-to-eat food when sick.
Cross-Contamination Prevention: Separate raw and cooked foods, and use separate utensils and
cutting boards for each. Prevent cross-contamination to avoid foodborne illnesses.
Workplace Health and Safety:
Safe Equipment Use: Operate kitchen equipment safely, following manufacturer instructions.
Ensure equipment is regularly inspected and maintained.
Fire Safety: Be familiar with the location and use of fire extinguishers, fire blankets, and
emergency exits. Keep flammable materials away from heat sources.
Slip and Trip Prevention: Keep walkways clear of obstacles, spills, and clutter. Use non-slip mats
and promptly address any spills.
Documentation and Record Keeping:
Temperature Records: Maintain records of temperature checks for refrigeration, hot holding,
and cooking to ensure food safety.
Cleaning Records: Keep records of cleaning schedules, including details of cleaning tasks, dates,
and responsible staff members.
6. Work as part of a team to identify possible areas for improvement to work practices. Show
communication and team work skills during this brainstorming session, ensuring that your
participate effectively and allow others the opportunity to speak.
Keep knives well maintained and sharp – as dull blades will more easily slip off food and into
your finger.
Always use the correct knife for the job.
Cut away from your body when trimming or deboning.
Knives should comfortable to use and easy to grip.
Do not leave knives in washing water and return immediately to storage holders such as a bag or
magnetic strip directly after use.
When carrying knives point the blade downwards
Use last slice devices to prevent injury.
41
Avoid holding conversations while cutting, focus on your task.
Avoid overcrowding in the kitchen area; often, spills are the result of direct contact with another
individual.
Ensure staff have proper training in how to handle hot items and appliances.
Turn pot handles inward to avoid accidental spillage by passers-by and avoid placing handles
over heat sources.
Ensure that spills are immediately cleaned up and wear footwear with slip-resistant properties.
Add a gravity feed chute from the deep-fryer to avoid direct handling of hot oils.
Use a trolley to carry or serve hot liquids or crockery.
Wear heat-resistant clothing.
7. Analyse current practices within your organisation to identify opportunities for improvement.
Workflow and Efficiency:
Consider reorganizing workstations to minimize steps and improve the flow of food preparation.
Implement time-saving tools and equipment to expedite tasks.
Equipment and Tools:
Evaluate the condition of kitchen equipment and identify items that are outdated,
malfunctioning, or inefficient.
Consider investing in energy-efficient appliances to reduce utility costs.
Explore automation or specialized equipment to handle repetitive tasks.
Inventory Management:
Review inventory management processes to reduce food waste and control costs.
Implement a well-organized storage system to prevent overstocking or shortages.
Use inventory tracking software to monitor stock levels and expiration dates.
Menu Optimization:
Analyze the popularity and profitability of menu items to adjust offerings accordingly.
Consider incorporating seasonal ingredients and specials to keep the menu fresh and appealing.
Streamline the menu to reduce complexity and improve kitchen efficiency.
Food Safety and Hygiene:
Review food safety protocols and ensure compliance with health and safety regulations.
Implement regular staff training on proper food handling, sanitation, and cleanliness.
Set up a clear system for monitoring and maintaining cleanliness in the kitchen.
8. Based on the opportunities for development that you have identified, develop a plan that will
enable new policies and procedures to be implemented within the workplace. Use the main
features and functions of digital tools to complete this task.
1. Workflow and Efficiency:
Conduct a thorough analysis of the current kitchen layout and workflow to identify bottlenecks.
Collaborate with chefs, cooks, and kitchen staff to design an optimized workflow.
Develop a new kitchen layout plan and assign responsibilities for implementing the changes.
2. Equipment and Tools:
42
Create an inventory of existing kitchen equipment, noting items that need replacement or
upgrading.
Research and select energy-efficient and time-saving equipment that aligns with the kitchen's needs
and budget.
Develop a procurement plan, including budget allocation and vendor selection.
3. Inventory Management:
Establish a cross-functional team responsible for inventory management.

Implement an inventory tracking system to monitor stock levels and expiration dates.
Develop guidelines for proper storage, rotation, and recording of inventory.
4. Menu Optimization:
Analyze menu data to identify underperforming or high-cost items.

Collaborate with chefs to redesign the menu, focusing on popular and profitable items.
Develop a phased rollout plan for menu changes and train staff on new menu items.
43
5. Food Safety and Hygiene:
Review and update existing food safety protocols in consultation with food safety experts.
Develop comprehensive training modules for staff on proper food handling, sanitation, and
cleanliness.
Conduct regular audits to ensure compliance with food safety standards.
6. Communication and Coordination:
Implement a digital kitchen display system to streamline communication between kitchen staff and
servers.
Design clear communication protocols for order modifications and special requests.
Conduct training sessions to familiarize staff with the new communication processes.
7. Staff Training and Development:
Identify areas for staff skill enhancement and create a training calendar.
Develop training modules and resources for various skill levels, including culinary techniques and
customer service.
Recognize and reward staff who actively engage in training and demonstrate improved performance.
8. Customer Experience:
Develop a customer feedback collection mechanism, such as comment cards or digital surveys.
Establish a feedback analysis process to identify recurring issues and improvement opportunities.
Implement changes based on customer feedback and communicate updates to staff.
Summative Assessments: Section A checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
44
The learner’s
performance was:
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Identify environmental and resource hazards/risks as well as environmental or sustainability

legislation, regulations and codes of practice applicable to own role
 Outline sustainability requirements in the workplace
 Identify reporting channels and procedures to report breaches and potential issues
 Identify where to find environmental and resource efficiency systems and procedures.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Highlight the range of environmental and resource hazards that exist within the workplace
and the environmental legislations, regulations, and codes of practice that you need to be
aware of.
45
Chemical Hazards:
Cleaning agents, sanitizers, and disinfectants used in the kitchen can be hazardous if not
properly stored, handled, or labelled.
Improper use or storage of chemicals can lead to contamination of food, water sources, and the
environment.
Physical Hazards:
Foreign objects such as glass, plastic, metal fragments, and wood can accidentally enter food
during preparation, cooking, or serving.
Inadequate maintenance of kitchen equipment and utensils can lead to breakage or detachment
of parts that might end up in food.
Biological Hazards:
Bacteria, viruses, and other pathogens can proliferate in improperly stored or handled food
items, leading to foodborne illnesses.
Cross-contamination between raw and cooked foods can occur if proper hygiene practices are
not followed.
- In Queensland, Australia, there are several key legislations, regulations, and codes of
practice related to food safety and environmental protection that kitchen operators need to
be aware of:
Food Act 2006 (Queensland): This legislation governs the production, storage, distribution, and
sale of food products in Queensland. It outlines food safety standards, licensing requirements,
and enforcement mechanisms to ensure the safety of food products.
Food Safety Standards: These standards are established under the Food Act 2006 and cover
various aspects of food safety, including hygiene, food handling, temperature control, and
traceability.
Food Safety Standards Code: Part of the Australia New Zealand Food Standards Code, this code
includes specific regulations related to labeling, additives, contaminants, and food processing.
Environmental Protection Act 1994 (Queensland): This legislation addresses environmental

protection and pollution prevention, including regulations related to waste disposal and
hazardous substances.
Waste Reduction and Recycling Act 2011 (Queensland): This act focuses on waste management
and reduction practices, including guidelines for recycling, waste disposal, and resource
recovery.
Local Council Regulations: Local councils in Queensland may have additional regulations and
bylaws that address specific issues such as waste collection, noise pollution, and local
environmental concerns.
Queensland Health Regulations: Health and safety regulations issued by the Queensland Health
department cover various aspects of food safety, including handling, storage, and preparation of
food.
46
2. Outline the sustainability requirements that exist in your workplace.
Waste Reduction and Recycling:
Implement a comprehensive waste management system that includes recycling, composting,

and proper disposal of non-recyclable waste.
Use separate bins for different types of waste, such as organic, recyclable, and general waste.
Minimize single-use items and opt for reusable or compostable alternatives for packaging and
serving.
Energy Efficiency:
Choose energy-efficient appliances and equipment, such as ENERGY STAR-rated devices, to

reduce electricity consumption.
Regularly maintain and service kitchen equipment to ensure optimal energy performance.
Turn off lights, equipment, and appliances when not in use, and consider installing motion
sensors for lighting.
Water Conservation:
Fix leaks promptly to avoid water wastage.

Install water-efficient faucets, dishwashers, and pre-rinse sprayers to reduce water
consumption.
Practice responsible water usage during food preparation and cleaning.
Sustainable Sourcing:
Prioritize locally sourced and seasonal ingredients to support local farmers and reduce the
carbon footprint associated with transportation.
Choose products with sustainable certifications, such as organic, Fair Trade, or Rainforest
Alliance, to promote ethical and environmentally-friendly practices.
Reducing Food Waste:
Implement portion control to minimize excess food that goes to waste.

Use proper storage methods to extend the shelf life of ingredients and prepared foods.
Consider donating excess food to local food banks or shelters to reduce food waste and support
the community.
3. What are the reporting channels and procedures that exist to report breaches and potential
issues in your organisation?
Reporting breaches and potential issues in the kitchen is essential for maintaining food safety,
environmental compliance, and overall operational integrity. Establishing clear reporting
channels and procedures helps ensure that concerns are addressed promptly and appropriately.
Here are the typical reporting channels and procedures that exist:
Internal Reporting:
Supervisor/Manager
Designated Contact Person
47
Incident Reporting Form
Anonymous Reporting
Chain of Command
Emergency Contacts
Documentation
Escalation Protocols
By having well-defined reporting channels and procedures in place, kitchens can foster a culture of
transparency, accountability, and continuous improvement. Regular communication and training are
key to ensuring that all staff members understand the importance of reporting breaches and
potential issues promptly.
4. Where can you locate environmental and resource efficiency systems and procedures within
your organisation?
Environmental and resource efficiency systems and procedures can be integrated into various
aspects of a kitchen's operations to minimize waste, conserve resources, and promote sustainability.
Here are some areas where these systems and procedures can be located within the kitchen:
Purchasing and Inventory
Menu Planning
Food Preparation
Energy Management
Water Conservation
Waste Management
Cleaning Practices
Staff Training
Maintenance and Repair
Monitoring and Reporting
48
]
Summative Assessments: Section B checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
49
Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
 Locate and interpret a range of environment/sustainability legislation and procedural

requirements
 Participate in and support discussions for an improved resource efficiency process
 Identify, document and measure usage of resources
 Collaborate with team members on suggestions for improving workplace practices.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Locate a range of environmental and sustainability legislation and procedural requirements.

Read through the information and explain the most significant aspects that apply to your job
role.
Environmental Protection Act 1994 (Queensland):
This is a significant piece of legislation that addresses various aspects of environmental

protection, including waste management, pollution prevention, and environmental licensing. It
aims to prevent and minimize adverse impacts on the environment.
Waste Reduction and Recycling Act 2011 (Queensland):
This legislation focuses on waste management and reduction, promoting responsible waste
disposal, recycling, and resource recovery practices.
Food Act 2006 (Queensland):
The Food Act outlines requirements for food safety, hygiene, and food handling practices. While
primarily focused on food safety, these regulations indirectly contribute to minimizing food
waste and ensuring proper handling of resources.
Sustainable Planning Act 2009 (Queensland):
This act addresses land use planning and development in Queensland, which can have
implications for the design and construction of kitchens in new or renovated establishments.
Queensland Waste Levy:
The Queensland Waste Levy is a charge on waste disposed of at landfill. It's aimed at
encouraging waste reduction, recycling, and resource recovery. Kitchens should be mindful of
waste disposal practices to potentially reduce levy costs.
50
Water Efficiency Management Plans:
Depending on location and water availability, there might be water efficiency regulations or
guidelines in place that require businesses, including kitchens, to manage water usage
efficiently.
Local Council Regulations and Bylaws:
Local councils often have specific regulations and bylaws that businesses, including kitchens,
need to adhere to. These could cover areas such as waste collection, outdoor seating, noise
levels, and more.
Sustainable Sourcing and Ethical Food Practices:
While not a specific law, there might be an increasing emphasis on using locally sourced,
sustainably produced, and ethically grown ingredients in Queensland's kitchens.
2. Participate in a discussion with colleagues to identify possible areas for improving resource
efficiency in the workplace.
Menu Planning:
Design menus that utilize common ingredients across multiple dishes to reduce food waste and
simplify inventory management.
Offer plant-based and vegetarian options to reduce the environmental impact of animal
agriculture.
Waste Management:
Implement a comprehensive waste separation and recycling program with clearly labeled bins
for different types of waste.
Set up composting systems for food scraps and plant-based waste.
Portion Control and Food Handling:
Train staff in proper portion control to minimize excess food waste.

Encourage careful food handling to prevent cross-contamination and ensure food safety.
Cleaning Practices:
Use eco-friendly and biodegradable cleaning products to minimize the release of harmful
chemicals into the environment.
Develop a cleaning schedule that reduces the need for excessive water usage and chemical
application.
Equipment Maintenance:
Regularly maintain and service kitchen equipment to ensure optimal energy performance.
Address equipment malfunctions promptly to prevent wastage of resources.
Staff Training and Awareness:
Educate kitchen staff about the importance of resource efficiency and sustainability practices.
Foster a culture of responsibility and awareness among staff members.
51
3. Identify, document and measure current usage of resources within the organisation you work
for.
Hot water (sink): ½ kilowatt per 24 hrs. 0,06 – 0,07 cents a day
Fridge: 100 – 250 watts.
Toaster - 800 to 1500 watts wh in use. 0,10 cents per kWh
Computers: from 80 watts to 250W per year. 0,28 cents per kWg. 90$ per year
Paper shredded: 146 watts
4. Collaborate with team members to identify policies and procedures for improving workplace
practices. How can you raise awareness of new policies and procedures?
Food Safety:
Food Storage and Rotation:
Implement the first-in, first-out (FIFO) method for storing and using ingredients.
Clearly label all food items with dates of preparation and expiration.
Regularly check and discard expired or spoiled ingredients.
Temperature Control:
Follow strict guidelines for food temperature control during cooking, holding, and storage.
Regularly calibrate kitchen thermometers to ensure accurate temperature readings.
Waste Reduction:
Food Waste Prevention:
Encourage portion control and serve sizes appropriate to customer demand.

Train staff on proper portioning techniques to minimize plate waste.
Utilize creative menu planning to repurpose leftover ingredients.
Recycling and Composting:
Provide clearly marked recycling and compost bins in the kitchen.

Train staff to separate recyclables and compostables from regular waste.
Regularly educate staff on the importance of recycling and composting.
Cleanliness and Hygiene:
Cleaning Schedule:
Establish a comprehensive cleaning schedule for different areas and equipment in the kitchen.
Assign specific cleaning tasks to responsible staff members.
Ensure that all cleaning supplies are properly stored and labeled.
1. Initial Collaboration and Policy Development:
Involve key team members from various roles in the kitchen, including chefs, cooks, servers, and
cleaning staff, to gather insights and ideas for improvement.
2. Policy Documentation:
52
Draft clear and concise policies and procedures that outline the desired practices and behaviours.
Make sure the policies are practical and achievable, considering the needs and constraints of the
kitchen environment.
4. Printed Materials:
Create printed materials like posters, flyers, and handouts that summarize the key points of the
policies and procedures.
Display these materials prominently in common areas of the kitchen, such as near workstations,
entrances, and break rooms.
Summative Assessments: Section C checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
53
Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
54
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
55
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
56
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
57
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
58
59
Competency record to be completed by assessor
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
60
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
61
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Name : Eduarda de Oliveira Nejar

BSBSUS201 Participate in Environmentally Sustainable

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

Name: Eduarda de Oliveira

Address: _____U6 – 64 Old Burleigh

Employer: _____Cafe Catalina

Signed: _Eduarda de Oliveira Nejar

An explanation of observations and demonstrations:

The observation will usually require:

Performing a work based skill or task

Interaction with colleagues and/or customers.

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

Waste Generation and Disposal:

Inefficient Water Usage:

Water Usage Assessment:

Technology and Equipment Evaluation:

Activity 1A checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Estimated Time 10 Minutes

Ingredients (meat, vegetables, fruits, grains, dairy, etc.)

Provide your comments here:

If not yet satisfactory, date for reassessment:

Sustainability and Environmental Impact: Resource usage measurement

2. Describe the importance of using invoices when measuring resource use.

Invoices are essential documents when measuring resource usage because

Activity 1C checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Estimated Time 20 Minutes

Recording and filing documentation measuring current usage involves tracking

2. What procedures exist within your organisation regarding the filing of

2. Data Collection Frequency:

3. Data Collection Points:

Provide your comments here:

If not yet satisfactory, date for reassessment:

Examples of Workplace Hazards:

Chemical Hazards: Exposure to harmful chemicals, such as toxic fumes, acids, or

Physical Hazards: Hazards related to the physical environment, such as

Biological Hazards: Exposure to pathogens, bacteria, viruses, or other

Ergonomic Hazards: Poorly designed workspaces or equipment that can lead to

Psychosocial Hazards: Work-related stress, bullying, harassment, or excessive

2. When reporting workplace environmental hazards to appropriate

Third party signature: ___________________ Date: _