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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Recommend, present and serve wines

SAQA US ID	UNIT STANDARD TITLE
7769	Recommend, present and serve wines
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"		2010-01-23	2011-07-31	SAQA 0480/09
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 supervisor/manager must be able to serve wine in a professional manner and ensure that others in the department are also able to maintain this standard.

The supervisor must have a good knowledge of wines and understand the importance of being able to give customers accurate information when choosing wines.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Serve bottled wines - Level 3

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. Identify different types of wines and explain the ways in which the wine should be stored and handled.

2. Identify the main grape varieties and list the traditional wines produced.

3. Explain the main stages in making wine and the difference in alcohol content of the different types of wine.

4. Describe the signs that indicate a faulty bottle of wine and steps to be taken in the case of faulty wine or a broken cork during service.

5. Identify glassware appropriate for different types of wine and state the number of glasses that can be poured from different bottle sizes, depending on the size of glass used.

6. Describe safe ways to open champagne or sparkling wine.

7. State key points when opening, tasting and pouring wine.

8. Stress the importance of keeping wine at the correct temperature before and during service.

9. Describe the correct storage conditions for the different types of wines.

10. Explain the interrelationship between knowledge of wine products, serving wine at the correct temperature and customer satisfaction.

11. State the characteristics of the different styles of sherry and port and discuss the appropriate time to offer and serve these.

12. State legislative requirements and company procedures for preparing and serving wine.

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 the workplace or realistic working environment.

The unit standard should be assessed in conjunction with the unit standard 'Contribute to the planning, updating and format of the wine list' - Level 6.

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, written tests, simulation and questioning.

Observation to cover serving a minimum of 7 types of wine. Question the other types of wine.

Simulation supplemented by questioning to cover problems.

Observation supplemented by questioning to cover all types of service equipment.

Questioning or written tests to cover information necessary for wine list.

ASSESSMENT CRITERION RANGE

Wine: champagnes and sparkling wines, dry and off-dry whites, semi-sweet and sweet white, oaked or aromatic white, roses, light bodied reds, medium and full bodies reds, oaked or matured reds, liqueur/dessert wines, ports, alcohol free products.

Problems: broken cork, faulty wine, incorrect wine, equipment failure, breakages, availability/quality of products, staff problems, customer problems.

Service equipment: glassware, trays or trolleys, service silverware, service cloths, linen, corkscrews, strainers, decanters, ice buckets, stands, champagne pliers, chillers, coolers.

Information: name and type of wine, vintage, prices, wine and food harmony, quality designation, characteristics of taste, alcohol content, country and region of origin, grape variety(s), reference, bin number, ideal temperatures.

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

13. Prepare beverage service areas, appropriate equipment and products for service.

14. Check to ensure sufficient wine stock is available for service and is kept at the correct serving temperature.

15. Greet customers promptly and interact with them in a polite and friendly manner at all times.

16. Present wine list and give the customer accurate wine list information and appropriate advice as required. (Range of information: name and type of wine, vintage, prices, wine and food harmony, quality designation, characteristics of taste, alcohol content, country and region of origin, grape variety(s), reference, bin number).

17. Deal with customer queries and explain the importance of treating customers in a polite and friendly manner.

18. Obtain customers' orders accurately and order the items from the bar.

19. Handle and serve wine so as to meet customer requirements. (Range of wine: red, rose, white, fortified, sparkling).

20. Describe decisions made and reasons for action taken in response to a problem. (Range of problems: broken cork, faulty wine, incorrect wine, equipment failure, breakages, availability /quality of products, staff problems, customer problems).

21. Serve and maintain wine at the appropriate temperature using the correct service equipment. (Range of service equipment: glassware, trays or trolleys, service silverware, service cloths, linen, corkscrews, ice buckets, stands, champagne pliers, chillers, coolers, knives, candles).

22. Prioritise, delegate and organise work in an efficient manner.

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 the workplace or realistic working environment.

The unit standard should be assessed in conjunction with the unit standard 'Contribute to the planning, updating and format of the wine list' - Level 6.

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, written tests, simulation and questioning.

Observation to cover serving a minimum of 7 types of wine. Question the other types of wine.

Simulation supplemented by questioning to cover problems.

Observation supplemented by questioning to cover all types of service equipment.

Questioning or written tests to cover information necessary for wine list.

ASSESSMENT CRITERION RANGE

Problems: broken cork, faulty wine, incorrect wine, equipment failure, breakages, availability/quality of products, staff problems, customer problems.

Service equipment: glassware, trays or trolleys, service silverware, service cloths, linen, corkscrews, strainers, decanters, ice buckets, stands, champagne pliers, chillers, coolers.

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

23. Suggest possible improvements to customer service, with supporting reasons.

24. Develop an action plan for reducing losses of beverage stock 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 the workplace or realistic working environment.

The unit standard should be assessed in conjunction with the unit standard 'Contribute to the planning, updating and format of the wine list' - Level 6.

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, written tests, simulation and questioning.

Observation to cover serving a minimum of 7 types of wine. Question the other types of wine.

Simulation supplemented by questioning to cover problems.

Observation supplemented by questioning to cover all types of service equipment.

Questioning or written tests to cover information necessary for wine list.

ASSESSMENT CRITERION RANGE

Problems: broken cork, faulty wine, incorrect wine, equipment failure, breakages, availability/quality of products, staff problems, customer problems.

Service equipment: glassware, trays or trolleys, service silverware, service cloths, linen, corkscrews, strainers, decanters, ice buckets, stands, champagne pliers, chillers, coolers.

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 categoriesa) 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 ORGANISING

Organise and manage oneself (Specific Outcome 4,9,16,19,21)

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 should include research on different types of wines and how wines are made.

The learner should be able to explain legislative requirements and company procedures for storing, preparing, and serving wine.

Learner should be able to analyse feedback from customers and together with input from colleagues make appropriate recommendations to improve customer service within department.

The importance of ongoing monitoring and constantly striving for service excellence should be emphasised.

Potential project: Develop a list of all the types of wine that are available or available on the organisations wine list. Categorise the wines and then recommend handling and storage procedures for each category of wine.

Do research on the most popular types of wines in organisation or establishment. Develop an action plan to ensure that the stock of these wines is increased and the stock of less popular wines is decreased. Support all your suggestions with research statistics.

Performance systems

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	14113	National Certificate: Food and Beverage Services	Level 4	Level TBA: Pre-2009 was L4	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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