Provide Specialist Wine Service

LG - THHFAB0182A PROVIDE SPECIALIST WINE SERVICE
LEARNER’S GUIDE
PROVIDE SPECIALIST WINE SERVICE
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA
*** 2003***
Version 1 LRDU – MAY. 03

TABLE OF CONTENTS
PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 2
How To Use This Learner’s Guide ................................................................................ 5
Using the Computer and Other Resources..................................................................... 6
Method of Assessment.................................................................................................... 6
Element 1: Advise customers on local and imported wines.............................................. 7
Self-Assessment Checklist ........................................................................................... 14
Element 2: Evaluate wines .................................................................................................... 15
Element 3: Develop wine lists .............................................................................................. 20
Element 4: Store and handle wines ..................................................................................... 26
Element 5: Update wine knowledge.................................................................................... 31
Version 1 LRDU – MAY. 03

LG – THHFAB0182A
PROVIDE SPECIALIST WINE
SERVIE
INTRODUCTION
Welcome
Welcome to the Learner’s Guide for Unit of Competency “Provide Specialist Wine
Service”. This is just one of a number of Learner’s Guides produced for the Commercial
Food Preparation Skills stream of the Tourism and Hospitality Industry, and it is designed
to guide you, the learner, through a series of learning processes and activities that will
enable you to achieve the specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard
THHFAB0182A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your
Learner’s Handbook for a thorough explanation of standards and competencies, and how
these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and Assessment Instrument for
a better understanding of what is required to master the competency.
This Competency Unit
“Provide specialist wine service” addresses the knowledge and skills required for
effectively providing specialist wine service. The competency unit is comprised of the
following elements:
Element 1: Advise customers on local and imported wines
Element 2: Evaluate wines
Element 3: Develop wine lists
Element 4: Store and handle wines
Element 5: Update wine knowledge
As you go through each element, you will find critical information relating to each one.
You are advised to study them carefully so that you will be able to develop the necessary
knowledge, skills and attitudes for providing specialist wine service
Version 1 - LRDU – JUNE. 03 1

Before you start
Before you start this Learner’s Guide, you need to:
a. Obtain a Learner’s Logbook that will be used to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you provide evidence
of your competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Know and observe the occupational health and safety standards/practices for the
industry. For example, ensure that you are wearing suitable clothing, that tools and
equipment are safe, and that the correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner’s Guide (see below)
Planning your learning programme
The following self-assessment checklist will assist you in planning your learning
programme as it will help you to think about the knowledge and skills needed to
demonstrate competency in this unit. As you go through the checklist will be able to find
out what elements you have already mastered which ones you will need to pay more
attention to as you go through the learning process.
To complete the checklists simply read the statements and tick the ‘Yes’ or ‘No’ box.

Self-Assessment Checklist
- Provide specialist wine service
Element 1 Advise customers on local and imported wines Yes No
1. I can offer to customers assistance with making wine selections

courteously ( ) ( )
2. I can offer specific advice on the compatibility of different wines

for menu items ( ) ( )
3. I can provide correct and current information about different

wine options ( ) ( )
4. I can discuss where appropriate, styles and production methods

with customers in clear and simple language ( ) ( )
Element 2 Evaluate wines Yes No
1. I can evaluate wines using accepted sensory evaluation

techniques ( ) ( )
2. I can check products and brand preference with customers in a

courteous manner ( ) ( )
3. I can recognize impaired wine quality promptly and appropriate

action is taken ( ) ( )
Element 3 Develop wine lists Yes No
1. I can hold discussions with appropriate kitchen staff to obtain

information on menu items ( ) ( )
2. I can select wines and take account of compatibility with menu

times ( ) ( )
3. I can balance wine lists to ensure an appropriate selection ( ) ( )

Element 32 Cont’d Yes No
4. I can develop wine lists to ensure required profit margin is

obtained for the enterprise ( ) ( )
5. I can clear format and design wine list accurate and appropriate to
enterprise needs ( ) ( )
Element 4 Store and handle wines Yes No
1. I can store wines correctly at recommended temperatures and

humidity ( ) ( )
2. I can control sediments in the storage and transportation of wines ( ) ( )
3. I can identify and correctly act upon wine quality issues ( ) ( )
Element 5 Update wine knowledge Yes No
1. I can use informal and formal research to access current, accurate

and relevant information about wines ( ) ( )
2. I can identify trends in customer needs base on direct contact and

workplace experience ( ) ( )
3. I can identify general trends in the wine market and information is

applied to the workplace ( ) ( )
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the
entire guide. Ask your learning facilitator to assist you in determining the most
appropriate action you should take.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of
the guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator
in the planning process.

How to use this Learner’s Guide
This Learner’s Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the
material
• Observe the icons and special graphics used throughout this guide to remind you
of what you have to do to enhance your learning. The icons and their meanings
are as follows:
Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this
competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.

• Ask your learning facilitator for help if you have any problems with the interpretation
of the contents, the procedures, or the availability of resources
• Stop and complete each activity as you come to it. If the activity requires you to
perform an actual task, be sure to tell your learning facilitator when you get to that
activity so that he/she can make any arrangements
• Get your learning facilitator to sign and date the Learner Logbook when you have
completed an activity
• Read the summary and complete the self-assessment checklist at the end of each
section or element.
When you have worked through all sections of the guide, complete the assessment
exercise at the end of the document. When you can tick every ‘Yes’ box, you are ready
for assessment and should ask your learning facilitator to assist you in making the
arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your
training in an institution, there may be a library and computer laboratory. If this is not
the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you
how to use these resources.
Please note that in many of your activities you have been referred to information on the
Internet. This is because the Internet has a vast amount of information that can help you
in acquiring the particular competencies. We would like to advise you, however, that we
cannot guarantee that all the sites will be available when you need them. If this happens,
ask your learning facilitator to assist you with locating other sites that have the
information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency or a simulated situation that accurately relates to the work situation. You are
advised to consult the associated competency standard and assessment instrument for
further details relating to the assessment strategies.
You may now start your learning. Have fun while you work!

ELEMENT 1: ADVISE CUSTOMERS ON LOCAL AND IMPORTED

WINES
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary
knowledge, skills and attitude to advise customers on local and imported wines. Your
learning facilitator is there to assist you through the various activities. Upon completion
you should be able to:
1. Courteously offer assistance to customers on making wine selections

2. Offer specific advice on the compatibility of different wines with menu items
3. Provide correct and current information about different wine options
4. Discuss styles and production methods with customers in a clear and simple
language
ASSISTING CUSTOMERS IN MAKING WINE SELECTION
Types of Wine
There are different types of wines offered in food service enterprises. These include:
Table Wines – Three types of wine account for most wine sales in a restaurant or bar.
These are red wine, white wine, and rosé. Collectively these are referred to as table
wines, and their alcoholic content does not exceed 14 percent.
Sparking Wine – Formed if carbon dioxide is prevented from escaping during

production, this wine usually has bubbles. The most popular sparkling wine is
champagne.
Fortified Wines – These wines have alcohol added, when flavoring is added the wine is
said to be aromatized.

The wine list does not sell a great deal of wine by itself. In fact the wine list irritates a
great number of customers. Customers may be worried about choosing the wrong wine,
showing their ignorance, mispronouncing the name, or wasting their money on something
they might not enjoy; therefore they may ask the server to assist in making a selection.
The service staff must understand the needs of the client and suggest a wine fitting the
occasion. The guest may be celebrating a special occasion or conducting business during
the meal. While an anniversary or birthday dinner may warrant a bottle of champagne, a
working lunch may be alcohol free.
If the guest asks for a suggestion, the server may ask what style of wine the host enjoys,
for example dry wines, semi dry, medium bodied Italian reds etc.
Servers should be courteous when giving assistance to customers.
Refer to:
• Katsigris Costas and Porter Mary, (1993). The Bar and Beverage Book, John
Wiley and Sons.
• Kolpan Stephen, Smith Brian, Weiss Micheal, (1996). Exploring Wines, John
Wiley and Sons Inc.
• Pre-requisite THHFAB0101A – Provide food and beverage service
Remember courtesy is essential
CHECKPOINT:
• Explain the main difference between red, rosé, and white wines.
• Explain why it is important for wine servers to have a thorough
knowledge of wines
• Why should wine servers offer assistance in a courteous manner
without intimidating the guest?

ACTIVITY:
Assume you are working as a server in a restaurant. A guest asked for

your assistance in selecting a wine, as he was celebrating an
anniversary. Explain how you would assist this guest.
GIVING ADVICE ON THE COMPATIBILITY WITH MENU ITEMS
The server may give specific advice on the compatibility of different wines with menu
items. When food and wine are served together the combination should taste better than
either one alone. For e.g. white wine is usually compatible with fish and red wine with
meat.
The customer’s choice should take precedence. If more than one wine is to be served for
the meal period, the general rule is white before red, light before heavy, and dry before
sweet.
Refer to: Kolpan Stephen, Smith Brian, Weiss Micheal, (1996). Exploring
Wines, John Wiley and Sons Inc. Will prove a wide volume of information on
selecting compatible wines for menu items.

CHECKPOINT:
When serving more than one wine for a meal which should be served
first?
• Dry wines or sweet wines
• Lower alcohol wine or higher alcohol wines
• Still or sparkling wine
• Older wines or younger wines
• Light wines or full bodied wines
Give reasons for each selection
ACTIVITY:
You are a server in a restaurant, you have two guests at a table, one
guest ordered steak while the other ordered fish. Both however, are
uncertain as to which wines to order. Suggest to each guest a wine
which is compatible with his meal. Give reasons for your selection.
This assignment should be written and handed to your learning
facilitator for assessment.
• You should ensure that information relayed is accurate

• Follow established procedures for serving wines
PROVIDE CORRECT AND CURRENT INFORMATION ON WINE OPTIONS
Sommelier -this is a person who There is a wide variety of wines available

handles the ordering and serving of around the world, and even in one
wines in a restaurant, usually having geographic area. Wines are available in
extensive wine knowledge. colours categorized as white, blush, (rosé),
and red. Sparking wines have bubbles while
still wines do not. Some wines are intended
to be aged while others are best used within a few months after being bottled.

• There are high alcohol wines and low alcohol wines, sweet wines and wines that
are not sweet.
• Some wines have alcohol added; these are said to be fortified. Others have
flavorings added and are said to be aromatized.
• There are many factors which influence the wine, and all wines have a vintage,
that is the year in which the wine was harvested.
The server should therefore be equipped with the necessary information and should
be able to give accurate and current information on different wines on the list.
Refer to:
Wiley and Sons Inc.
• Pre-requisites THHFAB0111A Provide table service of alcoholic beverages
• THHGCS0222A Promote products and services to customers (You can also
source other reference material on your own).
Remember to;
• Follow safe work practices
• Ensure the information you give is accurate
• Work in a hygienic manner
CHECKPOINT:
• Give two reasons why the server should have accurate and
current information about different wines on the menu.
• What is a variety of wine?

ACTIVITY:
Assume you are a sommelier in a restaurant, which has Cabernet

Sauvignon, Zinfandel and Chardonnay among the options on the
wine list. Provide correct and current information on these options to
a guest who knows very little about wines. You will then have a
discussion with your learning facilitator and peers.
DISCUSSING STYLE AND PRODUCTION METHODS WITH CUSTOMERS
Must – this is juice from It might be necessary to discuss the production

crushed grapes before methods and style with the customer. For e.g., as
fermentation. soon as possible after picking the grapes are put
through the steamer to extract their juices. The skin
is discarded and must is fermented.
• Special yeast is added to must before fermentation begins

• Sometimes extra sugar is added (chaptalization)
• Wines are stored and racking takes place periodically
• The wine maker decides how long the wine will be aged. Some wines are served
as soon as possible after bottling; others are further aged in the bottle.
Wines, John Wiley and Sons Inc. (this reference outlines the procedures and styles
of wine making).
CHECKPOINT:
• What is a must?
• What is fermentation as it relates to wine making?
• What is chaptalization

ACTIVITY:
Assume you are a sommelier in a restaurant and a guest asks you

about the style and production method of Chardonnay. Outline how
you would address this query. Put suggestions in writing, to be
assessed by your learning facilitator.

READY TO TEST YOUR COMPETENCY?
Now that you have completed this element, see if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I understand the importance of assisting customers in making

wine selections in a courteous manner ( ) ( )
2. I can offer specific advice on the compatibility of different

wines for the menu ( ) ( )
3. I can provide correct and current information about different

wine options ( ) ( )
4. I can discuss styles and production methods in clear and

Simple language where appropriate ( ) ( )
Checklist 2 Yes No
1. Assistance with making wine selections is courteously

Offered to customers ( ) ( )
2. Specific advice is offered on the compatibility of different

wines for menu items ( ) ( )
3. Correct and current information about different wine options

is provided ( ) ( )
4. Styles and production methods are discussed with customers

in clear and simple language ( ) ( )

ELEMENT 2: EVALUATE WINES
LEARNING OUTCOMES
As you go through this element, you need to ensure that you acquire the necessary
knowledge, skills and attitude to evaluate wines. Your learning facilitator is there to assist
you through the various activities. Upon completion you should be able to:
1. Evaluate wines using accepted sensory evaluation techniques

2. Use wine evaluation to enhance the quality of information provided to customers
and inform wine selectors
3. Promptly recognize impaired wine quality and take appropriate action.
EVALUATING WINES
• When evaluating wines, sensory evaluation techniques are used. Evaluating the wine
begins with appraising its appearance. The wine should be clear and bright.
• The colour of the wine is appraised next; the colour should be inviting and true to its
varietal, geographic or stylistic type.
• Tasting the wine is the final step in the sensory evaluation process. Sip the wine
rolling it over your tongue. Hold the wine in your mouth for about ten seconds. Your
taste buds are arranged so that you taste sweetness first, then sourness or acidity, then
bitterness.
Wines, John Wiley and Sons Inc.

CHECKPOINT:
• ‘Legs’ or ‘tears’ may be seen running down the side of the glass
after the glass is swirled. What is meant by ‘legs’ or ‘tears’?
• Explain the difference between aroma and bouquet
• What does “body” mean as it relates to evaluating wines?
• “Closed” or “dumb” are two terms used by wine evaluators. What
do they mean?
• Briefly explain the steps used in evaluating wines
ACTIVITY:
Discuss with your learning facilitator and peers the process of

evaluating wines. Following the discussion ask your trainer to
demonstrate how sensory evaluation techniques are used when
evaluating wines. Each person will be required to use sensory
evaluation techniques to evaluate at least three different wines.
• You should follow the learning facilitator’s instructions

• Work in a hygienic manner
USING WINE INFORMATION
After the wine has been evaluated the server is better able to give information to
customers on wine selections. The server after evaluation is more informed about the
wines and can confidently advise customers.

CHECKPOINT:
Explain how wine evaluations can be used to enhance the quality of

information provided to customers and inform wine selectors.
RECOGNISING IMPAIRED WINE QUALITY
All wine servers should be able to recognize when the quality of the wine is less than
desirable and take action. Evidence of impaired wine quality can be seen in one of the
following factors:
• A wine that looks cloudy or hazy

• A wine having brown or amber colour
• A wine having off odours such as vinegar, sulfur, or an inappropriate smell of
maderia or sherry in an ordinary table wine.
• Wines having an off taste
Refer to:
• Katsigris Costas and Porter Mary, (1993). The Bar and Beverage Book, John
Wiley and Sons.
Wiley and Sons Inc. (These books will give more information on recognizing
impaired quality in wines).

CHECKPOINT:
• What are some of the factors that may indicate that the quality of
a wine is less than desirable?
• What corrective action would you suggest when dealing with
wines with impaired quality?

Checklist 1 Yes No
1. I understand how to evaluate wines using accepted sensory

evaluation techniques ___ ___
2. I can use wine evaluations to enhance the quality of

information given to customers ___ ___
3. I understand how to recognize impaired wine quality and

take appropriate action ___ ___
Checklist 2 Yes No
1. Wines are evaluated using appropriate sensory evaluation

techniques ___ ___
2. Wine evaluation is used to enhance the quality of

information provided to customers ___ ___
3. Impaired wine quality is promptly recognized and

appropriate action taken ___ ___

ELEMENT 3: DEVELOP WINE LISTS
LEARNING OUTCOMES
knowledge, skills and attitude to develop wine list. Your learning facilitator is there to
assist you through the various activities. Upon completion you should be able to:
1. Hold discussion with appropriate kitchen staff to obtain information on menu

items.
2. Select a wines to take account of compatibility with menu items
3. Balance wine list to ensure appropriate selection
4. Develop wine list to ensure required profit margin is obtained for the enterprise
5. Ensure that format and design of wine list are clear, accurate and appropriate to
enterprise needs
HAVING DISCUSSION WITH APPROPIATE KITCHEN STAFF
It is important to have discussion with appropriate kitchen staff to obtain information on

all menu items. Knowing what will be on the menu helps the sommelier and his staff to
make a more informed decision as to which wines to include or not include on the wine
list. While the menu is discussed with the kitchen staff and wines can be tasted with these
menu items to see if they are compatible. Thus the wine server can make a more
informed suggestion to guests.
Refer to: Pre-requisite THHFAB0082A, Maintain communication between

kitchen and service areas
CHECKPOINT
In your own words explain why discussions are held with appropriate
kitchen staff to obtain information on menu items

SELECTING WINES COMPATIBLE WITH MENU ITEMS
When selecting wines, compatibility with menu items is essential. The following points
need to be considered:
• Basic taste and sensation – four basic tastes being sweet, sour, bitter, and salt, and
the sensation of hot and cold are important when considering what wine matches
what foods.
• Food and wine matching is a learned response
• Texture – how the wine and food feel on their own and together in the mouth
• Cooking Methods- cooking method is of paramount importance when matching
wines with foods
• Sauces and garnishing – wines can be matched with the sauces or garnishes in
each dish
• Complementing and contrasting flavours – depending on the flavours and textures
you wish to highlight you can choose complimentary or contrasting flavours of
food and wines
• The dominant flavour – you need to determine what flavour dominates the dish,
and this should be an important consideration when matching food and wines.
Refer to: Kolpan Stephen, Smith Brian, Weiss Micheal, (1996) Exploring
Wines, John Wiley and Sons Inc.
You should work in a hygienic manner
CHECKPOINT
List five factors you would consider when matching foods and wines;
explain each factor

ACTIVITY:
You were told by the chef in the kitchen he will be serving a London
broiled lean cut of beef in its own juices, encrusted in peppercorns
and served with soy ginger and creamy whipped potatoes. Working
in groups of 4-6 select a wine compatible with this menu item giving
reason for your selection. Your learning facilitator is there to assist
you.
BALANCING WINE LIST
You should ensure the wine list is balanced. In trying to obtain a balance you should:
• Avoid excessively long wine lists
• Consider your clientele
• Consider your food menu
• Ensure price compatibility – meaning your wine prices should suit your menu
prices
• Ensure the list is consistently organized
• Ensure that all items on the list are readily available
Refer to:
• Katsigris Costas and Porter Mary, (1993) The Bar and Beverage Book, John
Wiley and Sons.
Kolpan Stephen, Smith Brian, Weiss Micheal, (1996) Exploring Wines, John Wiley and
Sons Inc.

ACTIVITY:
Assume you went to a restaurant. When the wine list was presented
you had the following observation:
• There were two many wines to choose from

• The wine you ordered was not available
• You are required to advise or give recommendations to the
proprietors as to how he can obtain a balanced wine list. Assist
the proprietor in developing this wine list
DEVELOPING WINE LIST TO ENSURE A PROFIT MARGIN
When developing a wine list you should ensure that the required profit margin can be
obtained. Prices should be set to guarantee this desired profit.
It is important however not to set prices too high. The wine list is often an afterthought
and wine prices remain unjustifiably high.
Wine prices should be set at a point to ensure the required profit margin, while at the
same time being within the reach of the customers.
FORMAT AND DESIGN OF WINE LIST
The format and design of the wine list should be clear, accurate and appropriate to the
needs of the enterprise.
The format selected will depend on the customer base, restaurant style and range of
foods. The following information may be included on the wine list:
• Headings – for e.g. grape type, regions, colours

• Bin numbers
• Wine name – for e.g. Chardonnay
• Special information and attribute of the wine – for e.g. barrel fermented
• Producer’s name – for e.g. Joseph Drouhin
• Vintage date or non vintage notation
• Region – for e.g. Russian or River Valley

When organizing a wine list consistency and groupings are two important considerations.
Wines, John Wiley and Sons Inc. (This reference will provide you with additional
information on the format and design of a wine list).
You should follow safe work practices
CHECKPOINT:
• What is a bin number and how is it used on wine lists?

• What does the term “vintage” mean?
• List two wines which are named based on the grapes they are
made from?
• Why is consistency and grouping important when designing wine
lists?
ACTIVITY:
Discuss the format and design of a wine list with your learning
facilitator and peers. Following the demonstration you will be
required to work in groups of twos to prepare a wine list for a
restaurant of your choice. This will be assessed by your learning
facilitator.

Checklist 1 Yes No
1. I understand the importance of holding discussion with

appropriate kitchen staff to obtain information on menu
items ( ) ( )
2. I understand how to select wines to take account of

compatibility with menu items ( ) ( )
3. I know the importance of balancing wine lists to ensure an

appropriate selection ( ) ( )
4. I can develop wine lists to ensure required profit margin is

obtained for the enterprise ( ) ( )
5. I understand how to design a wine list that is clear,

accurate and appropriate to enterprise needs ( ) ( )
Checklist 2 Yes No
1. Discussions are held with appropriate kitchen staff to

obtain information on menu items ( ) ( )
2. Wines are selected taking into account compatibility with

menu items ( ) ( )
3. Wine lists are balanced to ensure an appropriate selection

( ) ( )
4. Wine lists are developed to ensure the required profit

margin ( ) ( )
5. Format and design of wine lists are clear, accurate and

appropriate to enterprise needs ( ) ( )

ELEMENT 4: STORE AND HANDLE WINES
LEARNING OUTCOMES
knowledge, skills and attitude to store and handle wines. Your learning facilitator is there
to assist you through the various activities. Upon completion you should be able to:
1. Store wines at recommended temperatures and humidity

2. Control sediments in the storage and transportation of wines
3. Identify and act upon wine quality issues
STORING WINES
Wine is sensitive to change in temperature, humidity, light and vibration. If these

conditions are taken to extremes these can ruin the wine.
Temperature
The best temperature considered for storing wines is 55◦F (13◦C). An area which heats up
to about 75◦F (24◦C) in the day, and cools down to about 35◦F (2◦C) at night will not be
an ideal temperature. It is preferable to have a constant temperature outside of extremes.
Humidity
The best humidity for storing bottles of wine is around 75 percent. Moulds are less likely
to form under 80 percent. High humidity causes less evaporation. Wine bottles are stored
close to 90 percent to avoid loss. Higher humidity however deteriorates labels.
CHECKPOINT:
• After storage wines may be described as “cooked” what does that

mean?
• What is a hygrometer used to measure?
• What is the ideal temperature for storing wines?
• What is the ideal humidity for wines?
Version 1 - LRDU – MAY. 03 26

ACTIVITY:
Visit a wine cellar at a local restaurant or winery and observe how

wines are stored. Make brief notes and make recommendations as to
how wine storage can be improved.
ACTIVITY:
Purchase a bottle of wine and after discussing proper storage with

your learning facilitator, store wine taking into consideration
humidity and temperature. You can monitor and keep this wine until
the end of your course.
• You should follow correct storage procedures

• Be alert to spot accidents before they happen
CONTROLLING SEDIMENTS IN STORAGE AND IN TRANSPORTATION
Lees – sediments at the bottom of Wines are stored until residue settles out and wine
the cask of a newly fermented wine stabilizes. The wine is periodically drawn off the
Racking – This is drawing wine off residue (Lees), and stored in a fresh cask to
the lees in a fresh cask. further settle (racking).
Red wines that are five years old or more and rare old white wines may develop
sediments in the bottle and may need to be decanted.
Decant – Pouring wines from one Excessive vibration will disturb the sediments in
bottle to another or carafe in such a a wine and possibly the wine itself. Wine bottles
way that sediments remain in the may be surrounded by plastic bubble wrap or
bottle. some other protective material to protect them
during storage and transportation.

CHECKPOINT:
• What are lees?

• What is the likely result if wines are subject to excessive
vibrations during storage and transportation?
ACTIVITY:
Ask your learning facilitator to demonstrate to you the procedure for

decanting a red wine. Working in groups you will be required to get a
bottle of red wine with sediments and practice decanting this wine.
Remember to:
• Keep work area clean and tidy
• Follow instructions
WINE QUALITY
Wine has to be assessed for quality; some wines are very good, others moderate, while
others are less than desirable. The wine has to be assessed based on appearance, smell,
and taste. Based on findings, decisions can be made as to whether or not to sell/serve a
wine.

Refer to:
• Katsigris Costas and Porter Mary, (1993) The Bar and Beverage Book, John
Wiley and Sons.
• Kolpan Stephen, Smith Brian, Weiss Micheal, (1996) Exploring Wines, John
Wiley and Sons Inc. Heart Trust/NTA (1996) M5
CHECKPOINT:
Why is it important to identify and correctly act upon wine quality

issues?

Checklist 1 Yes No
1. I understand how to store wines correctly at correct

temperatures and humidity ( ) ( )
2. I understand the importance of controlling sediments in the

storage and transportation of wines ( ) ( )
3. I can identify and act upon wine quality issues ( ) ( )
Checklist 2 Yes No
1. Wines are correctly stored at recommended temperatures

and humidity ( ) ( )
2. Sediments are controlled in the storage and transportation

of wines ( ) ( )
3. Wine quality issues are identified and correctly acted upon ( ) ( )

ELEMENT 5: UPDATE WINE KNOWLEDGE
LEARNING OUTCOMES
knowledge, skills and attitudes to update wine knowledge. Your learning facilitator is
there to assist you through the various activities. Upon completion you should be able to:
1. Use formal and informal research to access current accurate and relevant
information about wines
2. Identify trends in customer needs based on direct contact and workplace
experience.
3. Identify general trends in the wine market and apply the information to the
workplace
DOING FORMAL AND INFORMAL RESEARCH
You may need to do research to access current, relevant and accurate information about
wines. Research may be formal or informal. Research may include:
• Attending trade shows

• Attending wine- tasting
• Talking to product suppliers
• Reading wine reference books
• The internet
• Reading general and trade media
There are other ways of doing formal and informal research which you will find in your
readings.
CHECKPOINT:
• Why is informal or formal research necessary when serving

wines?
• List three ways in which formal or informal research can be done

ACTIVITY:
If there is a wine supplier in your area, invite this supplier to talk to

you and your peers, and demonstrate how you describe wines in
terms of colour, degree of sweetness, body, flavour, intensity etc.
You should practise tasting wines based on the demonstration of the
supplier. You should also have a group discussion.
ACTIVITY:
Visit internet sites and find out current, accurate and relevant
information about wines. This exercise can be done in groups of four;
you can present your findings to your peers and learning facilitator.
IDENTIFY TRENDS IN CUSTOMER NEEDS
As a server you can identify customers’ needs based on direct and indirect contact with
guests. Trends can be seen in the kinds of wine the guests order, and in their drinking
patterns.
To identify trends you can organize special wine tasting, inviting customers and issuing
press releases, with food/wine pages or examine direct mail from selected lists. Based on
the response of the customers to different wines, you can identify trends.
CHECKPOINT:
Why is it necessary to identify trends in customers’ needs?

ACTIVITY:
Visit a local restaurant that serves wine as an important part of the

dining experience. Interview the sommelier to find out how trends in
customers’ needs are identified. Discuss your findings with your
learning facilitator and peers.
IDENTIFY GENERAL TENDS
Each establishment serving wines has the responsibility of identifying general trends in
the wine market and applying this information to the workplace environment. This will
have the effect of increasing wine sales and enabling the organization to offer better
service.
CHECKPOINT:
• How can general trends in the wine market be identified?

• How can the identification and application of these trends to your
workplace enhance wine service there?

Checklist 1 Yes No
1. I understand how to use informal and formal research to

access current, accurate and relevant information about
wines ( ) ( )
2. I can identify trends in customers’ needs based on direct

contact and workplace experience ( ) ( )
3. I can identify general trends in the wine market and apply

this information to the workplace ( ) ( )
Checklist 2 Yes No
1. Informal and formal research is used to access current,

accurate and relevant information about wines ( ) ( )
2. Trends in customers’ needs are identified based on direct

contact and workplace experience ( ) ( )
3. General trends in the wine market are identified and

information is applied to the workplace ( ) ( )

Provide Specialist Wine Service

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LG - THHFAB0182A PROVIDE SPECIALIST WINE SERVICE

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

Version 1 LRDU – MAY. 03

Element 1: Advise customers on local and imported wines.............................................. 7

Self-Assessment Checklist ........................................................................................... 14

Element 2: Evaluate wines .................................................................................................... 15

Self-Assessment Checklist ........................................................................................... 19

Element 3: Develop wine lists .............................................................................................. 20

Self-Assessment Checklist ........................................................................................... 25

Element 4: Store and handle wines ..................................................................................... 26

Self-Assessment Checklist ........................................................................................... 30

Element 5: Update wine knowledge.................................................................................... 31

Self-Assessment Checklist ........................................................................................... 34

Version 1 LRDU – MAY. 03

This Competency Unit

Element 1: Advise customers on local and imported wines

Element 2: Evaluate wines

Element 3: Develop wine lists

Element 4: Store and handle wines

Element 5: Update wine knowledge

Version 1 - LRDU – JUNE. 03 1

Before you start

Before you start this Learner’s Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner’s Guide (see below)

Planning your learning programme

Version 1 - LRDU – JUNE. 03 2

Element 1 Advise customers on local and imported wines Yes No

1. I can offer to customers assistance with making wine selections

2. I can offer specific advice on the compatibility of different wines

3. I can provide correct and current information about different

4. I can discuss where appropriate, styles and production methods

Element 2 Evaluate wines Yes No

1. I can evaluate wines using accepted sensory evaluation

2. I can check products and brand preference with customers in a

3. I can recognize impaired wine quality promptly and appropriate

Element 3 Develop wine lists Yes No

1. I can hold discussions with appropriate kitchen staff to obtain

2. I can select wines and take account of compatibility with menu

3. I can balance wine lists to ensure an appropriate selection ( ) ( )

Version 1 - LRDU – JUNE. 03 3

Element 32 Cont’d Yes No

4. I can develop wine lists to ensure required profit margin is

Element 4 Store and handle wines Yes No

1. I can store wines correctly at recommended temperatures and

2. I can control sediments in the storage and transportation of wines ( ) ( )

3. I can identify and correctly act upon wine quality issues ( ) ( )

Element 5 Update wine knowledge Yes No

1. I can use informal and formal research to access current, accurate

2. I can identify trends in customer needs base on direct contact and

3. I can identify general trends in the wine market and information is

Version 1 - LRDU – JUNE. 03 4

How to use this Learner’s Guide

We suggest that you:

Go through the sections/elements as they are presented (starting at Section 1)

Complete Assessment Exercise

Version 1 - LRDU – JUNE. 03 5

Using the Computer and Other Resources

Version 1 - LRDU – JUNE. 03 6

ELEMENT 1: ADVISE CUSTOMERS ON LOCAL AND IMPORTED

1. Courteously offer assistance to customers on making wine selections

ASSISTING CUSTOMERS IN MAKING WINE SELECTION