Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SITHFAB201, 'Provide responsible service of alcohol'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide responsible service of alcohol' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Sell or serve alcohol responsibly.
1.1 Sell or serve alcohol according to provisions of relevant state or territory legislation, licensing requirements and responsible service of alcohol principles.
1.2 Provide accurate information to customers on alcoholic beverages according to organisation or house policy and government legislation, including types, strengths, standard drinks and the alcoholic percentages of a range of frequently sold alcoholic beverages.
1.3 Assist customers with information on the range of non alcoholic beverages available for purchase.
1.4 Identify issues related to the sale and service of alcohol to different types of customers, especially those at risk, and incorporate them into sales or service.
2. Assist customers to drink within appropriate limits.
2.1 Prepare and serve standard drinks or samples according to industry requirements.
2.2 Encourage customers courteously and diplomatically to drink within appropriate limits.
2.3 Recognise erratic drinking patterns as an early sign of possible intoxication and take appropriate action.
2.4 Monitor emotional and physical state of customers for signs of intoxication and ill effects of illicit or other drug usage.
2.5 Where appropriate, offer food and non alcoholic beverages.
2.6 Politely decline requests for alcohol to be dispensed in a manner that is irresponsible, or which encourages the rapid or excessive consumption of alcohol, and advise customers of the reasons for the refusal.
3. Assess alcohol affected customers and identify customers to whom sale or service must be refused.
3.1 Assess intoxication levels of customers using a number of methods, including observing changes in behaviour, observing emotional and physical state, and monitoring noise levels and drink purchases.
3.2 When assessing intoxication, take into account factors that may affect individual responses to alcohol.
3.3 Identify customers to whom sale or service must be refused according to state and territory legislation, including minors, those purchasing on behalf of minors, intoxicated persons, and persons affected by the consumption of illicit and other drugs.
3.4 Where appropriate, request and obtain acceptable proof of age prior to sale or service.
4. Refuse to provide alcohol.
4.1 Refuse service in a polite manner and state reasons for the refusal.
4.2 Speak to intoxicated customers in a suitable and consistent manner, minimising confrontation and arguments and point out signage.
4.3 Provide appropriate assistance to customers when refusing service.
4.4 Where appropriate, give customers a verbal warning and ask them to leave the premises according to organisation or house requirements, the specific situation and provisions of state or territory legislation and regulations.
4.5 Use appropriate communication and conflict resolution skills to handle difficult situations.
4.6 Refer difficult situations beyond the scope of individual responsibility to the appropriate person.
4.7 Promptly identify situations that pose a threat to the safety or security of colleagues, customers or property, and seek assistance from appropriate colleagues according to organisational policy.