Ansa 021

Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K
SITHFAB002
Provide responsible service of alcohol
LEARNERWORKBOOK
SIT40516 Certificate IV in Commercial Cookery
Student ID:
Student Name:
Assessor Name:
Date:
FOR TRAINER ONLY

Assessment Attempt
Completion Status
FINAL RESULT
Completion Date:
Assessed by:
TRAINER SIGNATURE
ACP-SITHFAB002 V1.2021- LW1 | P a g e

Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date:

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed
Trainer/Assessor
Signature

Assessment Conditions
Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to responsibly sell or
serve alcohol.
Responsible practices must be undertaken wherever alcohol is sold or served, including where
alcohol samples are served during on-site product tastings. This unit, therefore, applies to any
workplace where alcohol is sold or served, including all types of hospitality venues, packaged liquor
outlets and wineries, breweries and distilleries.
The unit applies to all levels of sales personnel involved in the sale, service and promotional service
of alcohol in licensed premises. Those selling or serving alcohol may include food and beverage
attendants; packaged liquor sales persons selling in person, over the phone or online; winery,
brewery and distillery cellar door staff; and supplier sales representatives. The unit also applies to
security staff who monitor customer behaviour and to the licensee who is ultimately responsible for
responsible service of alcohol (RSA) management.
The unit incorporates the knowledge requirements, under state and territory liquor licensing law, for
employees engaged in the sale or service of alcohol.
Certification requirements differ across states and territories. In some cases all people involved in
the sale, service and promotional service of alcohol in licensed premises must be certified in this
unit. This can include the licensee and security staff.
This unit covers the RSA skill and knowledge requirements common to all States and Territories.
Some legislative requirements and knowledge will differ across borders. In some cases after
completion of this unit, state and territory liquor authorities require candidates to complete a
bridging course to address these specific differences.
Those developing training to support this unit must consult the relevant state or territory liquor
licensing authority to determine any accreditation arrangements for courses, trainers and assessors.
What the student can expect to learn by studying this unit of competency
• Sell or serve alcohol responsibly

• Assist customers to drink within appropriate limits
• Assess alcohol affected customers and identify those to whom sale or service must be
refused
• Refuse to provide alcohol
Training and assessment resources required for this unit of competency
The student will have access to the following:

 Learner guide

 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word.
 Business related environment area, this can be a:
o Real industry workplace
o Simulated industry environment
 Codes of practice and standards issued by government regulators or industry groups
Simulated assessment environments must simulate the real-life working environment where these
skills and knowledge would be performed, with all the relevant equipment and resources of that
working environment
Submission instructions
The learner shall be given one chance to resubmit their assessment after consulting with the trainer on the
improvement areas.
Re-assessment fees-
Assessment- $180 per assessment

Practical/ Examination- $100 per practical/examination
Late Assessment fees-

Up to 2 days late - $25 per assessment
From 3 up to 5 days late - $50 per assessment
More than 5 days late - $180 per assessment
If the assessment has been found to be plagiarised there will be no second attempt for the student
and the student will be deemed incompetent
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, youare required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse yourwork.
Plagiarism

Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used,
which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as yourown work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit yourwork (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competencyto be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil

Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
 Liquor Control Reform Act 1998

 Liquor Control Reform Regulations 2009
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go tohttps://training.gov.au/Training/Details/SITHFAB002
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)

• Students are required to satisfactorilycomplete and submit all assessment tasks that
contribute to the assessment for a unit.
• Studentswillbe provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure thatyou have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for anextension to submit yourassessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix”to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the
skills assessment takes account of the student’s needs
Provision of information or course materials in accessible
format.
Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment

task
Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note-
 Changes in lecture schedules and arrangements, e.g.
Changes to course design, e.g. substituting an assessment
task
Modifications to physical environment, e.g. installing
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:

 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of thirty (30)written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified byyour
Trainer/Assessor when results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment taskyou are predominately demonstrating your written
skills and knowledge to yourtrainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is yourown work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Yourtrainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:

 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.

 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyse them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research yourwork, you must always acknowledge the source.
How yourtrainer/assessor will assess yourwork?

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
The purpose of this assessment task is to assess the students’ knowledge essential to provide
responsible service of alcohol in a range of contexts and industry settings.
This assessment task is designed to evaluate student’s following skills and abilities:
 Knowledge to recognize legal drink and drive limits.
 Knowledge to understandlawful limitations on alcohol use.
 Knowledge to ethics of responsible service of alcohol, and their purpose and benefits.
 Knowledge to plans to reduce the harm associated with liquor abuse.
 Knowledge to methods of assessing customers affected by the consumption of illicit and other
drugs.
 Knowledge to ways of delivering information on responsible sale or service of alcohol.
 Knowledge to deliver complex information on alcohol laws in a way that is easily understandable.
 Knowledge to practice suitable communication and conflict resolution skills.
 Knowledge to offer food and non-alcoholic beverages at required places.
 Knowledge to identify Roles and Responsibilities of team members in order to follow the
responsible service of alcohol regulations.
 Knowledge to prepare, sell and service the alcoholic beverages to customers according to
the organisation policies and procedures and responsible service of alcohol legislations.
 Knowledge to assess and manage the intoxication level and any drug intake in customers.
 Knowledge to use organisational policies and procedures and responsible service of alcohol
laws and regulations to prepare, sell and serve the alcoholic beverages to customers.
 Reading skills to read the range of identification (ID) and proof of age documents, statutory
signage, and warning signs and wording within in-house policies and procedures.

 Oral communication skills to provide information to customers about alcoholic and non-
alcoholic beverages in professional manner.
 Numeracy skills to measure appropriate standard drink with measures according to
standards and legislation of selling alcohol.
 Knowledge to work in a team to share information of customers behaviour or intoxication
level with team members in order to follow responsible service of alcohol legislations.
 Learning skills to Source relevant information on laws, regulations and codes of practice or
conduct relating to responsible service of alcohol and continuously update knowledge of
changes in that information.
 Ability/Skills to deal with conflict situation by refusing the service and asking customer to
leave the premises according to the organisational policies and procedures.
Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
provide responsible service of alcohol in a range of contexts and industry settings.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answeredin order to gain competency for this assessment.
Question 1: Write down the reason for legislation and licensing requirement for selling and serving
alcohol in the relevant state or territory. Write your answer in 50-100 words.
The United States' primary federal legislation governing alcohol policy is the 21st
Amendment to the Constitution, which ended prohibition in the United States. Individual
states can now exert control over the following:
Alcohol is available for purchase inside the state.
Alcohol distribution throughout the state
Alcohol is being brought into the country.
State laws concerning the possession of alcohol

State laws, in turn, frequently allocate distinct tasks and obligations to local governments in
relation to the aforementioned challenges. The manufacturing of alcohol, the sale of
alcohol, who can consume alcohol, and the official reaction and policies connected with
problems related to the use of alcohol are all governed by a combination of federal, state,
and municipal laws as a consequence of federal policy.
Question 2: List eight (8) legislations relating to serving and selling alcohol according to relevant
state and/or territory legislation and licensing? Write your answer in 50-100 words.
1. Selling alcohol and requiring identification
2. Beverage alcohol content
3. False identification
4. Alcohol and minors at off-licences
5. Penalties for supplying alcoholic beverages to minors
6. Asking peoples age
7. Alcohol advertising, marketing, and sponsorship are all prohibited.
8. Reduced alcohol availability: the minimum age for purchasing alcohol has been raised from
18 to 21 years.

Question 3: When is it appropriate to request and obtain acceptable proof of age before the
sale/service of alcohol and discuss why this this is important. Write your answer in 50-100 words.
The appropriate age is to buy alcohol is 18 .because it causes Alcohol poisoning, getting engaged in
violence, and finding up in vulnerable or hazardous circumstances are all health dangers for young
people, which can occur after consuming relatively little amounts of alcohol by adult standards.
Regular drinking during youth and young adulthood can result in irreversible harm to the growing
brain and liver. It has also been demonstrated to impair how well certain young people do in school,
thereby limiting their potential for the rest of their lives. 10,11 People who begin drinking frequently
as a child are more prone to have alcohol-related issues as adults.
Question 4: Explain two methods you could use to provide accurate information and assistance to
customers on alcoholic/non-alcoholic beverages, according to organisation, house and/or
government legislation. Write your answer in 50-100 words
1.Assist consumers in staying under safe drinking limits.

It is important to drink in moderation if costumer may get drunk they might get violent and make
unnecessary noise.
2. Assess alcohol-affected consumers and determine who should be denied a sale or service.
Its important ti acess costumer to know whom they are selling alcohol and which age bar.

Question 5: What kind of informationcan youcommunicateto the customer about non-alcoholic

beverages when assisting them? Write your answer in 50-100 words.
Millennials and Generation Z, according to several sources, are more health concerned than previous
generations. "With Millennials and Generation Z drinking less liquor than previous generations,
numerous manufacturers, pubs, and bars—including some of the world's best establishments—are
inventing beverages with flavor, depth, and sophistication to cater to them," according to The
Upsider. As more people seek a healthier alternative to their beloved alcoholic beverages,
businesses and bars are responding by creating cocktails that everyone can enjoy.
Question 6: What are six ways for identifying at risk customers that can be incorporated into your
sales/service process. Write your answer in 50-100 words.
1. NPS scores are low.

2. Low utilization of licenses
3. Support tickets have increased.
4. Changes in the organization's major stakeholders
5. Lack of knowledge concerning educational materials
6. High compitition

Question 7: What is a standard drink or sample size according to relevant industry and professional
requirements and standards? How would you go about preparing and serving this? Write your
answer in 100-150 words.
In the United States, one "standard" drink (or alcoholic drink equivalent) comprises around 14 grams
of pure alcohol, which is contained in: 12 ounces of ordinary beer, which is typically around 5%
alcohol. 5 ounces of wine with a usual alcohol content of 12 percent. 1.5 ounces of distilled spirits
(about 40% alcohol)
Many folks are taken aback when they understand what constitutes a drink. The amount of liquid in
your glass, can, or bottle does not always correspond to the amount of alcohol in your drink. The
alcohol concentration of different varieties of beer, wine, and malt liquor can vary dramatically.
Many light beers, for example, contain nearly as much alcohol as ordinary beer – roughly 85 percent.
Another way to say it is:
5 percent alcohol content in regular beer

4.2 percent alcohol level in several light beers
That's why knowing how much alcohol your drink contains is crucial. One "normal" drink (or
alcoholic drink equivalent) in the United States comprises around 14 grams of pure alcohol, which
may be found in:
12 ounces of standard beer, which is typically around 5% alcohol

5 ounces of wine with a normal alcohol content of 12 percent
1.5 ounces of distilled spirits (about 40% alcohol)
Question 8: How would you professionally encourage customers to drink within the appropriate
limits? Write the legal drink and drive limits in Australia. Write your answer in 50-100 words.

Question 9.1: List any six (6) erratic drinking patterns that could demonstrate early stages of
intoxication
1.combining a variety of drink kinds
2.Drinking swiftly and instantly asking for more.
3.ordering multiple drinks for personal consumption
4.combining alcohol intake with prescribed or illegal drug use
5.Returning to the sampling location to request more samples on a regular basis.
6.combination of more hard drink and less soft drink.
Question 9.2: How would you continue to monitor the physical/emotional state of a customer
demonstrating possible signs of intoxication and/or drug use?
Write your answer in 50-100 words
Lack of motivation, impatience, and agitation are examples of personality and behavior changes.
Bloodshot eyes and bloody noses are common.
Slurred speech, tremors, or shaking
Their daily habits will change.
Personal hygiene is not a priority.
Unusual financial requirements; financial difficulties.
Question 9.3: If such a customer wished to drink further, how would decline the request and advise
the customer of the reason for such a refusal? Write your answer in 100-150 words.
1. Prepare food.
Instead of another drink, suggest they buy something to eat. It helps to slow down the absorption of
alcohol in the body when we eat. Additionally, if the customer is hungry, they will become more
inebriated faster.
2. Make water, coffee, or tea available.

Encourage them to try a non-alcoholic alternative. This allows them to move the alcohol through
their bodies. A excellent option is to offer them water or coffee. If it doesn't work, try juice or a soft
drink instead.
3. Speak with the group.

Having friends converse with an inebriated person rather than a bartender might be advantageous.
When an inebriated person is around a group of individuals, Try conversing with the other members
of the group. The group might be able to persuade the drunk person to calm down or switch to a
non-alcoholic beverage.
Question 10: List six (6) factors that could affect an individual’s response to alcohol consumption
1. Sex Biology
2. Weight
3. Medications
4. Eating while drinking vs. drinking on an empty stomach
5. Health Issues
6. "Skillful sipping" vs. "chugging"

Question 11: What assistance would you offer to a suspected, intoxicated patron? List any three
such appropriate strategies.
Dealing with an intoxicated friend or family member can be difficult, but it's occasionally required
when someone insists on driving, a fight breaks out, or a group of people is doing something
dangerous at your party. Deal with each scenario as best you can without placing yourself in danger.
Keep your cool.

Don't dispute with the drunken visitor.
Don't make the guest feel embarrassed, especially in front of others.
Question 12: Assume you are working as a bartenderand a person has approached you and asked
you to dispense alcohol irresponsibly. List five (5) communication methods that you may use to
refuse or decline his request professionally? Write your answer in 100-150 words.
Keep both verbal and nonverbal communication in mind while talking with an inebriated visitor.
Verbal communication include not just the words you say, but also the manner in which they are
said, such as volume and tone of voice. Nonverbal communication, or the body language you employ
to convey your message, is also crucial. Body posture, facial emotions, and eye contact are all

examples of nonverbal communication. If you inform an inebriated person that he or she has had
too much to drink while folding your arms across your chest, you are more likely to evoke wrath and
an aggressive reaction.
Keep your cool. Don't get irritated by the visitor.
Keep your statements short and sweet. Let's go right to the subject.
Negative comments should not be taken personally.
Use "I" statements while talking. "I believe you have had too much alcohol" is preferable than "You
are wasted."
Provide some possible remedies to the issue. Inquire whether the guest wants food, a non-alcoholic
beverage, or a ride home.

Question 13: What are the signs of intoxication?What methods will you use to assess the
intoxication levels of customers? Write your answer in 50-100 words.
Loud speaking, bragging, crass conduct, drinking alone, drinking too fast, slurred speech, ordering
doubles, purchasing rounds, and stumbling are all frequent indications of drunkenness. There is no
one sign that can be used to determine if someone is visibly intoxicated.methods i use to assess the
intoxication levels of customers are:
Speech with slur
Incoordination
Gait instability
Nystagmus
Attentional or memory impairment
Stupor or coma are two words that come to mind when people think about sleep.

Question 14: List two (2) signs for each of the categories below, and ways they can be used to assess
if a customer is affected by the consumption of illicit and/or other drugs.
 Physical signs
 Behavioural signs
 Psychological signs
Physical sign:
Pupils that are huge or little.
Weight increase or decrease that occurs suddenly.
Behavioural sign:
Slurred sheach
Unusual financial requirements; financial difficulties
Psychological sign:
Sudden mood swings, irritation, spaced-outness, or aggressive outbursts are all possible symptoms.
Without cause, seems afraid, worried, or paranoid.

Question 15: When and why you should refuse the sale and/or service of alcohol to a customer
according to the state and territory legislation? Write your answer in 100-150 words.
Only those aged 18 and over may purchase alcoholic drinks with a moderate alcohol concentration
(less than 15%) and spirits with a 15% alcohol content or more.
Minors may purchase alcohol-free drinks and beverages with a maximum alcohol concentration of
0.5 percent.
An alcoholic beverage is defined under the Licensing and Catering Act as any drink containing more
than 0.5 percent alcohol at a temperature of 20 degrees Celsius.
Young individuals may use a phony ID to identify themselves. An alcohol vendor shall not be held
liable for accepting a fraudulent ID if it cannot be immediately identified as such without additional
inquiry. However, if the ID is plainly a forgery (for example, a copy with a different photo placed over
the original), the vendor can be held liable and penalized. Regardless of the circumstances, a young
person who uses a phony ID is always guilty of identity fraud.

Question 16: What are the procedures or steps to follow to refuse the sale and/or service to
customers in a professional manner? Write your answer in 50-100 words.
Be courteous and avoid making value judgments. Use tact and notify the customer that you will not
be serving them any more alcohol.
To underscore your decision, point to posters/signs behind the booze service station.
Explain why you are refusing to serve (e.g. showing signs of being unduly intoxicated).
Instead, offer nonalcoholic beverages (if suitable) or a cab or a buddy to drive them home. It is more
difficult to be furious when someone offers to help you.
Make that they exit the premises securely and do not loiter around outside.
Do keep track of events involving rejection of service, particularly those involving threats or
aggressiveness.
Please inform management and other bartenders.

Question 17: How would you provide assistance to customers when refusing service? Write your
answer in 50-100 words.
Instead of calling your customer a "drunk," calmly inform them that their behavior is undesirable.
After you've told them they've had enough, don't be convinced to offer them 'one last drink.'
Refuse to let the person finish their beverages (it is an offence under the Liquor Act to allow a minor
or unduly intoxicated or disorderly person to consume liquor on licensed premises).
Keep your voice down. Lower yours if they raise theirs.
Don't put off refusing because you think the customer will depart after the next drink; act while the
customer can still be persuaded.

Question 18: How do you warn customers and when can you ask customers to leave the premises
according to the organizational and state or territory legislation and regulations? Write your answer
in 50-100 words.
Remember to be courteous at all times. Try to drop clues; confronting the problem full on will likely
make them feel excluded from their own project (I know, it's your project). But you understand what
I'm talking about.
Let's get started:
Better go back to work; I need to make sure I have enough time to clean up at the end of the day; I
don't want to leave your property in a shambles!
I'll have to get cracking because I have some tight deadlines to meet!
It'll be an eventful day! I've got a mile-long to-do list for today, so I'd best get started.
I'd want to have a cup of tea, but I have a lot of work to accomplish.

Question 19: Write down the communication and conflict resolution skills that can be helpful to
handle the difficult situations? Write your answer in 100-150 words.
Make solid connections

Effective conflict resolution skills may help to eliminate any dissatisfaction that could harm working
relationships, improve colleague collaboration, and, as a consequence, build solid working
relationships amongst employees.
Maintain your spirits

Effectively resolving disagreements can keep tensions between disputing employees from spreading
to other employees who were not engaged in the initial conflict. A timely, courteous conclusion may
assist maintain workplace harmony and morale while also preventing productivity setbacks.
Make a list of feasible solutions via brainstorming.

Explore all possibilities for a mutually beneficial conclusion as a group. All parties involved should be
given the chance to express themselves.
Choose a solution together.

Determine which choice will be the most beneficial to all parties involved after visiting each one.
Each side must acknowledge that the offered solution is the best option available.

Question 20: How do you refer difficult situations and to who, when they are beyond your scope of
responsibility? Write your answer in 50-100 words.
1. YOUR WORK IS ATTACKED
We've all experienced being embarrassed by a supervisor or a coworker who takes a jab at us or our
ideas during a meeting. You must reply constructively, not defensively, to whomever it is.
2. YOU ARE UNCOMFORTABLE WITH A COLLEAGUE
We've all been in circumstances at work where we needed to cooperate with someone who wasn't
on the same page as us, and the best course of action was to speak it out.
3. ON YOUR TEAM, THERE IS NO COMMON GROUND.
Another concerning employment condition is team dynamics, which might make you feel alone or
excluded.
Consider the situation when you don't believe you have anything in common with your direct
coworkers. They may like discussing their golf games, but you are uninterested. However, most
individuals may discover some common ground–it could be a show that you all binge-watch, or you
might have kids who are the same age, or vacation plans.

Question 21: How can you assess and prevent situations that put you, your colleagues, customers or
property at risk? Write your answer in 50-100 words.
Keep your tools and equipment in good working order.
Your company's tools and equipment can become defective or break down if they are not properly
maintained, putting employees and consumers in danger. Regularly clean and test tools and
equipment to ensure they're safe and working correctly.
Customers should be asked to sign waivers and be informed about any potential hazards.
If your company contains inherent hazards, such as some sporting or athletic activities, you may
want to have consumers sign releases or put up signs warning of the dangers. However, state laws
on the conditions for such waivers and whether or not they may be enforced will differ. Inherently
hazardous projects will almost certainly have higher small business insurance costs.
Question 22: What are the techniques that you need to use to handle the conflict situations? Write
your answer in 50-100 words.
1. Make eye contact with the other individual.

Request that the other person provide a time when they would be available to meet.
Make a time to meet where you won't be disturbed.

2. Concentrate on actions and events rather than people.

Instead of "When you do...", say "When this happens..."
Instead of generalizing, describe a single instance or incident.
3. Pay close attention.
Instead of getting ready to respond, pay attention to what the other person is saying.
Try not to interrupt the other person.
Rephrase what was stated once the other person has finished speaking to ensure you understand it.
To clarify your comprehension, ask questions.
4. Determine where you agree and disagree.
Make a list of places where you agree and disagree.
Inquire if the other person agrees with your evaluation.
Adjust your assessment until you and your partner agree on the areas of contention.

Question 23: Discuss why RSA is so important for the areas listed below in 20-50 words each.
 Government/Community concern of alcohol misuse/abuse
 Driving under the influence of alcohol and alcohol-related accidents
 Crime and public/family violence
 Anti-social behaviour
 Health
 Government/Community concern of alcohol misuse/abuse
PREVENT PROPERTY DAMAGE
The primary line of defense against patron property damage is responsible service. It might be
difficult to avoid disorderly behavior from inebriated consumers; nonetheless, it is the obligation
of facilities that sell alcohol to ensure that their alcohol service is regulated in a safe manner for
both patrons and personnel. The dangers of property damage caused by drunken guests are kept
to a minimal with careful service.
 Driving under the influence of alcohol and alcohol-related accidents

Vision is the most crucial sense when driving. Alcohol and some types of drugs can induce double
vision, impair your vision, and impede your ability to focus. Your eyesight aids you in determining
the distance between objects and their relevance to your course of movement.
 Crime and public/family violence

Perhaps the most crucial aspect of responsible serving is an establishment's legal obligation to
create a safe environment in which clients can consume alcohol. Working in an alcohol-serving
facility without an RSA training certification or competence card is unlawful. Without RSA-certified
vendors, servers, or handlers, it is also illegal for such facilities to assist or participate in the sale,
service, or handling of alcohol.
 Anti-social behaviour
A charity has urged that members of the public be taught how to deal with antisocial behavior.
According to the RSA, which seeks to address "social concerns," police personnel or volunteers
might conduct training, which could include conflict resolution techniques.
 Health
RSA helps to stay away from any kind of diseases like liver disease,lung disease,kidney
damage etc .

Question 24: Discuss the impactsof excessive drinking. Answer in 100-150 words.
Increased risk of diabetes and weight gain impotence and other problems with sexual
performance cancers such as stomach cancer, bowel cancer, breast cancer, mouth cancer, throat
cancer, oesophageal cancer, and liver cancer mental health issues such as increased risk of suicide
substance abuse — you may become dependent or addicted to alcohol, especially if you have
depression or anxiety, or a family history of alcohol dependence increased risk of diabetes and
weight gain impotence and other problems with sexual performance
Reduced sperm count and testosterone levels in males are examples of reproductive problems.
cirrhosis of the liver and liver failure brain damage and brain-related illnesses such as stroke and
dementia high blood pressure, heart damage, and heart attacks.

Question 25: List six (6) the responsible sale and/or service of alcohol to customers who are
intoxicated or affected by drugs.
1. Establish communication
2. Seek treatment
3. Keep a joyful and healthy lifestyle.
4. Dealing with Stress
5. Consider the past.
6. Take them to psychiatrist

Question 26: How long does it approximately take for the body to fully disperse one unit (standard
drink)? What are the current education campaigns for liquor awareness being run by the agencies
and industry groups? Answer in 50-100 words.
The human body can digest around one normal drink per hour. If you have five regular drinks,
your body will take 5 hours to digest the alcohol.
Campaign to "Follow the Law" RSA certification is required for all liquor licensees and most
workers who serve alcohol. 'Follow the law' is a five-part online RSA refresher course with a
colorful cast of characters. They emphasize the following:
Underage drinking and young individuals at licensed venues searching for identity are unlawful
promotions, as is unruly behavior and excessive intoxication.

Question 27:
Q27.a: List eight (8) principles, of responsible service of alcohol and their purpose and benefits?
1. Recognize inebriated customers and refuse to serve them alcohol.
2. Customers who are inebriated or rowdy are not permitted on the grounds.
3. Don't sell alcohol to children.
4. Avoid engaging in activities that might hurt yourself or others.
5.Avoid putting others down.
6.Maintain your composure.
6.Always polite
7.Explain your refusal.
8.Alternatives are presented.
Q27.b: List five (5) principles of harm minimisation and community safety according to jurisdiction’s
liquor legislation?
(a) It is important to promote appropriate attitudes and behaviors concerning the sale, supply,
promotion, and consumption of alcohol.
(b) the safety of the community should not be jeopardized, particularly in the case of large-scale
events;
(d) the sale of alcoholic beverages should be controlled in a way that promotes the responsible
growth of the alcoholic beverage, tourist, and hospitality industries;

(e) the responsible sale, supply, marketing, and use of liquor should safeguard and improve
communal amenity, social harmony, and wellness;
(f) the safety, health, and welfare of those who use licensed and allowed premises must not be
jeopardized;
Q27.c: List two (2) strategies to minimise the harm asscoaited with liquor abuse.
1.Between alcoholic drinks, consume water or other non-alcoholic liquids.
2.Drinking in rounds with friends might lead to you drinking more than you intended.
Q27.d: List three (3) principles that must be considered for the responsible delivery of packaged
liquor.
1.ensuring that the individual providing the liquor receives proper training
2.requesting evidence that the delivery is being received by someone over the age of 18.
3.protocols for delivering booze to a vacant location


Question 28: What are the intoxication provisions of liquor licensing laws? Write in 50-100 words.
Selling or supplying wine to an inebriated individual is illegal under the Liquor Act of 1992.
Allowing inebriated people to consume alcohol on licensed facilities is likewise illegal.
If you notice a client buying beverages for an inebriated acquaintance, inform them that it is
illegal for them to provide that person with alcohol. Friends who give alcohol to an inebriated
individual, as well as the licensee or employees who enable it to happen, may face stiff penalties.

Question 29: List one (1) impact for each of the points below, caused by excessive drinking.
I. Local neighbourhood and community, Premises and staff, Customers, Particular types of
customers who are at heightened risk:
 Aboriginal and Torres Strait islanders
 Minors
 People affected by the consumption of illicit and other drugs
 Women, particularly pregnant women
 Young people
II. Physical and mental health of individuals who drink to excess,
III. Productivity of individuals who drink to excess
IV. Those around the person drinking to excess:
 Family
 Friends
 Colleagues
V. Government agencies:
 Local police
 Health facilities
 Road authorities
 Local councils
 The night-time economy
i- Alcohol is the most common drug used among adults in the United States. The use of
alcohol is associated with an increased risk of injuries and accidents. Even a single episode
of excessive drinking can lead to a negative outcome. Alcoholism and chronic use of

alcohol are associated with numerous medical, psychiatric, social, and family problems.
Family members, including children, exposed to a first-degree relative's alcohol problem
are at risk for problems. Children of parents with alcohol addiction, for example, show
higher rates of alcoholism than children who do not have parents with an alcohol
addiction. It is important for social workers to keep in mind that alcohol and alcohol
problems affect the health, safety, and well-being of people.
ii- If you drink, you've undoubtedly experienced the affects of alcohol, from the warm buzz
that comes on swiftly to the not-so-pleasant wine headache or the hangover that lasts all
day. Because such effects are temporary, you may not be concerned about them,
especially if you don't drink frequently.
Many individuals believe that an occasional beer or glass of wine at mealtimes or on

special occasions is harmless. However, drinking any amount of alcohol might have negative
health implications.
iii- Drinking not only raises the risk of employees becoming harmed, but it also increases the
number of workplace accidents. Additionally, drinking might impair an employee's ability to
concentrate and coordinate their task. This lowers productivity, which has an influence on the
company's aims and objectives.
iv- Within a family, alcohol misuse and alcoholism may damage a marriage or build a
breach between family members. That implies that people who drink can deplete family
finances, instigate disputes, overlook children, and generally harm the health and
happiness of others they care about.
Friends and family members of persons who suffer with AUD may be affected by their
loved one's illness. Alcoholism leads to legal, financial, and relationship issues. Alcoholics
frequently struggle to maintain healthy connections with their loved ones.
v- Enforce current alcohol sales and service rules and regulations. To minimize excessive
alcohol consumption, form community coalitions that bring together schools, faith-based
groups, law enforcement, health care, and public health agencies.


Question 30: List any sixteen (16) general requirements of liquor legislation and information that
must be considered to sell and serve alcoholic beverages in Australian states or territories.
1.have the qualifications to lead the company
2.be at least 18 years old
3. knowledgeable about liquor license laws (if applying as an individual)
4.not be barred from obtaining a license or a BYO permission under the Act
5.provide any other information needed by the Director;
6.pay the fees as out by the Director.
7.application form;
8.community impact statement (category A);
9.application fee;
10.accompanying papers as specified in the application form
11. Keeping troublesome clients out of licensed establishments
12. Victoria's underage drinking laws
13. Visiting a pub, bar, or other legal establishment
14. Age verification
15. Drinking by minors in private residences
16. Underage drinking has consequences.

Unit Assessment Result Sheet (UARS)

Assessment Task 1 – Unit Knowledge Test (UKT)
Unit code SITHFAB002
Unit name Provide responsible service of alcohol
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:

Feedback to Student First attempt:
Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources,I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. Iunderstand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature

Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s

submission. The assessment tasks were deemed current, sufficient,
valid and reliable. Ideclare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)

UAT 2 – Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy

(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts
of information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Indigenous  Knowledge and  Culturally appropriate training
understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the
assessment field after demonstration of skills and knowledge.
Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note-

 Changes to course design, e.g. substituting an

assessment task
 Modifications to the physical environment, e.g. installing
Educational  Reading  Discuss with the Student previous learning experience
background  Writing  Ensure learning and assessment methods meet the
 Numeracy student’s individual need
 Limited study
skills and/or
learning strategies
Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  provision of information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
 Supply of specialised equipment or services, e.g. a note
 Changes to course design, e.g. substituting an
assessment task
 Modifications to the physical environment, e.g. installing
Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 2– Unit Project (UP)
Assessment type:
 Unit Project (UP)- Provide responsible service of alcohol
Assessment task description:

 This is the second (2) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task requires you to complete a project.
 You are required to perform two (2) activities in this task.
 You must prepare a report of the general legal requirements of liquor legislation and
information to provide responsible service of alcohol to customers in the first activity.
 You must prepare, sell and serve the alcoholic beverages to the customers according to
responsible service of alcohol law and regulations and organisational policies and
procedures in the second activity.
 You will receive your feedback within two weeks - you will be notified by your
trainer/assessor when results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competency in this assessment task.
Applicable conditions:
 This project is untimed and conducted as open book tests (this means you are able to refer
to your textbook).
 You must read and respond to all criteria of the project.
 You may handwrite/use computers to answer the criteria of the project.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task, you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.

General Instructions for attempting the project:

 This assessment task is in continuation to the previous task.
 You will be preparing a report of the general legal requirements of liquor legislation and
information to provide responsible service of alcohol to customers.
 You will be preparing, selling and serving the alcoholic beverages to the customers according
to responsible service of alcohol law and regulations and organisational policies and
procedures.
 You will be expanding the knowledge and skills acquired during the previous assessment
task.
 Instructions to complete the two activitiesis provided within the assessment task.
 You will be required to correctly attempt all activities of this assessment task.
How your trainer/assessor will assess your work?

 This assessment task requires the student to prepare a report on general legislation related
to responsible service of alcohol and prepare, sell and serve the alcoholic beverages to
customers.
 Answers must demonstrate the student’s understanding and skills of the unit.
 You will be assessed according to the provided performance checklist/ performance criteria.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skills to identify Roles and Responsibilities of team members in order to follow the
responsible service of alcohol regulations.
 Skills to prepare, sell and service the alcoholic beverages to customers according to the
organisation policies and procedures and responsible service of alcohol legislation.
 Skills to assess and manage the intoxication level and any drug intake in customers.
 Skills to use organisational policies and procedures and responsible service of alcohol laws
and regulations to prepare, sell and serve the alcoholic beverages to customers.
 Reading skills to read the range of identification (ID) and proof of age documents, statutory
signage, and warning signs and wording within in-house policies and procedures.
 Oral communication skills to provide information to customers about alcoholic and non-
alcoholic beverages in professional manner.
 Numeracy skills to measure appropriate standard drink with measures according to
standards and legislation of selling alcohol.
 Skills to work in a team to share information of customers behaviour or intoxication level
with team members in order to follow responsible service of alcohol legislations.

 Learning skills to Source relevant information on laws, regulations and codes of practice or
conduct relating to responsible service of alcohol and continuously update knowledge of
changes in that information.
 Ability/Skills to deal with conflict situation by refusing the service and asking the customer to
leave the
2 - Unit Project (UP)

Instructions to complete this assessment task:
 Please write your responses in the template provided.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
 The premise of the project must be closely related to the previous assessment task.
 This submission must be well presented and follow the guidelines and instructions provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your project.
 You must write a report of 300-400 words.
 Appropriate citations are required.
 All RTO policies are in effect, including the plagiarism policy.
Resources required to complete the assessment task:

 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe Acrobat/reader
 Measures equipment to measure the appropriate quantity of standard drink.
 Appendix 1 for organisational policies and procedures to sell and serve alcohol according to
responsible service of alcohol.
Assessment task Instructions:

• This assessment task requires you to assume/ take on the role of a senior bartender in Jingle
Night Bar located in Melbourne CBD.
• You must prepare a report of the general legal requirements of liquor legislation and
information to provide responsible service of alcohol to customers.
• You must prepare, sell and serve the alcoholic beverages to the customers according to
responsible service of alcohol law and regulations and organisational policies and
procedures.
• You must perform the practical demonstration task according to the responsible service of
alcohol and organisational policies and procedures.

• Your assessor/trainer will assess your performance as per the performance criteria and
checklist provided.
• You must use the required knowledge from the previous task in order to complete this
task.Assessment Task:
Activity 1:
You are working as a senior bartender at Jingle Night Bar located in Melbourne CBD. There is one
event on Saturday night in this bar, and the owner of the Bar has asked you to prepare a report of
the general requirements of liquor legislation and information to provide responsible service of
alcohol to customers.
In this report, you have to include roles and responsibilities of your team members, current
legislation on RSA and the requirements to sell and serve alcoholic beverages to customers
according to the liquor legislation.
You need to appendix 1 to for more information about the organisational policies and procedures for
the responsible service of alcohol.
PT 1 You are required to interpret and document the legal requirements, organisational policies
and procedures in this report to sell or serve the alcohol. You must include the following
requirements and information in the given report template:
General legal requirements and organisational policies and procedures according to the liquor
legislation:
1. List down the legal requirements for responsible sell or service of alcohol for the local state
or territory laws.
The goal of this guide is to address the fundamental laws and responsibilities of personnel who
serve alcohol. This might occur in an on-license situation. Responsible service requires a number
of precautions to protect people from becoming drunk. It might be as simple as offering free
water and food, or as complicated as boosting security personnel. It might include things like not
selling shots or alcoholic beverages after midnight.
2. Write down the definition of:

 Intoxication
The condition of having physical or mental control that has been significantly weakened by the
effects of alcohol or drugs consumed to the point of intoxication cocaine intoxication
 Intoxicated person
influenced by alcohol or drugs, especially to the point that physical and mental control is

significantly reduced, especially: drunk

 Unduly intoxicated
A person may be considered 'unduly inebriated' if their speech, balance, coordination, or behavior
is noticeably impaired. and. there are reasonable reasons to believe that the impaired speech,
balance, coordination, or behavior is the consequence of the use of liquor, narcotics, or another
intoxicating substance.
 Intoxication provisions of liquor licensing laws.
It is an offense under the Liquor Act of 1992 to sell or furnish liquor to an inebriated individual.
Allowing inebriated people to consume alcohol on licensed facilities is likewise illegal.
3. Mention the roles and responsibilities of your team members, supervisors and managers to
sell and serve the alcoholic beverages according to the RSA and duty of care and liability.
team members', supervisors', and managers' duties and obligations in selling and serving alcoholic
drinks in accordance with the RSA, as well as their duty of care and liability Serve guests starting
on his or her right side and working your way around the table in the order of seating
arrangement. Inform servers to place the glass on a coaster or napkin. They place the beverages
on the tablecloth if it has one. Remove the glasses when they're empty to avoid squandering your
diner's money.
4. Write down the requirements to adopt and use statutory signage on the premises for the
entire range of circumstances applicable to the organisation.
For the complete range of situations applicable to the organization, the obligations to adopt and
utilize statutory signs on the premises are:
i. Required indications
Ii. Byob and takeout alcohol
Iii. Recognized organizations
Iv. Minors.
V. Noise regulations
Vi. Reluctance to serve
Vi. Patron and venue security
5. Mention the requirements for the mandatory content of warning signs and wording in
advertising or promotional material of any form.
The standards for the necessary content of warning signs and phrases in any type of advertising or

promotional material This document includes the knowledge requirements for personnel engaged
in the sale or service of alcohol under state and territorial liquor licensing law. It addresses the
competence and knowledge standards for Responsible Service of Alcohol (RSA) that apply to all
states and territories. Candidates in some states and territories are required to take a bridging
course. Customers' intoxication levels may be assessed using a variety of approaches, such as
noting changes in behaviour and monitoring noise levels and drink sales. Determine which
customers must be sold or serviced.
Refuse service politely and express your reasons for doing so. Identify consumers to whom sales
or services must be rejected, as well as drunken individuals to whom service must be refused.
Recognize circumstances that represent a safety risk and seek help from relevant colleagues. To
maintain proper alcohol serving methods, use collaboration skills to exchange client information
with team members.
6. Include the requirements relating to the remote sale and delivery of alcohol sales generated
via the telephone, fax, email, internet or mail.
To sell alcohol remotely, the conditions of the Sale and Supply of Alcohol Act 2012 and the Liquor
Control Reform Act 1998 must be satisfied. Remote vendors communicate via the internet, phone,
and mail.
7. Mention the requirements for proof of age and obligations to minors under local legislation.
Minors on licensed property. A minor is defined as anybody under the age of 18. In Victoria, the
legal drinking age is 18 years. The Liquor Act of 2007 aims to regulate and manage the sale,
supply, and use of alcohol in a way that is compatible with the community's expectations, needs,
and goals.
8. List down the provisions for retaining and reporting falsified proof of age documents.
Anyone under the age of 25 may be required to present evidence of age while entering a licensed
venue, purchasing, or consuming alcohol from such establishment. You must pay any on-the-spot
fines imposed by police or fines imposed in court, as appropriate. Police may seize your false ID as
well.
9. Mention the provisions for requiring someone to leave the premises.
If a licensee or permit holder, and/or their personnel or agent, are excessively inebriated,
they may reject entrance or order a person to leave. Inform all workers and management

right away that the patron can no longer be served and that you will be requesting them to
leave. Determine if you will require police help before approaching the guest.
10. List down the transportation options for customers who have been removed from the
premises.
Transportation alternatives for consumers who have been removed from the premises, including
the offer to order a cab for guests; having a free phone for customers to summon a cab; showing
taxi advertising;
11. Write down the procedures for barring customers from premises.
To issue a Barring Order, you must know the person's name, address, and date of birth, if feasible.
You must also keep a record of who has been prohibited as a result of this procedure. Each
person's information is recorded in the Barring Order booklet.
12. Mention the opening and closing hour provisions for bar.
The regulations for bar opening and closing hours seek conventional trading hours - 5 a.m. to
midnight Monday through Saturday and 10 a.m. to 10 p.m. on Sunday.
13. Requirements for monitoring noise and disturbances in and around licensed premises.
Because there is a risk of noise or disruption as a consequence of activities on licensed premises

or patron behaviour on their approach to or from licensed premises, licensees must be careful in
monitoring sound levels and patron behaviour.
14. Requirements described by an in-house policy, standard or code of practice or conduct for
patrons and RSA staff regarding responsible serving principles adopted by venue
management.
Avenue management-adopted in-house policy, standard, or code of behaviour or conduct for

patrons and RSA personnel addressing responsible serving principles RSA requires licensees and
workers to follow all NSW liquor regulations. It also entails promoting and supporting a safer
environment by only selling, serving, or marketing alcoholic drinks in a professional and

responsible manner.
15. Organisational training and training recordkeeping requirements to maintain currency in RSA
certification.
Organizational training and training records requirements to retain RSA certification currency If
you (or your personnel) completed RSA training before June 30, 2013, your OLGR-approved RSA
certificate will expire three years later. The RSA training course certificate and authorized
statement of achievement will expire three years after you get it. Prior to this date, you must
renew your RSA training with an OLGR authorized trainer.
16. Products that are banned or undesirable when responsibly selling or serving alcohol.
This comprises alcoholic goods designated as unpleasant, regular glass in high-risk locations, and a
prohibition on selling or providing quick. Any liquor jelly product sold or provided by a licensed
premises for off-premises or takeout consumption,Any liquor jelly product sold or supplied in a
syringe or syringe-like container for on-premises or off-premises consumption
17. Personal and business implications of breaching any laws, regulations, government or
industry-driven codes of practice or conduct.
Breaching any rules, regulations, government or industry-driven norms of practice or behavior;

offenses connected to Amount of Alcohol & Speed of Consumption The greater the Blood Alcohol
Content (BAC),Biological / Genetic Risk,Ethnicity,Gender,Body Size and Composition,Stomach
Content,Dehydration, and Carbonated Beverages, the more alcohol consumed and/or the shorter
the time period.
18. Offences relating to the sale or service of alcohol and ramifications of non-compliance with
the law and industry codes for the organisation, licensee and individual staff members.
This handbook describes a variety of penalties including on-the-spot fines that apply when liquor
licenses, their employees, or consumers violate Queensland liquor laws.

Activity 2:
As you have documented the organisation policy and procedures for the Bar, you are required to do
the practical demonstration activity as a senior bartender working in a team. Mr Shawn has thrown a
party for his friends in this bar on Saturday night at 8 pm. It’s your responsibility to assist the
customers to drink within the appropriate limit or refuse to provide the alcoholic beverages to an
intoxicated person.
You are required to sell and serve alcohol to more than 50 customers by identifying their specific
requirements. You also need to help your team members in assisting customers in a professional
manner to avoid any conflict situations. Your fellow students will be acting as your team members
and different customers. Some of them will be showing signs of intoxications or behaving as
intoxicated customers. Your trainer will be acting as your supervisor or team member to whom you
should share information about intoxicated persons or to ask the customer to leave the premises. If
there are insufficient numbers of student in your class, your trainer/assessor will be acting in
multiple roles.You can refer to Appendix 1 for more information about the organisational policies
and procedures for serving customers according to responsible service of alcohol.
The party has started,and now you need to do the following tasks to complete this assessment:
PT 2 Two customers approach you and ask about non-alcoholic and alcoholic beverages. As you
believe they both look underage, you are required to ask them to provide acceptable proof of
age documentation.
PT 3 One of the customers’ needs to drive to another venue in approximately two hours. You need
to provide him with assistance on how many units the following drinks have:
a. A glass of house red wine
b. A schooner of Guinness
c. A bottle of Somersby pear cider
After assisting him in this manner, you will then be required to recommend the appropriate
beverage, based on his approximate drinking timeframe.
PT 4 The second customer requires assistance on what varieties of non-alcoholic beverages are
available. You will need to outline one (1) mocktail and a range of other alternative beverages
to this customer.
PT 5 Each of the next three customers who require further service of alcohol are exhibiting early
signs of intoxication. As each patron walks up to the bar,you are required to identify an early
indicator of intoxication, refuse further sale/service of alcohol and implement a suitable
intervention strategy to prevent further intoxication; based on the specific individual needs.
As part of the refusal process, ensure that you state the appropriate reasons accordingly to
legislative/ organisational requirements, highlight relevant signage, utiliseappropriate
communication techniques and offer assistance where possible.
a. A person in emotional or physical distress
b. A person who has consumed little to no food after an extended period of alcohol
consumption
c. An individual who appears to be drug-affected
PT 6 After explaining the situation to the above customers, two decide to remain but will not
continue to drink. The third patron decides to leave and asks your assistance in organising a
taxi to pick him up. You are required to make the necessary arrangements for the customer.

After doing so, you then need to liaise with the other two bar staff and share the details
relating to the customers who have been cut off and are no longer allowed to be served
alcohol.
PT 7 Approximately ten minutes later you begin to hear someone yelling from the end of the bar.
After examining the situation, you realise the two patrons that you had previously cut off
have attempted to con another bartender into serving them more drinks. As the staff
member is already aware of the current situation, they are being refused service and are
becoming extremely hostile and uncooperative. Based on your RSA legislative and
organisational knowledge, you are required to intervene in the situation and attempt to
defuse it, through effective communication and conflict resolution skills. During this process,
you must ask the two customers to leave the premises.
PT 8 After negotiating with the two individuals one has been quite reasonable and left the venue.
However the other is becoming increasingly aggressive and threatening. You are worried that
this situation will quickly turn violent and therefore, while the customer has wandered to the
bathroom you need to:
a. Ask one of the staff members to continue observing the immediate area in case the
irate customer returns
b. Quickly notify the security guard in charge about the matter to prevent/ minimise
the safety threat to staff and customers
c. Immediately ring the police and request assistance for the security guard

Your report and performance must address the following

performance criteria/ performance checklist.
S N/S Trainer/Assessor to complete

To be assessed as satisfactory (S) in this
(Comment and feedback to students)
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Understood the lawful needs for

responsible sale or service of alcohol for
 
the local state or territory law.
b) Efficiently identified and wrote the

appropriate principles and guided
 
information about liquor selling laws in
report.
c) Asked photo identification cards in order
to refuse the service to minors.
 
d) Recognized at least three early signs of
drunkenness and find appropriate
 
intervention plans to prevent intoxication.
e) Determined organisational or house needs

and use operational communication and
 
conflict-resolution skills when asking the
different intoxicated consumers.
f) Used appropriate methods of delivering

information on responsible sale or service
 
of alcohol to customers and means of
communications ways used when refusing
service.
g) Used professional skills to prepare, sell

and serve the alcoholic beverages by
 
measuring standard drinks with measures
to different customers.
h) Efficiently refused the intoxicated people

and shared information with team
 
members in order to follow organisational
policy and procedure to sell and serve
alcoholic beverages to customers.

i) Effectively referred conflict situation to

appropriate supervisor or team members.
 
j) Arranged appropriate assistance (such as
taxi) for the customer if required.
 

Unit Assessment Result Sheet (UARS)

Assessment Task 2 – Unit Project–Prepare a report on alcohol
Unit code SITHFAB002
Unit name Provide responsible service of alcohol
Outcome of Unit First attempt:
Assessment Task (UAT)

Second attempt:

Feedback to Student First attempt:
Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.

Where I have accessed information from other sources, I have

provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s

submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Appendix 1: Organisational policies and procedures to sell and serve alcoholic beverages
Serving alcohol responsibly
Whether you're selling or supplying alcohol, the Responsible Service of Alcohol (RSA) program
provides rules and strategies to minimise alcohol-related problems, such as intoxication, violence
and vandalism, in our community.
RSA guides licensees and employees in complying with NSW liquor laws. The liquor laws require
venues to promote and support a safe environment when selling, supplying or serving alcohol.
Responsible service includes strategies to prevent people becoming intoxicated, Recognising signs of
intoxication, not serving anyone who is intoxicated, not serving anyone under the age of 18, knowing
standard drink levels and understanding the impact of alcohol abuse in our community.
Responsible Service of Alcohol
Responsible Service of Alcohol (RSA) helps control the negative impacts alcohol has on our
community. RSA has been part of NSW's liquor laws for more than 100 years. Presently, it deals with:
• intoxicated minors (anyone under 18)

• alcohol-related violence and crime
• drunk and disorderly patrons
• Noise disturbances.
• To comply with RSA laws, licensees and venue staff must:
• recognise the signs of impending intoxication
• not serve anyone who shows these signs
• not serve anyone who arrives already intoxicated
• understand the principles of 'standard drinks' and drink driving levels
• discourage patrons from actions that can harm themselves or others
• understand the impact of alcohol on our community.
• Standard drink and alcohol guidelines
Drinking alcohol can affect your body and your mind. These guidelines are to help lower the risk of
alcohol-related harm.
What is a standard drink?
A standard drink contains 10 grams of alcohol regardless of the size of the container (glass, bottle,
can) or type of alcohol (beer, wine, spirit).
375ml can or bottle full-strength beer = 1.4 standard drinks
150ml wine = 1.4 standard drinks
30 ml spirits = 1 standard drink.
How much can I drink?
For most healthy adults, these are the guidelines:
Up to 2 standard drinks a day cuts the risk of alcohol-related disease or harm over a lifetime.
More than 4 standard drinks on a single occasion and you risk alcohol-related injury.

Intoxication guidelines
The NSW liquor laws state that you cannot sell and supply alcohol to intoxicated persons.
Licensees must ensure they:
Serve alcohol responsibly to help minimise alcohol-related harmto prevent intoxication from
occurring on their premisesprovide a safe venue for patrons and staff.
Or else they can face:
• fines
• higher license fees
• suspension or cancellation of a license.
Why you need RSA training
Responsible Service of Alcohol (RSA) training is mandatory for everyone in NSW who sells, serves
and supplies alcohol. This includes:
• licensees
• club secretaries
• club directors (if they serve alcohol)
• managers
• bar staff
• service staff
• RSA marshals
• security staff.
RSA training also applies to:
• volunteers
• promotional staff
• contract employees
• casual employees.
You can work selling, serving or supplying alcohol only if you complete the NSW RSA training and
have:
• a photo competency card, or

• a valid interim certificate.
Employees
If you come to work without your RSA competency card or it has expired, you can be fined – from
$55 to $220 for each offence.
The fine is $440 for each offence if you work in the Kings Cross or Sydney CBD precincts.
We can also cancel or suspend your competency card for up to 12 months if you break your
obligations. If we cancel your card, you will have to do the RSA training again to get a new card once
your period of suspension has ended.

Employers
Licensees who allow staff to work without a valid RSA competency card can receive a fine – from
$550 up to $1,100 for each offence.
Ejecting patrons
A licensed venue may refuse entry or eject a patron if they are:
• intoxicated
• violent, quarrelsome or disorderly
• smoking in a smoke-free area
• suspected of having or using illicit drugs on the premises
• behaving in a way that causes the licensee to commit an offence under the liquor laws.
• Intoxication
A person is intoxicated if:
Their speech, balance, co-ordination or behaviour is noticeably affected; andit is reasonable, given
the situation, to believe that this due to the consumption of alcohol.
A person who has been refused entry or ejected from a licensed venue must:
• leave the venue and vicinity immediately (50 metres)

• not re-enter or remain in the vicinity for 6 hours
• not re-enter the venue for 24 hours.
(Exceptions to the 50 metres vicinity rule include situations where the patron has a lawful excuse
such as obtaining transport, residing in the area, or if they fear for their safety if they leave the
vicinity).
When ejecting a person, staff should inform the patron that:
• They are required by law to move more than 50 metres away from the premises
• They must not re-enter the 50 metre vicinity within 6 hours
• They cannot return to the premises for at least 24 hours
• If they fail to comply they commit an offence.
• Managers should record the incident in the incident register as soon as possible.
Preventing intoxication
Liquor licenses have important obligations to ensure alcohol is served responsibly to help minimise
alcohol-related harm. Supporting responsible alcohol consumption and preventing intoxication
lowers the risk of incidences and helps to promote a safe venue for customers and staff.
RESPONSIBLE SERVICE OF ALCOHOL
• All staff are trained in RSA

• A register and copy of staff RSA certificates are kept by management

• Management support staff who practice and enforce RSA.
• MINORS
• Minors are not permitted entry to the premises
• Minors will not be served alcohol
• Individuals procuring drinks for minors will be removed from the premises
• All patrons are required to provide acceptable evidence of age where there is any doubt
they are under
UNDULY INTOXICATED & DISORDERLY PATRONS
• All staff are trained in identifying signs of undue intoxication

• Unduly intoxicated patrons will not be served
• Management support staff who do not serve unduly intoxicated patrons
• Unduly intoxicated patrons will be asked to leave the premises
• A taxi can be called for unduly intoxicated patrons, to take them home safely
• All staff actively monitor levels of undue intoxication of all patrons
• Management seeks to meet its duty of care obligations to all patrons
SECURITY
• Management only employs crowd controllers licensed under the Security Providers Act
• A register and copy of current licenses of crowd controllers are kept by management
• Crowd controllers will ask unduly intoxicated patrons to leave the premises if required
• Crowd controllers will organize taxis for unduly intoxicated patrons to go home safely
• All crowd controllers act respectfully towards patrons at all times
• Crowd controllers do not use excessive force in removing patrons.
STAFF TRAINING
• Management encourage staff to be trained efficiently and effectively for their job.
• Management ensure all staff are Responsible Service of Alcohol trained
• All staff have signed off and agree to work according to this published House Policy
• Regular staff meetings are held to ensure staff are kept informed of changes in the industry.
PROMOTIONS
• Free liquor and multiple quantities of liquor are not promoted off the premises
• Management do not heavily discount or offer free alcohol to encourage drinking for
drinking’s sake.
RESPONSIBLE HOSPITALITY PRACTICES
• We provide water either free or at a reasonable price to all patrons (for example, a glass of
tap water
• should not cost more than a glass of soft drink)
• We provide non-alcoholic and low-alcohol content drinks
• We encourage you to monitor and control your consumption of liquor
• We will deter you from rapidly and excessively consuming liquor
• We will supply liquor in standardized quantities that can be recognized by you
• We will serve half measures of spirits if requested

SIGNAGE:
 Signs that comply with wording required by legislation

 Standard promotional signs issued by the relevant state or territory licensing authority
 Warning notices within any form of advertising
The NSW liquor laws require licensees to display signsintheirpremises.Alltypesoflicensedpremises
are required to display mandatory signage, and dependent on licence type and authorisations, this
canrangefromtwotofivetypesofsigns.For more information please open the following links:
1. http://www.liquorandgaming.nsw.gov.au/Documents/liquor/liquor-licences/fs3078-liquor-
law-signs-24-01-2017.pdf
2. http://alcoholthinkagain.com.au/Resources/Responsible-Service-of-Alcohol-Posters
TAXI COMPANY BOOKING NUMBERS:
It is recommended that you book a cab in advance.
Taxi company Town Phone number
13CABS Metropolitan 132 227

Melbourne
Alexandra Taxis Alexandra 0408 576 420
Amalgamated Taxis Wodonga Co-operative Wodonga (02) 6024 3444

Limited
Anglesea Taxi Service Anglesea 0408 325 992
Apollo Bay Taxi Service Colac 0400 229 222
Ararat Cabs Pty Ltd Ararat 5352 7777
Arrow Taxi Services Ltd Metropolitan 13 22 27

Melbourne
Bacchus Marsh – Western District Taxis Pty Melton 1800 246 808 / 9746 0333
Ltd
Bairnsdale Taxis Bairnsdale 131 008

Ballarat Taxis Co-operative Ltd Ballarat North 131 008
Bannockburn & District Taxi Service Bannockburn 5281 1777
Beechworth Taxis Beechworth 5728 1485
Bellarine Peninsula Taxis Pty Ltd Bellarine 5244 1565
Benalla Taxis Pty Ltd Benalla 5762 3333
Black Cabs Combined Pty Ltd Metropolitan 9277 3777

Melbourne
Bright Taxi Service Bright 0408 589 370
Casterton Taxi Service Casterton 0408 133 754
Castlemaine Taxis Castlemaine 54 723377
Churchill Taxi Cab Service Churchill 5122 1000
Cobram Barooga Taxis Cobram 0408 597 995
Corryong Taxi Service Corryong (02) 6076 1418
Cowes / San Remo Taxis Cowes 5952 2200
Creswick Taxi Service Creswick 5345 2777
Crown Cabs Taxi Service Metropolitan 9310 5422

Melbourne
Crown Cabs Taxi Service Regional/Country 9310 5422
Dalesford Pty Ltd Heatchote 5433 3777
Dandenong Taxis Limited Dandenong 9791 2111

Daylesford Taxi Service Pty Ltd Daylesford 5348 3333
Dimboola Taxi Services Pty Ltd Dimboola 0419 764 977
Echuca Moama Taxi Group Pty Ltd Echuca 131 008 / 5482 2700
Emerald Taxis Service Emerald 5968 4670
Euroa Taxis Euroa 5795 1474
Frankston Radio Cabs Pty Ltd Frankston 9786 3322
Geelong Taxi Network Pty Ltd Geelong 131 008 / 52 785 785 (WAT
bookings)
Greater Geelong Cabs Geelong 133422 / 13cabs app
Horsham Taxi Service Pty Ltd Horsham 5381 1223
Inverloch Taxi Service Inverloch 5674 1791
Kerang Taxi Service Kerang 5450 3151
Kyneton Taxi Service Kyneton 5422 6900
Lakes Taxi Service Lakes Entrance 5155 2555
Latrobe Valley Taxi Company Pty Ltd Traralgon 5174 6511
Lorne Taxi Service Lorne 0409 892 304
Mansfield Taxi Service Mansfield 9310 5422
Maryborough Taxi Service Maryborough 5461 1633
Merbein Taxi Service Merbein 5025 3333
Mildura Taxis Associated Inc Mildura 131 008 / 5023 0033

Moe Taxis Moe 5127 5191
Morwell Taxis Pty Ltd Morwell 5134 4772
Mt Beauty Taxi Service Mount Beauty 0409 573 909
Myrtleford Taxi Myrtleford 0419 512 886
North Suburban Taxis (Vic) Pty Ltd Preston 13 1119
Numurkah Taxi Service Numurkah 0418 372 786
Orbost Snowy River Taxis Orbost 5154 2000
Ouyen Taxis Ouyen 0488 868 936
Pakenham Taxis Pakenham 5941 1138
Peninsula Radio Cabs Co-Op Rosebud 5981 2233
Platinum Taxis Pty Ltd Metropolitan 9090 1800

Melbourne
Red Cliffs Taxis Red Cliffs 5024 1728
Robinvale Taxis Robinvale 3549 3549
Rochester Taxi Service Rochester 5484 3097
Rushworth Taxis Rushworth 5856 1199
Sale/Maffra Taxis Sale 5144 3278
Seymour Taxi Service Seymour 5792 1644
Shepparton Taxis Pty Ltd Shepparton 131 008

Silver Top Taxi Service Ltd Metropolitan 131 008

Melbourne
South Gippsland Regional Taxi Service Leongatha 5662 4242
St Arnaud Taxi Service St Arnaud 0419 764 978
Stawell Taxi Service Stawell 5358 4222
Swan Hill City Taxis Pty Ltd Swan Hill 5032 2428
Tambo Valley Wy Yung 5152 7799
Taxi Cabs Swan Hill Swan Hill 5032 2288
Taxis Associated Of Bendigo Co-Operative Bendigo 131 008

Limited
Taxis Of Hamilton Pty Ltd Hamilton 5571 1200
Taxis of Portland Pty Ltd Portland 131 008
Taxis Wangaratta Wangaratta 5721 8888
Terang Taxi Terang 0412 981 798
Timboon Taxi Service Timboon 0438 407 777
Traralgon Taxis Traralgon 5174 6511
Wahgunyah Taxi Wahgunyah (02) 6033 1634
Warracknabeal Taxi & Hire Car Service Warracknabeal 5394 1000
Warrnambool Radio Taxis Pty Ltd Warrnambool 131 008

Wedderburn Taxi Services Wedderburn 5494 3450
West Gippsland Taxis Warragul 5623 2318
West Suburban Taxis Pty Ltd Metropolitan 9689 1144

Melbourne
Western District Cabs Metropolitan 9746 9999

Melbourne
Winchelsea & District Taxi Winchelsea 5267 2888
Wonthaggi Taxis Wonthaggi 5672 2333
Yarra Valley Taxis Pty Ltd Cairnlea 5962 4722
Yarram Taxi Service Yarram 0401 825 986
Marking Section
{Only for Trainer }
Assessment Task 1 - Unit Knowledge Test Answer 16

Answer 1
Answer 17
Answer 2
Answer 18
Answer 3
Answer 19
Answer 4
Answer 20
Answer 5
Answer 21
Answer 6
Answer 22
Answer 7
Answer 23
Answer 8
Answer 24
Answer 9.1
Answer 25
Answer 9.2
Answer 26
Answer 9.3
Answer 27 a
Answer 10
Answer 27 b
Answer 11
Answer 27 c
Answer 12
Answer 27 d
Answer 13
Answer 28
Answer 14

Answer 15 Answer 29
Answer 30
Result
Assessment Task 2–1. Activity Answer 10
Answer 1
Answer 11
Answer 2
Answer 12
Answer 3
Answer 13
Answer 4
Answer 14
Answer 5
Answer 15
Answer 6
Answer 16
Answer 7
Answer 17
Answer 8
Answer 18
Answer 9
Result
2. Project
Assessment Task 1 - Unit Knowledge Test
Assessment Task 2–Activity

Assessment Task 2–Project
FINAL RESULT
TRAINER’S COMMENT’S

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Australian College of the Professions

RTO No. 41201 CRICOS No. 03608K

SIT40516 Certificate IV in Commercial Cookery

FOR TRAINER ONLY

ACP-SITHFAB002 V1.2021- LW1 | P a g e

Unit Assessment Pack (UAP) – Cover Sheet

Student signature: ________________________________

ACP-SITHFAB002 V1.2021- LW2 | P a g e

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

ACP-SITHFAB002 V1.2021- LW3 | P a g e

• Sell or serve alcohol responsibly

The student will have access to the following:

ACP-SITHFAB002 V1.2021- LW4 | P a g e

Assessment- $180 per assessment

Late Assessment fees-

Academic integrity, plagiarism and collusion

ACP-SITHFAB002 V1.2021- LW5 | P a g e

ACP-SITHFAB002 V1.2021- LW6 | P a g e

 Liquor Control Reform Act 1998

Principles of assessment and rules of evidence

For further information about this unit go tohttps://training.gov.au/Training/Details/SITHFAB002

ACP-SITHFAB002 V1.2021- LW7 | P a g e

For more information, please refer to RTO Student Handbook.

ACP-SITHFAB002 V1.2021- LW8 | P a g e

Unit Pre-Assessment Checklist (UPAC)

Section 2: Reasonable adjustments

ACP-SITHFAB002 V1.2021- LW9 | P a g e

ACP-SITHFAB002 V1.2021- LW10 | P a g e

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy

ACP-SITHFAB002 V1.2021- LW11 | P a g e

Explanation of reasonable adjustments strategy used (If required)

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Unit Assessment Task (UAT)

Assessment task description:

Resubmissions and reattempts:

Instructions for answering written questions:

ACP-SITHFAB002 V1.2021- LW13 | P a g e

How yourtrainer/assessor will assess yourwork?

Purpose of the assessment task:

ACP-SITHFAB002 V1.2021- LW14 | P a g e

Assessment Task 1 - Unit Knowledge Test (UKT)

ACP-SITHFAB002 V1.2021- LW15 | P a g e

Alcohol is available for purchase inside the state.

Alcohol distribution throughout the state

Alcohol is being brought into the country.

State laws concerning the possession of alcohol

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1.Assist consumers in staying under safe drinking limits.

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Question 5: What kind of informationcan youcommunicateto the customer about non-alcoholic

1. NPS scores are low.

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5 percent alcohol content in regular beer

12 ounces of standard beer, which is typically around 5% alcohol

ACP-SITHFAB002 V1.2021- LW19 | P a g e

2. Make water, coffee, or tea available.

ACP-SITHFAB002 V1.2021- LW20 | P a g e

3. Speak with the group.

ACP-SITHFAB002 V1.2021- LW21 | P a g e

Keep your cool.

ACP-SITHFAB002 V1.2021- LW22 | P a g e

ACP-SITHFAB002 V1.2021- LW23 | P a g e

Date: ___(day)/ _(month)/ __________(year)

Date: ___(day)/ _(month)/ __________(year)