External link
External resources
Utdanning.no – Bartender
Occupational description from utdanning.no. Provides occupational context for teaching.
Reading
Utdanning.noNO
Open resourceBartender
Bartenders work with guest service, orders, serving drinks and practical tasks in bars and hospitality venues.
Hospitality and bar servicesDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
The occupation and work tasks
The work requires clear communication, understanding menus and product information, using numbers and quantities, and handling digital ordering and payment systems. In a working day with many guests and varied requests, it is particularly important to understand information quickly, ask clarifying questions and communicate clearly. The profile concerns the bar environment and is not training in alcohol service or drink preparation.
Typical work tasks
- Read drinks menus, product information and messages.
- Communicate with guests, colleagues and management.
- Take and register orders.
- Understand prices, numbers and quantities.
- Use digital till and payment solutions.
- Communicate relevant product information.
- Record stock needs and brief work-related information.
- Assess information and identify a need for clarification.
Developments affecting the occupation
- Digital ordering and payment systems
- Electronic menus and product information
- AI-supported text processing
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand information about products, orders, menus and work tasks.
About the skillDaily tasks
- Read drinks menus and price information.
- Understand orders and messages from colleagues.
- Read product labels and ingredient information.
Regular tasks
- Read updated menus and stock lists.
- Find allergen information in approved sources.
- Read internal work routines.
Occasional tasks
- Get to know new digital ordering solutions.
- Read information about new products.
- Find relevant information in professional guidance.
AI and new technology
The portal provides no alcohol service training, drink recipes or certification content. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.
Digital ordering systems, electronic menus and automated information processing are relevant in the bar and hospitality industry. AI can also support general texts and information work. Employees should be able to understand the information in these systems and assess it critically.
Understanding the systems
Digital tools provide information that must be read and understood correctly.
Checking the information
Automated and AI-generated information can contain errors and must be checked.
Asking when in doubt
Unclear or missing information is clarified with the person responsible.
1. Digital ordering and payment systems
Read and check a fictional digital order.
2. Electronic menus and product information
Find and explain information in a fictional digital menu.
3. AI-supported text processing
What must be checked in an AI-generated menu description?
4. Source criticism and quality assurance of digital information
Compare product claims from different sources.
Suggested learning outcomes
- Understand information in digital work tools.
- Check that automatically generated information is correct.
- Identify unclear or incomplete descriptions.
- Know when information must be checked with the person responsible.
Teaching cases
Practical teaching resources for this profile will be added later.
Related resources
External link
External resources
Norwegian Food Safety Authority – How allergens must be labelled
The Food Safety Authority’s guidance on allergen labelling. Provides occupational context – does not replace the workplace’s own procedures.
ReadingCritical thinking
MattilsynetNO
Open resourceExternal link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceHow to use this profile when planning teaching
The occupational profile supports the planning of basic skills training. It is not a vocational training course.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?