by Adam Chase | Oct 18, 2020
Q&A with Jim Gore, DipWSET and Founder of the Global Wine Academy
As one advances through the WSET courses, culminating in the Level 4 Diploma and opening the door for aspiring candidates to pursue the Master of Wine, the curriculum becomes less exact. At the Diploma level, students are expected to create their own study plan to complement the WSET curriculum in order to pass the exams. Candidates for the MW program must go one step further, developing entirely independent study plans that guide their course of study for one of the most rigorous wine exams. Luckily, there are organizations who can help.
Jim Gore of Global Wine Academy
Global Wine Academy (GWA), founded by Jim Gore, DipWSET is one such entity that operates on a global scale. We got to sit down with Jim to talk about GWA and about the changing landscape of wine education.
GE: What inspired you to start the Global Wine Academy? What was the initial aim? Now a couple of years in, has that aim shifted at all?
JG: I wanted a change in lifestyle first and foremost – more flexibility. I also wanted to see what the world of wine education was like outside of WSET School London.
The program has changed monumentally over the past few years, particularly the last few months where we have gone completely online. This has allowed me to teach students who study outside of the UK or are studying online. I feel I’m now addicted to the variety and diversity this style of education offers and love getting to know new students so much that even when we do go back in the classroom, I think that will only be a minor part of my business.
GE: From your perspective, do students’ needs differ according to which wine program or level they are enrolled in e.g. WSET vs. MW, WSET Level 3 vs. Diploma)? How so, and how does the Global Wine Academy tailor their offerings to meet their specific needs?
JG: There is a genuine simple thread across all of the courses that we run: we look to build skills in students rather than give them answers. With that in mind, every course or session we run is split up into manageable chunks that are then worked on session after session, building long-lasting and transferable skills as we go.
The courses are always based around the assessment criteria for each qualification rather than the ‘topics.’ For example, our Online Theory Course runs in partnership with Enjoy Discovering Wine (Diploma APP), who uses a concept called ‘Flipped learning’ where we get the students to study and research in their own time and then we work on the more difficult skills together as a group. Too often you find that lectures are just visual versions of the textbook and the hardest skills to refine (analysis, application, and evaluation) are tested simply through mock exams. We have a strong view that as educators we must guide students through these difficult parts.
The MW tastings that we offer (and our online version that we are soon to be launching) focuses on the same process: we train the students how to answer the questions correctly and accurately. Feedback is essential and something we have been experimenting with through our courses. Students will often get to see each other’s feedback as well as different versions of how to answer the same question. The higher-level qualifications by nature offer many different ways of answering a question so facilitating an environment where students can share and continue to learn once they have left the course is essential. A full understanding of the feedback system is essential; we like to turn our students into mini-educators who are confident enough to spot mistakes in the work of others.
GE: How have you adapted programming since Covid-19 hit back in March? Will some of these changes continue even as markets open back up, or do you hope that everything will go back to normal?
JG: We now use WhatsApp and Google Docs in many of our courses as communication tools and platforms for collaborative work. One of our Theory groups that included students from the UK, Spain, France, Italy, Hong Kong, Taiwan, Australia, and New Zealand have continued to meet each week and have formed a phenomenal post-course study group. We still keep an eye on them through Google Docs and on WhatsApp, but frankly they now have the skills to create questions themselves and test each other. We are thrilled with it.
We also now use a company to repackage wines in smaller formats so that students can taste at home.
GE: Looking at wine education overall, and many wine courses going virtual, do you think the structure will look a lot different in a post-Covid world? What schools/academies/organizations in your opinion have really done things right in coping with the current environment?
JG: 67 Pall Mall comes to mind as somewhere that has really cornered the market for wine tastings, charging a small fee to watch or treat yourself and order the wines along with some phenomenal speakers. It really is the palace for wine geeks on any budget.
There are so many examples of where it is done well and that is what I have been seeing mostly, but some places have not really understood the limitations of online. Too many institutions are running day-long courses with zero or no interactive elements. With the online platform, there are quiz functions, breakout rooms, and options to show videos and visuals more clearly and, most importantly, the ability to collaborate across different time-zones – so it is a shame when it is just a carbon copy of a classroom session.
GE: As the name suggests, the Global Wine Academy has international reach. Which countries do you currently offer your services in, and do you hope to expand into new markets in the future?
JG: We deliver wine to UK and Europe, but would love to experiment further abroad at some point. We have had some success with students ordering wines locally that are similar to the ones we taste. This isn’t perfect for fine-tuning calibration, but just as good for examination technique. This year we have had students from: UK, Sweden, Holland, France, Spain, Italy, Switzerland, Hong Kong, Taiwan, India, Australia, New Zealand, and both coasts of USA.
I’ve also adapted one of my courses working with AWSEC in Hong Kong where we have done tastings together virtually. That has been a great to reach new audiences through simple collaboration.
GE: Any other comments you would like to share?
JG: Our latest venture is the Instagram Live Calibration Wine Fair. 24 wines are shipped in small test tubes to students and we go through them all in one day! Many students watched and then ordered afterwards, others tasted along using the videos on IGTV over the course of a week. Moving forward, we are looking to expand this model over a couple of days, including some guest speakers. All the videos are available on our IGTV channel, along with some student-led calibration videos that we did over the summer.
by Adam Chase | Feb 25, 2019
In January and February, all of Grape Experience educators – including myself – attended day-long workshops to learn about the new WSET Diploma in Wine that’s being introduced in August. There are some major changes to the current Diploma program in both teaching approach and in content. It was critical that all WSET educators understand the intentions behind the new Diploma in order to be able to teach the new program successfully.
I am incredibly excited about the changes, which I think will greatly aid students in their approach to studying for and taking the rigorous set of Diploma exams. First of all, the new Diploma will be more interactive: there will be an online textbook and an extensive library of resources for students to access. The classroom experience will be less lecture-based with more dialogue between educators and students – an opportunity for us all to learn from each other and also to put our understanding into practice.
As educators at Grape Experience, we have always tried to make clear how best to approach the Diploma exams in order to pass them, but it has not always been easy. The key to the Diploma is to apply your knowledge rather than simply state the facts. That hasn’t changed, but WSET now makes that aspect much more explicit.
The Diploma is now logically organized into two approaches. The first two units, D1 and D2, are classed as “foundation units.” As the name suggests, these provide the foundation for the rest of the exams. D1 is focused on wine production – i.e. the vineyard, the winery, and post-fermentation. This used to be assessed by a multiple-choice exam, but now it consists of open-response questions so that students can demonstrate their understanding. This new exam approach should help students better retain and apply viticulture and winemaking knowledge in later units.
D2 is the business of wine, which also consists of open-response questions and no longer has an exam based on a pre-issued case study scenario. Both of these two units must be taken before going into the later units to ensure that students have a foundation of knowledge which they can apply when answering questions about the wines of the world.
The other three units focus on production knowledge. D3 is wines of the world, similar to the current Unit 3, while D4 is sparkling wines and D5 is fortified wines. D3 hasn’t significantly changed, except for one major aspect: WSET’s Global Director of Education Karen Douglas emphasized that students are given more time for both tasting and theory so that the best students have the opportunity to convey their knowledge and understanding. The sparkling and fortified wine exams are now much more in line with D3, in that they have more complete, open-response questions rather than simple statements that “previously invited students to dump their knowledge.”
Finally, students finish their studies with D6, a research paper of 3,000 words focusing on current issues in the world of wine – a natural conclusion from the previous five units.
For students already taking the Diploma, there are some important things to note:
- all previous passes from exams already taken stand: you do not need to retake any exam you have already passed.
- Karen stressed that the WSET has worked intently to make the changes as transitional as possible – taking the new courses and exams will not be an upheaval; in fact, there will be a lot more material and resources to help you pass future exams.
- the online textbook will be available in July. It will contain information you have already studied, but it is worth going to as a resource and for review.
- there is no longer a spirits element to the Diploma. Existing students who have passed the spirits exam are able to earn the Diploma in Wine and Spirits. If you haven’t taken the spirits exam, then you are able to earn the Diploma in Wine.
The work that the WSET education team has put into the new Diploma program is amazing and represents a significant improvement in all aspects of the current course. I anticipate these changes will give the students a much better chance of passing the Diploma while still maintaining its rigorous standards. The WSET have put a great deal of time and effort to create the new Diploma, and I think they have done a superb job.
Look for the new Diploma to be first offered for D1 Winemaking the weekend of August 3-4 in San Francisco and shortly thereafter in Boston.
by Adam Chase | Nov 18, 2018
2019 will mark the start of several new WSET Spirits programs. The renowned education company has created a suite of Spirits only courses focused on today’s drinks business and the trends shaping it. With three Levels (1-3) in Spirits there is a course for everyone. Grape Experience will host a Level 2 Spirits course in San Francisco February 2-3 and you can find out more at WSET Spirits Level 2 San Francisco.
The interview below with WSET USA’s Spirits Development Manager, Rob McCaughy brings to life how these classes were shaped.
Q&A with Rob McCaughy, WSET USA Business Development Manager – Spirits & Sake
With more than 20 years experience working in the hospitality and beverage industries throughout Europe, Asia and the USA, Rob McCaughy has a wealth of knowledge of the drinks business. In his current role, he is responsible for the continued growth of WSET’s spirits and sake qualifications within the USA. Here we catch up with him for an in-depth look at the WSET’s new Level 3 Spirits course, slated to roll out in 2019.
How does this new course fit into spirits trends today?
Beverage professionals have had access to great objective education in the wine and beer sectors for some time but the spirits segment of the industry has traditionally been dominated by brand-led initiatives. The spirits sector has been on an upward trajectory for many years now and more and more beverage professionals are looking for impartial spirits education to deepen and broaden their knowledge and understanding.
We currently have a spirits module in our Diploma qualification and beyond that our levels 1 & 2 Spirits certifications provide a great entry point. However, there is a gap in the market for an in-depth spirits focused program and we feel that the Level 3 Spirits qualification will fill that void. The spirits module of the Diploma will be removed from August 2019 to coincide with the launch of this course – which we hope will provide the missing link for those who have completed Level 2 Spirits and are looking to progress further.
What spirits are covered?
The content will be split into two sections: depth and breadth.
Section 1/Depth: Students will need to be able to describe in detail the key characteristics of the core global spirits categories as well as understand decisions made at every stage of production, the impact those decisions will have and explain why a spirit has a certain style and quality. In the examination these spirits will be assessed using both multiple choice and short answer questions.
The spirits covered in this section are: Bourbon, Rye Whiskey (US), Tennessee Whiskey, Scotch, Cognac, Armagnac, Caribbean Rum, Tequila, Mezcal, Vodka and Gin.
This is not an attempt by WSET to say these spirits are somehow superior to others. In order to dive deep into the ‘why’ of spirits production we needed to select a small number of spirits in order to make the course manageable. They also needed to be globally accessible and we feel that the selection above achieves this.
Section 2/Breadth: These are the spirits students will only need to know about – the key facts and styles to be assessed using multiple choice. For some, a number of these spirits are personally or professionally important.
The spirits covered are: Irish Whiskey, Canadian Whisky, Japanese Whisky, other whiskies, Grappa, Pisco (Chile and Peru), Brandy de Jerez, South African brandy, European fruit spirits, Sotol, other agave spirits, Cachaça, other rums, Baijiu, Shōchū, Soju, flavored vodka, Genever, spiced rum, flavored whiskey, aquavit, aniseed spirits, liqueurs, bitters and aromatized wines.
What are the differences between the different levels?
All of our qualifications are tiered to develop key competencies in students. Level 1 courses are designed to provide a foundation of knowledge and facts. At Level 2, the student begins to expand upon those foundations and begins to develop a broader understanding and the ability to compare and contrast as well as describe key processes and procedures. For both of these levels a multiple-choice assessment is sufficient to ensure that the key learning outcomes have been met. Once a student reaches Level 3 we begin to develop some of those key critical thinking skills to be able to not only understand and explain the ‘how’ but also the ‘why’. This is difficult if not impossible to assess through multiple-choice testing so short answer theory questions are required to show that these skills have been acquired.
What sort of trade is WSET Spirits geared towards: retailers, bartenders, enthusiasts?
There is a course for everyone, whether an enthusiast just looking for a framework to underpin their enjoyment, someone just starting their journey in the spirits business, or an industry veteran. By focusing on developing core competencies and skills in the student rather than solely concentrating on product knowledge and rote learning, our courses are designed to give students not only a level of understanding but also the confidence to make qualitative assessments.
If you’re a distiller, is this a course you should take?
With the proliferation of craft distilleries emerging in recent years there has never been a greater need for courses that will not only provide an understanding of the benchmark expressions within a category but also the tasting skills necessary to make qualitative assessments. We have had a great response from the distilling community and I certainly see our Level 3 course has been a valuable tool for any serious distiller. Most professionals tend to live in a particular bubble or lane, focusing on one particular category. By providing an understanding of processes involved across all categories our Level 3 course provides opportunities for distillers to tweak and hone their best practices as well as to innovate.
Does it cover cocktails? Is it more production or service based?
One of our learning outcomes for Level 2 is an understanding of how spirits are best served and cocktail applications as well as the key considerations when making a balanced cocktail.
At Level 3 we are really focusing on four key competencies:
1) Develop detailed knowledge of the spirits of the world
2) Provide accurate descriptions of complex processes
3) Ability to explain why certain processes are required and how they affect a spirit’s style and quality
4) Ability to reasonably and confidently assess the quality level of a spirit
