Course Profile Hospitality and Tourism Technology, Grade 10, Open, Catholic

Unit 1: The Scope of Hospitality and Tourism Technology

Time: 10 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

This unit introduces students to the depth and breadth of the hospitality and tourism industry. Students investigate facts and myths and become aware of the range of career opportunities in each sector. Students begin to view the role of hospitality and tourism in their community, province, country, and beyond. They learn how to plan for participation in the working world of hospitality and tourism. This world is increasingly characterized by innovation, project-based teamwork, entrepreneurship, change, and the challenge of life-long learning. Students learn the intrinsic value of work and develop techniques to realize their potential for dignity, self-respect, and success. Critical evaluation and problem solving helps students make decisions in light of Gospel values and with an informed moral conscience.

Note: This unit is divided into two parts. The first two activities should be delivered at the start of the course. The third activity is introduced following Activities 1 and 2, but is then worked on concurrently throughout all other units. The fourth activity is completed as a culminating activity at the end of the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d; CGE2b, c, e; CGE3b, c, e; CGE4b, e, f; CGE5b, d, e, g; CGE7b.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01, SPV.05, ICV.01, ICV.03.

Specific Expectations: TF1.01, TF1.02, SP1.06, IC1.05.

Activity Titles (Time + Sequence)

Activity 1	What is Tourism and Hospitality?	150 minutes
Activity 2	Who Am I? Is Hospitality and Tourism for Me?	150 minutes
Activity 3	Career Exploration: Introduction/Gathering Career Data	150 minutes
Activity 4	Career Exploration: Career Presentation	150 minutes

Prior Knowledge Required

Students should have;

· effective verbal skills;

· an understanding of teamwork, time management, and communication skills;

· critical thinking skills;

· collaborative/co-operative learning skills.

Students should be;

· familiar with journal writing;

· familiar with brainstorming techniques;

A basic understanding of computer operations and Internet use would be beneficial, but is not necessary for the completion of activities in this unit.

Unit Planning Notes

· It is expected that all students’ work contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or the use of profanity in student work is unacceptable.

· Refer to The Principles of Catholic Teachings, Overview Appendix VIII, to determine how they can be applied to the unit.

· Students are to observe and uphold copyright laws and correct use of any copyrighted materials.

· Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.

· Teachers should outline basic course expectations, policies, and procedures to the students at the start of the course and provide students with the format for log/journal entries notebook organization.

· Students are expected to keep a daily log recording brief notes of their accomplishments each day and outlining any future needs that an activity may require.

· Encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

· Teachers investigate potential cross-curricular connections with other subject areas and community links for the activities in this unit.

· Activities 3 and 4 can be most effectively delivered by the integration of topics throughout the unit activities.

· Classroom teachers work closely with the Student Services Department to co-ordinate the planning of the unit.

· Students have the opportunity to explore a variety of career options in the hospitality and tourism technology field, based on the activities in this unit, that are appropriate for the range of ability levels within the classroom.

· Students should be reminded at the start of all the following units that their Student Manuals (see Overview Appendix I) should also include career research information for each unit in this profile. This content will be used to complete their career presentation (Activity 4) at the completion of the course (Appendix 1.3a).

· Each unit provides the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions.

· Teaching/learning strategies that allow for career links in the activities should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers).

Teaching/Learning Strategies

· Throughout all the activities in this unit, the teacher:

· monitors and observes all student/group activity;

· conferences with students/groups on an ongoing basis to provide assistance when problems arise;

· reviews project expectations;

· modifies project activities to deal with the availability of equipment.

· Teachers encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· Through team building, students develop a respect for the rights, responsibilities, and contributions of self and others. This is demonstrated through the activities as well as routine duties associated with lab activities. As Christians we rely on each other and our technologies for support. Working as part of a team provides opportunities to consolidate the values taught to us as Catholics for the common good of all.

· The activities are based on collaborative group efforts. Teachers discuss how to participate and contribute to group activities. Refer to Principles of Catholic Teaching (Overview Appendix VIII) to discuss human dignity and the respect for the rights and contributions of others.

· A variety of learning strategies are used, including independent and group work, problem solving, co-operation, communication, time management, brainstorming new ideas, presenting, and report writing.

· The student-centred, activity-based mode of delivery provides students opportunities to develop individual and group skills.

Assessment and Evaluation

· Diagnostic assessment

- completion of personal interests and skills/knowledge inventories at the start of the course (see Activity 2)

· Formative assessment

- roving conferences throughout each unit to discuss research progress with students

- career research checklists

- personal interests and skill inventories and self-assessment exercises throughout and at the completion of the course (see Activity 2)

· Summative assessment

- the career based research project

- the presentation on hospitality and tourism technology careers that employ a variety of communication methods

- reflections

- self-assessment of experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format

· Assessment combines teacher and student feedback using a class-created rubric or Appendix 1.4a.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

Samples of student work

Software tutorials and manuals

School Library/Resource Centre

Student Services Department - computer programs to assist with career exploration and investigation of college and university programs.

Ontario Tourism Education Corporation, a good source for guest speakers (refer to Web Sites)

Books

And Finally I Did Get a Job. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canada: Canadian Tourism Human Resource Council, 1996.
ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 0-1954-0952-3

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-0755-1392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-0755-2864-9

Pepper, Michael R. Starting Your Career in Food Service, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teachers Resource Guide, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667514-5

The Edge. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

Tourism: A World of Opportunity. Canada: Canadian Tourism Human Resource Council, 1997.
ISBN 1-5552-4702-1

The Student’s Travel Map – A Guide to Tourism Careers, Education and Training. Ontario: Canadian Tourism Human Resource Council, 1998. ISBN 1-896229-91-3

Video

Tourism: A Career with a Future (VHS). Ontario Tourism Education Corporation, 1996.

CD-ROMs

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 1998.

Tourism: An Interactive Guide to Tourism Careers. Canada: Canadian Tourism Human Resource Council, 1997. ISBN 1-55247-021-0

Web Sites

Canadian Tourism Commission – Links to the hospitality and tourism industry across Canada
www.canadatourism.com/

Canadian Tourism Human Resource Council
www.cthrc.ca
The Canadian Tourism Human Resource Council is a national non-profit organization. It brings together tourism businesses, labour unions, associations, education/training providers, and the government to address the Tourism Industry's human resource needs. Tourism education councils in each of the provinces and territories are founding partners and the delivery agents of human resource products and services for the Tourism Industry.

Career Explorer
www.cdn.cx.bridges.com/explorer/student.htm
This web site has self-assessments, interest inventories, a resume writing template, and career and post-secondary information.

Career Gateway
www.edu.gov.on.ca/eng/career/
This site will provide a starting point for the exploration of many online career and employment-related options. It provides links to many career-based sites.

Human Resources Development Canada (HRDC)
www.hrdc-drhc.gc.ca/
This is the national site and home page. The home page has many options as well as links to related sites.

· Work/Jobs, a listing of job and learning opportunities, work searches, etc.

· Learning Opportunities, including self-assessment links (Career Match Up, Career Directions, Job Futures, The Edge – Youth Magazine), learning and training programs, and financial assistance programs.

Job Find 2000 – Youth employment information
www.jobfind2000.com

MazeMaster (Human Resources Development Canada) – This site offers a wide variety of links to employment opportunities.
www.mazemaster.com

Ontario College Application Centre – Information on college applications
www.ocas.on.ca/ocas/

Ontario Ministry of Economic Development and Trade
www.ontario-canada.com/
Click on the Ontario Ministry of Tourism link for a good source of resources available in Ontario.

Ontario Tourism Education Corporation
www.otec.org/
A not-for-profit partnership of business, labour, education, and government committed to

raising standards of service, increasing pride and professionalism, and growing a quality

workforce. Good source for careers and links to similar organizations across Canada.

Ontario Universities Application Centre – Information on university applications
www.ouac.on.ca/osca/

The Edge
www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml
Online youth magazine with career information. Job Trek game is a good source for choosing a career. Excellent links to youth-related career sites.

TV Ontario (uChoose Program)
www.uchoose.tvo.org or http://www2.tvo.org/uchoose/eduprog/
A site to help you choose the right college or university program. Complete listing of colleges and universities with links to related sites. Program, admission, and housing information.

Young Canada Works – Youth employment information
www.pch.gc.ca

Youth Resource Network of Canada – Youth employment information
www.youth.gc.ca/jobopps/summer_e.shtml

Activity 1: What is Hospitality and Tourism?

Time: 150 minutes

Description

This activity introduces students to the depth and breadth of the tourism and hospitality industry. Students, when asked to define tourism and hospitality, often demonstrate a lack of understanding; they invariably limit their definitions to include distant travel to exotic, foreign destinations. In reality, the tourism and hospitality industry is comprised of eight distinct but related sectors (accommodation, food and beverage, adventure tourism/recreation, transportation, travel trade, events and conferences, attractions, and tourism services), each one offering a wide range of career opportunities. Students investigate facts and myths and become aware of the range of career opportunities in each sector. Students learn the intrinsic value of work and realize their potential for dignity, self-respect, respect for others, and success. Students begin to view the role of hospitality and tourism in their community, province, country, and beyond. Co-operative work strategies, critical evaluation, and problem solving help students make decisions in light of Gospel values with an informed moral conscience.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

An Effective Communicator who

CGE2b – reads, understands and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e – uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems.

Self-Directed, Responsible, Life Long Learner who

CGE4b – demonstrates flexibility and adaptability;

CGE4f – applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor who

CGE5b – thinks critically about the meaning and purpose of work;

CGE5d – finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e – respects the rights, responsibilities and contributions of self and others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Responsible Citizen who

CGE7b – accepts accountability for one’s own actions.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 – describe the scope of the tourism and hospitality industries;

SPV.05 – demonstrate understanding of the importance of communications, time-management, and teamwork skills;

ICV.03 – identify professional opportunities in hospitality and tourism.

Specific Expectations

TF1.01 – identify the role of the food services industry locally, provincially, nationally, and internationally;

TF1.02 – identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;

SP1.06 – demonstrate a range of teamwork, organizational, and communication skills;

IC1.04 – describe related career opportunities and the education and training required to gain entry to those positions.

Planning Notes

· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity may require.

· Encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

· Consult with the Student Services/Guidance Department on existing school-based career planning initiatives.

· In order to complete this activity, teachers may refer to the suggested resources, or develop worksheets tailored to the needs of students in their class.

Prior Knowledge Required

Students should:

· have effective verbal skills;

· have critical thinking skills;

· be familiar with brainstorming techniques.

Teaching/Learning Strategies

Throughout this activity the teacher should:

· monitor and observe all student/group activity;

· conference with students/groups on an ongoing basis to provide assistance when problems arise;

· review project expectations;

· modify project activities to deal with the availability of equipment.

Teachers encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

1. This activity is based on collaborative and co-operative group efforts. Teachers should discuss how to participate and contribute to group activities. Refer to Principles of Catholic Teaching (Overview Appendix VIII) to discuss human dignity and respect for the rights and contributions of others;

· Teachers begin this activity by asking students to define hospitality and tourism.

· Their answers should be based on their own knowledge and personal experiences.

· Student answers (words, phrases, and definitions) should be recorded in their notebooks.

· From these answers, the teacher develops a general definition. The teacher suggests that, while good, this definition is incomplete and proceeds to the next activity.

2. The teacher distributes the Tourism Bingo worksheet (Appendix 1.1a), explains the rules, and allows time for students to complete the exercise.

3. When the first student completes the sheet, discuss the results with all the class.

4. Have each student verify participation and explain the activity or experience in more detail.

5. Divide the class into groups of three to four students and distribute the Tourism Industry: Eight Sectors Worksheet (Appendix 1.1b).

6. Each group completes question 1 and makes an educated guess at the answers to questions 2 – 4. Groups then revise the definition of hospitality and tourism that was developed by the whole class at the start of the activity.

7. All groups should report back to the class when a final definition is developed.

· Show Tourism: A Career with A Future (a 6-minute Ontario Tourism Education Corporation video).

· Groups discuss and compile a brief summary of the video.

8. Distribute The Eight Sectors of the Canadian Tourism Industry (Appendix 1.1c). Have students read aloud each sector and related occupations and clarify where appropriate.

9. Students complete the review exercise, Tourism: Careers with a Future (Appendix 1.1d), for homework. This exercise is taken up and discussed at the start of the next class.

Assessment/Evaluation Techniques

Observation of

· contribution to class discussion

· individual or small group performance

Formative assessment of each student’s ability to work co-operatively in group situations

· Students assess the contribution of the individual group members by completing daily logs – personal communication – self- and peer assessment (see Overview Appendix VI).

· Self-, peer, and group evaluation checklists are filled out at the end of the project (see Overview Appendices II, III, and IV).

Summative assessment of completed worksheets and homework exercises

· performance assessment of assigned worksheets

Accommodations

· Teachers should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for the completion of this activity.

· Peer tutoring may be offered to those students who need extra help.

· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.

· Peer tutors assist students with special needs when handling equipment.

Resources

General

Teacher-developed resources including all handouts, worksheets, and activity sheets

Samples of student work

School Library/Resource Centre

Student Services Department – computer programs to assist with career exploration and investigation of college and university programs.

Ontario Tourism Education Corporation – a good source for guest speakers (refer to Web Sites)

Books

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canada: Canadian Tourism Human Resource Council, 1996.
ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 0-1954-0952-3

Pepper, Michael R. Starting Your Career in Food Service, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teachers Resource Guide, 2nd Edition. Glencoe McGraw-Hill: New York, 1993. ISBN 0-02-667514-5

Tourism: A World of Opportunity. Canada: Canadian Tourism Human Resource Council, 1997.
ISBN 1-5552-4702-1

The Student’s Travel Map – A Guide to Tourism Careers, Education and Training. Ontario: Canadian Tourism Human Resource Council, 1998. ISBN 1-896229-91-3

Video

Tourism: A Career with a Future (VHS). Ontario Tourism Education Corporation, 1996.

CD ROMs

Tourism: An Interactive Guide to Tourism Careers. Canada: Canadian Tourism Human Resource Council, 1997. ISBN 1-55247-021-0

Web Sites

Canadian Tourism Commission – Links to the hospitality and tourism industry across Canada
www.canadatourism.com/

Ontario Ministry of Economic Development and Trade
www.ontario-canada.com/
Click on the Ontario Ministry of Tourism link for a good source of resources available in Ontario.

Ontario Tourism Education Corporation
www.otec.org/
A not-for-profit partnership of business, labour, education, and government committed to raising standards of service, increasing pride and professionalism, and growing a quality workforce. Good source for careers and links to similar organizations across Canada.

Activity 2: Who Am I? Is Hospitality and Tourism for Me?

Time: 150 minutes

Description

Students begin to examine the career opportunities available in the hospitality and tourism industry. The vast majority of students fail to invest the time and energy necessary to make wise career decisions. Too often, their attention is limited to matters of remuneration. Students investigate individual strengths and weaknesses, future career prospects, the demands of the industry and occupation, and the impact on lifestyle and values. This activity helps students to develop an understanding of who they are and what matters to them.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

An Effective Communicator who

CGE2b – reads, understands and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e – uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

Self-Directed, Responsible, Life Long Learner who

CGE4b – demonstrates flexibility and adaptability;

CGE4f – applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor who

CGE5b – thinks critically about the meaning and purpose of work;

CGE5d – finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e – respects the rights, responsibilities and contributions of self and others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Responsible Citizen who

CGE7b – accepts accountability for one’s own actions.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 – describe the scope of the tourism and hospitality industries;

SPV.05 – demonstrate understanding of the importance of communication, time-management, and teamwork skills;

ICV.03 – identify professional opportunities in hospitality and tourism.

Specific Expectations

TF1.01 – identify the role of the food services industry locally, provincially, nationally, and internationally;

TF1.02 – identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;

SP1.06 – demonstrate a range of teamwork, organizational, and communication skills;

IC1.04 – describe related career opportunities and the education and training required to gain entry to those positions.

Planning Notes

· Students are expected to keep a daily log recording brief notes of their accomplishments each day and outlining any future needs that this activity may require.

· Encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

· Consult with the Student Services/Guidance Department on existing school-based career planning initiatives.

· The teacher arranges access to the various occupational research software programs available in the school: Choices, Career Explorer, Career Gateway, and Mazemaster.

· In order to complete the personal inventories involved in this activity, teachers may refer to the suggested resources or develop their own worksheets tailored to the needs of students in their class.

Prior Knowledge Required

Students should:

· have an understanding of the eight sectors of tourism;

· have an understanding of the services provided by the school’s Student Services/Guidance Department;

· be familiar with the school’s course calendar and have begun to prepare a planning chart for their high school program.

Teaching/Learning Strategies

Teachers encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

1. Teachers begin this activity by introducing the concept of job satisfaction.

· Students are asked, “Do you know anyone that does not like their job?

· Students who respond positively are asked to explain how they know this.

2. Refer to the homework exercises from the previous day. Discuss consequences of a poor match between skills/interests/aptitudes and a career pursuit.

3. Students list the factors that lead to job satisfaction.

4. Students complete a true/false questionnaire re: careers in tourism (diagnostic tool). This questionnaire explores myths involving levels and variety of employment, shift work, travel perks, wages, education needed, global skills, seasonal work, and opportunities for advancement. This questionnaire is to assess student perceptions of tourism (Appendix 1.2a – Careers in Tourism True/False Quiz). Upon completion of the quiz, students exchange papers and each question is discussed by the class.

5. The teacher distributes and discusses The Top Ten Things Hospitality and Tourism Employees Like About Their Jobs (Appendix 1.2b).

6. Teachers administer aptitude and interest inventories that outline students’ possible career areas; consider inventories such as:

· online programs such as Career Gateway or The Edge;

· CD-delivered packages such as Choices or Career Explorer;

· paper-based traditional inventories such as the Strong-Campbell Jackson Vocational Inventory or the Harrington-O’Shea Career Decision-Making System (available through your Guidance/Student Services Department).

7. Students complete the inventories and summarize possible career areas of interest.

· These forms are assessed for completion only. (Teachers may wish to comment on each student’s forms and have a follow-up discussion on the skills they have and the skills they need to develop and how they will develop them.)

· The forms should be returned to the students and placed in their student manuals for future reference.

· This exercise is repeated at the end of the course and the differences between “before and after” are discussed.

8. Teachers then administer a hospitality and tourism career questionnaire, either developed by the teacher specifically for use in their school or one similar to the Ontario Tourism Education Corporation (OTEC), Career Planning Guides, Tourism Questionnaire or the CD version, Tourism: An Interactive Guide to Tourism Careers.

Assessment/Evaluation Techniques

Observation of

· contribution to class discussion

· individual or small group performance

Diagnostic assessment, completion of

· Careers in Tourism True/False Quiz (Appendix 1.2a)

· personal interests and skills inventories (see Teaching/Learning Strategies)

· tourism questionnaire

Summative assessment of completed worksheets and homework exercises

· performance assessment of assigned worksheets

· personal communication – teacher-student conferencing

Accommodations

· Teachers should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for the completion of this activity.

· Use oral quizzes.

· Adjust the length of a written response or the time allotted.

· Students may work in pairs when they complete the forms.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

School Library/Resource Centre

Student Services Department - computer programs to assist with career exploration and investigation of college and university programs.

Books

And Finally I Did Get a Job. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canada: Canadian Tourism Human Resource Council, 1996.
ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 0-1954-0952-3

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-0755-1392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-0755-2864-9

The Edge. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

Tourism: A World of Opportunity. Canada: Canadian Tourism Resource Council, 1997.
ISBN 1-5552-4702-1

The Student’s Travel Map – A Guide to Tourism Careers, Education and Training. Ontario: Canadian Tourism Human Resource Council, 1998. ISBN 1-896229-91-3

CD-ROMs

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 1998.

Tourism: An Interactive Guide to Tourism Careers. Canada: Canadian Tourism Human Resource Council, 1997. ISBN 1-55247-021-0

Web Sites

Canadian Tourism Commission – Links to the hospitality and tourism industry across Canada
www.canadatourism.com/

Canadian Tourism Human Resource Council
www.cthrc.ca
The Canadian Tourism Human Resource Council is a national non-profit organization. It brings together tourism businesses, labour unions, associations, education/training providers, and the government to address the Tourism Industry’s human resource needs. Tourism education councils in each of the provinces and territories are founding partners and the delivery agents of human resource products and services for the Tourism Industry.

Career Explorer
www.cdn.cx.bridges.com/explorer/student.htm
This web site has self-assessments, interest inventories, a resume writing template, and career and post-secondary information.

Career Gateway
www.edu.gov.on.ca/eng/career/
This site provides a starting point for the exploration of many online career and employment-related options. It provides links to many career-based sites.

Human Resources Development Canada (HRDC)
www.hrdc-drhc.gc.ca/
This is the national site and home page. The home page has many options as well as links to related sites.

· Work/Jobs, a listing of job and learning opportunities, work searches, etc.

Job Find 2000 – Youth employment information
www.jobfind2000.com

MazeMaster (Human Resources Development Canada) – This site offers a wide variety of links to employment opportunities.
www.mazemaster.com

Ontario College Application Centre – Information on college applications
www.ocas.on.ca/ocas/

Ontario Ministry of Economic Development and Trade
www.ontario-canada.com/
Click on the Ontario Ministry of Tourism link for a good source of resources available in Ontario.

Ontario Tourism Education Corporation
www.otec.org/
A not-for-profit partnership of business, labour, education and government committed to raising standards of service, increasing pride and professionalism, and growing a quality workforce. Good source for careers and links to similar organizations across Canada.

Ontario Universities Application Centre – Information on university applications
www.ouac.on.ca/osca/

TV Ontario (uChoose Program)
www.uchoose.tvo.org or http://www2.tvo.org/uchoose/eduprog/
A site to help choose the right college or university program. Complete listing of colleges and universities with links to related sites. Program, admission, and housing information.

Young Canada Works – Youth employment information
www.pch.gc.ca

Youth Resource Network of Canada – Youth employment information
www.youth.gc.ca/jobopps/summer_e.shtml

Activity 3: Career Exploration: Introduction/Gathering Career Data

Time: 150 minutes

Description

Students are introduced to the overall Career Exploration project using traditional and electronic research methods. Through this introductory activity (and the continuation of this activity throughout all units), students investigate the wide scope of career opportunities in the field of hospitality and tourism technology. Students are provided with the opportunity to do in-depth research on a specific career. Students are encouraged to examine and reflect on their personal values, abilities and aspirations influencing life’s choices and opportunities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

An Effective Communicator who

CGE2b – reads, understands and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e – uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems.

Self-Directed, Responsible, Life Long Learner who

CGE4b – demonstrates flexibility and adaptability;

CGE4f – applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor who

CGE5b – thinks critically about the meaning and purpose of work;

CGE5d – finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e – respects the rights, responsibilities and contributions of self and others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

A Responsible Citizen who

CGE7b – accepts accountability for one’s own actions.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 – describe the scope of the tourism and hospitality industries;

SPV.05 – demonstrate understanding of the importance of communications, time-management, and teamwork skills;

ICV.03 – identify professional opportunities in hospitality and tourism.

Specific Expectations

TF1.01 – identify the role of the food services industry locally, provincially, nationally, and internationally;

TF1.02 – identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;

SP1.06 – demonstrate a range of teamwork, organizational, and communication skills;

IC1.04 – describe related career opportunities and the education and training required to gain entry to those positions.

Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to uphold and observe copyright laws and correct use of any copyrighted materials.

· Teachers address safety/censorship on the Internet by implementing the school board’s policies on appropriate student use and access to Internet services.

· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity may require.

· Encourage students to include a reflection on their spiritual, intellectual, and social growth in their journal entry.

· This activity is run concurrently with the other four units and must be reinforced at the start of each unit.

· Students should be reminded at the start of each unit that their Student Manuals should include career research information for each unit. The content is used for the career presentation at the completion of the course.

· Consult with the Student Services/Guidance Department on existing school-based career planning initiatives. The teacher arranges access to the various occupational research software programs available in the school: Choices, Career Explorer, Career Gateway, and Mazemaster.

· The teacher should arrange for computer access to demonstrate the suggested software and Internet search skills.

Prior Knowledge Required

· Students have an understanding of the services provided by the school’s Student Services/Guidance Department.

· Students are also familiar with the school’s course calendar and have begun to prepare a planning chart for their high school program.

Teaching/Learning Strategies

Throughout this activity, the teacher:

· conferences with students on an ongoing basis to provide assistance when problems arise;

· reviews project expectations.

Teachers encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

1. Teachers begin this activity by discussing the need for students to plan their future academic and career endeavours and point out that there are tools which can help them in planning, such as:

· Individual Education Plans;

· documentation of their personal assessments regarding interests and skills;

· a portfolio of their work which can be used to demonstrate particular skills.

2. Teachers introduce the Career Exploration project and outline how it is an ongoing project and culminates at the end of the course with a final presentation.

3. Teachers provide samples of past work.

4. The teacher outlines how the research component of their Student Manuals must be kept up-to-date throughout the activities (this is checked for completion at the end of each unit) (Appendix 1.3a).

· Links to the student portfolio and the final career presentation should be addressed at this point.

· The exemplar work added to the portfolio demonstrates particular skills that students possess.

5. Students gather the required career research data throughout all activities and include it in their student manuals. Students:

· access occupational research software (Choices, Bridges: Career Explorer, Career Explorer, and Mazemaster) to further research their anticipated career options;

· visit and use the resource materials in the school Guidance and Career Education Centre and the Library/Resource Centre;

· create a list of available career/life planning resources (human, print, technological);

· research other sources of career/life planning information (e.g., local youth employment centre, Human Resources Development Canada, Ontario Ministry of Education) to gather additional career information.

6. Students collect exemplars from all activities for inclusion in their portfolio as they progress through the course.

7. The teacher demonstrates various Internet search engines and web sites available for information on hospitality and tourism technology.

Assessment/Evaluation Techniques

Formative assessment

· roving conferences throughout each unit to discuss research progress with all students

· career research checklists

Summative assessment

· the careers-based research paper

· the presentation on hospitality and tourism technology careers that employ a variety of communication methods (see Overview Appendix V)

· teacher and student feedback using a class-created rubric or Appendices 1.4a and 1.4b

· student portfolios

Accommodations

· Teachers should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for completion of this activity.

· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

Samples of student work

Software tutorials and manuals

School Library/Resource Centre

Student Services Department – computer programs to assist with career exploration and investigation of college and university programs.

Books

And Finally I Did Get a Job. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canada: Canadian Tourism Human Resource Council, 1996.
ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 0-1954-0952-3

The Edge. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-0755-1392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-0755-2864-9

Pepper, Michael R. Starting Your Career in Food Service, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teachers Resource Guide, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667514-5

The Student’s Travel Map – A Guide to Tourism Careers, Education and Training. Ontario: Canadian Tourism Human Resource Council, 1998. ISBN 1-896229-91-3

Tourism: A World of Opportunity. Canada: Canadian Tourism Human Resource Council, 1997.
ISBN 1-5552-4702-1

CD-ROMs

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 1998.

Tourism: An Interactive Guide to Tourism Careers. Canada: Canadian Tourism Human Resource Council, 1997. ISBN 1-55247-021-0

Web Sites

Canadian Tourism Commission – Links to the hospitality and tourism industry across Canada
www.canadatourism.com/

Career Explorer
www.cdn.cx.bridges.com/explorer/student.htm
This web site has self-assessments, interest inventories, a resume writing template, and career and post-secondary information.

Human Resources Development Canada (HRDC)
www.hrdc-drhc.gc.ca/
This is the national site and home page. The home page has many options as well as links to related sites.

· - Work/Jobs, a listing of job and learning opportunities, work searches, etc.

· - Learning Opportunities, including self-assessment links (Career Match Up, Career Directions, Job Futures, The Edge – Youth Magazine), learning and training programs and financial assistance programs.

Job Find 2000 – Youth employment information
www.jobfind2000.com

MazeMaster (Human Resources Development Canada) – This site offers a wide variety of links to employment opportunities.
www.mazemaster.com

Ontario College Application Centre – Information on college applications
www.ocas.on.ca/ocas/

Ontario Ministry of Economic Development and Trade
www.ontario-canada.com/
Click on the Ontario Ministry of Tourism link for a good source of resources available in Ontario.

Ontario Universities Application Centre – Information on university applications
www.ouac.on.ca/osca/

TV Ontario (uChoose Program)
www.uchoose.tvo.org or www2.tvo.org/uchoose/eduprog/
A site to help you choose the right college or university program. Complete listing of colleges and universities with links to related sites. Program, admission, and housing information.

Young Canada Works – Youth employment information
www.pch.gc.ca

Youth Resource Network of Canada – Youth employment information
www.youth.gc.ca/jobopps/summer_e.shtml

Activity 4: Career Exploration: Career Presentation

Time: 150 minutes

Description

This activity represents a culminating activity where students bring together information collected throughout all the units presented in this profile. Students work individually or in small groups and use the career information compiled throughout each activity to create a presentation on a career of their choice for the class. This presentation also includes some means of passive sharing of information (such as a printed brochure, poster, etc.). Students draw from the presentation skills they have developed throughout each unit. Students are encouraged to utilize the technology available in their school for use in their presentations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

An Effective Communicator who

CGE2b – reads, understands, and uses written materials effectively;

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others.

A Reflective and Creative Thinker who

CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experiences.

Self-Directed, Responsible, Life Long Learner who

CGE4e – sets appropriate goals and priorities in school, work and personal life.

A Collaborative Contributor who

CGE5b – thinks critically about the meaning and purpose of work;

CGE5d – finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good.

Strand(s): Theory and Foundation, Impact and Consequences

Overall Expectations

TFV.01 – describe the scope of the tourism and hospitality industries;

ICV.03 – identify professional opportunities in hospitality and tourism.

Specific Expectations

TF1.01 – identify the role of the food services industry locally, provincially, nationally, and internationally;

TF1.02 – identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;

IC1.04 – describe related career opportunities and the education and training required to gain entry to those positions.

Planning Notes

· It is expected that all student work contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.

· Students are to uphold and observe copyright laws and correct use of any copyrighted materials.

· This activity is run concurrently with the other four units and must be reinforced at the start of each unit.

· Students should be reminded at the start of each unit that their Student Manuals should include career research information for each unit. The content is used to complete their career presentation at the completion of the course.

· Consult with the Student Services/Guidance Department on existing school-based career planning initiatives.

Prior Knowledge Required

· Students possess a sound understanding of the hospitality and tourism technology topics that have been covered throughout the course and an awareness of various technologies and possible careers from research data.

· Students possess an understanding of presentation techniques and skills as developed throughout each unit, including the use of media equipment.

Teaching/Learning Strategies

Throughout this activity, the teacher:

· conferences with students/groups on an ongoing basis to provide assistance when problems arise;

· reviews project expectations.

1. Teachers review the following with students:

· the requirements of the careers exploration project;

· presentation techniques and skills covered in previous units.

2. Students develop detailed career information sections in their student manuals for each unit and Students use this information to help select a career area of interest.

3. Students may once again access occupational research software (Choices, Bridges: Career Explorer, Career Gateway, and Mazemaster) to further research their anticipated career options.

4. Students may work with other students who have similar career interests.

5. Teachers allow opportunity for students to practise their presentations.

6. Students present their career topic to the class.

7. Teachers facilitate the presentations and their assessment with the rubric (see Overview Appendix V and Appendix 1.4a).

8. Teachers involve the students in a related class discussion upon completion of each presentation (time permitting).

Assessment/Evaluation Techniques

Reflections

· Students self-assess their experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format.

Formative assessment

· roving conferences to discuss progress with individual or groups of students during presentation preparation

Summative assessment

· The completed career presentation combines teacher and student feedback using a class-created rubric or Appendix 1.4a and Overview Appendix V.

· Students use the rubric to evaluate other presentations (see Appendix 1.4a).

· Students participate in class discussion of the presentation material.

Accommodations

· Teachers should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Modify the presentation format for students who require an alternate mode of presentation.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

Samples of previous student work

School Library/Resource Centre

Student Services Department – computer programs to assist with career exploration and investigation of college and university programs.

Books

And Finally I Did Get a Job. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

A Career in Tourism -You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canada: Canadian Tourism Resource Council, 1996. ISBN 1-896229-51-4

Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 0-1954-0952-3

The Edge. Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-0755-1392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-0755-2864-9

Pepper, Michael R. Starting Your Career in Food Service, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667513-7

Pepper, Michael R. Starting Your Career in Food Service, Teachers Resource Guide, 2nd Edition. New York: Glencoe McGraw-Hill, 1993. ISBN 0-02-667514-5

The Student’s Travel Map – A Guide to Tourism Careers, Education and Training. Ontario: Ontario Tourism Education Corporation, 1998.