Course Profile Hospitality and Tourism
Technology, Grade 10, Open, Public
Unit 1: What Is Hospitality and Tourism?
Time: 10 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
This unit provides students with an overview of eight diverse sectors of Hospitality and Tourism (accommodation, food and beverage, adventure tourism/recreation, transportation, travel trade, events and conferences, attractions and tourism services). Students investigate facts and myths and become aware of the range of career opportunities in each sector. This unit introduces students to people employed in the Hospitality and Tourism industry and lays the groundwork for job shadowing. Students begin to view the role of hospitality and tourism in their community, province, country, and beyond. As a culminating event, students plan a social event with one or more guest speakers. Students are engaged in peer and self -assessment. They use rubrics and checklists when writing reports and making presentations. Teachers assess and evaluate reports, journals, and assignments using the same tools adapted by class/students and change levels into marks. Teachers give diagnostic tests to check student progress and engage in remediation before a final test on this unit.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01F, SPV.04F, SPV.05F, ICV.01F, ICV.03F.
Specific Expectations: TF1.01F, TF1.02F SP1.06F, IC1.05F.
|
Activity 1 |
Categories Game The Eight Sectors of Hospitality and Tourism |
175 minutes |
|
Activity 2 |
Questionnaire The Myths and Facts of Tourism |
175 minutes |
|
Activity 3 |
Welcoming the Hospitality/Tourism Community into Our Classroom |
175 minutes |
|
Activity 4 |
Investigating a Career Introduction to Job Shadowing |
75 minutes |
Students should:
· have effective verbal skills;
· have an understanding of teamwork, time-management, and communication skills;
· have critical thinking skills;
· have collaborative/co-operative learning skills;
· be familiar with journal writing;
· be familiar with brainstorming techniques;
· have collaborative/co-operative group skills;
· be familiar with mind mapping/webs;
· have computer/Internet skills;
· have an understanding of design process.
Teachers should:
· review planning notes in each activity as specified;
· obtain rubric and assessment material from other departments well in advance;
· book Library/Resource Centre in advance.
A variety of teaching/learning strategies are used throughout this course including the following:
· brainstorming group generation of initial ideas expressed without criticism or analysis;
· buddy system links students for peer/cross/age support;
· class discussion students actively participate by taking turns while discussing current issues;
· collaborative/co-operative learning small group learning to organize curriculum experiences;
· The composition of the groups may be random or selected by the teacher to ensure that optimum conditions for learning can occur. Distinct measurable roles for each participant are important.
· computer assisted learning learning of new material or review/reinforce material previously learned;
· conferencing student-to-student discussion; student-to-teacher discussion;
· design process students gather knowledge of particular topic(s) and answer questions individually and in groups;
· homework an extension of classroom learning;
· independent study students explore and research a topic of interest;
· issue-based analysis used to develop the skills of synthesis and analysis;
· jigsaw specialized group learning followed by home group sharing;
· journal writing the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on a regular basis;
· learning centres assigned spaces where learning activities are provided which promote choice, thought, exploration, and interaction;
· mind mapping involves representing physical, demographic and numerical data through visual formats and shows relationships among ideas;
· note making a method of recording information for a variety of purposes;
· problem solving model for helping students to identify and work through a problem;
· report/presentation oral and written presentation of researched topic to class or school community;
· research model of investigation;
· the web representation of connection between ideas.
Assessment strategies shall include various methods of formative and summative assessment to ensure students are meeting the expectations as they have been described. It is important for the students to demonstrate success in this or any other course they subscribe to.
The assessment plan includes the following:
Personal communication;
· classroom discussion
· completion of interview(s)
· introduction and thanking of guest speakers
· letter writing
· peer assessment
· project/portfolio self-assessment
· journal/learning logs and reflective learning
· reading response
· self-assessment
· student-teacher conference
Paper and pencil tests;
· activity/answer sheets
· classroom tests
· selected response
· constructed response
· student-generated research data
· unit tests/quizzes (knowledge)
Performance assessment.
· classroom presentations and observations
· formal/informal observation of group work
· tourism activity plan
Assessment tools include:
· checklists;
· marking schemes;
· rubrics;
· anecdotal comments with suggestions for improvement (self/peer/teacher).
Canadian Tourism Resource Council. Career Planning Guide. Canada: 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 019 540 9523
Canadian Tourism Human Resources Council, Career Planning Guide, 1996.
Tourism: A World of
Opportunity, Canadian Tourism Human Resource Council 1997.
ISBN 1-555247-021-0
A Career In Tourism-You Decide How Far To Go, Canadian Tourism Human Resource Council 1995. ISBN 1-896229-91-3
Ministry of Education and Training. Career Cruising. (CD sent to student services offices by MET)
Choices. Ministry of Education and Training
Career Explorer (Internet access
through MET, sent to student services offices)
www.cx.bridges.com
Job Futures (Internet access)
www.hrdc-drhc.gc.ca
(suggestion: go to site map, labour market information, and job futures)
www.careers.ocas.on.ca
Tourism Ontario (Ministry of Economic
Development, Trade and Tourism)
http://www.Ontario-Canada.com (click on Ministry of Tourism)
Student Services Department - computer programs to assist with career exploration and investigation of college and university programs
Guest speakers - Ontario Tourism Economic
Council Representatives
will bring videos as part of their free presentation
Time: 175 minutes
Students are introduced to the eight sectors of Hospitality and Tourism (accommodation, food and beverage, adventure tourism, transportation, travel trade, attractions, events and conferences and tourism services). Students work collaboratively as they investigate careers using games, learning centre activities, and report writing.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01F - describe the scope of the tourism and hospitality industries;
ICV.03F - identify professional opportunities in hospitality and tourism;
SPV.05F - demonstrate understanding of the importance of communications, time-management, and teamwork skills.
Specific Expectations
SP1.06F - demonstrate a range of teamwork, organizational, and communication skills.
Teachers should:
· duplicate introduction game (categories sheets) for each student (Appendix A Categories Game);
· duplicate Eight Sectors of Hospitality and Tourism for each student (Appendix B Canadian Tourism Industry Sectors);
· create overheads and worksheets showing the eight sectors of tourism and hospitality (Appendix C Tourism Sectors);
· arrange room into eight different learning areas, one for each sector of Hospitality and Tourism;
· gather pictures and brochures representing each sector of tourism and hospitality in the learning centres;
· design triangular place cards one per sector with components of sector listed inside the folded portion;
· obtain copies of checklists and rubrics used for report writing by the English Department or create one for specifically for the activity.
Students should :
· have effective verbal skills;
· have critical thinking skills;
· have collaborative/co-operative learning skills;
· be familiar with journal writing;
· be familiar with brainstorming techniques.
· Students locate someone in the classroom who has been involved with one of the categories/activities listed on the game sheet and has them place their initials by the activity. When all the categories have been initialed students call out tourism and are seated (Appendix A Categories Game). This game should be adapted to suit the local community (for example, use the names of local sports teams).
· Students form eight groups (three or four students per group) to complete learning center activities. Each group is given a triangular place card labelled with one of the eight tourism sectors. Students discuss the title of their group (a tourism sector) and its relationship to the categories/activities sheet (Appendix A Categories Game).
· Teacher leads discussion drawing out responses and identifying experiences that the students may have had in all eight sectors of hospitality and tourism.
· Teacher unpacks a suitcase of gathered pictures and materials pinning them on a bulletin board. One student from each group selects components that match their sector of hospitality and tourism.
· Each group brainstorms and predicts other components that they think might belong in their sector. Students undo name cards to find list of all components in their sector and score their predictions. (See relevant portion of Appendix B Canadian Tourism Industry Sectors.)
· Students participate in a learning centre strategy where they record research information from their group and visit the seven remaining centres and record the research information of other groups on a Fact Sheet (The Eight Sectors of Tourism) provided by the teacher. Include resources that depict a variety of categories in each sector (Appendix C - Tourism Sectors).
· Students peer and/or self-assess their participation using a rubric/checklist (Appendix D Group Work/Teamwork Rubric).
· Students reflect on all eight sectors and write a report choosing three sectors that may interest them giving three or four reasons for their choice (Appendix E Report Writing Rubric).
· Students discuss this information in pairs.
· Students write reflections in journal on three sectors of interest and why they interest them.
· Teacher assigns a report, How My Career Plans Can Fit into the Tourism Industry and discusses the rubric for report writing (Appendix E Report Writing Rubric ).
· The class suggests any adaptations needed. The teacher ensures that each student has an accurate revised rubric for completing the assignment (see Resources).
· Students reflect on careers in the Tourism and Hospitality area and personalize the information in the form of journal writing and report writing giving three to four possible careers and a rationale for picking each of those careers. Students show some personal relationship toward the concepts in the lessons (Appendix E Report Writing Rubric).
· Students write and share their reports with the group, assessing each others reports using the revised checklist and rubric to give each other feedback (Appendix E Report Writing Rubric). Teacher provides samples of well written reports on a different topic to assist students with assessment. Students discuss peer assessments.
· Students revise report and groups again assess each others work and give feedback.
· Students revise their report, assess their work using the rubric and hand in completed report to the teacher for assessment and evaluation. These reports becomes part of individual student portfolios.
Assessment/evaluation is based on:
· formative assessment of group work, illustrating the students ability to assist each other with checklists and rubrics and interpret an existing model (exemplar) to assist with report writing (Appendix E Report Writing Rubric);
· formative assessment by teacher of journal reflections;
· summative assessment by teacher of writing response;
· the handout of sectors of tourism with responses completed.
· Working in groups and peer tutoring.
· Teaching/conferencing regarding career paths.
· Adjusting the length of a written response or the time allotted.
· Design of a collage of interesting appealing jobs.
· Category game should be adjusted to reflect local events, teams and attractions.
Canadian Tourism Resource Council. Career Planning Guide. Canada: 1996. ISBN 1-896229-51-4
A Career In Tourism You
Decide How Far To Go. Canadian Tourism Human
Resource Council, 1995.
ISBN 1-896229-91-3
Cartwright, Fraser and Gerry Pierce. Regional Dynamics: A Geography of Travel and Tourism. Toronto: Oxford University Press, 1995. ISBN 019 540 9523
Tourism: A World of
Opportunity. Canadian Tourism Human Resource
Council, 1997.
ISBN 1-555247-021-0
Web Sites
Career Explorer (Internet access
through MET, sent to Student Services offices)
www.cx.bridges.com
Job Futures (Internet access)
www.hrdc-drhc.gc.ca
(suggestion: go to site map, labour market information, and job futures
Career Search
www.careers.ocas.on.ca
Tourism Ontario (Ministry of Economic
Development, Trade and Tourism)
http://www.Ontario-Canada.com
Human Resources
Guest speakers - Ontario Tourism Economic
Council Representatives
will bring videos as part of their free presentation
Time: 175 minutes
Students begin to examine the career opportunities available in the hospitality industry/tourism industry. They use computer technologies and co-operative learning strategies to design an oral presentation.
Strand(s): Theory and Foundations, Skills and Process, Impact and Consequences
Overall Expectations
TFV.01F - describe the scope of the tourism and hospitality industries;
SPV.04F - demonstrate software applications used in the hospitality and tourism fields;
ICV.03F - identify professional opportunities in hospitality and tourism;
SPV.05F - demonstrate understanding of the importance of communication, time-management, and teamwork skills.
Specific Expectations
TF1.01F - identify the role of the food services industry locally, provincially, nationally, and internationally;
TF1.02F - identify the role of the travel and tourism industry locally, provincially, nationally and internationally;
SP1.06F - demonstrate a range of teamwork, organizational, and communication skills.
Teachers should:
· prepare questionnaire on tourism myths or use Ontario Tourism Educational Council (OTEC) materials (Appendix F Careers in Tourism);
· prepare overheads of job dictionaries of occupations showing the four levels of employment and the careers found in each level. Use Ontario Tourism Educational Council (OTEC) material or Appendix G Job Levels in Tourism and Appendix H Tourism Service Careers;
· book computer lab and load the Career Cruising CD-ROM;
· obtain a checklist and rubric on presentations from the English Department or create your own see (Appendix I Oral Presentation Rubric);
· book Internet to use for tourism fact finding;
· prepare paper and pencil test on tourism definitions and two careers per sector and mix and match tourism terms (Appendix K Test, Tourism: A World of Opportunity).
Students should:
· have an understanding of the eight sectors of tourism;
· have collaborative/co-operative group skills;
· be familiar with mind mapping/webs;
· have computer skills, Internet skills;
· have an understanding of design process (Appendix M - Demonstration Project).
· Students complete a true/false questionnaire on 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 F Careers in Tourism, True/False Quiz).
· Teacher conducts a Socratic lesson on the four job levels of the Tourism Industry (entry/ front line/operational, supervisory, management, and executive) and the required experience, skills, and training that are needed for each level. Students record notes (Appendix G Job Levels in Tourism).
· Students form groups, and brainstorm and create mind maps/webs of careers found under each of the four headings in one of eight sectors. Teacher uses overheads of job dictionaries of all eight sectors and leads a discussion around the four levels of jobs in each sector having students compare and contrast these placements with those that they have brainstormed (Appendix H Tourism Service Careers).
· In the computer lab or Student Services Department, each student searches for the three possible careers they have selected in their activity report and note the sector, level, education, opportunities for growth, and a career path suggested on the CD-ROM.
· Students group by tourism sector (as listed in Appendix B Canadian Tourism Industry Sectors), discuss a presentation checklist/rubric, present in their group, assess, rewrite, and present their information to the class using charts, visuals, and overheads. Teacher evaluates and assesses work using rubrics and checklist (Appendix I Oral Presentation Rubric).
· Students complete a paper and pencil test (Appendix K Test, Tourism: A World of Opportunity).
· In the computer lab students research the role of tourism provincially, nationally and internationally using tourism web sites for their investigation.
· Diagnostic assessment using a true/false questionnaire and maps/webs of careers in tourism and hospitality
· Formative assessment - peer assessment of report writing (Appendix E Report Writing Rubric)
· Summative assessment/evaluation teachers assess and evaluate written and oral reports
·
Oral
quiz.
· Handouts of job levels in tourism and tourism careers sheet.
· Work in groups, peer tutoring.
· Adjust the length of a written response or the time allotted.
· Teachers may match personalities and aptitudes with groups to ensure optimal success in report and computer assignments.
Canadian Tourism Human Resources Council. Career Planning Guide. 1996.
A Career In Tourism You
Decide How Far To Go. Canadian Tourism Human
Resource Council, 1995.
ISBN 1-896229-91-3
Tourism: A World of
Opportunity. Canadian Tourism Human Resource
Council, 1997.
ISBN 1-555247-021-0
CD-ROM
Ministry of Education and Training. Career Cruising. (CD-ROM sent to Student Services offices by MET)
Choices. Ministry of Education and Training
Web Sites
Career Explorer (Internet access
through MET, sent to Student Services offices
www.cx.bridges.com
Job Futures (Internet access)
www.hrdc-drhc.gc.ca
(suggestion: go to site map, labour market information, and job futures.
Career Search
www.careers.ocas.on.ca
Tourism Ontario (Ministry of Economic
Development, Trade and Tourism)
http://www.Ontario-Canada.com
Human Resources
Guest speakers Ontario Tourism
Economic Council Representatives
will bring videos as part of their free presentation
Student Services Department computer programs to assist with career exploration and investigation of college and university programs.
Time: 175 minutes
Following the example illustrated by the teacher, students invite and host members of the community to speak to their classmates. Topics to examine could include the importance of tourism to the community, the global impact of the food service industry, and computerization in their areas of tourism and hospitality.
Strand(s): Theory and Foundation, Skills and Process, Impact and Consequences
Overall Expectations
TFV.01F - describe the scope of the tourism and hospitality industries;
SPV.05F - demonstrate understanding of the importance of communication, time-management and teamwork skills;
ICV.01F - demonstrate understanding of environmental and social issues related to hospitality and tourism;
ICV.03F - identify professional opportunities in hospitality and tourism.
Specific Expectations
TF1.01F - identify the role of the food services industry locally, provincially, nationally, and internationally;
TF1.02F - identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;
SP1.06F - demonstrate a range of teamwork, organizational, and communication skills;
IC1.05F - describe related career opportunities and the education and training required to gain entry to those positions.
Teachers should:
· book or confirm booking of speakers in hospitality and tourism from the community;
· prepare worksheet for guest speaker day (Appendix J Guest Speaker Observation Sheet);
· develop a list of potential guest speakers from each of the hospitality and tourism sectors;
· obtain letter writing format from Business Studies/English Department or examine templates for invitation and thank you letters.
Students should:
· be familiar with computer usage;
· have oral presentation skills;
· be familiar with collaborative learning techniques.
· Teacher (or student) invites tourism representatives (from their community) as guest speakers to the class. The focus of their presentation is the following: job description, educational requirements, job skills and training, and careers and job opportunities in their sector. Speakers should talk about the types and uses of computer programs in their sector and should also explain the positive and negative effects of computerization in their field. When possible speakers explain the effect of globalization in their field and the effect of their tourism sector on the environment.
· Teacher models introduction and thanking of initial speaker.
· Students form groups and develop protocols in the form of checklists to use for welcoming and assisting guest speakers to their classroom. Teacher leads class discussion and negotiates the best protocol and vision of the event for all groups to use. As the course progresses each group has an opportunity to host a guest speaker. A schedule is determined for the sequence and dates and sectors of guest speakers.
· Students brainstorm the contents of a letter of invitation and compose the letters following a Business Studies/English model using a computer.
· The group responsible for the guest speaker must write and present an oral introduction and formal thank you letter for their speaker.
· Groups responsible for guest speakers reflect on their position as hosts and assess their performance.
· Students complete a guest observation worksheet for submission (Appendix J Guest Speaker Observation Sheet).
· Students write a reflection in their journals regarding hospitality and tourism as expressed by their guest speakers. The group hosting also writes a reflection entitled The Role of the Host is...
· Formative assessment by teacher of student report/journal writing (Appendix E Report Writing Rubric).
· Formative assessment of learning skills (Appendix P Works Independently Checklist, Appendix D Group Work/Teamwork Rubric, Appendix Q Organization Checklist, Appendix R Work Habits/Homework Checklist, and Appendix S Initiative Checklist).
· Summative assessment of letter composition (could be shared with the English teacher).
· Summative assessment of guest speaker worksheet (Appendix J Guest Speaker Observation Sheet).
· Students may choose to approach guest speakers on their own in a specified Hospitality and Tourism sector.
· Work in groups, pairs and peer tutoring.
· Teacher/student conference.
· Adjust length of written response.
· Use of letter writing format on computer.
· Oral response.
· Teachers may match personalities and aptitudes within groups to ensure optimum success in letter writing and oral skills (e.g., greeting and introduction of speaker).
A Career In Tourism-You Decide How Far To Go. Canadian Tourism Human Resource Council, 1995. ISBN 1-896229-91-3
Guest speakers - Ontario Tourism
Economic Council Representatives
will bring videos as part of their free presentation
Tourism: A World of Opportunity. Canadian Tourism Human Resource Council, 1997.
ISBN 1-555247-021-0
Time: 75 minutes
Students will be familiar with job shadowing from the Take Our Kids to Work Day that they experienced in Grade 9. In this activity the students job shadow a hospitality and tourism placement near the end of the semester.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
ICV.03F - identify professional opportunities in hospitality and tourism.
Specific Expectations
IC1.05F - describe related career opportunities and the education and training required to gain entry to those positions.
Teachers should:
· review Take Our Kids to Work Day program;
· speak with co-operative education coordinator in your school;
· examine Board Policies and regulations on job shadowing and obtain necessary forms.
· Class discussion of the benefits of Take Our Kids to Work Day.
· Brainstorm specific locations preferred by students for job shadowing.
· The teacher summarizes responses on overhead and keeps for future reference (a culminating activity). The teacher talks about possible sites and times.
· The teacher stresses the necessity of finding hospitality and tourism placements early.
· Placements may be found by asking parents, relatives, service clubs, Chambers of Commerce, and Visitor and Convention Bureaus.
· Class discussion of assessment tools used by co-operative education and Board for job shadowing.
· Each student writes a report detailing the importance of a job shadowing activity in the hospitality and tourism sector of the economy.
· Summative assessment of written report (Appendix E Report Writing Rubric).
· Teachers follow suggestions made in the student IEPs.
· Copy of board note or overhead for students with special needs.
· Working with assistant/peer tutor.
· Teacher conferencing.
Board-generated policies and documentation regarding job shadowing