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Course Profile Tourism (TFS4C), Grade 12, College
Preparation, Combined
Course Overview
Prerequisite: None
This
course provides students with opportunities to analyse the characteristics and
standards of the tourism industry, determine the factors that promote its
success, and investigate principles and procedures that contribute to
high-quality customer service. Students assess facilities and activities that
attract tourists, and study communication and customer service techniques. In
addition to exploring career opportunities, students analyse the relationship
between tourism and the economy and propose ways to enhance the performance of
the industry.
The role
of technological education in the Catholic faith community enables students to
develop and utilize their gifts and talents while creating products that benefit
others in a way that models Gospel values. The focus of the curriculum enables
students to develop and demonstrate leadership qualities and work ethics that
reflect Christian attitudes. Identification and utilization are emphasized to
ensure that students recognize the God-given responsibility to demonstrate
respect for the dignity and welfare of others.
Teaching
and learning approaches address all of the areas of technological education,
including knowing, doing, designing, testing, building, and evaluating.
Students use projects as a means of achieving these expectations. They are
provided with a combination of information and experience that prepares them to
make informed choices about the use of various technologies, to use technology wisely,
and to solve technological problems.
Students:
·
investigate
technological products, systems, and processes;
·
gain
knowledge of principles and processes of technology;
·
explore
needs that can be met through technology;
·
create
and evaluate alternatives and modifications in relation to these needs;
·
develop
safe and efficient work habits;
·
make
products that satisfy defined specifications and standards of quality and
safety;
·
make
connections between technology and society (past, present, and future);
·
assess
related career opportunities and requirements;
·
develop
the confidence to contribute to a technological society.
The teacher addresses safety and censorship on
the Internet at the start of the course by implementing the school board’s
policies regarding appropriate student use and access to Internet services. In
planning and delivering technological education programs, there should be an
open, collaborative, activity-based approach to teaching that accommodates
students’ interests, aspirations, and learning styles. The teacher and students
plan activities that are meaningful and relevant to the students’ needs and
meet the requirements of the curriculum. Activities are designed to include
both individual and team approaches. Technological activities often require
individuals to work collaboratively while undertaking a variety of roles and
tasks.
The
teacher works collaboratively with colleagues to plan and deliver the
curriculum. The teacher can contribute individual expertise in the various
areas of technology to ensure the successful implementation of the
technological education curriculum. Course content may be integrated with other
parts of the school’s program, such as Biology, Chemistry, Visual Arts, and
Geography.
The
health and safety of the public is a great concern in the tourist industry.
Students learn about health and safety legislation and regulations in Unit 1
and then apply them in the activities of Unit 3. Teachers must ensure that
students both know and practise these measures for their own health and safety
and that of the public.
To
maintain the principles of Catholic social teaching with regard to the “Dignity
of the Human Person,” accommodations must be made so students do not lose
dignity because of disability, poverty, lack of success, linguistic diversity,
or race. The teacher should foster a positive atmosphere accepting of the
individual’s uniqueness, values, and needs. There is a wide range of
teaching/learning strategies that can be used to meet the needs of all students.
The teacher is encouraged to modify and expand teaching strategies to
accommodate learning styles.
The units
do not need to be taught in sequential order, but may be taught simultaneously
throughout the course using a holistic approach.
|
* Unit
1 |
Tourism:
A Growing Industry |
20
hours |
|
Unit 2 |
Tourism:
Make It Work! |
15
hours |
|
* Unit
3 |
What an
Event! |
35
hours |
|
Unit 4 |
Taking
Care of Business |
25
hours |
|
Unit 5 |
Yesterday,
Today, and Tomorrow |
15
hours |
* These
units are fully developed in this Course Profile.
Time:
20 hours
Unit
Description
Students
gain an overview of the growing tourism industry. Key characteristics of the
services, activities, and events associated with this industry are explored.
The role and impact of business, labour, and government on the industry is
identified and discussed. Health and safety regulations associated with the
tourism industry are defined and, through research, students investigate the
impact these regulations have on tourism. Students identify possible careers in
the industry, evaluate their own suitability for these careers, and explore all
training and educational requirements. As students progress through this unit,
they recognize the integral part that attitudes and values founded on Catholic
social teaching play in the tourism industry.
Note: The application of health and
safety regulations takes place in Unit 3.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1.1 |
TFV.01, TFV.02, ICV.02, TF1.01, TF1.02,
TF1.03, TF1.04 |
Knowledge/Understanding Thinking/Inquiry |
Industry characteristics |
|
1.2 |
ICV.03, IC2.01 |
Knowledge/Understanding Thinking/Inquiry |
Health and safety |
|
1.3 |
ICV.04,
ICV.05, IC3.01, IC3.02, IC3.03, IC3.04 |
Knowledge/Understanding |
Education,
training, and career opportunities in tourism |
Time: 15
hours
Unit
Description
Success
and failures, and highs and lows are part of the tourism industry. This unit highlights
thefactors that contribute to the growth and success of tourism. Students
identify target customers in both the pleasure and corporate travel sectors by
recognizing their needs. They develop appropriate marketing strategies, which
would attract these tourists to a destination of their choice. Through
research, students describe the impact of the industry from a local and global
perspective. Students are encouraged to develop market strategies that
demonstrate respect for the beliefs, dignity, and diversity of others.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
TFV.03,
TF2.01, TF2.02, TF2.03 |
Knowledge/Understanding
|
“High
Five” factors that promote tourism |
|
2.2 |
TFV.03,
TF2.04, TF2.05, TF2.06 |
Knowledge/Understanding
|
Business
and leisure travel |
|
2.3 |
TFV.03,
TF2.07, TF2.01 |
Knowledge/Understanding
|
What
affects tourism? |
Time:
35 hours
Unit
Description
Special
events are promoted and celebrated by most communities. For many members in
these communities, these events may be their means of livelihood. Students investigate
the importance of hosting special events in a community. They identify and
explain means of encouraging employees to promote products and services. They
draft and assess marketing strategies suitable for the promotion of tourism in
a community. Students design, plan, implement, and evaluate an activity or
event for a community and make recommendations for improvement. Students
document this process through a daily work log that assists with the final
analysis. Gospel values are reflected through cooperative work strategies.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
3.1 |
SPV.01, SP1.01, SP1.02, SP1.03 |
Knowledge/Understanding |
Purpose and rationale for an event |
|
3.2 |
ICV.03,
IC2.02, SPV.02, SP1.04, SP1.05 |
Knowledge/Understanding |
Event
Planning |
|
3.3 |
SPV.02,
SP1.05, SP1.06 |
Knowledge/Understanding |
Evaluate
and debrief an event activity |
Time:
25 hours
Unit
Description
Solid and
reliable management is one aspect of a successful tourism activity. It is
management that ensures that all aspects of a tourism activity run smoothly.
Management examines the financial outlook, determines the style of management,
supervises market research, and attends to the customer’s needs. Students
identify the principles and responsibilities of management in the tourism
industry. Students explore these various responsibilities through the
development, planning, implementation, and evaluation of a tourism activity.
Through their understanding of the responsibilities of management in the
tourism industry, students raise their awareness of the need for respecting the
dignity and rights in relationship with others.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
SPV.03,
SP2.01, SP2.02, SP2.04 |
Knowledge/Understanding |
Management |
|
4.2 |
SPV.03,
SP2.03, SP2.05, SP2.06 |
Thinking/Inquiry |
Marketing |
|
4.3 |
TFV.04,
TF3.01, TF3.02, TF3.03, TF3.04 |
Knowledge/Understanding |
Customer
Service |
Time: 15
hours
Unit
Description
During the decade preceding the new
millennium, the global market place experienced uninhibited growth. Against the
backdrop of an ever-increasing competitive market place, tourism has become a
growth industry as a larger segment of the population seek to escape the stress
of the day-to-day environment in which they work. Students investigate the
growth and changes occurring in the tourism industry and the ultimate impact on
the economy and the environment at the local, provincial, and national level.
Through this investigation, students realize that the changes and growth in
tourism are shaped by the moral principles and economic choices that protect
the life and dignity of the human person and serves the common good.
Overview
Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
ICV.01,
IC1.01, IC1.06, IC1.07 |
Knowledge/Understanding |
Economy |
|
5.2 |
ICV.01,
IC1.01, IC1.04, IC1.05 |
Knowledge/Understanding |
Environment |
|
5.3 |
ICV.01,
IC1.01, IC1.02, IC1.03, IC1.07 |
Knowledge/Understanding |
Local
Focus |
Brainstorming – group generation of initial ideas
expressed without criticism or analysis
Case
Study –
investigation of real and simulated issues
Class
Discussion – active
participation of students while discussing current issues
Collaborative/Cooperative
Learning – small
group learning providing high levels of student engagement and interdependence
Computer-assisted
Learning – use of
the computer to learn new material or to review/reinforce material previously
learned
Conferencing/Discussion – student-to-student discussion and
teacher-to-student discussion to encourage confidence and motivation to success
in all learners
Daily
Work Log – a
written schedule of tasks to be completed, the time needed to complete each
task, and ongoing comments about the effectiveness of the proposed schedule
Demonstration – practical showing or explanation
of how something works or is made
Design
Process – problem
solving approach using a prescribed process involving a number of steps
Field
trips – tangible
examples of food service operations and work sites
Foods
Service Preparation Labs – application by students of industry standards in food safety,
sanitation, time planning, preparation, and presentation of food products
Guest
Speakers – the use
of the knowledge and experience of professionals in order to increase students’
understanding of the real world and how course content relates to it
Handouts/worksheets – formation of a resource book of
information for students
Homework – an extension of classroom
learning
Independent
Study – exploration
and research of a topic interesting to students
Issue-based
Analysis – the use
of current issues to develop the skills of synthesis and analysis
Mind
Map – the
representation of physical, demographic, numerical data through visual formats
to show relationships among ideas
Note
Making – recording
of information for a variety of purposes
Problem-solving
Strategies –
working through problems
Problem
Solving – model for
helping students to identify and work through a design process
Report/Presentation – oral, visual, and written
presentation of researched topic to class or community
Research – various models of investigation
Socratic
Lesson – oral
presentation of information by the teacher
Theological
Reflection – examination
by students of issues in relation to spiritual understanding as it reflects on
them individually, in their families, and in their communities
Activities
based in this course are generally skill-oriented. Assessment of skill
development involves focusing on both the process and the product. Checklists
are commonly used to identify the operational steps of the process, whether
planning an event or activity associated with tourism or evaluating customer satisfaction.
Significant aspects of the completed product or service are identified and
assessed using rubrics or rating scales. Checklists, rubrics, and rating scales
should be available to students. These provide the teacher and students with an
up-to-date and ongoing means of monitoring the level of achievement attained.
Teacher/student discussions clarify the standards that are expected. Students
are encouraged to use these checklists, rubrics, and scales for
self-assessment, which helps to develop a sense of responsibility for
independent learning. Through modelling and coaching, the teacher helps
students by providing constructive and supportive feedback.
Peer
assessment, especially during group work, provides additional feedback. The use
of performance tasks as a method for assessing the achievement of a skill by a
student is both valid and effective. A variety of assessment techniques are
used in the evaluation process. The vocabulary used in test questions should
reflect correct technical terminology. The option for oral testing and student
demonstrations of acquired skills can be used. Although students are encouraged
to write answers in proper sentence form, questions and answers that involve
diagrams are effective assessment instruments in technological education. The
ability to combine skill and knowledge successfully in practical work tasks is
demonstrated by students in their planning and implementation of projects, work
assignments, and problem-solving activities. Daily teacher observation of the student’s
achievement on assignments is a technique for assessing progress in these
areas.
How
Assessment Strategies May Be Used to Determine Final Course Mark
Assessment
instruments are designed to provide information about student achievement.
Learning skills, effort, punctuality, and recorded absences are reported
separately and are not considered in the determination of the percentage grade.
Assessment instruments may be used in more than one achievement category.
Seventy per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation suitable to the course context and administered toward the
end of the course.
Teachers should consult individual students IEPs for specific direction on accommodation.
Accommodations may include:
·
changing
the time requirements for completing assignments or assessment tasks;
·
changing
the format of assessment instruments;
·
providing
a quiet environment in which assessment may take place;
·
simplifying
test instructions and the language of questions;
·
providing
for the use of scribes, tape recorders, typewriters, or word processors, voice activated
software or allowing oral responses;
·
providing
alternative homework assignments;
·
project
modification;
·
incorporating
task modifications, e.g., fewer/more websites, sources, informational items;
·
providing
students with opportunities to explore a self-selected topic in-depth;
·
allowing
students to be class teacher of an area of interest;
·
providing
opportunities for open-ended inquiry;
Note: Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teacher needs to consult board policies regarding the use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, the teacher needs to ensure that the board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with students, the teacher needs to ensure that the
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor. The teacher is reminded that much of
the material on the Internet is protected by copyright. The person or
organization that created the work usually owns the copyright. Reproduction of
any work or substantial part of any work on the Internet is not allowed without
the permission of the owner.
Catholic Resources
Catechism
of the Catholic Church. Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8
Cowan,
Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New
Jerusalem Bible. Toronto: Doubleday, 1998. ISBN 0-385-493-207
Pennock,
Michael. Catholic Social Teaching Learning and Living Justice. Notre
Dame, Indiana: Ave Maria Press Inc., 2000. ISBN 0-87793-698-6
Course Development Resources
Blueprints:
A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative,
Central Region.
Choices
into Action: Guidance and Career education Program Policy for Ontario
Elementary and Secondary Schools, 1999.
Ontario
Curriculum, Grades 11 to 12: Technological Education, 2000.
Ontario
Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.
Ontario
Secondary Schools, Grades 9 – 12: Program and Diploma Requirements, 1999.
The
Bible For Catholics CD-ROM. Washington:
Liguori Publications, 1996. ISBN 0-7648-0065-5
Trafford,
Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools.
Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6
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
Armbruster,
Gertrude and Karla Longree. Quantity Food Sanitation, 5th ed. Toronto,
Canada: John Wiley and Sons, 1996. ISBN 0-471-5960-4
Canadian
Restaurant and Foodservice Association. Sanitation Code for Canada’s
Foodservice Industry. Toronto: Canadian Restaurant and Foodservices
Association, 1998.
Deviney,
David E., D.B.A. Outstanding Customer Service: The Key to Customer Loyalty.
West Des Moines, Iowa: American Media Publishing, 1998. ISBN 1-884926-25-9
Douglass,
Merrill E. and Donna N. Douglass. Manage Your Time Your Work Yourself.
U.S.A.: AMACOM, 1993. ISBN 0-8144-7825-5
Dubrin,
Andrew J. 10 Minute Guide to Leadership. New York: Macmillan Spectrumé
Alpha Books, 1997. ISBN 0-02-861406-2
Gartner,
William C. Tourism Development: Principles, Processes, and Policies.
Toronto, Canada: John Wiley and Sons, Inc., 1996. ISBN 0-0-471-28447-5
Goeldner,
Charles R. et al. Tourism:
Principles, Practices, Philosophies, 8th ed. Toronto: John Wiley & Sons, Inc.,
1999. ISBN 0-471-322210-5
Goldblatt,
Joe, Special Events: Best Practices in Modern Event Management, 2nd ed.
Toronto, Canada: John Wiley and Sons, Inc., 1997. ISBN 0-471-28745-8
Harrison,
Lynn C. and Winston Husbands. Practice Responsible Tourism: International
Case Studies in Tourism Planning, Policy, and Development. Toronto, Canada:
John Wiley and Sons, Inc., 1996.
ISBN 0-471-12236-X
Jones,
Laurie-Beth. JESUS CEO: Using Ancient Wisdom for Visionary Leadership.
New York: Hyperion, 1995. ISBN 0-7868-8126-7
Lebedun,
Jean. Managing
Workplace Conflict.
West Des Moines, IA: American Media Inc., 1998.
ISBN 1-884926-93-2
Loken,
Joan K. The HACCP Food Safety Manual. Toronto: John Wiley & Sons,
Inc., 1995.
ISBN 0-471-05685-5
Misener,
J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson
Limited, 1998.
ISBN 0-0755-2864-9
Ontario
Tourism Education Corporation (OTEC) Career Planning Guide. Canada:
Canadian Tourism Human Resource Council. ISBN 1-896229-51-4
Ontario
Tourism Education Corporation (OTEC) Entry Level Skills. Canada:
Canadian Tourism Human Resource Council. ISBN 1-89622229-68-9
Ontario
Tourism Education Corporation (OTEC) The Student’s Travel Map: A Guide to
Tourism Careers, Education and Training. Canada: Canadian Tourism Human
Resource Council, 2000.
ISBN 1-55304-335-9
Plawin,
Paul. Careers for Travel Buffs and Other Restless Types. U.S.A: NTC
Publishing Group, 1992. ISBN: 0-8442-8127-1
Price,
Martin F., ed. People and Tourism in Fragile Environments. Toronto: John
Wiley & Sons, Inc., 1997. ISBN 0-471-96584-7
St.
John Ambulance. First on the Scene: The Complete Guide to First Aid and CPR.
Ottawa, Canada: Priory of Canada, 1998. ISBN 0-929006-89-5
The
Edge. Ontario:
Ministry of Education and Training. Queen’s Printer for Ontario, 1998.
Timmons,
Veronica. A Guide to Canada’s Tourism Industry and It’s Careers, 4th ed.
Vancouver, British Columbia: Getaway Publishing Inc. ISBN 0-9693-326-2-9
Tourism:
A World of Opportunity. Canada: Canadian Tourism Resource Council, 1997.
ISBN 1-5552-4702-1
Woodbury,
Debbie, ed. Providing Personalized Customer Service. U.S.A.: Crisp Publications, Inc.,
1999. ISBN
1-56052-518-5
Software
Career
Cruising. Licensed
by the Ministry of Education from Anaca Technologies.
Work
Smart Work Safe.
Toronto: Workplace Safety and Insurance Board, 2000.
Video
Food
Production and the Environment. Coquitlam, British Columbia: Classroom Video, 1999.
Websites
The
writers prior to publication have verified the URLs for the websites. Given the
frequency with which these designations change, the teacher should always
verify the websites prior to assigning them for student use.
What
it takes to work in Tourism and Hospitality –
http://www.whatworksonline.com/core/tourhosp.html
Quintessential
Careers – http://www.quintcareers.com/hospitality_jobs.html
Job search in hospitality and tourism with specified salary
Catholic
Social Teaching – http://www.coc.org/coc/cst.html
Resources for teachers and links for Catholic social teaching
Educational
Computing Organization of Ontario (ECOO) - http://www.ecoo.org/mainmenu.html
Resources for teachers and links to other educational sites
Educational
Network of Ontario (ENO) – http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites
Ontario
Curriculum Centre (OCC) – http://www.curriculum.org
Ministry approved resources, course profiles, and links to other educational
sites
Ontario
Ministry of Education – http://www.edu.gov.on.ca/
Ministry site with up to date information and useful links
School
Net - http://www.schoolnet.ca/
Learning resources, programs, and links to other educational sites
TV
Ontario (Edulinks) – http:/www2.tvo.org/edulinks/
Resources for teachers and links to other educational sites
TV
Ontario (Pdonline) – http://www.tvo.org/pdonline/
Professional development for teachers on line with links to other useful
educational sites
TV
Ontario (OESS) – http://www2.tvo.org/oess/
Ontario Education Software Service – Ministry licensed educational software
Agriculture
and Agri-Food Canada – www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the
agriculture and agri-food sector maximize its contribution to Canada’s economic
and environmental objectives and achieve a safe, high-quality food supply.
Ontario
Ministry of the Environment – www.ene.gov.on.ca
Canada
Tourism – www.canadatourism.com
Links to the hospitality and tourism industry across Canada
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.
Canadian Centre for Occupational Health and
Safety – www.CCOHS.ca
Promoting safe and healthy work environments
Canadian
Food Inspection Agency – www.cfia-acia.agr.ca/english/toc.html
The Agency’s mission is to provide safe food, consumer protection, and market
access.
Health
Canada – www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of
Canada maintain and improve their health. A good source for information on food
safety.
Ontario
Ministry of Labour – www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health and safety guidelines, preventing
injury
St.
John Ambulance Canada – www.sja.ca/english/content/new.html
First aid information, calendar of courses offered
Workers
Health and Safety Centre – www.whsc.on.ca
Provides information on occupational health and safety legislation and issues
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.
Pollution
Probe – www.pollutionprobe.org/
Pollution Probe is a Canadian charitable organization that defines
environmental problems through research, promotes understanding through
education, and presses for practical solutions through advocacy.
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 such as:
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
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/
Young
Canada Works – www.pch.gc.ca
Youth employment information
Youth
Resource Network of Canada – www.youth.gc.ca/jobopps/summer_e.shtml
Youth employment information
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.
Hospitality
Net – http://www.hospitalitynet.nl/
The Internet resource for the global hospitality industry
National
Restaurant Association – http://www.restaurant.org/careers/education/cfm
Site contains information on what’s happening in the industry, careers and
education.
Human Resources
Workplace
Safety and Insurance Board (WSIB)
Industrial
Accident Prevention Association (IAPA)
Ontario
Ministry of Labour (MOL)
Construction
Safety Association of Ontario (CSAO)
Ontario
Service Safety Alliance (OSSA).
Guest Speakers
Community
college, industry experts, recent graduates
The
Grade 12 Tourism course is part of the Technological Education, Part A,
Broad-Based Technology program. This course is designated as a College
Preparation course and contains expectations that are designed to equip
students with the knowledge and skills they need to meet the requirements for
entrance to most college tourism programs. (See The Ontario Curriculum,
Grades 9 and 12: Program Planning and Assessment, 2000 for a description of
the different types of secondary school courses.) Students can use this course
as an additional compulsory credit (in lieu of a 3rd credit in Science) or
Technological Education (Grades 9-12), or as an optional credit. Students are
introduced to practical aspects of tourism technology. The curriculum provides
opportunities for students to undertake practical activities, as well as to
conduct research and analysis. There is a wide range of teaching/learning
strategies and accommodation where the needs of all students are met.
Ontario
secondary school graduates are expected to be technologically literate as
described in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements, 1999. Students are able to understand and apply technological
concepts, to use computers in various applications, and to analyse the
implications of a wide range of technologies for individuals and society.
To
ensure that all students in the province have equal opportunity to achieve
their full potential, the education system must be free from discrimination and
must provide all students with a safe and secure environment so that they can
participate fully and responsibly in the educational experience.
Anti-discrimination education, equity/social justice issues, conflict
resolution/violence prevention, community partnerships, and faith development
are addressed in the course. These support the Ontario Secondary School board
policies and the Ontario Catholic School Graduate Expectations. Career
exploration is aligned with Choices into Action: Guidance and Career
Education Program Policy for Elementary and Secondary Schools, 1999.
Coded
Expectations, Tourism, Grade 12, College Preparation, TFS4C
TFV.01 · describe key characteristics of
the eight sectors of the tourism industry – accommodation, adventure
tourism/recreation, food and beverage, transportation, travel trade, events and
conferences, attractions, and tourism services;
TFV.02 · describe the local, provincial,
national, and global impacts of tourism;
TFV.03 · identify factors that promote the
success of the tourism industry;
TFV.04 · identify principles and
procedures used to facilitate providing service to customers and techniques for
communicating with customers.
Industry
Characteristics
TF1.01 – describe various types of
services, activities, and events associated with the tourism industry;
TF1.02 – describe the roles of business,
labour, and government in the tourism industry;
TF1.03 – describe the services provided to
clients by various types of travel or service agencies and through web sources
(e.g., ticket sales for special events, itineraries, tours);
TF1.04 – identify ways of improving the
image of the tourism industry.
Success
Factors
TF2.01 – describe factors that have contributed
to the growth of the tourism industry;
TF2.02 – describe how the industry meets
the needs of tourists;
TF2.03 – identify target customers and
develop appropriate marketing strategies for them;
TF2.04 – identify components of tourism
packages;
TF2.05 – explain the different needs of
pleasure and corporate travel;
TF2.06 – describe types of tourist
destinations and the lure of each;
TF2.07 – research and describe the impacts
of different areas of tourism locally, provincially, nationally, and globally.
Customer
Service
TF3.01 – identify ways of providing
services to clients in the following settings: hotels, restaurants, private
clubs, health spas, resorts;
TF3.02 – explain the importance of
listening to a client’s complaints and rectifying the situation;
TF3.03 – solve problems and help customers
when problems arise;
TF3.04 – identify potential problems that
may arise in the following types of tourism operations: hotels, resorts,
restaurants, private clubs, health spas, outdoor settings.
SPV.01 · promote a variety of activities
and events in the tourism industry effectively;
SPV.02 · plan and implement an event or an
activity associated with tourism;
SPV.03 · explain the management strategies
and processes of a variety of tourism activities.
Event/Activity
Design and Implementation
SP1.01 – describe the importance of special events
for the community;
SP1.02 – identify ways of encouraging
employees to promote products and services;
SP1.03 – describe and design marketing
strategies for the promotion of a product, service, or activity related to
tourism;
SP1.04 – design a successful action plan
to promote an activity or an event;
SP1.05 – design, plan, and implement
effectively a tourism activity or event, keeping in mind the specific needs of
the target clientele;
SP1.06 – explain the success of an event
or activity in relation to its action plan and make recommendations for
improvement.
Management
Strategies and Processes
SP2.01 – conduct an accurate financial
analysis for a tourism activity and identify its implications;
SP2.02 – produce an effective impact
analysis of different management styles in various tourism situations;
SP2.03 – describe strategies to manage
high-risk tourism activities;
SP2.04 – identify the principles and
responsibilities of tourism management;
SP2.05 – design and construct an effective
tourism market survey;
SP2.06 – use computer technology to design
and implement tourism events or activities (e.g., promotion, record keeping,
forecasting).
ICV.01 · describe the impact of the
tourism industry on the environment and the economy in general;
ICV.02 · identify methods to enhance the
performance of the tourism industry;
ICV.03 · identify health and safety
standards for the tourism industry;
ICV.04 · describe career opportunities in
the tourism industry;
ICV.05 · identify the individual
personality traits and skills that lend themselves to a career in tourism.
Environmental
and Economic Impacts
IC1.01 – describe the growth of and
changes in the tourism industry;
IC1.02 – explain the need to organize
events for communities and the advantages of doing so;
IC1.03 – identify the potential for
recreational tourism in the community;
IC1.04 – describe the responsibility of
the tourism industry to use natural resources and the environment wisely;
IC1.05 – identify different modes of
transportation used in the tourism industry and their economic and environmental
impact;
IC1.06 – describe the role of computer
technology in the tourism industry, as well as its economic impact on the
industry;
IC1.07 – identify the impacts of the eight
sectors of the tourism industry on the national, provincial, and local economies.
Health
and Safety Factors
IC2.01 – explain the impact of health and safety
regulations related to the tourism industry;
IC2.02 – apply health and safety laws and regulations
in the planning and implementation of events and activities.
Education,
Training, and Career Opportunities
IC3.01 – identify available careers in the
tourism industry and the education and training required for each;
IC3.02 – identify trends in the industry
and their impact on job creation;
IC3.03 – determine whether their
interests, skills, and attitudes suit a career in a tourism occupation;
IC3.04 – describe possible career paths in
the tourism industry.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
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
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
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;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.