Course Profile Tourism (TFS4C), Grade 12, College Preparation, Combined
Unit 1: Tourism: A Growing Industry
Time: 20 hours
Activity
1.1 | Activity 1.2 | Activity 1.3
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.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
7 hours |
TFV.01, TFV.02,
ICV.02, TF1.01, TF1.02, TF1.03, TF1.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Working in pairs |
|
1.2 |
5 hours |
ICV.03, IC2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Article search |
|
1.3 |
8 hours |
ICV.04, ICV.05,
IC3.01, IC3.02, IC3.03, IC3.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Group work |
Time: 7 hours
Students, when asked
to define tourism, often limit their definitions to include travel to exotic, foreign
destinations. The tourism industry is comprised of eight distinct but related
sectors (accommodation, food and beverage, adventure and recreation,
attractions, transportation, events and conferences, travel trade and tourism
services). Students familiarize themselves with the various services,
activities and events associated with tourism. Through hearing guest speakers
and undertaking research, they determine the role of business, labour, and
government in the tourism industry. Students identify the services provided to
clients by various travel and service agencies, as well as through web sources.
They also identify ways to improve the image of the tourism industry. As
students proceed through this activity, they work effectively as interdependent
team members.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teachings and acts to promote
social responsibility, human solidarity, and the common good;
CGE2b - reads,
understands, and uses written materials effectively;
CGE5a - works
effectively as an interdependent team member.
Strand(s): Theory and Foundation, Impact and Consequences
Overall
Expectations
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;
ICV.02 - identify
methods to enhance the performance of the tourism industry.
Specific
Expectations
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.
Students
should:
·
have
collaborative/cooperative group skills to enable them to complete the research
paper on a sector of the tourism industry;
·
have a basic
knowledge of computer operations and the Internet to research statistical data,
the role of business, labour, and government, and the services provided by
travel agencies and service agencies;
·
have critical
thinking skills to interpret statistical data;
·
have effective
verbal skills to participate in discussion/group work;
·
have writing
skills to complete research paper, and for note making.
The teacher
should:
·
develop a lesson
about tourism that includes:
· definition;
· eight sectors of the tourism industry;
· brief description of each sector in the tourism industry;
·
make copies of
handout The Eight Sectors of the Tourism Industry (Appendix 1.1.1);
·
arrange for guest
speakers from local businesses, labour and government to address tourism in the
community;
·
arrange for time
in the computer/resource lab for student use;
·
set dates for
group presentations.
1. The teacher conducts a Socratic lesson on
tourism that includes:
· definition
· eight sectors of tourism with a brief description of each.
2. In pairs, students complete handout, The
Eight Sectors of the Tourism Industry (Appendix 1.1.1)
3. The class shares their findings.
4. Students define and list the services
provided by travel agencies, service agencies and web sites.
5. Guest speakers associated with business,
labour, and government in the community describe their role in tourism, and
tourism’s impact on the community.
6. Students ask questions and record
information.
7. The teacher and students discuss the
information presented by the various guest speakers.
8. In small groups, students complete a research
paper on one sector of the tourism industry. This research paper is to include:
· a statistical analysis of the sector, e.g., number of individuals who participate in the sector, increase/decrease in number of individuals participating, impact of inflation on the sector, available jobs, profits;
· an investigation of the role business, labour and government have on the activities in this sector, e.g., location, taxes, size, employment, support of recreational activities in the community, environment, roads and highways, transportation to and from the activity, waste management, noise level, health and safety. (where applicable refer to statistical analysis in explanation);
· services provided to clients by various travel agencies and service agencies;
· ways to improve the image of the sector;
· a summary of the research paper for distribution to classmates (handed in for teacher review prior to presentation).
Students use a variety of resources, e.g., interviews with local businesses, newspapers, tourism magazines, Internet, Ministry of Tourism, Statistics Canada, guest speakers. Students develop a Group Progress Evaluation rubric to be used upon completion and presentation of the research paper. Students strive to work effectively as interdependent team members. (Note: students complete some of this work on their own time.)
9. Teacher/group conferencing occurs to discuss
progress and set presentation date. Students in the group complete Group
Conference Rating Chart (Appendix 1.1.2)
10. Groups present their research paper, which is
assessed by the teacher and class.
11. Students complete a one-page personal
reflection assessing their performance, achievement, learning, and suggestions
for improvement based on the assessment their group received from the
group-developed rubric in Strategy 8.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
To associate
activities with the appropriate sector |
Checklist |
Diagnostic Formative |
Knowledge/Understanding
|
|
summary of
research |
Rubric or rating
scale |
Diagnostic
Formative |
Knowledge/Understanding
|
|
Teacher/Group
conference |
Evaluation chart |
Formative |
Knowledge/Understanding
|
|
Presentation of
research |
Presentation
rubric |
Formative |
Knowledge/Understanding
|
|
One-page personal
reflection |
Rubric or rating
scale |
Formative |
Knowledge/Understanding
|
·
Allow
alternatives to mouse and keyboard input such as scanning keyboards, overlays,
single switch access, head mouse, voice recognition software, peripherals, and
the virtual reality mouse
·
For enrichment,
students could create a multimedia presentation of their research paper using
presentation software.
Books
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
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
Price,
Martin F., ed. People and Tourism in Fragile Environments. Toronto: John
Wiley & Sons, Inc., 1997. ISBN 0-471-96584-7
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
Websites
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
TV Ontario
(Pdonline) – http://www.tvo.org/pdonline/
Professional development for teachers on line with links to other useful
educational sites
Ontario
Ministry of the Environment – www.ene.gov.on.ca
Canada
Tourism – www.canadatourism.com
Information about tourism in Canada, including topics such as sustainable
development.
Canadian
Centre for Occupational Health and Safety – www.CCOHS.ca
Promoting safe and healthy work environments
Health
Canada – www.hc-sc.gc.ca/english/food.htm
Ontario
Ministry of Labour – www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health, and safety guidelines, preventing
injury
Instructions: Place
the following activities in their corresponding sector:
air travel,
amusement park, aquarium visit, asked a travel agency for information, ate at a
restaurant, catered activity, cultural activity, festival, sports camp, auto
show, summer camp, visit to the zoo, botanical garden, concert, craft show,
fair or exhibition, rented a car, called auto club for information, fast food
outlet, hiking on a nature trail, night club/dance, played golf/tennis, park
playground, rock climbing, skiing, spoke to a tour guide, stayed in cabin for a
vacation, hotel/motel, coffee shop for a snack, tourist information centre for
help, taxi, boat cruise, historical site, toured a museum, travelled by train,
tourist agency to plan a trip/vacation, vacationed at a resort, fishing trip,
white water rafting, whale watching.
|
Food and Beverage |
Accommodations |
Transportation |
Events and Conferences |
|
Attractions |
Adventure and Recreation |
Travel Trade |
Tourism Services |
Instructions
– The teacher conferences with the group and puts a check mark next to the
statement that best describes the group’s accomplishments. This is formative
assessment of learning skills and would not contribute to the final mark.
Names of
Group Members - ____________________________________________________________
Date of Conference
- _____________________
|
Criteria |
Needs Improvement |
Satisfactory |
Good |
Excellent |
|
Gathering of
Information · information is focused, a variety of good quality resources explored |
|
|
|
|
|
Group Progress
Report · indicates group is well organized with equal distribution of work |
|
|
|
|
|
Conference ·
student-directed, focused |
|
|
|
|
Time: 5 hours
Health and safety
are integral parts of every activity in the tourism industry. As individuals
formed in Catholic traditions, we are encouraged to ensure the health and
safety of those around us as well as ourselves. If the standards for health and
safety are not met, injury may result. Students identify health and safety
standards for the tourism industry. They recognise the importance these
standards have for the health and safety of any and all individuals that
participates in tourism activities. Students also investigate and explain the
impact these regulations have on the industry itself.
Ontario Catholic
School Graduate Expectations
CGE7a - acts morally
and legally as a person formed in Catholic traditions.
Strand(s): Impact and Consequences
Overall
Expectations
ICV.03 - identify
health and safety standards for the tourism industry.
Specific Expectations
IC2.01 - explain the
impact of health and safety regulations to the tourism industry.
Students
should:
·
have
collaborative/cooperative group skills to research health and safety issues;
·
have a basic
knowledge of computer operations and Internet to research health and safety
issues;
·
have critical
thinking skills to determine the impact of health and safety acts and
regulations on the tourism industry;
·
have effective
verbal skills to participate in discussion/group work and presentation of
findings .
The teacher
should:
·
obtain copies of
Health and Safety Acts and Regulations related to tourism, e.g., Workplace
Safety and Insurance Act, Workplace Hazardous Materials Information System
(WHMIS), Food and Drug Act, Health Protection and Promotion Act, Ontario
Building Code, Occupational Health and Safety Act, Food Premises Regulations,
Public Health Act, Labour Standards Act, local by-laws;
·
make copies of
Appendix 1.2.1;
·
arrange for time
in the computer/resource lab;
·
develop a
pencil-and-paper test on Health and Safety Acts and Regulations.
1. Using a handout, the teacher
introduces students to various health and safety acts and regulations related
to the tourism industry. (Appendix 1.2.1 – Health and Safety Acts and
Regulations)
2. Students:
· search for articles, e.g., newspaper, magazines, Internet, dealing with health and/or safety issues in the tourism industry;
· record personal experiences dealing with health and safety issues in the tourism industry;
· identify the health and safety act and regulation that would oversee these issues.
· Note how these issues were dealt with. Were there any repercussions? How were the repercussions dealt with?
3. As a class, students share and discuss their
findings.
4. Using the articles, students determine the
act(s) or regulation(s) that would apply to these situations.
5. Students complete a pencil-and-paper test on
the health and safety acts and regulations.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Written test on
Heath and Safety Acts and Regulations |
Marking scheme |
Summative |
Knowledge/Understanding
|
·
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)
Books
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 Food Services Association. Sanitation Code for Canada’s
Foodservice Industry. Toronto: Canadian Restaurant and Food Services
Association, 1998.
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
Websites
Educational
Computing Organization of Ontario (ECOO) – http://www.ecoo.org/mainmenu.html
Ontario
Ministry of Education – http://www.edu.gov.on.ca/
Ministry site with up to date information and useful links
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 Ontario Occupational Health and Safety Act (OHSA) R50-1990
legislation, health and safety guidelines, preventing injury
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
St. John’s
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
Note: The teacher develops chart using these
headings prior to handing it to students.
Health and Safety
Acts and Regulations
|
Name |
Purpose |
Content |
|
Workplace Safety
and Insurance Act |
|
|
|
Workplace
Hazardous Materials Information System (WHMIS) |
|
|
|
Food and Drug Act |
|
|
|
Health Protection
and Promotion Act |
|
|
|
Ontario Building
Code |
|
|
|
Occupational
Health and Safety Act |
|
|
|
Food Premises
Regulations |
|
|
|
Public Health Act |
|
|
|
Local by-laws |
|
|
|
Other acts,
regulations, or by-laws relevant to the Tourism industry |
|
|
Time: 8 hours
In the tourism
industry, there is a variety of career opportunities. Being objective about
one’s aptitude, skills, and personality can open the door to these
opportunities. Students investigate the possible career opportunities and the
education and training required for careers in the tourism industry. They
identify trends in the industry and determine the impact they have on career
opportunities. To determine whether they are suitable for a career in tourism,
students complete a skill and interest questionnaire, as well as a tourism
career questionnaire. Students complete a reflection paper examining their
personal values, abilities, and aspirations influencing their life choices and
opportunities.
Ontario Catholic
School Graduate Expectations
CGE4g - examines and
reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE5b - thinks
critically about the meaning and purpose of work.
Strand(s): Impact and Consequences
Overall
Expectations
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.
Specific
Expectations
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 creations;
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.
Students
should:
·
have
collaborative/cooperative group skills to enable them to complete career
investigation;
·
have a basic
knowledge of computer operations and the Internet to research careers in
tourism;
·
have critical
thinking skills to analyse statistical information to determine trends and
employment rate for a sector in tourism;
·
have effective verbal
skills to participate in discussion/group work and presentation of findings;
·
have writing
skills to complete note taking;
The teacher
should:
·
prepare a
Socratic lesson on job categories, responsibilities of each job category,
training and education required for a career in tourism, and career path;
·
copy handout
Career Opportunities in the Tourism Industry (Appendix 1.3.1);
·
arrange for time
for student use of computer/resource lab to investigate careers in tourism, and
to gather statistical data to identify trends and their impact on job creation;
·
determine when
Job Fair/Career Day will occur in the school or community;
·
consult with the
Student Services/Guidance Department on existing school-based career planning
initiatives;
·
arrange access to
the various occupational research software programs available in the school: Choices,
Career Explorer, Career Gateway, and Mazemaster.
1. Teacher conducts a Socratic lesson to
include:
· a review of the eight sectors of the tourism industry;
· job categories associated with careers in tourism (front line, supervisory, management, executive);
· responsibilities associated with each job category;
· types of training and education required to obtain a career in the tourism industry;
· definition of career path.
2. In small groups, students
investigate one sector of the tourism industry for career opportunities.
Findings are recorded on handout Career Opportunities in the Tourism Industry
(Appendix 1.3.1). Each small group develops two or three career paths for their
chosen sector.
3. Groups share and discuss findings.
4. In the same small groups, students
participate in a Job Fair/Career Day in their school or community. Each group
researches two or three careers associated with their previously chosen sector
of the Tourism industry. Each career is to be investigated for the following
information:
· name;
· description;
· responsibilities;
· education and/or training;
· salaries;
· location (e.g., where would an individual need to go to have a career as tour guide for white-water rafting or mountain climbing, or for a chef for a cruise line).
Each student designs a brochure for a career. A display is created for use at the Job Fair/Career Day. Students are encouraged to invite an individual who works in the career to be a guest speaker at the display on the day of the Job Fair/Career Day. (Note: students will need to complete some of this work on their own time.)
5. Teacher/group conferencing occurs to assess
progress. Students in the group complete Group Conference Rating Chart (see
Appendix 1.1.2)
6. Small groups present their work at the Job
Fair/Career Day.
7. Group members assess each other’s performance
in the group (Assessment of Participation in Group Work (Learning Skills) –
Appendix 1.3.2).
8. In small groups, students complete a
statistical analysis of one sector in the tourism industry (highs, lows, and
plateau’s of the sector with corresponding years, employment in the sector with
corresponding years). They identify trends in the industry and determine the
impact they have on career opportunities. Access to the computer/resource lab
and resource materials are made available for student use.
9. Groups present their work as a graph(s) with
accompanying explanation.
10. The teacher administers aptitude
and interest inventories that identify students’ possible career areas:
· online programs, e.g., Career Gateway or The Edge
· CD-delivered packages, e.g., Choices or Career Explorer
· paper-based traditional inventories, e.g., Strong-Campbell Jackson Vocational Inventory or the Harrington-O’Shea Career Decision-Making System; available through the Guidance/Student Services Department.
11. Students
complete the inventories and summarize possible career areas of interest. These
forms are assessed for completion only. (The teacher may wish to comment on
each student’s forms and have a follow-up discussion on the skills they have,
skills they need to develop, and how they will develop them.)
12. The teacher administers a 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.
13. Using the aptitude and interest inventories
and the tourism career questionnaire, students complete the reflection paper
which examines the personal values, abilities, and aspirations influencing
their life choices and opportunities.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Teacher/Group
Conference |
Group conference
chart |
Diagnostic
Formative |
Knowledge/Understanding
|
|
Assessment of
individual group member performance |
Rating scale for
individual participation in group work |
Summative |
Knowledge/Understanding
|
|
Graph presenting
statistical information for trends and employment rate in one sector of
Tourism |
Anecdotal comments |
Diagnostic
Formative |
Knowledge/Understanding
|
|
Present brochure
and bulletin board display at Job Fair/Career Day |
Presentation
checklist |
Summative |
Knowledge/Understanding |
|
Personal
Reflection paper |
Anecdotal comments |
Summative |
Knowledge/Understanding
|
·
For enrichment,
students could create a multimedia presentation using presentation software for
their Job Fair/Career Day presentation.
Human Resources
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
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
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
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
Software
Career Cruising. Licensed by the Ministry of Education from
Anaca Technologies.
Tourism: An
Interactive Guide to Tourism Careers. Canada: Canadian Tourism Human Resource Council, 1997. ISBN
1-55247-021-0
Websites
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.
·
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 – www.ouac.on.ca/osca/
Information on university applications
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 choose the right college or university program. Complete listing
of colleges and universities with links to related sites. Program, admission,
and housing information.
What it
takes to work in Tourism and Hospitality –
http://www.whatworksonline.com/core/tourhosp.html
Hospitality
Net – http://www.hospitalitynet.nl/
The Internet resource for the global hospitality industry
Quintessential
Careers – http://www.quintcareers.com/hospitality_jobs.html
Job search in hospitality and tourism with specified salary
Hospitality and
Tourism Resources (print and video)
– http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism
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
National
Restaurant Association – http://www.restaurant.org/careers/education/cfm
Site contains information on what’s happening in the industry, careers, and
education.
Canada
Tourism – www.canadatourism.com
Information about tourism in Canada, including topics such as sustainable
development.
Young Canada
Works – Youth employment information – www.pch.gc.ca
Youth
Resource Network of Canada – www.youth.gc.ca/jobopps/summer_e.shtml
– Youth employment information
Sector -
____________________________________________
|
Job Category |
Careers |
Education and Training |
|
Front Line |
1. |
1. |
|
Supervisory |
1. |
1. |
|
Management |
1. |
1. |
|
Executive |
1. |
1. |
It will not contribute to the final mark.
Title of Activity -
___________________________________ Date
- ________________
Student Name -
__________________________________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Shares and
expresses ideas in cooperative manner in group |
- shares and
expresses ideas with limited cooperation |
- shares and
expresses ideas with moderate cooperation |
- shares and
expresses ideas with considerable cooperation |
- shares and
expresses ideas with a high degree of cooperation |
|
Respects others’
opinions in group |
- rarely respects
others’ opinions |
- respects others’
opinions occasionally |
- respects others’
opinions most of the time |
- respects others’
opinions effectively most or all of the time |
|
Stays on task in
group |
- stays on task
with limited effectiveness |
- stays on task
with moderate effectiveness |
- stays on task
with considerable effectiveness |
- stays on task
with a high degree of effectiveness |
|
Listens actively
in group |
- rarely listens
actively |
- listens actively
some of the time |
- listens actively
most of the time |
- listens actively
all of the time |
|
Helps to establish
group goals |
- rarely helps to
establish goals |
- helps to
establish some group goals |
- helps to
establish most group goals |
- helps to
establish group goals all of the time |
Overview | Unit
3 | Course
Profiles Main Menu