second draft contents - hkedcitysecond draft 5 chapter 2 curriculum framework structure of the nss...
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SECOND DRAFT
i
Contents
Preamble
Chapter 1 Introduction Rationale 1 Curriculum Aims 2 Curriculum Objectives 3
Chapter 2 Curriculum Framework
Structure of the NSS THS Curriculum 5 Compulsory Part Elective Part
7 25
Organising the NSS THS Curriculum 29 Time Allocation 29
Chapter 3 Curriculum Planning
Progression of Studies 30 Planning the NSS THS Curriculum 30 Managing the NSS THS Curriculum 31
Chapter 4 Learning and Teaching
Guiding Principles 32
Chapter 5 Assessment
Internal Assessment 34 Public Assessment 34 Assessment Objectives 35
Chapter 6 Effective Use of Learning and Teaching Resources
Learning through multiple resources 37
Use of Information Technology (IT) in learning 37
Chapter 7 Supporting Measures 38
Appendices Appendix 1: Examples of areas of study and careers
relevant to the Tourism and Hospitality Studies curriculum
39
Appendix 2: References 40
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iii
Preamble
The Curriculum Development Council (CDC)-Hong Kong Examinations and Assessment Authority (HKEAA) Committees (Senior Secondary) of various subjects have been set up jointly by the CDC and the HKEAA Council to develop the Curriculum and Assessment Guides (C&A Guides) for the new 3-year senior secondary academic structure in Hong Kong. During the first stage of consultation on the new academic structure between October 2004 and January 2005, the document Reforming the Academic Structure for Senior Secondary Education and Higher Education - Actions for Investing in the Future (Education and Manpower Bureau, 2004) was published to seek stakeholders’ views on the design blueprint of the structure, the timetable for implementation and financial arrangements. An accompanying document, Proposed Core and Elective Subject Frameworks for the New Senior Secondary Curriculum, was also produced to solicit views and feedback from schools on the initial curriculum and assessment design of individual subjects to inform the development of the C&A Guides.
The report New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (Education and Manpower Bureau, 2005), an outcome of the first stage of consultation, has just been published to chart the way forward for implementing the new academic structure and to set further directions for the second stage of consultation on curriculum and assessment as part of the interactive and multiple-stage process of developing the C&A Guides. In addition, taking into consideration the feedback collected through various means including the returned questionnaires from key learning area coordinators/panel heads during the first stage of consultation, the curriculum and assessment frameworks of subjects have been revised and elaborated. We would like to solicit further views on the frameworks from stakeholders, in particular the school sector.
To understand the position of each subject in the new academic structure, readers are encouraged to refer to the report. Comments and suggestions on the Proposed New Senior Secondary Tourism and Hospitality Studies Curriculum and Assessment Framework are welcome and could be sent to:
Chief Curriculum Development Officer (Personal, Social & Humanities Education) 13/F, Wu Chung House 213 Queen’s Road East, Hong Kong Fax: 2573 5299 E-mail: [email protected]
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Chapter 1 Introduction
Rationale
1.1 In Hong Kong, the current transformation of the economy has altered the economic landscape. In particular, the tourism and hospitality industry has taken on a growing role and importance in the local economy. In equipping students for this new socio-economic environment, the proposed Tourism and Hospitality Studies (THS) provides students with a solid foundation of knowledge about the industry. Furthermore, the profile of tourism and hospitality education, especially at the tertiary level, has developed and matured. Thus, the introduction of THS opens up opportunities for students at the secondary level, with strong interest in this field, to pursue studies.
1.2 THS provides opportunities for students to develop their generic skills, such as communication, interpersonal, information processing, problem solving and decision-making skills, etc. for lifelong learning. THS, capitalising on the opportunities arising from a dynamic tourism and hospitality industry in Hong Kong, will help students recognize the importance of being a self-motivated problem-solver and life-long learner.
1.3 THS also develops students’ adaptability in a rapidly changing society like Hong Kong. On completing the curriculum, students should have acquired a set of knowledge and concepts, and have developed a range of technical and generic skills that can be applied in various contexts, especially within the service industry sectors. By providing a wide range of learning experiences, the study of THS enables students to explore different pathways for further studies and career pursuits. These might include academic pursuits, such as Tourism and Hospitality Management Studies, Architectural Conservation Studies or Environmental Studies, or career pursuits in the industry, such as working in a hotel, a travel agency or an attraction.
1.4 The social aspects of tourism and hospitality education will help students develop a sense of ethical responsibility and a healthy hospitality culture that helps the community, the nation and the world to achieve the common goal of global sustainable development, and in enhancing the personal development of students.
1.5 THS is a complex field of study. It involves a variety of disciplines, either directly or indirectly, related to the understanding of tourism. Its multi-disciplinary nature will complement students’ learning of other subjects. For example, the study of sustainable tourism development can illustrate the concept of biodiversity and social responsibility, through examining contemporary tourism-related issues familiar to students. THS also provides an authentic context for the learning of a second or third language.
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1.6 THS adopts a whole-person approach in the development of the new senior secondary education curriculum. It also enables students to acquire a broad knowledge and understanding of important sectors in the tourism and hospitality industry. Students, whether taking this subject as a pathway for future employment or for academic pursuit, will acquire some basic knowledge of this field upon completion of the three-year course. THS does not take on a sector-specific training approach, nor does it aim at equipping students with clearly defined practical or operational skills, such as airline ticketing, tour guiding, catering or housekeeping operation. Thus, THS distinguishes itself very much from the Career Oriented Curriculum (COC), which focuses on a sector-specific training approach and aims at equipping students with the basic knowledge and skills of a particular occupational area.
Curriculum Aims
1.7 The aims of the curriculum are to enable students to:
(a) enhance their awareness of the importance of the tourism and hospitality industry to our society, nation and the world;
(b) acquire comprehensive understanding of the tourism and hospitality industry, in particular the tourism system and aspects of hospitality skills, personal qualities and attitudes that are valued by the industry;
(c) recognise the importance of their role as host residents in contributing towards the tourism and hospitality industry;
(d) develop the intellectual capacity for life-long learning through the application of relevant concepts and knowledge in THS to daily situations;
(e) be appreciative of the positive values and attitudes that contribute to the sustainability of the tourism and hospitality industry; and
(f) explore multiple pathways for further studies in post-secondary institutions and for career development in the tourism and hospitality industry.
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Curriculum Objectives
1.8 The learning objectives of this curriculum are expressed in terms of:
Knowledge and understanding Skills Attitude and values
Knowledge Objectives
1.9 Students are expected to develop knowledge and understanding about:
(a) the reasons why people travel and how the tourism and hospitality industry meets travellers’ needs;
(b) the interdisciplinary and diverse nature of the tourism and hospitality industry including tourist destinations, infrastructure and superstructures;
(c) local and international tourism and hospitality trends and issues, and their social, economic and environmental impacts; and
(d) the major functional areas or sectors within the tourism and hospitality industry and the career opportunities available.
Skills Objectives
1.10 Students are expected to:
(a) develop a range of specific and generic skills that can be applied in various contexts, within and beyond the workplaces of the tourism and hospitality industry. These include effective communication skills, customer service skills, information processing skills, critical thinking skills, creativity, problem-solving skills, etc; and
(b) apply appropriate knowledge and skills in a wide range of industry and service-related situations.
Value & Attitude Objectives
1.11 Students are expected to:
(a) be willing in sharing the local tourism resources with the tourists;
(b) appreciate and respect the tourism resources of the host destination when they are tourists themselves;
(c) reflect on the role of tourist-host interrelationships and develop an appreciation of other cultures, customs and beliefs;
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(d) appreciate the importance of integrity and ethical behaviour in the tourism and hospitality industry, and apply this to daily life situations;
(e) value the importance of sustainability in the tourism and hospitality industry with respect to its economic, environmental, cultural and social contexts; and
(f) be sensitive to recognise, and be able to demonstrate the importance of quality customer service.
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Chapter 2 Curriculum Framework
Structure of the NSS Tourism and Hospitality Curriculum
2.1 The existing Travel and Tourism (T&T) subject is a two-year Senior Secondary subject at S4 and S5 level. It focuses primarily on the study of the tourism industry. As a three-year subject, the proposed new Senior Secondary THS encompasses the updated content of T&T and, in addition, introduces a new module on hospitality. This new curriculum provides students with opportunities to explore the complex and multi-disciplinary nature of the tourism and hospitality industry, as well as its intricate inter-relationship with other disciplines, such as Business Administration, Geography, History and Information Technology.
2.2 This subject focuses on tourism and hospitality education with the primary aim of broadening students’ knowledge and appreciation of the overall industry of tourism and hospitality, including trends and issues. This subject will help students to understand tourism and hospitality by providing them with the basic concepts and knowledge of the industry as well as related practical experiences.
2.3 The curriculum framework of THS consists of two parts: a Compulsory Part and an Elective Part. Compulsory and Elective parts are developed to reflect some sectors of the tourism and hospitality industry. Each part includes knowledge, concepts and the essential generic skills required by each sector. The Elective Part aims to cater for students’ aptitudes and interests, and in particular, allow students to select an area for in-depth investigation. Students are required to study only ONE of the Elective parts.
The Compulsory Part comprises of:
Part 1 – Introduction to Tourism Part 2 – Introduction to Hospitality Part 3 – Destination Geography Part 4 – Customer Relations and Service Part 5 – Trends and Issues in the Tourism and Hospitality Industry
The Elective Part comprises of:
Part 1 – Meeting, Incentive, Convention and Exhibition (MICE) Part 2 – Theme Parks Part 3 – Hospitality Marketing
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2.4 The total time allocation for this curriculum is approximately 270 hours. The Compulsory Part will constitute approximately 220 hours. The Elective Part will constitute approximately 30 hours. This part adopts a task-based approach in which students are required to perform several tasks such as visits, case studies or research into an area for in-depth study. The remaining 20 hours are allocated for arranging learning and teaching activities that help students to engage in learning either inside or outside the classroom.
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Com
puls
ory
Part
I.
Intr
oduc
tion
to T
ouris
m
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
1.
Tour
ism
con
cept
s an
d pr
inci
ples
To
uris
m a
nd th
e To
uris
t
(i)
Intro
duct
ion
to to
uris
m
(ii)
The
mea
ning
of ‘
trave
l’,
‘tour
ism
’ and
‘tou
rist’
(iii)
Cla
ssifi
catio
n of
tour
ists
Coh
en’s
cla
ssifi
catio
n
Plog
’s c
lass
ifica
tion
(iv)
Tour
ist’s
cod
es o
f beh
avio
ur
un
ders
tand
and
exp
lain
trav
el a
nd to
uris
m a
s an
inte
grat
ed d
isci
plin
e
stat
e th
e m
ajor
indu
stry
sect
ors w
ith re
spec
t to
care
ers i
n to
uris
m su
ch a
s tra
vel c
ompa
nies
, attr
actio
ns, d
estin
atio
n m
arke
ting,
and
the
chan
nels
of
dist
ribut
ion
ex
plai
n th
e fa
ctor
s tha
t enc
oura
ge a
nd fa
cilit
ate
the
deve
lopm
ent o
f to
uris
m
id
entif
y th
e tre
nds a
nd is
sues
of t
ouris
m d
evel
opm
ent
dist
ingu
ish
betw
een
‘trav
el’ a
nd ‘t
ouris
m’
ex
amin
e th
e di
ffere
nt d
efin
ition
s and
mea
ning
s of ‘
tour
ist’
de
scrib
e th
e fo
ur m
ain
type
s of t
ouris
ts c
lass
ified
by
Coh
en
de
scrib
e th
e th
ree
mai
n ty
pes o
f tou
rists
cla
ssifi
ed b
y Pl
og
id
entif
y th
e be
havi
our o
f a re
spon
sibl
e to
uris
t
Tr
avel
mot
ivat
ions
(i)
Why
peo
ple
trave
l?
ex
plai
n ho
w to
uris
ts (
or p
oten
tial t
ouris
ts) a
re in
fluen
ced
by v
ario
us
inte
rnal
and
ext
erna
l det
erm
inan
ts w
hen
they
cho
ose
tour
ism
pro
duct
s w
ith re
spec
t to:
Lo
catio
n
Envi
ronm
ent
Econ
omy
So
cial
cha
ract
eris
tics
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Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
(ii
) To
uris
t mot
ivat
ions
C
ross
-cul
tura
l com
mun
icat
ions
Mob
ility
Affl
uenc
e
com
pare
mod
els o
f con
sum
er b
ehav
iour
in to
uris
m:
H
udm
an’s
mot
ivat
or o
f tra
vel
Ty
polo
gy o
f mot
ivat
ors i
n to
uris
m
Pe
rson
al d
eter
min
ants
of t
ouris
t beh
avio
r
Mas
low
’s th
eory
Push
and
pul
l fac
tors
A
ttrac
tions
(i)
Rol
e an
d fu
nctio
n of
attr
actio
ns (ii
) A
typo
logy
of a
ttrac
tions
(ii
i) Fo
rms o
f tou
rism
dev
elop
men
t (iv
) To
uris
m p
rodu
ct p
lann
ing
R
ole
and
func
tion
of a
ttrac
tions
de
fine
the
term
attr
actio
ns
de
scrib
e th
e ro
le o
f attr
actio
ns in
the
tour
ism
indu
stry
expl
ain
the
elem
ents
attr
ibut
ed to
attr
actio
n pr
oduc
t
Typo
logy
of t
ouris
m a
ttrac
tions
:
ca
tego
ries o
f tou
rist a
ttrac
tions
exam
ine
the
supp
ly si
de o
f tou
rism
and
its r
ole
in th
e pr
oces
s of
tour
ist d
estin
atio
n im
age
form
atio
n
exam
ine
the
natu
re o
f tou
rism
attr
actio
ns –
i.e.
prim
ary
and
seco
ndar
y
Tour
ism
pro
duct
pla
nnin
g co
ncep
ts :
ex
plai
n th
e ch
arac
teris
tics o
f Pro
duct
Life
Cyc
le a
nd it
s use
fuln
ess i
n th
e st
udy
of th
e at
tract
iven
ess o
f a d
estin
atio
n or
tour
ism
pro
duct
ex
amin
e th
e ro
le a
nd im
porta
nce
of p
lann
ing
in d
estin
atio
n de
velo
pmen
t
9
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
C
hann
els o
f dis
tribu
tion
(i)
The
role
of t
rave
l age
ncie
s in
the
trave
l dis
tribu
tion
syst
em
(ii)
The
role
and
func
tions
of a
tra
vel a
genc
y
(iii)
Prod
uct k
now
ledg
e ne
cess
ary
for a
trav
el a
gent
to
satis
fact
orily
ans
wer
cus
tom
ers’
enqu
iries
ex
plai
n th
e di
ffere
nt ty
pes o
f tra
vel p
lans
and
tour
s ava
ilabl
e to
the
trave
ler
lis
t the
fact
ors t
hat a
trav
el p
lann
er w
ill c
onsi
der w
hen
plan
ning
a to
ur
de
scrib
e ho
w to
acc
ess r
elev
ant i
nfor
mat
ion
rega
rdin
g a
parti
cula
r de
stin
atio
n or
attr
actio
n an
d pr
esen
t the
info
rmat
ion
to to
uris
ts
lis
t and
des
crib
e th
e pr
oduc
ts a
nd se
rvic
es th
at a
trav
el a
gent
sells
to
trave
lers
in th
e fo
llow
ing
sect
ors o
f the
tour
ism
indu
stry
:
Air
trave
l
Rai
l tra
vel
C
ruis
es
A
ccom
mod
atio
n
Food
& B
ever
age
Ev
ents
Th
e Tr
avel
and
Tou
rism
Indu
stry
(i)
The
part
play
ed b
y go
vern
men
t in
the
deve
lopm
ent a
nd
man
agem
ent o
f tou
rism
(ii
) Th
e pa
rt pl
ayed
by
trave
l and
to
uris
m o
rgan
isat
ions
in th
e de
velo
pmen
t of t
ouris
m
sh
ow a
war
enes
s of t
he m
ajor
role
of g
over
nmen
t in
the
deve
lopm
ent o
f to
uris
m su
ch a
s pla
nnin
g, c
ontro
l, ow
ners
hip
and
prom
otio
n of
tour
ism
ill
ustra
te w
ith e
xam
ples
the
role
and
wor
k of
the
gove
rnm
ent o
f Hon
g K
ong
in th
e de
velo
pmen
t and
pro
mot
ion
of tr
avel
and
tour
ism
de
scrib
e th
e ro
le a
nd fu
nctio
ns o
f the
follo
win
g lo
cal o
rgan
isat
ions
and
st
atut
ory
bodi
es:
To
uris
m C
omm
issi
on (T
C)
H
ong
Kon
g To
uris
m B
oard
(HK
TB)
Tr
avel
Indu
stry
Cou
ncil
of H
ong
Kon
g (T
IC)
H
ong
Kon
g H
otel
s Ass
ocia
tion
(HK
HA
)
de
scrib
e th
e ro
le o
f the
follo
win
g in
tern
atio
nal o
rgan
isat
ions
:
W
orld
Tou
rism
Org
aniz
atio
n (W
TO)
10
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
W
orld
Tra
vel &
Tou
rism
Cou
ncil
(WTT
C)
Pa
cific
Asi
a Tr
avel
Ass
ocia
tion
(PAT
A)
In
tern
atio
nal A
ir Tr
ansp
ort A
ssoc
iatio
n (I
ATA
)
U
nite
d Fe
dera
tion
of T
rave
l Age
nts’
Ass
ocia
tions
(UFT
AA
)
2.
Loca
l tou
rism
in
dust
ry
The
deve
lopm
ent o
f tou
rism
in
Hon
g K
ong
(i)
Ove
rvie
w
D
iffer
ent s
ecto
rs o
f the
to
uris
m in
dust
ry a
nd th
eir
linka
ges
Th
e ro
le o
f the
pub
lic a
nd
priv
ate
sect
ors
(ii
) V
isito
rs
V
isito
r pro
files
Trip
pur
pose
(iii)
Attr
actio
ns
D
iffer
ent t
ouris
m
reso
urce
s •
Nat
ural
•
Man
-mad
e •
Hum
an /
cultu
ral
id
entif
y se
ctor
s of t
he tr
avel
and
tour
ism
indu
stry
and
exp
lain
thei
r cor
e pu
rpos
es
id
entif
y an
d di
scus
s the
role
of p
ublic
and
priv
ate
orga
nisa
tions
in lo
cal
tour
ism
indu
stry
expl
ain
the
purp
ose
of re
leva
nt to
uris
m le
gisl
atio
n in
trodu
ced
by th
e pu
blic
org
anis
atio
ns
an
alys
e th
e in
boun
d to
uris
t mar
ket,
such
as t
he g
eogr
aphi
c,
dem
ogra
phic
, psy
chog
raph
ic a
nd so
cioe
cono
mic
asp
ects
, in
orde
r to
iden
tify
the
loca
l tra
vel t
rend
s
list r
easo
ns fo
r tra
vel
un
ders
tand
the
diffe
rent
type
s of t
ouris
t attr
actio
ns
ex
amin
e th
e pr
esen
t and
futu
re to
uris
m p
rodu
ct d
evel
opm
ents
in H
ong
Kon
g an
d ex
plai
n th
eir r
ole
in th
e lo
cal t
ouris
m in
dust
ry
11
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
Im
pact
s of t
ouris
m
(i)
soci
al, p
oliti
cal,
econ
omic
an
d en
viro
nmen
tal
impa
cts o
f tou
rism
(ii
) B
enef
its o
f the
tour
ism
in
dust
ry
di
scus
s and
des
crib
e th
e po
sitiv
e an
d ne
gativ
e im
pact
s of t
ouris
m in
H
ong
Kon
g
iden
tify
fact
ors w
ith a
dver
se im
pact
on
the
tour
ism
indu
stry
in g
ener
al
de
scrib
e se
rvic
e si
tuat
ions
whi
ch a
ffect
the
indu
stry
Pr
oduc
t Kno
wle
dge
(i) Id
entif
y th
e di
ffere
nt
sour
ces o
f tra
vel
info
rmat
ion
id
entif
y an
d pr
ovid
e th
e to
uris
ts w
ith in
form
atio
n to
ass
ist t
hem
in
visi
ting
loca
l tou
rism
attr
actio
ns
de
mon
stra
te th
e ab
ility
to m
atch
attr
actio
ns a
nd se
rvic
es w
ith sp
ecifi
c to
uris
t pro
files
3.
The
role
of
tech
nolo
gy in
the
trave
l and
tour
ism
in
dust
ry
The
deve
lopm
ent o
f tec
hnol
ogy
in
the
trave
l and
tour
ism
indu
stry
(i)
The
impo
rtanc
e of
em
ploy
ing
up-to
-dat
e in
form
atio
n te
chno
logy
in th
e fo
llow
ing
sect
ors:
Acc
omm
odat
ion
Tr
ansp
orta
tion
In
term
edia
ries
Tr
avel
-rel
ated
serv
ices
(ii)
The
way
tech
nolo
gica
l cha
nges
de
velo
p an
aw
aren
ess o
f fac
ilitie
s suc
h as
the
use
of c
ompu
ters
, Glo
bal
Dis
tribu
tion
Syst
em in
trav
el a
genc
ies,
crui
se c
ompa
nies
and
airl
ines
desc
ribe
the
impa
cts b
roug
ht a
bout
to th
e cu
stom
ers a
nd th
e to
uris
m
indu
stry
thro
ugh
the
deve
lopm
ent o
f the
Inte
rnet
boo
king
and
e-ti
cket
ing
ill
ustra
te h
ow m
oder
n te
chno
logy
faci
litat
es in
dust
ry st
aff i
n an
swer
ing
cust
omer
enq
uirie
s
illus
trate
with
exa
mpl
es h
ow m
oder
n te
chno
logy
faci
litat
es p
asse
nger
flo
ws
12
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
impr
ove
oper
atio
nal e
ffici
ency
of
the
tour
ism
and
hos
pita
lity
indu
stry
for s
taff
and
cust
omer
s(ii
i) Th
e w
ay te
chno
logi
cal c
hang
es
influ
ence
fact
ors s
uch
as sa
fety
, se
curit
y, c
omfo
rt,
ente
rtain
men
t, sp
eed,
co
nven
ienc
e, d
isse
min
atio
n of
in
form
atio
n, e
tc.
(iv)
Glo
bal D
istri
butio
n Sy
stem
(G
DS)
in th
e to
uris
m in
dust
ry
desc
ribe
how
tech
nolo
gica
l dev
elop
men
t affe
cts s
afet
y an
d se
curit
y in
th
e tra
vel a
nd to
uris
m in
dust
ry
expl
ain
the
role
and
use
fuln
ess o
f GD
S in
spee
ding
up
pass
enge
r re
serv
atio
ns, c
onfir
mat
ions
and
pro
visi
on o
f ess
entia
l tra
vel i
nfor
mat
ion
de
velo
p an
und
erst
andi
ng o
f the
func
tions
pro
vide
d by
the
GD
S an
d th
e re
quire
d sk
ills i
n op
erat
ing
the
syst
em
13
SECOND DRAFT
II.
Intr
oduc
tion
to H
ospi
talit
y
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
1. F
ood
and
Bev
erag
e D
ivis
ion
Intro
duct
ion
to th
e Fo
od &
Bev
erag
e se
ctor
(i)
Cla
ssifi
catio
n of
food
&
beve
rage
ope
ratio
ns
fu
nctio
ns
or
gani
satio
n
staf
f dut
ies
re
latio
nshi
p w
ith o
ther
de
partm
ents
in th
e ho
tel
(ii)
Kno
win
g yo
ur c
usto
mer
ty
pes o
f cus
tom
ers a
nd
thei
r nee
ds
ty
pes o
f foo
d an
d be
vera
ge
serv
ices
:
Fast
food
Caf
eter
ia
Tr
aditi
onal
rest
aura
nts
B
ars
(iii)
Stru
ctur
e of
food
serv
ice
esta
blis
hmen
ts:
In
depe
nden
t
Cha
in
st
ate
the
func
tions
and
dep
artm
ents
of t
he fo
od a
nd b
ever
age
depa
rtmen
t
iden
tify
the
dutie
s of t
he fo
od a
nd b
ever
age
staf
f
outli
ne th
e re
latio
nshi
p be
twee
n fo
od a
nd b
ever
age
depa
rtmen
t and
ot
her d
epar
tmen
ts in
a h
otel
expl
ain
the
char
acte
ristic
s of e
ach
type
of f
ood
and
beve
rage
serv
ices
w
ith re
spec
t to:
lo
catio
n of
est
ablis
hmen
t m
enu
item
s th
eme
of th
e es
tabl
ishm
ent
expl
ain
the
orga
nisa
tion
and
man
agem
ent o
f diff
eren
t foo
d an
d be
vera
ge
prov
ider
s with
resp
ect t
o:
sc
ale
of o
pera
tion
14
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
In
-hot
el
Sp
ecia
lty
(iv)
Styl
es o
f foo
d se
rvic
es:
Fr
ench
Rus
sian
Am
eric
an
B
uffe
t, et
c.
ty
pes o
f clie
ntel
e
list t
he c
omm
on st
yles
of f
ood
serv
ices
and
thei
r cha
ract
eris
tics
ex
plai
n th
e ad
vant
ages
and
dis
adva
ntag
es o
f diff
eren
t sty
les o
f foo
d se
rvic
es
Fo
od a
nd b
ever
age
serv
ice
prin
cipl
es
(i)
Bas
ic k
now
ledg
e of
men
u, fo
od
and
beve
rage
serv
ices
and
ki
tche
n op
erat
ions
(ii
) A
mbi
ence
of a
n es
tabl
ishm
ent
(iii)
Ethi
cal a
nd p
rofe
ssio
nal
serv
ing
resp
onsi
bilit
ies
(iv)
Stru
ctur
e of
men
us:
Pl
anni
ng
D
esig
n
Mar
ketin
g
di
stin
guis
h th
e di
ffere
nt ty
pes o
f men
u, su
ch a
s tab
le d
’hot
e , a
la c
arte
, et
c., u
sed
in fo
od se
rvic
e op
erat
ions
and
thei
r fun
ctio
ns
id
entif
y th
e se
rvin
g an
d fo
od sa
fety
stan
dard
s and
crit
eria
for e
xcel
lent
fo
od se
rvic
e su
ch a
s fro
m p
repa
ring
for s
ervi
ce to
rece
ivin
g pa
ymen
t, et
c.
ex
amin
e th
e di
ffere
nt k
inds
of k
itche
n la
yout
s for
diff
eren
t foo
d an
d be
vera
ge se
rvic
es
defin
e re
stau
rant
am
bien
ce a
nd id
entif
y th
e el
emen
ts o
f am
bien
ce su
ch
as d
écor
, uni
form
s, ta
ble
setti
ngs a
nd th
emes
expl
ain
the
impo
rtanc
e of
eth
ics i
n fo
od a
nd b
ever
age
oper
atio
ns w
ith
resp
ect t
o:
hy
gien
ic a
nd sa
fety
pra
ctic
es
ha
ndlin
g of
bill
ing
trans
actio
ns
de
scrib
e fa
ctor
s tha
t det
erm
ine
men
u pl
anni
ng su
ch a
s the
me,
cos
t, tim
e,
and
num
ber o
f peo
ple,
etc
. so
as to
mee
t the
nee
ds o
f cus
tom
ers
outli
ne th
e ba
sic
fact
ors o
f men
u de
sign
such
as c
olou
r, pr
int a
nd
15
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
Pr
icin
g
varie
ty, e
tc.
ill
ustra
te w
ays t
hat m
enus
cou
ld b
e us
ed a
s a m
arke
ting
tool
to in
crea
se
yiel
d
com
pare
diff
eren
t fac
tors
in m
enu
pric
ing
such
as c
usto
mer
mix
and
co
mpe
titio
n, e
tc.
Food
safe
ty a
nd h
ygie
ne
(i)
The
type
s of f
ood
cont
amin
atio
n:
V
iral f
ood-
born
e in
fect
ion
B
acte
rial f
ood
pois
onin
g
Para
site
s
Che
mic
al
Ph
ysic
al
(ii)
Proc
edur
es to
pre
vent
and
co
ntro
l foo
d co
ntam
inat
ion
(iii)
Food
safe
ty in
:
Purc
hasi
ng
R
ecei
ving
Stor
age
Pr
epar
atio
n
Serv
ing
(iv)
Empl
oyee
hyg
iene
(v)
Empl
oyee
Saf
ety
Proc
edur
es:
se
rvic
e sa
fety
lis
t the
com
mon
cau
ses o
f foo
d-bo
rne
illne
sses
and
the
char
acte
ristic
s of
each
type
of f
ood
cont
amin
atio
n
expl
ain
and
dem
onst
rate
pro
cedu
res t
o pr
even
t and
con
trol t
he in
cide
nce
of fo
od-b
orne
illn
esse
s
stat
e th
e ca
uses
of c
ross
-con
tam
inat
ion
iden
tify
food
safe
ty in
a fo
od se
rvic
e es
tabl
ishm
ent
lis
t goo
d fo
od h
andl
ing
and
stor
age
proc
edur
es, a
nd te
mpe
ratu
res f
or
peris
habl
e fo
od it
ems
list a
nd fa
mili
ariz
e w
ith th
e ge
nera
l em
ploy
ee h
ygie
ne st
anda
rds a
nd
safe
ty p
roce
dure
s
16
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
fir
e sa
fety
emer
genc
y gu
idel
ines
2.
Hot
el a
nd R
oom
s
Div
isio
n In
trodu
ctio
n to
the A
ccom
mod
atio
n se
ctor
(i)
The
natu
re o
f the
hos
pita
lity
indu
stry
(ii)
The
func
tions
and
dep
artm
ents
of
a h
otel
(iii)
Cla
ssifi
catio
n of
hot
els
(iv)
Hot
el o
wne
rshi
p
id
entif
y th
e va
rious
sect
ors o
f the
hos
pita
lity
indu
stry
and
thei
r re
latio
nshi
p to
the
tour
ism
indu
stry
stat
e th
e fu
nctio
ns a
nd d
epar
tmen
ts o
f a h
otel
outli
ne th
e du
ties o
f key
exe
cutiv
es a
nd d
epar
tmen
t hea
ds
de
scrib
e ac
com
mod
atio
n op
tions
ava
ilabl
e to
the
trave
ler a
nd th
eir
char
acte
ristic
s suc
h as
reso
rt ho
tels
, airp
ort h
otel
s, ca
sino
hot
els,
etc.
iden
tify
vario
us fo
rms o
f bus
ines
s ow
ners
hip
in th
e ac
com
mod
atio
n se
ctor
and
thei
r cha
ract
eris
tics s
uch
as fr
anch
isin
g , m
anag
emen
t co
ntra
cts,
etc.
In
trodu
ctio
n to
the
Roo
ms D
ivis
ion
(i) T
he ro
oms d
ivis
ion
st
ate
the
func
tions
and
org
anis
atio
n of
the
room
s div
isio
n
Fron
t des
k op
erat
ions
(i)
The
fron
t offi
ce d
epar
tmen
t:
func
tions
orga
nisa
tion
st
aff d
utie
s
rela
tions
hip
with
oth
er
depa
rtmen
ts
(ii)
Type
of h
otel
gue
sts
(iii)
The
acco
mm
odat
ion
prod
uct
(iv)
Gue
st c
ycle
st
ate
the
func
tions
and
org
anis
atio
n of
the
fron
t offi
ce
id
entif
y th
e du
ties o
f fro
nt o
ffice
staf
f
outli
ne th
e re
latio
nshi
p be
twee
n fr
ont o
ffice
and
oth
er d
epar
tmen
ts in
a
hote
l
iden
tify
the
diffe
rent
type
s of h
otel
gue
sts a
nd th
eir n
eeds
such
as F
ree
inde
pend
ent t
rave
lers
, VIP
s and
inco
gnito
, etc
.
dist
ingu
ish
betw
een
the
diffe
rent
type
s of r
oom
s in
a ho
tel s
uch
as
doub
le ro
oms,
suite
s, et
c.
ex
plai
n th
e cr
iteria
for s
ettin
g th
e ro
om ra
te st
ruct
ure
such
as t
ype
of
acco
mm
odat
ion,
size
, déc
or, v
iew,
etc
.
exam
ine
the
hote
l bro
chur
es a
nd ta
riffs
and
des
crib
e so
me
com
mon
ly
used
room
tarif
fs su
ch a
s rac
k ra
te, c
omm
erci
al ra
te, e
tc.
17
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
desc
ribe
the
freq
uent
-gue
st p
rogr
ams,
serv
ices
and
am
eniti
es fo
r gue
sts
such
as e
xpre
ss c
heck
-in a
nd c
heck
-out
, and
free
new
spap
ers,
etc.
iden
tify
the
four
pha
ses o
f the
gue
st c
ycle
, i.e
. pre
-arr
ival
, arr
ival
, oc
cupa
ncy
and
depa
rture
, and
the
vario
us tr
ansa
ctio
ns a
nd se
rvic
es
with
in e
ach
phas
e
H
ouse
keep
ing
oper
atio
n
(i)
The
hous
ekee
ping
dep
artm
ent:
fu
nctio
ns
or
gani
satio
n
staf
f dut
ies
re
latio
nshi
p w
ith o
ther
de
partm
ents
in th
e ho
tel
(ii)
The
in-r
oom
gue
st su
pplie
s and
am
eniti
es
(iii)
Roo
m st
atus
cod
es
(iv)
Type
of g
uest
requ
ests
(v)
Secu
rity
proc
edur
es
st
ate
the
func
tions
and
org
aniz
atio
n of
the
hous
ekee
ping
dep
artm
ent
id
entif
y th
e du
ties o
f hou
seke
epin
g st
aff
ou
tline
the
rela
tions
hip
betw
een
hous
ekee
ping
and
oth
er d
epar
tmen
ts in
a
hote
l
iden
tify
the
in-r
oom
gue
st su
pplie
s and
am
eniti
es
id
entif
y th
e va
rious
room
stat
us c
odes
such
as D
ND
(Do
Not
Dis
turb
), et
c.
id
entif
y th
e di
ffere
nt ty
pes o
f gue
st re
ques
ts fo
r ite
ms,
serv
ices
and
in
form
atio
n su
ch a
s rol
l aw
ay b
eds,
repa
irs a
nd m
aint
enan
ce, a
nd h
ours
an
d lo
catio
n of
mea
ls, e
tc.
ex
plai
n th
e ba
sic
secu
rity
proc
edur
es fo
r han
dlin
g gu
est v
alua
bles
, key
s, an
d te
leph
one
calls
, etc
.
3. T
he ro
le o
f te
chno
logy
in th
e ho
spita
lity
indu
stry
The
deve
lopm
ent
of t
echn
olog
y in
th
e ho
spita
lity
indu
stry
de
scrib
e th
e im
pact
s bro
ught
abo
ut to
the
cust
omer
s and
the
hosp
italit
y in
dust
ry th
roug
h th
e de
velo
pmen
t of i
nter
net b
ooki
ng, c
ompu
teris
ed
chec
k-in
and
che
ck-o
ut, e
tc.
18
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
(i)
The
impo
rtanc
e of
em
ploy
ing
up-to
-dat
e in
form
atio
n te
chno
logy
in th
e fo
llow
ing
hote
l dep
artm
ents
:
Fron
t Offi
ce
H
ouse
keep
ing
Fo
od a
nd B
ever
age
(ii)
The
way
s tec
hnol
ogic
al
chan
ges i
mpr
ove
oper
atio
nal
effic
ienc
y of
the
hosp
italit
y in
dust
ry fo
r sta
ff an
d cu
stom
ers
(iii)
The
way
tech
nolo
gica
l cha
nges
in
fluen
ce fa
ctor
s suc
h as
safe
ty,
secu
rity,
com
fort,
ent
erta
inm
ent,
spee
d, c
onve
nien
ce,
diss
emin
atio
n of
info
rmat
ion,
et
c.
(iv)
An
intro
duct
ion
to th
e H
otel
In
form
atio
n Sy
stem
and
its
appl
icat
ions
in th
e ho
spita
lity
indu
stry
ill
ustra
te h
ow m
oder
n te
chno
logy
faci
litat
es h
otel
staf
f in
answ
erin
g cu
stom
er e
nqui
ries
id
entif
y ho
w te
chno
logi
cal d
evel
opm
ent i
mpr
oves
acc
omm
odat
ion
cond
ition
s
desc
ribe
how
tech
nolo
gica
l dev
elop
men
t affe
cts t
he sa
fety
and
secu
rity
aspe
cts o
f the
hos
pita
lity
indu
stry
expl
ain
the
usef
ulne
ss o
f Hot
el In
form
atio
n Sy
stem
in h
andl
ing
gues
ts’
rese
rvat
ions
, con
firm
atio
ns, c
heck
-in a
nd c
heck
-out
, etc
.
deve
lop
an u
nder
stan
ding
of t
he fu
nctio
ns p
rovi
ded
by th
e H
otel
In
form
atio
n Sy
stem
thro
ugh
hand
s-on
pra
ctic
e
19
SECOND DRAFT
III.
Des
tinat
ion
Geo
grap
hy
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
1.D
estin
atio
n G
eogr
aphy
Wor
ld G
eogr
aphy
(i) B
asic
con
cept
s of w
orld
ge
ogra
phy
cl
imat
e
land
form
s
time
zone
hem
isph
ere
la
titud
e / l
ongi
tude
(ii
) Attr
actio
ns :
Phy
sica
l and
hu
man
reso
urce
s for
tour
ism
de
velo
pmen
ts:
ph
ysic
al re
sour
ces (
natu
ral
vege
tatio
n an
d w
ilder
ness
, cl
imat
ic re
gion
s, la
ndfo
rms )
hum
an re
sour
ces (
cul
ture
an
d he
ritag
e, e
cono
mic
sy
stem
, pol
itica
l sys
tem
)
de
mon
stra
te a
n un
ders
tand
ing
of th
e co
ncep
ts o
f geo
grap
hy in
clud
ing
regi
on, p
atte
rn, m
ovem
ent,
and
inte
ract
ion
ex
plai
n ho
w n
atur
al a
nd h
uman
reso
urce
s are
use
d to
est
ablis
h re
gion
al
boun
darie
s
acqu
ire k
now
ledg
e of
the
basi
c ge
ogra
phic
al fe
atur
es o
f the
wor
ld a
s it
rela
tes t
o to
uris
m in
clud
ing
time
zone
s, se
ason
ality
, and
loca
tion
exam
ine
the
phys
ical
and
hum
an re
sour
ces o
n w
hich
tour
ism
is b
ased
eval
uate
the
diffe
rent
type
s of t
rave
l suc
h as
MIC
E, c
ultu
ral t
ouris
m,
spor
ts to
uris
m, l
eisu
re &
spa
tour
ism
, and
how
they
are
influ
ence
d by
ge
ogra
phic
al lo
catio
n an
d re
sour
ces
expl
ain
the
effe
cts o
f sel
ecte
d ph
ysic
al a
nd h
uman
phe
nom
ena
on tr
avel
an
d to
uris
m
To
uris
m re
gion
s
(i)
Maj
or T
ouris
m re
gion
s
W
este
rn h
emis
pher
e
East
ern
hem
isph
ere
de
velo
p kn
owle
dge
and
awar
enes
s of t
he m
ajor
attr
actio
ns in
the
East
ern
(Eur
ope,
Afr
ica,
Asi
a, a
nd O
cean
ia) a
nd W
este
rn h
emis
pher
es (N
orth
A
mer
ica
and
Sout
h A
mer
ica)
un
ders
tand
per
tinen
t inf
orm
atio
n re
gard
ing
vario
us re
gion
al E
aste
rn a
nd
Wes
tern
Hem
isph
ere
loca
tions
par
ticul
arly
tem
pera
ture
, clim
ate,
la
ndfo
rms,
heal
th c
once
rns,
visa
requ
irem
ents
, cur
renc
y, ti
me
diffe
renc
es,
20
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
polit
ical
syst
em a
nd e
cono
mic
dev
elop
men
t
Cul
tura
l and
soci
al a
ttrib
utes
(i)
Her
itage
and
cul
ture
pla
ys a
si
gnifi
cant
role
in d
efin
ing
a de
stin
atio
n’s p
opul
arity
(ii
) B
asic
con
cept
of h
erita
ge a
nd
cultu
ral p
rese
rvat
ion
ex
amin
e th
e hu
man
and
soci
al in
tera
ctio
ns fr
om a
geo
grap
hica
l pe
rspe
ctiv
e
eval
uate
the
cultu
ral a
nd so
cial
attr
ibut
es th
at c
ontri
bute
to th
e su
cces
s of
sele
cted
sign
ifica
nt re
gion
s of t
he E
aste
rn a
nd W
este
rn H
emis
pher
e
unde
rsta
nd th
e ro
le o
f UN
ESC
O in
pro
tect
ing
sign
ifica
nt n
atur
al a
nd
cultu
ral s
ites a
roun
d th
e w
orld
su
mm
ariz
e an
d ev
alua
te se
lect
ed n
atur
al a
nd c
ultu
ral W
orld
Her
itage
Site
s an
d th
e fa
ctor
s res
pons
ible
for t
heir
sele
ctio
n
2.G
loba
l Dis
tribu
tion
Syst
em (G
DS)
G
DS
train
ing
(i)
Wor
king
kno
wle
dge
of G
DS
(ii)
App
licat
ion
of G
DS
in th
e st
udy
of d
estin
atio
n ge
ogra
phy
in
trodu
ce th
e ba
sic
feat
ures
of G
DS
fa
mili
ariz
e th
e fu
nctio
ns o
f GD
S th
roug
h ha
nds-
on p
ract
ice
in se
arch
ing
for t
rave
lers
’ per
tinen
t inf
orm
atio
n su
ch a
s clim
ate,
cur
renc
y, la
ngua
ges,
etc.
21
SECOND DRAFT
IV. C
usto
mer
Rel
atio
ns a
nd S
ervi
ce
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
1. C
usto
mer
Ser
vice
Pr
ofes
sion
al se
rvic
e
(i)
The
natu
re o
f cus
tom
er se
rvic
e(ii
) Pe
rson
al a
ttrib
utes
of t
ouris
m
and
hosp
italit
y se
rvic
e pe
rson
nel
Id
entif
y an
d ex
plai
n th
e co
mpo
nent
s of t
he g
uest
exp
erie
nce:
Se
rvic
e pr
oduc
t
Serv
ice
setti
ng
Se
rvic
e de
liver
y
Exam
ine
the
pers
onal
ity tr
aits
of a
cus
tom
er se
rvic
e pr
ofes
sion
al:
st
ate
the
pers
onal
attr
ibut
es o
f foo
d an
d be
vera
ge st
aff s
uch
as
initi
ativ
e, im
mac
ulat
e pe
rson
al a
ppea
ranc
e, p
atie
nce,
etc
.
stat
e th
e pe
rson
al a
ttrib
utes
of f
ront
offi
ce st
aff s
uch
as a
n ab
ility
to
crea
te a
goo
d im
pres
sion
, atte
ntio
n to
det
ails
and
an
abili
ty to
wor
k as
a
team
mem
ber,
etc.
stat
e th
e pe
rson
al a
ttrib
utes
of h
ouse
keep
ing
staf
f suc
h as
car
eful
at
tent
ion
to d
etai
ls, g
ood
cust
omer
rela
tions
skill
s, co
urte
sy, e
tc.
st
ate
the
pers
onal
attr
ibut
es o
f tou
rism
staf
f suc
h as
ple
asan
t, en
thus
iast
ic a
nd c
onfid
ent,
etc.
2.
Cus
tom
er R
elat
ions
C
ultu
ral I
ssue
s
(i)
Cus
tom
s and
pro
toco
ls in
the
maj
or to
uris
m re
gion
s
id
entif
y th
e co
rrec
t etiq
uette
, cus
tom
s and
pro
toco
ls w
hen
gree
ting
gues
ts
with
diff
eren
t cul
tura
l bac
kgro
unds
. For
exa
mpl
e, fo
rm o
f add
ress
, ge
stur
es, u
sing
nam
es, e
ye c
onta
ct, e
tc.
Cus
tom
er e
xpec
tatio
ns a
nd
perc
eptio
ns
(i)
Com
pany
pol
icie
s on
cust
omer
se
rvic
e (ii
) U
nder
stan
ding
cus
tom
er
expe
ctat
ions
ex
amin
e a
com
pany
’s m
issi
on o
n se
rvic
e qu
ality
and
serv
ice
pled
ge
desc
ribe
the
impo
rtanc
e of
com
pany
pol
icie
s and
pro
cedu
res f
or
impr
ovin
g or
mai
ntai
ning
qua
lity
of se
rvic
e
co
mpa
re th
e ne
eds o
f diff
eren
t cus
tom
ers
22
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
3. C
omm
unic
atio
n sk
ills
Com
mun
icat
ing
with
cus
tom
ers
(i)
The
impo
rtanc
e of
cou
rtesy
(ii)
Dea
ling
with
diff
icul
t cu
stom
ers
re
view
way
s of r
espo
ndin
g to
gue
st e
nqui
ries w
ith c
ourte
sy
ex
plai
n th
e im
porta
nce
of li
sten
ing
to a
clie
nt’s
com
plai
nts a
nd re
ctify
ing
the
situ
atio
n
iden
tify
pote
ntia
l pro
blem
s tha
t may
aris
e in
a se
rvic
e si
tuat
ion
un
ders
tand
diff
eren
t typ
es o
f diff
icul
t cus
tom
ers
id
entif
y an
d ev
alua
te m
etho
ds fo
r han
dlin
g di
fficu
lt cu
stom
ers
23
SECOND DRAFT
V.
Tren
ds a
nd Is
sues
in th
e To
uris
m a
nd H
ospi
talit
y In
dust
ry
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
1. C
urre
nt is
sues
in
Tour
ism
Su
stai
nabl
e to
uris
m d
evel
opm
ent
(i)
A c
once
ptua
l app
roac
h to
su
stai
nabl
e to
uris
m:
W
hat i
s sus
tain
abili
ty?
Ty
pes o
f sus
tain
abili
ty
O
bsta
cles
to c
hang
e (ii
) G
uide
lines
for s
usta
inab
le
tour
ism
dev
elop
men
t:
Lim
iting
the
dam
age
C
omm
unity
par
ticip
atio
n (ii
i) M
isco
ncep
tions
and
issu
es o
f su
stai
nabl
e to
uris
m
deve
lopm
ent
(iv)
Sust
aina
ble
tour
ism
de
velo
pmen
t cas
e st
udie
s
ex
plai
n th
e ro
le a
nd im
porta
nce
of su
stai
nabl
e to
uris
m in
mai
ntai
ning
or
enha
ncin
g a
dest
inat
ion’
s com
petit
iven
ess
pr
ovid
e an
ove
rvie
w o
f sus
tain
able
tour
ism
dev
elop
men
t in
the
envi
ronm
enta
l, ec
onom
ic, a
nd c
ultu
ral a
spec
ts
ex
amin
e su
stai
nabl
e to
uris
m m
anag
emen
t mod
els d
evel
oped
by
wor
ld’s
le
adin
g to
uris
m o
rgan
izat
ions
adop
ts a
mul
tidis
cipl
inar
y pe
rspe
ctiv
e to
exa
min
e su
stai
nabl
e to
uris
m
deve
lopm
ents
in se
lect
ed to
uris
m d
estin
atio
ns/re
gion
s
So
cial
tour
ism
issu
es
(i)
Soci
al im
pact
of t
ouris
m
deve
lopm
ent
(ii)
Effe
ct o
f glo
balis
atio
n on
to
uris
m d
evel
opm
ent
ex
amin
e th
e is
sue
of e
xplo
itatio
n of
wom
en a
nd c
hild
ren
in th
e de
velo
pmen
t of t
ouris
m su
ch a
s sex
tour
ism
and
chi
ld la
bour
expl
ore
the
issu
e of
glo
balis
atio
n an
d its
impl
icat
ions
to to
uris
m
deve
lopm
ents
with
refe
renc
e to
stan
dard
izat
ion,
mas
s tou
rism
, ex
ploi
tatio
n an
d su
stai
nabi
lity
2. C
urre
nt is
sues
in
Hos
pita
lity
Issu
es in
Acc
omm
odat
ion
Sect
or
(i)
Tren
ds a
nd is
sues
shap
ing
the
acco
mm
odat
ion
deve
lopm
ents
:
Dis
cuss
tren
ds a
nd is
sues
faci
ng th
e ac
com
mod
atio
n se
ctor
such
as:
impa
cts o
f life
styl
es a
nd so
cial
coh
orts
in in
fluen
cing
tren
ds o
f the
ac
com
mod
atio
n se
ctor
, e.g
. bab
y-bo
omer
s, Y-
gene
ratio
n an
d se
nior
s
24
SECOND DRAFT
Uni
t K
ey P
oint
s Ex
plan
ator
y N
otes
Life
styl
es
B
rand
ing
Te
chno
logy
Soci
oeco
nom
ic
deve
lopm
ents
Legi
slat
ion
and
regu
latio
n
im
pact
s of c
hang
ing
dem
ogra
phic
s in
deve
lopi
ng m
arke
ting
plan
s for
th
e ho
spita
lity
indu
stry
the
influ
ence
of s
ocia
l and
eco
nom
ic c
hang
es o
n ac
com
mod
atio
n de
velo
pmen
t
chan
ges i
n te
chno
logy
that
affe
ct to
uris
ts’ a
ccom
mod
atio
n pa
ttern
s suc
h as
Inte
rnet
rese
rvat
ions
, and
aut
omat
ion
of se
rvic
es
th
e im
pact
s of e
nviro
nmen
tal t
ouris
m in
shap
ing
acco
mm
odat
ion
deve
lopm
ents
. e.g
. gre
enin
g of
hot
els a
nd g
uest
room
s
th
e ho
tel-a
s-de
stin
atio
n co
ncep
t suc
h as
hip
/bou
tique
hot
els a
nd re
sorts
the
impa
ct o
f leg
isla
tion
and
regu
latio
ns in
shap
ing
the
acco
mm
odat
ion
deve
lopm
ents
Is
sues
in F
ood
Serv
ice
Sect
or
(i)
Tren
ds a
nd is
sues
shap
ing
the
food
serv
ice
deve
lopm
ents
:
Li
fest
yle
B
rand
ing
Fo
od p
rodu
ctio
n an
d su
pply
Tech
nolo
gy
Le
gisl
atio
n an
d re
gula
tion
Dis
cuss
tren
ds a
nd is
sues
faci
ng th
e fo
od se
rvic
e se
ctor
such
as:
the
impa
cts o
f cha
ngin
g de
mog
raph
ics,
lifes
tyle
s and
soci
al c
ohor
ts in
in
fluen
cing
tren
ds o
f the
food
serv
ice
sect
or, e
.g. a
ging
bab
y-bo
omer
s, Y
ge
nera
tion
and
seni
ors
th
e so
cial
issu
e on
the
prov
isio
n of
GM
food
s and
bio
-tech
nolo
gy
th
e im
pact
s of i
ncre
asin
g us
e in
tech
nolo
gy to
enh
ance
gue
st se
rvic
es a
nd
cont
rol c
osts
such
as e
lect
roni
c Po
int-o
f-sa
le (P
OS)
term
inal
s
the
chan
ges i
n te
chno
logy
that
affe
ct fo
od &
bev
erag
e co
nsum
ptio
n pa
ttern
s
the
glob
alis
atio
n ph
enom
ena
on th
e de
velo
pmen
t of f
ood
serv
ices
from
fast
fo
od to
full-
serv
ice
rest
aura
nts
th
e im
pact
of l
egis
latio
n an
d re
gula
tions
in sh
apin
g th
e fo
od se
rvic
e de
velo
pmen
ts. e
.g. t
he im
pact
non
-sm
okin
g le
gisl
atio
n an
d se
rvin
g of
alc
ohol
to
min
or
th
e ph
ysio
logi
cal a
nd p
sych
olog
ical
fact
ors w
hich
influ
ence
wha
t peo
ple
eat
25
SECOND DRAFT
Elec
tive
Part
The
Elec
tive
Part
aim
s to
cat
er fo
r stu
dent
s’ ap
titud
e an
d in
tere
st. T
each
ers
coul
d ch
oose
ON
E fr
om th
e fo
llow
ing
parts
that
bes
t sui
t stu
dent
s’ in
tere
sts.
To c
ompl
ete
the
sele
cted
par
t stu
dent
s wou
ld b
e re
quire
d to
per
form
seve
ral t
asks
whi
ch m
ay in
clud
e vi
sits
, cas
e st
udie
s or r
esea
rch
on
area
for i
n-de
pth
stud
y.
1.
Part
I – M
eetin
g, In
cent
ive,
Con
vent
ion
and
Exhi
bitio
n (M
ICE)
2.
Part
II –
Them
e Pa
rks
3.
Part
III –
Hos
pita
lity
Mar
ketin
g
26
SECOND DRAFT
Ele
ctiv
e Pa
rt I
Mee
ting,
Ince
ntiv
e, C
onve
ntio
n an
d Ex
hibi
tion
(MIC
E)
In th
e co
ntex
t of M
ICE
indu
stry
, thi
s cou
rse
will
ena
ble
stud
ents
to g
ain
a br
oad
know
ledg
e of
the
MIC
E in
dust
ry to
supp
ort e
vent
co-
ordi
natio
n th
roug
h al
l its
pha
ses,
nam
ely
rese
arch
, pla
n, d
esig
n, c
ondu
ct a
nd e
valu
atio
n in
diff
eren
t con
text
s. It
also
take
s int
o ac
coun
t iss
ues s
uch
as th
e co
nstra
ints
of t
he fa
cilit
ies,
cust
omer
exp
ecta
tions
, and
the
requ
irem
ents
of t
he e
vent
. K
ey P
oint
s Ex
plan
ator
y N
otes
(i)
The
MIC
E B
usin
ess
M
ICE
as a
n im
porta
nt p
art o
f the
to
uris
m in
dust
ry
(ii) M
ICE
plan
ning
-The
ess
entia
ls o
f ev
ent p
lann
ing:
Initi
al p
lann
ing
B
udge
ting
Ti
min
g
Venu
e
(iii)
Cur
rent
dev
elop
men
ts in
MIC
E
ex
plai
n w
hy m
eetin
gs, i
ncen
tives
, con
vent
ions
and
exh
ibiti
ons a
re a
n im
porta
nt p
art o
f the
to
uris
m a
nd h
ospi
talit
y in
dust
ry
de
scrib
e di
ffere
nt ty
pes o
f mee
tings
desc
ribe
how
mee
tings
are
pla
nned
and
how
diff
eren
t sec
tors
of t
he in
dust
ry a
re in
volv
ed in
pl
anni
ng. I
llust
rate
d w
ith so
me
loca
l exa
mpl
es
ex
plai
n th
e im
porta
nce
of c
aref
ul p
lann
ing
to th
e su
cces
s of a
mee
ting
lis
t, ev
alua
te a
nd se
lect
nec
essa
ry re
sour
ces t
o su
ppor
t the
mee
ting
curr
ent d
evel
opm
ent o
f MIC
E ill
ustra
ted
by so
me
loca
l exa
mpl
es
To fu
rther
enh
ance
stud
ents
with
the
unde
rsta
ndin
g of
MIC
E, th
e fo
llow
ing
sugg
este
d ev
ents
will
en
gage
stud
ents
to p
erfo
rm m
ulti-
skill
ed p
ract
ice
eith
er in
scho
ol o
r aw
ay fr
om sc
hool
: *
Tour
ism
eve
nts
* F
und
rais
ing
* R
etai
l eve
nts
*
Con
voca
tion
* H
ospi
talit
y ev
ents
* Fe
stiv
als
* Ex
hibi
tions
27
SECOND DRAFT
Elec
tive
Part
II
Them
e Pa
rks
In t
he c
onte
xt o
f to
uris
m i
ndus
try, t
his
cour
se i
ntro
duce
s st
uden
ts t
o ex
amin
e th
eme
park
as
a fo
rm o
f m
an-m
ade
tour
ist
attra
ctio
ns, a
nd i
n pa
rticu
lar e
xam
ines
the
key
attri
bute
s in
succ
essf
ully
con
veyi
ng th
e m
ain
them
e.
Key
Poi
nts
Expl
anat
ory
Not
es
(i)
Cha
ract
eris
tics o
f the
me
park
s
(ii)
Vis
itor p
rofil
e of
The
me
park
s
(iii)
Fund
amen
tal f
acto
rs a
ttrib
uted
to a
th
eme
park
’s p
opul
arity
Ide
ntify
and
des
crib
e th
e ex
perie
nces
a th
eme
park
can
offe
r to
visi
tors
as a
n at
tract
ion
i.e.
auth
entic
exp
erie
nce
or sy
nthe
tic e
xper
ienc
e?
The
cla
ssifi
catio
n of
them
e pa
rks a
ccor
ding
to th
eme,
size
, and
geo
grap
hica
l loc
atio
n D
escr
ibe
the
loca
tion
fact
ors o
f a th
eme
park
such
as a
cces
sibi
lity,
loca
l clim
ate,
etc
. I
dent
ify th
e pr
imar
y m
arke
t of t
hem
e pa
rk –
vis
itor p
rofil
e S
tate
and
exp
lain
the
attri
bute
s of a
them
e pa
rk:
Th
emin
g: th
e de
velo
pmen
t of a
mai
n th
eme,
coo
rdin
atio
n of
scen
ery,
arc
hite
ctur
e,
land
scap
e an
d co
stum
e
Vis
itors
’ exp
ecta
tions
: the
satis
fact
ion
of v
isito
rs’ e
xpec
tatio
ns
A
ttrac
tions
: the
pro
visi
on o
f cor
e an
d su
ppor
ting
attra
ctio
ns
V
isito
r flo
w: t
he m
anag
emen
t of v
isito
r flo
w
To
furth
er e
nhan
ce st
uden
ts w
ith th
e kn
owle
dge
of th
eme
park
s, ta
sks w
ould
be
adop
ted
to p
ut
theo
ry in
to p
ract
ice.
The
follo
win
gs a
re su
gges
ted
area
s for
put
ting
toge
ther
a ta
sk o
n re
late
d st
udy
of th
eme
park
s:
Tour
ist s
atis
fact
ion:
Iden
tify
the
succ
essf
ul fa
ctor
s of t
he v
isite
d th
eme
park
s with
resp
ect
to to
uris
t sat
isfa
ctio
n
Des
tinat
ion
deve
lopm
ent:
Pred
ict t
he fu
ture
role
of t
hem
e pa
rks i
n lo
cal t
ouris
m in
dust
ry
A
ttrib
utes
of a
them
e pa
rk: P
ropo
se n
ew a
ttrac
tions
in su
stai
ning
the
attra
ctiv
enes
s of t
he
visi
ted
them
e pa
rks
28
SECOND DRAFT
Elec
tive
Part
III
Hos
pita
lity
Mar
ketin
g In
the
cont
ext o
f tou
rism
and
hos
pita
lity
indu
stry
, thi
s co
urse
will
ena
ble
stud
ents
to re
cogn
ise
that
this
indu
stry
is, a
bove
all,
a s
ervi
ce o
ne. I
t re
quire
s rec
ogni
tion
and
unde
rsta
ndin
g of
the
serv
ice
appr
oach
use
d in
mar
ketin
g an
d se
lling
to th
e po
tent
ial c
usto
mer
s – g
uest
s. K
ey P
oint
s Ex
plan
ator
y N
otes
(i)
Serv
ices
Mar
ketin
g
D
istin
guis
hing
feat
ures
of
Hos
pita
lity
Mar
ketin
g
(ii)
Intro
duct
ion
to S
ales
and
Mar
ketin
g
The
diffe
renc
es b
etw
een
sale
s an
d m
arke
ting
Th
e m
arke
ting
mix
for
hosp
italit
y in
dust
ry
(ii
i) M
arke
ting
and
sale
s te
chni
ques
use
d in
the
hosp
italit
y in
dust
ry:
A
dver
tisin
g
Publ
ic R
elat
ions
Pers
onal
Sel
ling
El
ectro
nic
mar
ketin
g
di
stin
guis
h “g
ener
al o
r pro
duct
” m
arke
ting
from
“se
rvic
e or
hos
pita
lity
mar
ketin
g”
un
ders
tand
the
diffe
renc
es b
etw
een
buye
r’s a
nd se
ller’s
nee
ds
id
entif
y th
e m
arke
ting
mix
for t
he h
ospi
talit
y in
dust
ry in
the
aspe
ct o
f pro
duct
, par
tner
ship
, pe
ople
, pac
kagi
ng, p
rogr
amm
ing,
pla
ce, p
rom
otio
n an
d pr
icin
g
desc
ribe
the
vario
us a
dver
tisin
g m
edia
such
as n
ewsp
aper
, TV
and
in-h
ouse
mat
eria
ls (e
.g.
coup
ons,
men
us, w
ine
lists
, ten
t car
ds, a
nd o
ther
poi
nt-o
f-sa
le p
rom
otio
nal i
tem
s)
de
fine
and
expl
ain
Publ
ic R
elat
ions
and
its r
oles
in th
e co
mm
unity
as w
ell a
s in
the
indu
stry
list t
he d
iffer
ent f
orm
s of p
erso
nal s
ellin
g su
ch a
s Fie
ld S
ales
, Tel
epho
ne S
ales
and
Insi
de
Sale
s (In
tern
al S
ellin
g)
de
fine
digi
tal m
arke
ting
and
its a
pplic
atio
ns in
the
hosp
italit
y in
dust
ry
To fu
rther
enh
ance
stud
ents
with
the
know
ledg
e of
hos
pita
lity
mar
ketin
g pr
inci
ples
, tas
ks w
ould
be
ado
pted
to p
ut th
eory
into
pra
ctic
e. T
he fo
od a
nd b
ever
age,
and
acc
omm
odat
ion
sect
ors a
re
sugg
este
d ar
eas f
or p
uttin
g to
geth
er a
task
on:
iden
tifyi
ng a
nd e
valu
atin
g a
mar
ket s
egm
ent
prep
arin
g a
mar
ketin
g m
ix st
rate
gy fo
r attr
actin
g ne
w c
usto
mer
s and
reta
inin
g ex
istin
g cu
stom
ers
expl
orin
g th
e us
e an
d lim
itatio
ns o
f mar
ketin
g an
d sa
les t
echn
ique
s
SECOND DRAFT
29
Organising the NSS Tourism and Hospitality Studies Curriculum
2.5 The interrelated sectors and services in the tourism and hospitality industry enable a flexible curriculum approach in the learning and teaching of THS. It is not necessary to complete a compulsory part before introducing students to a new one. However, in the Compulsory Part I, “Introduction to Tourism” introduces the subject and sets the context for the delivery of the other Compulsory and Elective Parts. Therefore, it is important to start off with Part I, and then move to other parts. In fact, teachers can re-organize the inter-related units of different parts of the curriculum so as to facilitate students’ understanding of a certain topic or issue. The Elective Part adopts a task-based approach in learning and teaching, and students are expected to put theory into practice. Therefore, it is recommended that teachers should not implement the Elective Part in SS1 as students can only apply limited knowledge and skills they have learned in class.
Time Allocation
Suggested contact
hours
Compulsory Part
Part I: Introduction to Tourism 55
Part II: Introduction to Hospitality 50
Part III: Destination Geography 45
Part IV: Customer Relations and Service 35
Part V: Trends and Issues in the Tourism and Hospitality Industry 35
Elective Part (choose ONE only)
Part I: Meeting, Incentives, Convention and Exhibition 30
Part II: Theme Parks 30
Part III: Hospitality Marketing 30
Learning and Teaching Activities 20 ______ 270
SECOND DRAFT
30
Chapter 3 Curriculum Planning
Progression of Studies 3.1 The THS curriculum is designed with a Compulsory Part and an Elective Part. The Compulsory Part aims at assisting students to acquire the basic concepts, knowledge and information about the tourism and hospitality industry. The Elective Part provides students with an opportunity to apply the concepts learnt, construct knowledge and develop a deeper understanding in an area of interest according to their own needs and pace. 3.2 Also, the THS curriculum framework has been designed with the flexibility to facilitate easy adoption by different schools through varying the organisation of contents, contexts, learning and teaching strategies, and criteria and modes of assessment. Teachers can begin with Compulsory Part I, and then any topics in the compulsory part with reference to the prior knowledge, experiences, and interest of their students. However, in order to enable students to explore and develop their interest in the tourism and hospitality field and to ensure a smooth interface with the SS2 and SS3 of the THS curriculum, teachers should start with introducing to students key concepts in tourism principles, local tourism industry, hotel and rooms division, and food and beverage division in SS1. 3.3 The learning and teaching of the above topics in SS1 will enable students to thoroughly understand the basic elements and characteristics of the tourism and hospitality industry, approach the contents of the Elective Part in SS2 and SS3 more easily, or advance smoothly into their chosen field of study in SS2 and SS3. The first year of the course builds a strong foundation for those who might choose COC, pave the way for students who choose to find a job in the industry, or simply assist them to become educated consumers. Planning the NSS Tourism and Hospitality Studies Curriculum
3.4 The THS curriculum is designed with a choice of routes for students to further study or future employment in the tourism, hospitality or service-related fields. For students who are inclined to major in a sector-specific area, such as catering or housekeeping operations, leading up quickly to vocational studies or employment, they can take appropriate courses in COC when they proceed to SS2. For students who are more academically inclined and want to have a deeper understanding of the tourism and hospitality industry or take up related studies at the tertiary level, they should proceed to study THS in SS2 and SS3.
3.5 In order to maintain effective delivery of the curriculum, teachers should always:
● ensure the core elements set out in this document are covered
● build on strengths of the school and needs of its students
SECOND DRAFT
31
● help students achieve learning targets
● adopt appropriate curriculum organization, learning, teaching and assessment strategies
● constantly reflect and improve based upon informed practice
Managing the NSS Tourism and Hospitality Studies Curriculum 3.6 In managing the NSS THS curriculum, there are two main areas that the management level needs to consider:
● Capacity building
Many teachers having to teach this subject do not possess a background or degree in Tourism and Hospitality, and therefore need to develop a learning culture among themselves and attend professional development programmes such as:
seminars, workshops and experience sharing sessions on knowledge enhancement and pedagogy;
teachers’ network activities in exchanging resources such as lesson plans and assessment exemplars.
In addition, teachers should consider engaging themselves in experiential learning in the tourism and hospitality industry, i.e. well-structured educational visits. Teachers can share their experience gained from the visits with their students. This experiential practice benefits both the teachers and students, and the curriculum will receive constant input and updating from the industry.
● Managing resources
In order to deliver this curriculum effectively, subject coordinators should develop a cordial working relationship with the industry in developing a reliable source of information or data-bank to facilitate learning and teaching of the subject. The industry is the main source of brochures, map guides, videos and magazines when required. Moreover, most of the resources currently used for Travel and Tourism (S4 – S5) will continue to be useful in the new senior secondary curriculum. For example, resources uploaded in the T&T website can be adapted for learning units in Tourism and Hospitality Studies such as “The role of technology in the travel and tourism industry” and “Destination Geography”. Having a variety of resources is important and students should have access to tourism and hospitality-related books, TV programmes, and computer software. This resource centre should be carefully managed and constantly updated. Teachers need to develop their own code of conduct for the use of these resources and comply with the copyright ordinance.
SECOND DRAFT
32
Chapter 4 Learning and Teaching
Guiding Principles 4.1 THS is a multi-disciplinary subject that emphasizes very much on the adoption of an enquiry approach. The adoption of enquiry learning helps students develop skills and apply them in a wide range of contexts. Through enquiry, students are encouraged to investigate and explore tourism and hospitality issues. With the information and experience they gain, students can look into problems from different perspectives, developing their independent learning ability, enquiry skills and lifelong learning capabilities.
4.2 Teachers should employ a variety of learning activities to facilitate the accomplishment of curriculum aims. Much of the study of THS should be of an exploratory nature. Learning should be planned with a view to helping students to develop the ability to manage and organise time and resources. For example, students can be asked to complete a task using the Internet within a specified time. One way to balance learning tasks is to vary the basic learning targets of each lesson. The emphasis could sometimes be on reading to learn, such as newspaper articles, or encouraging the development of students’ critical thinking skills. At other times, the focus is on the development of social skills, such as a service situation role play on hand shaking, eye contact, having a proper smile, using the right tone of voice, etc. Moreover, emphasis at other times could be familiarizing the students to use trade specific software to simulate the real situation, such as to take reservation or handle check-in, to dress, behave and speak professionally when on a field visit or acting as ambassadors for the school on Open Days. These learning experiences, though not completely trade specific, are stimulating, practical, highly valued by the tourism and hospitality industry and could easily be assimilated into students’ learning of other subjects and everyday life.
4.3 There are some guiding principles to enhance effective learning and teaching:
● Students and teachers should not view THS merely as a “vocational subject”. It is one of the subjects in the PSHE KLA. THS should complement other subjects with a view to creating a career path not only confined to the tourism and hospitality industry.
● THS is not a subject to be taught only within the classroom setting. Well-structured and educationally sound group and individual visits to gain personal experience of the various sectors in the tourism and hospitality industry are essential. Teachers and students need to experience the needs of tourists and the dynamics of the tourism and hospitality industry in order to understand the nature of the subject. Ample curriculum time should be provided for these visits.
● Students are expected to take responsibility for their own learning. They need to realize
SECOND DRAFT
33
that investigative study and task-based learning forms an important part of learning and teaching in this subject.
4.4 Students should be engaged in learning activities that take them beyond the facts, that are action-based and that allow students to experience and analyse issues so that it is personal relevant.
Suggested action-based pedagogical skills include:
Role plays Videotaping Cooperative small group learning Simulations Demonstrations, and Case studies
SECOND DRAFT
34
Chapter 5 Assessment
5.1 Assessment is the practice of collecting evidence of student learning. The aims are to improve learning and teaching as well as to recognize the achievement of students. The assessment design will align with curriculum aims, design and learning processes of the subject concerned.
Internal Assessment
5.2 Internal assessment refers to the assessment practices that schools employ as part of the learning and teaching process during the three years of senior secondary study in Tourism and Hospitality. It serves the purpose of providing feedback to improve learning and teaching as well as to report student progress at appropriate times. In designing internal assessment for the subject, teachers should maintain a proper balance between the formative and summative functions of assessment. A diversity of assessment modes should be adopted so that students are given opportunities to develop and demonstrate the full range of learning outcomes of the curriculum, including those of knowledge, skills, and values and attitudes.
Public Assessment
5.3 Public assessment of THS leads to a qualification in the subject to be offered by the Hong Kong Examinations and Assessment Authority. In the public assessment of THS, a standards-referenced approach will be adopted for grading and reporting student performance. The purpose of this approach is to recognize what each student can do in each subject at the end of the 3-year senior secondary education. The performance of each student will be matched against a set of performance standards, rather than compared to the performance of other students. It makes the implicit standards explicit by providing specific indication of individual student performance. Descriptions will be provided for the set of standards at a later stage.
5.4 Public assessment will include a public examination component and a School-based Assessment (SBA) component. It should be noted that SBA is not an “add-on” element in the curriculum. Assessing student performance through practices such as class discussion and class observation is a normal in-class and out-of-class activity. The particular assessment modes selected for SBA in THS will be appropriate to the learning objectives and processes that are to be assessed. The design and implementation of SBA should avoid unduly increasing the workload of both teachers and students.
SECOND DRAFT
35
Assessment Objectives
5.5 Public Examination
The objectives of this component are to test candidates’ knowledge and understanding about:
the reasons why people travel and how the tourism and hospitality industry meets travellers’ needs;
the interdisciplinary and diverse nature of the tourism and hospitality industry including tourist destinations, infrastructure and superstructures;
local and international tourist and hospitality trends and issues, and their social, economic and environmental impacts;
the major functional areas or sectors within the tourism and hospitality industry and the career opportunities available; and
the application of appropriate knowledge and skills in a wide range of industry and service-related situations.
5.6 School-based Assessment
In addition to the objectives for the written examination stipulated above, the objectives of this component are to assess candidates’:
range of technical, personal, interpersonal, organizational and generic skills that can be applied in various contexts, both within and beyond the workplaces of the tourism and hospitality industry.
ability to apply appropriate knowledge and skills in a wide range of industry and service-related situations; and
appreciation of the importance of customer service-oriented behaviour
SECOND DRAFT
36
5.6
Ass
essm
ent R
ubri
cs
The
follo
win
g ta
ble
outli
nes t
he a
sses
smen
t rub
rics o
f the
two
com
pone
nts:
Ass
essm
ent
com
pone
nts
Des
crip
tion
Wei
ghtin
g D
urat
ion
Rem
arks
Pape
r 1
Pape
r 1
will
co
nsis
t of
bo
th
mul
tiple
ch
oice
an
d da
ta-b
ased
qu
estio
ns,
whi
ch
will
fa
ll w
ithin
th
e C
ompu
lsor
y Pa
rt.
All
ques
tions
w
ill
have
to
be
an
swer
ed.
30%
1
hour
Th
e qu
estio
ns w
ill fa
ll w
ithin
the
Com
puls
ory
Part.
Pu
blic
Ex
amin
atio
n
Pape
r 2
Pape
r 2
will
con
sist
of
five
essa
y-ty
pe q
uest
ions
, of
w
hich
can
dida
tes a
re re
quire
d to
ans
wer
TH
REE.
40
%
1¾ h
our
The
ques
tions
will
fall
with
in th
e C
ompu
lsor
y Pa
rt.
Scho
ol-b
ased
Ass
essm
ent
(SB
A)
Scho
ols
are
to
subm
it,
on
a st
anda
rdiz
ed
Scho
ol
Can
dida
tes’
SBA
Mar
kshe
et p
rovi
ded
by t
he H
KEA
A,
thei
r stu
dent
s’ SB
A sc
ores
in th
e fo
llow
ing
four
are
as:
1.
Task
s on
Elec
tive
Part
durin
g SS
2 an
d SS
3 2.
C
ours
e pe
rfor
man
ce in
SS2
3.
C
ours
e pe
rfor
man
ce in
SS3
4.
In
tern
al te
sts/
exam
s res
ults
in S
S2
The
wei
ghtin
g of
the
four
SB
A a
reas
is:
Task
s on
Elec
tive
Part:
15
%
Cou
rse
perf
orm
ance
in S
S2:
5%
C
ours
e pe
rfor
man
ce in
SS3
: 5
%
Inte
rnal
test
s/ex
ams r
esul
t in
SS2:
5
%
30%
SS
2 - S
S3
Sugg
este
d ta
sks
on
Elec
tive
Part
subm
itted
in th
e fo
rm o
f po
rtfol
ios
may
in
clud
e or
gani
zing
eve
nts,
field
trip
s and
m
arke
ting
activ
ities
. HK
EAA
wou
ld b
e re
spon
sibl
e fo
r as
sign
ing
spec
ific
task
s fo
r ea
ch e
lect
ive
so t
hat
unifo
rmity
in
asse
ssm
ent c
ould
be
achi
eved
. C
ours
e pe
rfor
man
ce r
ecko
ned
in S
S2
and
SS3
can
refe
r to
thos
e as
sign
men
ts
set
agai
nst
the
Com
puls
ory
Part.
A
ssig
nmen
ts c
an b
e in
the
form
of c
lass
or
hom
ewor
k as
sign
men
ts,
whi
ch m
ay
incl
ude
essa
ys,
repo
rt on
vis
its,
new
s co
mm
enta
ry,
role
pl
ays
and
book
re
ports
. Te
sts
and
exam
s ar
e sc
hedu
led
and
stru
ctur
ed w
ithin
nor
mal
tea
chin
g an
d le
arni
ng a
ctiv
ities
and
the
res
ults
tak
en
in S
S2.
SECOND DRAFT
37
Chapter 6 Effective Use of Learning and Teaching Resources
Learning through multiple resources
6.1 Tourism is a dynamic industry. Learning and teaching of the subject should not be bound by textbooks. Students and teachers will need to make use of:
brochures newspaper clippings tourism and hospitality-related magazines map guides videos TV programmes Internet
Use of Information Technology (IT) in learning
6.2 IT skills involve the ability to use IT to seek, absorb, analyse, manage and present information critically and intelligently. In the sub-topic “the role of technology in tourism and hospitality industry”, students could use practical sessions as a means of achieving these expectations. In these sessions, students would take advantage of using the advanced tourism and hospitality computer software to gain hands-on experience in a simulated travel and hotel related front and back of the house operation. In addition, this component provides students with the necessary life-skills to familiarise them with today’s technology shaped career in the tourism and hospitality industry. Teachers should highlight to students the importance of developing self-learning capabilities using IT application so as to keep up with the dynamic nature of tourism and hospitality industry.
SECOND DRAFT
38
Chapter 7 Supporting Measures 7.1 The Curriculum Development Institute will provide relevant professional development programmes to support the implementation of the New Senior Secondary Tourism and Hospitality Studies Curriculum. Such programmes include components like:
(a) Understanding & Interpreting the Curriculum (9 hours)
- Seminars on curriculum planning (3 x 3 hours)
(b) Enriching Knowledge (54 hours)
- Seminars on knowledge enrichment (9 x 6 hours)
(c) Learning and Teaching Strategies (6 hours)
- Seminar on learning and teaching strategies of the Compulsory Part (1 x 3 hours)
- Seminar on learning and teaching strategies of the Elective Part (1 x 3 hours)
(d) Assessment (15 hours)
- Seminars on assessment strategies (5 x 3 hours)
7.2 Seminars and workshops on special topics will also be organized regularly in response to the needs of teachers.
7.3 Resources will continue to be provided in the Travel and Tourism website for teachers’ reference. In addition, learning packages will be provided to teachers in supporting the implementation of the New Senior Secondary Tourism and Hospitality Studies Curriculum.
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Appendix 1
Examples of areas of study and careers relevant to the Tourism and Hospitality
Studies curriculum
Compulsory Part
Introduction to
Tourism
Introduction to Hospitality
Destination Geography
Tourism and Hospitality Industry (Direct) Tourism Attractions Accommodation Front Office (Hotel) Restaurants (Hotel) Tourism Services Travel Agency Inbound tour organizers Tourism Board Tourism research institutions Transportation Ticketing Department (Airline) Reservation Department(Airline/Cruise) Tourism and Hospitality Industry (Indirect) Government Airport Authority Immigration Department Customs & Excise Department Services Museums Food suppliers Retail sector Convention centres
Tourism and Hospitality
Management Studies
Geography
Environmental Studies
Architectural Conservation Studies
Management Studies
Language Studies
Marketing
Workplace
Tourism and
Hospitality Studies
Sub Degree / DegreeStudies
Compulsory Part
Customer
Relations & Services
Trends and
Issues in the Tourism and Hospitality
Industry
Elective Part
Meeting, Incentive,
Convention & Exhibition
(MICE)
Theme Parks
Hospitality Marketing
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Appendix 2
References
American Hotel & Lodging Association – High School Curriculum for the Hospitality Industry, U.S.A.
Australian Capital Territory (ACT) Board of Senior Secondary Studies, The Tourism and Hospitality Course Framework, 2000, Australia
Board of Studies, NSW, 2002, Hospitality Curriculum Framework, (Stage 6 Syllabus) Australia
Board of Studies, NSW, 2002, Tourism Curriculum Framework, (Stage 6 Syllabus) Australia
Brotherton, Bob.,Lumsdon, Les.(2005), Tourism and Hospitality Planning & Development, Routledge, London, U.K, Vol 2.
BTEC Introductory Diploma in Hospitality, Travel and Tourism Level 1, U.K.
Cambridge International Diploma in Travel and Tourism, U.K.
Career-Technical Education, Travel, Tourism, Recreation and Marketing, In North Carolina, U.S.A.
Cooper, C., Shepherd, Rebecca., Westlake, John., Educating the Educators in Tourism: A Manual of Tourism and Hospitality Education, WTO, Surrey, 1996.
Evans (1988), Academic Credibility and the Hospitality Curriculum: the Image Problem, Cornell Hotel Restaurant Administration Quarterly, 29(2) August 1988 44-45.
Hospitality and Tourism Vocational Education and Training in Secondary Schools, Tourism Training South Australia, Australia
Hospitality and Tourism Vocational Education and Training in Secondary Schools, NSW Department of Education and Training, Australia
IATA-UFTAA Foundation Diploma - International Air Transport Association, Switzerland
International Journal of Contemporary Hospitality Management
Jafari, J. (1990), Research and Scholarship:The Basis of Tourism Education, Journal of Tourism Studies, 1(1), 33-41.
Messenger, S. (1992), The Implications of Competence-Based Education and Training Programmes for the Hospitality Industry in the 1990s, Tourism Management, 13(1) March 1992 134-136.
National Academy Foundation, Travel and Tourism Curriculum, 2002, U.S.A.
National Diploma in Business Studies – Tourism and Hospitality Studies, Ireland
Qualifications and Curriculum Authority, UK, 2004, GCE Hospitality and Catering 2004
Qualifications and Curriculum Authority, UK, 2004, GCE Travel and Tourism 2004
TAFE HSC – Tourism and Hospitality, Australia
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Sander, Phil., Simpson, Marilyn., Ward, Tracey., Career Education – A Resource Book, OSSTF, Ontario, 1997.
Tomorrow’s Tourism – A growth industry for the new Millennium, Department for Culture, Media & Sport, United Kingdom
Journals Annals of Tourism Research, Elsevier Science Ltd, London, U.K.
Cornell Hotel & Restaurant Administration Quarterly, The Center for Hospitality Research – (CHR), Cornell University, Ithaca, New York, U.S.A.
Current issues in Tourism, Channel View Books, Otago, New Zealand.
The Journal of Human Resources in Hospitality & Tourism, The Haworth Hospitality Press, New York, U.S.A.
The Journal of Teaching in Travel & Tourism, The Haworth Hospitality Press, New York, U.S.A.
The Journal of Tourism Studies, School of Business – Tourism Program, James Cook University, Townsville, Queensland, Australia
PATA Compass, the magazine of the Pacific Asia Travel Association (PATA), Thomson Press Hong Kong Limited
Tourism and Hospitality Planning & Development, Routledge, London, U.K