Tourism and Hospitality Studies Curriculum and Assessment Guide (Secondary 4 - 6)

(1)

Personal, Social and Humanities Education Key Learning Area

Tourism and Hospitality Studies Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and The Hong Kong Examinations and Assessment Authority

Recommended for use in schools by the Education Bureau HKSARG

2007 (with updates in November, 2015)

(2)

Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau (EDB)) stated in its report¹ in 2005 that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students' varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000, including the Basic Education Curriculum Guide (2002) and the Senior Secondary Curriculum Guide (2009)To gain a full understanding of the connection between education at the senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide is designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide is jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) in 2007. The first updating was made in January 2014 to align with the short-term recommendations made on senior secondary curriculum and assessment resulting from the New Academic Structure (NAS) review so that students and teachers could benefit at the earliest possible instance. This updating is made to align with the medium-term recommendations of the NAS review made on curriculum and assessment.. The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school

(7)

professionals from related fields/bodies, representatives from the HKEAA and the Vocational Training Council (VTC), as well as officers from the EDB. The HKEAA is an independent statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

The C&A Guide is recommended by the EDB for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE Examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Personal, Social and Humanities Education) Curriculum Development Institute

Education Bureau 13/F Wu Chung House 213 Queen’s Road East Wanchai, Hong Kong Fax: 2573 5299

E-mail: ccdopshe@edb.gov.hk

(8)

Acronyms

ApL Applied Learning

C&A Curriculum and Assessment CDC Curriculum Development Council

COC Career-Oriented Curriculum (pilot of the Career-oriented Studies)

EDB Education Bureau

EMB Education and Manpower Bureau GDS Global Distribution System

HKALE Hong Kong Advanced Level Examination

HKCEE Hong Kong Certificate of Education Examination HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority HKSAR Hong Kong Special Administrative Region

IT Information technology

KLA Key Learning Area

LOF Learning Outcomes Framework NGO Non-governmental organisation OLE Other Learning Experiences PMS Property Management System

PSHE Personal, Social and Humanities Education PLC Product Life Cycle

S4 - 5 Secondary 4 - 5

SSCG Senior Secondary Curriculum Guide THS Tourism and Hospitality Studies

(9)

(10)

Chapter 1 Introduction

This chapter provides the background, rationale and aims of Tourism and Hospitality Studies (THS) as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

The senior secondary THS curriculum was formulated alongside The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (EMB, 2005) and the Senior Secondary Curriculum Guide (CDC, 2007). These two documents provide the overall direction for the development of senior secondary education in Hong Kong. The curriculum framework stipulates that there should be a combination of core and elective subjects, Applied Learning (ApL) and other learning experiences to suit individual interests and aptitudes.

THS curriculum is one of the six elective subjects in the Personal, Social and Humanities Education (PSHE) Key Learning Area (KLA). It shares all the generic skills involved in the study of humanities subjects, such as critical thinking, communication, and interpersonal skills. In addition, the THS curriculum aims at assisting students to develop the essential skills needed for tourism and hospitality.

THS curriculum has evolved from the Travel and Tourism (Secondary 4 – 5) (S4 – 5) curriculum (implemented in 1999), which focuses primarily on the study of the tourism industry. It follows the general directions set out in the Personal, Social and Humanities Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002) and extends the knowledge, skills, and values and attitudes learners develop through the PSHE curriculum for basic education. As a three-year subject, the proposed senior secondary THS curriculum encompasses the updated content of Travel and Tourism (S4 – 5) and, introduces a new module on hospitality.

(11)

1.2 Rationale

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 role of growing importance in the local economy. In equipping students for this new socio-economic environment, the proposed THS programme provides students with a solid foundation of knowledge about the industry. 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 senior secondary students with a strong interest in this field to pursue their studies further.

THS provides opportunities for students to develop generic skills, such as communication, interpersonal, information-processing, problem-solving and decision-making skills for life-long learning. Capitalising on the opportunities arising from the study of a dynamic tourism and hospitality industry in Hong Kong, it will help students to become self-motivated problem-solvers and life-long learners.

THS also develops students’ adaptability, which is required in a rapidly changing society. On completing the curriculum, they should have acquired relevant knowledge and concepts, and have developed a range of technical and generic skills that can be applied in various contexts, especially within the service industries sector. By providing a wide range of learning experiences, the study of THS enables students to explore different pathways for further study and careers. These might include the academic study of, for example, tourism and hospitality management studies, architectural conservation studies, environmental studies, or careers in the industry, such as working in a hotel, a travel agency, a tourist attraction or a service related industry.

THS enables students to explore and understand the relationship between individuals and society through the study of local and international tourism and hospitality trends and issues, and their social, economic and environmental impact. For example, the study of the social aspects of tourism and hospitality education will not only enhance students’ personal development, but also help them to develop a sense of ethical responsibility and a healthy hospitality culture of benefit to the community.

THS is a complex field of study. Directly or indirectly, it involves a variety of disciplines related to the understanding of tourism. Its multi-disciplinary nature will complement students’ learning in other subjects. For example, the study of sustainable tourism development will illustrate the concept of biodiversity and social responsibility, through examining contemporary tourism-related issues familiar to students.

(12)

This curriculum adopts an approach that enables students to acquire a broad knowledge and understanding of the tourism and hospitality industry. Whether they are taking this subject with a view to future employment or academic pursuits, students will acquire the 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 specific industry-related operational skills, such as airline ticketing, tour guiding or catering operations. It is thus not one of the Applied Learning courses, which put greater emphasis on applications in the working environment.

1.3 Curriculum Aims

The aims of this curriculum are to enable students to:

(a) enhance their awareness of the importance of the tourism and hospitality industry to our society, the nation and the world;

(b) acquire comprehensive understanding of the tourism and hospitality industry, in particular the tourism system and aspects of hospitality skills, and 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) appreciate the positive values and attitudes that contribute to the sustainability of the tourism and hospitality industry; and

(f) explore pathways for further studies in post-secondary institutions and for career development in the tourism and hospitality industry.

(13)

1.4 Curriculum Objectives

Students are expected to develop knowledge and understanding of:

(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 impact; and

(d) the major functional sectors within the tourism and hospitality industry and the career opportunities available.

Students are expected to master the skills to:

(a) develop a range of specific and generic skills, including effective communication skills, customer service skills, information-processing skills, critical thinking skills, creativity, and problem-solving skills; and

(b) apply appropriate skills in a wide range of tourism and hospitality industry and service-related situations.

Students are expected to cultivate positive values and attitudes that will enable them to:

(a) be willing to introduce local tourism resources to tourists;

(b) appreciate and respect the tourism resources of other places when they are tourists themselves;

(c) reflect on the role of tourist-host relationships and develop an appreciation of other cultures, customs and beliefs;

(d) appreciate the importance of integrity and ethical behaviour in the tourism and hospitality industry, and apply this to daily life situations;

(e) acquire an understanding of the personal qualities required for successful work in the tourism and hospitality industry, such as courtesy, initiative, adaptability, flexibility, and collaboration, etc.;

(f) value the importance of sustainability in the tourism and hospitality industry with respect to its economic, environmental, cultural and social contexts; and

(g) recognise and be able to demonstrate quality customer service.

(14)

1.5 Broad Learning Outcomes

By the end of the course, students should be able to:

(a) describe the structure and nature of the various interdependent components of the tourism and hospitality industry;

(b) explain and evaluate the relative importance of the tourism and hospitality industry to a host destination and to the global economy;

(c) understand tourism and hospitality issues and analyse the main factors affecting the demand for and supply of tourism and hospitality services;

(d) identify sustainable tourism strategies that can be used to minimise the negative economic, environmental and social impact of tourism and maximise the positive one;

(e) reflect on the importance for tourists and tourism or hospitality operators of fulfilling ethical responsibilities;

(f) demonstrate effective application of information technology skills, communication skills, problem-solving skills and critical thinking skills in the context of a dynamic tourism and hospitality industry;

(g) demonstrate the basic principles and skills in providing quality customer service;

(h) demonstrate life skills through class discussions, role-plays and project work;

(i) understand the development of an event from the conceptual stage through to its completion; and

(j) describe and provide examples of how various hospitality sectors differentiate themselves through the variety and mix of hospitality services they provide.

1.6 Interface with Junior Secondary Education and Post-secondary Pathways

THS at senior secondary level is based on students’ prior learning experiences in junior secondary education, especially in the PSHE KLA. Students should have acquired a basic knowledge and understanding of social, economic, political and environmental issues in Hong Kong through the study of subjects such as History, Geography, EPA and Integrated Humanities. They will also have developed generic skills, geographical concepts, knowledge of local, national and world history, and an understanding of economic activities, environmental issues and human needs, all of which are needed as a foundation for the study of this subject.

(15)

studies, entertainment and business operations, environmental studies, or careers in the industry, such as working in a hotel, a travel agency, a tourist attraction, or a service related industry.

(16)

(17)

Chapter 2 Curriculum Framework

The curriculum framework for Tourism and Hospitality Studies (THS) embodies the key knowledge, skills, values and attitudes that students are to develop at senior secondary level.

It forms the basis on which schools and teachers plan their school-based curriculum and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of this curriculum is based on principles which are derived from those recommended in Chapter 3 of The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (EMB, 2005), namely that this curriculum should:

(i) build on the basis of the prior knowledge, skills, values and attitudes, and learning experiences students should have gained through their study of the PSHE curriculum in basic education;

(ii) provide a balance between breadth and depth;

(iii) provide a balance between the learning of theoretical knowledge and its application to real-life situations with emphasis being given to enhancing students’ conceptual knowledge as well as their application of information technology skills, enquiry skills, and providing them with an understanding of the trends and issues in the tourism and hospitality industry;

(iv) provide a balance between essential learning and a flexible and diversified curriculum, catering for students’ different interests, needs and abilities;

(v) provide suitable contexts for students to develop self-directed and life-long learning skills;

(vi) be based on the Travel and Tourism (S4 – 5) curriculum (implemented in 1999) and introduce additional concepts and theories so as to make it a more coherent course of study; and

(vii) ensure that assessment is closely aligned with learning.

(18)

2.2 Curriculum Structure and Organisation

The THS curriculum provides students with opportunities to explore the complex and multi-disciplinary nature of this area of study, as well as its intricate interrelationship with other disciplines, such as business administration, geography, history and information technology.

The primary aim of this curriculum is to broaden students’ knowledge and appreciation of the tourism and hospitality industry, including a variety of trends and issues, by providing them with the relevant basic concepts and knowledge as well as some practical experience.

The curriculum framework of THS consists of five modules, and they are developed to examine certain sectors of the tourism and hospitality industry, and each module includes knowledge, concepts, attitudes and generic skills.

The Module comprises:

 I : Introduction to Tourism

 II : Introduction to Hospitality

 III : Destination Geography

 IV : Customer Relations and Services

 V : Trends and Issues in the Tourism and Hospitality Industry

The total time allocation for this curriculum is approximately 250 hours². It is suggested about 20 hours are to be used for conducting tourism and hospitality industry related field trips that help students to engage in learning outside the classroom as well as inside it.

2 The lesson time for Liberal Studies and each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers, “270 hours” was recommended to facilitate schools’

planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the NSS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is

(19)

2.2.1 Module

I. Introduction to Tourism

Unit Key Points Explanatory Notes

1. Tourism concepts and principles

Tourism and the tourist

(i) Introduction to tourism

(ii) The meaning of

“travel”,

“tourism” and

“tourist”

(iii)Tourist’s codes of behaviour

(iv) Forms of travel

 understand and explain travel and tourism as an integrated discipline

 explain the factors that encourage and prohibit the development of tourism

 examine the career prospect in the tourism sector

 distinguish between ‘travel’ and ‘tourism’

 examine the different definitions and meanings of ‘tourist’

 describe the behaviour of a responsible tourist

 identify tourists’ concerns and special needs during travel

 examine different forms of travel and their differences, including:

- leisure / holiday tourism - business tourism

- cultural tourism - eco-tourism - study tourism - religious pilgrimage - health tourism

- visiting friends and relatives (VFR) - sports tourism

(20)

Unit Key Points Explanatory Notes (v) Classification of

tourists:

- Cohen - Plog

Travel motivations (i) Why do people

travel?

(ii) Travel motivations of tourists

 describe the four main types of tourists classified by Cohen

 describe the three main types of tourists classified by Plog

 explain tourists or potential tourists’ desire to travel with respect to the concept of tourist flows

 introduce and apply the different theories of travel motivations:

- factors that influence travel motivations - Hudman’s motivators of travel

- Maslow’s theory - Push and Pull theory Tourism planning

(i) Tourism product and destination planning

 understand tourism product and destination planning concepts, including:

- examine the role and importance of planning in destination development

- examine and explain the characteristics of the Product Life Cycle (PLC) and its feasibility in studying the development of a destination (TALC).

(21)

Unit Key Points Explanatory Notes - psychological carrying capacity

- economical carrying capacity - social-cultural carrying capacity

Sectors of tourism industry and

distribution channels (i) Different sectors

of the tourism industry

(ii) Distribution channels

 identify the major sectors of the tourism industry and their roles, including:

- hospitality - transportation - private

- public, including government, local and international tourism organizations - United Nations World Tourism Organization (UNWTO) and Pacific Asia Travel Association (PATA)

 examine the tourism distribution channels - types of distribution channels

- types of intermediaries, including travel agencies and tour operators - functions and product knowledge of a travel agent

Impact of tourism

(i) Economic impact

 discuss the positive and negative impact of tourism on the host societies including its economic, social and environmental effects

 positive:

- create jobs

- provide tax revenue

- improve the balance of payments

- derive economic growth from multiplier effect

(22)

(ii) Social-cultural impact

 negative:

- facilitate the increase in consumer prices and land prices - develop over-dependency on tourism

- generate leakage

 measurement of economic impact

- explain the flow of money including the first order, second order and third order effects

 positive:

- encourage cultural exchange - improve the way of life

- boost for cultural conservation

 negative:

- create community problems associated with tourism development, including:

 lifestyles : congestion, occupation and health problems

 commodification of culture

 demonstration effect

 moral issues: crime, prostitution and sex tourism

 measurement of social impact

- explain the Doxey’s index of tourist irritation

(23)

 negative:

- types of impacts on the abiotic environment:

 air pollution

 water pollution

 soil pollution

 noise pollution

 visual pollution

- types of impacts on the biotic environment:

 vegetation

 wildlife

 measurement of environmental impact

- explain the framework for the study of tourism and environmental stress by OECD 2. The local

tourism industry

The development of tourism in Hong Kong (i) Overview of local

tourism

(ii) The role of local public sectors in tourism

development

 understand the purposes of visit and spending patterns of inbound tourists

 analyse the different aspects of the inbound tourist market, including:

- geographic, - demographic - psychographic - socio-economic

 understand the major role of government in tourism development, including:

- planning - control - ownership

(24)

 explain the role and tasks performed by the Hong Kong SAR Government in developing and promoting tourism

 describe the role and functions of the following local organisations and statutory bodies:

- Tourism Commission (TC)

- Hong Kong Tourism Board (HKTB)

- Travel Industry Council of Hong Kong (TIC) - Hong Kong Hotels Association (HKHA)

3. The Meetings, Incentives, Convention, and

Exhibitions (MICE) Sector

(i) The MICE business

 MICE represents a sector of tourism

- Understand the types of business MICE represent - Understand the meaning of each sector of MICE

- Explain why meetings, incentives, conventions and exhibitions are an important part of the tourism and hospitality industry

- Describe how the different sectors of the tourism industry are involved in hosting MICE, e.g.

accommodation, transportation, attractions, and supporting infrastructures (ii) MICE planning  The components of event planning

- Introduce the planning process of planning, organising and implementing a MICE event

(25)

II. Introduction to Hospitality

1. Hospitality Industry

Introduction to the hospitality industry (i) The nature of the

hospitality industry

 understand the characteristics of the hospitality industry, its relationship to the tourism industry and career natures in the industry

2. Accommodation Sector

Introduction to the accommodation sector (i) Classification of

accommodation establishment (ii) The accommodation

product

(iii)Types of hotel guest

(iv) Guest cycle

 describe the classification of accommodation establishment and hotels

 outline the types and characteristics of worldwide and local hotels

 distinguish between the different types of rooms in a hotel

 introduce different types of room rates which are commonly provided by a hotel

 describe the types of hotel guests, including leisure travelers, corporate business travelers, free independent travelers (FITs), group inclusive tours (GITs), domestic tourists, conference participants, very important persons (VIPs) and incognito

 describe the different types of guest requests

 identify the four phases of the guest cycle, including pre-arrival, arrival, occupancy and departure, and the various transactions and services within each phase

(26)

Unit Key Points Explanatory Notes Introduction to the hotel

operations

(i) Hotel ownership and modes of management

(ii) Key departments in a hotel and their functions

Introduction to the Rooms Division

(i) Front office operations:

- Functions and organisation - Duties of key

positions

- Relationship with other departments - Main duties of front

 distinguish the various forms of business ownership and modes of management in the accommodation sector including (a) independently owned and operated, (b)

management contracts and (c) franchising.

 state the advantages and disadvantages of both management contracts and franchising

 state the major hotel departments and their functions

 outline the duties of key executives, including general manager and resident manager

 state the functions and organisation of the rooms division

 state the functions and organisation of the front office department

 understand the duties of key front office positions, including reservations clerk, receptionist, front office manager, concierge executive floor manager, and telephone operator

 outline the relationship between the front office department and other departments in a hotel

 outline the registration procedures, check-out procedures and process of handling

(27)

Unit Key Points Explanatory Notes (ii) Housekeeping

operations:

positions

- Relationship with other departments - Cleaning tasks - The in-room guest

supplies and amenities

- Room status codes

- Security procedures

 state the functions and organisation of the housekeeping department

 understand the duties of key housekeeping positions, including executive housekeeper, assistant housekeeper, floor supervisor, public area supervisor, and room attendant

 outline the relationship between the housekeeping department and other departments in a hotel

 outline the cleaning tasks of guest rooms and public areas

 introduce the in-room guest supplies and amenities

 distinguish the basic room status codes, including OC for occupied and clean rooms, OD for occupied and dirty rooms, VC/VR for cleaned room ready for sale, VD for vacant and dirty rooms, OOO for ‘out-of-order’ rooms, NNS for ‘no need services’ and DND for ‘do not disturb’

 explain the basic security procedures for handling guests’ valuables and keys, suspicious person and lost and found items

(28)

Unit Key Points Explanatory Notes 3. Food and

Beverage Sector

Introduction to the food and beverage sector

(i) Food and beverage operations (Hotel):

positions

- Relationship with other departments

(ii) Classification of food and beverage services

- Market segment (types of

customers)

 state the functions and organisation of the food and beverage department

 understand the duties of key food and beverage positions, including food and beverage manager, restaurant manager, station waiter, sous chef, station chef (e.g. pastry chef) and assistant cook

 outline the relationship between the food and beverage department and other departments in a hotel

 describe the classification of food and beverage services based on market segments (types of customers) :

- hotel market - leisure market

- business and industrial market - student market

(29)

Unit Key Points Explanatory Notes - Modes of

operations

- Common examples of food and

beverage services

Food and beverage service principles

(i) Basic knowledge of menus

- Types of menu

- Objectives of menu

 introduce the different modes of operations :

- “independent ownership” and “chain ownership”

- “profit making focused” and “non-profit making focused”

 introduce the common examples of food and beverage services and their characteristics:

- fine dining restaurants - casual dining restaurants - fast food restaurants - bars

 distinguish the different types of menu, including:

- Table d'hôte - À la carte - Carte du jour - Cycle menu - Children’s menu - Banqueting menu

 explain the objectives of menu in relation to:

- profit - image and

- marketing of a restaurant

(30)

Unit Key Points Explanatory Notes - Considerations in

menu planning

- Menu pricing

- Menu card design

(ii) Basic knowledge of food and beverage services

- Restaurant design and layout

- Ambience of a restaurant

 describe factors that should be considered in menu planning:

- customer-related factors - food-related factors - operation-related factors - marketing-related factors

 introduce the basic methods of menu pricing - cost-based approach

- subjective approach

 outline the basic factors of menu card design, including:

- colour - print

- attractiveness - food description

 explain the design and layout of a restaurant and how they are related to operations

 describe restaurant ambience and identify the elements of ambience, including:

- décor - uniforms

(31)

Unit Key Points Explanatory Notes - Table setting and

utensils

(iii)Basic knowledge of kitchen operations

Food safety and personal hygiene

(i) The types of food contamination

(ii) What are the Five Keys to Food Safety

 table setting procedures - À la carte setting - Table d'hôte setting

 state the factors affecting the design of a kitchen, including:

- basic design and layout of a kitchen - kitchen equipment

- fire safety

 examine the different types of food contamination, causes of food-borne illnesses and their preventive measures:

- biological contamination (bacteria, viruses, parasites)

- chemical contamination (food additives, pesticide residues, veterinary drug, chemical detergents, container materials, biochemical toxins)

- physical contamination (non-chemical articles or objects)

 understand the importance of food safety in a food service establishment, including:

- “choose”

- “clean”

- “separate”

- “cook”

- “safe temperature”

(32)

Unit Key Points Explanatory Notes (iii) Flow Diagram for

Food Handling Processes

 apply the “Five Keys to Food Safety” in each stages of food handling procedures to ensure food safety

 list the good food handling and storage procedures, explain the reasons of cross contamination of food items

 list and be familiar with the general employee personal hygiene standards and safety procedures of the food and beverage sector.

(33)

III. Destination Geography

1. Destination geography

World geography

(i) Basic concepts of world geography:

- Climate - Time zones - Hemisphere

- Latitude and longitude Attractions

(i) Role and functions of attractions

(ii) A typology of attractions

(iii) Theme park – a type of attraction

 acquire knowledge of the basic geographical features of the world as it relates to tourism, including:

- location - time zones - seasonality

 describe the role and functions of attractions:

- define the term ‘attractions’

- describe the role of attractions in the tourism industry - explain the attributes of tourism attractions

- examine the nature of tourism attractions: primary and secondary

 introduce the typology of tourism attractions:

- classify the categories of tourism attractions based on cultural, natural, events, recreation and entertainment.

- examine the supply side aspects of tourism and its role in the process of tourist destination image formation

 The fundamental concepts of theme parks - Define the term “theme park”

- Introduce the different types of theme park - Identify the features of a theme park

 Factors contributing to the success of theme parks

- Overall attractiveness and guest experiences including: Location, main theme, environment, activities, and services.

- Adapt to market changes

(34)

Unit Key Points Explanatory Notes Tourism regions

(i) Major tourism regions:

- Ranking

- Information related to tourism activities

 introduce the world’s top ten tourism destinations based on the UNWTO’s figures (based on arrivals and receipts)

 understand the major tourism regions, including:

- Africa – Morocco, South Africa and Tunisia - Asia – China, Malaysia and Thailand - Europe – France, Italy and Spain

- Middle East – Egypt, Saudi Arabia, Dubai (United Arab Emirates) - North America – Canada, Mexico and the United States

- Oceania – Australia, New Zealand and Papua New Guinea - South America – Argentina, Brazil and Chile

 outline the basic tourists-related information of the above major tourism regions, including:

- hygiene

- visa application requirements - currency

- time difference - accessibility and

- natural and human resources

(35)

IV. Customer Relations and Services

1. Customer services Professional services (i) The nature of

customer services

(ii) Personal attributes of tourism and hospitality service personnel

Cultural issues (i) Customs and

etiquette

 describe and explain customer relations and services:

- examine Parasuraman’s five service dimensions - “RATER” in the understanding of customer services.

 examine the personal attributes of a customer service professional, including:

- grooming - quality

 sensitivity

 integrity

 patience

 introduce the basic differences between Eastern and Western traditions

 state the role of etiquette in the tourism and hospitality services

 describe the basic greeting etiquette, including:

- handshake - bow - hug

- cheek kissing

(36)

Unit Key Points Explanatory Notes 2. Customer

relations

3. Communication

Customer expectations and perceptions

(i) Company policies on customer services (ii) Challenges in

providing quality customer services (iii)Dealing with

difficult customers

Communicating with

 examine a company’s mission on quality customer services and service pledge

 explain the importance of service recovery

 examine Parasuraman’s Gap Model of Service Quality in the understanding of customer expectations and perceptions

 present the ways of handling different types of difficult customers, including those who are:

- angry - dissatisfied - indecisive - demanding

- rude or inconsiderate - talkative

 understand the ways of communicating with customers, including:

(37)

V. Trends and Issues in the Tourism and Hospitality Industry

1. Current issues in tourism and hospitality

Sustainable tourism

(i) A conceptual approach to

sustainable tourism:

- Sustainable development concept - The twelve

aims of sustainable tourism

(ii) Sustainable tourism development case studies

 outline the concept of sustainable development and the application of its principles in tourism

 examine the UNWTO’s definition of sustainable tourism

 discuss the twelve aims for sustainable tourism:

- environmental aspects of development - physical integrity, biological diversity, resource efficiency and environmental purity

- social aspects of development – social equity, visitor fulfillment, local control, community wellbeing and cultural richness

- economic aspects of development – economic viability, local prosperity and employment quality

 apply the concepts developed from “Impact of Tourism” in the Module I and “The twelve aims of sustainable tourism” to examine sustainable tourism development through the cases of Hong Kong and Macau

(38)

2. Trends in tourism

(iii)Tourism and hospitality issues induced by globalization

Tourism sector (i) Economical

aspect:

(ii) Social-cultural aspect:

(iii) Environmental aspect:

(iv) Technological aspect:

 outline different tourism and hospitality issues brought by the trend of globalization, including:

- examine homogenization and standardization in the tourism and hospitality business.

- what is fair-trade?

- application of fair-trade practices in the industry, and its benefits to tourism and hospitality businesses

 examine the trends relating to economical aspect, including:

- increase in demands on travel

- competitions among tourism receiving countries

 outline the trends relating to social-cultural aspect, including:

- changes in demographics leading to the development of different travel patterns and preferences of tourists

 understand the trends relating to environmental aspect, including:

- climate change

- environmental conservation

 outline the trends relating to technological aspect, including:

- functions provided by the Global Distribution System (GDS)

(39)

3. Trends in hospitality

Accommodation sector (i) Economical

aspect:

(iii)Environmental aspect:

Food and beverage sector

(i) Economical aspect:

- economic changes leading to the development of different types of accommodation

- lifestyle and demographic changes have effects on tourists’ demand for accommodations

 understand the trends relating to environmental aspect, including:

- the growing concern about environmental conservation has effect on the greening standard of hotels and guest rooms

- functions provided by the Property Management System (PMS) and Computerized Reservation System (CRS)

- the introduction of new information technology including self-serviced technology and on-line social media

- economic impact on food services developments including business development and consumers preferences.

(40)

(iii) Environmental aspect:

- demographic and lifestyle changes have effects on consumers demand for food and beverage services preferences

 understand the trends relating to environmental aspect, including consumption of resources and producing of wastage

- functions provided by the Point-of-Sale System (POS)

- the introduction of new information technology including self-serviced technology and on-line social media

(41)

2.2.2 Time allocation

Suggested lesson time

(hours) Module

I: Introduction to Tourism 70

II: Introduction to Hospitality 50

III: Destination Geography 60

IV: Customer Relations and Services 35

V: Trends and Issues in the Tourism and Hospitality Industry 35

Total 250

Suggested time allocation for conducting learning activities such as tourism and hospitality industry related field trips.

20

(42)

Chapter 3 Curriculum Planning

This chapter provides guidelines to help schools and teachers to develop a flexible and balanced curriculum that suits the needs, interests and abilities of their students, and the context of their school, in accordance with the central framework provided in Chapter 2.

3.1 Guiding Principles

To enhance the effectiveness of the learning and teaching of Tourism and Hospitality Studies (THS), teachers are encouraged to develop a balanced and coherent curriculum that will enable students to take an active role in enquiring into tourism and hospitality issues.

The following are some of the major principles involved in curriculum planning for teachers’

reference:

(a) The primary considerations teachers need to take into account throughout planning are:

the curriculum rationale, students’ needs, the school context and the characteristics of the discipline of THS.

(b) PSHE KLA Co-ordinators, Panel heads of THS and teachers should have a thorough understanding of the rationale and objectives of the curriculum and enable students to acquire a broad understanding of important sectors in the tourism and hospitality industry.

(c) PSHE KLA Co-ordinators, Panel heads of THS and teachers should take into consideration students’ prior knowledge, experience and interests, and allow flexibility in the teaching sequence of certain units in S4 to ensure effective progression to their chosen unit of study in S5 and S6.

(d) The THS curriculum should encourage students to work independently and in groups, and to present their materials in interesting and innovative forms.

(e) The THS curriculum should provide opportunities for a wide range of learning experiences in order to provide appropriate levels of challenge for students of different abilities at senior secondary level.

(f) PSHE KLA Co-ordinators, Panel heads of THS and teachers should develop a sustainable curriculum through continuous capacity building and resource management.

(g) The subject should prepare students adequately for further study of tourism and hospitality at the tertiary level; at the same time, it should also provide an equally valuable learning experience for those who will leave the subject at the end of senior

(43)

3.2 Progression

* MUST firstly cover Module I which sets the context for the learning and teaching of the whole curriculum.

** Can move on to Module II or explore other parts based on students’ interest and aptitudes.

Figure 3.1 Progression

S4 –S6

Exploring the subject’s core units, and taking into account students’ different inclinations.

S4

S6

S5

Module III

Destination Geography

Module V

Trends and Issues in the Tourism and Hospitality Industry

Module I*

Introduction to Tourism

Module II**

Introduction to Hospitality

Module IV

Customer Relations and Services

(44)

The design of the THS curriculum includes five modules. Each module aims at assisting students to acquire basic concepts, knowledge and information about the tourism and hospitality industry.

The inter-related sectors and services in the tourism and hospitality industry allow a flexible curriculum approach in the learning and teaching of THS. Teachers can reorganise the inter-related units within different modules of the curriculum, to enhance students’

understanding of a particular topic or issue. However, it is not necessary to complete any module, except Module I, “Introduction to Tourism”, before introducing students to a new module (see Figure 3.1). Module I introduces the subject and sets the context for the learning and teaching of the other core units.

(45)

3.3 Curriculum Planning Strategies

In planning the implementation of the senior secondary THS curriculum, schools should take advantage of the flexible nature of the curriculum design and give attention to the following curriculum planning strategies.

3.3.1 Interfacing junior secondary and senior secondary curriculum

The design of the senior secondary THS curriculum, like other senior secondary subjects, is based on students’ learning experiences during junior secondary education. Schools should review the junior secondary curriculum and ensure that students have a solid basic knowledge, sound development of generic skills, and positive values and attitudes. Students’ prior learning especially in the PSHE KLA, will support their study of THS, and help them to make informed decisions and judgements on various issues related to the tourism and hospitality industry.

3.3.2 Catering for learner diversity

In order to cater for individual differences when planning learning and teaching activities, teachers should:

 provide opportunities for a variety of learning modes such as individual presentations, pair work and group projects to suit students’ different working styles and to develop their creativity in generating ideas and solving problems;

 employ questions and activities that are aimed at different levels of ability and foster the development of critical thinking skills. Such activities might range from reading through an article, discussing the article with peers, and drawing out meaning from given data, to generating and evaluating arguments and making their own judgements;

 provide different ways of doing the same activity, e.g. conducting research on a topic through using newspaper cuttings and trade journals, surfing the Internet or conducting interviews; and

 cater for both poorly motivated learners and highly engaged ones by providing a variety of activities such as role-plays, hands-on tasks, communicating with peers, presenting ideas, commenting on the views of others, producing authentic drawings for an idea on blackboard, etc. so that different students can develop their strengths and gain competencies, confidence and a sense of achievement.

3.3.3 Developing a coherent curriculum structure that suits students’ needs

In order to deliver a coherent curriculum that responds to students’ differing needs, teachers should:

(46)

 cover the knowledge, skills, values and attitudes set out in the curriculum framework, including the personal attributes of tourism and hospitality service personnel in Module IV -Customer Relations and Services u;

 build on strengths of the school and the needs of its students;

 help students to achieve the learning objectives;

 adopt appropriate curriculum organisation and learning, teaching and assessment strategies;

 adapt the curriculum content, duration and degree of difficulty to suit students’ needs;

 include activities which incorporate a progression of skill components; and

 constantly reflect on, review and improve the curriculum.

3.3.4 Cross-curricular planning

THS is, in many ways, a cross-curricular subject. To maximise student learning, collaboration with teachers of other subjects should be organised. For example, those studying destination geography and heritage tourism will benefit if their area of enquiry can be supported by learning experiences in relevant topics in Geography and History.

Many approaches to tourism and hospitality issues demand multi-disciplinary insights.

Teachers can design tasks such as enquiry projects in which THS teachers work with Economics or Liberal Studies teachers to provide a rich learning experience. As THS is a complex field of study which involves a variety of disciplines, either directly or indirectly, students should come to accept that subject boundaries do not always exist in the construction of an effective framework of knowledge. The multi-disciplinary nature of THS complements students’ learning of other subjects.

3.3.5 Integrating learning with assessment

Assessment is one of the most powerful educational tools for promoting effective learning.

Many skills, e.g. the empathetic understanding of current trends and issues of the tourism and hospitality industry, or collecting and analysing evidence for a research project, are more appropriately measured through formative assessment than in an externally set examination.

Formative assessment enables teachers to provide students with immediate feedback on their performance, as well as help them to determine focuses for their future study.

(47)

3.4 Managing the Curriculum

In managing the THS curriculum, teachers should consider the following:

3.4.1 Areas of work

(a) Understanding the curriculum and learning context

 Understand the Senior Secondary Curriculum Guide (CDC, 2007) and this Guide with a view to adapting the central curriculum for school-based curriculum development;

 Understand the school’s vision and mission, strengths and policies, as well as students’ abilities and interests; and

 Understand the community culture and the changing needs of society.

(b) Planning and implementing the curriculum

 Design and implement schemes of work to help students achieve the curriculum aims and learning objectives of the THS curriculum; and

 Promote assessment for learning.

(c) Evaluating the curriculum

 Evaluate the THS curriculum through collecting data from different sources and analysing evidence of student learning; and

 Review the curriculum in accordance with the learning and teaching context and make adjustments whenever necessary.

(d) Developing resources

 Networking with industry

In order to deliver this curriculum effectively, subject co-ordinators should develop a good working relationship with the industry. The industry is the main source of useful brochures, map guides, videos and magazines.

To support learning and teaching and to bring the subject to life, teachers are strongly advised to invite subject experts from the local tourism and hotel authorities, travel-related and accommodation establishments, and academics from tourism and hospitality schools to share their experiences with students.

(48)

 Networking with schools

Schools are encouraged to establish face to face and electronic links with other schools offering THS. This will benefit both students and teachers in the learning and teaching of the subject. Schools can enter into jointly organized field visits and share lesson plans, learning and teaching resources and experiences, etc.

(e) Building capacity

 Many teachers who have to teach this subject do not possess a fully relevant background or degree in Tourism and Hospitality, and therefore need to develop a learning culture among themselves and fully utilise professional development opportunities such as:

- seminars, workshops and experience-sharing sessions on knowledge enhancement and pedagogy; and

- teachers’ networking activities involving the exchange of resources such as lesson plans and examples of assessment.

 In addition, teachers should consider engaging themselves in experiential learning in the tourism and hospitality industry through well-structured educational visits.

They can share the experience gained from the visits with their students which benefits both teachers and students, and helps to bring the curriculum alive.

(f) Managing change and monitoring progress

 In order to sustain the THS curriculum over time, it is important to monitor progress and evaluate the effectiveness of learning and teaching. Action research or self-directed study can give teachers valuable data and evidence on how to refine and enhance practice. Teachers should pay attention to the latest trends in tourism and hospitality education to bring in appropriate changes.

3.4.2 Roles of different stakeholders

Principals, Tourism and Hospitality panel chairpersons, teachers and parents play different roles in the planning, development and implementation of the THS curriculum. Collaboration is vital in developing and managing the curriculum.

(49)

 Contribute to the THS curriculum development, implementation and evaluation, and make suggestion on the strategies for learning, teaching and assessment;

 Develop work schedules, lesson plans, and learning and teaching activities that align with the curriculum’s objectives;

 Encourage students to learn actively and realise the need for life-long learning through effective learning and teaching strategies; and

 Participate actively in professional development, peer collaboration and professional exchange.

(b) PSHE KLA Co-ordinators/THS Panel Chairpersons

 Lead and plan THS curriculum development, and set a clear direction for it;

 Monitor the implementation of the curriculum, and make appropriate adjustments in strategies for learning, teaching and assessment with due consideration to students’

needs;

 Conduct formal classroom observations and evaluate learning and teaching materials;

 Review lesson plans and curriculum documents periodically;

 Choose learning and teaching resources, equipment and materials that help students to achieve the desired learning outcomes;

 Facilitate professional development by encouraging panel members to participate in training courses and workshops;

 Hold regular meetings (both formal and informal) with panel members to strengthen coordination and communication among them;

 Promote professional exchange on subject knowledge and learning and teaching strategies; and

 Make the best use of the resources available in the school and community.

(c) Principals

 Understand students’ strengths and interests, as well as the significance of tourism and hospitality education;

 Consider students’ needs, the school context and the central curriculum framework in formulating the curriculum as well as instructional and assessment policies;

 Coordinate the work of KLA leaders and subject panels, and set clear targets in curriculum development and management;

 Support PSHE KLA Co-ordinators/THS panel chairpersons and teachers to promote a culture of collaboration among teachers and to facilitate the learning and teaching of Tourism and Hospitality;

(50)

 Convey a clear message to parents regarding the significance of tourism and hospitality education; and

 Build networks among schools, and various tourism and hospitality-related organisations at management level to facilitate the development of the THS curriculum.

(d) Parents

 Support the development of the THS curriculum;

 Understand the value of Tourism and Hospitality education, and encourage and support their children in actively pursuing their studies in this area; and

 Assist their children to relate their school work to everyday life by discussing relevant tourism and hospitality issues with them and encouraging them to visit attractions, airports, museums and tourism and hospitality-related operations.

Teachers need to adopt a student-centred teaching style to stimulate students’ interest and motivation. Through a range of practical activities, students gain personal experience, and develop knowledge, understanding and skills related to tourism and hospitality, as well as skills in thinking, independent learning and collaboration. Teachers should adopt diverse modes of assessment, and use formative and summative assessment flexibly in order to provide a comprehensive assessment of students’ performance and gauge their development in generic skills, values and attitudes. (Please refer to Chapters 4 and 5 for further suggestions on learning, teaching, and assessment strategies.)

Tourism and Hospitality Studies Curriculum and Assessment Guide (Secondary 4 - 6)

Personal, Social and Humanities Education Key Learning Area