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 January 2014)
CONTENTS
Page
Preamble i
Acronyms iii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Rationale 2
1.3 Curriculum Aims 3
1.4 Curriculum Objectives 4
1.5 Broad Learning Outcomes 5
1.6 Interface with Junior Secondary Education and Post-secondary Pathways
5
Chapter 2 Curriculum Framework 8
2.1 Design Principles 8
2.2 Curriculum Structure and Organisation 9
2.2.1 Compulsory Part 10
2.2.2 Elective Part 32
2.2.3 Time allocation 39
Chapter 3 Curriculum Planning 41
3.1 Guiding Principles 41
3.2 Progression 42
3.3 Curriculum Planning Strategies 44
3.3.1 Interfacing junior secondary and senior secondary curriculum
44
3.3.2 Catering for learner diversity 44
3.3.3 Developing a coherent curriculum structure that suits
students’ needs 44
3.3.4 Cross-curricular planning 45
3.3.5 Integrating learning with assessment 45
3.4 Managing the Curriculum 46
3.4.1 Areas of work 46
3.4.2 Roles of different stakeholders 47
Chapter 4 Learning and Teaching 51
4.1 Knowledge and Learning 51
4.1.1 Views of knowledge 51
4.2 Guiding Principles 52
4.3 Approaches and Strategies 53
4.3.1 Choosing appropriate strategies: fitness for purpose 53
4.3.2 Reading to learn 57
4.3.3 Life-wide learning 58
4.4 Catering for Learner Diversity 58
4.5 Classroom Interaction 59
4.5.1 The roles and interaction of students and teachers 59
4.5.2 Questioning 60
4.5.3 Teacher debriefing 60
4.6 Learning Community 62
Chapter 5 Assessment 65
5.1 The Roles of Assessment 65
5.2 Formative and Summative Assessment 66
5.3 Assessment Objectives 67
5.4 Internal Assessment 68
5.4.1 Guiding principles 68
5.4.2 Internal assessment practices 69
5.5 Public Assessment 71
5.5.1 Guiding principles 71
5.5.2 Assessment design 72
5.5.3 Public examinations 73
5.5.4 School-based Assessment (SBA) 73
5.5.5 Standards and reporting of results 75
Chapter 6 Learning and Teaching Resources 77
6.1 Function of Learning and Teaching Resources 77
6.2 Guiding Principles 77
6.3 Commonly Used Resources 78
6.3.1 Textbooks 78
6.3.2 References 78
6.3.3 Technology and web-based resources 79
6.3.4 Community resources 79
6.4 Flexible Use of Learning and Teaching Resources 80 6.4.1 Developing school-based learning and teaching
resources
80
6.4.2 Catering for learner diversity 80
6.5 Resource Management 81
6.5.1 Sharing of learning and teaching resources 81
6.5.2 Managing resources in schools 81
6.5.3 Accessibility of resources 81
6.5.4 School librarians 82
Appendices 83
1 The effective use of direct instruction in THS lessons 83 2 Students led into an ocean of learning through the Internet 85 3 An example of an enquiry learning on sustainable tourism
development in Tai O
86 4 An example of a role-play competition on “The best tour guide
of 2005
87
5 Other learning and teaching strategies 88
6 Planning site visits and excursions 89
7 An experience of catering for learner diversity 92 8 An example of helping higher ability students to fulfil their
potential
93 9 The relationship between learning and teaching resources and
pedagogical strategies
94 10 Examples of the learning and teaching resources 95
Glossary 96
References 102
Membership of the CDC-HKEAA Committee on Tourism and Hospitality Studies (Senior Secondary)
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 (2007). To gain a full understanding of the connection between education at the senior secondary level and the basic education level, 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). The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level.
Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, 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
1 The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong.
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
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
SBA School-based Assessment S4 - 5 Secondary 4 - 5
SSCG Senior Secondary Curriculum Guide
THS Tourism and Hospitality Studies
UNESCO United Nations Educational Scientific and Cultural Organization VTC Vocational Training Council
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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.
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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.
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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.
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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 areas or 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.
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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.
The study of THS enables students to explore different pathways for further study and careers.
These might include tertiary level study of areas such as tourism and hospitality management
6
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.
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8
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:
(a) 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;
(b) provide a balance between breadth and depth;
(c) 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;
(d) provide a balance between essential learning and a flexible and diversified curriculum, catering for students’ different interests, needs and abilities;
(e) provide suitable contexts for students to develop self-directed and life-long learning skills;
(f) 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
(g) ensure that assessment is closely aligned with learning.
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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 two parts: a Compulsory Part and an Elective Part. The Compulsory and Elective Parts are developed to examine certain sectors of the tourism and hospitality industry, and each part includes knowledge, concepts, attitudes and generic skills. The Elective Part aims to cater for students’ aptitudes and interests, and enhance their understanding of a selected topic chosen by them.
The Compulsory Part 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 Elective Part comprises: (Students to choose ONE only)
I : Meetings, Incentives, Conventions and Exhibitions (MICE)
II : Theme Parks and Attractions
III : Hospitality Marketing
The total time allocation for this curriculum is approximately 250 hours2, with about 220 hours allocated to the Compulsory Part and around 30 hours to the Elective Part. The Elective Part adopts an assignment-based approach in which students are required to conduct an in depth study on a selected topic. 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 recommended to further cater for school and learner diversity.
As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to suit students' specific needs and the school context.
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2.2.1 Compulsory Part 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
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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
(ii) Carrying capacity
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).
outline the major considerations in tourism planning through examining the concepts of tourism carrying capacity, including:
- physical carrying capacity - environmental carrying capacity - psychological carrying capacity
12
Unit Key Points Explanatory Notes
- 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
13
Unit Key Points Explanatory Notes
(ii) Social-cultural impact
(iii)Environmental 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
positive:
- preservation and conservation of environment - enhancement of the environment
- development of environmental awareness
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Unit Key Points Explanatory Notes
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 environment 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 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
- promotion of tourism
15
Unit Key Points Explanatory Notes
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)
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II. Introduction to Hospitality
Unit Key Points Explanatory Notes
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
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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 - Organisation - Duties of key
positions
- Relationship with other departments - Main duties of
front desk
distinguish the various forms of business ownership and modes of management in the accommodation sector including independently owned and operated, management contracts and 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 overbooking
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Unit Key Points Explanatory Notes
(ii) Housekeeping operations:
- Functions - Organisation - Duties of key
positions
- Relationship with other departments - Cleaning tasks - The in-room guest
supplies and amenities
- Room status codes
(a) 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
distinguish 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
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Unit Key Points Explanatory Notes
3. Food and
Beverage Sector
Introduction to the food and beverage sector
(i) Food and beverage operations (Hotel):
- Functions - Organisation - Duties of key
positions
- Relationship with other departments
(ii) Classification of food and beverage services
- Market segment (types of
customers)
- Modes of operations
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
- retail market
- transportation market - health care market
- other public sector market
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Unit Key Points Explanatory Notes
- Common examples of food and
beverage services
Food and beverage service principles
(i) Basic knowledge of menus
- Types of menu
- Objectives of menu
- Considerations in menu planning
- Menu pricing
introduce the different modes of operations :
- “independent ownership” and “chain ownership”
- “profit making focused” and “non-profit making focused”
introduce common examples of food and beverage services and their characteristics:
- fine dining restaurants - casual dining restaurants - fast food restaurants - bars
distinguish 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
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Unit Key Points Explanatory Notes
- Menu card design
(ii) Basic knowledge of food and beverage services
- Restaurant design and layout
- Ambience of a restaurant
- Table setting and utensils
(iii)Basic knowledge of kitchen operations
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 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 - senses
- table settings
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Unit Key Points Explanatory Notes
Food safety and personal hygiene
(i) The types of food contamination
(ii) What are the Five Keys to Food Safety
- themes
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”
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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.
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III. Destination Geography
Unit Key Points Explanatory Notes
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
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
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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 requirement - currency
- time difference - accessibility and
- natural and human resources
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IV. Customer Relations and Services
Unit Key Points Explanatory Notes
1. Customer services
2. Customer relations
Professional services (i) The nature of
customer services (ii) Personal attributes
of tourism and hospitality service personnel
Cultural issues (i) Customs and
etiquette
Customer expectations and perceptions
(i) Company policies on customer services
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 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
examine a company’s mission on quality customer services, service pledge and goodwill
explain the importance of values and ethics in customer service
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Unit Key Points Explanatory Notes
3. Communication skills
(ii) Challenges in providing quality customer services (iii)Dealing with
difficult customers
Communicating with customers
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:
- written communication - verbal communication - non-verbal communication
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V. Trends and Issues in the Tourism and Hospitality Industry
Unit Key Points Explanatory Notes
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 Compulsory Part 1 and “The twelve aims of sustainable tourism” to examine sustainable tourism development through the cases of Hong Kong and Macau
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Unit Key Points Explanatory Notes
2. Trends in tourism
(iii)Tourism and hospitality issues induced by globalization
Tourism
(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)
- the introduction of new information technology including self-serviced technology and on-line social media
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Unit Key Points Explanatory Notes
3. Trends in
hospitality Accommodation sector (i) Economical
aspect:
(ii) Social-cultural aspect:
(iii)Environmental aspect:
(iv) Technological aspect:
Food and beverage sector
(i) Economical aspect:
(ii) Social-cultural
examine the trends relating to economical aspect, including:
- economic changes leading to the development of different types of accommodation
outline the trends relating to social-cultural aspect, including:
- 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
outline the trends relating to technological aspect, including:
- 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
examine the trends relating to economical aspect, including:
- economic impact on food services developments including business development and consumers preferences.
outline the trends relating to social-cultural aspect, including:
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Unit Key Points Explanatory Notes
aspect:
(iii) Environmental aspect:
(iv) Technological 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
outline the trends relating to technological aspect, including:
- functions provided by the Point-of-Sale System (POS)
- the introduction of new information technology including self-serviced technology and on-line social media
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2.2.2 Elective Part
The Elective Part aims to cater for students’ aptitudes and interests, and enhance their understanding of a selected topic. For this purpose, students are required to study ONE of the following components in depth:
I
:
Meetings, Incentives, Conventions and Exhibitions (MICE) II: Theme Parks and AttractionsIII: Hospitality Marketing
Students are required to complete a course assignment related to the selected component in which they:
put theory into practice;
use knowledge creatively;
demonstrate an understanding of the basic concepts through the application of skills inside or outside the classroom;
describe/apply the process, product or performance that may be used in the real world.
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Elective Part I
Meetings, Incentives, Conventions and Exhibitions (MICE)
This elective component enables students to gain a broad understanding of the MICE industry and its linkages with other sectors of the tourism industry. It also takes into account issues such as the constraints of venues, facilities and supporting infrastructures. In addition, students will develop an understanding of the process of MICE planning.
Key Points Explanatory Notes
(i) The MICE business: 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.
- MICE as an important part of the tourism industry
accommodation, transportation, attractions, and supporting infrastructures
outline the roles of the public sector in the development of the MICE industry, e.g. policies, facilities and infrastructure, etc.
identify the customers of the MICE industry
(ii) MICE planning – The essentials of
event planning: introduce the aims and objectives of a MICE event
explore the basic tasks involved in planning, organising and implementing a MICE event - Initial planning
- Budgeting
list, evaluate and select the necessary facilities, services and infrastructure in planning MICE event
- Venue
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Key Points Explanatory Notes
(iii) Current global development in MICE outline the potential benefits and costs of the MICE industry to the host destination
evaluate the future challenges that the MICE industry faces
examine the facilities and advantages Hong Kong has as a MICE destination
discuss the issues of environmental conservation in the MICE industry
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Elective Part II
Theme Parks and Attractions
This elective component enables students to gain an understanding of attractions. It explores the economic, social, political and environmental impact of attractions on a destination. It also examines the key features to be considered in the development of a theme and amusement park.
Key Points Explanatory Notes
(i) Attractions identify the major types of attraction
describe how attractions meet travellers’ needs
examine briefly the impact that attractions have on a destination
(ii) Characteristics of theme parks and attractions
identify and describe the experiences a theme park and attractions can offer to visitors in the following respects:
- recreation
- authentic experiences - synthetic experiences
examine the short-term and long-term impact a theme park and major attractions have on a destination
classify and examine factors required for the development of a theme park and attractions such as geographical location, climatic condition and sociocultural elements.
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Key Points Explanatory Notes
(iii)Fundamental factors contributing to a theme and amusement park’s popularity
state and explain the attributes of a theme and amusement park:
- common attributes
- theming in a theme park : the development of a main theme; coordination of the setting , architecture, landscape and costume
- visitors’ expectations: how to satisfy visitors’ expectations - attractions: the provision of core and supporting attractions
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Elective Part III
Hospitality Marketing
This elective component enables students to recognise what is involved in services marketing and the approaches used in hospitality marketing.
Students investigate the marketing activities of the hospitality industry so as to understand the basic principle of marketing: offer the right product, to the right customer, at the right place, with the right price, using the right promotion.
Key Points Explanatory Notes
(i) Services marketing differentiate “general or product marketing” versus “services or hospitality marketing”
(ii) The marketing plan define the market:
- marketing segmentation/target marketing such as by geography, demographics, purpose of trip, lifestyle or behaviour
- market research such as surveys, questionnaires, observation and the Internet
describe the importance of marketing mix for the hospitality industry in the following
aspects: product, partnership, people, packaging, programming, place, promotion and pricing
evaluate the importance of promotional mix for the hospitality industry in respect of:
- Advertising - Public relations - Sales promotion - Merchandising - Personal selling
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Key Points Explanatory Notes
(iii)Electronic marketing examine the impact of electronic marketing and its applications in the hospitality industry:
- Internet marketing - Database marketing
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2.2.3 Time allocation
Suggested lesson time
(hours) Compulsory Part
I: Introduction to Tourism 55
II: Introduction to Hospitality 50
III: Destination Geography 45
IV: Customer Relations and Services 35
V: Trends and Issues in the Tourism and Hospitality Industry 35
Elective Part (choose ONE only)
I: Meetings, Incentives, Conventions and Exhibitions (MICE) 30
II: Theme Parks and Attractions 30
III: Hospitality Marketing 30
Total 250
Suggested time allocation for conducting learning activities such as
tourism and hospitality industry related field trips. 20
40
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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 secondary education.
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3.2 Progression
* MUST firstly cover Compulsory Part I which sets the context for the learning and teaching of the whole curriculum.
** Can move on to Compulsory Part II or explore other parts based on students’ interest and aptitudes.
Figure 3.1 Progression
S5 and S6
Engaging in different areas of interest and in-depth investigation.
S4 Exploring the subject’s core units, taking into account students’
different inclinations.
S4
S6
S5
SBA will contribute 15%
of the overall assessment Compulsory Part III
Destination Geography
Compulsory Part V Trends and Issues in the Tourism and Hospitality Industry
Compulsory Part I*
Introduction to Tourism
Compulsory Part II**
Introduction to Hospitality
Compulsory Part IV Customer Relations and Services
Elective Part:(Choose ONE only) I. Meetings, Incentives, Conventions and
Exhibitions (MICE)
II. Theme Parks and Attractions III. Hospitality Marketing
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The design of the THS curriculum includes a Compulsory Part and an Elective Part. The Compulsory Part aims at assisting students to acquire 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 on a selected topic according to their own needs.
The inter-related sectors and services in the tourism and hospitality industry allow a flexible curriculum approach in the learning and teaching of THS. In the Compulsory Part, it is not necessary to complete any unit, except Compulsory Part I, “Introduction to Tourism”, before introducing students to a new unit (see Figure 3.1).
“Introduction to Tourism” introduces the subject and sets the context for the learning and teaching of the other Compulsory Parts and Elective components. It is, therefore, important to start with “Introduction to Tourism” in S4.
Teachers can reorganise the inter-related units within the different parts of the curriculum, to enhance students’ understanding of a particular topic or issue. The Elective Part has been designed with the objective of deepening students’ understanding of the subject matter learnt in the Compulsory Part. It adopts a task-based approach to learning and teaching, and provides an opportunity for students to put theory into practice. The learning and teaching of the THS curriculum in S4 will enable students to thoroughly understand the basic elements and characteristics of the tourism and hospitality industry. This will enable them to undertake the tasks in the Elective Part.
The first year of the THS curriculum builds a strong foundation for students who aim to pursue further studies and for those who do not, it provides a means to become a well-educated consumer. Students who wish to study tourism and hospitality in a more practical context, using a sector-specific training approach, can take an appropriate course in Applied Learning when they proceed to S5. Students who wish to develop a deeper understanding of the tourism and hospitality industry or take up related studies at the tertiary level should continue to study THS in S5 and S6.
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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: