About the course
This course provides students with opportunities to explore different areas of hospitality and tourism, as reflected in the various sectors of the tourism industry, with an emphasis on food service. Students will study culinary techniques of food handling and preparation, health and safety standards, the use of tools and equipment, the origins of foods, and event planning, and will learn about tourism attractions across Ontario. Students will develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary pathways leading to careers in the tourism industry.
Hospitality and Tourism
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
TFJ2O
Ravi Sharma(ravi@mylearningoasis.com)
Course Type
Open
Grade Level
Grade 10
Course Development Date
June 10th, 2021
Course Outline
Hospital And Tourism Fundamentals
This unit will introduce students to the various sectors of the tourism and hospitality industry. They will examine the different values and demographics for each sector. Students will explore how certain factors may affect the tourism industry and the pricing, such as politics, season, location, demographics and more . Students will be introduced to the health and wellness issues that may arise in each sector and explore techniques on how to avoid/mitigate the potential risks. Students will be introduced to basic culinary arts, considering cultures, background, and races. To some extent, they will be made offete with the various facilities, equipment, and tools that are common in the tourism and hospitality industry. Students will explore the life-cycle of the tourism industry. This unit also introduces students to the various equipment used for instance, point of sale software, printers, scanners, and so on. They will be introduced to different systems of units and how to convert from one to the other, for instance from SI Unit to British Imperial Units. They will explore the different herbs and spices used in cooking and their origin. They will investigate the health worthiness of meals.
Expected Hours of Instructions: 36 Hours
Hospitality And Tourism Skills
In this unit students will identify the appropriate tools and their safe usage for specified tasks. They will explore the industry standard, clean-as-you-go. They will be introduced to various food handling procedures and food cutting techniques. They will explore various cooking techniques for various different kinds of cuisines and research others that may be in demand based on the community. They will be introduced to proper table service etiquette, like serve from the right and always pay attention to the customer. They will also be introduced to basic table etiquette as to how to set up a table and layout the plates, spoons, forks, knives, and glasses. They will explore softwares that can assist with the management, service, and well-being of the industry. They will look at how technology has changed the industry (ordering from the table by an ipad). They will be introduced to planning events and executing one if possible and determine the cost.
Expected Hours of Instructions: 36 Hours
Industry Practices, The Environment, And Society
This unit will examine the environmental and societal issues that may arise with tourism. Students will explore the factors that can impact the relationship between this industry, society, culture, and race. They will explore ways to mitigate the negative impact that this industry may bring to the table in these contexts.
Expected Hours of Instructions: 15 Hours
Professional Practice and Career Opportunities
This unit introduces students to the best practices in the context of health and safety and the issue of compliance with the necessary authorities. They will examine ethical issues that may arise with the industry and how to address it. For instance, during the covid pandemic, several countries were still open for tourism, like some of the caribbean countries. While this is profitable to the resorts, is it ethically acceptable to the population of the country to which the resort belongs? From a health perspective it may not be but how about from a job and earning perspective? Such issues will be introduced and discussed in this unit. This unit will also explore the potential for career success in this industry. The students will look at jobs in this area and how to build a portfolio and resume to meet the industry expectations.
Expected Hours of Instructions: 12 Hours
Project and Final Exam
The project (different from other projects) part of the final exam is 15% of the course and will be in the form of a group presentation (where possible). The other part of the final exam will be written for 15% of the course. It is the teacher’s prerogative to make the final exam 30% of the course.
Expected Hours of Instructions: 9 hours (presentation) 2 hours (written exam)
Total 110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online"
Overall Curriculum Expectations
A. HOSPITALITY AND TOURISM FUNDAMENTALS
A1 demonstrate an understanding of hospitality and tourism as represented by the various sectors of the tourism industry;
A2 demonstrate an understanding of health and wellness issues and concerns as they relate to the tourism industry;
A3 demonstrate an understanding of fundamental culinary knowledge;
A4 demonstrate an understanding of tools, equipment, and facilities used in the various sectors of the tourism industry.
B. HOSPITALITY AND TOURISM SKILLS
B1 prepare and present food products in a variety of ways, following accepted industry procedures;
B2 demonstrate the ability to follow the best practices of administration and management as they relate to the tourism industry;
B3 design effective marketing initiatives to promote an event or activity;
B4 apply appropriate management principles and practices to plan and execute an event or activity.
C. INDUSTRY PRACTICES, THE ENVIRONMENT, AND SOCIETY
C1 demonstrate an understanding of factors that affect the relationship between the tourism industry and the environment;
C2 demonstrate an understanding of factors that affect the relationship between the tourism industry and society
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1 demonstrate an understanding of and compliance with health and safety standards in the various sectors of the tourism industry;
D2 demonstrate an understanding of the importance of customer service;
D3 identify career opportunities in the tourism industry and the individual personality traits and skills important for success in these careers.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.
These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 to 12: Social Sciences and Humanities, 2013; Pg 35-38 Date of extraction: date: Sunday, March 14, 2021"
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill."
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.
This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%"""
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