About the course
This course enables students to further develop knowledge and skills related to the various sectors of the tourism industry. Students will demonstrate advanced food preparation and presentation skills; increase health and wellness knowledge; develop tourism administration and management skills; design and implement a variety of events or activities; and investigate principles and procedures that contribute to high-quality customer service. Students will expand their awareness of health and safety issues, environmental and societal issues, and career opportunities in the tourism industry.
Hospitality and Tourism Workspace 12
My Learning Oasis
Department Head & Contact Information
Ravi Sharma (firstname.lastname@example.org)
Course Development Date
June 10th, 2021
Hospitality And Tourism Fundamentals
In this unit students will explore time management skills (organizing, delegating tasks, planning, scheduling) in operating the various sectors in the tourism and hospitality industry. They will explore ways in which technology may help to meet the needs of the consumers (reservations, point-of-sale software, application software, customer relations system management, database marketing). Students will explore business strategies and decipher the ones best suited for each sector, such as loyalty programs, branding, sale techniques, and various forms of advertising. They will examine current industry standards and develop new ones in relation to emergency protocols, environmental issues, customer-relations issues, labour practices, regulations, career development, workers’ insurance, and industry promotion. Students will investigate the effects that healthy eating ( organic and fresh food ) has on this industry and how to use that information to promote the industry and how safe accommodation away from smokers can positively impact the industry. Students will be introduced to the dietary needs for consumers with specific illnesses like diabetes, hypertension, osteoporosis, and others. They will look at how the industry promotes healthy eating and wellness for the consumers. They will look at the management techniques that may be employed as a whole and to specific needs like the fast-food industry. They will look at cultural adaptations to the foods served and how to incorporate them in the day-to-day services. Students will explore the types of preservatives used in foods and the health effects that may come with them. 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.
Expected Hours of Instruction: 36 Hours
Hospitality And Tourism Skills
In this unit students will be exposed to more advanced culinary skills. They will explore the difference in food preparation by using dry heat, moist heat, and the combination heat method (e.g., dry: sauté; moist: poach; combination: braise). Students will use different units to measure food. They will prepare a variety of culinary products, including appetizers, main courses, and desserts with various spices that meet the dietary needs of vegetarians, vegans, lacto-vegetarians, meatarians, salt-reduced, sugar-reduced, Thai-flavor, indian-flavor, mediteranian flavor, Wester flavor, Italian flavor, Greek flavor, Chinese flavor, and others. They will be introduced to culinary techniques that account for the physical and chemical changes that occur ( e.g., forming an emulsion such as mayonnaise, creating leavening in baked products). Students will examine the advantages and disadvantages of using standardized recipes. Students will explore the advantages of working as a team and understanding others cultures, race, and background. They will be introduced to systems such as the brigade system, front-of-house serving staff, back-of-house (kitchen staff), sales staff, and other support staff. They will explore ways of managing these staff and systems in a seamless way. They will explore ways to develop an effective inventory strategy to manage raw materials and expired/about-to-expire materials. They will enhance their math skills to evaluate the cost of food, labour, and services. Students will look at effective marketing strategies. They will look at all the needs to plan and execute a planned event, including the relevant permits.
Expected Hours of Instruction: 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 Instruction: 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. 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. Students will explore industry-recognized training and/or certifications (i.cardiopulmonary resuscitation [CPR], Standard First Aid, Service Excellence, Safe Food Handling) that it would be beneficial to have if they are pursuing a career in the food and beverage services sector. Students will identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the food and beverage services sector (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations). Students will explore Essential Skills that are important for success in the food and beverage services sector, as identified in the Ontario Skills Passport (e.g., measurement and calculation, oral communication, document use).
Expected Hours of Instruction: 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 Instruction: 9 hours (presentation) 2 hours (written exam)
Total Hours 110
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 the 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 common management techniques and strategies used in the tourism industry;
A2 demonstrate an understanding of ways in which the various sectors of the tourism industry accommodate the health and wellness needs and try to protect the health and wellness of their customers
A3 demonstrate an understanding of culinary knowledge as it relates to the tourism industry;
A4 demonstrate an understanding of facilities and equipment used in the various sectors of the tourism industry.
B. HOSPITALITY AND TOURISM SKILLS
B1 demonstrate a professional level of culinary competence in food preparation and presentation;
B2 demonstrate the ability to follow the best practices of administration and management as they relate to the tourism industry;
B3 demonstrate the ability to successfully market and promote an event or activity;
B4 demonstrate the ability to plan and deliver 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 tourism industry and the related legislation and regulations;
D2 demonstrate the ability to provide a professional level of customer service;
D3 describe a range of career opportunities and the education and training required for employment in various sectors of the tourism industry.
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 11 and 12: Technological Education, 2009; Pg 35-38 Date of extraction: 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.
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 exam: 70%
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