GETC-ABET Level 4 Examination Guidelines
TABLE OF CONTENTS
|1. |Introduction |3 |
|2. |The GETC-ABET Level 4 Qualification |4 |
|3. |Unit Standards for TRVT4 Learning Area |7 |
|4. |LTSM in PALCs |33 |
|5. |Weighting of the Specific Outcomes and Assessment Criteria |34 |
|6. |Core Knowledge Areas |34 |
|7. |Taxonomies used in scaffolding questions |42 |
|8. |Site-Based Assessment (Formative) |43 |
|8.1 |Structure of SBA Tasks |30 |
|8.2 |Exemplar SBA Tasks |31 |
|9. |External Assessment (Summative) |54 |
|9.1 |Structure of a question paper |54 |
|9.2 |Exemplar question paper |54 |
|10. |Promoting the Principles of quality assessment practices |82 |
|1. |INTRODUCTION |
This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.
The TRVT4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the TRVT4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.
The document also contain the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.
This examinations and assessment guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the TRVT4 learning area will be greatly appreciated.
|2. |THE GETC-ABET LEVEL 4 QUALIFICATION |
The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.
|SAQA QUAL ID |QUALIFICATION TITLE |
|71751 |General Education and Training Certificate: Adult Basic Education and Training |
|ORIGINATOR |REGISTERING PROVIDER |
|Task Team - Adult Basic Education and Training | |
|QUALITY ASSURING ETQA |
|- |
|QUALIFICATION TYPE |FIELD |SUBFIELD |
|National Certificate |Field 05 - Education, Training and |Adult Learning |
| |Development | |
|ABET BAND |MINIMUM CREDITS |NQF LEVEL |QUAL CLASS |
|ABET Level 4 |120 |Level 1 |Regular-Unit Standards Based |
|REGISTRATION STATUS |SAQA DECISION NUMBER |REGISTRATION START DATE |REGISTRATION END DATE |
|Registered |SAQA 1179/08 |2008-11-26 |2011-11-26 |
|LAST DATE FOR ENROLMENT |LAST DATE FOR ACHIEVEMENT |
|2012-11-26 |2015-11-26 |
The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:
✓ Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
✓ Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.
✓ Promote lifelong learning to enable learners to continue with further learning.
✓ Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
✓ To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
✓ To access academic learning at NQF Level 2 and above.
✓ To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and
workplace experience and learning.
The qualification aims to equip learners to:
✓ Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
✓ Function better in and contribute to the world of work.
✓ Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.
✓ Develop an appreciation for lifelong learning.
✓ Function better as a citizen in South Africa and contribute to cultural, social, environmental and economic development.
✓ Make informed judgments about critical ethical issues.
✓ Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:
|RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS |
|FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS |
| |
|One Official Language: 23 Credits |
|Mathematical Literacy: 16 Credits OR |
|Mathematics and Mathematical Sciences: 14 Credits NOT BOTH |
|CORE COMPONENT: COMPULSORY 32 CREDITS |
| |
|Life Orientation: 32 Credits |
|ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS |
| |
|Academic Learning Areas: |
| |
|Human and Social Sciences: 23 Credits |
|Natural Sciences: 15 Credits |
|Economic and Management Sciences: 21 Credits |
|Arts and Culture: 17 Credits |
|Technology: 11 Credits |
|One Additional Official Language (Excluding the language chosen as a Fundamental): 23 Credits |
| |
|Vocational Learning Areas: |
| |
|Applied Agriculture and Agricultural Technology: 20 Credits |
|Ancillary Health Care: 45 Credits |
|Small, Medium and Micro Enterprises: 17 Credits |
|Travel and Tourism: 38 Credits |
|Information Communication Technology: 23 Credits |
|Early Childhood Development: 26 Credits |
|Wholesale and Retail: 30 Credits |
|OPTION 1 |OPTION 2 |OPTION 3 |
|( 5 Learning Areas) |( 6 Learning Areas) |( 7 or more Learning Areas) |
| | | |
|TWO Fundamentals |TWO Fundamentals |TWO Fundamentals |
|ONE Core and |ONE Core and |ONE Core and |
|TWO Electives |THREE Electives |FOUR Electives |
| |
|If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the |
|electives component. |
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environments and health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
|3. |UNIT STANDARDS FOR LLAC4 LEARNING AREA |
The following Critical Cross-Field Outcomes (CCFO) underpin the entire US:
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
✓ Identify and solve problems: using context to decode and make meaning individually and in groups in oral/signed activities.
✓ Reflect on and explore a variety of strategies to learn more effectively: listening skills include listening for meaning in order to promote study skills such as note-taking, asking for clarification etc.
✓ Explore education and career opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.
✓ Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.
UNIT STANDARD CCFO WORKING
Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively: through using language
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications.
UNIT STANDARD CCFO DEMONSTRATING
✓ Understand the world as a set of related systems: through using language to investigate and express links, and to explore a global range of contexts and texts.
✓ Be culturally and aesthetically sensitive across a range of social contexts: listening and speaking skills enhance understanding and discussion of such issues.
UNIT STANDARD CCFO CONTRIBUTING
✓ Participate as responsible citizens in the life of local, national and global communities: listening and speaking/signing skills enable people to participate effectively in such processes.
The TRVT4 Learning Area comprises 8 Unit Standards:
|SAQA US ID |US TITLE |CREDITS |
|12539 |Identify career opportunities in different sectors of the tourism industry | |
| | |4 |
|12543 |Identify key features of tourism in South Africa |4 |
|12541 |Understand the nature of tourists in and to South Africa |4 |
|11333 |Understand the tourism industry |5 |
|11334 |Select a career path with knowledge of the role-players in the tourism industry and their functions |5 |
|11335 |Apply knowledge to identify and promote tourist destinations and attractions in South Africa |7 |
|11336 |Interact appropriately with a range of tourists |4 |
|11337 |Apply knowledge of the relationship between tourism and the community |5 |
| |TOTAL: |38 |
|SAQA US ID |US TITLE |CREDITS |
|12539 |Identify career opportunities in different sectors of the tourism industry |4 |
PURPOSE OF THE UNIT STANDARD
A learner who achieves this standard will be able to distinguish between the functional areas of the various sectors in the tourism industry in order to make informed decisions when selecting a career path in tourism, or identifying new opportunities if he/she is already in the industry.
In addition the learner will gain knowledge and understanding of his/her own role within a sector and will be in a better position to develop and progress further. Understanding and knowledge of other sectors in the industry will encourage further learning, thus contributing to economic growth in South Africa.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The learner has language and communications skills at ABET Level 3.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
|Discuss the different sectors in the tourism |Identify the sectors represented locally. |Demonstrate a thorough understanding of the skills and |Investigate the organisations in the support services |
|industry. | |knowledge required. |sector. |
| |OUTCOME NOTES | | |
|OUTCOME NOTES |Identify the sectors represented locally and select a |OUTCOME NOTES |OUTCOME NOTES |
|Discuss the different sectors in the tourism |minimum of two sectors to investigate career |Demonstrate a thorough understanding of the skills and |Investigate the organisations in the support services |
|industry to demonstrate understanding of the |opportunities. |knowledge required and the scope for further progress in|sector to identify the bodies representing the various |
|functional areas within each sector. | |a minimum of three identified career opportunities |sectors in the tourism industry. |
| |ASSESSMENT CRITERIA |across the chosen sectors. | |
|OUTCOME RANGE | |ASSESSMENT CRITERIA |OUTCOME RANGE |
|For example: |ASSESSMENT CRITERION 1 | |THETA-Tourism, Hospitality and Sport Education and |
|Accommodation sector (hotels, guest houses, B&Bs, |Assessing the following will ensure the specific |ASSESSMENT CRITERION 1 |Training Authority, South African Tourism, Provincial and |
|camping sites, caravan sites, apartments, chalets); |outcomes; essential embedded knowledge and |Assessing the following will ensure the specific |regional Tourism Department. |
|Transport/Carrier sector (air transport, sea |critical-cross-field outcomes are assessed. |outcomes; essential embedded knowledge and | |
|transport, rail, coaches, car rental); | |critical-cross-field outcomes are assessed. |ASSESSMENT CRITERIA |
|Attractions sector (museums, art galleries, heritage|NB: at NQF Level 1 the learner`s ability to make | | |
|sites, archaeological sites, theme parks, national |decisions and act may be restricted by the workplace or|NB: at NQF Level 1 the learner`s ability to make |ASSESSMENT CRITERION 1 |
|parks, natural attractions); |learning environment. The aim of many of the standards |decisions and act may be restricted by the workplace or |Assessing the following will ensure the specific outcomes;|
|Travel organisers sector (tour operators, tour |at this level is to provide a foundation of learning to|learning environment. The aim of many of the standards |essential embedded knowledge and critical-cross-field |
|wholesalers, retail travel agents, conference and |enable application at higher levels. |at this level is to provide a foundation of learning to |outcomes are assessed. |
|other events organisers, booking agencies, incentive| |enable application at higher levels. | |
|travel organisers) |Demonstrated ability to make DECISIONS about practice | |NB: at NQF Level 1 the learner`s ability to make decisions|
|Destination organisation sector (national tourism |and to ACT accordingly: |Demonstrated ability to make DECISIONS about practice |and act may be restricted by the workplace or learning |
|offices, regional/provincial tourist offices, local |1. Sectors in the tourism industry are identified and |and to ACT accordingly: |environment. The aim of many of the standards at this |
|information bureaux, tourism associations) |the role of each sector is discussed. |1. Sectors in the tourism industry are identified and |level is to provide a foundation of learning to enable |
|Support services sector, public and private |2. Career paths in different local tourism sectors are |the role of each sector is discussed. |application at higher levels. |
|(National tourist organisations, regional tourist |explored. |2. Career paths in different local tourism sectors are | |
|organisations, public airports and ports; catering |3. Career opportunities within the local sectors are |explored. |Demonstrated ability to make DECISIONS about practice and |
|services, courier services, tourist guides, visa and|investigated and the skills and knowledge required to |3. Career opportunities within the local sectors are |to ACT accordingly: |
|passport offices, travel insurance companies, banks,|qualify for these opportunities are determined. |investigated and the skills and knowledge required to |1. Sectors in the tourism industry are identified and the |
|travel trade press). |4. The relevance of the various tourism |qualify for these opportunities are determined. |role of each sector is discussed. |
| |bodies/organisations is understood. |4. The relevance of the various tourism |2. Career paths in different local tourism sectors are |
|ASSESSMENT CRITERIA |5. Interdependence of the various sectors in the |bodies/organisations is understood. |explored. |
| |tourism industry is understood. |5. Interdependence of the various sectors in the tourism|3. Career opportunities within the local sectors are |
| |6. Communication skills are utilised to research career|industry is understood. |investigated and the skills and knowledge required to |
|ASSESSMENT CRITERION 1 |opportunities. |6. Communication skills are utilised to research career |qualify for these opportunities are determined. |
|Assessing the following will ensure the specific | |opportunities. |4. The relevance of the various tourism |
|outcomes; essential embedded knowledge and |Demonstrated ability to learn from our actions and to | |bodies/organisations is understood. |
|critical-cross-field outcomes are assessed. |ADAPT PERFORMANCE: |Demonstrated ability to learn from our actions and to |5. Interdependence of the various sectors in the tourism |
| |7. Reflect on own performance in order to enhance |ADAPT PERFORMANCE: |industry is understood. |
|NB: at NQF Level 1 the learner`s ability to make |future practice and learning. |7. Reflect on own performance in order to enhance future|6. Communication skills are utilised to research career |
|decisions and act may be restricted by the workplace| |practice and learning. |opportunities. |
|or learning environment. The aim of many of the |When conducting assessments, assessors must ensure that| | |
|standards at this level is to provide a foundation |they are familiar with the full text of the Unit |When conducting assessments, assessors must ensure that |Demonstrated ability to learn from our actions and to |
|of learning to enable application at higher levels. |Standards being assessed. |they are familiar with the full text of the Unit |ADAPT PERFORMANCE: |
| | |Standards being assessed. |7. Reflect on own performance in order to enhance future |
|Demonstrated ability to make DECISIONS about |They must ensure that the assessment covers the | |practice and learning. |
|practice and to ACT accordingly: |specific outcomes, critical cross-field outcomes and |They must ensure that the assessment covers the specific| |
|1. Sectors in the tourism industry are identified |essential embedded knowledge. |outcomes, critical cross-field outcomes and essential |When conducting assessments, assessors must ensure that |
|and the role of each sector is discussed. | |embedded knowledge. |they are familiar with the full text of the Unit Standards|
|2. Career paths in different local tourism sectors |As each situation is different, it will be necessary to| |being assessed. |
|are explored. |develop assessment activities and tools, which are |As each situation is different, it will be necessary to | |
|3. Career opportunities within the local sectors are|appropriate to the contexts in which learners are |develop assessment activities and tools, which are |They must ensure that the assessment covers the specific |
|investigated and the skills and knowledge required |working. These activities and tools may include |appropriate to the contexts in which learners are |outcomes, critical cross-field outcomes and essential |
|to qualify for these opportunities are determined. |self-assessment, peer assessment, formative and |working. These activities and tools may include |embedded knowledge. |
|4. The relevance of the various tourism |summative assessment. |self-assessment, peer assessment, formative and | |
|bodies/organisations is understood. | |summative assessment. |As each situation is different, it will be necessary to |
|5. Interdependence of the various sectors in the |Please note: learners for this standard may be | |develop assessment activities and tools, which are |
|tourism industry is understood. |unemployed, self-employed or in full employment. |Please note: learners for this standard may be |appropriate to the contexts in which learners are working.|
|6. Communication skills are utilised to research |Assessors must ensure that assessment methods are |unemployed, self-employed or in full employment. |These activities and tools may include self-assessment, |
|career opportunities. |appropriate for the learner`s context. |Assessors must ensure that assessment methods are |peer assessment, formative and summative assessment. |
| | |appropriate for the learner`s context. | |
|Demonstrated ability to learn from our actions and |The specific outcomes and essential embedded knowledge | |Please note: learners for this standard may be unemployed,|
|to ADAPT PERFORMANCE: |must be assessed in relation to each other. If a |The specific outcomes and essential embedded knowledge |self-employed or in full employment. Assessors must ensure|
|7. Reflect on own performance in order to enhance |learner is able to explain the essential embedded |must be assessed in relation to each other. If a learner|that assessment methods are appropriate for the learner`s |
|future practice and learning. |knowledge but is unable to perform the specific |is able to explain the essential embedded knowledge but |context. |
| |outcomes, they should not be assessed as competent. |is unable to perform the specific outcomes, they should | |
|When conducting assessments, assessors must ensure |Similarly, if a learner is able to perform the specific|not be assessed as competent. Similarly, if a learner is|The specific outcomes and essential embedded knowledge |
|that they are familiar with the full text of the |outcomes but is unable to explain or justify their |able to perform the specific outcomes but is unable to |must be assessed in relation to each other. If a learner |
|Unit Standards being assessed. |performance in terms of the essential embedded |explain or justify their performance in terms of the |is able to explain the essential embedded knowledge but is|
| |knowledge, they should not be assessed as competent. |essential embedded knowledge, they should not be |unable to perform the specific outcomes, they should not |
|They must ensure that the assessment covers the |METHOD OF ASSESSMENT |assessed as competent. |be assessed as competent. Similarly, if a learner is able |
|specific outcomes, critical cross-field outcomes and| | |to perform the specific outcomes but is unable to explain |
|essential embedded knowledge. |Assessment should include practical demonstration of | |or justify their performance in terms of the essential |
| |competence, either in the workplace or through | |embedded knowledge, they should not be assessed as |
|As each situation is different, it will be necessary|work-related, out-of-classroom simulation. |METHOD OF ASSESSMENT |competent. |
|to develop assessment activities and tools, which | | | |
|are appropriate to the contexts in which learners |A range of assessment methods should be used, |Assessment should include practical demonstration of | |
|are working. These activities and tools may include |including: |competence, either in the workplace or through |METHOD OF ASSESSMENT |
|self-assessment, peer assessment, formative and | |work-related, out-of-classroom simulation. | |
|summative assessment. |Simulation of a specific task - set a specific task for| |Assessment should include practical demonstration of |
| |the learner to demonstrate in a simulated environment |A range of assessment methods should be used, including:|competence, either in the workplace or through |
|Please note: learners for this standard may be |Questioning (verbal or written) - ask relevant | |work-related, out-of-classroom simulation. |
|unemployed, self-employed or in full employment. |questions linked to the unit standard | | |
|Assessors must ensure that assessment methods are |Testimony - collect a portfolio of evidence from |Simulation of a specific task - set a specific task for |A range of assessment methods should be used, including: |
|appropriate for the learner`s context. |suitable people (e.g. reports from a third party) |the learner to demonstrate in a simulated environment | |
| | |Questioning (verbal or written) - ask relevant questions|Simulation of a specific task - set a specific task for |
|The specific outcomes and essential embedded |Integrated assessment |linked to the unit standard |the learner to demonstrate in a simulated environment |
|knowledge must be assessed in relation to each | |Testimony - collect a portfolio of evidence from |Questioning (verbal or written) - ask relevant questions |
|other. If a learner is able to explain the essential|It may be more effective and efficient to assess a |suitable people (e.g. reports from a third party) |linked to the unit standard |
|embedded knowledge but is unable to perform the |number of unit standards together thus reducing the | |Testimony - collect a portfolio of evidence from suitable |
|specific outcomes, they should not be assessed as |overall number of assessment `events`. |Integrated assessment |people (e.g. reports from a third party) |
|competent. Similarly, if a learner is able to |• Consider a complete activity in the workplace (the | | |
|perform the specific outcomes but is unable to |`whole of work` approach) and see which unit standards |It may be more effective and efficient to assess a |Integrated assessment |
|explain or justify their performance in terms of the|relate to this activity. Please note: if a learner has |number of unit standards together thus reducing the | |
|essential embedded knowledge, they should not be |no formal workplace, simulations or projects can be |overall number of assessment `events`. |It may be more effective and efficient to assess a number |
|assessed as competent. |used to reflect a complete activity. |• Consider a complete activity in the workplace (the |of unit standards together thus reducing the overall |
| |• Work out how learners could collect evidence on a |`whole of work` approach) and see which unit standards |number of assessment `events`. |
|METHOD OF ASSESSMENT |number of unit standards at the same time covering all |relate to this activity. Please note: if a learner has |• Consider a complete activity in the workplace (the |
| |the critical aspects of the standards. |no formal workplace, simulations or projects can be used|`whole of work` approach) and see which unit standards |
|Assessment should include practical demonstration of|• Ensure that commonalities that exist between a |to reflect a complete activity. |relate to this activity. Please note: if a learner has no |
|competence, either in the workplace or through |number of unit standards are captured in a way that |• Work out how learners could collect evidence on a |formal workplace, simulations or projects can be used to |
|work-related, out-of-classroom simulation. |makes sense for assessment. |number of unit standards at the same time covering all |reflect a complete activity. |
| | |the critical aspects of the standards. |• Work out how learners could collect evidence on a |
|A range of assessment methods should be used, | |• Ensure that commonalities that exist between a number|number of unit standards at the same time covering all the|
|including: | |of unit standards are captured in a way that makes sense|critical aspects of the standards. |
| | |for assessment. |• Ensure that commonalities that exist between a number |
|Simulation of a specific task - set a specific task | | |of unit standards are captured in a way that makes sense |
|for the learner to demonstrate in a simulated | | |for assessment. |
|environment | | | |
|Questioning (verbal or written) - ask relevant | | | |
|questions linked to the unit standard | | | |
|Testimony - collect a portfolio of evidence from | | | |
|suitable people (e.g. reports from a third party) | | | |
| | | | |
|Integrated assessment | | | |
| | | | |
|It may be more effective and efficient to assess a | | | |
|number of unit standards together thus reducing the | | | |
|overall number of assessment `events`. | | | |
|• Consider a complete activity in the workplace | | | |
|(the `whole of work` approach) and see which unit | | | |
|standards relate to this activity. Please note: if a| | | |
|learner has no formal workplace, simulations or | | | |
|projects can be used to reflect a complete activity.| | | |
| | | | |
|• Work out how learners could collect evidence on a| | | |
|number of unit standards at the same time covering | | | |
|all the critical aspects of the standards. | | | |
|• Ensure that commonalities that exist between a | | | |
|number of unit standards are captured in a way that | | | |
|makes sense for assessment. | | | |
| | | | |
| | | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be
registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a
provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs
policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and
moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed
under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification,
unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence
described both in individual unit standards as well as the integrated competence described in the qualification.
Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Functions and relationships {links} between the different sectors in the tourism industry
Knowledge of relevant tourism associations / role players and what sector they represent
Career opportunities in different sectors
Understanding what specific skills and knowledge are required when planning a specific career path.
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|12543 |Identify key features of tourism in South Africa |4 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to understand what tourism is. He/she will be familiar with the key features, including advantages and disadvantages, factors that support sustainability, and legislation. This will enable the learner to function in the tourism environment.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is recommended that the learner has achieved or is working towards the Unit Standard `Understand the nature and importance of tourists in SA`. It is assumed that the learner has ABET Level 3 language or equivalent.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
|Explain the terms tourist, tourism and tourism|Collect information and report on the impact of tourism |List support systems needed for successful tourism. |Identify factors that support sustainable tourism. |
|product to demonstrate understanding of this |locally, provincially and nationally. | | |
|concepts | |OUTCOME RANGE |OUTCOME RANGE |
| |OUTCOME RANGE |For example: |For example: |
|OUTCOME RANGE |For example: |• Accommodation, transport, services. |• Promotion of environmental conservation, cultural |
|For example: |• Economic advantages at national, provincial and local | |renewal, quality of skills, services and |
|• Definitions of a tourist according to- |levels. | |resources, accessibility. |
|WTO (World Tourism Organisation) and DEAT |• Social advantages national, provincial and local levels. |ASSESSMENT CRITERIA | |
|(Department of Environmental affairs and |• Disadvantages such as harm to the environment, | |ASSESSMENT CRITERIA |
|tourism). |undermining of local culture. |ASSESSMENT CRITERION 1 | |
| | |Assessing the following will ensure the specific outcomes; |ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |essential embedded knowledge and critical-cross-field |Assessing the following will ensure the specific |
| | |outcomes are assessed. |outcomes; essential embedded knowledge and |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | |critical-cross-field outcomes are assessed. |
|Assessing the following will ensure the |Assessing the following will ensure the specific outcomes; |NB: at NQF Level 1 the learner`s ability to make decisions | |
|specific outcomes; essential embedded |essential embedded knowledge and critical-cross-field |and act may be restricted by the workplace or learning |NB: at NQF Level 1 the learner`s ability to make |
|knowledge and critical-cross-field outcomes |outcomes are assessed. |environment. The aim of many of the standards at this level |decisions and act may be restricted by the workplace |
|are assessed. | |is to provide a foundation of learning to enable application|or learning environment. The aim of many of the |
| |NB: at NQF Level 1 the learner`s ability to make decisions |at higher levels. |standards at this level is to provide a foundation of |
|NB: at NQF Level 1 the learner`s ability to |and act may be restricted by the workplace or learning | |learning to enable application at higher levels. |
|make decisions and act may be restricted by |environment. The aim of many of the standards at this level |Demonstrated ability to make DECISIONS about practice and to|Demonstrated ability to make DECISIONS about practice |
|the workplace or learning environment. The aim|is to provide a foundation of learning to enable application|ACT accordingly: |and to ACT accordingly: |
|of many of the standards at this level is to |at higher levels. |1. The terms `tourist, tourism and tourism product` are |1. The terms `tourist, tourism and tourism product` |
|provide a foundation of learning to enable | |discussed, and an agreed description is arrived at. |are discussed, and an agreed description is arrived |
|application at higher levels. |Demonstrated ability to make DECISIONS about practice and to|2. Different aspects of tourism are described. |at. |
| |ACT accordingly: |3. The economic advantages of tourism are described. |2. Different aspects of tourism are described. |
|Demonstrated ability to make DECISIONS about |1. The terms `tourist, tourism and tourism product` are |4. The social advantages of tourism are described e.g. |3. The economic advantages of tourism are described. |
|practice and to ACT accordingly: |discussed, and an agreed description is arrived at. |development of communities. |4. The social advantages of tourism are described e.g.|
|1. The terms `tourist, tourism and tourism |2. Different aspects of tourism are described. |5. The disadvantages of tourism are explored e.g. harm to |development of communities. |
|product` are discussed, and an agreed |3. The economic advantages of tourism are described. |the environment; undermining of local culture etc. Evidence |5. The disadvantages of tourism are explored e.g. harm|
|description is arrived at. |4. The social advantages of tourism are described e.g. |of information collected and organised is shown. |to the environment; undermining of local culture etc. |
|2. Different aspects of tourism are described.|development of communities. |6. Support systems for tourism are discussed and defined. |Evidence of information collected and organised is |
| |5. The disadvantages of tourism are explored e.g. harm to |7. At least three tourism support systems, and their |shown. |
|3. The economic advantages of tourism are |the environment; undermining of local culture etc. Evidence |functions are discussed. |6. Support systems for tourism are discussed and |
|described. |of information collected and organised is shown. |8. Examples of factors that affect sustainable tourism are |defined. |
|4. The social advantages of tourism are |6. Support systems for tourism are discussed and defined. |listed and explored. |7. At least three tourism support systems, and their |
|described e.g. development of communities. |7. At least three tourism support systems, and their |9. The purpose of the relevant tourism legislation is |functions are discussed. |
|5. The disadvantages of tourism are explored |functions are discussed. |explored. |8. Examples of factors that affect sustainable tourism|
|e.g. harm to the environment; undermining of |8. Examples of factors that affect sustainable tourism are | |are listed and explored. |
|local culture etc. Evidence of information |listed and explored. |Demonstrated ability to learn from our actions and to ADAPT |9. The purpose of the relevant tourism legislation is |
|collected and organised is shown. |9. The purpose of the relevant tourism legislation is |PERFORMANCE: |explored. |
|6. Support systems for tourism are discussed |explored. |10. Reflect on own performance in order to enhance future | |
|and defined. | |practice and learning. |Demonstrated ability to learn from our actions and to |
|7. At least three tourism support systems, and|Demonstrated ability to learn from our actions and to ADAPT | |ADAPT PERFORMANCE: |
|their functions are discussed. |PERFORMANCE: |When conducting assessments, assessors must ensure that they|10. Reflect on own performance in order to enhance |
|8. Examples of factors that affect sustainable|10. Reflect on own performance in order to enhance future |are familiar with the full text of the Unit Standards being |future practice and learning. |
|tourism are listed and explored. |practice and learning. |assessed. | |
|9. The purpose of the relevant tourism | | |When conducting assessments, assessors must ensure |
|legislation is explored. |When conducting assessments, assessors must ensure that they|They must ensure that the assessment covers the specific |that they are familiar with the full text of the Unit |
| |are familiar with the full text of the Unit Standards being |outcomes, critical cross-field outcomes and essential |Standards being assessed. |
|Demonstrated ability to learn from our actions|assessed. |embedded knowledge. | |
|and to ADAPT PERFORMANCE: | | |They must ensure that the assessment covers the |
|10. Reflect on own performance in order to |They must ensure that the assessment covers the specific |As each situation is different, it will be necessary to |specific outcomes, critical cross-field outcomes and |
|enhance future practice and learning. |outcomes, critical cross-field outcomes and essential |develop assessment activities and tools, which are |essential embedded knowledge. |
| |embedded knowledge. |appropriate to the contexts in which learners are working. | |
|When conducting assessments, assessors must | |These activities and tools may include self-assessment, peer|As each situation is different, it will be necessary |
|ensure that they are familiar with the full |As each situation is different, it will be necessary to |assessment, formative and summative assessment. |to develop assessment activities and tools, which are |
|text of the Unit Standards being assessed. |develop assessment activities and tools, which are | |appropriate to the contexts in which learners are |
| |appropriate to the contexts in which learners are working. |Please note: learners for this standard may be unemployed, |working. These activities and tools may include |
|They must ensure that the assessment covers |These activities and tools may include self-assessment, peer|self-employed or in full employment. Assessors must ensure |self-assessment, peer assessment, formative and |
|the specific outcomes, critical cross-field |assessment, formative and summative assessment. |that assessment methods are appropriate for the learner`s |summative assessment. |
|outcomes and essential embedded knowledge. |Please note: learners for this standard may be unemployed, |context. | |
| |self-employed or in full employment. Assessors must ensure | |Please note: learners for this standard may be |
|As each situation is different, it will be |that assessment methods are appropriate for the learner`s |The specific outcomes and essential embedded knowledge must |unemployed, self-employed or in full employment. |
|necessary to develop assessment activities and|context. |be assessed in relation to each other. If a learner is able |Assessors must ensure that assessment methods are |
|tools, which are appropriate to the contexts | |to explain the essential embedded knowledge but is unable to|appropriate for the learner`s context. |
|in which learners are working. These |The specific outcomes and essential embedded knowledge must |perform the specific outcomes, they should not be assessed | |
|activities and tools may include |be assessed in relation to each other. If a learner is able |as competent. Similarly, if a learner is able to perform the|The specific outcomes and essential embedded knowledge|
|self-assessment, peer assessment, formative |to explain the essential embedded knowledge but is unable to|specific outcomes but is unable to explain or justify their |must be assessed in relation to each other. If a |
|and summative assessment. |perform the specific outcomes, they should not be assessed |performance in terms of the essential embedded knowledge, |learner is able to explain the essential embedded |
| |as competent. Similarly, if a learner is able to perform the|they should not be assessed as competent. |knowledge but is unable to perform the specific |
|Please note: learners for this standard may be|specific outcomes but is unable to explain or justify their | |outcomes, they should not be assessed as competent. |
|unemployed, self-employed or in full |performance in terms of the essential embedded knowledge, |METHOD OF ASSESSMENT |Similarly, if a learner is able to perform the |
|employment. Assessors must ensure that |they should not be assessed as competent. | |specific outcomes but is unable to explain or justify |
|assessment methods are appropriate for the | |Assessment should include practical demonstration of |their performance in terms of the essential embedded |
|learner`s context. |METHOD OF ASSESSMENT |competence, either in the workplace or through work-related,|knowledge, they should not be assessed as competent. |
| | |out-of-classroom simulation. | |
|The specific outcomes and essential embedded |Assessment should include practical demonstration of | |METHOD OF ASSESSMENT |
|knowledge must be assessed in relation to each|competence, either in the workplace or through work-related,|A range of assessment methods should be used, including: | |
|other. If a learner is able to explain the |out-of-classroom simulation. | |Assessment should include practical demonstration of |
|essential embedded knowledge but is unable to | |Questioning (verbal or written) - ask relevant questions |competence, either in the workplace or through |
|perform the specific outcomes, they should not|A range of assessment methods should be used, including: |linked to the unit standard |work-related, out-of-classroom simulation. |
|be assessed as competent. Similarly, if a | |Testimony - collect a portfolio of evidence from suitable | |
|learner is able to perform the specific |Questioning (verbal or written) - ask relevant questions |people (e.g. reports from a third party) |A range of assessment methods should be used, |
|outcomes but is unable to explain or justify |linked to the unit standard | |including: |
|their performance in terms of the essential |Testimony - collect a portfolio of evidence from suitable |Integrated assessment | |
|embedded knowledge, they should not be |people (e.g. reports from a third party) | |Questioning (verbal or written) - ask relevant |
|assessed as competent. | |It may be more effective and efficient to assess a number of|questions linked to the unit standard |
| |Integrated assessment |unit standards together thus reducing the overall number of |Testimony - collect a portfolio of evidence from |
|METHOD OF ASSESSMENT |It may be more effective and efficient to assess a number of|assessment `events`. |suitable people (e.g. reports from a third party) |
| |unit standards together thus reducing the overall number of |• Consider a complete activity in the workplace (the `whole| |
|Assessment should include practical |assessment `events`. |of work` approach) and see which unit standards relate to |Integrated assessment |
|demonstration of competence, either in the |• Consider a complete activity in the workplace (the `whole|this activity. Please note: if a learner has no formal | |
|workplace or through work-related, |of work` approach) and see which unit standards relate to |workplace, simulations or projects can be used to reflect a |It may be more effective and efficient to assess a |
|out-of-classroom simulation. |this activity. Please note: if a learner has no formal |complete activity. |number of unit standards together thus reducing the |
| |workplace, simulations or projects can be used to reflect a |• Work out how learners could collect evidence on a number |overall number of assessment `events`. |
|A range of assessment methods should be used, |complete activity. |of unit standards at the same time covering all the critical|• Consider a complete activity in the workplace (the |
|including: |• Work out how learners could collect evidence on a number |aspects of the standards. |`whole of work` approach) and see which unit standards|
| |of unit standards at the same time covering all the critical|• Ensure that commonalities that exist between a number of |relate to this activity. Please note: if a learner has|
|Questioning (verbal or written) - ask relevant|aspects of the standards. |unit standards are captured in a way that makes sense for |no formal workplace, simulations or projects can be |
|questions linked to the unit standard |• Ensure that commonalities that exist between a number of |assessment. |used to reflect a complete activity. |
|Testimony - collect a portfolio of evidence |unit standards are captured in a way that makes sense for | |• Work out how learners could collect evidence on a |
|from suitable people (e.g. reports from a |assessment. | |number of unit standards at the same time covering all|
|third party) | | |the critical aspects of the standards. |
| | | |• Ensure that commonalities that exist between a |
|Integrated assessment | | |number of unit standards are captured in a way that |
| | | |makes sense for assessment. |
|It may be more effective and efficient to | | | |
|assess a number of unit standards together | | | |
|thus reducing the overall number of assessment| | | |
|`events`. | | | |
|• Consider a complete activity in the | | | |
|workplace (the `whole of work` approach) and | | | |
|see which unit standards relate to this | | | |
|activity. Please note: if a learner has no | | | |
|formal workplace, simulations or projects can | | | |
|be used to reflect a complete activity. | | | |
|• Work out how learners could collect | | | |
|evidence on a number of unit standards at the | | | |
|same time covering all the critical aspects of| | | |
|the standards. | | | |
|• Ensure that commonalities that exist | | | |
|between a number of unit standards are | | | |
|captured in a way that makes sense for | | | |
|assessment. | | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.
Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The knowledge component of this standard is:
• The components of the tourism industry.
• How tourism impacts on the country and communities in various ways.
• Acts governing tourism.
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|12541 |Understand the nature of tourists in and to South Africa |4 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to understand what a tourist is, what a tourist wants, and why. This will enable the learner to interact effectively with tourists, thereby promoting tourism.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner assessed as competent against this unit standard will be able to understand what a tourist is, what a tourist wants, and why. This will enable the learner to interact effectively with tourists, thereby promoting tourism.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
|Identify reasons why tourists visit South Africa. |Compare different categories of tourists. |Compare different types of tourist attractions. |Apply understanding of tourist types and needs in order |
| | | |to suggest suitable attractions. |
| |OUTCOME RANGE |OUTCOME RANGE | |
|ASSESSMENT CRITERIA |International, local, big budget, small budget, |Cultural, natural, historical, local experience, luxury |OUTCOME NOTES |
| |groups, individuals, experienced travellers. |experience, entertainment, adventure. |Apply understanding of tourist types and needs in order |
|ASSESSMENT CRITERION 1 |First time travellers. | |to suggest suitable attractions to meet specific tourist |
|Assessing the following will ensure the specific | |ASSESSMENT CRITERIA |needs. |
|outcomes; essential embedded knowledge and | | | |
|critical-cross-field outcomes are assessed. |ASSESSMENT CRITERIA |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERIA |
| | |Assessing the following will ensure the specific | |
|NB: at NQF Level 1 the learner`s ability to make |ASSESSMENT CRITERION 1 |outcomes; essential embedded knowledge and |ASSESSMENT CRITERION 1 |
|decisions and act may be restricted by the workplace|Assessing the following will ensure the specific |critical-cross-field outcomes are assessed. |Assessing the following will ensure the specific |
|or learning environment. The aim of many of the |outcomes; essential embedded knowledge and | |outcomes; essential embedded knowledge and |
|standards at this level is to provide a foundation |critical-cross-field outcomes are assessed. |NB: at NQF Level 1 the learner`s ability to make |critical-cross-field outcomes are assessed. |
|of learning to enable application at higher levels. | |decisions and act may be restricted by the workplace or | |
| |NB: at NQF Level 1 the learner`s ability to make |learning environment. The aim of many of the standards at|NB: at NQF Level 1 the learner`s ability to make |
|Demonstrated ability to make DECISIONS about |decisions and act may be restricted by the workplace |this level is to provide a foundation of learning to |decisions and act may be restricted by the workplace or |
|practice and to ACT accordingly: |or learning environment. The aim of many of the |enable application at higher levels. |learning environment. The aim of many of the standards at|
|1. The term `tourist` is discussed, and an agreed |standards at this level is to provide a foundation of | |this level is to provide a foundation of learning to |
|description is arrived at. |learning to enable application at higher levels. |Demonstrated ability to make DECISIONS about practice and|enable application at higher levels. |
|2. Reasons for visiting or touring SA are explained | |to ACT accordingly: | |
|e.g. business, holiday, family entertainment, |Demonstrated ability to make DECISIONS about practice |1. The term `tourist` is discussed, and an agreed |Demonstrated ability to make DECISIONS about practice and|
|special interest (e.g. game reserves, adventure |and to ACT accordingly: |description is arrived at. |to ACT accordingly: |
|tours; backpacker). |1. The term `tourist` is discussed, and an agreed |2. Reasons for visiting or touring SA are explained e.g. |1. The term `tourist` is discussed, and an agreed |
|3. A list of categories of tourists and their |description is arrived at. |business, holiday, family entertainment, special interest|description is arrived at. |
|reasons for visiting is developed. |2. Reasons for visiting or touring SA are explained |(e.g. game reserves, adventure tours; backpacker). |2. Reasons for visiting or touring SA are explained e.g. |
|4. The nature of the experiences desired by |e.g. business, holiday, family entertainment, special |3. A list of categories of tourists and their reasons for|business, holiday, family entertainment, special interest|
|different types of tourists is understood. |interest (e.g. game reserves, adventure tours; |visiting is developed. |(e.g. game reserves, adventure tours; backpacker). |
|5. Comparisons between different kinds of needs for |backpacker). |4. The nature of the experiences desired by different |3. A list of categories of tourists and their reasons for|
|different kinds of tourists are made. |3. A list of categories of tourists and their reasons |types of tourists is understood. |visiting is developed. |
|6. Attractions that are unique to Southern Africa |for visiting is developed. |5. Comparisons between different kinds of needs for |4. The nature of the experiences desired by different |
|are identified. |4. The nature of the experiences desired by different |different kinds of tourists are made. |types of tourists is understood. |
|7. A list of categories of attractions is developed.|types of tourists is understood. |6. Attractions that are unique to Southern Africa are |5. Comparisons between different kinds of needs for |
| |5. Comparisons between different kinds of needs for |identified. |different kinds of tourists are made. |
|8. Tourist needs can be matched to tourist |different kinds of tourists are made. |7. A list of categories of attractions is developed. |6. Attractions that are unique to Southern Africa are |
|attractions. |6. Attractions that are unique to Southern Africa are |8. Tourist needs can be matched to tourist attractions. |identified. |
|9. Tourist type can be identified in a particular |identified. |9. Tourist type can be identified in a particular |7. A list of categories of attractions is developed. |
|context. |7. A list of categories of attractions is developed. |context. |8. Tourist needs can be matched to tourist attractions. |
|10. Tourist needs can be identified in a particular |8. Tourist needs can be matched to tourist |10. Tourist needs can be identified in a particular |9. Tourist type can be identified in a particular |
|context. |attractions. |context. |context. |
|11. Suggestions can be made to enhance tourist |9. Tourist type can be identified in a particular |11. Suggestions can be made to enhance tourist experience|10. Tourist needs can be identified in a particular |
|experience in a particular context. |context. |in a particular context. |context. |
| |10. Tourist needs can be identified in a particular | |11. Suggestions can be made to enhance tourist experience|
|Demonstrated ability to learn from our actions and |context. |Demonstrated ability to learn from our actions and to |in a particular context. |
|to ADAPT PERFORMANCE: |11. Suggestions can be made to enhance tourist |ADAPT PERFORMANCE: | |
|12. Reflect on own performance in order to enhance |experience in a particular context. |12. Reflect on own performance in order to enhance future|Demonstrated ability to learn from our actions and to |
|future practice and learning. | |practice and learning. |ADAPT PERFORMANCE: |
| |Demonstrated ability to learn from our actions and to | |12. Reflect on own performance in order to enhance future|
|When conducting assessments, assessors must ensure |ADAPT PERFORMANCE: |When conducting assessments, assessors must ensure that |practice and learning. |
|that they are familiar with the full text of the |12. Reflect on own performance in order to enhance |they are familiar with the full text of the Unit | |
|Unit Standards being assessed. |future practice and learning. |Standards being assessed. |When conducting cross-field outcomes and essential |
| | | |embedded knowledge. |
|They must ensure that the assessment covers the |When conducting assessments, assessors must ensure |They must ensure that the assessment covers the specific | |
|specific outcomes, critical cross-field outcomes and|that they are familiar with the full text of the Unit |outcomes, critical cross-field outcomes and essential |As each situation is different, it will be necessary to |
|essential embedded knowledge. |Standards being assessed. |embedded knowledge. |develop assessment activities and tools, which are |
| | | |appropriate to the contexts in which learners are |
|As each situation is different, it will be necessary|They must ensure that the assessment covers the |As each situation is different, it will be necessary to |working. These activities and tools may include |
|to develop assessment activities and tools, which |specific outcomes, critical cross-field outcomes and |develop assessment activities and tools, which are |self-assessment, peer assessment, formative and summative|
|are appropriate to the contexts in which learners |essential embedded knowledge. |appropriate to the contexts in which learners are |assessment. |
|are working. These activities and tools may include | |working. These activities and tools may include | |
|self-assessment, peer assessment, formative and |As each situation is different, it will be necessary |self-assessment, peer assessment, formative and summative|Please note: learners for this standard may be |
|summative assessment. |to develop assessment activities and tools, which are |assessment. |unemployed, self-employed or in full employment. |
| |appropriate to the contexts in which learners are | |Assessors must ensure that assessment methods are |
|Please note: learners for this standard may be |working. These activities and tools may include |Please note: learners for this standard may be |appropriate for the learner`s context. |
|unemployed, self-employed or in full employment. |self-assessment, peer assessment, formative and |unemployed, self-employed or in full employment. | |
|Assessors must ensure that assessment methods are |summative assessment. |Assessors must ensure that assessment methods are |The specific outcomes and essential embedded knowledge |
|appropriate for the learner`s context. | |appropriate for the learner`s context. |must be assessed in relation to each other. If a learner |
| |Please note: learners for this standard may be | |is able to explain the essential embedded knowledge but |
|The specific outcomes and essential embedded |unemployed, self-employed or in full employment. |The specific outcomes and essential embedded knowledge |is unable to perform the specific outcomes, they should |
|knowledge must be assessed in relation to each |Assessors must ensure that assessment methods are |must be assessed in relation to each other. If a learner |not be assessed as competent. Similarly, if a learner is |
|other. If a learner is able to explain the essential|appropriate for the learner`s context. |is able to explain the essential embedded knowledge but |able to perform the specific outcomes but is unable to |
|embedded knowledge but is unable to perform the | |is unable to perform the specific outcomes, they should |explain or justify their performance in terms of the |
|specific outcomes, they should not be assessed as |The specific outcomes and essential embedded knowledge|not be assessed as competent. Similarly, if a learner is |essential embedded knowledge, they should not be assessed|
|competent. Similarly, if a learner is able to |must be assessed in relation to each other. If a |able to perform the specific outcomes but is unable to |as competent. |
|perform the specific outcomes but is unable to |learner is able to explain the essential embedded |explain or justify their performance in terms of the | |
|explain or justify their performance in terms of the|knowledge but is unable to perform the specific |essential embedded knowledge, they should not be assessed|METHOD OF ASSESSMENT |
|essential embedded knowledge, they should not be |outcomes, they should not be assessed as competent. |as competent. | |
|assessed as competent. |Similarly, if a learner is able to perform the | |Assessment should include practical demonstration of |
| |specific outcomes but is unable to explain or justify |METHOD OF ASSESSMENT |competence, either in the workplace or through |
|METHOD OF ASSESSMENT |their performance in terms of the essential embedded | |work-related, out-of-classroom simulation. |
| |knowledge, they should not be assessed as competent. |Assessment should include practical demonstration of | |
|Assessment should include practical demonstration of| |competence, either in the workplace or through |A range of assessment methods should be used, including: |
|competence, either in the workplace or through |METHOD OF ASSESSMENT |work-related, out-of-classroom simulation. | |
|work-related, out-of-classroom simulation. | | |Direct observation - watch the learner carry out the task|
| |Assessment should include practical demonstration of |A range of assessment methods should be used, including: |or produce a desired outcome during the course of his or |
|A range of assessment methods should be used, |competence, either in the workplace or through | |her normal work under normal workplace conditions |
|including: |work-related, out-of-classroom simulation. |Direct observation - watch the learner carry out the task|Product sample - examine the outcomes previously produced|
| | |or produce a desired outcome during the course of his or |by the learner |
|Direct observation - watch the learner carry out the|A range of assessment methods should be used, |her normal work under normal workplace conditions |Simulation of a specific task - set a specific task for |
|task or produce a desired outcome during the course |including: |Product sample - examine the outcomes previously produced|the learner to demonstrate in a simulated environment |
|of his or her normal work under normal workplace | |by the learner |Questioning (verbal or written) - ask relevant questions |
|conditions |Direct observation - watch the learner carry out the |Simulation of a specific task - set a specific task for |linked to the unit standard |
|Product sample - examine the outcomes previously |task or produce a desired outcome during the course of|the learner to demonstrate in a simulated environment |Testimony - collect a portfolio of evidence from suitable|
|produced by the learner |his or her normal work under normal workplace |Questioning (verbal or written) - ask relevant questions |people (e.g. reports from a third party) |
|Simulation of a specific task - set a specific task |conditions |linked to the unit standard | |
|for the learner to demonstrate in a simulated |Product sample - examine the outcomes previously |Testimony - collect a portfolio of evidence from suitable|Integrated assessment |
|environment |produced by the learner |people (e.g. reports from a third party) | |
|Questioning (verbal or written) - ask relevant |Simulation of a specific task - set a specific task | |It may be more effective and efficient to assess a number|
|questions linked to the unit standard |for the learner to demonstrate in a simulated |Integrated assessment |of unit standards together thus reducing the overall |
|Testimony - collect a portfolio of evidence from |environment | |number of assessment `events`. |
|suitable people (e.g. reports from a third party) |Questioning (verbal or written) - ask relevant |It may be more effective and efficient to assess a number|• Consider a complete activity in the workplace (the |
| |questions linked to the unit standard |of unit standards together thus reducing the overall |`whole of work` approach) and see which unit standards |
|Integrated assessment |Testimony - collect a portfolio of evidence from |number of assessment `events`. |relate to this activity. Please note: if a learner has no|
| |suitable people (e.g. reports from a third party) |• Consider a complete activity in the workplace (the |formal workplace, simulations or projects can be used to |
|It may be more effective and efficient to assess a | |`whole of work` approach) and see which unit standards |reflect a complete activity. |
|number of unit standards together thus reducing the |Integrated assessment |relate to this activity. Please note: if a learner has no|• Work out how learners could collect evidence on a |
|overall number of assessment `events`. | |formal workplace, simulations or projects can be used to |number of unit standards at the same time covering all |
|• Consider a complete activity in the workplace |It may be more effective and efficient to assess a |reflect a complete activity. |the critical aspects of the standards. |
|(the `whole of work` approach) and see which unit |number of unit standards together thus reducing the |• Work out how learners could collect evidence on a |• Ensure that commonalities that exist between a number |
|standards relate to this activity. Please note: if a|overall number of assessment `events`. |number of unit standards at the same time covering all |of unit standards are captured in a way that makes sense |
|learner has no formal workplace, simulations or |• Consider a complete activity in the workplace (the |the critical aspects of the standards. |for assessment. |
|projects can be used to reflect a complete activity.|`whole of work` approach) and see which unit standards|• Ensure that commonalities that exist between a number | |
| |relate to this activity. Please note: if a learner has|of unit standards are captured in a way that makes sense | |
|• Work out how learners could collect evidence on a|no formal workplace, simulations or projects can be |for assessment. | |
|number of unit standards at the same time covering |used to reflect a complete activity. | | |
|all the critical aspects of the standards. |• Work out how learners could collect evidence on a | | |
|• Ensure that commonalities that exist between a |number of unit standards at the same time covering all| | |
|number of unit standards are captured in a way that |the critical aspects of the standards. | | |
|makes sense for assessment. |• Ensure that commonalities that exist between a | | |
| |number of unit standards are captured in a way that | | |
| |makes sense for assessment. | | |
| | | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.
Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The knowledge component of this standard is:
• Recognition of many different reasons for travelling in and to SA.
• Understanding that tourists are representative of a range of economic levels/backgrounds and interests.
• Understanding that successful interaction with tourists is dependent on an understanding of the factors listed above.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|11333 |Understand the tourism industry |5 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to:
Define tourism and have a basic understanding of the industry as a whole and the three major sectors that make up the industry - accommodation, transport and services. The learner will have begun to see how these sectors work together and how tourists can access tourist information and services. The learner will also be able to give a simple explanation of the social, environmental and economic impact that tourism has on society. This competence also includes a basic understanding the different types of tourists in South Africa and the reasons why they travel.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner taking this unit standard is assumed to have reading and writing skills at an ABET 2 level or equivalent.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
|Give an integrated definition of tourism |Identify and explain the three sectors of the tourism |Identify the different types of tourists and explain their |Identify ways of accessing and using different sources of |
| |industry and their interrelationship |reasons for travel |information to service the tourist |
|OUTCOME NOTES | | | |
|Give an integrated definition of tourism, describe the |OUTCOME RANGE |OUTCOME RANGE |OUTCOME RANGE |
|different dimensions and the way it impacts on |Three sectors - Accommodation, Transport, Services |Tourists can be identified from the following: |Structures such as tourism centres, tourism agencies, |
|society. | |Individual, mass individual, mass tourist, excursionist, |tourism consultants, kiosks, curios (Give at least three |
| | |wanderer, explorer, adventure |examples) |
|OUTCOME RANGE |ASSESSMENT CRITERIA |At least three examples from national and local level |Electronic, written and oral media e.g. Internet, |
|The integrated definition of tourism from the World | |Presentation of Reports in written, verbal or visual |Brochures, media, radio, videos, telephonic libraries, |
|Tourism Organisation and/or the Department of |ASSESSMENT CRITERION 1 |format. |herbarium, information centres, give at least 5 examples |
|Environmental Affairs and Tourism. |1.List the three sectors. | |Information can be collected into a portfolio of |
|Three (3) Dimensions - Social, Economic, Environmental | | |simulations. |
|Types of links: At least 3 examples should be given per|ASSESSMENT CRITERION 2 |ASSESSMENT CRITERIA | |
|dimension |2.Classify local and national examples of enterprises from| | |
|Impact on tourism in the local environment. |each sector. |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERIA |
| | |1. Identify the different types of tourists. | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERION 3 | |ASSESSMENT CRITERION 1 |
| |3.Give an explanation of how interaction between these |ASSESSMENT CRITERION 2 |1. List different types of information services. |
|ASSESSMENT CRITERION 1 |sectors impact on the delivery of tourism. |2. List the interests of different types of tourists | |
|1.Give a definition of tourism. | | |ASSESSMENT CRITERION 2 |
| |ASSESSMENT CRITERION 4 |ASSESSMENT CRITERION 3 |2. Identify and classify sources of information for |
|ASSESSMENT CRITERION 2 |4.Explain the way sectors impact on the delivery of |3. Identify the expectations of different types of tourists |tourists |
|2.Explain the three major dimensions of tourism. |tourism in the local environment. | | |
| | |ASSESSMENT CRITERION 4 |ASSESSMENT CRITERION 3 |
|ASSESSMENT CRITERION 3 | |4. Explain the reasons why tourists travel |3. Demonstrate ways in which identified information could |
|3.Identify the link between these dimensions (social, | | |be used to serve the interests expressed by tourists (See |
|economic and environmental). | | |Specific outcome 3) |
| | | | |
|ASSESSMENT CRITERION 4 | | | |
|4.Discuss the link between these dimensions. | | | |
| | | | |
|ASSESSMENT CRITERION 5 | | | |
|5.Illustrate the impact of these dimensions | | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.
Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The qualifying learner is able to demonstrate a basic knowledge and understanding of:
Types of tourists, modes of transport, tourism concepts, definitions and terms related to tourism, sources of information, reasons (motivators) for travel, tourism sectors, the local environment, types of accommodation, types of transport, types of services.
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|11334 |Select a career path with knowledge of the role-players in the tourism industry and their functions |5 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to:
Identify and understand the functions of various role-players in the tourism industry in order to select a career path in the industry.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner taking this unit standard is assumed to have language, literacy and communication skills at an ABET 2 level or equivalent.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |
|Identify the role-players in the tourism industry and their functions. |List and select career opportunities and/or tourist ventures within the local environment. |
| | |
|OUTCOME NOTES |OUTCOME RANGE |
|Identify the role-players in the tourism industry and their functions with reference to the | |
|world of work. | |
| |At least three of the following limited to those found in local environment: |
|OUTCOME RANGE |Tour operators, Travel agents, Guides, Information officers, Travel services, Hospitality |
| |services/industry, Transport services, Service sector, Learners themselves, Entrepreneurs. |
| | |
|A minimum of three of the following role-players: |ASSESSMENT CRITERIA |
|Department of Environmental Affairs and Tourism (DEAT) National and provincial, Tourism and | |
|Hospitality Education and Training Authority (THETA), SATOUR, ASATA, SADC, SA Tourism Institute,|ASSESSMENT CRITERION 1 |
|Tourism offices of national destinations, other local, provincial and national role-players. |1. List possible career opportunities or tourist ventures. |
| | |
| | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERION 2 |
|ASSESSMENT CRITERION 1 |2. Research career opportunities and/or tourist ventures. |
|1.Identify government, private and NGO`s that work in tourism nationally. | |
| | |
| |ASSESSMENT CRITERION 3 |
|ASSESSMENT CRITERION 2 |3. Select a viable career and/or tourist venture. |
|2.Describe the role and function of the national role-players in the tourism industry. | |
| | |
|ASSESSMENT CRITERION 3 | |
|3.Describe the way in which the role-players relate to and interact with local tourism. | |
| | |
| | |
|ASSESSMENT CRITERION 4 | |
|4.Identify and describe role-players locally, provincially and nationally. | |
| | |
| | |
|ASSESSMENT CRITERION 5 | |
| | |
|5.List and classify the roles and functions of role-players locally, provincially and | |
|nationally. | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.
Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Qualifying learners are able to demonstrate that they can:
Identify the roleplayers (national, provincial, local)
Explain functions and relationships {links} between the role players
List contact addresses of tourism associations / role players
Identify career opportunities.
|SAQA US ID |US TITLE |CREDITS |
|11335 |Apply knowledge to identify and promote tourist destinations and attractions in South Africa |7 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to:
Use maps and other source documents in order to locate and identify major tourist destinations, attractions and events in South Africa. The learner will also be able to design promotional materials for their local community and environment.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner taking this unit standard is assumed to have language, literacy and communication skills at ABET 2 level or equivalent - a degree of fluency in speaking English is required for giving directions to tourists. The learner should also have mathematical (numeracy) skills at ABET 2 level or equivalent.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |SPECIFIC OUTCOME 5 |
|Locate oneself geographically within a |Use a range of maps effectively to |Identify and describe tourist destinations, |Show the ability to match destinations, |Design promotional materials for the local |
|local, provincial, national and global |facilitate tourism activities. |attractions and events. |attractions and events with a tourist |environment. |
|context. | | |profile. | |
| | |OUTCOME NOTES | |OUTCOME RANGE |
| |OUTCOME RANGE |Identify and describe tourist destinations, |OUTCOME RANGE |Only local environment |
|OUTCOME RANGE |All geographic and political road maps, |attractions and events in the local, |Only local environment |Examples of promotional tools include: |
| Location of the local area on a map of |route maps, climatic maps and relief maps. |provincial and national environment. | |Brochure |
|the world, South Africa and the province. | | |ASSESSMENT CRITERIA |Card |
| | |OUTCOME RANGE |ASSESSMENT CRITERION 1 |Poster |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |10 of local importance |1.Identify local destinations, attractions |Newspaper article |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |5 of provincial importance |and events appropriate to a given tourist. |Community radio |
|1.Indicate the local environment on a map | |5 of national importance | |Presentations |
|of the province. |1. Give clear directions to tourists in the |Specify 10 local and 5 each of provincial and| | |
| |local environment. |national destinations, attractions and | |ASSESSMENT CRITERIA |
| | |events. | |ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERION 2 | | | |1. Plan and select the appropriate marketing|
| 2. Indicate the local environment on a |ASSESSMENT CRITERION 2 | | |tool. |
|map of South Africa. |2. Show the ability to indicate the location|ASSESSMENT CRITERIA | | |
| |of local places of interest on a map. |ASSESSMENT CRITERION 1 | |ASSESSMENT CRITERION 2 |
| | |1.List national, provincial and local | |2. Collate information on the local |
|ASSESSMENT CRITERION 3 | |destinations | |environment. |
| 3. Indicate the local environment on a |ASSESSMENT CRITERION 3 | | | |
|map of the World. |3. Select a type of map appropriate for a | | |ASSESSMENT CRITERION 3 |
| |specific purpose. |ASSESSMENT CRITERION 2 | | 3. Produce promotional materials. |
| | |2. Demonstrate the ability to evaluate the | | |
| |ASSESSMENT CRITERION 4 |importance of these destinations. | | |
| |4. Plan a tour route using maps. | | | |
| | | | | |
| | |ASSESSMENT CRITERION 3 | | |
| | | 3.Match destinations, attractions and events| | |
| | |with tourist interest | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.
Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The qualifying learner is able to demonstrate a basic knowledge and understanding of:
Basic tourism terminology
Basic understanding of maps, i.e. symbols and terms
Various destinations and attractions: cities, towns, areas, built, cultural, historic, natural, eco-tourism, theme park, religion, sport, agriculture, health, heritage information.
|SAQA US ID |US TITLE |CREDITS |
|11336 |Interact appropriately with a range of tourists |4 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to:
Conduct a simple conversation with a range of tourists and appreciate the cultural diversity of tourists.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner taking this unit standard is assumed to have language, literacy and communication skills at an ABET 1 level or equivalent - the ability to communicate reasonably effectively in English will be an advantage.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Greet and exchange basic personal information|Describe the local community and places of interest to tourists. |Demonstrate an awareness of the cultural diversity of tourists |
|with a range of tourists. | | |
| |OUTCOME RANGE |OUTCOME RANGE |
| |Information on local population |A minimum of three similarities and three differences such as food,|
|ASSESSMENT CRITERIA |A minimum of three places of interest (historical, cultural, religious, natural|type of clothing, ways of greeting, standing or sitting on arrival,|
|ASSESSMENT CRITERION 1 |etc.) |eye contact, bringing food when visiting etc. |
| | | |
|1. Introduce him/herself to tourists. |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
| |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
| |1.Research basic information on the different communities in your local |1.Discuss cultural similarities between different tourists and the |
|ASSESSMENT CRITERION 2 |environment. |local community. |
| 2. Give basic personal information. | | |
| |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
| |2.Discuss the community with tourists |2.Discuss cultural difference between different tourists and the |
|ASSESSMENT CRITERION 3 | |local community. |
|3. Listen and respond to personal information| | |
|given by a tourist. |ASSESSMENT CRITERION 3 | |
| | 3.Discuss safety awareness with tourists | |
| | | |
| |ASSESSMENT CRITERION 4 | |
| |4.List places of interest | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.
Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
|SAQA US ID |US TITLE |CREDITS |
|11337 |Apply knowledge of the relationship between tourism and the community |5 |
PURPOSE OF THE UNIT STANDARD
A learner assessed as competent against this unit standard will be able to:
Contribute towards tourism development in their community, promote a positive community attitude towards tourism, create a promotional item for tourists, enhance the safety of tourists and understand the rights and responsibilities of tourists and the community.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
A learner taking this unit standard is assumed to have language, literacy and communication skills at ABET 1 level or equivalent and mathematical (numeracy) skills at ABET 1 level or equivalent.
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |
|Identify and explain the impact of tourism on the | Identify the ways in which a community can promote tourism|Plan, design and make an item to promote the local |Discuss the legal and ethical issues relating to |
|community. |development . |community. |tourism. |
| | | | |
|OUTCOME RANGE | |OUTCOME RANGE |OUTCOME RANGE |
|At least one positive and negative impact from each|OUTCOME RANGE |Arts and crafts with the name of the place on it, for|Main points in the White Paper on Sustainable |
|of the following categories: Social, economic and |Oral presentations, media, information centres, collecting |example: soap, ashtrays, scented candles with the |Tourism Development, Charter of the rights and |
|environmental. |information on the attitudes of the local community towards|town logo on, T-shirts, key rings etc. |responsibilities of tourists and the community |
| |tourism and raising awareness in the community around | |towards each other, possible offensive behaviour: |
|ASSESSMENT CRITERIA |tourism, illustrate how the community can promote tourism |ASSESSMENT CRITERIA |Smoking, Sexist language, Swearing. |
|ASSESSMENT CRITERION 1 |awareness, research and discuss the safety of tourists in |ASSESSMENT CRITERION 1 | |
| |the community, research the possible tourism resources | |ASSESSMENT CRITERIA |
|1.Identify and discuss the benefits of tourism |available to the community. Safety and security structures:|1.Identify promotional items for the local market. |ASSESSMENT CRITERION 1 |
| |Police, Community Forums, Neighbourhood watch Ways to | | |
| |improve safety and security measures by implementing some |ASSESSMENT CRITERION 2 |1.Discuss the rights and responsibilities of the |
|ASSESSMENT CRITERION 2 |of the following measures: | 2.Plan and design promotional items. |tourist and of the tourism worker |
| |Report crime, vigilance. | | |
|2.Identify and discuss the negative impact of |Membership to the structures listed in the range above. | |ASSESSMENT CRITERION 2 |
|tourism. |Tourism resources |ASSESSMENT CRITERION 3 |2.List and explain the purpose of relevant tourism |
| | |3.Make and display promotional items for the local |legislation. |
| |ASSESSMENT CRITERIA |tourism market. | |
| |ASSESSMENT CRITERION 1 | |ASSESSMENT CRITERION 3 |
| |1.List ways in which a community can promote tourism | | |
| |development. | |3.Develop a code of conduct for tourists and a code|
| | | |of conduct for the community. |
| |ASSESSMENT CRITERION 2 | | |
| |2.Discuss the ways in which the safety and security | | |
| |measures in the community promote tourism . | | |
| | | | |
| |ASSESSMENT CRITERION 3 | | |
| |3.Research the community`s attitude towards tourism | | |
| |development . | | |
| | | | |
| |ASSESSMENT CRITERION 4 | | |
| |4.Identify the factors that are a threat to promoting | | |
| |tourism. | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.
Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The qualifying learner is able to demonstrate a basic knowledge and understanding of:
Tourism impact on communities
Economic benefits of tourism
Career opportunities in the communities
Community role in tourism
Safety and security of tourists
Tourism awareness, cultural awareness and diversity
Advantages and disadvantages of tourism/tourists
|4. |LTSM IN PALCs |
The recommended Learning and Teaching Support Materials for this learning area are listed in the catalogue provided by the AET Directorate of the Department of Higher Education and Training.
A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.
|5. |WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA |
RATIO OF COMPLEXITY:
Both the Summative Question Paper and the Site-Based Assessment Tasks attempt to strike a balance in the complexity of the questions and tasks that are fair to learners, but also conform to standard assessment practices. In general, all assessments in the Travel and Tourism learning area are structured around the following ratios:
|US ID |UNIT STANDARD TITLE |SO’s and AC’s |CREDITS |NOTIONAL HOURS |WEIGHT |
|11333 |Understanding the tourism industry |SO1 – 4 |5 |50 HRS |13,16% |
| | |All AC’s | | | |
|11334 |Select a career path with knowledge of role players in the |SO1- 2 |5 |50 HRS |13,16% |
| |tourism industry and functions |All AC’s | | | |
|11335 |Apply knowledge to identify and promote tourism destinations and |SO1-5 |7 |70 HRS |18,42% |
| |attractions in South Africa. |All AC’s | | | |
|11336 |Interact appropriately with a range of tourists |SO1-3 |4 |10HRS |10,53% |
| | |All AC’s | | | |
|11337 |Apply knowledge of the relationship between tourism and the |SO1-4 |5 |12 HRS |13,16% |
| |community. |All AC’s | | | |
|12539 |Identify career opportunities in different sections of the |SO1-4 |4 |40 HRS |10,53% |
| |tourism industry. |All AC’s | | | |
|12541 |Understand the nature of tourist in and to South Africa |SO1-4 |4 |40HRS |10,53% |
| | |All AC’s | | | |
|12543 |Identify key features of tourism in South Africa |SO1-4 |4 |40HRS |10,53% |
| | |All AC’s | | | |
|TOTAL | | |38 |380 HRS |100% |
|6. |CORE KNOWLEDGE AREAS |
This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.
The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.
ID 11333. UNDERSTAND THE TOURISM INDUSTRY.
Specific Outcome 1: Give an integrated definition of tourism.
|Assessment Criteria 1. Give a definition of tourism. |
|KNOWLEDGE |SKILLS |VALUES |
|Definition of a tourist, tourism, traveling and tourism |Learner must be able to define tourism, a tourist, |To see the world as an interrelated |
|product. |tourism product and traveling. |system. |
|Assessment Criteria 2. Explain the three major dimensions of tourism. |
|The social, economic and environmental dimensions of tourism.|Communication, expressing thoughts. |Understand how one aspect of life can |
| | |relate and impact on others. |
|Assessment Criteria 3. Identify the link between these dimensions. |
|The social, economic and environmental dimensions of |Identify the link between concepts. |Understand how one aspect of life can |
|tourism.. | |relate and impact on others. |
|Assessment Criteria 4. Discuss the link between these dimensions. |
|The social, economic and environmental dimensions. |Communication, expressing thoughts. |Understand how one aspect of life can |
| | |relate and impact on others. |
|Assessment Criteria 5. Illustrate the impact of these dimensions. |
|The social, economic and environmental dimensions of tourism.|Communication, expressing thoughts. |Learners will be aware of the impact, |
| | |both positive and negative, that |
| | |tourism can have on communities. |
Specific Outcome 2: Identify and explain the three sectors of the tourism industry and their interrelationship.
|Assessment Criteria 1. List the three sectors. |
|KNOWLEDGE |SKILLS |VALUES |
|Accommodation, transport, attraction, travel organizers, |Learner must be able to identify all the sectors of |Awareness of one’s own environment. |
|destination organization and services sectors of tourism. |tourism. | |
|Micro and macro services. | | |
|Assessment Criteria 2. Classify local and national examples of enterprises from each sector. |
|Accommodation; hotels, guest houses, lodges, Bed and |Learner must be able to identify the examples of |Entrepreneurship. |
|Breakfast, motels, camp sites, caravan parks, hostels. |enterprises in the three sectors of tourism. | |
|Transport; aircraft, train, boat, car, taxi, bus, bicycle. | | |
|Services; Retail (travel agents), Wholesale (incoming, | | |
|outbound and local), Supporting (insurance, banking, arts and | | |
|culture and information) | | |
|Assessment Criteria 3. Give an explanation of how interaction between the sectors impact on the delivery of tourism. |
|Learners must know the three sectors, namely accommodation, |Learners must be able to relate how each sector |Sustainability and understanding of |
|transport and services and also how each sector affects |affects the others, positively and negatively. |how one aspect of life can relate and |
|tourism. | |impact on others. |
|Assessment Criteria 4. Explain the way sectors impact on the delivery of tourism in the local environment. |
|Learners must know how each sector makes it possible for |Learners must be able to explain the role and impact |Sustainability and understanding of |
|tourism to exist in the local environment. |of the three sectors of tourism in the local |how one aspect of life can relate and |
| |environment. |impact on others. |
Specific Outcome 3: Identify the different types of tourists and explain the reasons for travel.
|Assessment Criteria 1. Identify the different types of tourists. |
|KNOWLEDGE |SKILLS |VALUES |
|Individual, mass tourists, mass individual, excursionist, |Learners must be able to identify the different types |Tolerance, diversity, respect. |
|wanderers, explorers, adventurers, business, sports, |of tourists. | |
|religious, educational, health, cultural, leisure, back | | |
|packers. | | |
|Assessment Criteria 2. List the interests of different types of tourists. |
|Individual, mass tourists, mass individual, excursionist, |Learners must be able to list the interests of |Tolerance, diversity, respect and |
|wanderers, explorers, adventurers, business, sports, |different types of tourists. |dignity. |
|religious, educational, health, cultural, leisure, back | | |
|packers. | | |
|Assessment Criteria 3. Identify the expectations of different types of tourists. |
|Individual, mass tourists, mass individual, excursionist, |Learners must be able to identify the expectations of |Tolerance, diversity, respect and |
|wanderers, explorers, adventurers, business, sports, |different types of tourists. |dignity. |
|religious, educational, health, cultural, leisure, back | | |
|packers. | | |
|Assessment Criteria 4. Explain the reasons why tourists travel. |
|Individual, mass tourists, mass individual, excursionist, |Learners must be able to discuss and explain reasons |Diversity. |
|wanderers, explorers, adventurers, business, sports, |why different types of tourists travel. | |
|religious, educational, health, cultural, leisure, back | | |
|packers. | | |
Specific Outcome 4: Identify ways of accessing and using different sources of information to service the tourist.
|Assessment Criteria 1. List the different type of information services. |
|KNOWLEDGE |SKILLS |VALUES |
|Tourism centers, tourism agencies, kiosks, tourism |Learners must be able to list the different types of |Globalization, knowledge acquisition |
|consultants, curio’s etc. |information services. |and accessibility. |
|Assessment Criteria 2. Identify and classify sources of information for tourists. |
|Electronic, written and oral media e.g. internet, brochures, |Learners must be able to identify and classify the |Globalization, knowledge acquisition |
|television, newspapers, magazines, media, radio, videos, |sources of information to tourist. |and accessibility. |
|telephonic libraries, herbarium, information centers and word | | |
|of mouth. | | |
|Assessment Criteria 3. Demonstrate ways in which identified information could be used to serve the interests expressed by tourists. |
|Electronic, written and oral media e.g. internet, brochures, |Learners must be able to use the identified |Acquisition of business skills and |
|television, newspapers, magazines, media, radio, videos, |information and select relevant package suitable for a|project management. |
|telephonic libraries, herbarium, information centers and word |particular tourist profile. | |
|of mouth. | | |
ID 11334. SELECT A CAREER PATH WITH KNOWLEDGE OF THE ROLE PLAYERS IN THE TOURISM INDUSTRY AND THEIR FUNCTIONS.
Specific Outcome 1: Identify the role players in the tourism industry and their functions.
|Assessment Criteria 1. Identify government, private and NGO’s that work in tourism nationally. |
|KNOWLEDGE |SKILLS |VALUES |
|DEAT, THETA, SA Tourism, SADC, SATI, ASATA. |Learners must be able to identify relevant |Transparency, accountability and |
| |stakeholders locally, provincially, nationally. |operations. |
|Assessment Criteria 2. Describe the role and function of the national role players in the tourism industry. |
|DEAT, THETA, SA Tourism, SADC, SATI, ASATA. |Learners must be able to describe the role and |Transparency, accountability and |
| |function of each of the stakeholders. |operations. |
|Assessment Criteria 3. Describe the way in which role players relate to and interact with local tourism. |
|DEAT, THETA, SA Tourism, SADC, SATI, ASATA. |Learners must be able to describe how role players |Communication, cooperation, |
| |relate and interact with local tourism. |transparency, accountability and |
| | |operations. |
|Assessment Criteria 4. Identify and describe role players locally, provincially and nationally. |
|DEAT, THETA, SA Tourism, SADC, SATI, ASATA. |Learners must be able to identify and describe role |To see the world as an interrelated |
| |players locally, provincially and nationally. |system and how one aspect of life |
| | |impacts on other aspects. |
|Assessment Criteria 5. List and classify the roles and functions of role players locally, provincially and nationally. |
|DEAT, THETA, SA Tourism, SADC, SATI, ASATA. |Learners must be able to list and classify the roles |To see the world as an interrelated |
| |and functions of local, provincial and national |system and how one aspect impacts on |
| |role-players. |others. |
Specific Outcome 2: List and select career opportunities and/or tourists ventures within the local environment.
|Assessment Criteria 1. List possible career opportunities or tourists ventures. |
|KNOWLEDGE |SKILLS |VALUES |
|Tour operators, Travel Agents, Tour Guides, Information |Learners must be able to identify relevant |Entrepreneurship and empowerment. |
|Officers, hotel managers, barman, waiter/ waitress, chef, |stakeholders locally, provincially, nationally. | |
|house keeper, receptionist, gardeners, security, porters, | | |
|drivers, general workers. | | |
|Assessment Criteria 2. Research career opportunities and/or tourists ventures. |
|Tour operators, Travel Agents, Tour Guides, Information |Learners must be able to find information about the |Entrepreneurship and empowerment. |
|Officers, hotel managers, barman, waiter/ waitress, chef, |various career opportunities available in the tourism | |
|house keeper, receptionist, gardeners, security, porters, |industry using different sources. | |
|drivers, general workers. | | |
|Assessment Criteria 3. Select a viable career and/or tourist ventures. |
|Tour operators, Travel Agents, Tour Guides, Information |Career selection. |Career selection and entrepreneurship.|
|Officers, hotel managers, barman, waiter/ waitress, chef, | | |
|house keeper, receptionist, gardeners, security, porters, | | |
|drivers, general workers. | | |
ID 11335. Apply knowledge to identify and promote tourist destinations and attractions in South Africa.
Specific Outcome 1: Locate oneself geographically within a local, national and global context.
|Assessment Criteria 1. Indicate the local environment on a map of the province. |
|KNOWLEDGE |SKILLS |VALUES |
|A provincial map, the provincial capital cities, national |Map reading and interpretation. |Interest in the local environment. |
|roads, towns, rivers, mountains, oceans. | | |
|Assessment Criteria 2. Indicate the local environment on a map of South Africa. |
|A national map, the national capital cities, national roads, |Map reading and interpretation. |Interest in the national environment. |
|towns, rivers, mountains, oceans. | | |
|Assessment Criteria 3. Indicate the local environment on a map of the world. |
|A global map, the national capital cities, national roads, |Map reading and interpretation. |Interest in the global environment. |
|towns, rivers, mountains, oceans. | | |
Specific Outcome 2: Use a range of maps effectively to facilitate tourism activities.
|Assessment Criteria 1. Give clear directions to tourists in the local environment. |
|KNOWLEDGE |SKILLS |VALUES |
|Provincial map, the provincial capital cities, national roads,|Map reading and interpretation. |Interest in the local environment. |
|towns, rivers, mountains, oceans. Cardinal points like east, | | |
|west, south, north, up, down, left, right | | |
|Assessment Criteria 2. Show the ability to indicate the location of local places of interest on a map. |
|A provincial map, the national capital cities, national roads,|Map reading and interpretation. |Interest in the national environment. |
|towns, rivers, mountains, oceans. Local attractions, | | |
|destinations and events | | |
|Assessment Criteria 3. Select a type of map appropriate for a specific purpose. |
|A political map, a geographical map, a route map, a climatic |Map reading and interpretation to suite a particular | Map reading and familiarity with |
|map and a relief map. |purpose. |environment. |
|Assessment Criteria 4. Plan a tour route using maps. |
|A provincial or national map, the national capital cities, |Map reading and interpretation, planning and |Career development. |
|national roads, towns, rivers, mountains, oceans. Local |organizing tours. | |
|attractions, destinations and events. | | |
Specific Outcome 3: Identify and describe tourist destination, attractions and events
|Assessment Criteria 1. List national, provincial and local destinations. |
|KNOWLEDGE |SKILLS |VALUES |
|National, provincial and local destinations, attractions and |List. |Appreciate local historical, social, |
|events. | |religious and cultural values |
|Assessment Criteria 2. Demonstrate the ability to evaluate the importance of these destinations. |
|National, provincial and local destinations, attractions and |Evaluation. |Appreciate local historical, social, |
|events. | |religious and cultural values |
|Assessment Criteria 3. Match destinations, attractions and events with tourist interest. |
|National, provincial and local destinations, attractions and |Matching. |Appreciate local historical, social, |
|events. | |religious and cultural values |
Specific Outcome 4: Show ability to match destinations, attractions and events with a tourist profile.
NB: This Assessment Criteria covers the same content as Specific Outcome 3, Assessment Criteria 3. Educators are therefore advised to treat the two topics as one.
|Assessment Criteria 1. Identify local destinations, attractions and events appropriate to a given tourist profile. |
|KNOWLEDGE |SKILLS |VALUES |
|National, provincial and local destinations, attractions and |Identify. |Appreciate local historical, social, |
|events. | |religious and cultural values |
Specific Outcome 5: Design promotional materials for the local environment.
|Assessment Criteria 1. Plan and select the appropriate marketing tool. |
|KNOWLEDGE |SKILLS |VALUES |
|Brochures, cards, posters, newspaper articles, community |Marketing and promotion. |Entrepreneurship, empowerment and |
|radio, presentations, television. | |self-management. |
|Assessment Criteria 2. Collate information on the local environment. |
|Places of interest in the local community like churches, |Research. |Self management |
|houses, rivers, mountains, monuments, buildings, traditions, | | |
|cultural activities, etc. | | |
|Assessment Criteria 3. Produce promotional materials. |
|Different materials that can be used to promote the local |Designing and production. |Entrepreneurship and skills |
|environment like T-shirts, ashtrays, flags, wooden animals, | |acquisition. |
|clay material, caps, earrings, bangles, etc. | | |
ID 11336: Unit Standard Title: Interact appropriately with a range of tourists.
Specific Outcome: 1 Greet and exchange basic personal information with a range of tourists.
|Assessment Criteria 1. Introduce him/herself to tourists. |
|KNOWLEDGE |SKILLS |VALUES |
|Greeting in different languages and knowing other cultures |Communication. |Appreciate local, social, religious |
| | |and cultural values |
|Assessment Criteria 2. Give basic personal information. |
|Name, surname, gender, marital status, employment status, |Communication and interaction |Develop interest and respect to |
|age, religion, culture etc. | |different cultures |
|Assessment Criteria 3. Listen and respond to personal information given by a tourist. |
|Name, surname, gender, marital status, employment status, |Communication and interaction. |Develop interest and respect to |
|age, religion, culture etc. | |different people. |
Specific Outcome 2: Describe the local community and places of interest to tourist.
|Assessment Criteria 1. Research basic information on the different communities in your local environment. |
|KNOWLEDGE |SKILLS |VALUES |
|Local languages, history, cultures and religions. |Research. |The importance of information, |
| | |cultural diversity, tolerance. |
|Assessment Criteria 2. Discuss the community with tourists. |
|Local languages, history, cultures and religions. |Research and communication. |Tolerance, diversity, respect. |
|Assessment Criteria 3. Discuss safety awareness with tourists. |
|Safety tips when traveling on foot, by car, train, at night. |Safety awareness. |Safety. |
|Assessment Criteria 4. List places of interest. |
|Historical, cultural, religious and natural. |Listing. |Awareness of one’s own environment. |
Specific Outcome 3: Demonstrate an awareness of the cultural diversity of tourists.
|Assessment Criteria 1. Discuss the cultural similarities between tourists and the local community. |
|Food eaten, greetings, eye contact, etc. |Comparisons. |Tolerance, respect, diversity. |
|Assessment Criteria 2. Discuss the cultural differences between tourists and the local community. |
|Food eaten, greetings, eye contact, etc. |Comparisons. |Tolerance, respect, diversity. |
US ID: 11337. Apply knowledge of the relationship between tourism and the community.
Specific Outcome 1: Identify and explain the impact of tourism on the community.
|Assessment Criteria 1. Identify and discuss the benefits of tourism, |
|KNOWLEDGE |SKILLS |VALUES |
|Positive impact of tourism on the environment, economy, |Identify the positive impact of tourism. |Awareness of the impact our actions |
|society. | |have on the environment. |
|Assessment Criteria 2. Identify and discuss the negative impact of tourism, |
|Negative impact of tourism on the environment, economy, and |Identify the negative impact of tourism. |Awareness of the impact our actions |
|society. | |have on the environment. |
Specific Outcome 2: Identify the way in which a community can promote tourism development.
|Assessment Criteria 1. List ways in which a community can promote tourism. |
|KNOWLEDGE |SKILLS |VALUES |
|Various products which can be made by hand to promote local |Using hands and tools to produce items, promotion and |Awareness of ethical issues, |
|tourism, such as T-shirts, cap, clay products, wooden |marketing. |entrepreneurship. |
|products, etc. | | |
|Assessment Criteria 2. Discuss the ways in which the safety and security measures in the community promote tourism. |
|The different measures which the community can take to deal |Planning and organizing, community participation. |Safety and security awareness, |
|with crime like reporting crime, vigilance, forming Community| |responsibility, caring, and |
|Policing Forums, Neighborhood Watch, etc. | |citizenship. |
|Assessment Criteria 3. Research the community’s attitude towards tourism development. |
|Research methods, tools and instruments. Community’s |Research. |Diversity, and similarities. |
|feelings, perception and belief towards tourism. | | |
|Assessment Criteria 4. Identify the factors that are a threat to promoting tourism. |
|Safety and security, pollution, crime, negative attitudes, |Analyzing community developments. |Conservation, accountability, |
|xenophobia, racism, poor infrastructure. | |cleanliness, and sustainability. |
Specific Outcome 3: Plan, design and make an item to promote the local community
Notes to educators;
Specific Outcome 3 and AC’s 1,2 and 3 content are the same as US No 11335, SO No 5 and AC’s 2and 3. Educators are therefore advised to treat these topics as one.
Specific Outcome 4: Discuss the legal and ethical issues relating to tourism
|Assessment Criteria 1. Discuss the rights and responsibilities of the tourist and of the tourism worker. |
|KNOWLEDGE |SKILLS |VALUES |
|White Paper on Sustainable Tourism Development , Charter of |Discuss or relate. |Human dignity , respect and tolerance|
|the Rights and responsibilities of tourists and the community | | |
|towards each other. | | |
|Assessment Criteria 2. List and explain the purpose of relevant tourism legislation. |
|White Paper on Sustainable Tourism Development , Charter of |List and explain or relate. |The legal framework, guidance, |
|the Rights and responsibilities of tourists and the community | |citizenship. |
|towards each other. | | |
|Assessment Criteria 3. Develop a code of conduct for tourists and a code of conduct for the community. |
|Code of conduct |Design and develop |Tolerance, respect and human dignity.|
US ID 12539: IDENTIFY CAREER OPPORTUNITIES IN DIFFERENT SECTORS OF THE TOURISM INDUSTRY.
Specific Outcome 1: Discuss the different sectors in the tourism industry.
Notes to educators:
1. This Specific Outcome is the same as in ID 11333, SO 2, AC 1. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 2: Identify the sectors represented locally.
Notes to educators:
1. This Specific Outcome is the same as in ID 11333, SO 2, AC 1. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 3: Demonstrate a thorough understanding of the skills and knowledge required
Notes to educators:
1. This Specific Outcome is not clear as it appears. On further analysis, we discovered that it relates to career opportunities which people can follow in tourism.
2. This Specific Outcome is the same as in ID 11334, SO 2, AC 1-3. We therefore advise educators to treat the two topics as one.
3. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 4: Investigate the organizations in the support services sector.
Notes to educators:
1. This Specific Outcome is the same as in ID 11334, SO 1, AC 1-5. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
US ID 12541: Understand the nature of tourists in and to South Africa.
Specific Outcome 1: Identify reasons why tourists visit South Africa.
Notes to educators:
1. This Specific Outcome is the same as in ID 11333, SO 3, AC 1-4. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 2: Compare different categories of tourists.
|Assessment Criteria 1. Compare different categories of tourists. |
|KNOWLEDGE |SKILLS |VALUES |
|International, local, big budget, small budget, groups, |Comparison and analytical. |Diversity, similarities, and |
|individuals, experienced and first time travelers. | |globalization. |
Specific Outcome 3: Compare different types of tourists attractions.
Notes to educators:
1. This Specific Outcome is the same as in ID 11335, SO 3, AC 3. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 4: Apply understanding of tourist types and needs in order to suggest suitable
attractions.
Notes to educators:
1. This Specific Outcome is the same as in ID 11335, SO 3, AC 3. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
US ID 12543: Identify key features of tourism in South Africa.
Specific Outcome 1: Explain the term tourist, tourism and tourist product to demonstrate understanding
of these concepts.
Notes to educators:
1. This Specific Outcome is the same as in ID 11333, SO 1, AC 1. We therefore advise educators to treat the two topics as one.
3. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 2: Collect information and report on the impact of tourism locally, provincially and nationally.
Notes to educators:
2. This Specific Outcome is the same as in ID 11337, SO 1, AC 1 and 2. We therefore advise educators to treat the two topics as one.
4. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 3. List support systems needed for successful tourism.
Notes to educators.
1. This Specific Outcome is the same as in ID 11333, SO 2, AC 1-4. We therefore advise educators to treat the two topics as one.
2. There is only one Assessment Criteria for this Specific Outcome.
Specific Outcome 4: Identify factors that support sustainable tourism.
|Assessment Criteria 1. Identify factors that support sustainable tourism. |
|KNOWLEDGE |SKILLS |VALUES |
|The promotion of environmental conservation, cultural | |Environmental conservation, and |
|renewal, quality of skills, services and resources and | |sustainability. |
|accessibility. | | |
|7. |TAXONOMIES USED IN SCAFFOLDING QUESTIONS |
In setting the examination question paper and the SBA Tasks, Barrett’s Taxonomy is used to scaffold the degrees of complexity of questions and tasks. The following table is a simplified and summarised overview of Barrett’s Taxonomy:
|Cognitive Level/ |Description |Examples of questions |Weighting |
|Level of Complexity| | | |
|1 |Literal (information in the text) |e.g. Name the…; List the…; Identify the…; Describe | |
| | |the…; Relate the…. |40% |
|2 |Re-organisation (analysis, synthesis or |e.g. Summarise the main ideas…; State the | |
| |organisation of information) |differences/ similarities… | |
| | | |30% |
|3 |Inference (engagement with information in terms|e.g. Explain the main idea…; What is the writer’s | |
| |of personal experience) |intention…; What, do you think, will be… | |
|4 |Evaluation (judgments concerning the value or |e.g. Do you think that…; Discuss critically (incl. | |
| |worth) |Creative Writing) |30% |
|8. |SITE-BASED ASSESSMENT (FORMATIVE) |
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.
The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.
|8.1 |STRUCTURE OF SBA TASKS |
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.
The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.
|Task |Nature of Task |Unit Standard |Guidelines for Learner Preparation |
| | | |General aim of this task is to prepare learners for the nature and format of the summative |
|1 |Test |119635 |assessment question paper. |
| | |119631 |This task presents Educators with the opportunity to practice those skills required by the exam |
| | |119640 |question paper. |
| | | |Educators may continuously make use of opportunities to practice these skills through class |
| | | |exercises in their learning programme. |
| | | |Refer to Examination Guidelines for more details. |
| | | |This task consists of a number of writing activities, including CV, agenda & minutes, reports, |
|2 |Assignment |119636 |advertisements, diary entries, etc. |
| | |119640 |Learners will be expected to complete between 3—5 activities for this task. |
| | |119631 |Activities will be arranged around a central theme of social relevance. |
| | | |Educators should teach time management skills (to complete tasks within given timeframes), |
| | | |organisational skills (of material, portfolio and written work), and |
| | | |Presentation skills (of completed work). |
| | | |Educator could develop checklists for self-/peer assessment for classroom writing exercises of |
| | | |these texts. |
| | | |This task is about engaging learners in a range of speaking/signing/listening interactions for a |
|3 |Oral Presentation |119635 |variety of purposes. |
| | | |Educator should prepare learners for this task in the following ways: |
| | | |Choose topics that are relevant to the level of learners |
| | | |Expose learners to a variety of interactions (e.g. prepared, unprepared, in/formal, etc.) |
| | | |Guide learners on how to collect & organise relevant information |
| | | |Encourage learners to use appropriate body language, to speak fluently, clearly & audibly |
| | | |Train learners on how to design assessment checklists for peer assessment |
| | |119631 |Learners will be allowed to complete this task on their own at home |
|4 |Investigation |119635 |Learners are expected to be able to conduct interviews and to capture that information into a |
| | |119636 |presentation report. |
| | |119640 |Educators could practice these skills on a much smaller scale in class (such as designing a |
| | | |questionnaire, conducting interviews, analysing information, compiling & presenting report). |
| | | |Educators could provide learners with a self- or peer assessment checklist to monitor whether |
| | | |they are on track in applying these skills. |
| | |119631 |If at all possible and practical, educators could prepare learners for this task with a |
|5 |Project |119635 |smaller-scale class exercise of similar kind, instead of repeating the full extent of the |
| | |119636 |project. |
| | | |Those skills that will be tested or required in the project could be tested/applied in various |
| | | |smaller and informal ways during normal teaching. |
EXEMPLAR LEARNING AREA ASSESSMENT PLAN
|Learning Area: English |Year: 2009 |
|Learning Area Code: LCEN4 | |
|Assessment Tasks |1 |2 |3 |4 |5 |
|Form(s) of |Test |Assignment |Project |Oral Presentation |Investigation |
|assessment | | | | | |
|US, SOs and AC |119640 |119640 | 119631 |119631 |119635 |
| |SO 3 AC 1-6 |SO 1 AC 1-8 |SO 1 AC 1-3 |SO 1 AC 1-3 |SO 1 AC 1-5 |
| |SO 4 AC 1 -4; 5; 7 |SO 2 AC 1-6 | |SO 2 AC 1; 2;3; 4; 6 |SO 2 AC 1-6 |
| |SO 5 AC 4; 5 |SO 4 AC 1-6 |SO 2 AC 1; 2; 4; 6|SO 3 AC 1; 2; 5 |SO 5 AC 1-6 |
| | |SO 5 AC 3 | |SO 4 AC 1-5 | |
| |119636 | |SO 3 AC 1; 2; 5; 6|SO 5 AC 1-4 |119636 |
| |SO 1 AC 1-4 |119636 | | |SO 1 AC 1-4 |
| | |SO 2 AC 3; 4; 6 |SO 4 AC 1-5 | |SO 2 AC 1-6 |
| | | |SO 5 AC 1-4 |119635 |SO 3 AC 1-6 |
| |119631 | | |SO 1 AC 1-6 |SO 4 AC 1-4 |
| |SO 1 AC 4 | |119635 |SO 2 AC 1-6 | |
| | | |SO 1 AC3; 5 |SO 3 AC 1-5 | |
| |119641 | |SO 2 AC1, 2 |SO 4 AC 1-7 |119631 |
| |SO 3 AC 1, 2, 3, 5 | |SO 6 AC1, 2 |SO 5 AC 1-5 |SO 1 AC 1-3 |
| | | | |SO 6 AC 1-6 |SO 2 AC 1 --7 |
| | | |119636 | |SO 3 AC 1; 2; 3, 5; 6 |
| | | |SO 1 AC 1-4 | |SO 4 AC 1-5 |
| | | | | |SO 5 AC 1-5 |
| | | |SO 2 AC 1-6 | | |
| | | |SO 3 AC 1-6 | | |
| | | | | | |
| | | |SO 4 AC 1-4 | | |
|Tools of Assessment|Marking |Rubric & Marking |Rubric |Rubric |Rubric |
| |Memorandum |Memorandum |Checklist | | |
|Dates to | |
|be | |
|completed | |
TASK 1: TEST
|INSTRUCTIONS AND INFORMATION | | |
|1. |This test consists of THREE sections: | | |
| |SECTION A: 14 marks. It consists of three questions. All questions in this section are COMPULSORY. | | |
| |SECTION B: 20 marks. It consists of two questions. All questions in this section are COMPULSORY. | | |
| |SECTION C: 16 marks. It consists of two questions. Answer only ONE question from this section. | | |
|2. |Answer ALL the questions in the answer book provided. | | |
|3. |Number the answers correctly according to the numbering system used in this question paper. | | |
|SECTION A (COMPULSORY) | | |
|QUESTION 1: MULTIPLE-CHOICE QUESTIONS | | |
|Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A – D) next to | |
|the question number (1.1 – 1.5) in the answer book. | |
|1.1 |It is one of the animals commonly called the Big Five. | | |
| |A |Crocodile | | |
| |B |Snake | | |
| |C |Leopard | | |
| |D |Dog | |(1) |
|1.2 |It is the fastest type of transport. | | |
| |A |Boat | | |
| |B |Train | | |
| |C |Car | | |
| |D |Airplane | |(1) |
|1.3 |It is a service used by tourists to cover themselves against any financial or material losses. | | |
| |A |Transport | | |
| |B |Banking | | |
| |C |Insurance | | |
| |D |Passport | |(1) |
|1.4 |You prepare your own food in this type of accommodation. | | |
| |A |Hotel | | |
| |B |Self-catering | | |
| |C |Guesthouse | | |
| |D |B&B | |(1) |
|1.5 |It is the cheapest form of accommodation in comparison with others. | | |
| |A |Hotel | | |
| |B |Guesthouse | | |
| |C |Hostel | | |
| |D |B&B | |(1) |
| | | | |[5] |
|QUESTION 2: TRUE OR FALSE | | |
|Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‛True' or ´False' next to the question number| | |
|(2.1 – 2.5) in the answer book. | | |
|2.1 |The social dimension of tourism relates to the financial aspects. | |(1) |
|2.2 |Tourism can be defined as all the activities of people moving to and staying in places where they do not normally stay for | | |
| |periods not less than 24 hours and more than one year. | |(1) |
|2.3 |If the economy is in a good situation, it will have a positive effect on tourism. | |(1) |
|2.4 |The government is not involved in tourism. | |(1) |
|2.5 |Martinus van Schalkwyk is the Minister of Environmental Affairs and Tourism. | |(1) |
| | | |[5] |
|QUESTION 3 | | |
|Match the items in Column A with those in Column B. | | |
|COLUMN A |COLUMN B |
|3.1 |It is a place where you can get information about tourism activities. |A |Tourism centre. |
|3.2 |It is a luxurious form of transport that also serves as form of accommodation. |B |SATI. |
|3.3 |It is a role-player in tourism. |C |Environment. |
|3.4 |It is a dimension of tourism. |D |Blue train. |
| | | |[4] |
|TOTAL SECTION A: | |14 |
|SECTION B (COMPULSORY) | | |
|QUESTION 4 | | |
|Provide the full names of the following abbreviations: | | |
|4.1 |SATI | |(2) |
|4.2 |THETA | |(2) |
|4.3 |B&B | |(2) |
|4.4 |SATSA | |(2) |
|4.5 |SADC | |(2) [10] |
|QUESTION 5 | | |
|What do you understand by the following concepts: | | |
|5.1 |An inbound tourist. | |(2) |
|5.2 |A brochure. | |(2) |
|5.3 |Compare a luxury bus and a minibus taxi under the following headings: | | |
| |5.3.1 |The number of passengers each type can carry. | |(2) |
| |5.3.2 |The safety of each type of transport. | |(2) |
| |5.3.3 |The comfort of each type of transport. | |(2) |
| | | | |[10] |
|TOTAL SECTION B: | | 20 |
|SECTION C | | |
|Answer only ONE question from this section. | | |
|QUESTION 6 | | |
|6.1 |Discuss FIVE facts that show the positive impact of tourism on the economy of the country. | |(10) |
|6.2 |Discuss any THREE advantages of using the radio to promote tourism, especially in rural areas. | | |
| | | |(6) |
| | | |[16] |
|OR | | |
|QUESTION 7 | | |
|7.1 |Discuss the role of DEAT in tourism. Mention any FOUR activities. | |(8) |
|7.2 |Discuss the role of ASATA in tourism. Mention any FOUR activities. | |(8) |
| | | |[16] |
|TOTAL SECTION C: | | 16 |
|GRAND TOTAL: | |50 |
|INSTRUCTIONS AND INFORMATION TO THE LEARNERS | | |
|1. |This is a group assignment and it can consist of 4 members. | | |
|2. |The aim of this activity is to give you the learner an opportunity to find information on your own about the various | | |
| |tourist attractions, destinations and events within your local area and province. Once you have found this information, | | |
| |you will then use it to answer questions in the assignment. This activity will also enhance group working, as you will | | |
| |have to work in groups to look for information, and also structure the assignment for final submission. | | |
|3. |You have FOUR weeks to complete and submit the assignment. | | |
|4. |You will be expected to submit your draft assignments in the second or third week. If you do have the right approach, your| | |
| |educator will then give you advice on how you can improve the product before the final submission. | | |
|5. |Be aware that you must also submit TWO pictures with your assignment. One of the pictures must be of a tourist attraction | | |
| |in your area or province. The other picture must be of a tourist destination in your area or province. | | |
|ACTIVITY 1 | | |
|1.1 |Identify ONE tourist attraction in your local area or province. Give the name of that attraction and also indicate where| | |
| |it is located. | |(2) |
|1.2 |Find out about any TWO types of tourists who would like to visit this attraction. | |(2) |
|1.3 |Fully explain any TWO reasons why tourists would like to visit this attraction. | |(4) |
|1.4 |(a) |Identify any THREE career opportunities that are available for people in the tourist attraction you identified. | | |
| | | | |(3) |
| |(b) |You must then explain what the people in those careers do, e.g. | | |
| | |a teacher will teach a class of pupils to prepare them for life | |(3) [14] |
|ACTIVITY 2 | | |
|2.1 |Identify ONE tourist destination in your local area or province. Give the name of that destination and also indicate | | |
| |where it is located. | |(2) |
|2.2 |Find out about any TWO types of tourists who would like to visit this destination. | |(2) |
|2.3 |Fully explain any TWO reasons why tourists would like to visit this destination. | |(4) |
|2.4 |(a) |Identify any THREE career opportunities that are available for people in the tourist destination you identified.| | |
| | | | |(3) |
| |(b) |You must then explain what the people in those careers do, (e.g. a teacher will teach a class of pupils to | | |
| | |prepare them for life) | |(3) |
|ACTIVITY 3 | | |
|3.1 |Identify one tourist event in your local area or province. Give the name of that event and also indicate where it is | | |
| |located. | |(2) |
|3.2 |Find out any TWO types of tourists who would like to visit this event. | |(2) |
|3.3 |Fully explain any TWO reasons why tourists would like to visit this event. | |(4) |
|3.4 |(a) |Identify any THREE career opportunities that are available for people in the tourist event which you have | | |
| | |identified. | |(3) |
| |(b) |You must then explain what the people in those careers do, (e.g. | | |
| | |a teacher will teach a class of pupils to prepare them for life) | |(3) |
|ACTIVITY 4. | | |
|Submit any picture of a tourist attraction and a tourist destination. You must submit two pictures, one for each category. These | | |
|pictures must be clear enough, and must show tourists enjoying themselves within that establishment. | | |
| | |(8) |
|TOTAL: | |50 |
TASK 3: PROJECT
|INSTRUCTIONS AND INFORMATION TO THE LEARNER | | |
|1. This Project covers Unit Standard 11337, SO2 AC 1, 2 and 3. | | |
|2. You have three weeks to complete this project. | | |
|3. Group work is required and each group can consist of four persons. | | |
|4. You will need the following resources: a poster/chart size 40cm x 50cm (A3 size) colouring pencils or paper paints, books and magazines.| | |
|5. Read through the assessment criteria given below before you start the project. | | |
|PROJECT | | |
|1. |You are requested to create a poster on Tourist Safety for visitors to South Africa. | | |
|2. |Once you have formed the groups, you can assign duties to each member of the group (with the assistance of your educator), you| | |
| |should also collect the necessary information and materials and then start to work on the project. | | |
|3. |The poster must have the names of group members on it. Include the A4 papers showing the rough work . | | |
|4. |You must submit the different sections of work on a regular basis for the educator to assess and to give effective feedback | | |
| |before the final date of submission. | | |
|5. |The following resources are needed for this project: Poster size 40 cm x 50 cm,(A3 size) colouring pencils or paints, books,| | |
| |magazines, brochures, visit libraries to get information on safety. | | |
|You will be assessed on the following: | | |
|1. |General safety hints. The poster should display in words and pictures some general safety hints for tourists. | | |
| | | |(10) |
|2. |Contact details The poster should display contact details of the police, community based security groups, emergency services | | |
| |and ambulance services. | |(10) |
|3. |Safety at night and safety on the road. The poster should give specific hints for safety at night. Five hints for safety at | | |
| |night and five hints for safety on the road should be given. | |(10) |
|4. |Use of colour, pictures and illustrations. The poster should not only consist of words. | |(10) |
|5. |Neatness and correctness. The poster should be neat and the information provided correct. | |(10) |
| | TOTAL: | |50 |
TASK 4: INVESTIGATION
|INSTRUCTIONS AND INFORMATION TO THE LEARNER | | |
|1. |This is an individual activity. | |(10) |
|2. |You must STUDY the diagram below, and answer the questions that follow: | | |
| |Diagram: The Social, Economic and Environmental dimensions of tourism. | | |
| |[pic] | | |
|3. |The aim of this investigation is to allow you the opportunity to do the following; | | |
| |Collect material and information. | | |
| |Be able to interpret material and show understanding. | | |
| |Search for information from different sources. | | |
|4. |You will be given FOUR weeks to complete this investigation. At the end of second week, you must report on the progress | | |
| |that you are making so that the educator can be able to give proper assistance and guidance where necessary. | | |
|ACTIVITY | | |
|1. |Explain the THREE dimensions of tourism in 50 to 100 words. | |(10) |
|2. |Identify the links between these dimensions by explaining TWO examples of each dimension. |(10) |
|3. |Discuss the link between the three dimensions by stating TWO advantages and two disadvantages of each. | |
| | |(10) |
|4. |Discuss the negative impact of tourism on the environment. |(10) |
|5. |Mention FIVE benefits of each the following : | |
| |The social impact and economic impact on the environment. |(10) [50] |
|TOTAL MARKS: | |50 |
|TASK 5: ROLE PLAY | | |
|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |
| |This activity covers Unit Standard 11336 SO 1 – 3. AC1, 2 and 3 | | |
|1. |This role-play should be done in pairs, and the role-play will be performed in front of other learners in the classroom. | | |
|2. |You will take THREE weeks to prepare for this role-play. | | |
|3. |Your role as learner in this activity will be as follows: one learner will serve as a person working at a curios shop selling | | |
| |items like bags, flags, key holders, T-shirts, etc. The other learner will act as a tourist who comes into the shop to buy | | |
| |some items that he/she needs. The two of you will then start talking. You must greet each other and then talk about the items | | |
| |that are to be sold in the shop and about tourism issues or culture in the local community. | | |
|4. |The role-play must be in writing. In other words, each member must write down in detail what he/she will say and do so that | | |
| |the educator can be able to assist him or her during the process. The educator will also be able to see if the learners are | | |
| |on track or not. The written role-play must be submitted at least a week before the actual role-play so that learners can | | |
| |effect the changes as suggested by the educators where necessary. | | |
|5. |All learners will participate by observing and giving positive remarks during presentation of the role play. | | |
|Aims of the activity: | | |
| |You must be able to role-play, and in the process you will learn to communicate with ‘tourists’ to make them feel welcome and | | |
| |one learner will be playing the role of tourists, you will therefore demonstrate the ability to do the following: | | |
| |Introduce yourself to tourists/seller by giving basic personal information. | | |
| |Discuss the various places of interest found in their local communities to tourists. | | |
| |Be able to give safety advice to tourists. | | |
| |Be able to discuss the local culture in the area. | | |
|The Activity | | |
|1. |One learner, acting as the local person, must introduce himself/ herself to the other learner who will be acting as tourist. | | |
| |This must be a full introduction including basic personal information such as greetings, full names, age, place of origin, | | |
| |etc. | | |
|2. |The other learner, acting as a tourist, must also introduce him/ herself to the 'local' person. This too, must be a full | | |
| |introduction including information such as greetings, full names, where he/ she comes from and the reason why he/ she decided | | |
| |to visit this area in particular. | | |
|3. |After greetings, both of you, the ‘local’ person and the ‘tourist’ should then discuss about the various items sold in the | | |
| |shop. The ‘tourist’ must show an interest in buying some of the items sold in the shop. | | |
|4. |Lastly, both the 'local' person and the 'tourists' can then discuss the differences between the local culture and that of | | |
| |tourists. | | |
| | TOTAL: | |50 |
|TOOL 1: TEST | | |
|INSTRUCTION TO THE EDUCATOR | | |
|1. |The test covers Unit Standards ID 11333, SO 1, AC 1 – 5; SO 2, AC 1 – 4; | | |
| |SO 4, AC 1 – 3 and ID 11334, SO 1, AC 1 – 5. | | |
|2. |Make sure that you cover the Unit Standards listed above before you give this test to the learners. | | |
|3 |A memorandum is included for your use. | | |
|SECTION A | | |
|QUESTION 1 | | |
|1.1 |C ✓ | |(1) |
|1.2 |D ✓ | |(1) |
|1.3 |C ✓ | |(1) |
|1.4 |B ✓ | |(1) |
|1.5 |C ✓ | |(1) |
| | | |[5] |
|QUESTION 2 | | |
|2.1 |F ✓ | |(1) |
|2.2 |T ✓ | |(1) |
|2.3 |T ✓ | |(1) |
|2.4 |F ✓ | |(1) |
|2.5 |T ✓ | |(1) |
| | | |[5] |
|QUESTION 3 | | |
|3.1 |A ✓ | |(1) |
|3.2 |D ✓ | |(1) |
|3.3 |B ✓ | |(1) |
|3.4 |C ✓ | |(1) |
| | | |[4] |
|TOTAL SECTION A: | |[14] |
|SECTION B | | |
|QUESTION 4 | | |
|4.1 |South African Tourism Institute. ✓✓ | |(2) |
|4.2 |Tourism and | |(2) |
| |Hospitality Education and Training Authority. ✓✓ | | |
|4.3 |Bed and Breakfast. ✓✓ | |(2) |
|4.4 |South African Tourism Services Association ✓✓ | |(2) |
|4.5 |Southern African Development Community ✓✓ | |(2) [10] |
|QUESTION 5 | | |
|5.1 |Inbound tourists are tourists that are coming into the country from other countries; they are coming in to SA for a visit. ✓✓ | | |
| | | |(2) |
|5.2 |A brochure is a booklet or pamphlet that contains information about a particular tourist area or attraction. ✓✓ | | |
| | | |(2) |
|5.3 |5.3.1 |A luxury bus can easily carry more than sixty passengers while a minibus taxi can carry twenty. ✓✓ | | |
| | | | |(2) |
| |5.3.2 |A luxury bus is far safer than a minibus taxi. ( more mini bus taxi’s are involved in accidents) ✓✓ | | |
| | | | |(2) |
| |5.3.3 |A luxury bus is far more comfortable (seating, air-conditioning etc) than a minibus taxi. ✓✓✓✓ | |(2) [10] |
|TOTAL SECTION B: | |20 |
|SECTION C | | |
|QUESTION 6 | | |
|6.1 |Any five correct points, such as the following; | | |
| |Jobs will be created and many people will be employed. | | |
| |Because more people will be employed, the standard of living will improve. | | |
| |The infrastructure (roads, bridges, etc.) will improve. | | |
| |There will be more investments coming into the area as hotels, restaurants, entertainment areas etc, will be built. | | |
| |Transport will improve. | | |
| |There will be more money in circulation. | |(10) |
| |More taxes will be collected since many more people will be working. | | |
| |The GDP (Gross Domestic Product) of the country also improves. | | |
| |Two marks for each correct point. ✓✓✓✓✓✓✓✓✓✓ | | |
|6.2 |Many people and homes already have radios. | | |
| |It is cheap to buy, especially the small ones. | | |
| |People can listen to radio broadcasts from anywhere; from home, taxis, buses, shops, at work, from their cell phones, etc. | | |
| |People can listen in their own languages, unlike other media that may be written or broadcast in foreign languages. ✓✓✓✓✓✓ | | |
| | | | |
| | | |(6) [16] |
|OR | | |
|QUESTION 7 | | |
|7.1 |The Department of Environmental Affairs and Tourism is the government department responsible for all tourism activities in the | | |
| |country. It is their responsibility to do the following; | | |
| |Make all the laws governing tourism in the country. | | |
| |Promote tourism in general. | | |
| |Monitor and ensure that all the people in tourism abide by the rules as stipulated. | | |
| |Protects the natural environment by ensuring that all the animal and plant species are not killed or destroyed. | | |
| |Takes action against any person or organisation that violates the laws of tourism. | | |
| |Any four correct points mentioned will be marked correct. ✓✓✓✓✓✓✓✓ | | |
| | | |(8) |
|7.2 |Main responsibility is to represent the interests of its members, namely the travel agents and tour operators. | | |
| |It establishes a code of conduct that will direct the conduct of its members. | | |
| |Assists new members who join ASATA to establish their businesses. | | |
| |Take action against any member who violates the code of conduct. | | |
| |It is a watchdog on new and planned laws affecting the sector. | | |
| |It attends conferences and other presentations on behalf of its members where tourism is discussed. ✓✓✓✓✓✓✓✓ | | |
| | | | |
| | | |(8) [16] |
|TOTAL SECTION C: | |16 |
|GRAND TOTAL: | |50 |
|TOOL 2: ASSIGNMENT | | |
| |INSTRUCTIONS AND INFORMATION TO THE EDUCATOR. | | |
|1. |This assignment covers Unit Standard ID 11333, SO 3, AC 1 – 4; | | |
| |ID 11334, SO 2, AC 1 – 3; ID 11336, SO 2, AC 4. | | |
|2. |The aim of this activity is to give learners an opportunity to find information on their own about the various tourist | | |
| |attractions, destinations and events within their local areas and provinces. Once they have found this information, they will | | |
| |then use it to answer questions in the assignment. This activity will also enhance group working, as learners will have to | | |
| |work in groups to look for information, and also structure the assignment for final submission. | | |
|3. |This is a group assignment that must be given to learners in groups of four each. | | |
|4. |Groups must be given four weeks to complete and submit the assignment. | | |
|5. |You can instruct your learners to submit their draft assignments in the second or third week so that you can see if | | |
| |they have the correct approach. If they do not have the correct approach, you can then give them advice so that they | | |
| |can go back and improve their product before the final submission. | | |
|6. |There are two assessment tools that are included for you to utilize when marking the assignment; | | |
|6.1 |A marking grid that you can use to mark the attraction, destination and event part of the assignment is included. Using it | | |
| |will greatly assist you to mark the assignment, as you will cover all aspects that were meant to be covered by this task. | | |
|6.2 |A rubric is also enclosed for marking the two pictures of a tourist attraction and a tourist destination that learners must| | |
| |submit. | | |
|7. |Learners can use an ordinary paper to answer the assignment. | | |
|8. |You as the educator must ensure that learners write only about those attractions, destinations and events that are found | | |
| |within their areas and province. They will not receive good marks if they write about attractions, destinations and events| | |
| |that are found in other areas and provinces. | | |
|MARKING GRID FOR MARKING ACTIVITY 1 | | |
|No. |Criteria |0 mark |1 mark |2 marks |
|1.1 |Indication of the name of the tourist |The learner did not indicate the |Only the name or the location of |Both the name and location of |
| |attraction and its location. |name and area of the attraction. |the attraction was indicated. |attraction were indicated. |
|1.2 |Indication of two types of tourists that |The learner did not indicate the |Only one correct type of tourist |Two correct types of tourists who |
| |visit the attraction. |types of tourists who visit the |was mentioned. |visit the identified attraction were |
| | |attraction. | |indicated. |
|No. |Criteria |0 mark |2 marks |4 marks |
|1.3 |Indication of the two reasons why |The learner did not indicate any |Only one correct reason why |Two correct reasons why tourists like |
| |tourists like to visit the attraction. |reason why tourists like to visit |tourists like to visit the |to visit the attraction were |
| | |the attraction. |attraction was indicated. |indicated. |
|No. |Criteria. |1 mark |2 marks |3 marks |
|1.4 |(a) Identification of ANY three career |The learner identified only one |The learner identified only two |The learner identified all three |
| |opportunities available for people in the|career opportunity available. |career opportunities available. |career opportunities available. |
| |attraction. | | | |
|No. |Criteria |1 mark |2 marks |3 marks |
| |(b) Explanation of the work in those |The learner explained the work of |The learner explained the work of |The learner explained the work of all |
| |three career opportunities available for |only one career opportunity |only two career opportunities |three career opportunities available. |
| |people in the tourist attraction . |available. |available. | |
|MARKING GRID FOR MARKING ACTIVITY 2 | | |
|No. |Criteria |0 mark |1 mark |2 marks |
|2.1 |Indication of the name of the tourist |The learner did not indicate the |Only the name or the location of |Both the name and location of |
| |destination and its location. |name and location of the |the destination was indicated. |destination were indicated. |
| | |destination. | | |
|2.2 |Indication of two types of the tourists |The learner did not indicate any |Only one correct type of tourist |Two correct types of tourists who |
| |that visit the destination. |types of tourists who visit the |was mentioned. |visit the identified destination were |
| | |destination. | |indicated. |
|No. |Criteria |0 mark |2 marks |4 marks |
|2.3 |Indication of two reasons why tourists |The learner did not indicate any |Only one correct reason why |Two correct reasons why tourists like |
| |like to visit the destination. |reason why tourists like to visit |tourists like to visit the |to visit the destination were |
| | |the destination. |destination was indicated. |indicated. |
|No. |Criteria |1 mark |2 marks |3 marks |
|2.4 |(a) Identification of three career |The learner identified only one |The learner identified only two |The learner identified all three |
| |opportunities available for people in the|career opportunity available. |career opportunities available. |career opportunities available. |
| |destination indicated. | | | |
| |(b) Explanation of the work of the three|The learner explained the work of |The learner explained the work of |The learner explained the work of all |
| |career opportunities available for people|only one career opportunity |only two career opportunities |three career opportunities available. |
| |in the destination indicated. |available. |available. | |
|MARKING GRID FOR MARKING ACTIVITY 3 | | |
|No. |Criteria. |0 mark |1 mark |2 marks |
|3.1 |Indication of the name of the tourist |The learner did not indicate the |Only the name or the location of |Both the name and location of the |
| |event and its location. |name and location of the event. |the event was indicated. |event were indicated. |
|3.2 |Indication of the types of the tourists |The learner did not indicate the |Only one correct type of tourist |Two correct types of tourists who |
| |that attend the event. |types of tourists who attend the |was mentioned. |attend the identified event were |
| | |event. | |indicated. |
|No. |Criteria. |0 mark |2 marks |4 marks |
|3.3 |Indication of two reasons why tourists |The learner did not indicate any |Only one correct reason why |Two correct reasons why tourists like |
| |like to attend the event. |reason why tourists like to attend|tourists like to attend the event |to attend the event were indicated. |
| | |the event. |was indicated. | |
|No. |Criteria. |1 mark |2 marks |3 marks |
|3.4 |(a). Identification of the three career |The learner identified only one |The learner only identified two |The learner identified all three |
| |opportunities available for people in the|career opportunity available. |career opportunities available. |career opportunities available. |
| |event. | | | |
| |(b). Explanation of the work of three |The learner explained the work of |The learner explained the work of |The learner explained all three |
| |career opportunities available for people|only one career opportunity |only two career opportunities |career opportunities available. |
| |in the attraction. |available. |available. | |
TOTAL: [50]
|RUBRIC FOR MARKING THE TWO PICTURES | | |
|CRITERIA |1 mark |2 marks |3 marks |4 marks |
|Correctness and clarity of |The picture submitted is not of a|A correct picture of a tourist |A correct picture of a |A correct picture of a tourist |
|the picture of the tourist |tourist attraction. In other |attraction was submitted but it|tourist attraction was |attraction was submitted. The |
|attraction. |words, it is a wrong picture. |is not clear and clean. |submitted. The picture is |picture is clean and clear and it |
| | | |clean and clear but it does|shows tourists within the |
| | | |not show any tourists |attraction. |
| | | |within the attraction. | |
|Correctness and clarity of |The picture submitted is not of a|A correct picture of a tourist |A correct picture of a |A correct picture of a tourist |
|the picture of the tourist |tourist destination. In other |destination was submitted but |tourist destination was |destination was submitted. The |
|destination. |words, it is a wrong picture. |it is not clear and clean. |submitted. The picture is |picture is clean and clear, and it |
| | | |clean and clear but it does|shows tourists within the |
| | | |not show any tourists |destination. |
| | | |within the destination. | |
TOOL 3: PROJECT
|INSTRUCTIONS AND INFORMATION TO THE EDUCATOR. | | |
|1. |The Project covers Unit Standard 11337. Specific Outcome 2. Assessment Criteria 1 – 3. | |
|2. |Learners are requested to create a poster on Tourist Safety for visitors to the country. The poster should contain tips on general safety as | |
| |well as specific tips regarding safety at night and safety on the roads, and emergency contact details. | |
| |Students should make use of colour, pictures and illustrations. | |
|3. |The following resources are needed for this project: the size of the poster must be 50 cm length and 40 cm width, colouring pencils or paper | |
| |paints , books, magazine, brochures and to visit the library to get information on safety. | |
|4. |Assist learners to have necessary resources before they start with the project and help them to form groups of 4 members. | |
|5. |Assess your learners’ progress at regular intervals to ensure a good quality product and effective feedback. | |
|6. |Time allocation for this task should be three weeks only. The rubric must be explain to the learners for assessment purposes. | |
| | | | | | |
|CRITERIA |1-3 |4-5 |6-7 |8-10 |MARKS |
|Information on general |The information given was |Only 1 or 2 safety tips were |Between four and five |10 Safety tips were given. | |
|safety. |insufficient. |given. |safety tips were given.| | |
|Contact details |No contact details were given.|The contact details of only |Contact details of most|Contact details of the police, | |
| | |one relevant organisation were|of the relevant people |community based organisation. | |
| | |given. |were given. |Ambulance services and general | |
| | | | |emergency services were given. | |
|Information on safety at |No specific information given |1 or 2 tips were given for |Between 3 and 4 tips |5 tips were given for each of | |
|night and on the road |in safety at night and on the |safety at night and on the |were given for safety |safety at night and on the road.| |
| |road. |road. |at night and on the | | |
| | | |road. | | |
|Use of colour, pictures and|No colours, pictures and |1 or 2 colours, pictures and |4 to 5 colours, |Many colours, pictures and | |
|illustrations. |illustrations used. |illustrations used. |pictures and |illustrations used. | |
| | | |illustrations. | | |
|Neatness and correctness |Poster is not neat with many |Poster is fairly neat with |Poster is acceptable |Poster is very neat with no | |
| |mistakes. |some mistakes. |with few mistakes. |mistakes. | |
TOTAL MARKS= 50
|TOOL 3: INVESTIGATION | | |
| |INSTRUCTIONS AND INORMATION TO THE EDUCATOR | | |
|1. |This investigation covers Unit Standard 11333. Specific Outcome 1. Assessment Criteria 2, 3, 4, 5 | | |
|2. |Give clear instruction to the learners on how to do this investigation and make sure that they understand very well what is | | |
| |expected of them in the Unit Standard, Specific Outcomes and Assessment Criteria. | | |
|3. |Advise and assist your learners in availing the following resource material: Tourism books for reference and encourage them to| | |
| |visit the library. | | |
|4. |Assess your learners’ progress at regular intervals during the investigation and make them aware of the assessment tool that | | |
| |you are going to use to assess them. This will ensure quality work and completion on time. | | |
|5. |Four weeks will be enough for the learners to complete this task. Clearly indicate the due date to them. | | |
|CRITERIA |YES |NO |COMMENT |
|ASSESSMENT TASK: INVESTIGATION | | | |
|GATHERING OF INFORMATION | | | |
|(End of week 2): | | | |
|The names of all books and information gathered. | | | |
|Reasons why they are most important | | | |
| | | | |
|GENERAL COMMENT |
| |
| |
|PREPARATION/DRAFTS (End of week 3): |YES |NO |COMMENT |
|Relevant information | | | |
|Identify the links | | | |
|Discussion drafts | | | |
| | | | |
| | | | |
|GENERAL COMMENT |
| |
| |
| |
|PRESENTATION (End of week 4): |YES |NO |COMMENT |
|Explanation/Identification of links | | | |
|Final Discussion | | | |
|Final submission | | | |
|Why do you regard these investigations as most informative? | | | |
| | | | |
|FINAL COMMENT |
| |
| |
| |
| |
|Signature (Learner) 1: Date:............... |
|Signature (Co learner) 2: Date:............... |
| |
|Signature (Tutor/Facilitator) 1: Date:............... |
|ASSESSMENT RUBRIC FOR INVESTIGATION | | |
| |9-10 |7-8 |4-6 |1-3 |
|Selection of information |Learner is able to select and gather |Learner is able to select and gather |Learner is able to select and|Information is |
| |relevant information which shows a |information which shows accuracy and|gather information which |inaccurate and |
| |great deal of accuracy and relevance |relevance |shows limited accuracy and |irrelevant and does |
| | | |relevance |not refer to the topic|
| |9-10 |7-8 |4-6 |1-3 |
|Planning and use of |Evidence of proper planning with |Evidence of good planning with |Little evidence of planning |No evidence of |
|information (Identify the |excellent use of information. |reasonable use of information. |with little information. |planning with wrong |
|links) |distinctively. | | |use of information. |
| |9-10 |7-8 |4-6 |1-3 |
|Addressing the key questions: |All the key questions have been |All the key questions have been |Only certain key questions |An attempt to refer |
|Explanation, Discussion, |referred to and thoroughly answered |referred to and answered to a great |have been referred to and |and answer one of the |
|Negative | |extend. |answered. |key questions. |
|Impact and advantages. | | | | |
|Social and Economic impact | | | | |
| |9-10 |7-8 |4-6 |1-3 |
|Attitudes/knowledge |Learner is confident and shows very |Learner is confident but not showing |An attempt from learner to |Learner shows negative|
| |good understanding of information |good understanding of information. |be confident. |attitude towards |
| |gathered | | |entire activity. |
| |9-10 |7-8 |4-6 |1-3 |
|Presentation |Learners’ presentation is properly |Learners’ presentation is submitted |Learner is submitting |Learner is not able to|
| |inserted in a nice folder/file with |in a folder with name of learner on a|incomplete activity. |present the activity. |
| |name of the learner on the cover. |cover. | | |
|TOOL 5: ROLE PLAY | | |
|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR | | |
|1. |This task covers Unit Standard. ID 11336 Specific Outcomes 1, 2 and 3, Assessment Criteria 1, 2 and 3. | | |
|2. |The aim of this activity is to give learners an opportunity to conduct a simple conversation with a range of tourist and | | |
| |discuss various issues related to the different cultures between locals and tourists. | | |
|3. |Explain the task clearly to the learners and the form of assessment that is going to be used, before learners can start with | | |
| |activity. | | |
|4. |Discuss the rubric that will be used to mark the role-play with the learners so that they know exactly how they will be | | |
| |assessed. | | |
|5. |Assess your learners’ progress at the regular intervals and give effective feedback. | | |
|6. |Help the learners with formation of pairs, collection of information and resource material | | |
RUBRIC FOR MARKING THE ROLE-PLAY
|CRITERIA |1 - 3 |4 - 6 |7- 8 |9 -10 |MARKS |
|Planning of the role |No evidence of planning, just a|The information was collected |The collection of information |All the necessary | |
|play. Collection of |little of information was |but not relevant to the |is there but not enough to |information was collected | |
|information. |collected. |activity. |cover the scope of activity. |and arranged in a very | |
| | | | |excellent order. | |
|Written presentation |The dialogue was poorly written|There are few errors in the |The written presentation is |Very creative and valid | |
| |and the information was not |written presentation and no |correct and relevant to the |presentation was written. | |
| |correct. |coherence of facts. |activity instruction. | | |
|Practical presentation: |Totally not audible or showing |One could hear some of the |The seller is clear and can be|Seller is extremely good | |
|audible and confident: |confidence in his/her role |words, with a little bit of |heard by everyone in a |i.e. audibility and | |
| |plays presentation. |confidence. |classroom. He/She shows |confidence. Everyone in a| |
| | | |confidence in presentation of |class shows interest in | |
| | | |role play. |the role-play. | |
|Presentation: |The tourist not audible or |The class could hear some of |The tourist is clear and can |The tourist is extremely | |
|audibility, |showing confidence in his/her |the words, with a little bit of|be heard by everyone in a |good i.e. audibility and | |
|Confidence: |role play presentation. |confidence. |class everyone in a classroom.|confidence. Everyone in | |
|Tourists | | |She/he shows confidence in |class shows interest in | |
| | | |role-play. |the role-play. | |
|Content |The seller did not give any |The seller gave tourists only a|The seller was able to give |The learner gave the | |
| |safety tips or places of |few safety tips and mentioned |tourists most safety tips, and|tourists all the necessary| |
| |interest to tourists. Tourist |some places of interest. The |many places of interest, but |safety tips and | |
| |also did not show any interest |tourist was happy about that. |not all. The tourists |information on all the | |
| |in knowing about the area. | |responded in positively. |places of interest around | |
| | | | |the area, with brochures. | |
| | | | |The tourist went to the | |
| | | | |extend of asking questions| |
| | | | |where he does not | |
| | | | |understand. | |
TOTAL MARKS = 50
|9. |EXTERNAL ASSESSMENT (SUMMATIVE) |
The summative assessment component of the TRVT4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.
|9.1 |STRUCTURE OF A QUESTION PAPER |
This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.
Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:
Instructions and Information: to serve as a guideline to educators.
1. The total marks for this question paper is 100.
2. This duration of this paper is three hours.
3. The question paper consists of THREE sections.
SECTION A: 30 marks. All questions in this section are COMPULSORY. Examples of questions found in this section are Multiple Choice questions, True or False, Matching questions and Map work questions.
SECTION B: 40 marks. All questions in this section are COMPULSORY. Examples of questions found in this section are short questions where learners are expected define, briefly explain, complete crossword puzzles, interpret graphs and tables, and case studies.
SECTION C: 30 marks. Learners are only expected to choose ONE question from this section. Essay questions are set for this section.
Educators to utilize this examination structure format as a guideline.
SECTION A: COMPULSORY
|QUESTIONS |DESCRIPTION |MARK ALLOCATION |
|Q 1 |Multiple Choice |5 |
|Q 2 |True or False |5 |
|Q 3 |Matching Type |10 |
|Q 4 |Map Work |10 |
|TOTAL |30 |
SECTION B: COMPULSORY
|QUESTIONS |DESCRIPTION |MARK ALLOCATION |
|Q 5 |Short Questions on graph work, case study, cartoons, pictures, etc. |15 |
|Q 6 |Short Questions on graph work, case study, cartoons, pictures etc |15 |
|Q 7 |Short Questions on graph work, brochures etc. |10 |
|TOTAL |40 |
SECTION C: ESSAY QUESTIONS WITH A CHOICE BETWEEN QUESTION 8 OR QUESTION 9.
|QUESTIONS |DESCRIPTION |MARK ALLOCATION |
|Q 8 |Essay questions |30 |
|Q 9 |Essay questions |30 |
|TOTAL |30 |
|9.2 |EXEMPLAR QUESTION PAPER |
An exemplar question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.
[pic]
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
|LEARNING AREA: TRAVEL AND TOURISM |
| |
|CODE: TRVT4 |
| |
|DATE: OCTOBER 2008 |
| |
|TIME: 3 HOURS |
| |
|MARKS: 100 |
This question paper consists of 8 pages and a map on page 9.
|INSTRUCTIONS AND INFORMATION | | |
|1. |This question paper consists of THREE sections: | | |
| |SECTION A: 30 marks. ALL questions in this section are COMPULSORY. | | |
| |SECTION B: 40 marks. ALL questions in this section are COMPULSORY. | | |
| |SECTION C: 30 marks. Answer ONLY ONE question from this section. | | |
|2 |Answer ALL the questions in the answer book given/ provided. | | |
|3. |Number the answers according to the numbering system used in this question paper. | | |
|SECTION A (COMPULSORY) ANSWER ALL QUESTIONS | | |
|QUESTION 1: MULTIPLE-CHOICE QUESTIONS | | |
|Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A – D) | | |
|next to the question number | | |
|(1.1– 1.5) in the ANSWER BOOK. | | |
|1.1 |A tourist visiting South Africa from Malawi is called a/an...tourist. | | |
| |A |national | | |
| |B |international | | |
| |C |out-bound | | |
| |D |local | |(1) |
|1.2 |This organization is one of the role players in tourism. | | |
| |A |SACP | | |
| |B |ASATA | | |
| |C |SADTU | | |
| |D |SAFA | |(1) |
|1.3 |It is one of the careers in the accommodation sector. | | |
| |A |Farming | | |
| |B |Pilot | | |
| |C |Driver | | |
| |D |Hotelkeeper | |(1) |
|1.4 |It is the national flower of South Africa. | | |
| |A |Rose | | |
| |B |Lilly | | |
| |C |Protea | | |
| |D |Sunflower | |(1) |
|1.5 |You are a tourist if you... | | |
| |A |visit your friend in the next street. | | |
| |B |visit your uncle in America for ten days. | | |
| |C |visit the local library with a group of learners from your school. | | |
| |D |visit the neighbouring province for part of a day | |(1) |
| | | | |[5] |
|QUESTION 2: TRUE OR FALSE ITEMS | | |
|Indicate whether the following statements are TRUE or FALSE. Choose the correct answer and write only ‘true’ or ‘false’ next to the question| | |
|number (2.1 – 2.5) in the ANSWER BOOK. | | |
|2.1 |We can promote tourism by making sure that tourists are safe when they visit. | |(1) |
|2.2 |Tourists are our guests when they visit our country. | |(1) |
|2.3 |Crime is not a serious problem facing our country and it is not affecting tourism. | |(1) |
|2.4 |NGO is an abbreviation for National Governmental Organization. | |(1) |
|2.5 |You can introduce yourself to tourists by telling them your name. | |(1) |
| | | |[5] |
|QUESTION 3: MATCHING ITEMS | | |
|Choose a word from COLUMN B that matches a description in COLUMN A. Write only the letter (A - L) next to the question number (3.1 – 3.10) | | |
|in the ANSWER BOOK. | | |
|COLUMN A |COLUMN B | |
|3.1 |It is a city on the border with Zimbabwe |A |Mmabatho | |
|3.2 |It is one of the reasons why tourists visit South Africa |B |Giraffe | |
|3.3 |It is the tallest animal in the world |C |SATI | |
|3.4 |It is a career in the services sector |D |Musina | |
|3.5 |It is the fastest animal in the world |E |The sunny weather | |
|3.6 |It is the capital city of the North West Province |F |Economic | |
|3.7 |It is the busiest harbour in South Africa |G |Mozambique | |
|3.8 |It is one of the role players in tourism |H |Durban | |
|3.9 |It is the country that is found to the North East of South Africa |I |Cheetah | |
|3.10 |It is one of the dimensions of tourism | |Travel Agent | |
| | |K |Swaziland | |
| | |L |Dollar |[10] |
|QUESTION 4: MAP WORK | | |
|Study the map on page 9 and then answer the questions that follow: | | |
|4.1 |What is the name of the country numbered 1 on the map? | |(1) |
|4.2 |Name the THREE provinces numbered 2, 3 and 4 on the map. | (3) | | |
|4.3 |Name the capital city of the province numbered 5 on the map. | |(1) |
|4.4 |What is the name of the oceans numbered 6 and 7 on the map? | |(2) |
|4.5 |In which province is Afrikaans the language spoken by the majority of the people? | |(2) |
|4.6 |What is the largest province in South Africa in terms of size? | |(1) |
| | | |[10] |
|TOTAL SECTION A: | |30 |
|SECTION B: (COMPULSORY) ANSWER ALL QUESTIONS | | |
|QUESTION 5 | | |
|5.1 |What is domestic tourism? | |(2) |
|5.2 |Name the THREE sectors of tourism. | |(3) |
|5.3 |Explain the difference between a leisure tourist and a wanderer. | |(4) |
|5.4 |Compare the possible differences between the culture of Africans with that of tourists from Europe, America and Asia using the| | |
| |following: | | |
| |5.4.1 |Eye contact. | |(2) |
| |5.4.2 |The type of food eaten. | |(2) |
| |5.4.3 |Greeting each other (for example, how we shake hands when greeting). | |(2) [15] |
|QUESTION 6 | | |
|6.1 |Name any THREE items made from plastic that can be sold to tourists. | |(3) |
|6.2 |Identify any TWO structures that can be formed to assist in the fight against crime. | |(2) |
|6.3 |Describe any FIVE safety measures/ tips you would give to a tourist walking on foot. | |(5) |
|6.4 |Explain how you can use the television to promote tourism in your own area. Also indicate THREE things you would show in your | | |
| |promotion. | |(5) |
| | | |[15] |
|QUESTION 7 | | |
|7.1 |Study the following table of the travelling schedule of Junior’s Luxury Buses and answer the questions that follow: | | |
| |
|STATION |
|TIME OF DEPARTURE |
|TIME OF ARRIVAL |
|KILOMETRES |
|COST |
| |
|1. Giyani – Nelspruit |
|01:00 |
|02:00 |
|320 |
|R330.00 |
| |
|2. Nelspruit – Johannesburg |
|02:30 |
|03:30 |
|310 |
|R310.00 |
| |
|3. Johannesburg– Rustenburg |
|04:00 |
|04:50 |
|285 |
|R285.00 |
| |
|4. Rustenburg – Kimberley |
|05:10 |
|06:00 |
|337 |
|R337.00 |
| |
|5. Kimberley – Mangaung |
|06:20 |
|07:00 |
|280 |
|R280.00 |
| |
|6. Mangaung– Ulundi |
|07:20 |
|08:00 |
|199 |
|R199.00 |
| |
|7. Ulundi – Umtata |
|06:20 |
|09:00 |
|396 |
|R 23.00 |
| |
|8. Umtata – Cape Town |
|09:15 |
|10:45 |
|276 |
|R276.00 |
| |
| |7.1.1 |At what time does the bus leave from Johannesburg to Rustenburg? |(1) | |(6) |
| |7.1.2 |At what time does the bus arrive at Ulundi from Mangaung? |(1) | | |
| |7.1.3 |Calculate the distance travelled by the bus from Kimberley to Umtata. |(2) | | |
| |7.1.4 |There are TWO mistakes on the travelling schedule of the bus. Identify them and explain why you say they are | | | |
| | |mistakes. |(4) | | |
| |7.1.5 |How much will it cost one person to travel from Giyane to Ulundi? |(2) | | |
|7.2 |Study the following graph and answer the questions that follow. The graph is about the number of tourists who visited South | | |
| |Africa between the years 2000 and 2005, and the tourists that are expected to visit the country between the years 2010 and | | |
| |2015. | | |
[pic] (Source: Statistics from University Research – 2003)
|NB. Please be aware that the numbers given above are in millions. Your answers in terms of the above numbers must therefore be in millions. | | |
| |7.2.1 |Which year shows the smallest number of tourists visiting the country? | |(1) |
| |7.2.2 |In the year 2010, over 3 million tourists are expected to visit South Africa. What do you think is the reason for | |(2) | | |
| | |this large number of visitors coming into the country in 2010? |(2) | | | |
| |7.2.3 |How many tourists visited South Africa in the year 2005? |(1) |(2) | | |
| |7.2.4 |Which year shows the second largest number of tourists visiting the country? | (1) |(2) | | |
| | | |[15] | | | |
|TOTAL SECTION B: | |40 |
|SECTION C | | |
|Answer only ONE question from this SECTION. Choose either Question 8 OR Question 9. | | |
|QUESTION 8 | | |
|8.1 |Discuss the negative impact of tourism on the environment (discuss SIX points). | |(12) |
|8.2 |Discuss any THREE roles of each of the following organizations in the tourism industry. | | |
| |8.2.1 |DEAT | |(6) |
| |8.2.1 |ASATA | |(6) |
| |8.2.1 |SA Tourism. | |(6) [30] |
|OR | | |
|QUESTION 9 | | |
|9.1 |Identify any FOUR destinations, attractions or events in your local community or province that are visited by tourists. Give | | |
| |ONE reason why tourists like to visit each of the destinations, attractions or events. | | |
| | | |(12) |
|9.2 |Name TWO advantages and ONE disadvantage of the following means of transport. | | |
| |9.2.1 |Aircraft | |(6) |
| |9.2.2 |Minibus taxi | |(6) |
| |9.2.3 |Luxury bus | |(6) [30] |
|TOTAL SECTION C: | |30 |
|GRAND TOTAL: | |100 |
| | | |
[pic]
MEMORANDUM
|SECTION A | | |
|QUESTION 1 | | |
|1.1 |B |ID 11333: SO 3 ✓ | |(1) |
|1.2 |B |ID 11334: SO 1 ✓ | |(1) |
|1.3 |D |ID 11334: SO 2 ✓ | |(1) |
|1.4 |C |ID 11336: SO 2 and ID 11335: SO 3 ✓ | |(1) |
|1.5 |B |ID 11333: SO 3 ✓ | |(1) |
| | | | |[5] |
|QUESTION 2 | | |
|2.1 |TRUE |ID 11337; SO 4 ✓ | |(1) |
|2.2 |TRUE |ID 11333; SO 3 ✓ | |(1) |
|2.3 |FALSE |ID 11337; SO 2 ✓ | |(1) |
|2.4 |FALSE |ID 11334; SO 1 ✓ | |(1) |
|2.5 |TRUE |ID 11336; SO 1 ✓ | |(1) |
| | | | |[5] |
|QUESTION 3 | | |
|3.1 |D |ID 11335; SO 1 ✓ | |(1) |
|3.2 |E |ID 11333; SO 3 ✓ | |(1) |
|3.3 |B |ID 11335; SO 3 ✓ | |(1) |
|3.4 |J |ID 11334; SO 2 ✓ | |(1) |
|3.5 |I |ID 11335; SO 3 ✓ | |(1) |
|3.6 |A |ID 11335; SO 1 and 2 ✓ | |(1) |
|3.7 |H |ID 11335; SO 1 and 2 ✓ | |(1) |
|3.8 |C |ID 11334; SO 1 ✓ | |(1) |
|3.9 |G |ID 11335; SO 1 and 2 ✓ | |(1) |
|3.10 |F |ID 11333; SO 2 ✓ | |(1) |
| | | | |[10] |
|QUESTION 4 | | |
|4.1 | Lesotho. ✓ ✓ID 11336: SO 1 and 2 | |(1) |
|4.2 |2. Eastern Cape ✓ | | |
| |3. Limpopo ✓ | | |
| |4. Gauteng. ✓ ID 11336: SO 1 and 2 | | |
| | | |(3) |
|4.3 |Kimberley. ✓ ID 11336: SO 1 and 2 | |(1) |
|4.4 |6. Indian Ocean. ✓ | | |
| |7. Atlantic Ocean ✓ ID 11336: SO 1 and 2 | |(2) |
|4.5 |Western Cape. ✓✓ ID 11336: SO 1 and 2 | |(2) |
|4.6 |Northern Cape. ✓ ID 11336: SO 1 and 2 | |(1) |
| | | |[10] |
|TOTAL FOR SECTION A | |30 |
|SECTION B | | |
|QUESTION 5 | | |
|5.1 |It is tourism that takes place within the borders of a country. ID 11333; SO 3 ✓✓ | |(2) |
|5.2 |Accommodation. ✓ | | |
| |Transport. ✓ | | |
| |Services. ✓ ID 11333: SO 2 | | |
| | | |(3) |
|5.3 |A leisure tourist thoroughly plans the tour ✓and travel mainly for pleasure✓ and to enjoy him/herself while a wanderer does | | |
| |not plan the tour ✓and go wherever they feel like at any given moment✓. ID 11333: SO 3 | | |
| | | | |
| | | |(4) |
|5.4 |5.4.1 |Any acceptable answer, such as | | |
| | |In African culture, it is considered rude to look a person in the eye, especially an older person while in | | |
| | |most Western cultures, you must look a person you are talking to in the eye to show that you are interested | | |
| | |in what s/he is saying and that you can be trusted. ✓✓ ID 11336: SO 3 | | |
| | | | |(2) |
| |5.4.2 |Any acceptable answer, such as | | |(4) |
| | |In African culture, the type of food eaten include pap, mala le mogodu, masonja, skop, chicken feet, morogo, | | | |
| | |etc. Europeans, on the other hand, eat food like rice, chicken, lobsters, prawns, crabs, burgers, fish and | | | |
| | |chips, low fat food, etc. tourists from the Far East will enjoy eating dogs, snakes, shark dishes, monkeys, | | | |
| | |etc. ✓✓ ID 11336: SO 3 | | | |
| | | |(2) | | |
| |5.4.3 |Any acceptable answer, such as | | |(4) |
| | |In African culture, we greet each other by shaking hands three times with a soft grip while in most Western | | | |
| | |cultures, they greet by shaking hands once with a firm grip. In some cultures, they greet by kissing each | | | |
| | |other the cheek three times, while in other cultures they rub noses, etc. ✓✓ ID 11336: SO 3 | | | |
| | | |(2) | | |
| | | |[15] | | |
|QUESTION 6 | | |
|6.1 |It can be any three products or items, such as; | | |
| |Bags. | | |
| |Mats. | | |
| |Hats. | | |
| |Caps. ✓✓✓ ID 11337: SO 03 | |(3) |
|6.2 |Any two correct answers are acceptable, such as; | | |
| |The Police. | | |
| |Community Forums | | |
| |Neighborhood Watch. ✓✓ ID 11337: SO 02 | |(2) |
|6.3 |Any five acceptable answers will do, such as; | | |
| |Do not carry a lot of cash with you. | | |
| |Don’t travel with expensive items like cameras, jewellery, cell phones, etc. | | |
| |It is better to travel in a big group. | | |
| |It is better to be in the company of a person who knows the area, preferably a tour guide. | | |
| |Do not ask strangers for directions or advice. | | |
| |If you suspect that someone is following you, go to a nearby shop where you can ask for help. | | |
| |Don’t openly show people that you are a tourist and you are from outside the area. | | |
| |ID 11334: SO 2 ✓✓✓✓✓ | | |
| | | | |
| | | | |
| | | |(5) |
|6.4 |Any correct answer will be acceptable, such as | | |
| |By using television, you can inform people about what you have in your area that might be of interest to tourists. | | |
| |Your promotion might include the tourist attractions available. | | |
| |It might include the tourist destinations available. | | |
| |It might also include the tourist events available. | | |
| |It might even include the things that tourists can learn about the local people, their history, culture, etc. | | |
| |It might include the beautiful natural environment, etc. | | |
| |Two marks will be allocated for explaining the value of television in promoting tourism in your area and three marks for | | |
| |naming three things that can be included in the advert. ✓✓ ✓✓✓ ID 11337: SO 2 | | |
| | | | |
| | | | |
| | | |(5) |
| | | |[15] |
|QUESTION 7 | | |
|7.1.1 |04:00. ✓ ID 11333; SO 4 | |(1) |
|7.1.2 |08:00. ✓ ID 11333; SO 4 | |(1) |
|7.1.3 |875 kilometers. ✓✓ ID 11333; SO 4 | |(2) |
|7.1.4 |Firstly, the bus cannot arrive at Ulundi at 08:00 and leave at 06:20, which is almost two hours earlier. ✓✓ | | |
| |Secondly, the cost of traveling from Ulundi to Umtata cannot be R23.00 as in all other cases, it is clear that the cost for | | |
| |each kilometer travelled equals one rand. ✓✓ID 11333; SO 4 | | |
| | | | |
| | | |(4) |
|7.1.5 |R1 741 ✓✓ID 11333; SO 4 | |(2) |
|7.2.1 |2000. ✓ID 11333; SO 4 | |(1) |
|7.2.2 |The Soccer World Cup will be played in South Africa and over three million people are expected to come and not only watch the | | |
| |soccer games, but also to see and tour the country. ID 11333; SO 4 ✓✓ | | |
| | | |(2) |
|7.2.3 |1,5 million. ✓ID | |(1) |
| |11333; SO 4 | | |
|7.2.4 |2015. ✓ID | |(1) |
| |11333; SO 4 | |[10] |
| TOTAL FOR SECTION B | |40 |
|SECTION C | | |
|QUESTION 8 | | |
|8.1 |The presence of too many tourists into an area, especially if not properly controlled, can lead to any of the following; | | |
| |Littering of the environment. | | |
| |Tourists can cause veld fires if they throw live cigarettes into dry bushes. | | |
| |Water pollution. | | |
| |Air pollution. | | |
| |Some animal species may be driven away from their natural habitat if there are too many tourists. | | |
| |Some plant species may die out if they are not protected and are over-harvested. | | |
| |Unplanned footpaths can result in soil erosion. | | |
| |The presence of tourists may attract many people coming into the area to look for work. This may result into slums and the | | |
| |destruction of the environment. | | |
| |Two marks for the six point discussed. ID 11337; SO 1 ✓✓✓✓✓ ✓✓✓✓✓✓✓ | | |
| | | | |
| | | | |
| | | |(12) |
|8.2 |8.2.1 |DEAT is responsible for developing and promoting sustainable tourism. | | |
| | |Create increased job and entrepreneurial opportunities. | | |
| | |Encourages meaningful participation of the previously disadvantaged communities in tourism. | | |
| | |Drafts laws governing tourism in the country. | | |
| | |Monitors and enforces compliance with any laws if violated by any participant in the tourism industry. | | |
| | |Fostering sustainable tourism development. | | |
| | |Enhancing skills. | | |
| | |Empower the public to participate in sustainable tourism development. | | |
| | |Allows international participation in policies and principles. | | |
| | |Any three correct answers will be marked. Two marks will be allocated for each correct answer. | | |
| | |✓✓✓✓✓✓ ID 11334: SO 01 | | |
| | | | | |
| | | | | |
| | | | |(6) |
| |8.2.2 |ASATA represents travel agents and tour operators. | | |
| | |Ensures that its members adheres to the Code of Good | | |
| | |Conduct and Practices. | | |
| | |Ensures that the interests of its members are heard. | | |
| | |Participates in the development of skills development policies affecting its members. | | |
| | |Any three will be marked correct. Two marks for each correct answer.✓✓✓✓✓✓ ID 11334: SO 01 | | |
| | | | | |
| | | | | |
| | | | |(6) |
| |8.2.3 |The main function of SA Tourism is to market South Africa as a good tourism destination internationally. | | |
| | |Assist provinces to market themselves. | | |
| | |Assists in ensuring that tourist visitors visit the entire country, not just a few. | | |
| | |Promote a national tourism culture and environmental awareness. | | |
| | |Work closely with other role players to ensure that they comply with laws and that all their concerns are | | |
| | |addressed. | | |
| | |Coordinate tourism information, research and statistics for tourism nationally. | | |
| | |Any three will be marked correct. Two marks for each correct answer. ✓✓✓✓✓✓ID 11334: SO 01 | | |
| | | | | |
| | | | | |
| | | | |(6) |
| | | | |[30] |
|QUESTION 9 | | |
|9.1 |Learners can give any four tourist destinations, attractions and/or events in their areas or province, such as local church, | | | |
| |graveyard, museum, battle site, memorial, houses, street, mountain, river, caves, old mines, old buildings, etc. What is | | | |
| |important is that learners must explain why tourists like that place. For example, Gold Reef City-learn about gold mining in | | | |
| |the past, to enjoy the rides, to experience the cultural displays and activities. | | | |
| |One mark for mentioning the destination, attraction or/and event and two marks for the reason of why the tourists like to | | | |
| |visit the site. ID 11335: SO 3 and ID 11336: SO 2 ✓✓✓✓✓✓✓✓✓✓✓✓ | | | |
| | | | |(4) |
| | | | | |
| | |(12) | | |
|9.2 |9.2.1 |Two advantages of an aircraft include the following; | | |
| | |It is fast. | | |
| | |It is safe. | | |
| | |It is comfortable. | | |
| | |It is reliable | | |
| | |One disadvantage of an aircraft include the following; | | |
| | |It is expensive. | | |
| | |People must at times travel long distances to get to airports. ✓✓✓✓✓✓ ID 11333; SO 2 | | |
| | | | |(6) |
|9.2 |9.2.2 |Two advantages of a minibus taxi include the following; | | |
| | |It is fast. | | |
| | |It is cheap as compared to other forms of transport. | | |
| | |It can take you anywhere. | | |
| | |It is available from almost every place in the country, rural and urban. | | |
| | |It operates even during odd hours. | | |
| | |It is mainly reliable. | | |
| | |One disadvantage of a minibus taxi include the following; | | |
| | |It is not always the safest means of transport. | | |
| | |It is not comfortable. | | |
| | |Fighting for routes sometimes result in taxi violence. ✓✓✓✓✓✓ ID 11333; SO 2 | | |
| | | | | |
| | | | |(6) |
|9.2 |9.2.3 |Two advantages of a luxury bus include the following; | | |
| | |It is fast. | | |
| | |It is safe. | | |
| | |It is comfortable. | | |
| | |It is reliable. | | |
| | |One disadvantages of a luxury bus include the following; | | |
| | |Luxury busses are expensive. | | |
| | |Sometimes people must travel long distances to get to stations where they stop. | | |
| | |✓✓✓✓✓✓ ID 11333; SO 2 | |(6) |
| | | | |[30] |
|TOTAL SECTION C: | |30 |
| GRAND TOTAL: | |100 |
|10. |PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES |
The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:
|Validity |Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related |
| |assessment criteria into account in setting appropriate types of questions. |
|Reliability |Assessment should produce reliable results instructions are clear, consistent and unambiguous |
| |Assessment criteria are strictly adhered to |
| |Marking guidelines/memoranda are clear and markers apply the same standard. |
|Transparency |Accomplished through guidelines, uniform SBAs and national examinations are moderated internally. |
| |Papers and SBAs are moderated externally by Umalusi. |
| |Stakeholders know what to expect and candidates have the right to appeal. |
|Fairness |Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location) |
| |Assessment is accessible to all candidates |
| |Covers different cognitive levels |
| |Nature of the learning environment of learners is considered. |
|Currency |Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and |
| |nature of the texts selected, and the topics offered for interaction. |
|Authenticity |Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to |
| |avoid predictability. |
The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.
|Baseline Assessment: |Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It |
| |assists educators with the planning of learning programmes and learning activities. |
|Formative Assessment: |It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or |
| |not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is |
| |also known as assessment for learning |
|Summative Assessment: |It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example|
| |of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed |
| |as a “video” of a learner’s progress. |
|Diagnostic Assessment: |It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies|
| |both the strengths and weaknesses of either the learner or the teaching methodology |
|Systemic Assessment: |It is an external way of monitoring the education system by comparing learners’ performance to national indicators of|
| |learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially |
| |defined measuring instruments. |
|Note of the following Assessment Strategies should also be taken. |
|Methods |Forms |Instruments/Tools |Purposes |
|(WHO) |(WHAT) |(HOW) |(WHY) |
|Educator assessment, |Tests, Drawings, |Assessment grids, |Baseline, |
|Self-assessment, |Paintings, Graphs, |Rubrics, |Diagnostic, |
|Peer-assessment and |Physical activities, Projects, |Memoranda and |Formative, |
|Group-assessment. |Demonstrations, |Observation sheets. |Summative and |
| |Poems, Dramas, Role-plays, Stories, | |Systemic. |
| |Songs/music, | | |
| |Oral presentations, | | |
| |Written presentations, | | |
| |Worksheets, | | |
| |Questionnaires, | | |
| |Cassettes, Posters, | | |
In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.
[pic]
-----------------------
MPUMALANGAAA
KWA-ZULU
NATAL
6
[pic]
General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
TRAVEL AND TOURISM L4
CODE: TRVT4
2013 - 2015
7
BOTSWANA
5
NAMIBIA
NORTH
WEST
3
FREE STATE
4
WESTERN
CAPE
1
2
................
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