CONTENT OVERVIEW

GRADE:11
TOURISM

1
 WHAT IS TOURISM ABOUT?
Refers to the study of:
the activities, services and industries
that deliver a travel experience to
groups or individuals.
 the study of the expectations and
behaviour of tourists and the economic,
social and environmental impact of
tourism on South Africa.

2
 TOPICS FOR GRADE 11 TOURISM
• Tourism Sectors
• Map work & Tour Planning
• Tourism Attractions
• Domestic, Regional & International Tourism
• Culture & Heritage
• Foreign Exchange
• Communication & Customer Care
• Marketing
• NB: Sustainable & Responsible Tourism has
moved over to Grade 12
3
 LEARNERS WILL STUDY AT GRADE 11:
• Transport services in South Africa:
airline/airport operations, bus industry, train
industry including the Gautrain, cruise liner
industry & car rental.
• Domestic Tourism Growth Strategy
• Domestic travel market segments
• South African cultural uniqueness including
the importance of the cultures within each
province

4
CONT.

• Foreign exchange & its value to the South

African economy
• Regional tourism including SADC member
countries
• Main tourist attractions in the SADC
countries
• Map work & tour planning
• Types of marketing techniques

5
CONT:

• Customer care & value of managing quality

service
• Career/ Entrepreneurial opportunities in
tourism

6
 TEACHING RESOURCES REQUIRED…
• GRADE 11: A clear, colour road map of
South Africa & the SADC countries.

7
 PRACTICAL ASSESSMENT TASK-GR:11
• The PAT is done in two phases.
• Comprises of 25% of the learners
promotion mark.
• Phase 1: completed in term 2
• Phase 2: completed in term 3
• Resources for the PAT are the
responsibility of the school.
• Teachers to formally assess each phase.
8
 Teacher Planning
Tourism

Curriculum news issued

in 2010 curriculum news.pdf

9
 The teacher file
Section 1: Personal
• Timetable
• Duty sheet

Section 2: Curriculum
• Curriculum and Assessment Policy Statements
(CAPS)
• Work schedules for each subject in each grade
• Weekly/cycle planning (one page including all)
10
Section 3: Assessment
Formal Assessment: Theory
• Program of Assessment
• Recording sheets, completed up to date
• Projects: instructions and assessment
tools
• Tests and memoranda
• Examination papers and memoranda

11
Section 4: Practical Assessment Task (PAT)
• PAT documents
• Mark sheets

Section 5: Finances and textbooks

• Budget and expenditure
• Textbook control list

12
What do teachers need for planning and reporting?

Teaching Work Schedule

Plan (CAPS) .

. Planning .

.
Weekly Planning
Text book

13
 Annual Work Schedule
• For each subject for each grade
• In terms and weeks/cycles
• Sequence and pace content
• Indicate weeks / cycles, content,
assessment activities, resources,
date completed and comments

14
 ACTIVITY: Weekly planning
• Use the copy of the timetable
provided and complete the weekly
preparation for one grade 10 class
for one week identified by the
Presenter

15
STEPS TO FOLLOW WHEN PLANNING
• Identify content to be taught
• Identify no of periods available ( consider PAT
and SBA periods)
• Package content per period
• Indicate: 1. Topic
2. Pg no in textbook
3. Activity for home/class work
• Develop, design and copy additional material
i.e. worksheets or additional notes / summaries

16
 Back of page
what happened during the week?
Mon Tues Wed Thurs Fri
- 10B 10C Thabo Subject Last 2
Tumi Mokoena advisor periods lost
Mudau’s came 15 visited: because bus
watch min late Periods 4-6 left for
stolen. choir
11B competition
Extremely
arrogant
behavior by
Sarah, Phila
and Noleen

17
Learner books

18
 Learner books: theory
• Each learner must have an exercise book
for informal written assessment. This
includes class tests, homework , short
open book assignments, case studies,
summaries, worksheets, etc.
• Two to three pages written work per
week is required on the topic done
during that work.
• Peer and self assessment are suitable to
mark this. 19
 Learner booklet for terminology
• Focus on language teaching in each subject.
• Suggestion: Each learner have a booklet
where subject terminology is written down
during /after each lesson.
• Write down the topic of the lesson, and
write unfamiliar subject terminology
underneath in bullet format.
• Learners should study from the textbook as
well as from this terminology booklet for
20
 How to make use of a mind map in class
Make a mind-map on the blackboard
Ask learners to look in the textbook and provide the
information

21
Rules to remember when mind
mapping
• Start in the center and work
outwards – in a spray pattern
• Use key words – be brief
• Use lines to show connections
• Use colour, symbols and illustrations

22
 How to use a summary in class
• state the main topics and state sub-headings
under the main topic
• start with the most important facts under
the sub-headings
• be accurate
• use short sentences – be brief
• Ask learners to look in their textbooks and
provide the relevant information

23
 Open-book class test / activity

• Write questions on the blackboard, or hand

out questions or a worksheet that you have
prepared beforehand

• Learners look for the answers in the textbook

• Include some questions on higher cognitive

levels as well, for learners to interpret.

24
Activity: Mind map and Summary
Develop a mind map or summary on:
• The tourism train industry
Use any approved textbook

25