Tourism 12

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Tourism Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Services and products can be designed through consultation and collaboration.
Personal design choices require the evaluation and refinement of skills.
Tools and technologies
technologies
tools that extend human capabilities 
can influence communications and relationships.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Engage in consumer-centred research
    consumer-centred research
    research done directly with potential consumers to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them 
    and empathetic observation
    empathetic observation
    aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders 
Defining
  • Establish a point of view for a chosen design opportunity
  • Identify and analyze potential consumers, intended impact, and possible unintended consequences for a chosen tourism design opportunity
  • Identify criteria for success, identify constraints
    constraints
    limiting factors, such as consumer requirements and wishes, expense, environmental impact, copyright 
    , and anticipate and address possible unintended negative consequences
  • Make decisions about premises and constraints that define the design opportunity
Ideating
  • Take creative risks to generate ideas and enhance others’ ideas to create possibilities
  • Screen ideas against criteria and constraints, and prioritize them for prototyping
  • Critically evaluate how competing social, ethical, economic, and sustainability factors impact tourism locally, nationally, and globally
  • Collaborate with potential consumers throughout the design process
Prototyping
  • Identify, critique, and use a variety of sources of inspiration
    sources of inspiration
    may include personal experiences; First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including consumers, experts, and thought leaders 
    and information
    information
    may include professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres both online and offline 
  • Develop a product plan and/or service plan that includes key stages and resources
Testing
  • Obtain and evaluate critical feedback from multiple sources
    sources
    may include peers; consumers; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
    , both initially and over time
  • Based on feedback received and evaluated, make changes to product and/or service plan or processes as needed
Making
  • Identify tools, technologies, materials, processes, and time needed for development and implementation
  • Use project management processes
    project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during execution 
     when working individually or collaboratively to coordinate processes
  • Share
    Share
    may include showing to others or use by others, giving away, or marketing and selling 
     progress to increase opportunities for feedback, collaboration, and, if applicable, marketing
Sharing
  • Decide on how and with whom to share or promote their product or service
    product or service
    for example, a physical product, process, system, service, activity, environment 
    , their creativity, and, if applicable, their intellectual property
    intellectual property
    creations of the intellect such as works of art, inventions, discoveries, design ideas to which one has the legal rights of ownership 
  • Critically reflect on their design thinking and processes, and identify new design goals, including how they or others might build on their concept
  • Critically evaluate their ability to work effectively, both individually and collaboratively

Applied Skills

Evaluate and apply safety procedures for themselves, co-workers, and consumers in both physical and digital environments
Identify and critically assess skills needed for design interests, and develop specific plans to learn or refine them over time
Evaluate and apply a framework for problem solving

Applied Technologies

Explore existing, new, and emerging tools, technologies, and systems and evaluate their suitability for the task at hand
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role and personal, interpersonal, social, and environmental impacts of technologies in societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies

Content

Students are expected to know the following:
design for tourism and hospitality services and products across multiple sectors
sectors
for example, travel services, transportation, accommodation, food and beverage, recreation and entertainment 
necessary components
necessary components
viability of a destination and the quality of its potential offerings, such as attractions, historically or culturally significant sites, accessibility and travel options, accommodation, infrastructure, assets, carrying capacity, and sustainability 
 for tourism development, including market research strategies
market research strategies
ways to access and assess consumer wants and needs to inform potential tourism markets, the design of products and services, and promotions and advertising 
role of disruptors
disruptors
non-traditional tourism businesses and organizations; for example, sharing-economy enterprises, social media, user-generated content 
 in a tourism economy
emerging trends
emerging trends
the latest trends that target different consumers in diverse contexts, both locally and globally; for example, niche tourism, ecotourism 
 in the tourism industry, such as leisure innovation
leisure innovation
tourism trends that incorporate wellness lifestyle perspectives, such as active living, reconnecting with nature, and well-being; for example, adventure tourism, recreation in park settings, yoga retreats 
 and First Peoples tourism
First Peoples tourism
tourism businesses that are majority-owned and operated by First Nations, Métis, or Inuit and that demonstrate a connection and responsibility to the local First Peoples community and traditional territory where the operation resides 
role of labour
role of labour
for example, skilled versus unskilled workers, training needs, turnover, workforce mobility, labour shortages, labour differences among various worldwide destinations 
 in sustaining tourism and hospitality operations and services locally and globally
entrepreneurship and small business development in hospitality and tourism
strategies for tourism stakeholder
tourism stakeholder
for example, guests, employees, employers, individual operators, product clusters, communities, associations, governments 
 engagement and collaboration
risk management in tourism
risk management in tourism
practices, policies, and procedures designed to minimize or eliminate unacceptable risks; for example, safety considerations for travellers on an Outward Bound excursion 
 and legislation
legislation
for example, contract law, tort law, negligence 
event planning, coordination, and facilitation skills
cultural sensitivity and etiquette, including ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, song, or drama without permission or appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn 
hospitality and communication skills to interact effectively
interact effectively
for example, welcoming discourse or body language; ways to communicate with people who may have limited local language skills/proficiency or diverse cultural heritages 
 with local and international tourists
career options and opportunities in various tourism sectors
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.